i want you to write an outline about Three reasons why South Africa is an amazing country. i provide to you the sample of oultine to know how it will be and i want you to use chapters specially chapter 12 . also i want you to including to references in outline . i want everything from your own words.
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
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
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
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
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
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
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.
Semester: Summer II 2020
Assignment 2: Informative Speech Outline 5%
Instructors: Drs. Alvaro Subero, Koba Lomidze, Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Slaheddine Mnasri
· The topic : Three reasons why South Africa is an amazing country .
· Write an informative/process speech outline, with complete sentences (350-450 words).
· Follow the sample speeches on Moodle.
· Use at least two sources and provide a list of references.
· Submit the TYPED assignment in WORD FORMAT on Turnitin on the date of final submission announced on Moodle – .
the topic for the Outline:
|Title of the speech|
|General goal of the Speech|
|Specific goal of the speech|
|1. Introduction: attention getter, listener relevance, speaker credibility, thesis statement with three main ideas (Answer in complete sentences.)|
|A. Attention getter:B. Listener relevance:C. Speaker credibility:D. Thesis statement with three main ideas:|
|2. Body: three major ideas with several minor ideas, including examples, evidence, and explanations. (Answer in complete sentences.)|
|Body 1:Body 2:Body 3:|
|3. Conclusion: main point summary, thesis statement, clincher. (Answer in complete sentences.)|
|Main point summary:Thesis statement:Clincher:|
|GRADING RUBRIC | INFORMATIVE SPEECH OUTLINE 15%|
|Outline: Provided format is followed, connections between ideas are logical, evidence directly supports the ideas, is written in full sentences, includes transitions, with little or no errors.||0||2||5||7||8||10|
|Introduction: attention grabber is present, is related to the topic, and is creative; audience relevance is established; speaker credibility is explained; thesis is clear and tells the audience what three main points will be discussed.||0||2||5||7||8||10|
|Body: main points support the thesis, are well developed and supported by references to research, a link between the evidence and the claims has been established.||0||2||5||7||8||10|
|Conclusion: transition to the conclusion is indicated; the main points have been briefly noted; synthesizes the information from the body of the speech; a link has been provided to the attention getter and/or closing thought in a creative, memorable way.||0||2||5||7||8||10|
|Use of Language: is clear, and accurate, has effective transitions and signposts. Grammar is appropriate to communicate meaning clearly; Spelling and punctuation accurate; carefully checked.||0||2||5||7||8||10|
|TOTAL POINTS __________ X 2 = __________%|
1 | Page
5 | Page
Chapter 12 Learning Outcomes
1 Develop your speech body using
an appropriate main point pattern
2 Create an effective speech
3 Construct an effective
4 Compile a formal speech outline and
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 1
Identify Main Points (page 163)
List the ideas that relate to the speech
Eliminate ideas that the audience already understands or that are broad or complicated to understand within the time allotted
Check if any of the ideas can be grouped together
Choose two to four ideas that will help accomplish one’s speech goal
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 2
Select a Main Point (page 166)
1) Time order arranges the main points by a
chronological sequence or by steps in a process
2) Narrative order dramatizes the thesis using a story or series
that includes characters, setting, and a plot
3) Topical order structures the main points using some logical relationship
4) Logical reasons order structures the main points as reasons for
accepting the thesis as desirable or truth
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 3
General Form for a Speech Outline (page 168)
Outline Main point Subpoint
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 4
Create Transitions (page 169)
Signposts American University of the Middle East | COM114 |
Chapter 12 Organizing Your Speech 6
Developing the Introduction (page 170)
• Action • Jokes • Personal
references • Questions • Quotation • Startling
statements • Stories • Suspense
Establish listener relevance
• Motivate the audience to listen
• Link your speech to your audience
• Mention why and how your speech might affect your audience
• Show that you are an authority on the topic
• Highlight that you are a credible speaker
State the thesis
• Main points should be stated in the introduction
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 7
Develop the Body
Step 1 Select a specific and suitable speech goal
Step 2 Gather and evaluate
information to develop your speech
Step 3 Organize ideas into a
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 8
Construct an Effective Conclusion (page 173)
Effective conclusions enhance the impact of a
Summarize the speaker’s goals
and main points
Should be carefully designed as it is the shortest
part of a speech
Leave the audience with
a vivid impression
“All’s well that ends well” (William
Clincher • Short statement that provides a
sense of closure • Reiterates the importance of
one’s speech in a memorable manner
• Vivid imagery • Appeal to action
American University of the Middle East | COM114 | Chapter 12 Organizing Your Speech 9
Copyright ©2016 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website,
in whole or in part.
Chapter 16 Learning Outcomes
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 2
1 Identify the characteristics of
effective informative speaking
2 Employ the methods of
informing in your speeches
3 Create both process and expository
Chapter 16 Informative Speaking
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 3
t i s a
? An informative speech is one whose goal is to explain or describe facts, truths, and principles in a way that stimulates interest, facilitates understanding, and increases the likelihood of remembering
Chapter 16 Informative Speaking
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 4
t i s a
? Informative speeches are designed to educate audiences and answer questions about a topic, such as those beginning with who, when, what, where, how, and how to
Characteristics of Effective Informative Speaking
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 5
1 Intellectually stimulating
Characteristics of Effective Informative Speaking
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 6
1) Intellectually stimulating • Information that is new to
audience members and piques interest
• Familiar topics can be answered by addressing the depth and breadth
2) Relevant • A speaker should incorporate
listener relevance links throughout his/her speech
Characteristics of Effective Informative Speaking
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 7
3) Creativity • Using information to yield
innovative ideas and insights
• Arises from doing good research, taking time, and practicing productive thinking
4) Memorable • For a speech to be
memorable, specific goal and key facts have to be emphasized
5) Learning dimensions • Provide concrete, vivid
images, examples, stories, and testimonials
• Use visual aids • Include definitions,
explanations, and statistics • Encourage listeners to do
something during the speech or afterward
Methods of Informing
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 8
3 Comparison and
Common Informative Patterns
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 9
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 10
Speaker demonstrates how something is done, is made, or
Visual and audiovisual aids are used in
speeches that are not suited to
Require defining the steps and the order in
which they occur
American University of the Middle East | COM114 | Chapter 16 Informative Speaking 11
Provide carefully researched, in-depth knowledge about a
Lectures – Lengthy expository speeches
• Draw from an extensive research base • Choose an organizational pattern best suited to
the material and specific speech goal • Use a variety of informative methods