Fluent Essays

Description: This Discussion Board is for students to analyze a speech outline for a speech about the Titanic. Review the entire Informative Speech outline; and using the criteria found in your readings and lecture for this week, analyze and critique the author's speech organization, supporting materials, and outline structure. Consider some of the following questions in your analysis: Based on the outline, does the speaker consider the audience in her speech? If yes, in what way(s). Please explain. What primary organizational pattern (e.g., spatial, chronological, causal, comparison, narrative, topical, etc.) does the speaker employ? Is this an appropriate pattern to use? Please explain. What type(s) of support (e.g., narrative, statistics, examples, definitions, analogies, etc.) does the speaker include throughout the outline? Are these types of support appropriate based on her speech topic? What additional types of support would be appropriate for this speech topic? (anything missing that would be useful?) Does the speaker include a compelling Introduction and Conclusion in her outline? What are the speaker's main points? EXAMPLE OF INFORMATIVE SPEECH OUTLINE Sarah Putnam Informative Outline Topic: The Titanic General Purpose: To Inform Specific Purpose: To inform my audience about one of the most famous tragedies in history, the Titanic. Thesis: From the disaster to the movie, the sinking of the Titanic remains one of the most famous tragedies in history. I. Introduction A. Attention Getter: An American writer named Morgan Robertson once wrote a book called The Wreck of the Titan. The book was about an “unsinkable” ship called the Titan that set sail from England to New York with many rich and famous passengers on board. On its journey, the Titan hit an iceberg in the North Atlantic and sunk. Many lives were lost because there were not enough lifeboats. So, what is so strange about this? Well, The Wreck of the Titan was written 14 years before the Titanic sank. B. Reason to Listen: The sinking of the Titanic was one of the largest non-war related disasters in history, and it is important to be knowledgeable about the past. C. Thesis Statement: From the disaster to the movie, the sinking of the Titanic remains one of the most famous tragedies in history. D. Credibility Statement: 1. I have been fascinated by the history of the Titanic for as long as I can remember. 2. I have read and studied my collection of books about the Titanic many times, and have done research on the Internet. E. Preview of Main Points: 1. First, I will discuss the Titanic itself. 2. Second, I will discuss the sinking of the ship. 3. Finally, I will discuss the movie that was made about the Titanic. II. From the disaster to the movie, the sinking of the Titanic remains one of the most famous tragedies in history. A. The Titanic was thought to be the largest, safest, most luxurious ship ever built. 1. At the time of her launch, she was the biggest existing ship and the largest moveable object ever built. a. According to Geoff Tibbals, in his 1997 book The Titanic: The extraordinary story of the “unsinkable” ship, the Titanic was 882 feet long and weighed about 46,000 tons. b. This was 100 feet longer and 15,000 tons heavier than the world’s current largest ships. c. Thresh stated in Titanic: The truth behind the disaster, published in 1992 that the Titanic accommodated around 2,345 passengers and 860 crew-members. 2. The beautiful accommodations of the Titanic were decorated and furnished with only the finest items. a. According to a quotation from Shipbuilders magazine that is included in Peter Thresh’s 1992 book Titanic, “Everything has been done in regard to the furniture and fittings to make the first class accommodation more than equal to that provided in the finest hotels on shore” (p. 18). b. Fine parlor suites located on the ship consisted of a sitting room, two bedrooms, two wardrobe rooms, a private bath, and a lavatory. c. The first class dining room was the largest on any liner; it could serve 500 passengers at one sitting. d. Other first class accommodations included a squash court, swimming pool, library, barber’s shop, Turkish baths, and a photographer’s dark room. 3. The Titanic was widely believed to be the safest ship ever built. a. Tibbals, as previously cited, described the Titanic as having an outer layer that shielded an inner layer – a ‘double bottom’ – that was created to keep water out of the ship if the outer layer was pierced. b. The bottom of the ship was divided into 16 watertight compartments equipped with automatic watertight doors. c. The doors could be closed immediately if water were to enter into the compartments. d. Because of these safety features, the Titanic was deemed unsinkable. Transition: Now that I’ve discussed the Titanic itself, I will now discuss the tragedy that occurred on its maiden voyage. B. The Titanic hit disaster head-on when it ran into an iceberg four days after its departure. 1. The beginning of the maiden voyage was mostly uneventful. a. Tibbals (1997) stated that the ship departed from Queenstown in Ireland at 1:30 pm on April 10th, 1912, destined for New York. b. The weather was perfect for sailing – there was blue sky, light winds, and a calm ocean. d. According to Walter Lord in A Night to Remember from 1955, the Atlantic Ocean was like polished plate glass on the night of April 14. 2. The journey took a horrible turn when the ship struck an iceberg and began to sink. a. In the book Titanic: An illustrated history from 1992, Lynch explains that the collision occurred at 11:40 pm on Sunday, April 14. b. According to Robert Ballard’s 1988 book Exploring the Titanic, the largest part of the iceberg was under water. c. Some of the ship’s watertight compartments had been punctured and the first five compartments rapidly filled with water. d. Tibbals (1997) wrote that distress rockets were fired and distress signals were sent out, but there were no ships close enough to arrive in time. 3. As the ship went down, some were rescued but the majority of passengers had no place to go. a. Thresh (1992) stated that there were only 20 lifeboats on the ship. b. This was only enough for about half of the 2,200 people that were on board. c. The lifeboats were filled quickly with women and children loaded first. 4. The ship eventually disappeared from sight. a. Tibbals (1997) explains that at 2:20 am on Monday, the ship broke in half and slowly slipped under the water. b. At 4:10 am, the Carpathia answered Titanic’s distress call and arrived to rescue those floating in the lifeboats. c. Lynch (1992) reported that in the end, 1,522 lives were lost. Transition: Now that we have learned about the history of the Titanic, I will discuss the movie that was made about it. C. A movie depicting the Titanic and a group of fictional characters was made. 1. The movie was written, produced, and directed by James Cameron. a. According to Marsh in James Cameron’s Titanic from 1997, Cameron set out to write a film that would bring the event of the Titanic to life. b. Cameron conducted six months of research to compile a highly detailed time line so that the film would be realistic. c. Cameron spent more time on the Titanic than the ships’ original passengers because he made 12 trips to the wreck site that lasted between ten and twelve hours each. 2. Making Titanic was extremely expensive and involved much hard work. a. According to a 1998 article from the Historical Journal of Films, Radio, and Television, Kramer stated that the film had a 250 million dollar budget. b. A full-sized replica of the ship was constructed in Baja California, Mexico in a 17 million gallon oceanfront tank. c. Cameron assembled an expedition to dive to the wreck on the ocean floor to film footage that was later used in the opening scenes of the movie. d. Marsh (1997) further explained that the smallest details were attended to, including imprinting the thousands of pieces china, crystal, and silver cutlery used in the dining room scenes with White Star’s emblem and pattern. 3. The movie was extremely successful. a. Kramer (1998) reported that Titanic made approximately 600 million dollars in the United States, making it the #1 movie of all time. b. It made approximately 1.8 billion dollars world-wide and is also the #1 movie of all time world-wide. c. Titanic was nominated for a record eight Golden Globe Awards only a few weeks after its release, and won four. d. It was also nominated for a record fourteen Academy Awards, and it won eleven. III. Conclusion A. Review of Main Points: 1. Today I first discussed the Titanic itself. 2. Second, I discussed the sinking of the ship. 3. Finally, I discussed the movie that was made about the Titanic. B. Restate Thesis: From the disaster to the movie, the sinking of the Titanic remains one of the most famous tragedies in history. C. Closure: In conclusion, remember The Wreck of the Titan, the story written fourteen years before the Titanic sank. It now seems as if it was an eerie prophecy, or a case of life imitating art. Whatever the case, the loss of lives on the Titanic was tremendous, and it is something that should never be forgotten. References Ballard, R. (1988). Exploring the Titanic. Toronto, Ontario: Madison Press Books. Kramer, P. (1998). Women first: ‘Titanic’ (1997), action adventure films and Hollywood’s female audience. Historical Journal of Films, Radio, and Television, 18, 599-618. Lord, W. (1955). A night to remember. New York, New York: Henry Holt and Company. Lynch, D. (1992). Titanic: An illustrated history. New York, New York: Hyperion. Marsh, E. (1997). James Cameron’s Titanic. New York, New York: Harper Perennial. Thresh, P. (1992). Titanic: The truth behind the disaster. New York, New York: Crescent Books. Tibbals, G. (1997). The Titanic: The extraordinary story of the “unsinkable” ship. Pleasantville, New York: Reader’s Digest. EXAMPLE OF PERSUASIVE SPEECH OUTLINE Sarah Gregor Persuasive Outline Topic: Hearing Loss Audience: #73. You are speaking to members of local 795 of the United Auto Workers, composed of 50 men and 70 women. The workers work for the Steering and Axle plant located in Livonia, MI. The economic status of the workers is middle-class, with a salary range of $30,000 to $50,000. The group was formed to discuss any issue that involves job security and work ethics. The educational level ranges from one year in college, to college graduate. General Purpose: To persuade Specific Purpose: To persuade my audience that hearing is very valuable and if some precautions are not taken then it may be lost forever. Thesis: Even though noise-induced hearing loss can be easily prevented, it is the number one cause of deafness for people of all ages. I. Introduction A. Attention Getter: Huh? What? What is that you say? I didn’t quite hear you. Can you repeat that? These are phrases or expressions that you expect to hear from your grandparents, but if you are not careful you too might be uttering these words. B. Reason to Listen: Noise-induced hearing loss can affect all people, and it is important to know the steps you can take to prevent it. C. Thesis Statement: Even though noise-induced hearing loss can be easily prevented, it is the number one cause of deafness for people of all ages. D. Credibility Statement: 1. I have done research in the library on the topic of hearing loss. 2. I have dedicated my college studies to the field of audiology. E. Preview of Main Points: 1. First, I will describe the two major ways noise-induced hearing loss occurs. 2. Second, I will show you how the decibel scale works. 3. Finally, I will give you some advice on how to protect yourself from noise-induced hearing loss. II. Even though noise-induced hearing loss can be easily prevented, it is the number one cause of deafness for people of all ages. A. Noise-induced hearing loss can be experienced in two different ways. 1. The first type of noise-induced hearing loss is called temporary threshold shift (TTS). a. In a 1993 article from American Family Physician, Bahadori and Bohne explained that TTS is caused by listening to a moderate level of noise for a short period of time. b. Two main symptoms of TTS include ringing in the ears and misperception of sound. c. Bahadori and Bohne (1993) stated that this type of noise-induced hearing loss can be reversible if it is detected in time. d. According to Nassar from an article in the British Journal of Audiology in 2001, TTS can result from varying sources of noise, for example, spending sixty minutes in an aerobics class. 2. The second type of noise-induced hearing loss is a permanent threshold shift (PTS). a. Bohadori and Bohne (1993) explained that PTS is caused by exposure of loud sounds for either a long or short period of time. b. Acoustic trauma is a very brief exposure to a loud noise and is a common cause of PTS. c. There is a very slim chance of regaining normal hearing range from this type of loss. Transition: I have just informed you on the two different ways you can acquire noise-induced hearing loss, now let us take a look at the decibel scale. B. Noise-induced hearing loss can be best understood in terms of the decibel scale. 1. The decibel scale is a measurement of intensity. a. In their book Speech Science Primer from 1994, Borden, Harris, & Raphael explained that intensity is defined by how loud a sound is. b. The increments on the scale are in logarithmic steps with a range from 0-130. c. Kalb stated in Newsweek from 1997 that any sound that measures over 85 decibels is dangerous to hearing. 2. The decibel scale shows the intensity of some common sounds. a. Kalb (1997) reported that a rock concert measures 120 db, with 130 db being classified as painful. b. Something so common as a lawn-mower measures 90 db. Transition: Understanding how sounds measure on the decibel scale will now help you decide which method of protection you will need to take to defend yourself against noise-induced hearing loss. C. Noise-induced hearing loss can be eliminated by self-prevention. 1. Try to reduce noise in the public area. a. Bahadori and Bohne (1993) recognized that reducing noise is very difficult for the general public as a whole. b. They suggested that each individual should try to be considerate to the public. 2. Wear ear plugs if the sound is unavoidable. a. Ear plugs are very inexpensive. b. Bahadori and Bohne (1993) stated acknowledged that ear plugs can decrease the decibel measurement by 25 db. c. Furthermore, according to Denniston in a 2000 article from Industrial Distribution, using ear plugs may also reduce irritability, fatigue, and stress on jobs with frequent exposure to noise. 3. It is important to educate yourself. a. Know the warning signs of noise-induced hearing loss. b. Be aware of how different sounds measure on the decibel scale. III. Conclusion A. Review of Main Points: 1. Today I first described the two major ways noise-induced hearing loss occurs. 2. Second, I showed you how the decibel scale works. 3. Finally, I gave you some advice on how to protect yourself from noise-induced hearing loss. B. Restate Thesis: Even though noise-induced hearing loss can be easily prevented, it is the number one cause of deafness for people of all ages. C. Closure: The next time you are jammin’ out at a concert, please remember to take along your ear plugs because you would not want it to be your last! References Bahadori, R. S., & Bohne, B. A. (1993). Adverse effects of noise on hearing. American Family Physician, 47, 1219-1260. Borden, G., Harris, K., & Raphael, L. (1994). Speech science primer. Baltimore, MD: Williams and Wilkins. Denniston, V. (2000). Safety target report. Industrial Distribution, 89(11), S2. Kalb, C. (1997, August). Our embattled ears. Newsweek, 75-76. Nassar, G. (2001). The human temporary threshold shift after exposure to 60 minutes’ noise in an aerobics class. British Journal of Audiology, 35(1), 99-102. Public Speaking 04:192:380 Using Supporting Materials • Supporting materials are all the different types of information you use during your speech. Building Audience Interest Why Use Supporting Materials? Enhancing Audience Understanding Winning Audience Agreement • Give audience reasons to agree with you by: – Quoting an expert – Presenting a demonstration – Providing examples Evoking Audience Emotion – Humor – Empathy – Anger – Commitment to act Examples • Samples or instances that support or illustrate a general claim Definitions Testimony Statistics Tips for Using Statistics Narratives Analogies Proof Variety Appeal to Different Learning Styles Avoid Long Lists Other Considerations • Time • Audience Organizing Your Speech • Clear Organization • Clear Structure Effective Organization Selecting Your Main Points Consider Your Purpose Take Your Audience into Account : Select an Appropriate Number of Main Points Organizing Your Supporting Materials Main points are the most important or highest level Supporting materials used to develop main points are subpoints Materials that support subpoints are sub-subpoints Subordination Subordination and Coordination Arranging Your Main Points • Common speech organization methods: – Spatial – Temporal (chronological) – Causal – Comparison – Problem-cause-solution – Criteria-application – Narrative – Categorical (topical) Spatial Pattern Temporal (Chronological) Pattern Causal Pattern Arranging Your Main Points: Comparison Pattern • The points discuss major similarities and differences between two items. Problem-Cause-Solution Pattern : Criteria-Application Pattern Narrative Pattern Categorical Pattern Transitions • Sentences that link one point in your speech to the next Signposts Internal Previews and Summaries Introductions and Conclusions • Your introduction and conclusion can make or break your presentation. • A strong introduction establishes rapport with listeners by: • A strong conclusion leaves an impression of you and your speech. Introducing Your Speech: Gain Your Audience’s Attention • Use an attention-getter Tell a Story or Anecdote Offer a Striking or Provocative Statement Build Suspense Let Listeners Know You’re One of Them Use Humor Provide a Quotation Introducing Your Speech: Signal Your Thesis : Show Your Audience “What’s in It for Them” Establish Your Credibility Preview Your Main Points Concluding Your Speech Finish with a Memorable Ending Outlining Your Speech: Introduction • Outlining helps you visually represent your ideas, enabling you to see if your speech flows logically and covers your subject matter adequately. • Use your outlines to practice your speech. Working vs. Speaking Outlines Creating Your Working Outline: Outlining the Body of Your Speech : Use Full Sentences or Detailed Phrases Outlining the Body of Your Speech Creating Your Working Outline: Outlining the Body of Your Speech • Include full information for citations, quotations, and other evidence. Insert Transitions Creating a Bibliography Formal Outline • Thesis Statement • Purpose Formatting Your Speaking Outline • Use index cards or note paper. • Keep it brief, using only keywords or brief phrases. • Use the same structure as the working outline. Elements of Your Speaking Outline Outlining Your Speech Public Speaking Using Supporting Materials �Building Audience Interest Why Use Supporting Materials?�Enhancing Audience Understanding Winning Audience Agreement Evoking Audience Emotion �Examples Slide Number 8 Testimony �Statistics Tips for Using Statistics Slide Number 12 Analogies Slide Number 14 Variety Slide Number 16 Avoid Long Lists Other Considerations Organizing Your Speech Effective Organization Selecting Your Main Points �Consider Your Purpose �Take Your Audience into Account :�Select an Appropriate Number of Main Points Organizing Your Supporting Materials Subordination Slide Number 27 Slide Number 28 Arranging Your Main Points �Spatial Pattern � Temporal (Chronological) Pattern �Causal Pattern Arranging Your Main Points:�Comparison Pattern Problem-Cause-Solution Pattern :� Criteria-Application Pattern Narrative Pattern �Categorical Pattern Transitions Signposts �Internal Previews and Summaries Introductions and Conclusions Introducing Your Speech:�Gain Your Audience’s Attention �Tell a Story or Anecdote �Offer a Striking or Provocative Statement �Build Suspense �Let Listeners Know You’re One of Them �Use Humor Slide Number 48 �Provide a Quotation Introducing Your Speech: �Signal Your Thesis :�Show Your Audience “What’s in It for Them” �Establish Your Credibility Slide Number 53 Slide Number 54 �Finish with a Memorable Ending Slide Number 56 Outlining Your Speech: Introduction Slide Number 58 Working vs. Speaking Outlines Creating Your Working Outline:� Outlining the Body of Your Speech Slide Number 61 � Outlining the Body of Your Speech Creating Your Working Outline:� Outlining the Body of Your Speech Insert Transitions Slide Number 65 Formal Outline �Formatting Your Speaking Outline � Elements of Your Speaking Outline Slide Number 69