{"id":111,"date":"2021-08-19T11:13:04","date_gmt":"2021-08-19T11:13:04","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/chapter-34-speech-structure\/"},"modified":"2025-07-16T22:55:42","modified_gmt":"2025-07-16T22:55:42","slug":"chapter-34-speech-structure","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/chapter-34-speech-structure\/","title":{"raw":"Speech Structure","rendered":"Speech Structure"},"content":{"raw":"<div class=\"chapter-6:-organizing-and-outlining-\">\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this section, you should be able to:\r\n<ul>\r\n \t<li>Create a preparation outline and a speaking outline for an extemporaneous speech.<\/li>\r\n \t<li>Use keywords from an outline to develop a speaking outline.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nAs you saw in the last chapter, an [pb_glossary id=\"311\"]<strong>extemporaneous<\/strong> [\/pb_glossary] style of speech delivery is an effective way to keep an audience energized about and engaged with a topic. Many individuals may feel a bit uncomfortable with this idea if they are used to using a [pb_glossary id=\"309\"]<strong>manuscript<\/strong> [\/pb_glossary]or [pb_glossary id=\"310\"] <strong>memorized<\/strong> [\/pb_glossary] style. This chapter will show you how to outline a speech and give you several elements you can use while designing it.\r\n<div class=\"chapter-6:-organizing-and-outlining-\">\r\n<h2>Outlining Your Speech<\/h2>\r\n<p class=\"import-Normal\">An <strong>[pb_glossary id=\"312\"]outline[\/pb_glossary]<\/strong> provides a visual structure where you can compile information into a well-organized document. The amount of information you include will depend on your needs. For an organizational communication course, use a [pb_glossary id=\"313\"]<strong>p<\/strong><strong>reparation outline<\/strong>[\/pb_glossary], which is a comprehensive form of outline that includes all of the information in your speech. If someone were to read your preparation outline, it should provide enough depth to give a general idea of what will be accomplished.<\/p>\r\n<p class=\"import-Normal\">Generally, we recommend starting from this outline format:<\/p>\r\n\r\n<table class=\"aligncenter\" style=\"height: 631px;\" width=\"449\">\r\n<tbody>\r\n<tr class=\"PlainTable1-R\" style=\"height: 29px;\">\r\n<td class=\"PlainTable1-C\" style=\"height: 29px; width: 440.6px;\">\r\n<div class=\"PlainTable1-firstCol\">\r\n<div class=\"PlainTable1-firstRow\">\r\n\r\n<strong>Sample Speech Outline\u00a0<\/strong>\r\n\r\n<\/div>\r\n<\/div><\/td>\r\n<\/tr>\r\n<tr class=\"PlainTable1-R\" style=\"height: 118px;\">\r\n<td class=\"PlainTable1-C\" style=\"height: 118px; width: 440.6px;\">\r\n<div class=\"PlainTable1-firstCol\">\r\n\r\nI. Introduction\r\n\r\na. Attention Getter \/ Hook\r\nb. Credibility Statement\r\nc. Exigence\r\nd. Action\r\ne. Survey: Forecast of Speech Points\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<tr class=\"PlainTable1-R\" style=\"height: 175px;\">\r\n<td class=\"PlainTable1-C\" style=\"height: 175px; width: 440.6px;\"><span class=\"tight\">II. Main body<\/span>\r\n<ol>\r\n \t<li style=\"list-style-type: none;\">\r\n<ol>\r\n \t<li><span class=\"tight\">First Main Point\r\n<\/span><span class=\"tight\">a. Evidence\r\n<\/span><\/li>\r\n \t<li><span class=\"tight\">Second Main Point\r\n<\/span><span class=\"tight\">a. Evidence<\/span><\/li>\r\n \t<li><span class=\"tight\">Third main Point\r\n<\/span><span class=\"tight\">a. Evidence<\/span><\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"PlainTable1-R\" style=\"height: 88px;\">\r\n<td class=\"PlainTable1-C\" style=\"height: 88px; width: 440.6px;\"><span class=\"tight\">III. Conclusion\u00a0<\/span>\r\n\r\n<span class=\"tight\">a. Summary: Review of Main Points<\/span><span class=\"tight\">\r\nb. Restate Thesis\r\n<\/span><span class=\"tight\">c. Clincher\u00a0<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p class=\"import-Normal\">You should think of the outline as the blueprint for your speech. It is not the speech\u2014that is what comes out of your mouth in front of the audience.\u00a0<span style=\"margin: 0px; padding: 0px;\"><span style=\"margin: 0px; padding: 0px;\">The\u00a0outline helps you prepare and, as such, is a living document that you can adjust, add to, and delete.<\/span>\u00a0A good way to begin is by adding information right away. During an extemporaneous speech, you will not have the whole document during your speech. Reducing words and phrases from your outline until you have a short <strong>[pb_glossary id=\"314\"]speaking outline[\/pb_glossary]<\/strong> will keep you focused on delivering an effective speech to your audience. Your speaking outline might be a 3x5 card or a straightforward page using a large font that you can quickly glance over.\u00a0 <\/span>A speaking outline is a keyword outline used to deliver an extemporaneous speech. The notes you use to speak can aid or hinder an effective delivery.<\/p>\r\n<p class=\"import-Normal\">A keyword outline allows greater embodiment and engagement with the audience. As you practice an extemporaneous speech, summarize the complete preparation outline into more usable notes. In those notes, create a set of abbreviated notes for the actual delivery. The more materials you take to speak, the more you will be tempted to look at them rather than maintain eye contact with the audience, which reduces your overall engagement. Your speaking notes should be in far fewer words than the preparation, arranged in key phrases, and readable for you. Your speaking outline should provide cues to yourself to \u201cslow down,\u201d \u201cpause,\u201d or \u201cchange slide.\u201d Our biggest suggestion is to make the notes workable for you. More information on structuring your cue card is included in the next section.<\/p>\r\n\r\n<\/div>\r\n<h2>Using Cue Cards<\/h2>\r\nAn extemporaneous speech is a presentation that is delivered without careful planning or preparation. A tool that can help you in your speech is to use a speaking outline effectively.\u00a0 A 3x5 or one-page speaking outline is meant to help prompt you as you give your speech and to keep you on track.\u00a0 It is not meant to be a transcript of your speech.\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Exercise: Evaluate Cue Cards<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBelow are images of three cue cards. Look at Image #1. Do you think this person's speech was successful according to the [pb_glossary id=\"218\"]<strong>constraints<\/strong>[\/pb_glossary] of an extemporaneous speech? Why or why not?\r\n\r\n[caption id=\"attachment_108\" align=\"aligncenter\" width=\"407\"]<img class=\"wp-image-108 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1.jpg\" alt=\"Speech Notes \" width=\"407\" height=\"699\" \/> Image #1[\/caption]\r\n\r\nImage #1 is an example of what <em>not\u00a0<\/em>to do when using a cue card. Remember that your card is a tool to consult while you speak. You do <strong>not<\/strong> need to write everything you would like to say on it.\r\n\r\nNow, look at two more cue cards (Images #2 and #3). What is it that makes these two cards better? How are they different from Image #1?\r\n\r\n[caption id=\"attachment_109\" align=\"aligncenter\" width=\"560\"]<img class=\"wp-image-109\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-610x1024.png\" alt=\"Image #2 Cue Cards \" width=\"560\" height=\"940\" \/> Image #2[\/caption]\r\n\r\n[caption id=\"attachment_110\" align=\"aligncenter\" width=\"669\"]<img class=\"wp-image-110 size-large\" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-669x1024.png\" alt=\"Image 3 Cue Cards \" width=\"669\" height=\"1024\" \/> Image #3[\/caption]\r\n\r\n<\/div>\r\n<\/div>\r\nYour card is intended to be recognized by you (the speaker) and you alone, so you can use abbreviations (similar to the 'SHR' used in Image #2 above) or have shorthand notes that will help jog your memory. Recognize that you probably will NOT need to write as much on your cue card as you may think you need to. As you practice, ensure that you use the same card.\r\n<h2>Setting Up Your Speech<\/h2>\r\n<p class=\"import-Normal\">Introductions and conclusions frame the speech, clearly defining its beginning and end. They help the audience anticipate what is to come in the speech and then mentally prepare for the conclusion. In doing this, introductions and conclusions provide a \u201cpreview\/review\u201d of your speech to reiterate what you are talking about to your audience. Because speeches are auditory and live, audiences must remember what you are saying. <span class=\"import-Normal tight\">The general rule is that the introduction and conclusion should each be about 10% of your total speech, leaving 80% for the body section. It can be tempting to have longer introductions, but that often leaves less time to introduce key research and warrant your ideas through the main points. The introduction and conclusion should be about 30 seconds in a five-minute speech.\u00a0<\/span><\/p>\r\n\r\n<h2 class=\"chapter-6:-organizing-and-outlining-\"><span class=\"tight\">Structuring the Introduction<\/span><\/h2>\r\n<div class=\"chapter-6:-organizing-and-outlining-\"><span class=\"import-Normal tight\">Many speakers struggle with how to start their speeches because they\u2019re often worried that their words won\u2019t be memorable, attention-capturing, and clever enough to engage their audience. This is a problem for many of us because the first words you say, in many ways, set the tone for the rest of your speech. There may not be one \u201cbest\u201d way to start a speech, but we can provide some helpful guidelines to make beginning a speech much easier.<\/span><\/div>\r\n<table class=\"aligncenter\" style=\"height: 212px; width: 434px;\" width=\"436\">\r\n<tbody>\r\n<tr class=\"ListTable3-R\" style=\"height: 24px;\">\r\n<td class=\"ListTable3-C\" style=\"height: 24px; width: 425.6px;\">\r\n<div class=\"ListTable3-band1Horz\">\r\n<div class=\"ListTable3-band1Vert\"><strong>Common Errors to Avoid in Introductions\u00a0<\/strong><\/div>\r\n<\/div><\/td>\r\n<\/tr>\r\n<tr class=\"ListTable3-R\" style=\"height: 176px;\">\r\n<td class=\"ListTable3-C\" style=\"height: 176px; width: 425.6px;\">\r\n<div class=\"ListTable3-band1Vert\">\r\n<ul>\r\n \t<li>rambling and meandering, not getting to the point<\/li>\r\n \t<li>starting with a vocalized pause<\/li>\r\n \t<li style=\"text-align: left;\">saying the specific purpose statement first<\/li>\r\n \t<li>beginning to talk as you approach the platform<\/li>\r\n \t<li>Reading your introduction directly from your notes<\/li>\r\n \t<li>talking too fast<\/li>\r\n<\/ul>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nWith that in mind, incorporate the following five basic elements into your introduction and speech outline.\r\n<h3>Element 1: Get the Audience\u2019s Attention\u2014the Hook<\/h3>\r\nThe first central purpose of an introduction is to gain your audience\u2019s attention and make them interested in what you have to say. The first words of a speech should be something that will perk up the audience\u2019s ears. Starting a speech with \u201cHey everybody, I\u2019m going to talk to you today about soccer\u201d does not try to engage the audience members who don\u2019t care about soccer. The key to creating interest is selecting an appropriate and relevant option for your audience. You will also want to choose an attention-getting device that is suitable for your speech topic. Ideally, your attention-getting device should be appropriately connected to your speech. Below are several options for crafting an attention-getting headline.\r\n<h4>Anecdotes and Narratives<\/h4>\r\nAn anecdote is a\u00a0<em>brief\u00a0<\/em>account or story of an interesting or humorous event. Notice the emphasis here is on the word \u201cbrief.\u201d An example of an anecdote used in a speech about the pervasiveness of technology might look something like this:\r\n<div class=\"textbox\">In July 2019, a high school girl named Miranda Becker was walking along a main boulevard near her home on Staten Island, New York, typing in a message on her cell phone. Not paying attention to the world around her, she took a step and fell right into an open construction hole.<\/div>\r\nNotice that the anecdote is short and makes a clear point. The speaker can then explain how technology controls our lives. Another option here is a personal story. You may start your speech with a story about yourself relevant to your topic. Some of the most effective speeches draw on personal knowledge and experience. Suppose you are an expert or have firsthand experience related to your topic. In that case, sharing this information with the audience is a great way to show credibility during your attention-getter.\r\n<h4>Startling Statement\/Statistic\/Fact<\/h4>\r\nAnother way to start your speech is to surprise your audience with startling information about your topic. Often, startling statements come in the form of statistics and strange facts. A good startling statistic aims to surprise and engage the audience in your topic. For example, if you\u2019re giving a speech about oil conservation, you could start by saying:\r\n<div class=\"textbox\">A Boeing 747 airliner holds 57,285 gallons of fuel.<\/div>\r\nYou could start a speech on the psychology of dreams by noting:\r\n<div class=\"textbox\">The average person has over 1,460 dreams a year.<\/div>\r\nOn the other hand, a strange fact is a statement that does not involve numbers but is equally surprising to most audiences. For example, you could start a speech on the gambling industry by saying:\r\n<div class=\"textbox\">There are no clocks in any Las Vegas casino.<\/div>\r\nAlthough startling statements are fun, it is vital to use them ethically. First, ensure that your startling statement is factually accurate. Second, ensure that your startling statement is relevant to your speech and not merely included for shock value.\r\n<h4>A Rhetorical Question<\/h4>\r\nA rhetorical question is a question to which no actual reply is expected. For example, a speaker talking about the history of Mother\u2019s Day could start by asking the audience:\r\n<div class=\"textbox\">Do you remember the last time you told your mom you loved her?<\/div>\r\nIn this case, the speaker does not expect the audience to shout out an answer but rather to consider the questions as the speech proceeds.\r\n<h4>Quotation<\/h4>\r\nAnother way to capture your listeners\u2019 attention is to use another person's words that relate directly to your topic. Maybe you\u2019ve found an extraordinary quotation in one of the articles or books you read while researching your speech. If not, you can use several Internet or library sources that compile valid quotations from noted individuals. Quotations are a great way to start a speech, so let\u2019s look at an example that could be used during the opening of a commencement address:\r\n<div class=\"textbox\">The late actress, fashion icon, and social activist Audrey Hepburn once said, \u201cNothing is impossible. The word itself says \u2018I\u2019m possible\u2019!\"<\/div>\r\n<h3>Element 2: Establish or Enhance Your Credibility<\/h3>\r\nWhether you inform, persuade, or entertain an audience, they expect you to know what you\u2019re talking about. The second element is to let your audience know that you are a knowledgeable and credible source for this information. In other words, you must establish your [pb_glossary id=\"219\"]<strong>ethos<\/strong>[\/pb_glossary]. To do this, you will need to explain how you acquired your knowledge about your topic. For some, this will be straightforward. If you inform your audience about a topic you\u2019ve researched or experienced for years, that makes you a reasonably credible source. You probably know what you are talking about. Let the audience know! For example:\r\n<div class=\"textbox\">I\u2019ve served with Big Brothers Big Sisters for the last two years.<\/div>\r\nHowever, you may be speaking on a subject with which you have no history of credibility. You can do that if you are curious about when streetlights were installed at intersections and why they are red, yellow, and green. However, you will still need to provide your audience with a reason to trust your knowledge. Conducting research using reliable sources demonstrates that you are at least more knowledgeable on the subject and respect the audience enough to ensure they receive accurate, ethical, and balanced information on a topic.\r\n<h3>Element 3: Establish Relevance through Rapport<\/h3>\r\nNext, you must establish rapport with your audience. Rapport is a relationship or connection you make with your audience, similar to incorporating [pb_glossary id=\"220\"]<strong>pathos<\/strong>[\/pb_glossary] appeals in your speech. In everyday life, two people have a rapport when they get along well and are good friends. In your introduction, explain to your audience why you are providing them with this information and why it is essential or relevant to them. You will establish a connection through this shared information and explain to them how it will benefit them.\r\n<h3>Element 4: State your Thesis<\/h3>\r\nAfter you get the audience\u2019s attention, you must reveal the purpose of your speech to your audience. Have you ever sat through a speech wondering what the basic point was? Have you ever left a speech and had no idea what the speaker was talking about? An introduction should clearly define the topic, purpose, and central idea. Remember [pb_glossary id=\"216\"]<strong>rhetorical exigence<\/strong>[\/pb_glossary] from previous chapters? This is essentially what your thesis is doing: you are addressing a problem that your audience has and showing them you have the answer. When stating your topic in the introduction, be clear and explicit about it. Spell it out for them if necessary. If an audience cannot remember all your information, they should at least be able to walk away knowing the purpose of your presentation. Make sure your [pb_glossary id=\"221\"]<strong>logos<\/strong>[\/pb_glossary] appeals are solid.\r\n<h3>Element 5: Preview Your Main Points\u2014the Survey<\/h3>\r\nLike previewing your topic, previewing your main points helps your audience know what to expect throughout your speech. This part of the speech could be called the survey or preview. Your preview of the main points should be straightforward to follow so that there is no question in your audience\u2019s minds about what they are. Long, complicated, or verbose main points can get confusing. Be succinct and straightforward in your survey:\r\n<div class=\"textbox\">Today, in our discussion of Abraham Lincoln\u2019s life, we will examine his birth, presidential role, and assassination.<\/div>\r\nFrom that, there is little question about what specific aspects of Lincoln\u2019s life the speech will cover. However, if you want to be extra sure they get it, you can always enumerate them:\r\n<div class=\"textbox\"><span style=\"font-size: 1em;\">When discussing how to make chocolate chip cookies,\u00a0<\/span><u style=\"font-size: 1em;\">we will cover the necessary ingredients, then explain how to mix them, and finally,<\/u><span style=\"font-size: 1em;\"> examine the baking process<\/span>.<\/div>\r\nThese five elements prepare your audience for the bulk of the speech (i.e., the body section) by letting them know what they can expect, why they should listen, and why they can trust you. Having all five elements sets your speech off on much more solid ground than you would without them.\r\n<h2>The Body: Connecting Your Points Using Signposts<\/h2>\r\n<p class=\"import-Normal\">At this point, you may realize that preparing for public speaking does not always follow a completely linear process. In writing your speech, you might begin outlining with one organizational pattern in mind, only to recraft the main points into a new pattern after more research has been conducted. These are all okay options. Wherever your process takes you, however, you will need to make sure that each section of your speech outline uses <strong>[pb_glossary id=\"315\"]connective statements[\/pb_glossary] <\/strong>or signposts.\u00a0 A connective statement, also known as a \"signpost,\" is a broad term encompassing several types of statements or phrases. They are generally designed to help \u201cconnect\u201d parts of your speech to make it easier for audience members to follow. Connectives are tools for helping the audience listen, retain information, and follow your structure.<\/p>\r\nSignposts perform several functions:\r\n<ul>\r\n \t<li class=\"import-Normal\">Remind the audience of what has come before.<\/li>\r\n \t<li class=\"import-Normal\">Remind the audience of the central focus or purpose of the speech.<\/li>\r\n \t<li class=\"import-Normal\">Forecast what is coming next.<\/li>\r\n \t<li class=\"import-Normal\">Help the audience understand the speech's context\u2014where are we? (This is especially useful for a longer speech of twenty minutes or so.)<\/li>\r\n \t<li class=\"import-Normal\">Explain the logical connection between the previous main idea(s) and the next one, or the previous subpoints and the next one.<\/li>\r\n \t<li class=\"import-Normal\">Explain your mental processes in arranging the material as you have.<\/li>\r\n \t<li class=\"import-Normal\">Keep the audience\u2019s attention through repetition and a sense of movement.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Signposts can include internal summaries, numbering, or internal previews. Each of these terms helps connect the main ideas of your speech to the audience, but they have different emphases and are helpful for various types of speeches.<\/p>\r\n\r\n<h3>Types of connectives and examples<\/h3>\r\nSignposts emphasize the physical movement through the speech content and let the audience know precisely where they are. Signposting can be as simple as \u201cFirst,\u201d \u201cNext,\u201d or \u201cLastly,\u201d or using numbers such as \u201cFirst,\u201d \u201cSecond,\u201d Third,\u201d and \u201cFourth.\u201d Signposts can also be lengthier, but in general, signposting is meant to be a brief way to let your audience know where they are in the speech. It may help to think of these, like the mile markers you see along interstates that tell you where you are, or signs letting you know how many more miles you will have until you reach your destination.\r\n\r\n<strong>[pb_glossary id=\"2369\"]Internal summaries[\/pb_glossary]<\/strong>\u00a0emphasize what has come before and remind the audience of what has been covered.\r\n<div class=\"textbox\">So far, I have shown how King Tut\u2019s burial tomb designers utilized the antechamber to deter intruders and the second chamber to prepare royal visitors for viewing the sarcophagus.<\/div>\r\n<p class=\"import-Normal\"><strong>[pb_glossary id=\"2370\"]Internal previews[\/pb_glossary]<\/strong> let your audience know what will happen next in the speech and what to expect regarding the content of your speech.<\/p>\r\n\r\n<div class=\"textbox\">In the next part of the presentation, I will share the secrets and valuable aspects of King Tut\u2019s pyramid: his burial chamber and the treasury.<\/div>\r\n<p class=\"import-Normal\"><strong>[pb_glossary id=\"2371\"]Transitions[\/pb_glossary]\u00a0<\/strong>serve as bridges between seemingly disconnected (but related) material, most commonly between your main points. At a bare minimum, your transition is saying,<\/p>\r\n\r\n<div class=\"textbox\">Now that we have examined (discussed, etc.) X, let\u2019s examine Y.<\/div>\r\n<p class=\"import-Normal\">Connectives are essential for helping the audience understand a) where you\u2019re going, b) where you are, and c) where you\u2019ve been. We recommend labeling them in your outline to ensure they\u2019re integrated and transparent.<\/p>\r\n\r\n<h2>Wrapping Up: The Summary<\/h2>\r\nLike the introduction, the conclusion must incorporate three elements to be as strong as possible.\r\n<table>\r\n<tbody>\r\n<tr class=\"ListTable3-R\">\r\n<td class=\"ListTable3-C\">\r\n<div class=\"ListTable3-band1Horz\">\r\n<div class=\"ListTable3-band1Vert\"><strong>Common Errors to Avoid in Conclusions\u00a0<\/strong><\/div>\r\n<\/div><\/td>\r\n<\/tr>\r\n<tr class=\"ListTable3-R\">\r\n<td class=\"ListTable3-C\">\r\n<div class=\"ListTable3-band1Vert\">\r\n<ul>\r\n \t<li>signal the end multiple times. In other words, no \u201cmultiple conclusions\u201d or saying \u201cAs I close\u201d more than once<\/li>\r\n \t<li>ramble; if you signal the end, end<\/li>\r\n \t<li>Talk as you leave the platform or lectern<\/li>\r\n \t<li>indicate with facial expression or body language that you were unhappy with the speech<\/li>\r\n \t<li>conclude with an abrupt \u201cthank you.\"<\/li>\r\n<\/ul>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nGiven the nature of these elements and what they do, these should generally be incorporated into your conclusion in the order presented below.\r\n<h3>Element 1: Review Main Points<\/h3>\r\nRemember, introductions preview your main points; the conclusion provides a review. One of the most significant differences between written and oral communication is the necessity of repetition in oral communication. Your audience only has <span style=\"text-decoration: underline;\">one<\/span> opportunity to catch and remember the points you are trying to get across in your speech, so the review assists in repeating key ideas that support your thesis statement. You want to avoid introducing new material or ideas because you are trying to reinforce the audience's understanding of your main points. For example, if you said, \u201cThere are several other issues related to this topic, such as\u2026, but I don\u2019t have time for them,\u201d that would confuse the audience and perhaps make them wonder why you did not address those in the body section. The hardcore facts and content are in the body.\r\n<h3>Element 2: Restate the Thesis<\/h3>\r\nRestate your thesis because this is the main argument you leave the audience with. While this may come before or after reviewing your main points, it\u2019s important because it often directs the audience and reminds them of the purpose for which they\u2019re present. Concluding without reiterating your thesis statement requires the audience to recall an idea from the introduction, which can feel like a distant memory.\r\n<h3>Element 3: Clincher<\/h3>\r\nThe third element of your conclusion is the clincher, or something memorable with which to conclude your speech. The clincher is sometimes referred to as a concluding thought. These are the last words you will say in your speech, so you must make them count. In many ways, the clincher is the inverse of the attention-getter. You want to start the speech off with something substantial, and you want to end the speech with something substantial. To that end, you can make your clincher strong and memorable in several ways, similar to what we discussed above with attention-getters.\r\n<table style=\"height: 135px;\">\r\n<tbody>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 1057.23px;\" colspan=\"2\"><strong>Strategies for Effective Concluding Thoughts<\/strong><\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with\u00a0<\/strong><strong>a Challenge<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">A challenge is a call to engage in some activity that requires<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Quotation<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Select a quotation that\u2019s related to your topic<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Visualize the Future<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Help your audience imagine the future you believe can occur.<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude by Inspiration<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Use inspiration to evoke a specific emotional response in someone.<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Question<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Pose a rhetorical question that prompts the audience to consider an idea.<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Refer to the Introduction<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Come full circle by referencing an idea, statistic, or insight from the attention-getter.<\/td>\r\n<\/tr>\r\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Story<\/strong><\/td>\r\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Select a brief story aimed at a strong emotional appeal<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFor the conclusion, make sure your purpose\u2014informative, persuasive, entertaining\u2014is honored.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>The organization and outlining of your speech may not be the most interesting part to think about, but without it, great ideas will seem jumbled and confusing to your audience. To help you prepare for your presentation, you will need to create a preparation outline.<\/li>\r\n \t<li>Use keywords from your speaking outline to create a cue card. This piece of paper will help guide you through your speech; however, it should serve more as a reminder of your key points than as a resource you continually refer to.<\/li>\r\n \t<li>Your introduction is what captures your audience's interest in your topic. You can get their attention with a hook, establish credibility, establish rapport, state your thesis, and survey your main points.<\/li>\r\n \t<li>In your body, good signposts or connective statements\u00a0will ensure your audience can follow you and understand the logical connections you make between your main ideas, introduction, and conclusion.<\/li>\r\n \t<li>The conclusion provides a summary of the points you have just discussed. Ideally, the conclusion should remind your audience of what you discussed and why it matters to them. You can do this in your summary by reviewing the main ideas, restating the thesis, and ending the speech in a memorable way with a clincher.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Attribution<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThis chapter is adapted from \u201c<a href=\"https:\/\/speakupcallin.pressbooks.com\/chapter\/chapter-6-organizing-and-outlining\/\">Speak Out, Call In: Public Speaking as Advocacy<\/a>\u201d by Meggie Mapes (on <a href=\"https:\/\/pressbooks.com\/\">Pressbooks<\/a>). It is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.\r\n\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"chapter-6:-organizing-and-outlining-\">\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this section, you should be able to:<\/p>\n<ul>\n<li>Create a preparation outline and a speaking outline for an extemporaneous speech.<\/li>\n<li>Use keywords from an outline to develop a speaking outline.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>As you saw in the last chapter, an <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_311\"><strong>extemporaneous<\/strong> <\/a> style of speech delivery is an effective way to keep an audience energized about and engaged with a topic. Many individuals may feel a bit uncomfortable with this idea if they are used to using a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_309\"><strong>manuscript<\/strong> <\/a>or <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_310\"> <strong>memorized<\/strong> <\/a> style. This chapter will show you how to outline a speech and give you several elements you can use while designing it.<\/p>\n<div class=\"chapter-6:-organizing-and-outlining-\">\n<h2>Outlining Your Speech<\/h2>\n<p class=\"import-Normal\">An <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_312\">outline<\/a><\/strong> provides a visual structure where you can compile information into a well-organized document. The amount of information you include will depend on your needs. For an organizational communication course, use a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_313\"><strong>p<\/strong><strong>reparation outline<\/strong><\/a>, which is a comprehensive form of outline that includes all of the information in your speech. If someone were to read your preparation outline, it should provide enough depth to give a general idea of what will be accomplished.<\/p>\n<p class=\"import-Normal\">Generally, we recommend starting from this outline format:<\/p>\n<table class=\"aligncenter\" style=\"height: 631px; width: 449px;\">\n<tbody>\n<tr class=\"PlainTable1-R\" style=\"height: 29px;\">\n<td class=\"PlainTable1-C\" style=\"height: 29px; width: 440.6px;\">\n<div class=\"PlainTable1-firstCol\">\n<div class=\"PlainTable1-firstRow\">\n<p><strong>Sample Speech Outline\u00a0<\/strong><\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<tr class=\"PlainTable1-R\" style=\"height: 118px;\">\n<td class=\"PlainTable1-C\" style=\"height: 118px; width: 440.6px;\">\n<div class=\"PlainTable1-firstCol\">\n<p>I. Introduction<\/p>\n<p>a. Attention Getter \/ Hook<br \/>\nb. Credibility Statement<br \/>\nc. Exigence<br \/>\nd. Action<br \/>\ne. Survey: Forecast of Speech Points<\/p>\n<\/div>\n<\/td>\n<\/tr>\n<tr class=\"PlainTable1-R\" style=\"height: 175px;\">\n<td class=\"PlainTable1-C\" style=\"height: 175px; width: 440.6px;\"><span class=\"tight\">II. Main body<\/span><\/p>\n<ol>\n<li style=\"list-style-type: none;\">\n<ol>\n<li><span class=\"tight\">First Main Point<br \/>\n<\/span><span class=\"tight\">a. Evidence<br \/>\n<\/span><\/li>\n<li><span class=\"tight\">Second Main Point<br \/>\n<\/span><span class=\"tight\">a. Evidence<\/span><\/li>\n<li><span class=\"tight\">Third main Point<br \/>\n<\/span><span class=\"tight\">a. Evidence<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr class=\"PlainTable1-R\" style=\"height: 88px;\">\n<td class=\"PlainTable1-C\" style=\"height: 88px; width: 440.6px;\"><span class=\"tight\">III. Conclusion\u00a0<\/span><\/p>\n<p><span class=\"tight\">a. Summary: Review of Main Points<\/span><span class=\"tight\"><br \/>\nb. Restate Thesis<br \/>\n<\/span><span class=\"tight\">c. Clincher\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"import-Normal\">You should think of the outline as the blueprint for your speech. It is not the speech\u2014that is what comes out of your mouth in front of the audience.\u00a0<span style=\"margin: 0px; padding: 0px;\"><span style=\"margin: 0px; padding: 0px;\">The\u00a0outline helps you prepare and, as such, is a living document that you can adjust, add to, and delete.<\/span>\u00a0A good way to begin is by adding information right away. During an extemporaneous speech, you will not have the whole document during your speech. Reducing words and phrases from your outline until you have a short <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_314\">speaking outline<\/a><\/strong> will keep you focused on delivering an effective speech to your audience. Your speaking outline might be a 3&#215;5 card or a straightforward page using a large font that you can quickly glance over.\u00a0 <\/span>A speaking outline is a keyword outline used to deliver an extemporaneous speech. The notes you use to speak can aid or hinder an effective delivery.<\/p>\n<p class=\"import-Normal\">A keyword outline allows greater embodiment and engagement with the audience. As you practice an extemporaneous speech, summarize the complete preparation outline into more usable notes. In those notes, create a set of abbreviated notes for the actual delivery. The more materials you take to speak, the more you will be tempted to look at them rather than maintain eye contact with the audience, which reduces your overall engagement. Your speaking notes should be in far fewer words than the preparation, arranged in key phrases, and readable for you. Your speaking outline should provide cues to yourself to \u201cslow down,\u201d \u201cpause,\u201d or \u201cchange slide.\u201d Our biggest suggestion is to make the notes workable for you. More information on structuring your cue card is included in the next section.<\/p>\n<\/div>\n<h2>Using Cue Cards<\/h2>\n<p>An extemporaneous speech is a presentation that is delivered without careful planning or preparation. A tool that can help you in your speech is to use a speaking outline effectively.\u00a0 A 3&#215;5 or one-page speaking outline is meant to help prompt you as you give your speech and to keep you on track.\u00a0 It is not meant to be a transcript of your speech.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise: Evaluate Cue Cards<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Below are images of three cue cards. Look at Image #1. Do you think this person&#8217;s speech was successful according to the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_218\"><strong>constraints<\/strong><\/a> of an extemporaneous speech? Why or why not?<\/p>\n<figure id=\"attachment_108\" aria-describedby=\"caption-attachment-108\" style=\"width: 407px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-108 size-full\" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1.jpg\" alt=\"Speech Notes\" width=\"407\" height=\"699\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1.jpg 407w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1-175x300.jpg 175w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1-65x112.jpg 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1-225x386.jpg 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2021\/03\/Note-Card-1-350x601.jpg 350w\" sizes=\"auto, (max-width: 407px) 100vw, 407px\" \/><figcaption id=\"caption-attachment-108\" class=\"wp-caption-text\">Image #1<\/figcaption><\/figure>\n<p>Image #1 is an example of what <em>not\u00a0<\/em>to do when using a cue card. Remember that your card is a tool to consult while you speak. You do <strong>not<\/strong> need to write everything you would like to say on it.<\/p>\n<p>Now, look at two more cue cards (Images #2 and #3). What is it that makes these two cards better? How are they different from Image #1?<\/p>\n<figure id=\"attachment_109\" aria-describedby=\"caption-attachment-109\" style=\"width: 560px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-109\" src=\"https:\/\/pressbooks.ccconline.org\/ppsccom2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-610x1024.png\" alt=\"Image #2 Cue Cards\" width=\"560\" height=\"940\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-610x1024.png 610w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-179x300.png 179w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-65x109.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-225x378.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922-350x587.png 350w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-2-e1635542216922.png 748w\" sizes=\"auto, (max-width: 560px) 100vw, 560px\" \/><figcaption id=\"caption-attachment-109\" class=\"wp-caption-text\">Image #2<\/figcaption><\/figure>\n<figure id=\"attachment_110\" aria-describedby=\"caption-attachment-110\" style=\"width: 669px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-110 size-large\" src=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-669x1024.png\" alt=\"Image 3 Cue Cards\" width=\"669\" height=\"1024\" srcset=\"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-669x1024.png 669w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-196x300.png 196w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-768x1176.png 768w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-65x99.png 65w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-225x344.png 225w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659-350x536.png 350w, https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-content\/uploads\/sites\/231\/2025\/03\/Note-Card-3-e1635542279659.png 799w\" sizes=\"auto, (max-width: 669px) 100vw, 669px\" \/><figcaption id=\"caption-attachment-110\" class=\"wp-caption-text\">Image #3<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<p>Your card is intended to be recognized by you (the speaker) and you alone, so you can use abbreviations (similar to the &#8216;SHR&#8217; used in Image #2 above) or have shorthand notes that will help jog your memory. Recognize that you probably will NOT need to write as much on your cue card as you may think you need to. As you practice, ensure that you use the same card.<\/p>\n<h2>Setting Up Your Speech<\/h2>\n<p class=\"import-Normal\">Introductions and conclusions frame the speech, clearly defining its beginning and end. They help the audience anticipate what is to come in the speech and then mentally prepare for the conclusion. In doing this, introductions and conclusions provide a \u201cpreview\/review\u201d of your speech to reiterate what you are talking about to your audience. Because speeches are auditory and live, audiences must remember what you are saying. <span class=\"import-Normal tight\">The general rule is that the introduction and conclusion should each be about 10% of your total speech, leaving 80% for the body section. It can be tempting to have longer introductions, but that often leaves less time to introduce key research and warrant your ideas through the main points. The introduction and conclusion should be about 30 seconds in a five-minute speech.\u00a0<\/span><\/p>\n<h2 class=\"chapter-6:-organizing-and-outlining-\"><span class=\"tight\">Structuring the Introduction<\/span><\/h2>\n<div class=\"chapter-6:-organizing-and-outlining-\"><span class=\"import-Normal tight\">Many speakers struggle with how to start their speeches because they\u2019re often worried that their words won\u2019t be memorable, attention-capturing, and clever enough to engage their audience. This is a problem for many of us because the first words you say, in many ways, set the tone for the rest of your speech. There may not be one \u201cbest\u201d way to start a speech, but we can provide some helpful guidelines to make beginning a speech much easier.<\/span><\/div>\n<table class=\"aligncenter\" style=\"height: 212px; width: 434px; width: 436px;\">\n<tbody>\n<tr class=\"ListTable3-R\" style=\"height: 24px;\">\n<td class=\"ListTable3-C\" style=\"height: 24px; width: 425.6px;\">\n<div class=\"ListTable3-band1Horz\">\n<div class=\"ListTable3-band1Vert\"><strong>Common Errors to Avoid in Introductions\u00a0<\/strong><\/div>\n<\/div>\n<\/td>\n<\/tr>\n<tr class=\"ListTable3-R\" style=\"height: 176px;\">\n<td class=\"ListTable3-C\" style=\"height: 176px; width: 425.6px;\">\n<div class=\"ListTable3-band1Vert\">\n<ul>\n<li>rambling and meandering, not getting to the point<\/li>\n<li>starting with a vocalized pause<\/li>\n<li style=\"text-align: left;\">saying the specific purpose statement first<\/li>\n<li>beginning to talk as you approach the platform<\/li>\n<li>Reading your introduction directly from your notes<\/li>\n<li>talking too fast<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>With that in mind, incorporate the following five basic elements into your introduction and speech outline.<\/p>\n<h3>Element 1: Get the Audience\u2019s Attention\u2014the Hook<\/h3>\n<p>The first central purpose of an introduction is to gain your audience\u2019s attention and make them interested in what you have to say. The first words of a speech should be something that will perk up the audience\u2019s ears. Starting a speech with \u201cHey everybody, I\u2019m going to talk to you today about soccer\u201d does not try to engage the audience members who don\u2019t care about soccer. The key to creating interest is selecting an appropriate and relevant option for your audience. You will also want to choose an attention-getting device that is suitable for your speech topic. Ideally, your attention-getting device should be appropriately connected to your speech. Below are several options for crafting an attention-getting headline.<\/p>\n<h4>Anecdotes and Narratives<\/h4>\n<p>An anecdote is a\u00a0<em>brief\u00a0<\/em>account or story of an interesting or humorous event. Notice the emphasis here is on the word \u201cbrief.\u201d An example of an anecdote used in a speech about the pervasiveness of technology might look something like this:<\/p>\n<div class=\"textbox\">In July 2019, a high school girl named Miranda Becker was walking along a main boulevard near her home on Staten Island, New York, typing in a message on her cell phone. Not paying attention to the world around her, she took a step and fell right into an open construction hole.<\/div>\n<p>Notice that the anecdote is short and makes a clear point. The speaker can then explain how technology controls our lives. Another option here is a personal story. You may start your speech with a story about yourself relevant to your topic. Some of the most effective speeches draw on personal knowledge and experience. Suppose you are an expert or have firsthand experience related to your topic. In that case, sharing this information with the audience is a great way to show credibility during your attention-getter.<\/p>\n<h4>Startling Statement\/Statistic\/Fact<\/h4>\n<p>Another way to start your speech is to surprise your audience with startling information about your topic. Often, startling statements come in the form of statistics and strange facts. A good startling statistic aims to surprise and engage the audience in your topic. For example, if you\u2019re giving a speech about oil conservation, you could start by saying:<\/p>\n<div class=\"textbox\">A Boeing 747 airliner holds 57,285 gallons of fuel.<\/div>\n<p>You could start a speech on the psychology of dreams by noting:<\/p>\n<div class=\"textbox\">The average person has over 1,460 dreams a year.<\/div>\n<p>On the other hand, a strange fact is a statement that does not involve numbers but is equally surprising to most audiences. For example, you could start a speech on the gambling industry by saying:<\/p>\n<div class=\"textbox\">There are no clocks in any Las Vegas casino.<\/div>\n<p>Although startling statements are fun, it is vital to use them ethically. First, ensure that your startling statement is factually accurate. Second, ensure that your startling statement is relevant to your speech and not merely included for shock value.<\/p>\n<h4>A Rhetorical Question<\/h4>\n<p>A rhetorical question is a question to which no actual reply is expected. For example, a speaker talking about the history of Mother\u2019s Day could start by asking the audience:<\/p>\n<div class=\"textbox\">Do you remember the last time you told your mom you loved her?<\/div>\n<p>In this case, the speaker does not expect the audience to shout out an answer but rather to consider the questions as the speech proceeds.<\/p>\n<h4>Quotation<\/h4>\n<p>Another way to capture your listeners\u2019 attention is to use another person&#8217;s words that relate directly to your topic. Maybe you\u2019ve found an extraordinary quotation in one of the articles or books you read while researching your speech. If not, you can use several Internet or library sources that compile valid quotations from noted individuals. Quotations are a great way to start a speech, so let\u2019s look at an example that could be used during the opening of a commencement address:<\/p>\n<div class=\"textbox\">The late actress, fashion icon, and social activist Audrey Hepburn once said, \u201cNothing is impossible. The word itself says \u2018I\u2019m possible\u2019!&#8221;<\/div>\n<h3>Element 2: Establish or Enhance Your Credibility<\/h3>\n<p>Whether you inform, persuade, or entertain an audience, they expect you to know what you\u2019re talking about. The second element is to let your audience know that you are a knowledgeable and credible source for this information. In other words, you must establish your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_219\"><strong>ethos<\/strong><\/a>. To do this, you will need to explain how you acquired your knowledge about your topic. For some, this will be straightforward. If you inform your audience about a topic you\u2019ve researched or experienced for years, that makes you a reasonably credible source. You probably know what you are talking about. Let the audience know! For example:<\/p>\n<div class=\"textbox\">I\u2019ve served with Big Brothers Big Sisters for the last two years.<\/div>\n<p>However, you may be speaking on a subject with which you have no history of credibility. You can do that if you are curious about when streetlights were installed at intersections and why they are red, yellow, and green. However, you will still need to provide your audience with a reason to trust your knowledge. Conducting research using reliable sources demonstrates that you are at least more knowledgeable on the subject and respect the audience enough to ensure they receive accurate, ethical, and balanced information on a topic.<\/p>\n<h3>Element 3: Establish Relevance through Rapport<\/h3>\n<p>Next, you must establish rapport with your audience. Rapport is a relationship or connection you make with your audience, similar to incorporating <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_220\"><strong>pathos<\/strong><\/a> appeals in your speech. In everyday life, two people have a rapport when they get along well and are good friends. In your introduction, explain to your audience why you are providing them with this information and why it is essential or relevant to them. You will establish a connection through this shared information and explain to them how it will benefit them.<\/p>\n<h3>Element 4: State your Thesis<\/h3>\n<p>After you get the audience\u2019s attention, you must reveal the purpose of your speech to your audience. Have you ever sat through a speech wondering what the basic point was? Have you ever left a speech and had no idea what the speaker was talking about? An introduction should clearly define the topic, purpose, and central idea. Remember <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_216\"><strong>rhetorical exigence<\/strong><\/a> from previous chapters? This is essentially what your thesis is doing: you are addressing a problem that your audience has and showing them you have the answer. When stating your topic in the introduction, be clear and explicit about it. Spell it out for them if necessary. If an audience cannot remember all your information, they should at least be able to walk away knowing the purpose of your presentation. Make sure your <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_221\"><strong>logos<\/strong><\/a> appeals are solid.<\/p>\n<h3>Element 5: Preview Your Main Points\u2014the Survey<\/h3>\n<p>Like previewing your topic, previewing your main points helps your audience know what to expect throughout your speech. This part of the speech could be called the survey or preview. Your preview of the main points should be straightforward to follow so that there is no question in your audience\u2019s minds about what they are. Long, complicated, or verbose main points can get confusing. Be succinct and straightforward in your survey:<\/p>\n<div class=\"textbox\">Today, in our discussion of Abraham Lincoln\u2019s life, we will examine his birth, presidential role, and assassination.<\/div>\n<p>From that, there is little question about what specific aspects of Lincoln\u2019s life the speech will cover. However, if you want to be extra sure they get it, you can always enumerate them:<\/p>\n<div class=\"textbox\"><span style=\"font-size: 1em;\">When discussing how to make chocolate chip cookies,\u00a0<\/span><u style=\"font-size: 1em;\">we will cover the necessary ingredients, then explain how to mix them, and finally,<\/u><span style=\"font-size: 1em;\"> examine the baking process<\/span>.<\/div>\n<p>These five elements prepare your audience for the bulk of the speech (i.e., the body section) by letting them know what they can expect, why they should listen, and why they can trust you. Having all five elements sets your speech off on much more solid ground than you would without them.<\/p>\n<h2>The Body: Connecting Your Points Using Signposts<\/h2>\n<p class=\"import-Normal\">At this point, you may realize that preparing for public speaking does not always follow a completely linear process. In writing your speech, you might begin outlining with one organizational pattern in mind, only to recraft the main points into a new pattern after more research has been conducted. These are all okay options. Wherever your process takes you, however, you will need to make sure that each section of your speech outline uses <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_315\">connective statements<\/a> <\/strong>or signposts.\u00a0 A connective statement, also known as a &#8220;signpost,&#8221; is a broad term encompassing several types of statements or phrases. They are generally designed to help \u201cconnect\u201d parts of your speech to make it easier for audience members to follow. Connectives are tools for helping the audience listen, retain information, and follow your structure.<\/p>\n<p>Signposts perform several functions:<\/p>\n<ul>\n<li class=\"import-Normal\">Remind the audience of what has come before.<\/li>\n<li class=\"import-Normal\">Remind the audience of the central focus or purpose of the speech.<\/li>\n<li class=\"import-Normal\">Forecast what is coming next.<\/li>\n<li class=\"import-Normal\">Help the audience understand the speech&#8217;s context\u2014where are we? (This is especially useful for a longer speech of twenty minutes or so.)<\/li>\n<li class=\"import-Normal\">Explain the logical connection between the previous main idea(s) and the next one, or the previous subpoints and the next one.<\/li>\n<li class=\"import-Normal\">Explain your mental processes in arranging the material as you have.<\/li>\n<li class=\"import-Normal\">Keep the audience\u2019s attention through repetition and a sense of movement.<\/li>\n<\/ul>\n<p class=\"import-Normal\">Signposts can include internal summaries, numbering, or internal previews. Each of these terms helps connect the main ideas of your speech to the audience, but they have different emphases and are helpful for various types of speeches.<\/p>\n<h3>Types of connectives and examples<\/h3>\n<p>Signposts emphasize the physical movement through the speech content and let the audience know precisely where they are. Signposting can be as simple as \u201cFirst,\u201d \u201cNext,\u201d or \u201cLastly,\u201d or using numbers such as \u201cFirst,\u201d \u201cSecond,\u201d Third,\u201d and \u201cFourth.\u201d Signposts can also be lengthier, but in general, signposting is meant to be a brief way to let your audience know where they are in the speech. It may help to think of these, like the mile markers you see along interstates that tell you where you are, or signs letting you know how many more miles you will have until you reach your destination.<\/p>\n<p><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_2369\">Internal summaries<\/a><\/strong>\u00a0emphasize what has come before and remind the audience of what has been covered.<\/p>\n<div class=\"textbox\">So far, I have shown how King Tut\u2019s burial tomb designers utilized the antechamber to deter intruders and the second chamber to prepare royal visitors for viewing the sarcophagus.<\/div>\n<p class=\"import-Normal\"><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_2370\">Internal previews<\/a><\/strong> let your audience know what will happen next in the speech and what to expect regarding the content of your speech.<\/p>\n<div class=\"textbox\">In the next part of the presentation, I will share the secrets and valuable aspects of King Tut\u2019s pyramid: his burial chamber and the treasury.<\/div>\n<p class=\"import-Normal\"><strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_111_2371\">Transitions<\/a>\u00a0<\/strong>serve as bridges between seemingly disconnected (but related) material, most commonly between your main points. At a bare minimum, your transition is saying,<\/p>\n<div class=\"textbox\">Now that we have examined (discussed, etc.) X, let\u2019s examine Y.<\/div>\n<p class=\"import-Normal\">Connectives are essential for helping the audience understand a) where you\u2019re going, b) where you are, and c) where you\u2019ve been. We recommend labeling them in your outline to ensure they\u2019re integrated and transparent.<\/p>\n<h2>Wrapping Up: The Summary<\/h2>\n<p>Like the introduction, the conclusion must incorporate three elements to be as strong as possible.<\/p>\n<table>\n<tbody>\n<tr class=\"ListTable3-R\">\n<td class=\"ListTable3-C\">\n<div class=\"ListTable3-band1Horz\">\n<div class=\"ListTable3-band1Vert\"><strong>Common Errors to Avoid in Conclusions\u00a0<\/strong><\/div>\n<\/div>\n<\/td>\n<\/tr>\n<tr class=\"ListTable3-R\">\n<td class=\"ListTable3-C\">\n<div class=\"ListTable3-band1Vert\">\n<ul>\n<li>signal the end multiple times. In other words, no \u201cmultiple conclusions\u201d or saying \u201cAs I close\u201d more than once<\/li>\n<li>ramble; if you signal the end, end<\/li>\n<li>Talk as you leave the platform or lectern<\/li>\n<li>indicate with facial expression or body language that you were unhappy with the speech<\/li>\n<li>conclude with an abrupt \u201cthank you.&#8221;<\/li>\n<\/ul>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Given the nature of these elements and what they do, these should generally be incorporated into your conclusion in the order presented below.<\/p>\n<h3>Element 1: Review Main Points<\/h3>\n<p>Remember, introductions preview your main points; the conclusion provides a review. One of the most significant differences between written and oral communication is the necessity of repetition in oral communication. Your audience only has <span style=\"text-decoration: underline;\">one<\/span> opportunity to catch and remember the points you are trying to get across in your speech, so the review assists in repeating key ideas that support your thesis statement. You want to avoid introducing new material or ideas because you are trying to reinforce the audience&#8217;s understanding of your main points. For example, if you said, \u201cThere are several other issues related to this topic, such as\u2026, but I don\u2019t have time for them,\u201d that would confuse the audience and perhaps make them wonder why you did not address those in the body section. The hardcore facts and content are in the body.<\/p>\n<h3>Element 2: Restate the Thesis<\/h3>\n<p>Restate your thesis because this is the main argument you leave the audience with. While this may come before or after reviewing your main points, it\u2019s important because it often directs the audience and reminds them of the purpose for which they\u2019re present. Concluding without reiterating your thesis statement requires the audience to recall an idea from the introduction, which can feel like a distant memory.<\/p>\n<h3>Element 3: Clincher<\/h3>\n<p>The third element of your conclusion is the clincher, or something memorable with which to conclude your speech. The clincher is sometimes referred to as a concluding thought. These are the last words you will say in your speech, so you must make them count. In many ways, the clincher is the inverse of the attention-getter. You want to start the speech off with something substantial, and you want to end the speech with something substantial. To that end, you can make your clincher strong and memorable in several ways, similar to what we discussed above with attention-getters.<\/p>\n<table style=\"height: 135px;\">\n<tbody>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 1057.23px;\" colspan=\"2\"><strong>Strategies for Effective Concluding Thoughts<\/strong><\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with\u00a0<\/strong><strong>a Challenge<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">A challenge is a call to engage in some activity that requires<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Quotation<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Select a quotation that\u2019s related to your topic<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Visualize the Future<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Help your audience imagine the future you believe can occur.<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude by Inspiration<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Use inspiration to evoke a specific emotional response in someone.<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Question<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Pose a rhetorical question that prompts the audience to consider an idea.<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Refer to the Introduction<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Come full circle by referencing an idea, statistic, or insight from the attention-getter.<\/td>\n<\/tr>\n<tr class=\"GridTable1Light-Accent3-R\" style=\"height: 15px;\">\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 258.01px;\"><strong>Conclude with a Story<\/strong><\/td>\n<td class=\"GridTable1Light-Accent3-C\" style=\"height: 15px; width: 786.295px;\">Select a brief story aimed at a strong emotional appeal<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>For the conclusion, make sure your purpose\u2014informative, persuasive, entertaining\u2014is honored.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>The organization and outlining of your speech may not be the most interesting part to think about, but without it, great ideas will seem jumbled and confusing to your audience. To help you prepare for your presentation, you will need to create a preparation outline.<\/li>\n<li>Use keywords from your speaking outline to create a cue card. This piece of paper will help guide you through your speech; however, it should serve more as a reminder of your key points than as a resource you continually refer to.<\/li>\n<li>Your introduction is what captures your audience&#8217;s interest in your topic. You can get their attention with a hook, establish credibility, establish rapport, state your thesis, and survey your main points.<\/li>\n<li>In your body, good signposts or connective statements\u00a0will ensure your audience can follow you and understand the logical connections you make between your main ideas, introduction, and conclusion.<\/li>\n<li>The conclusion provides a summary of the points you have just discussed. Ideally, the conclusion should remind your audience of what you discussed and why it matters to them. You can do this in your summary by reviewing the main ideas, restating the thesis, and ending the speech in a memorable way with a clincher.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Attribution<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>This chapter is adapted from \u201c<a href=\"https:\/\/speakupcallin.pressbooks.com\/chapter\/chapter-6-organizing-and-outlining\/\">Speak Out, Call In: Public Speaking as Advocacy<\/a>\u201d by Meggie Mapes (on <a href=\"https:\/\/pressbooks.com\/\">Pressbooks<\/a>). It is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.<\/p>\n<\/div>\n<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_111_311\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_311\"><div tabindex=\"-1\"><p>a speech delivery method where the presentation is carefully planned and rehearsed, but spoken in a conversational manner using brief notes<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_309\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_309\"><div tabindex=\"-1\"><p>a speech delivery method where a message is read word-for-word off a written page or autocue device<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_310\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_310\"><div tabindex=\"-1\"><p>a speech delivery method where a message is presented after being committed to memory by the speaker<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_312\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_312\"><div tabindex=\"-1\"><p>a visual structure where you can compile information into a well-organized document<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_313\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_313\"><div tabindex=\"-1\"><p>a comprehensive form of outline that includes all of the information in your speech<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_314\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_314\"><div tabindex=\"-1\"><p>a keyword outline used to deliver an extemporaneous speech<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_218\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_218\"><div tabindex=\"-1\"><p>something that makes it difficult for your message to be received, such as beliefs, facts, interests, and motives. These can from both the rhetor and the audience<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_219\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_219\"><div tabindex=\"-1\"><p>a rhetorical appeal that addresses the values of an audience as well as establishes authorial credibility\/character<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_220\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_220\"><div tabindex=\"-1\"><p>a rhetorical appeal that tries to tap into the audience's emotions to get them to agree with a claim<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_216\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_216\"><div tabindex=\"-1\"><p>a \"problem\" that can be affected by human activity<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_221\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_221\"><div tabindex=\"-1\"><p>a rhetorical appeal that requires the use of logic, careful structure, and objective evidence to appeal to the audience<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_315\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_315\"><div tabindex=\"-1\"><p>several types of statements or phrases that are designed to connect part of your speech to make it easier for audience members to follow<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_2369\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_2369\"><div tabindex=\"-1\"><p>emphasize what has come before and remind the audience of what has been covered.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_2370\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_2370\"><div tabindex=\"-1\"><p>let your audience know what will happen next in the speech and what to expect regarding the content of your speech.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_111_2371\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_111_2371\"><div tabindex=\"-1\"><p>serve as bridges between seemingly disconnected (but related) material, most commonly between your main points.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":101,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-111","chapter","type-chapter","status-publish","hentry"],"part":93,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/users\/101"}],"version-history":[{"count":30,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions"}],"predecessor-version":[{"id":2733,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions\/2733"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/parts\/93"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/111\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/media?parent=111"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapter-type?post=111"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/contributor?post=111"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/license?post=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}