Description of Handout Pages

Handout Packet

Table of Contents

There are a total of …………. pages counting this table of contents. If your handouts should print out irregular or with unidentifiable characters please contact me as soon as possible.

 

Description of Handout Pages

Student Agreement to be signed and returned as soon as possible (1 page)

You will want to read this packet carefully and make sure you understand ALL material.

You will also want to read your syllabus carefully before you sign the Student Agreement.

 

Introduction Speech – Video Self-Evaluation Questions Worksheet (1 page)

 

The 7- 10 Minute Informative Speech Handouts (Total of ….. pages) 6-16

Informative Speech Objectives (2 pages) 6-7

Audience Analysis – Adapting Your Message to Your Audience (1 page) 8

Using Connectives (1 page) 9

Speech Preparation Checklist (1 page landscape) 10

Organizing the Outline (1 page landscape) 11

The Informative Speech Sample Preparation Outline (2 pages landscape) 12-13

The Informative Speech Preparation Outline Guide (3 pages) 14-16

 

 

Handout Packet for Personal and Public Speech

Student Agreement

After printing, copying, and/or downloading the handout packet and reading the course syllabus materials that you received in class, please fill out and sign both copies of the following student agreement. Keep the top copy for yourself, and turn in the bottom copy to me as soon as possible. My Receipt of your signed copy of the agreement will let me know that you have printed this handout packet and you have all of the handouts for Public Speaking Class. Upon receipt of the agreement I will also know you have read and understood the course materials, requirements, and policies.

 

Student Agreement

(Student’s Copy)

I, ___________________________, have carefully read the course syllabus and successfully printed, copied, and/or downloaded the Handout Packet for Public Speaking Class. I understand the course requirements and policies and I agree to abide by them as a student enrolled in Public Speaking Class during the Semester ______________. (Semester/Year)

 

In addition to having read the Syllabus, Handout Packet, and all other materials for class: I will turn my assignments in on time. I will come to class prepared and ready to participate. I will help create an optimal learning environment for the class and for myself. I will be a Team player. Signed ______________ Date _________________

 

_____________________________________________________________________________

Student Agreement

(Olga’s Copy - Tear off and turn into Olga ASAP)

I, ___________________________, have carefully read the course syllabus and successfully printed, copied, and/or downloaded the Handout Packet Public Speaking Class. I understand the course requirements and policies and I agree to abide by them as a student enrolled in Public Speaking Class that meets during the Semester ______________.

(Semester/Year)

 

In addition to having read the Syllabus, Handout Packet, and all other materials for class: I will turn my assignments in on time. I will come to class prepared and ready to participate. I will help create an optimal learning environment for the class and for myself. I will be a Team player. Signed______________________ Date _________________

SPEECHES OF INTRODUCTION (4-5 Minutes Max)

Objectives

1. To develop interviewing skills, and reduce uncertainty.

2. To prepare and organize a speech of introduction.

3. To practice and observe speeches of introduction.

4. To learn about our classmates.

 

Instructions

The class will divide into dyads and prepare, organize, and deliver speeches of introduction that are 4-5 minutes in length. The goal is to introduce one of your classmates to our class. To help us better understand our classmate you will include a visual representation of your partner by including a visual aid in your speech.

 

Organizing the Information

After the interviews are complete, organize your information from the particulars (name, major, hometown, etc.) to the general description of something unique, special, or important about the individual you are introducing. Remember to include that person's name in your opening and closing remarks. You will receive a handout to help you outline your introduction of your partner. You will be presenting from an outline of your information.

A B C D

How will you achieve your desired grade? _________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List any previous public speaking you have done, or will do (other than in this class) ______

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rate your enjoyment of public speaking on the following scale (Circle one number -- 1 = loathe, despise, avoid it at all costs; 10 = savor every moment of it, can’t get enough of it, you look forward to the next time you can speak in public):

1 2 3 4 5 6 7 8 9 10

What would be your least favorite public speaking situation? _________________________

__________________________________________________________________________________________________________________________________________________________

What would be your most favorite public speaking situation? ________________________

_________________________________________________________________________________________________________________________________________________________

What days and times during the week are you free to have group meetings? _____________

__________________________________________________________________________ (Over)

Role Model (Briefly describe a special person who has had an impact on your life, and why): __

__________________________________________________________________________________________________________________________________________________________

Community/Campus Activities: ________________________________________________

_____________________________________________________________________________

List your Hobbies/Interests/Extracurricular activities: ______________________________

_____________________________________________________________________________

Current employment& work experience:_ _________________________________________

_____________________________________________________________________________

At what do you consider your self to be an “expert” (i.e., what are you good at doing, or knowledgeable/passionate about)? ____________ ______________________________________

_____________________________________________________________________________

What could you competently inform our class about? ________________________________

_____________________________________________________________________________

Supplemental Information (Include travel, special skills, talents, awards, accomplishments, and unique areas of knowledge):

__________________________________________________________________________________________________________________________________________________________

Finish This Sentence: The qualities I look for in a good public speaker are... ____________

_____________________________________________________________________________

Which of the above qualities do you possess? _______________________________________

_____________________________________________________________________________

INTRODUCTION

 

I. (Attention Getter) This could be a story or anything you know will GRAB your audience's attention. “Albert Einstein once said that in the middle of difficulties lie opportunities. We all experience difficulties in our lives, however, what makes some of us different from others is how we deal with the difficulties. The person I will introduce to you today sees difficulties as opportunities.”

 

II. (Reveal Topic) Reveal your topic to your audience–just your topic–not a preview.

“Today I have the opportunity to introduce you to Jack Hart, our new classmate.”

 

III. (Credibility Statement) Answer the question "Why should we listen to YOU?" Give some type of factual information or some reference that will show that you know what you are talking about. This could be the fact that you had an extensive in-class interview with your interviewee. Perhaps you did additional research, or you telephoned your interviewee.

“I interviewed Jack in class, and spoke with him on the phone. Before the interview I didn’t Know Jack—now I do.”

 

IV. (Preview) Briefly reveal your topic and state what your main points will be.

For example: “Today, I will tell you about Jack’s

A. Main point 1 goes here “background”

B. Main point 2 goes here “education”

C. Main point 3 goes here “and his hobbies ”

(TRANSITION: Transitions are used to go smoothly from one part/point of the speech to another. Include in all of your connectives the exact wording you will use in your speech. “Let us start with Jack’s background.”)

BODY

 

I. (MAIN POINT 1) Your first main point goes here-it MUST be one complete sentence.

For example: “Jack has overcome many difficulties in his life.”

 

A. (SUBPOINT) You MUST have at least two subpoints under each main point. This could be one complete sentence or a phrase of fragment.

“When Jack was nine years old he lost his father to cancer.”

1. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

“Jack quickly became the ‘Man’ of the house.”

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

“Having two younger brothers to care for gave Jack a great deal of responsibility at an early age.”

b. (SSSP) If you have an ‘a.’ you must have a ‘b.’

“Every chance he could he helped his Mother around the house.”

2. (SSP) More of the above. If you have a ‘1.’ you must have a ‘2.’

“

B. (SP) You Must have a ‘B.’ You must include at least 2 subpoints for each Main Point

 

1. (SSP) Sub-Sub-Points and SSSPs are optional, however, you will most likely have both in your speech to support your subpoints and main points.

 

a. (SSSP) Further examples and information to support your subpoint.

 

b. (SSSP) If you have an ‘a.’ you need a ‘b.’

 

2. (SSP)

 

C. (SUBPOINT--optional)

 

1. (SSP)

 

2. (SSP)

 

 

TRANSITION: A transition is used to go smoothly from the 1st Main Point to the 2nd Main Point.

(Include the exact wording of your transition) For example: “Now you know a little bit about Jack’s background let me tell you about his educational.”

 

II. (MP 2) Your second MAIN POINT goes here. Follow the same format that you used for the first main point. “Jack has some specific educational goals.”

 

A. (SUBPOINT) You should have at least two subpoints under each main point. This could be one complete sentence. You cannot have an A without a B.

 

1. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories. Be sure to cite all sources. If you have a ‘1.’ you must have a ‘2..’

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

b. (SSSP) If you have an ‘a.’ you need a ‘b.’

 

2. (SSP) More of the above.

 

B. (SP)

 

1. (SSP)

 

a. (SSSP) Further examples and information to support your subpoint.

 

b. (SSSP) If you have an ‘a.’ you need a ‘b.’

 

2. (SSP)

 

C. (SUBPOINT--optional)

 

1. (SSP)

 

2. (SSP)

 

TRANSITION: A transition is used to go smoothly from the 2nd Main Point to the 3rd Main Point.

(Include the exact wording of your transition)

 

III. (MP 3) Your third MAIN POINT goes here. (The total number of main points is optional, however, three main points seems to be the number easiest to manage as a speaker, and the easiest to remember for your audience.) “Jack enjoys life every chance he gets.”

 

A. (SUBPOINT) You should have at least two subpoints under each main point. This could be one complete sentence. You cannot have an A without a B.

 

 

1. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories. Be sure to cite all sources. If you have a ‘1.’ you must have a ‘2..’

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

b. (SSSP) If you have an ‘a.’ you need a ‘b.’

 

2. (SSP) More of the above.

 

B. (SP)

 

1. (SSP)

 

a. (SSSP) Further examples and information to support your subpoint.

 

b. (SSSP) If you have an ‘a.’ you need a ‘b.’

 

2. (SSP)

 

C. (SUBPOINT--optional)

 

1. (SSP)

 

2. (SSP)

 

 

TRANSITION: A Transition is used to transition smoothly from the body of your speech into the conclusion. (Include in your transitional statement your exact wording)

“We can see that Jack enjoys life – let us review what makes Jack who he is today.”

 

CONCLUSION

 

I. (Summary Statement) Summarize your main points. Be specific and concise. Give an example from each main point. “Jack has overcome many losses and difficulties in his life. He has helped raise his two younger brothers. While helping raise his siblings he decided that he would like to pursue a career as a Teacher. Jack is not all work and no play—Jack enjoys surfing and he loves working with children. Jack has combined his two passions by teaching surfing to children in the Maui Youth Program.”

 

II. (Memorable Closing Statement) Leave your audience with something to think about. A memorable close that refers back to the attention getter creates psychological unity for your audience. “At one time or another you may have thought to yourself that You Don’t Know Jack, however, now you do. Jack has found nothing but opportunities in the difficulties he has faced – I encourage you to take the opportunity to get to know Jack—it won’t be difficult. Let’s welcome him to our class.”

 

 

Writing the Conclusion

 

You might recall on introductions the fact that audiences tend to put a lot of emphasis on their first and final impressions of a speaker (technically known as the primacy/recency effect). Because of this, it is very important to finish your speech with something great. If you have ever seen a stand-up comedian perform, you will find that they save their best jokes for the end of their set, for this very reason.

 

To end your speech with impact, you can use a lot of the devices discussed in the attention-getting section of the introductions page such as: quotations, jokes, anecdotes, audience involvement, questions, etc.

 

One of the best ways to conclude a speech is to tie the conclusion into the introduction. For example, you might begin your speech by telling a suspenseful story that relates to your topic, but save the end of the story for the very end of your speech. Or refer back to the same quotation. Or refer to the joke that you told. Any of these strategies will give your speech a sense of connection and closure, and will leave the audience with a great final impression.

 

If you are delivering a persuasive speech, you might try a slightly different ending because your goal is not just to be remembered, it's to inspire people to take action. One way to do this is to issue a call-to-action. This means that you specifically tell your audience what actions you expect them to take related to your speech. Another way to inspire action with the conclusion of your speech is to appeal to their emotions. If you create a desired emotion within your audience, and then leave them with that emotion, they will take that emotion with them. For example: If you leave them feeling guilty about not-recycling by painting a bleak picture about the state of the Earth that their grandchildren will live in, then they might recall that emotion the next time they choose not to recycle and alter their behavior.

 

Leaving a strong final impression is the most important aspect of the conclusion, but their are some other necessary steps as well:

 

1. Making a smooth transition from the body of the speech to the conclusion is crucial. To do this, use a signpost known as a concluding statement. The most common concluding statements include: "in conclusion", "I leave you with", "finally today", and other similarly obvious endings.

 

2. Just as it is important to preview a speech in the introduction, it is important to summarize the speech in the conclusion. The more the audience hears your main points, the more likely they are to remember them. By previewing, discussing, and summarizing your main points your audience will be exposed to them at least three times during your speech.

 

A good conclusion should be about 5-10% of the total speech length. Anything shorter that 5% means that the ending has come too abruptly. Anything more that 10%, and the audience may become restless. This brings up another point: If it sounds like a conclusion, you need to finish your speech in a reasonable amount of time. The conclusion is not the place to add new material.

 

 

This is a sample outline/guide for Introducing your classmate. After you gather and organize your information from your interview you could fill this out or type up your own outline using this one as a guide. If you decide to use this for your speaking outline please write legibly if you plan on using this during your speech. Just outline the information--Keywords and phrases. This is not a manuscript. Do not write out everything you are going to say during the speech – Outline your information.

INTRODUCTION

I. (Attention Getter) _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

II. (Reveal your topic) __________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________

III. (Establish Credibility) _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

IV. (Preview) _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

(TRANSITION: ____________________________________________________________________________________)

BODY

I. (First Main Point --main points are full sentences) _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

A. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

B. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

C. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

(TRANSITION: ____________________________________________________________________________________)

II. (Second Main Point --main points are full sentences) _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

A. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

B. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

C. (Subpoint) ___________________________________________________________________________

1. (Sub-subpoint) ________________________________________________________________________

2. (Sub-subpoint) ________________________________________________________________________

(TRANSITION: ____________________________________________________________________________________)

III. (Third Main Point --main points are full sentences) _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

A. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

B. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

C. (Subpoint) ____________________________________________________________________________

1. (Sub-subpoint) _________________________________________________________________________

2. (Sub-subpoint) _________________________________________________________________________

(TRANSITION: ____________________________________________________________________________________)

CONCLUSION

I. (Summary of Main points) _____________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

II. (Closing -- Clincher -- Tie this back to Attention

 

 

WORKSHEET 2

Introduction Speech

Time (min.)

Speaker:_______________________________________________________

Person being introduced:___________________________________________________

Introduction

Was the introduction interesting, did it catch the listener’s attention?

1 2 3 4 5 6 7 8 9 10

 

Was the central idea presented clearly in the introduction?

1 2 3 4 5 6 7 8 9 10

 

Body

Were the main points relevant and clear?

1 2 3 4 5 6 7 8 9 10

 

 

Conclusion

Did the conclusion briefly summarize the main points and relate to the body and/or the intro?

1 2 3 4 5 6 7 8 9 10

 

Organization

Did the speech flow well, did the intro, body, and conclusion relate to each other?

1 2 3 4 5 6 7 8 9 10

 

 

Preparation

Was there evidence of practice and preparation?

1 2 3 4 5 6 7 8 9 10

 

Was the speech within the time limit?

1 2 3 4 5 6 7 8 9 10

 

Overall Delivery

Did the speaker have good volume and intonation, and did they attempt to make eye contact?

1 2 3 4 5 6 7 8 9 10

 

Comments:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Informative Speech

Objectives:

1. Develop an Informative speech topic.

2. Develop and Apply effective research and organizational skills in preparing a speech.

3. Analyze your Audience and adapt your message to your audience

4. Develop and Effectively use a Visual Aid to assist you in clarifying and supporting your ideas.

5. Practice delivery and presentation skills.

6. Inform, teach, and create understanding in your audience.

 

This speech is an informative presentation. Your goal is to inform and teach your audience about your topic. Focus on one type of informative speech: OBJECTS, EVENTS, CONCEPTS, OR A PROCESS. First and foremost -- select a topic that is interesting to you. It helps if you are knowledgeable on your topic. You want to also choose a topic that will be intellectually stimulating to your audience. Always Consider your audience--every step of the way. All Topics MUST BE CLEARED WITH YOUR INSTRUCTOR AS SOON AS POSSIBLE! I want to know ASAP what your topic is so that I can help you prepare. The sooner I know what your topic is the sooner I can help you.

 

Gathering Information:

Hopefully, you will be knowledgeable on your topic already. However, part of your assignment is to find additional sources. You are "required" to have at least 4 (FOUR) reputable, reliable, current sources. These must be experts - received specialized training in that topic. You must cite all four sources in the body of your speech. No more than HALF of your sources may be from the internet. You are not an additional source. An interview (using your interview skills and a schedule) would be an excellent source and I encourage you to interview an outside source for your speech. Include the sources that you will cite in your speech in your reference section. Please use complete citations. APA or MLA format is required for your citations. If you aren't familiar with these style of citations you can ask your teacher for the clarification or your can find some excellent examples online.

 

Audience Analysis:

You will also gather information about your audience based on your topic. You will do this by putting together a questionnaire for each member of your audience.

 

 

Organizing and Outlining your Information:

You will outline the information that you want to present to your audience into an informative speaking preparation outline. This is a detailed preparation outline that we will discuss in class. Also available to you will be several outlining handouts including a sample outline, outlining guidelines, using connectives, a fill in the blank outline guide with all the labels and elements, and a checklist to help you prepare and organize your informative speech. The final draft of the Informative Preparation outline is due on the due date in your schedule. I strongly encourage you to start work on this process as soon as possible. I also encourage you to come by my office with a draft of your outline one month before the final is due so that I can give you feedback on your outline.

 

From your Preparation Outline you will develop a Speaking Outline. Your speaking outline is a "bare-bones" version of your preparation outline. You use the identical visual framework and same elements (Roman numerals, upper-case letters, Arabic numerals, and lower-case letters. You will not have as much detailed information on the speaking outline. You will use phrases, fragments and in some cases just one word. By the time you are ready to present your speech you will know your information so well that the speaking outline is just a guide to keep you on track.

 

 

Informative Speech Materials to be turned in for points:

• Audience analysis questionnaire including one for each classmate.
• Preparation outline.
• Speaking outline.
• 3 to 5 Peer evaluations will be done in class and given to the speaker. You must be present to evaluate your peers.
• Your Self evaluation is due ASAP or no later than the scheduled due date after your speech. Late evaluations will not be accepted.

 

DELIVERY: You will be graded on delivery. Please do not read your speech

 

Evaluations:

You will evaluate other speakers to help them improve, and to improve your own skills. Evaluation is an important part of this class. It is just as important to be in class when others are presenting as when you are presenting your speech. If you miss any day of presentations (yours or others) you will be penalized two fold -- you will loose points for the missed peer evaluation and points for attending presentations as class participation. Please do not miss scheduled presentation days.

 

You will also do a self evaluation of your own informative speech after viewing your videotape of your speech. This is your final opportunity in this class to write a clear, concise, comprehensive evaluation of your speech –make it count.

 

Analyzing Your Audience

 

Once you have selected your speech topic it is imperative that you analyze your audience. One easy way to do this in our class is to ask your audience specific questions about your topic so that you can get a better idea of your audience's interests of, knowledge on, and attitudes toward your topic.

 

To do this you will put together an Audience Analysis Questionnaire for your speech. Include all three types of questions (fixed alternative-and include the alternatives; scale-include the scale; and open ended-provide the space for responses). Please include a few demographic questions, and at least six topic specific questions. You will also want to include an opening and a closing-brief but concise (see example).

 

Please take the time to use space and justification effectively and allow room for response to the questions. You can reduce the overall size and put the questionnaire two up on a landscape page to conserve paper and copying. You will include demographic questions and an opening & closing. Bring with you a questionnaire for each person in class. The following is an example of an audience analysis questionnaire for an informative speech on weather and meteorology:

 

Using Connectives

INSTRUCTIONS

First, Read about each of the types of connectives listed below, then Place connectives in the appropriate places in your outlines.

 

Connectives are words or phrases that join the thoughts of a speech together and indicate the relationship between them. Connectives are essential to help the audience focus on main ideas without having them guess which ideas the speaker thinks are important. The audience is able to tune into what points the speaker has talked about and what point the speaker is presently talking about. When a speaker uses connectives properly the speech will flow smoothly and make complex ideas understandable. Each speech should contain the following four connectives: transitions, internal previews, internal summaries, and signposts.

 

 

TRANSITIONS:

Transitions are used to indicate movement from a completed thought to a new thought. Transitions indicate what idea is being left and what idea is coming up. The following examples indicate the use of this connective.

 

In addition to being a problem nationwide, suicide is also a problem on our campus.

 

So much for the problem; what about the solution?

 

Now that you have seen what a serious problem illiteracy is, you may be asking yourself-

“How can I help?”

 

Since we know a little more about what memory is, let us turn to the relationship between the human brain and the process of memory.

 

INTERNAL PREVIEWS:

Internal previews direct the audience to what areas will be covered next. Internal previews generally appear once the speaker has finished a transition and after a new main point. The speaker simply previews the subpoints which make up the point being addressed. The following examples show how internal previews key the audience into the areas to be discussed.

 

We can help solve the problem by knowing how to identify the symptoms and knowing whom to contact for help

Puzzles can be used for entertainment, as an indication of intelligence, and to help us develop better problem-solving techniques.

 

INTERNAL SUMMARIES:

Internal summaries are the flip side of internal previews. Rather than indicating what subpoints are to follow in the speech, internal summaries remind the listeners what subpoints have been discussed. Internal summaries are excellent ways to reinforce and clarify ideas which are essential for the audience to remember. The following are examples of internal summaries.

 

Therefore, anyone can help solve the problem by knowing how to identify the symptoms, and knowing whom to contact about helping them.

I hope I’ve made it clear that needed information is slipping right by us because the news doesn’t arouse our attention, it comes at us in unorganized segments, and the bits and pieces don’t allow the development of a schemata.

 

 

SIGNPOSTS:

Signposts are short statements which tell the audience where the speaker is in the speech. Often times signposts are numbers of words which suggest that what the speaker is about to say is important. The following are examples of signposts.

 

Let’s first take a look at the nature of the problem.

 

The third warning sign is giving away one’s possessions.

 

And first, the most important thing to remember is child custody battle injure the children.

 

To begin with, we must examine the engine of the car.

 

COMBINATION OF CONNECTIVES:

Connectives, when combined effectively, allow a speech to flow smoothly through each idea. The following is an example:

 

(Internal Summary: I hope I have made it clear that Kahiko is used as a system of passing on history and knowledge about the Gods, Goddesses, Kings and Queens. Kahiko can be easily identified by unsmiling faces, and stiff motions of the dancers.)

 

 

(Transition: Since we now know a little about ancient hula, let us turn to the modern hula.)

 

 

II. (Main Point 2) The second major form of hula in Hawaii is the modern hula or 'Auana.

(Internal Preview: 'Auana is used for entertainment; it narrates love stories, and is distinguishable from kahiko.)

 

 

INTRODUCTION

V. (Attention Getter) This could be a story or anything you know will GRAB your audience's attention.

 

VI. (Reveal Topic) Reveal your topic to your audience–just your topic–not a preview.

 

VII. (Credibility Statement) Answer the question "Why should we listen to YOU?" Give some type of factual information or some reference that will show that you know what you are talking about. This could be the fact that you had a class on the topic, or that you have done a lot of research, or that you have first hand experience with your topic, or you are an expert, etc.

 

 

VIII. (Relevancy Statement) Tell your audience how your topic is relevant to them.

 

 

IX. (Preview) Briefly reveal your topic and state what your main points will be. Your Preview is your central idea/thesis statement. You could copy your central idea from above and paste it into this spot. Your Central Idea will make an excellent preview to your speech. Your central idea is your preview.

 

(TRANSITION: Transitions are used to go smoothly from one part/point of the speech to another. Include in all of your connectives the exact wording you will use in your speech.)

BODY

II. (MAIN POINT 1) Your first main point goes here-it MUST be one complete sentence –your main points must be consistent with your preview and your central idea – similar wording.

 

 

(INTERNAL PREVIEW: of Subpoints (A, B, AND C)

Go HERE – Include the exact wording of your internal preview that you will say in your speech)

A. (SUBPOINT) You MUST have at least two subpoints under each main point. This could be one complete sentence or a phrase of fragment.

 

 

3. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

4. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

B. (SUBPOINT) You Must have a ‘B.’ You must include at least 2 subpoints for each Main Point

 

 

1. (SUB-SUBPOINT) Sub-Sub-Points and SSSPs are optional; however, you will most likely have both in your speech to support your subpoints and main points.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

3. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

C. (SUBPOINT) Optional. You must include at least 2 subpoints for each Main Point

 

 

1. (SUB-SUBPOINT) Optional; however, you will most likely have both in your speech to support your subpoints and main points.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

2 (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

(INTERNAL SUMMARY – OF SUBPOINTS A, B, AND C GOES HERE – Include the exact wording of your internal summary that you will say in your speech)

 

 

TRANSITION: A transition is used to go smoothly from the 1st Main Point to the 2nd Main Point. (Include the exact wording of your transition)

 

 

III.(MAIN POINT 2) Your first main point goes here-it MUST be one complete sentence –your main points must be consistent with your preview and your central idea – similar wording.

 

 

(INTERNAL PREVIEW: of Subpoints (A, B, AND C)

Go HERE – Include the exact wording of your internal preview that you will say in your speech)

 

A. (SUBPOINT) You MUST have at least two subpoints under each main point. This could be one complete sentence or a phrase of fragment.

 

 

1. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

2 (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

B. (SUBPOINT) You Must have a ‘B.’ You must include at least 2 subpoints for each Main Point

 

1. (SUB-SUBPOINT) Sub-Sub-Points and SSSPs are optional; however, you will most likely have both in your speech to support your subpoints and main points.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

2 (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

 

C. (SUBPOINT) Optional

 

1. (SUB-SUBPOINT) Sub-Sub-Points and SSSPs are optional; however, you will most likely have both in your speech to support your subpoints and main points.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

2 (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories, facts, statistics, analogies, etc…. Be sure to cite all sources.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint. You can use abbreviations for the label--Example = (SSSP).

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you must have a ‘b.’

 

(INTERNAL SUMMARY – OF SUBPOINTS A, B, AND C GOES HERE – Include the exact wording of your internal summary that you will say in your speech)

 

TRANSITION: A transition is used to go smoothly from the 2nd Main Point to the 3rd Main Point.

(Include the exact wording of your transition)

 

IV.(Main Point 3) Your third MAIN POINT goes here. (The total number of main points is optional, however, three main points seems to be the number easiest to manage as a speaker, and the easiest to remember for your audience.)

 

(INTERNAL PREVIEW: of Subpoints (A, B, AND C) Go HERE – Include the exact wording of your internal preview)

 

B. (SUBPOINT) You should have at least two subpoints under each main point. This could be one complete sentence. You cannot have an A without a B.

 

1. (SUB-SUBPOINT) This is where the specific examples from your research are included to support your main points. You can use quotes, examples, stories. Be sure to cite all sources. If you have a ‘1.’ you must have a ‘2..’

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

2 (SUB-SUBPOINT) More of the above.

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

C. (SUBPOINT)

 

2. (SUB-SUBPOINT)

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

3. (SUB-SUBPOINT)

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

C. (SUBPOINT--optional)

 

3. (SUB-SUBPOINT)

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

 

4. (SUB-SUBPOINT)

 

 

a. (Sub-sub-subpoint) Further examples and information to support your subpoint.

 

 

b. (Sub-sub-subpoint) If you have an ‘a.’ you need a ‘b.’

 

(INTERNAL SUMMARY – OF SUBPOINTS A, B, AND C GOES HERE – Include the exact wording of your internal summary)

 

TRANSITION: A Transition is used to transition smoothly from the body of your speech into the conclusion. (Include in your transitional statement your exact wording)

 

CONCLUSION

 

III. (Summary Statement) Summarize your main points. Be specific and concise. Give an example from each main point.

 

 

IV. (Memorable Closing Statement) Leave your audience with something to think about. A memorable close that refers back to the attention getter creates psychological unity for your audience.

 

 

REFERENCES

 

Your sources. Include in your outline complete citations (using APA or MLA format) of the sources you used. Include interviews and EVERY SOURCE of information you used to prepare your speech that you WILL Cite in your speech (Refer to your Hula Sample for examples). Refer to the additional outlining handouts in your packet for further information and samples.

 

 

The Following student’s outline is a sample outline that you may use as a guide as you prepare your preparation outline. You will want to include all the labels that you see in this outline. All elements are in bold here–you could bold them in your outline, but you don’t need to. The Visual Framework here is exactly what I will be looking for in your outlines. The Visual Framework is the use of Roman numerals, Letters (both upper and lower case) and Arabic numerals along with clean indentation and the use of all labels for all elements. This outline has only two Main Points (to save space). I would suggest you use three Main Points as a benchmark. Three main points is the best. Two is okay but four and five main points become too cumbersome for the speaker and less memorable for the audience. As a speaker and an audience member we remember three main points best.

 

Abreviations: (MP 1) = Main Point 1 (SP 1)= Subpoint 1

The following is the exact format and Visual Framework you will want to use for your Preparation Outline of a speech to inform.

 

GENERAL PURPOSE: To Inform

 

SPECIFIC PURPOSE: To inform my audience about the two major forms of hula.

 

THESIS / Central Idea: The two major forms of hula, Kahiko and ‘Auana, have played an important role in Hawaiian history, and each have distinguishable characteristics that make them easily identifiable when performed.

 

Introduction

I. (Attention Getter) A Hawaiian Chant E Ila no Kawika o ka heke ao vapua. Ea ea. Ea ea.

 

II. (Relevancy Statement) Living in Hawaii you are bound to see hula performances. The performers could be strangers, your classmates, or even your friends. If you have already seen a hula performance you will be able to recognize if you saw ancient, modern or both hulas after this speech. If you haven't yet seen a performance, you will learn how to distinguish between the

two forms.

 

II. (Credibility Statement) I first started dancing hula at the age of seven. I have participated In recitals, the Keiki Hula competition, and school functions until the age of eleven. At the age of 14, I started dancing professionally in a Luau show.

 

IV. (Reveal Topic) Today I will tell you about the history of the two major forms of hula and help you identify distinguishable characteristics of each.

 

V. (Preview) The two major forms of hula are: A. the ancient hula or Kahiko. B. the modern hula or ‘Auana

 

(Transition: Let's start with the ancient hula.)

 

Body

Conclusion

I. (Summary Statement) Hula is a term used for referring to Hawai’i's folk dances. The two major forms are the ancient hula or Kahiko and the modern hula or 'Auana. Kahiko is now danced mainly as an art form or as evidence of ethnic identity while 'Auana is a folk tradition danced for entertainment. They have both played an important role in the history of Hawai’i.

 

II. (Memorable Closing Statement) The next time you are watching a hula performance see if you can identify which form it is -- Kahiko or ‘Auana. (Chant) - E Ila no Kawika o ka heke ao vapua. Ea ea. Ea ea.

 

 

REFERENCES

Barrere, D. B., Pukui. M. K., Kelly, M. (1990). Hula: Historical Perspectives (Bishop Museum: Pacific Anthropological Records #30). Honolulu, HI: Bishop Museum Press.

Kaeppler, A. L. (1993) Hula Pahu: Hawaiian Drum Dances (V. 1). Honolulu, HI: Bishop Museum Press.

Makaha, K. (1976). The Hawaiian Hula Honolulu, HI: W.W. Distributors Ltd..

Punua, M. A. Kuulei (Kumu Hula) Hula instructor for fourty years. Personal Interview at her studio on September 28, 1996.

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Use complete citations in APA or MLA format. Include in your reference section the sources that you will cite during your speech. You must cite all sources in your speech that you cite in you reference section. When you cite a source in your speech it should be done seamlessly so as to not draw attention to the citation but to strengthen and support your information.

After completing the preparation outline you will convert your preparation outline into a speaking outline that you will use during your presentation as you deliver your speech. You will use the same exact visual frame work as the preparation outline. You will decrease the information and enlarge the font to make the speaking outline easy to use while you are presenting your speech

The Following student’s outline is a sample outline that you may use as a guide as you prepare your informative speech preparation outline. You will want to include all the labels that you see in this outline. The following is the exact format and Visual Framework I would like you to use for your Informative Preparation Outline, however, yours will be full size.

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Specific Purpose: I will inform my audience about what a good story includes.

Central Idea: A good story includes well-developed characters engaged in realistic dialogue, an interesting plot, and a vivid setting.

 

INTRODUCTION

I. (Attention Getter) Tom Sawyer by Mark Twain.........................The Grapes of Wrath, John Steinbeck........................Harry Potter by J. K. Rowling............................ Three incredible storytellers who have provided hours of exciting drama for readers throughout the world. Have you read books like these, where the action taking place in the story is so gripping that it is on your mind even when you're not reading? Has that preoccupation sometimes seemed more appealing than your own reality?

II. (Reveal Topic) Today I'm going to share with you some basic guidelines that these three authors have used in creating their masterpieces. I'm going to explain to you how to go about writing a good story.

III. (Credibility Statement) In addition to completing many writing-intensive classes here at MCC, I've also written several short stories and some poetry. I won the League for Innovation Literary Competition the past two years--once for short story and once for poetry.

IV. (Relevancy Statement) Because each of you is going to have the opportunity to complete at least one writing-intensive class as a prerequisite to graduation, the information that I'm about to share with you should prove very helpful. In fact, if you follow this formula, I can guarantee you an A!

V. (Preview) A good story includes well-developed characters engaged in realistic dialogue, an interesting plot, and a vivid setting.