Speech Organization and Outlining References
M. Jones - Instructor
Contents
Speech Outline Checklist
Speech Outline format
Persuasive Speech Outline format
Monroe’s Motivated Sequence Worksheet for Persuasive Speech
Topic Selection Criteria and Notes
Speech Organization and Outlining Notes
Transitional Words and Phrases
Introductions and Conclusions – Notes
Outlining the Speech
Oral Source Citations
Sample Outlines
Informative
The Bionic Eye – Speaking Outline
The Bionic Eye – Manuscript
The Bionic Eye – Works Cited
Informative
The Legacy of Milton S. Hershey – Preparation Outline
The Legacy of Milton S. Hershey – Works Cited and PowerPoint
Persuasive
Register with the National Bone Marrow Donor Program – Outline
Register with the National Bone Marrow Donor Program –
Works Cited and PowerPoint
1
2
3
4
5
6
9
11
12
14
16
18
20
22
23
26
27
29
Outlining and Organization Packet 08
Speech Outline Checklist - (M. Jones –Instructor)
Body- Continued:
Refer to the guidelines provided in the class lecture notes
for an overall template. There are also sample outlines
included in the reference section of the notes.
Test your outline for the following elements:
Is the correct heading at the upper right-hand corner of
each page?
Are the following items listed at the top of the outline?
Topic:
General Purpose:
Specific Purpose:
Introduction:
Are all elements of the introduction labeled with the
Proper Symbols and titles?
I.
Attention Getter:
II.
Audience Relevancy:
III. Thesis Statement:
Preview Statement
Is there proper indentation of symbols (a “5 space” tab for
each tier of division?
Is any wrapped text indented to the right of the outline
symbol? Are there clear sight-lines on the outline?
Example:
Correct:
I. Effective layout of an outline requires that the
writer follow three simple rules.
Incorrect:
I. Effective layout of an outline requires that the
writer follow three simple rules.
Conclusion:
Is there enough information in the Attention Getter to
draw in the audience and establish interest in the subject?
Is there a clear connection between the topic and the
audience?
Is there a clear Central Idea/Thesis Statement that
identifies the topic and the message focus?
Is the Preview Statement a complete sentence that
clearly lists the names/titles of the main points in the
sequence that they will be presented?
Body:
Are the symbol rules being followed? (If you have an
“A”, you must have a “B”; if you have a “1” you must
have a “2”)
Are main points written in complete sentences that
provide a clear thesis for the main point?
Are sub-points written in complete sentences?
Are there clear sub-points and detailing under each main
point?
Are all elements of the conclusion labeled with the Proper
Symbols and Titles?
I.
Summary Statement:
II.
Reinforcement:
III. Closure:
Is the Summary Statement a complete sentence that lists
all of the main point titles in the order that they were
presented?
Does the Summary Statement serve as a clean transition
into the conclusion of the speech?
Does the Reinforcement Statement reflect back to the
thesis statement/central idea and provide a clear overview
of the message?
Does the Closure provide a solid message closure that
will leave the listeners’ reflecting on the message?
Overall:
Are Transitions inserted between each main point?
Are the Transitions written in complete sentences that
effectively close the previous point and prepare the
listeners for the next point?
Visual Layout of the Outline:
Is your outline detailed enough that another speaker could
pick up your outline and deliver your message?
Is the outline typed correctly?
Works Cited
Are the proper outlining symbols used? (example)
I. Main Point
A.
B.
1.
2.
a.
b.
1.)
2.)
a.)
b.)
Transition:
II. Main Point
Did you use the complete MLA or APA format?
Are the sources listed in alphabetical order? (Do not
number your sources or list them in order of use)
Is the Works Cited a separate page from the outline?
Notes:
2
Outlining and Organization Packet 08
Outline Format
(Include all Labels for sections and outline structure)
Topic:
General Purpose:
Specific Purpose:
Title (if required)
Introduction
I. Attention Getter
(Gain attention and build interest in the topic. Do not start with a topic announcement.)
II. Audience Relevancy Statement (Connect the topic to the audience)
III. Thesis Statement/Central Idea (Topic Identification - the "What" and "Why" of the speech. – This is one
complete sentence that states the overall focus of the message.)
Preview Statement:
The "How" statement.
(This is one sentence that identifies topic and all main points in the sequence of
presentation. It should flow directly from the thesis statement without repeating
thesis statement content. It is also the bridge between the Introduction and the
Body of the Speech)
Body
I. First Main Point –
Write all main points as complete sentences (This is a thesis statement for the main point)
A. (Complete sentence) Write all sub-points as complete sentences (This is a thesis for the detailing of the subpoint)
1.
a.
(Sub-point detailing may be abbreviated to key words)
1)
2)
a)
b)
b.
2.
B. (Complete sentence)
C. (Complete sentence)
1.
2.
Transition to 2nd main point
II. Second Main Point –
A. (Complete sentence)
1.
a.
b.
2.
B. (Complete sentence)
(Write transitions as complete sentences. The transitions should be written AFTER the
main point statements are written so the content of the transition does not
weaken the point statement)
Written as a complete sentence
Transition to 3rd main point (Complete sentence)
III. Third Main Point –
Written as a complete sentence
A. (Complete sentence)
B. (Complete sentence)
C. (Complete sentence)
Conclusion
I. Summary Statement.
(One sentence that reviews all main points in the order of presentation)
II. Message reinforcement (Reinforce audience relevancy and thesis/central idea)
III. Closure of message
(Psychological Closure to the message - A return to the introduction, challenge, or
other message-completion technique)
3
Outlining and Organization Packet 08
Persuasive Speech - Organization Guide Following Monroe’s Motivated Sequence
Topic:
General Purpose: To Persuade
Specific Purpose: To persuade my audience …….
Title
Introduction
I. Attention Getter
Transition into topic
II. Topic Announcement
A. Topic Identification statement (define the topic)
B. Topic Justification statement (include a reference to evidence / research)
III. Audience Relevancy statement(s)
Preview Statement - identify topic and main points in a clear, concise statement
Transition into the first main point
Body
I. Need - Problem Establishment and Development
(Write the Main Point as a statement identifying the problem/issue and preview the point’s elements)
Sub-points should provide Illustration & Ramification- show why there is a need for resolution/action
and support with facts. Relate the evidence / statistics / examples to the audience
A. Illustration / Evidence with Source citation(s) supporting the need
B. Illustration / Evidence with Source citation(s) supporting the need
C. Illustration / Evidence with Source citation(s) supporting the need
Transition into the satisfaction / solution phase (Written as a Complete Sentence)
II. Satisfaction - Proposal and Development of Solution
(Write the Main Point as a statement identifying the proposed solution and preview the point’s
elements)
Sub-points should provide an Explanation of each point in the proposed solution
A. Explanation of point 1 of the plan / proposal
Include Source citation(s) supporting the elements of the proposal - If this is a new plan, explain how
it will work. If it has been used before, provide Source citation(s) supporting the elements of the
proposal that have been used effectively or ineffectively to address this or similar situations.
B. Explanation of point 2 of the plan (include source citations)
C. Explanation of point 3 of the plan (include source citations)
Transition into the visualization phase (Written as a Complete Sentence)
III. Visualization - Benefits of following the Proposed solution phase.
A. Statement(s) helping the audience to visualize the impact of the solutions on the problem
B. Statement(s) helping the audience to visualize themselves implementing or not implementing the
solutions
Transition into the Conclusion/Action Phase (Complete Sentence)
Conclusion
I. Summary of main points (problem, solutions, benefits using/not using the proposal)
Transition into a course of action
II. Action - A step-by-step guide to follow in order to implement the solution
A. Statement of points (steps)
B. Challenge to encourage use of these steps
III. Closure - Return to the attention-getter or provide another solid closing statement that carries the impact of
the entire message.
4
Outlining and Organization Packet 08
Monroe’s Motivated Sequence (MMS) - Worksheet
Attention (Introduction/Give a reason to listen)
Need (Identify a problem)
Statement of the problem
Illustration - detailed description of the need.
Evidence relating need to audience:
Evidence relating need to audience:
Evidence relating need to audience:
Satisfaction (Your proposal for a solution to the problem)
Statement of your proposal's elements
Explanation of part 1 of your proposal, including examples of where it has been used before and an
explanation of how new steps will work.
Explanation of part 2 of your proposal
Explanation of part 3 of your proposal
Visualization (The benefits of following your proposal)
Positive, negative, or contrast
Action
Detailed steps to follow as a result of hearing the message.
5
Outlining and Organization Packet 08
Selecting Topic, Purpose, and Central Idea
Reference – Please Read the Requirements for Topics carefully to avoid problems related to topic selection for
assignments.
Basic Speech Topic Requirements
The purpose of any message is to gain a desired response from the receiver(s). When selecting topics for each of the
three major presentations for the course, please remember to follow these guidelines.
ALL TOPICS MUST BE APPROVED PRIOR TO PREPARATION.
Forms are provided for declaring the topic for each presentation
Basic Criteria for In-Class Presentation Topics
Process Speech: Instruct the audience in a skill or explain how something works.
Informative Speech: Provide insight into a topic that will benefit the audience in some way. This may be a
concept (theory), event or occurrence (discovery, illness, invention, etc.), or object (person, place or
thing.)
Persuasive Speech: For the purpose of this class, you are required to use a Question of Policy topic. This
means that you must clearly identify a Problem, Provide a solution, and provide the audience with an
action plan for implementing your proposed solution.
The topics must be appropriate to the audience, the occasion, and the speaker.
Audience: The audience is a gather of individuals in a classroom setting. Because this is a “captive audience” (meaning that
they are here as part of the course attendance requirements) extra care should be exercised to maintain rhetorical
sensitivity (respect for the audience member’s beliefs, cultures and other Frame of Reference Elements.)
Each topic chosen should be appropriate for an adult audience. Avoid topics such as “How to make a sandwich”,
“How to Eat an Oreo Cookie”, “How to Make Kool-Aid” and other topics that are already known to the average
adult.
Topics that address Core Values (i.e. Religion, Politics, Right-to-Life issues such as Abortion and the Death
Penalty) are to be avoided due to the personal nature of the topics. A five-minute speech on any of these
issues would create tension in the classroom, thus creating distractions from other students’ speech
presentations and may lead to a disruption of the educational process.
Topics covering issues that are “overdone” in the media or that have been a part of the general social discussion
for so long that they will not educate or persuade the audience effectively due to the “ I’ve heard all this before”
syndrome should be avoided. This includes: Drinking and Driving, The Dangers of Smoking, Legalize
Drugs, and just about any other topic that is popular in the High School Speech Classroom.
Occasion: The presentations are part of an educational exercise designed to allow you to demonstrate your knowledge and
skills related to the course content. Use this opportunity to select topics that will allow you to meet the assignment
criteria.
Speaker: You should have an observable interest in your topic as well as a level of comfort in presenting that topic to the
audience. If you do not know your topic well, or if you are uncomfortable with the content, select another topic.
6
Outlining and Organization Packet 08
I.
Selecting a Topic
A. Select a Topic You Care About
If you do not have an interest in the topic, it makes it difficult to interest the audience. A significant key to success
with your presentation is the passion you personally convey about the topic.
B. Select a Topic You Can Master
1. Personal Experiences (Create a personal inventory)
Draw the topic from your own experience, expertise, and interests
a. What unusual experiences have you had?
b. What special knowledge or expertise do you have?
c. What strong opinions and beliefs do you hold?
d. What would you like to know more about?
2. Exploring Interests (Hobbies, Activities, Experiences, Training)
3. Brainstorming
4. Exploring the Internet
Possible Websites:
www.ipl.org/ref/QUE/PF
Pathfinder
Librarians’ Index to the Internet
www.lii.org
www.ehow.com and www.howstuffworks.com
Process Speech Topics
www.magatopia.com
Online Magazine Search Engine
www.newsvoyager.com
Newspaper Searches
http://abcnews.go.com
http://nbc.com
News sources
5. Literature Search (Magazines, Newspapers, Journals, etc.)
C. Choose a Topic That Will Interest the Audience
1. Select a topic that is appropriate to the audience and occasion
2. Select a topic that is both timely and timeless (are and have always been part of human discourse)
Appeal to the interests and needs of the listeners (Maslow’s Hierarchy)
Maslow's Hierarchy of Human Needs (Pyramid concept)
5. Self Actualization Needs (Fulfillment, self-development, success)
4. Self-Esteem Needs (Positive self- image, confidence, etc.)
3. Social Needs (Love/Belonging Needs: Family, friends, social contacts)
2. Safety and Security Needs (Physical Safety: Shelter, clothing/Psychological Safety: financial)
1. Physical / Survival Needs (food, water, sleep, air, reproduction)
3. Survey the Audience
Additional Topic Selection criteria (from Hindman, et. al.: Working Forensics)
Topic should fit your own personality and style
Topic should be of universal interest, yet still be unique and creative
Topic should appeal to both genders
Topic should not be overdone in the media, unless you have a unique angle
Topic should have sound documentation and worthwhile development
D. Narrow the Topic to meet time limits while still providing a solid message.
1. Determine the number of ideas you can cover in the time allotted
2. Select a few main ideas based on thorough analysis of the audience, the occasion, and your own strengths as a
speaker.
Ask yourself:
a. Which aspects of the topic are best covered in the public, oral mode?
b. Which aspects of the topic are best suited to this audience and occasion?
c. Which aspects of the topic can you present most effectively?
7
Outlining and Organization Packet 08
III. Clarify the General purpose of your speech
General Purpose: the broad objective of a speech
Identify the general purpose of your speech:
The three most common general purposes are:
ƒ To inform - providing new information to the listeners
ƒ Define a concept, explain a situation, demonstrate a process, or describe a person, place, object or event.
ƒ To persuade
ƒ Change their minds (Conversion)
ƒ Change their commitment levels (Conviction)
ƒ Change their behavior (Action)
ƒ To entertain
ƒ Other possible purposes: To inspire, to stimulate, to introduce, to create goodwill
III. The Specific Purpose
The precise goal that a speaker wants to achieve: Specify the desired outcomes you seek from your listeners
Guidelines for writing a specific purpose:
A. Begin the statement with an Infinitive (a verb form beginning with “to”) ex. “To persuade”
B. Include a reference to your audience
C. Limit the statement to one major idea
D. Make your statement as precise as possible
E. Make sure you can achieve your objective in the time allotted
F. Don’t be too technical
IV. The Central Idea (Thesis Statement): The key concept of a speech
A. Devising the Central Idea:
1. Frame a central idea/thesis statement as a single declarative sentence that states the essence of your speech
content.
2. Analyze your topic by breaking down your thesis statement into a list of questions to be answered.
B. Guidelines for the Central Idea
1. Every speech should have only one central idea
2. Put the central Idea on paper
3. Limit the central idea to a single sentence
4. Make an assertion rather than an announcement or a statement of fact.
5. Let the central idea determine the content of the entire speech
8
Outlining and Organization Packet 08
Speech Organization and Outlining
The Body of the Speech
Always plan the body of the Speech first, the introduction second, and the conclusion third.
I.
The Importance of Organization
A. A well-organized speech is easier to understand
B. A well-organized speech is easier for the audience to remember
C. A well-organized speech is more likely to be believed
II. Creating the Body
A. Overview of the Process
Steps to Preparing a Speech
1. Brainstorm
2. Research
3. Take Notes
4. Outline
5. Practice
6. Adjust to meet the time limitations
B. How to Develop Material
1. Cluster your Research Notes
2. Create Main points and Support Them
a. What is the specific purpose of my speech?
b. What is my central idea (thesis), the key concept that I want my listeners to understand, believe, and
remember?
c. What main points can I present to drive home the central idea?
d. What support material (narratives, statistics, quotations, etc.) will I need under each main point to explain
or prove it?
4. Discard Irrelevant Material that do not relate directly to your audience or central idea. Also, limit material to
what will fit into the time limits for the speaking occasion.
III. Devising Main Points (The major points developed in the body of a speech)
A. Limit the Number of Main Points - -. Most speeches contain from two to five main points.
B. Restrict Each Main Point to a Single Idea Keep main points separate - Each point should be clearly independent
of the others.
C. Avoid Announcements - Each main point should make an assertion, rather than simply announce your topic.
D. Customize Points for Each Audience
E. Use Parallel Language Whenever Possible
Try to use the same pattern of wording for main points - Parallel language aids the message flow
Parallel language – equivalent grammatical forms to express equivalent ideas.
Example
Main Points:
I. Swimming dissipates nervous tension
II. Swimming avoids muscle and bone injuries
III. Swimming builds endurance
F. Balance the amount of time devoted to each main point - Make sure they all receive enough emphasis to be clear
and convincing. (Time Balance)
IV. Organizing Main Points
A. Chronological (Time) Pattern – Time Sequence
.
Effective for Historical, Sequential, and Demonstration Speeches - follows a time pattern: a series of events in the
sequence in which they happen.
B. Spatial (Space) Pattern – An arrangement of information in terms of physical space, such as top to bottom.
Descriptive - Follows a directional pattern: main points proceeds from top to bottom, left to right, front to back, etc
C. Causal Pattern – A scheme that links outcomes (effects) and the reasons for them (causes)
(Cause-Effect) - Main points are arranged to show a cause-effect relationship. Two main points - cause and effect.
Order may be reversed. Used in speeches to convince, inspire, actuate.
D. Problem-Solution Pattern – an arrangement of information that explores a problem and them offers a solution.
Problem-Solution (Action) - Two main parts: The first shows existence and seriousness of a problem and the
second presents a workable solution to the problem. Used in speeches to convince, inspire, actuate
E. Topical Pattern – (Most Commonly Used) – A division of a topic into components, types, or reasons.
Used for speeches that are not chronological, spatial, causal, or problem-solution. Topical Order results when the
topic is divided into subtopics, each of which becomes a main point in the speech.
F. Order of Importance - Used in combination with any of the patterns listed above. Usually used as an internal
organizational pattern.
9
Outlining and Organization Packet 08
Additional Patterns used most often in Persuasive Speaking:
G. Monroe’s Motivated Sequence (MMS)
1. Attention (Introduction/Give a reason to listen)
2. Need (Identify a problem)
Statement
Illustration
Ramification
Pointing
3. Satisfaction (Your proposal for a solution to the problem)
Statement
Explanation
Theoretical Demonstration
Practical Experience
4. Visualization (The benefits of following your proposal)
Positive, negative, or contrast
5. Action
Detailed steps to follow as a result of hearing the message
H. Statement-of-Reasons Pattern
I. Comparative-Advantage Pattern
J. Order of Importance (Internal Sequence) – selecting a logical order for sub-points and details
V. Selecting Support Materials
Select support materials to illustrate/reinforce each main point. Distribute the support materials evenly whenever
possible. Each point should be supported.
The three major kinds of supporting materials are examples, statistics, and testimony.
VI. Supplying Transitions - words or phrases that indicates when a speaker has finished one thought and is moving on to
another. (See Transition listing
A. Bridges- a transitional device that links what went before with the next part of the speech.
B. Internal Summaries – a concise review of material covered during the body of the speech: Statements in the body
of the speech that summarize the speaker's proceeding point or points. Helps maintain the progressive flow of the
message
C. Internal Previews - statements in the body of the speech that lets the audience know what the speaker is going to
discuss next.
D. Signposts – Very brief statements that indicate where a speaker is in the speech or focus attention on key ideas.
Points can be numbered, they may be presented as a question, or they may be made as a declarative statement.
E. Spotlights – a device that alerts listeners to important points
Example: “Now we come to the most important thing I have to tell you”
VII. Simplifying the Process
A. Survey all your material
B. Choose an organizational method for arranging your materials
C. Identify each item that you may want to include in your speech
D. Limit each note to just one idea
E. Focus on three major parts
F. Create the body first
G. Experiment with different sequences
H. Transfer your material to a formal outline
10
Outlining and Organization Packet 08
Transitions
The following is a list of suggested transitional words and phrases to be used in the writing and presentation of a message.
Transition
Uses
Also
And
Likewise
Again
In addition
Moreover
Therefore
and so
so
use these to add material
Use these expressions to add up consequences, to summarize, or to finally
show results.
All in all
On the whole
In short
But
However
Yet
other hand
Still
Although
While
No doubt
Because
For
Then
Since
As
In other words
In fact
For example
That is to say
More specifically
Use these expressions to indicate changes in direction, concessions, or on the
a return to a previous position.
Use these words to indicate reasons for a statement
Use these words to show causal or time relationships
Use these expressions to explain, exemplify, or limit
11
Outlining and Organization Packet 08
I.
Introductions and Conclusions
Introductions
The introduction must:
1. Gain Attention and Build Interest - this must be accomplished within the first 30 to 45 seconds.
2. Apply the message to the audience
3. Establish your ethos (credibility and goodwill)
Credibility - the audience's perception of whether the speaker is qualified to speak on a given topic.
Goodwill - the audience's perception of whether the speaker had the best interests of the audience in mind.
4. Preview the Topic/Speech (Identify the main points and the sequence of presentation)
The preview statement: A statement in the introduction of the speech that identifies the main points to be
discussed in the body of the speech. It also serves as a bridge between the introduction and the body of the
speech
A. Gain Attention and Interest
The opening of a message should not only gain attention, it must maintain attention and build interest. There are
multiple attention-getting devices to choose from and it is possible to combine these devices to build an effective
opening to a message.
Attention Getting Devices:
1. Relate a Story (factual or fictional/hypothetical – if using a hypothetical story, identify is as fiction for the
audience)
2. Ask a Question
a. Rhetorical question
b. Overt-response question
Pitfalls to avoid when asking questions:
1.) When you ask questions, don’t drag out the suspense
2.) Never ask embarrassing or personal questions
3.) Never divide your audience into opposing camps by asking “loaded” questions
4.) When asking overt-response questions, don’t expect universal participation
5.) Make sure the audience is clear as to whether you are asking a rhetorical question or an overt-response
question.
3. Make a Provocative Statement (Startle the Audience)
4. Cite a Quotation (Keep it short an credit the original speaker/source)
5. Arouse Curiosity
6. Provide a Visual Aid or Demonstration
7. Give an Incentive to Listen
Methods of Getting the Audience's Attention and Building Interest (Lucas)
1. Relate the topic to the audience
2. State the importance of the topic
3. Startle the audience
4. Arouse the curiosity of the audience
5. Question the audience (Rhetorical Question - a question that the audience answers mentally. A
series of questions is more effective).
6. Begin with a quotation and always cite your source.
7. Tell a story (narrative) - keep it brief!
Additional Attention Getting Devices
Audio-Visual Materials
Background on the topic
Use an illustration or example
A series of nonverbal actions before speaking
Humor (must fit the topic and occasion)
Suspense
Shock Treatment
Challenge
B. Orient the Audience
Orienting Material – the part of the introduction that gives listeners the information they need to fully understand
and believe the rest of the speech.
1. Preview the Body of the Speech (Highlight/list the main points)
a. State the Central Idea
b. State the Main Points
2. Give Background Information
3. Establish your Credibility
12
Outlining and Organization Packet 08
C. Guidelines for Introductions
1. Don’t prepare your introduction first
2. Make your introduction simple and easy to follow, but avoid making it too brief
3. Make sure that your introduction has a direct and obvious tie-in with the body of the speech
4. Never Apologize
Tips for Preparing the Introduction:
1. Keep the introduction relatively brief. No more than 10 to 20% of the entire speech.
2. Be on the lookout for possible introductory materials as you do your research.
3. Be creative in devising your introduction. Experiment with different options.
4. Don't worry about exact wording of your introduction until after you have prepared the body of the
speech.
5. Work out your introduction in detail. Practice until you can deliver it smoothly with strong eye contact.
Body - Presenting the Message
1. Maintain Attention - use attention-getting devices throughout the message.
2. React to Feedback - monitor the audience and respond accordingly
3. Make Smooth Transitions (see transitions page)
4. Avoid becoming too technical in language selection and delivery
5. Personalize the speech - help the audience visualize themselves in your examples
Planning:
Limit the speech to 3-5 main points
Be able to adequately cover the material within the given time limits.
II. Conclusions
ƒ Signal the conclusion
ƒ Summarize the main ideas
ƒ Reinforce the central ideas
ƒ Psychologically close the speech - leave the audience with a feeling of completeness.
A. Signal the End
1. Verbal Signals
2. Nonverbal Signals
B. Summarize Key Ideas
C. Reinforce the Central Idea with a Clincher
1. Cite a Quotation
2. Issue an Appeal or Challenge
3. Dramatic Statement
4. Rhetorical questions
5. Give an Illustration
6. Refer to the Introduction: Repeat the theme/slogan established in the introduction
D. Guidelines for Conclusions
1. Don’t drag out the ending
2. Don’t end weakly
3. Don’t end apologetically
4. Never bring in new main points
Tips for Preparing the Conclusion:
1. As with the introduction, keep an eye out for possible concluding materials as you research.
2. Conclude with a bang, not a whimper.
3. Don't be long-winded. The conclusion should take up no more than 5 to 10% of the speech.
4. Do not leave anything in your conclusion to chance. Prepare and practice for a strong, solid closure.
5. Never end a speech with "Thank You." If you need to thank the audience, do it as part of the introduction.
It will help strengthen the connection as you begin. The last words you say should carry the entire impact
of your message. Leave the audience with more to remember than an expression of gratitude.
13
Outlining and Organization Packet 08
Outlining the Speech
The Purpose of an Outline: To provide a blueprint for the speech. The outline presents a visual structure that enables the
speaker to test the strength of the speech: to see is it will "stand-up."
I.
Guidelines for Outlining
A. Choose an Outline Format
1. Topic Outline (Key Words)
A brief outline used to jog the speaker's memory during the presentation.
Guidelines for the Speaking Outline:
1. Follow the visual framework of used in the Preparation Outline.
2. Make sure the outline is clearly legible. It is best to type the outline, using a 14 to 16 point font. Only use the
top two-thirds of the paper to prevent dropping your head down and losing vocal projection and eye contact.
3. Keep the outline as brief as possible - too many notes limit the opportunity for eye contact. Focus on key words
or phrases that will help you remember your content. Include quotations and statistics in the notes or have a
separate citation page with indicators clearly labeled (and highlighted) in the speaking outline as to where the
citations are to be included.
4. Give yourself cues for delivering the speech. Delivery cues are directions in a speaking outline to help the
speaker remember how he or she wants to deliver key points of the message. (Ex: volume, pauses, movement,
visual incorporation, reminders to breathe, smile, relax, etc.)
2.
Complete-Sentence Outline (Also called a Preparation Outline)
A detailed outline developed during the process of speech preparation that includes the title, specific purpose,
central idea, introduction, main points, sub-points, connectives, conclusion, and bibliography of the speech.
Benefits of a complete-sentence outline:
a. Writing complete sentences forces you to clarify and sharpen your thinking.
b. Complete sentences will aid tutors/instructors in helping you prepare the speech.
Guidelines for the Complete Sentence Outline:
1. State the specific purpose of your speech
2. Identify the central idea
3. Label the introduction, preview statement, body, and conclusion.
4. Use a consistent pattern of symbolization and indentation (see below)
5. State the main points and sub-points in full sentences.
6. Label transitions, internal summaries, and internal previews.
7. Attach a bibliography (Works Cited Page)
8. Give your speech a title, if one is desired: Titles should be brief, they should attract the attention of the audience,
and they should encapsulate the main thrust of your speech. Titles shaped as questions are often effective.
B. Use Standard Subdivisions
Order of Symbols = Roman Numerals, Upper-case (Capital) Letters, Arabic Numerals, Lower-case Letters,
Arabic Numerals in parentheses, lower case letters in parentheses, etc.
Ex:
I.
Main Point One
A. First Sub-point of Main Point I
B. Second Sub-point of Main Point I
1. First detail of sub-point I-B.
2. Second detail of sub-point I-B.
a. first detail of I-B-2
b. second detail of I-B-2
(1) first detail of I-B-2-b
(a) first detail of I-B-2-b-(1)
(b) second detail of I-B-2-b-(1)
(2) second detail of I-B-2-b
II.
Main Point Two
A. Sub-point
1. Detail of A
`
2. Detail of A
B. Sub-point
C. Avoid Single Subdivisions
Outlining rules: If you have an “A”, you must have a “B”; if you have a “1”, you must have a “2”
14
Outlining and Organization Packet 08
II. Parts of the Outline (refer to the Outline Format page)
A. Title
B. Purposes and Central Idea
C. Introduction and Conclusion
D. Body
E. Transitions
F. Bibliography (Works Cited)
Note: there are some slight differences between the format modeled in the
textbook and the samples provided in the notes. For graded outlines, please
follow the examples provided in the notes.
IV. Speaking Notes
A. Guidelines for Notes
1. Make indentations in the speaking notes that correspond to the outline
2. Use only one side of the card/page
3. Limit the notes to Key Words necessary to trigger memory (exceptions include quotations and statistics)
4. Write legibly
5. Include delivery cues (show visual, etc.)
6. Practice with the notes
7. Maintain possession of your notes until you speak. Avoid placing them where they may be removed.
B. Options for Notes
1. Use Note Cards
2. Use a Full Sheet of Paper
3. Use Visual Aids as Prompts
V. Controlling your Material
1. Revise your outline and speaking notes whenever possible
2. Test your outline content and flow
3. Revise for continuity
4. Make deletions in you are in danger of exceeding your time limit
15
Outlining and Organization Packet 08
Outlining Tips
Basic Rules on the Order of Preparation and Format:
1. Always determine the main points first, then sub-points, then details of sub-points, and so on.
2. By completing the ideas in columns instead of rows, it helps to test the structure of the message.
3. Remember:
If you have a "1", you must have a "2."
If you have an "A", you must have a "B."
If you do not have an extension of content, do not include symbol.
Ex: The following:
Would become:
I. Main Point
I. Main Point
A. Sub-point
A. Sub-point: Explanation
1. Explanation
B. Sub-point
B. Sub-point
II. Main Point
II. Main Point
A Tip for Making Outlining Easier:
Outline in Columns: Complete everything in Column 1 before moving to column 2 and so on. If you have to reduce the
amount of detailing to meet time limits, it is easier to start by deleting from the last column and working forward.
1
2
3
4
5
6
Main Points Sub Points Details
Details
Details Details
I
A
B
1
2
a
1)
2)
a)
b)
3)
b
3
C
II
A
B
16
Outlining and Organization Packet 08
Source Citations/Oral Footnote Formats:
Reasons for Oral Footnotes/Citations:
The main point to remember is that you must provide enough information about your source that the audience can
distinguish your statements from those of the recognized experts.
• Always include: * When - Date of Publication , * Where - Publication Title * Who - Author (if she/he is the expert)
Note: It is not always necessary to state the author's name on articles published in magazines or newspapers, unless the
author is the subject matter authority.
Citation Placement within the message:
The source citation may be placed
• Before the quotation/statistic
• In the middle of the quotation/statistic
• After the quotation/statistic.
Signal terms/phrases used to blend citations into the verbal flow of the message:
• "According to"
• "As stated by"
• "Reports the..."
• "Published in..."
• "(Author) writes in (source) that"
• "Explains the..."
• "Revealed in the …"
• "Stated…"
Examples:
Newspaper Article:
Article Bibliography:
Thomas, Bill "Tuition is on the Rise." The Houston Chronicle, 9 Sept. 1996, Sec. A, p. 18, col. 1-2.
"College tuition is expected to increase by ten percent over the next two years."
Possible Citation Formats
According to Bill Thomas, in his Sept. 9, 1996 article in the Houston Chronicle, College tuition is expected to
increase by ten percent over the next two years.
The Sept. 9, 1996 Houston Chronicle states that College tuition is expected to increase by ten percent over the next
two years.
College tuition is expected to increase by ten percent over the next two years, as reported by the Houston Chronicle
of Sept. 9, 1996
Book:
Dobree, John M.D. and Boulter, Eric. Blindness and Visual Handicap, London, University of London Press, 1982.
“It is estimated that 42 million people in the world suffer from blindness or visual impairment."
Possible Formats:
It is estimated that 42 million people in the world suffer from blindness or visual impairment, according to Dr. John
Dobree and Mr. Eric Boulter in their 1982 book, Blindness and Visual Handicap.
Dr. John Dobree and Mr. Eric Boulder state in their 1982 book, Blindness and Visual Handicap, that an estimated 42
million people in the world suffer from blindness or visual impairment.
It is estimated, according to Dr. John Dobree and Mr. Eric Boulter in their 1982 book, Blindness and Visual
Handicap, that 42 million people in the world suffer from blindness or visual impairment.
Television Broadcasts:
In a televised broadcast of (Name of Program) on (date program aired) It was stated that (statement you are citing.)
(Depending on the individual making the statement, you may or may not need to provide the name. If it is a
reporter/newscaster, then the name is not always necessary. If the person is an expert on the subject, their name would lend
to your credibility.)
Internet and other On-line sources:
It is better to include the "last modified" date rather than the "last accessed" date whenever possible. Identify the source as
On-Line, Website, or Homepage, depending on the type of source.
When presenting an internet source, identify the source by the Sponsor rather than the URL (Address)
Example:
Correct: As stated on the National Hurricane Center’s website, last accessed on November 13, 2006, there are six different
types of Hurricane Shutters. These include …..
Incorrect: According to http://www.nhc.noaa.gov/, last accessed on November 13, 2006, there are six different types of
Hurricane Shutters. These include …..
Sample Speaking Outline - Informative Speech
National Award Winning Speech
17
Outlining and Organization Packet 08
Written and performed by Sarah Prikryl, University of St. Thomas, 1995-96. © 1996
The Bionic Eye
General Purpose:
To inform
Specific Purpose:
To inform my audience about the research and development of the vision chip implant
Introduction:
I. Attention Getter
A. Archives of Ophthalmology, June, 1995.
Case studies verifying that
B. Dobree & Boutler, Blindness and Visual Handicap
estimated that 42 million ...
C. New York Times, August 16, 1995
1 million Americans become ....
II. Audience Relevancy
Any one of us could easily lose our sight due to injury or illness and, for the majority of the blind, this condition is
permanent.
III. Thesis Statement /Topic Identification
Imagine a computer chip small enough to fit in the human eye. Currently, an important experiment is underway
that, if successful, could actually restore sight to the blind. This new breakthrough in Bionic Eye technology is the
Vision Chip Implant.
Preview Statement:
To fully understand the significance of the vision chip to bionic eye research, we must first understand the normal
vision process and the causes of blindness, then explore the development of the vision chip, and finally, examine the
obstacles the researchers are working to overcome.
Body:
I. The Vision Process and Causes of Blindness
A. Vision occurs through a process involving several steps.
(Incorporate 1st visual aid here)
1. Process begins with light (Infoworld, January 15, 1996)
2. Light enters through the pupil...lens...vitreous humour...retina...etc. (New Scientist, August 19, 1995)
(Cover visual)
3. Retinal processing (Science Magazine, February 2, 1996)
4. Brain Involvement (Proceedings of the National Academy of Sciences of the United States of America, July
1995)
B. Causes of Blindness
1. Damage from different factors
a. (New York Times, August 16, 1995.)
b. (New York Times, June 21, 1995)
2. Role of Disease in Blindness
a. Glaucoma - (General Ophthalmology, 1995)
b. Retinis Pigmentosa - ( Dr. Ruben Adler, Archives of Ophthalmology, January, 1996)
c. Macular Degeneration
(1.) Houston Chronicle, March 19, 1995
(2.) Patients Guide to the Retina
Transition to Point II
II. The Vision Chip
A. Development of the Chip
1. Technology now exists ...(Dr. Mark Humayun, Archives of Ophthalmology, January, 1996)
2. Researchers at Massachusetts Ear and Eye Institute are developing microchip.... (New Scientist, August 19,
1996)
3. Cell stimulation theory (1994 National Institutes of Health Neural Prosthesis Conference)
4. Description of the Chip (Dr. Rizzo)
(Overlay visual)
B. Image resolution
1. Image resolution enhancement research (Science, May 5, 1995)
(Resolution visuals)
2. Phosphene theory
Transition to Point III
III. Obstacles (August 19, 1996 New Scientist)
A. Implanting the chip
1. Matching the retina's curve
2. Risk of Scar Tissue
18
Outlining and Organization Packet 08
Description of the retina (The Retina Book)
3. Risks to the chip
B. Testing schedule
Conclusion:
I Summary
In our effort to understand the significance of the vision chip to bionic eye research, we have examined the vision
process, as well as the causes for blindness, the developments of the vision chip and the obstacles which the
researchers are working to overcome.
II. Reinforcement
Times Educational Supplement, July 7, 1995
III Closing
A. "A bionic eye is decades away" (Dr. Frank Werblin, The Futurist, September/October 1993)
B. Given the astonishing advances made over the past 2 1/2 years, it's very likely that people who have lost their
vision due to injury, disease, or even excessive sexual activity, will see again within the near future.
19
Outlining and Organization Packet 08
The Bionic Eye (Speech Manuscript)
In June of 1995, the Archives of Ophthalmology presented facts and case studies verifying that vigorous sexual
activity can cause tiny blood vessels in the back of the eye to break or cause retinal tears, thus giving credence to the old
wives' tale that sex can cause blindness. And I thought my mother was lying to me. Of course sexual behavior is not the
only cause of blindness, and the loss of sight is a condition that is becoming more notable every day. It is estimated that 42
million people in the world suffer from total visual impairment, or blindness, as reported by Dr. John Dobree and Eric
Boulter in their book Blindness and Visual Handicap. In addition, the New York Times of August 16, 1995, states that each
year 1 million Americans become visually impaired due to eye injury. Unfortunately, any one of us could easily lose our
sight due to an injury or illness and, for the majority of the blind, this condition is permanent.
But imagine a computer chip small enough to fit into the eye that will enable the blind to see. Currently an
important experiment is underway, that if successful could actually restore sight to the blind. This new breakthrough in
Bionic Eye technology is the Vision Chip Implant.
To fully understand the significance of the vision chip to bionic eye research, we must first understand the normal
vision process and the causes of blindness, then explore the development of the vision chip, and finally, examine the
obstacles the researchers are working to overcome.
Vision occurs through a process involving several steps. InfoWorld of January 15, 1996 reports that the vision
process begins with light. The August 19, 1995, New Scientist goes on to explain that light enters through the pupil. The
lens focuses the light, which then passes through the jelly-like central region of the eye known as the vitreous humour and
continues until it comes in contact with the retina. The light then travels through transparent layers of cells, including the
ganglion, or nerve cells, that send visual signals, and continues until it finally reaches the light sensitive rods and cones.
Stimulated by light, the rods and cones send electrical impulses forward through the ganglion cell layer. Science magazine of
February 2, 1996, states this retinal processing is dependent on the responses of the ganglion cells. These ganglion cells are
neurons that form the optic nerve and these responses are fed through to the visual cortex, located at the back of the brain.
(Cover Visual)
The July 1995 Proceedings of the National Academy of Sciences of the United States of America emphasizes that
the brain's involvement in the vision process is fundamental. The brain, as described in the November 17, 1995 issue of
Science, decodes messages of visual stimuli, and then translates them into form, color, motion and depth.
Should damage occur during any part of the vision process, the consequence is often blindness. This damage can
result from a variety of different factors. According to the New York Times of August 16, 1995 one thousand men and
women experience eye injuries daily. In addition to injuries, vision loss, as reported by the June 21, 1995, New York Times,
can be attributed to overexposure to sunlight.
Disease is also a leading cause of blindness. According to the 1995 edition of General Ophthalmology, Glaucoma
has effected an estimated 2 million Americans. Dr. Ruben Adler clarifies in the January 1996 Archives of Ophthalmology,
that yet another prevalent eye disease, retinis pigmentosa, possesses retinal degenerative properties which can also lead to
permanent loss of sight. The Houston Chronicle on March 19, 1995, reveals that the leading cause of blindness in America is
macular degeneration, of which 167,000 new cases were diagnosed just last year. This condition, as explained in the Patients
Guide to the Retina (a pamphlet distributed by ophthalmologists) causes the layers of the retina, including the rods and cones,
to separate.
Whatever the cause of blindness, ranging from accident to disease, the result is always the same: Loss of sight.
However, this condition may not always be permanent if the researchers of "bionic eye" technology can accomplish their
goals.
Now that we are familiar with the vision process and the damages that can be inflicted upon that process, it is now
easier to explore the developments of the vision chip.
According to Dr. Mark Humayun in the January 1996 Archives of Ophthalmology, the technology now exists to
build a retinal prosthesis.
Janet Morgan, in her August 19, 1995 New Scientist article, states that a group of researchers from the Massachusetts Eye
and Ear Infirmary and from the Massachusetts Institute of Technology , led by neuro-opthalmologist Dr. Joseph Rizzo and
electrical engineer John Wyatt, are developing a microchip which will be used to bypass damaged rods and cones to directly
stimulate the ganglion cells.
This theory of cell stimulation is based upon findings reported at the 1994 National Institutes of Health Neural
Prosthesis Conference by researchers who discovered that the ganglion cells appear to be directly wired to the rods and
cones. Based upon these findings, researchers feel that if the rods and cones are damaged they can be replaced by this vision
chip. (Overlay visual)
Dr. Rizzo describes the chip as being 2.2 millimeters square, shaped like a paddle, and encased in a silicon coating.
As seen earlier, the cycle continues as before. Light is focused by the lens, and travels through the vitreous humour, until it
reaches the retina. Because the rods and cones are damaged, the cycle is therefore broken. This is where the chip comes into
play. The chip holds a solar panel linked to microelectrodes. Light hits the panel and generates a signal. The signal is then
channeled to these electrodes to stimulate the ganglion cells, therefore bypassing the damaged rods and cones and bridging
the break in the cycle.
20
Outlining and Organization Packet 08
The next level of development deals with image resolution. Image resolution enhancement research is being
conducted at Johns Hopkins University Hospital in Baltimore by the members of the Intraocular Prosthesis Project, as
explained in the May 5, 1995 issue of Science. (Resolution visuals)
These researchers discovered that when an electrode is stimulated, the individual sees a spot of light, called a
phosphene. The location of this phosphene changes based upon which electrode is stimulated.
As the number of stimulated electrodes increases, more phosphenes appear. The phosphenes come together to
produce an image and the resolution of this image improves as the phosphenes multiply.
The final goal of these researchers is to enable these individuals to see a detailed object.
While significant progress has been made in the development of the vision chip, there are still several obstacles,
discussed in the August 19,1995 New Scientist, that must be overcome before these developments can be made available.
Because each eye's contour is different, the chip must be bent to match each retina's curve. There is also concern
that, because the process involves implanting a foreign object directly into the eye ,there exists the risk that signal-blocking
scar tissue may form.
Since the retina, according to The Retina Book, (a medical booklet distributed by ophthalmologists,) is only about "1
millimeter thick and has the consistency of wet tissue paper", there is a danger that it could easily be sliced by the chip's
sharp edges. Even the chip itself is at risk after implantation, from corrosion due to salty fluids in the eye. To battle each of
these risks, the researchers are working on a variety of transparent silicon coatings that will protect both the retina and the
chip.
So, when will these new sight restoring devices be made available? Researchers are still very conservative in their
hopes. Extensive testing is still necessary to overcome the obstacles. Researchers are currently working toward their goal of
implanting this chip into a human subject. The next step toward that goal, according to Dr. Rizzo, will be to implant the chip
into a canine suffering from a type of retinis pigmentosa. If these experiments are successful, testing on human subjects can
begin within the next five years.
In our effort to understand the significance of the vision chip to bionic eye research, we have examined the vision
process, as well as the causes for blindness, the developments of the vision chip and the obstacles which the researchers are
working to overcome.
The Times Educational Supplement of July 7, 1995 states that "the visually impaired have much to gain from
technology." and while some people may feel this technology is too far into the future to be of concern to us, the development
of a sight-restoring device will be well worth the wait for those who are visually impaired.
Just 2 1/2 years ago neurobiologist Frank Werblin was quoted in the September/October, 1993, issue of The Futurist
as saying that "a bionic eye is decades away." Well, Dr. Werblin, it's happening soon than you thought. Given the
astounding advances made over the past 2 1/2 years, it's very likely that people who have lost their vision due to injury,
disease or even excessive sexual activity, will see again within the near future.
21
Outlining and Organization Packet 08
The Bionic Eye - Works Cited
Adler, Ruben M.D. “Mechanisms of Photoreceptor Death in Retinal Degenerations.” Archives of Ophthalmology 114;1
(1996): 79-83.
“Bionic Eyes.” The Futurist Sept./Oct. 1993:53-54.
Brody, Jane. “Protecting the Eyes from Blinding Injuries.” Sept./Oct. 1993:53-54.
Brody, Jane. “Protecting the Eyes from Blinding Injuries.” New York Times. 21 June 1995, late ed.: C8.
Dobree, John M.D., and Eric Boulter. Blindness and Visual Handicap. Oxford: Oxford University Press, 1982.
Friberg, Thomas R. M.D., Robert A. Braunstein M.D., and Meil M. Bressler M.D. “Sudden Visual Loss Associated With
Sexual Activity Archives of Ophthalmology 113:5 (1995): 738-742.
Hirsch, Joy, Robert L. DeLaPaz, Norman R. Relkin,and Jonathan Victor. “Illusory Contours Activate Specific Regions in
Human Visual Cortex: Evidence from Functional Magnetic Resonance Imaging.” Proceedings of the National
Academy of Sciences of the United States of America. 92:14 (1995): 6469-6473.
Humayun, Mark S. M.D. Ph.D., Eugene DeJuan, Jr. M.D., Gislin Dagnelie Ph.D., Robert Greenberg, Roy H. Propst Ph.D.,
and Howard Phillips Ph.D. ‘Visual Perception Elicited by Electrical Stimulation of Retina in Blind Humans.”
Archives of Ophthalmology 114:1 (1996): 40-46.
Jefferson, Steve. “Scanning Engines Have parallels in Human Vision.” InfoWorld. 15 Jan. 1996: 78.
A Patient’s Guide to the Retina. Pasadena: Robert Meyers Studio, 1990.
Masland, Richard H. “Unscrambling Color Vision.” Science 2 Feb. 1996: 616-617.
Meister, Markus, Leon Lagnado,and Denis A. Baylor. “Concerted Signaling by Retinal Ganglion Cells.” Science 17 Nov.
1995: 1207-1209.
Morgan, Janet. “A Sight for Sore Eyes.” New Scientist. 19 Aug. 1995: 39-42.
“Out of Sight, Not Out of Mind.” Times Educationaal Supplement. 7 July 1995: sec. 2:19.
Roush, Wade. “Envisioning as Artificial Retina.” ScienceScience. 5 May, 1995: 637-638.
The Retina Book. San Bruno: Krames Communications, 1984.
Stearns, Patty Lanoue. “Eye Disease Inspires Sufferer to Focus on His Abilities.” Houston Chronicle. 19 Mar. 1995: 3.
Vaughan, Daniel G., Taylor Asbury, and Paul Riordan-Eva. General Ophthalmology. Stamford: Appleton & Lange, 1995.
22
Outlining and Organization Packet 08
Christine Bonnichsen
TTh 11:00-12:20PM
10 Apr 2008
Topic:
Legacy of Milton S. Hershey
General Purpose:
To inform
Specific Purpose:
To inform my audience about the life & legacy of Milton S. Hershey.
______________________________________________________________________________
Legacy of Milton S. Hershey
Introduction
I. Attention Getter
Have any of you wondered if Willy Wonka was a real person? Well he was, but his name was Milton S. Hershey.
He lived from 1857 to 1945. Mr. Hershey had extraordinary wealth, a chocolate empire, and utopian dreams. It all
started with Milton S. Hershey’s failures. Long before going into chocolate, Mr. Hershey went bankrupt 3 times
attempting to create a successful caramel business. Finally, he succeeded with his 4th attempt, the Lancaster Caramel
Co. in 1893. It was his success in caramel that allowed him to transition to chocolate by selling his Lancaster
Caramel Co. for $1 million in 1900. He used the profit from the sale to produce his milk chocolate recipe and
became the first American to manufacture milk chocolate. Using this formula, he created the largest chocolate
factory in the world and the utopian company town to support it.
II. Audience Relevancy Statement
Today, over a hundred years later, millions of people eat Hershey’s products around the world and I’m sure you or
someone you know are one of them.
III. Thesis Statement/Central Idea
Milton S Hershey left an extraordinary legacy that still lives on today.
Preview Statement:
I will explain Hershey’s legacy that included a candy factory, a model town, and a philanthropic school for
underprivileged children.
Body
I. First I’ll explain the Hershey Company
The Hershey Company located in rural Pennsylvania made
chocolate affordable, produced many chocolate products, and
other non-chocolate products.
A. Hershey established his company with a factory in Derry Township, PA in 1905
1. his factory was built on a great source of water, milk, and with access to the
railroad
2. Mr. Hershey reduced the price of chocolate by diluting the chocolate with
local dairy milk and by the local railroad providing an easier access and
inexpensive method for transporting ingredients
3. chocolate was once considered a Swiss luxury product
4. now cheap enough for all people to buy chocolate
B. Hershey’s owes it success to its chocolate products, according to Milton Hershey
website, last accessed March 13, 2008.
1. Hershey’s Milk Chocolate bar
2. Hershey Kisses
3. Mr. Goodbar
4. Krackel
5. Reese’s Peanut Butter Cups
6. Hershey’s Milk Chocolate Chips
7. Hershey’s Cocoa
8. York Peppermint Patty
9. Cadbury Cream Eggs
10. Rolo
11. Whatchamacallit
12. Skor
13. Mounds
14. Almond Joy
15. Hershey’s Cookies’n’Cream
16. Take 5
17. Heath
18. Kit Kat
19. Reese’s Pieces
23
Outlining and Organization Packet 08
20. Whoppers
21. Milk Duds
22. Nut Rageous
23. Kissables
24. Nuggets
F. Although the name Hershey means “chocolate” to most people, Hershey
produces a lot of other famous products besides chocolate syrup, chocolate bars,
and chocolate Kisses, according to Hershey’s Website, last accessed on March
31, 2008
1. Jolly Rancher
2. Twizzlers
3. Ice Breakers Gum
4. Payday
Transition to point II Now that I have told you about the factory, I’ll tell you about the
model town built by Milton Hershey.
II. Hershey built his model town in Derry Township, PA where he built his factory.
Hershey’s model town included infrastructure, jobs, and
tourism.
A. Hershey’s plans included accommodations for his employees by having the same high quality as the
chocolate he was making, as stated by Hershey History website, last accessed on March 31, 2008.
1. town name of Hershey was chosen in 1906
2. Hershey post office
3. single and two story brick homes
4. tree lined streets
5. Chocolate Avenue intersects Cocoa Avenue
6. Hershey Kisses lampposts
7. bank
8. hotel called Hotel Hershey
9. public transportation
10. public school
11. recreational facilities
B. During the great depression Hershey’s town expanded to create jobs by building:
1. Hotel Hershey
2. amusement park called Hershey Park
3. Community Theater
4. Community Building
5. Hershey Sports Arena
6. country’s largest zoo of that time called Zoo America
7. golf courses
Transition to point III
So now that we know about Hershey’s factory and his
model town, we’ll now talk about his school for
underprivileged children.
III. A philanthropic school was established in 1909, 4 years after the factory
A. This school is a cost-free, private, coeducational home and school for children from families of low
income, limited resources, and social need, stated by Milton Hershey School website, last accessed on
March 31, 2008.
B. Why was the Milton Hershey School established?
1. first, Milton Hershey was a poor farmer boy who moved several times during
his childhood and didn’t have more than an a fourth grade education
2. to provide an opportunity for others to have an education
3. he and his wife were unable to have children of their own
4. they decided to use their wealth to create a home and a school for underprivileged children
C. In order to fund the school, the couple established the Milton Hershey Deed of
Trust in 1909.
D. As stated by Hershey Archives website, last accessed on March 13, 2008, in 1918
Milton Hershey gave his entire fortune and shares of the company valued at $50
million to the Deed of Trust.
24
Outlining and Organization Packet 08
Conclusion
I. Summary Statement
Today, we have learned about Milton Hershey’s factory, his model town built, and
the philanthropic school he established that still exists today.
II. Message Reinforcement
Milton Hershey’s legacy lives on through his profitable company in which his products are found in households
throughout the world. Hershey, PA is wonderful for business and tourism, and his philanthropy has educated
thousands of boys and girls.
III. Closure of Message
Milton S. Hershey went from rags to riches in spite of his many earlier failures. Hershey not only left a legacy but is
an inspiration to not give up on the American dream. He proved himself to be a successful entrepreneur, builder, and
a humanitarian.
25
Outlining and Organization Packet 08
Works Cited
Coyle, Millie L. "Milton Snavely Hershey." Hershey Derry Township Historical Society. 2006. 31 Mar. 2008
<http:www.hersheyhistory.org/milton.html>.
"Discover Hershey:Company History." Hershey's. 13 Mar. 2008 <http://www.hersheys.com/discover/history/company.asp>.
"Milton Hershey School's Mission & Vision." Milton Hershey School. Milton Hershey School. 31 Mar. 2008
<http://www.mhs-pa.org/about/mhs-mission-vision/>.
"The Man Behind the Chocolate Bar: Milton S. Hershey 1857-1945." Hershey Community Archives. 2004. 13 Mar. 2008
<http://www.hersheyarchives.org>.
Wolfe, Jason. "The Chocolate." Milton Hershey. 2007. 13 Mar. 2008 <http://www.miltonhershey.com/chocolate.html>.
26
Outlining and Organization Packet 08
Christine Bonnichsen
TTh 11:00-12:20PM
17 Apr 2008
Topic:
Register with the National Marrow Donor Program
General Purpose:
To persuade
Specific Purpose:
To persuade my audience to register with the National Marrow Donor Program.
______________________________________________________________________________
Register with the National Marrow Donor Program
Introduction
I. Attention Getter
How do you tell a teen that she may not live long enough to go to college, get married, or have children of her own?
Well, you don’t have to tell Kathy Soliz. According to South Texas Blood & Tissue Center website, last accessed on
March 13, 2008, she is a beautiful, smart, 19-year-old who is postponing her college plans of medicine because she
had a relapse of leukemia. Due to her relapse, Kathy is seeking a bone marrow donor. Doctors hoped she would find
a matched donor in her family, but unfortunately none has been found.
II. Audience Relevancy Statement
Everyday there are thousands of patients waiting and hoping to find a bone marrow donor match to save their life.
You could be that one donor to save a life.
III. Thesis Statement/Central Idea
Although millions have registered with The National Marrow Donor Program such as me, there is an urgent need for
more potential donors.
Preview Statement:
So, today we will examine the needs associated with finding a bone marrow match to cure various diseases, explore
solutions of getting bone marrow or peripheral blood stem cells by registering with the National Marrow Donor
Program, and we will know the benefits of registering with the National Marrow Donor Program.
Body
I. First, we will examine the needs associated with finding a bone marrow match
A. One, people do not know what bone marrow or peripheral blood stem cells are
1. Bone marrow is soft, spongy tissue found inside the bones that produce red and white blood cells, and
platelets.
2. Peripheral blood stem cells are immature cells that can develop into any cells present in the blood stream
such as red or white blood cells, and platelets
B. Next, there is a need for donors to join the National Marrow Donor Registry
1. As stated by the National Marrow Donor Program website, last accessed on March 13, 2008, on any given
day, more than 6,000 men, women, and children desperately search the National Marrow Donor Program
registry for a matching bone marrow donor.
2. According to Driscoll Children’s Hospital website, last accessed on March 13, 2008, there are several
diseases treated with a bone marrow transplant
a. Leukemia
b. Lymphomas
c. brain tumors
d. Aplastic Anemia
e. Sickle Cell Disease
f. cancers of the breast, ovaries, and kidneys
3. Even with a registry of millions, there are many patients unable to find a match, according to the National
Marrow Donor Program website, last accessed on March 13, 2008
a. Medical and age guidelines for joining the registry
b. There aren’t enough registered donors of diverse racial and ethnicity
c. All together, Non-Caucasians or minorities only represent 25% of the 4 million potential donors on its
registry and people of similar ethnic origin are more likely to provide tissue matches for one another,
as stated in an interview by Elisa Gonzalez of South Texas Blood & Tissue Center on April 11,2008
d. The upper age limit for donation is age 60 and those at age 61 are removed from the registry
e. Donors relocate without forwarding their addresses to the NMDP
C. Finally, a problem for finding a bone marrow match is that people do not know
the process of becoming a potential bone marrow donor
Transition to point II Now that we know about the problems associated with finding a bone marrow match to cure
various diseases, we’ll now explore solutions of getting bone marrow or peripheral blood stem cells by registering with
the National Marrow Donor Program.
27
Outlining and Organization Packet 08
II. Here are the solutions of getting bone marrow or peripheral blood stem cells
A. Joining the registry is voluntary, therefore, you can change your mind anytime
B. When you join the registry, you unite with more than 5 million potential donors who know the importance
of being there for a patient in need of a life- saving transplant of marrow or blood stem cells, according to
National Marrow Donor Program 2003 pamphlet
C. Donating marrow or blood stem cells is a living donation, you can make a difference in someone’s life
while you’re still alive
D. Knowing the steps of marrow and blood stem cell donation
1. Join the registry
a. contacting the National Marrow Donor Program
b. get a tissue typing registry kit
c. complete a short health questionnaire
d. sign a form stating you understand what it means to be listed on the registry
e. label your swabs
f. swab inside your cheek
g. mail or hand deliver your registry kit
h. information is added to the registry
i. you’ll receive a Donor Identification Card
2. Once on the registry, stay committed and available until age 60
3. When you get the call of a potential match
a. donate marrow
b. blood stem cells
4. Bone marrow and peripheral blood stem cell transplants are procedures that restore stem cells that were
destroyed by high doses of chemotherapy and/or radiation therapy, according to the National Cancer Institute
website, last accessed March 13, 2008
a. If marrow is requested
1.) It is a surgical procedure under anesthesia
a.) donors feel no needle injections
b.) no pain during procedure
2.) liquid marrow withdrawn from the back of your pelvic bone
a.) no long term effects
b.) your marrow is replaced in 4-6 weeks
b. If peripheral blood stem cells are requested, blood is drawn from your arm and runs through a machine
that filters out the blood stem cells. Then your blood is returned to your body through your opposite
arm, stated by the Mayo Clinic website, last accessed March 13, 2008
E. Donors never pay for donating
1. All medical expenses are paid
2. All travel costs are reimbursed
Transition to point III So now that you know about the problems associated with finding a bone marrow match
and what registering with National Marrow Donor Program does as solutions of getting the bone marrow, you can now
choose to register with the National Marrow Donor Program by knowing its benefits.
III. The benefits of registering with the National Marrow Donor Program
A. Providing hope to those needing a donor by increasing their chances of a match
B. It is a simple process that could potentially save a life
Conclusion
I. Summary Statement
Today, we have learned about the problems associated with finding a bone marrow match to cure various diseases,
the solutions of obtaining the bone marrow, and the benefits of registering with National Marrow Donor Program.
II. Action
All you have to do is register with the National Marrow Donor Program to become a potential bone marrow donor to
save a life.
III.Closure of Message
As previously stated earlier, Kathy is one of 35,000 patients in the U.S. diagnosed with a life-threatening disease. She
and I urge everyone who is eligible to register to be a bone marrow donor; and when you get the call of being a
match, step forward and do the most beautiful thing you could ever imagine – save the life of a child, a mother, a
father, or a teen like Kathy. Do you have the courage to help someone else live?
28
Outlining and Organization Packet 08
Works Cited
Driscoll Children's Hosp. "Bone Marrow Transplant." Driscoll Children's Hospital. 13 Mar. 2008
<http://www.driscollchildrens.org/health/peds/oncology/bonetran.asp>.
Gonzalez, Elisa. Personal interview. 11 Apr. 2008.
National Cancer Institute. "Bone Marrow Transplantation and Peripheral Blood Stem Cell Transplantation: Questions and
Answers." National Cancer Institute. 13 Mar. 2008 <http://www.cancer.gov/cancertopics/factsheet/Therapy/bonemarrow-transplant>.
National Marrow Donor Pro. "FAQs About Joining the Registry." National Marrow Donor Program. 13 Mar. 2008
<http://www.marrow.org/HELP/Join_the_Donor_Registry/FAQs_about_Joining_the_Registry/index.html>.
South Texas Blood & Tissu. "Saturn Sweetheart Seeks Donor." South Texas Blood & Tissue Center. 13 Mar. 2008
<http://www.southtexasblood.org/KathySoliz.asp>.
Unite Commit: Become a Marrow or Blood Stem Cell Donor. National Marrow Donor Program, 2003.
29
Outlining and Organization Packet 08
30
Outlining and Organization Packet 08