Posted: March 12th, 2023

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Public Speaking Outline Instruction

Persuasive Speech Model

Persuasive speech models describe ways that you can organize the content of your speech so that it maximizes persuasive appeal.  It is the
form of the speech.
For your speech, you will need to use one of three persuasive speech models: (1) Problem-Solution-Benefits, (2) Problem-Cause-Solution, or (3) Motivated Sequence.  NOTE:  While you will need to use one for the persuasive speech you give in class, they are very useful for speeches you give elsewhere. 

Problem-Solution-Benefit

A Problem-Solution-Benefit designed speech can be useful particularly when the speaker wants to advocate a change in behavior or a policy that involves several parts (i.e., that’s complex). In the problem section, the speaker establishes that the problem is significant. It has some profound impact on people’s lives, the employee’s performance, or the organization’s goals and objectives. The benefits main point shows how the solution solves the problem and how it has additional benefits.

The problem-solution-benefits speech has three parts:

I. Problem or Opportunity.

II. Solution.

III. Benefits

This is easy to structure using the typical organizational structure we have been using in this class. An introduction with attention getter, orientation, thesis statement and preview; three main points signposted and introduced; conclusion with review and sense of closure.

Sample Problem-Solution-Benefit

This example merely shows the propositional and organizational content of the speech. An actual outline would also need to include source of information. The solution main point does NOT need to be listed as steps. However, it does need to be a substantial part of the speech.

Attention Getter: A scene of people engrossed in iPads, smartphones, and laptops, in the midst of a beautiful day.

Orientation: In the last decade, we have experienced an explosion in personal electronic technology—electronics that people can carry with them (cell phones, tablets, laptops). We have acquired these pieces without giving much thought to their actual benefits and potential harms in our lives.

Thesis: People should embrace a weekly technology fast to reduce the negative impact of personal electronic technology.

Preview: First, I will briefly describe the problems associated with excessive personal electronic technology; second, I will detail my plan for a weekly technology fast; finally, I will describe the benefits with adopting this practice.

I. Excessive electronic technology creates problems

II. A weekly technology fast reduces those problems

A. Step 1—Make a prioritized inventory of your personal electronic technology

B. Step 2—Choose one day of the week to be your fast day.

C. Step 3—Beginning with the least important pieces of technology slowly stop using those pieces week by week.

D. Step 4—Observe the changes in your patterns as you practice your weekly fast.

III. You will discover that this weekly technology fast creates benefits.

Today we have seen that while there are problems with excessive technology use, we can reduce those problems through a weekly technology fast. This fast has the benefit of giving us space to see what we have been missing.

Closure: And maybe next time we encounter a beautiful day and good friends we won’t be so busy with cell phones and laptops that we fail to enjoy it.

Problem-Cause-Solution

Problem-Cause-Solution speeches are particularly useful when people focus on the symptoms of a problem and the speaker recognizes that the underlying cause needs to be addressed in order to truly improve conditions. For example, a company’s new team-based approach may be failing to produce the creative and collaborative spirit the organization had hoped. A manager might recognize that the problems of people not collaborating, continued competition, and stifled creativity are symptoms of a larger underlying cause that the organization still manages people as individuals. Rather than giving incentives for teamwork and team performance, performance evaluations still focus on individual performance. There’s no tangible incentive for teamwork. The main points of a speech like this might be:

I. Problem: The organization’s team-based approach is failing to create a collaborative creative culture.

II. Cause: The organization expects teamwork but incentivizes individual performance.

III. Solution: The organization should make teamwork a central part of employee evaluations to create a more collaborative creative culture.

Motivated Sequence

Motivated Sequence is a very common approach to organizing persuasive speeches. It was developed by Alan H. Monroe at Purdue University (Ehninger, Gronbeck and Monroe). Motivated Sequence design is particularly useful when you have one specific action you want your audience to take.  Unlike the other speeches, the motivated sequence speech moves seamlessly from one element to the next.  The elements of structure that we’ve used earlier—introduction with preview, signposts and taglines, review and closure—are replaced with this structure.

Attention:  Grab the audience’s attention. 

Need:  Present them with a compelling need.  A situation that should be changed or opportunity that should be claimed.

Satisfaction:  Present them with a generalized recommendation that ameliorates the need. 

Visualization:  The audience needs to get a clear picture of what their life could be like by adopting the proposed recommendation. Visualization is almost always in the form of narrative.

Action:  Give the audience a clear, direct, call to action. 

Example Motivated Sequence

Attention:  Beautiful day that no one enjoys because their busy interacting with the world through the 3” X 6” smart phones. 

Need:  With the introduction smart phones people have been craving cell phones that do more and more. Apps for this and apps for that.  The effect has been that people’s perspective on the world has been reduced to a tiny frame of reference.  This causes stress, eye strain, repetitive motion disorders, and anxiety.

Satisfaction:  We all need a cell phone but, what would happen if people went for the least complicated phone rather than the most complicated phone?

Visualization:  Imagine, you’re driving down the freeway, trying to use an iPhone and end up in a wreck because it’s too complicated to use and drive at the same time.  Imagine you’re in a meeting and you miss the important instructions because you’re responding to an e-mail on your iPhone.  Imagine that your child wants you to read to them but you’re so frustrated with figuring out your new Samsung Galaxy that you snap at her and send her to bed crying. 

Imagine instead, that you go with a self-explanatory, intuitive, cell phone, the sort of cell phone that has only the most basic (and really only necessary phone services) you need.  Phone, text, address book. You become a safer driver; you are a less distracted worker; you are freed to interact with family with authenticity. 

Action :  When your cell phone plan says it’s time to “upgrade” think about “upgrading” to simplicity and freedom by getting the least complicated (and probably least expensive) phone the company offers.

Here’s a very helpful

video

explaining Motivated Sequence and comparing it to Problem-Solution-Benefit. The video suggests that statistics are appropriate in the visualization step. However, I understand the visualization step to be almost exclusively narrative. It asks the audience to “picture” a situation. This psychological picture can either be hypothetical or it can be in the form of an actual story where people adopted the suggested proposal.

Works Cited
Ehninger, Douglas, Bruce E. Gronbeck and Alan H Monroe. Principles of Speech Communication. Glenview: Scott, Foresman & Company, 1984.
Pew Research Center. “Public Highly Critical of State of Political Discourse in the U.S.” 25 June 2019. www.people-press.org. Document. 6 July 2019.
Toulmin, Stephen. The Uses of Argument. Cambridge: Cambridge University Press, 1958.

Problem/Solution/Benefit Template

Heading

Type Your Full First and Last Name

Speech 1311

Elements

Element

Completion

Specific Purpose

Thesis Statement

Outline

The introduction can be written verbatim. However, you should remember to practice it well enough to deliver it with direct and extended eye contact. When you practice, remember ideas rather than trying to remember words. Memorizing word for word leads to mechanical, boring delivery. Remembering ideas and sequence makes delivery conversational and engaging.

Attention Getter: Consult the book on strategies for introducing a speech. This can be a startling statistic, a powerful quotation, a story, a part of a story.

Orientation to the Topic: Transition to the key terms and concepts your audience will need to understand in order to understand the speech. Go to Step 8—Complete the Conclusion

Thesis Statement: Write the thesis statement from the chart above here.

Preview: Identify the three reasons briefly.

Today, I will explore [your topic] in the following ways:

First, — The problem identified in Roman Numeral I

Second,— The Solution identified in Roman Numeral II

Third,— Benefits from Roman Numeral III

I. Write a complete sentence that identifies the problem your solution will solve. Move to step 5

A. Write the claim that states that there is a problem that should matter to audience.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Write a complete sentence that claims the problem is significant.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

(NOTE: You can use more than one piece of supporting material here).

II. Write a complete sentence identifying the solution as a whole. That is, give the solution you are advocating a name.

A. First part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Second part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

Continue adding steps until you’ve completed the solution.

Remember that when you actually deliver the speech, you will summarize this main point aloud before you transition to the second reason. Remember also to sign-post, “First,” “Second,” “Third.”

III. Write a complete sentence indicating that the solution has benefits.

A. Write a complete sentence indicating that the proposed solution will solve the identified problem.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at I.

B. Write a complete sentence identifying an additional benefit provided by the solution.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at III.

Review

So I have shown you the problem of [remind people of the problem.] then I proposed [remind them of the proposed solution]; finally I showed you that this solution will solve the problem and has additional benefits.

Sense of closure. Write a sense of closure that provides some finality to the speech. A call to action or a reference back to the introduction.

Works Cited

Provide the bibliographic references for the sources used in this speech.

Problem/Cause/Solution Template

Heading

Type Your Full First and Last Name

Speech 1311

Elements

Element

Completion

Specific Purpose

Thesis Statement

Outline

The introduction can be written verbatim. However, you should remember to practice it well enough to deliver it with direct and extended eye contact. When you practice, remember ideas rather than trying to remember words. Memorizing word for word leads to mechanical, boring delivery. Remembering ideas and sequence makes delivery conversational and engaging.

Attention Getter: Consult the book on strategies for introducing a speech. This can be a startling statistic, a powerful quotation, a story, a part of a story.

Orientation to the Topic: Transition to the key terms and concepts your audience will need to understand in order to understand the speech. Go to Step 8—Complete the Conclusion

Thesis Statement: Write the thesis statement from the chart above here.

Preview: Identify the three reasons briefly.

Today, I will explore [your topic] in the following ways:

First, — The problem identified in Roman Numeral I

Second,— I will look at the causes of ______________

Third,— I will propose a solution of ____________

I. Write a complete sentence that identifies the problem your solution will solve.

A. Write the claim that states that there is a problem that should matter to audience.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Write a complete sentence that claims the problem is significant.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

(NOTE: You can use more than one piece of supporting material here).

II. Write a complete sentence explains the cause of the problem

A. Explain the details of the Cause

B. Provide Supporting Evidence for the Cause

III. Write a complete sentence identifying the solution as a whole. That is, give the solution you are advocating a name.

A. First part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Second part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

Continue adding steps until you’ve completed the solution.

Remember that when you actually deliver the speech, you will summarize this main point aloud before you transition to the second reason. Remember also to sign-post, “First,” “Second,” “Third.”

.

Review

So I have shown you the problem of [remind people of the problem.] then I proposed [remind them of the proposed solution]; finally I showed you that this solution will solve the problem and has additional benefits.

Sense of closure. Write a sense of closure that provides some finality to the speech. A call to action or a reference back to the introduction.

Works Cited

Provide the bibliographic references for the sources used in this speech.

Motivated Sequence Template

Heading

Type Your Full First and Last Name

Speech 1311

Date the Speech will be given

Element

s

Element	Completion
Specific Purpose
Thesis Statement

Outline

I. Write a complete sentence that summarizes how you will gain your audience’s attention. Consult the book on strategies for introducing a speech. This can be a startling statistic, a powerful quotation, a story, a part of a story.

A. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

B. The actual piece of supporting material.

II. Write a complete sentence that summarizes the need that exists

A. Write the claim that states that there is a need that should matter to audience.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Write a complete sentence that claims the need is significant.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

(NOTE: You can use more than one piece of supporting material here).

III. Write a complete sentence identifying a solution that satisfies this need.

A. First part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at A.

B. Second part of the solution

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The piece of supporting material that explains this part.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at B.

Continue adding steps until you’ve completed the satisfaction.

IV. Write a complete sentence introducing the idea that people can picture what their life could be like if they respond.

A. Introduce the first story that imagines life with the satisfaction in place OR not in place.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.
2. The actual piece of supporting material.

3. Prompts that reminds you of how you see the supporting material being connected to the claim being made at IV.

B. Introduce the second story that imagines life with the satisfaction in place OR not in place.

1. The “Oral Footnote” for the first piece of supporting material. NOTE: The difference between an “oral footnote” and a “bibliographic reference.” The “oral footnote” is what you will say aloud when you relate the supporting material.

2. The actual piece of supporting material.

V. Write a complete sentence that calls your audience to action

A. What specifically do you want the audience to do.

B. Name what they are to do.

C. Describe how they do this.

D. Write a sense of closure that provides some finality to the speech. A call to action or a reference back to the introduction Sense of closure.

Bibliography

Provide the bibliographic references for the sources used in this speech.

Persuasive Outline

Explanation

Submit the full-sentence outline. The full sentence outline should have a heading with name, assignment, term, an introduction written in paragraph form that includes an attention getter, orientation to the topic, thesis statement and preview. The main points of your speech stated as complete sentence proposition appropriate for that phase of the model. The main points should be outlined using the standard (Harvard Style) outline pattern. Each main point should be designated with sequential Roman Numerals (I., II, III). Complete sentences should be used at the main point level. IMPORTANT: The entire outline does not need to use complete sentences. However, the main points should be.

Subpoints beneath the main point should also follow the outline pattern:

First level subpoints uses capital letters (A. B. C);

Second level subpoints uses Arabic numerals (1, 2, 3);

Third level subpoints uses lower case letters (a, b, c);

Fourth level uses lower case roman numbers (i., ii., iii.)

The subpoints should include the information you intend to cite orally. In the outline itself, you need to provide yourself the information you will SAY about the person or organization you are citing–who are they, why do they have credibility, where did they say it. (NOTE: You will also include a complete bibliographic reference for each source used in the “works cited” section of the document.

Conclusion also written in paragraph form with a review and a sense of closure.

A Works cited section should have the bibliographic reference for each source cited.

Grading Expectations

Each of the following items will be graded on a 3-point scale.

Item	Explanation
1. Outline Used Complete Sentences	In a complete sentence outline, each main point should be a complete sentence. Each main point should be propositional and should assert that something is true, important, or should be done.
2. Persuasive Model Identified	In the heading, the outline identifies which of the three persuasive speech models is being used (Problem-Cause-Solution, Problem-Solution-Benefits; Motivated Sequence)
3. Persuasive Model Properly Executed	The outline contains the appropriate supporting material to fulfill the elements of the chosen persuasive speech model
4. Oral source citation information given	The outline contains sufficient and correct information for each source to be orally footnoted.
5. Bibliography format	The outline contains a correctly formatted bibliography or works cited page
6. Bibliography complete	All sources cited in the speech appear in the bibliography
7. Clear indentation is used for subordination of main points	The main points are justified against the left margin and the levels of subordination increase indentation. The subordination indentation is consistent (i.e., level 2 is always .5 inches from left margin; level 3 is always 1 inch . . . )
8. Consistent enumeration is used for main points and subordination	The outlines first level of main points are identified with a consistent pattern of enumeration (i.e., I, II, III). All the second level subordination consists of the same designation (A, B, C). The third level subordination consists of the same designation (1, 2, 3). It is important that they be identified by order and not bullets.
9. Preview and main point statement have verbal coherence.	The taglines used to identify the main points in the preview are verbally consistent with the taglines used to identify the main point.
10. Review and main point statement have verbal coherence	The taglines that were used to identify the main points in the statement of each main point reappears in the review.