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1. The Motivated Sequence

The motivated sequence is a pattern for organizing a speech (McKerrow, Gronbeck, Ehninger, and Monroe 2000). It was developed by communication professor Alan H. Monroe in the 1930s originally as a way to organize sales presentations. Now, it’s widely used in all sorts of oral and written communications. In fact, you’ll probably find that you can analyze almost any persuasive message—from political speeches to television advertisements to Internet ribbon ads—in terms of the motivated sequence.

The motivated sequence is especially appropriate for speeches designed to move listeners to action (to persuade your listeners to do something). But, you’ll also find it useful for informative speeches as well.

The organizational patterns we already discussed provided ways of organizing the main ideas in the body of the speech. There it was recommended that you divide your speech into three parts: introduction, body, and conclusion. The motivated sequence organizes the speech into five parts or steps:

Step 1, attention: Gain your listeners’ attention.

Step 2, need: Demonstrate that there’s a problem, that your listeners have a need.

Step 3, satisfaction: Show how your listeners can resolve this problem or satisfy this need.

Step 4, visualization: Show your listeners what things would be like with this problem eliminated, with this need satisfied.

Step 5, action: Tell your listeners what they must do to resolve the problem, to satisfy the need.

While walking down the street one day, I overheard a young boy with a shoe-shine box call out to a wall street type executive:

Hey, man. You look great. But, your shoes are a mess. You don’t want to walk into an interview with mud on your shoes, do you? I can fix that for you. You’ll look a lot better for that interview if you had shined shoes. Sit right here and I’ll polish them up.

In this brief “advertisement” the young boy executed all 5 steps of the motivated sequence:

Hey, man. You look great. [Attention: caught the attention of a passerby with a simple compliment] But, your shoes are a mess. You don’t want to walk into an interview with mud on your shoes, do you? [Need: demonstrated that the man had a problem, that a need for change existed] I can fix that for you. [Satisfaction: told man that the problem can be corrected] You’ll look a lot better for that interview if you had shined shoes. [Visualization: showed how things would be better if the problem was resolved] Sit right here and I’ll polish them up. [Action: told the man what he had to do to resolve the problem, to satisfy the need]

Let’s look at each of these steps in more detail and illustrate the strategies you might use in performing each step and how these might be expressed in actual speeches.

Step 1. Gain Attention

In this step you gain the audience’s undivided attention and get them to focus on you and your message. If you execute this step effectively, your audience should be anxious and ready to hear what you have to say.

Strategies and Examples for Gaining Attention

Consider these three ways to gain attention.

• Use one or more of the many attention-gaining devices. Among those you might use are:

1. Ask a question (rhetorical or actual).

2. Make reference to audience members.

3. Make reference to recent happenings.

4. Use humor.

5. Use an illustration or dramatic story.

6. Stress the importance of the topic to this specific audience.

7. Use presentation aids.

8. Tell the audience to pay attention.

9. Use a quotation.

10. Refer to yourself.

11. Refer directly to your thesis or purpose.

12. Make reference to a little known fact or statistic.

We explain and illustrate these devices in this chapter in our consideration of the introduction.

For example, in a speech in which you try to persuade your listeners to vote in favor of establishing a community youth center, you might gain attention by using a provocative question:

If you could reduce juvenile crime by some 20 percent by just flipping a lever, would you do it?

Or, you might make reference to specific audience members:

I know that several of you here have been the victims of juvenile vandalism. Thom, your drug store was broken into last month by three teenagers who said they did it because they were bored. And Loraine, your video rental shop’s windows were broken by teenagers who, in a drunken spree, decided to have a rock fight. And. . .

• Use an enthusiastic delivery style. A speaker’s enthusiasm is highly contagious, so if you show that you’re enthusiastic, it’s likely to infect the audience and they too will become involved and energized. Deliver your opening remarks with appropriate gestures and variety in bodily movement. Similarly, vary your voice so that it demonstrates your own involvement in the subject of your speech.

• Use a personal style. In phrasing your introductory remarks make sure that you involve the audience directly. Use “you” if appropriate and use connecting pronouns—“us” and “we”—that show that you and your listeners are involved in this together.

Step 2. Establish the Need

In the second part of your speech, you’d demonstrate that there’s a problem, that something is wrong, that a need exists. Your listeners should feel that they have to learn something (if your speech is an informative one) or that they have to change their attitudes or do something (if your speech is a persuasive one).

Strategies and Examples

In establishing the need, you would state the problem or need and then show why it’s a problem.

• State the problem or need. If you’re giving an informative speech, the problem or need might be the lack of information. For example, in an informative speech on how to gain access to your credit history, you might establish the need for information by saying:

You need access to your credit history because it’s the best way to prevent yourself from being a victim of fraud.

Or

Millions of people become victims of credit fraud because they don’t have access to their own credit history.

Or

You’re more likely to become a victim of fraud if you don’t regularly check your credit history.

If you’re giving a persuasive speech, you might focus on your listeners’ need to change their attitudes or their behaviors. For example, in a speech to persuade your listeners to participate actively in the political process, you might establish the need by saying something like this:

You need to participate actively in the politics of your city if you want elected officials to address your needs and the needs of people like you.

Or, in a speech on the need to establish a community youth center as a way of reducing juvenile crime, you might say:

Juvenile crime has been increasing dramatically in our community over the last several years. We need to do something about it.

• Show why this is really a problem. Make sure your audience understands that this problem is a problem that affects them directly, that it is not simply some abstract problem that will not touch them directly. You might also support the existence of the need with illustrations, statistics, testimony, and other forms of support we already identified in Chapter 4. Too, you might show your listeners how this need affects those values that motivate their behavior such as their financial status, their career goals, and their individual happiness (motivators that we explain in more detail in Chapter 10).

In the speech on the youth center, you might say:

Federal crime statistics show that juvenile crime is likely to increase over the next several years and it will happen in our community if we don’t take a stand and do something about it NOW.

Or

Next year, your store, Jack, or your’s Shauna may find it broken into.

Step 3. Satisfy the Need

In this step you’d present the "answer" or the "solution" that would eliminate the problem or satisfy the need that you just demonstrated in Step 2. On the basis of this satisfaction step, your listeners should now believe that what you’re informing them about or persuading them to do will effectively satisfy the need.

Strategies and Examples

In this step you would show how the problem can be solved and why your solution will work.

• Show your listeners that your plan will satisfy the need or solve the problem. Here you might say quite simply:

The best way to reduce credit card fraud is to check your credit history regularly.

Or

Like our neighboring towns, we need a youth center for high school students to reduce juvenile crime and vandalism.

• Show why your solution will work. You want your audience to understand that what you’re asking them to believe or do will actually lead to resolving the problem or satisfying the need you demonstrated in Step 2. So you might say something like:

Youth crime has been dramatically reduced in all of our neighboring towns after they established youth centers. The same will happen here.

This step is also a good place to answer any objections you anticipate your listeners might be thinking. For example, if you anticipate that they’ll object to the youth center because it may increase their taxes, you might answer this here. For example, you might say:

A major portion of the financing will be secured from New York State grants and local merchants have already agreed to contribute whatever additional financing is needed. So, this youth center will impose absolutely no financial burden on anyone.

Step 4. Visualize the Need Satisfied

In this step you take the audience beyond the present time and place and enable them to imagine, to visualize, the situation as it would be if the problem was eliminated, if the need were satisfied as you suggested in Step 3. Through this visualization you would intensify your listeners’ feelings or beliefs.

Strategies and Examples

You can achieve this visualization with any one or combination of these basic strategies:

• Demonstrate the benefits that your listeners will receive if your ideas are put into operation. You might, for example, point to the decrease in crime that accompanies the establishment of youth centers or the social and vocational skills that the students will learn at this center. Or, you could visualize the need satisfied by returning to your introductory examples and say something like:

Wouldn’t it have been great if Thom’s drug store was never broken into and that the time, energy, and expense that Thom had to go through could have been spent taking a well-deserved vacation? And Loraine, would it have been nice if your windows were never broken? And. . . .

• Demonstrate the negative effects that will occur if your plan is not put into operation. Here you might argue, for example, that without such a center, juvenile crime will increase or that the students will fail to learn the safe sex practices normally taught at these youth centers that are not currently taught at home or in the schools.

• Demonstrate the combined positive and negative effects. You might combine both the demonstration of the positive effects that will result if your plan is put into operation as well as the negative effects that will result if your plan is not put into operation. You might, then, say something like this:

Without a youth center teen crime is likely to increase, as the statistics from similar towns that I’ll show will illustrate. But, with such a center juvenile crime is likely to decrease and I’ll also show you very recent and very dramatic statistics from towns just like ours that had the foresight to establish such centers.

Step 5. Ask for Action

In this final step, you’d tell the audience what they should do to ensure that the need (as demonstrated in Step 2) is satisfied (as stated in Step 3). Here you want to move the audience in a particular direction, for example, to speak in favor of additional research funding for AIDS or against cigarette advertising, to attend the next student government meeting, to contribute free time to read for the blind.

Strategies and Examples

In completing this step consider two basic strategies.

• Tell the audience exactly what they must do. Frequently, speakers use emotional appeals here. Or, you might give your listeners guidelines for future action, saying something like this:

Proposition 14, establishing a youth center in the old Post Office, is coming up for a vote next week. Vote “yes” and urge your family members, your friends, and your work colleagues to also vote “yes.” It will make our town a better place for us all.

• Remind your listeners of the connections you’ve established throughout your speech. Throughout your motivated sequence speech, you’ve established a number of important connections and relationships. Make sure your listeners remember them and see that how the action you ask for here is related. Make sure they see that the action you ask for here will satisfy the need and enable them to live in a world (in a community, in our example of the youth center) that is a lot better than it would be otherwise.

Notice that in an informative speech you could have stopped after the satisfaction step because you would have accomplished your goal of informing the audience about the young centers and how they can effectively reduce juvenile crime. In a persuasive speech, on the other hand, you must go at least as far as visualization (if your purpose is limited to strengthening or changing attitudes or beliefs) or to the action step (if your purpose is to get your listeners to do something).

An Outline of a Speech Using the Motivated Sequence

This outline was developed to illustrate the way in which you might construct an outline and a speech using the motivated sequence. This outline focuses on the example that we used to illustrate the five steps in the motivated sequence—the establishment of a youth center as a means of combating juvenile crime. In a longer speech, if you wanted to persuade an audience to vote to establish a youth center, you might want to select two or three issues and not limit yourself to the one issue of reducing juvenile crime.

The Youth Center

Thesis: a youth center will reduce juvenile crime

General Purpose: to persuade

Specific Purpose: to persuade my listeners to vote in favor of Proposition 14 establishing a community youth center.

|Outline |Comments |

|If you could reduce juvenile crime by some 20 percent by just |Attention step |

|flipping a lever, would you do it? |Here the speaker uses a simple question to gain |

|Thom’s drug store was broken into by teenagers. |attention and follows this with specific examples of |

|Loraine’s video store windows were broken by teenagers. |juvenile crime that audience members have experienced.|

| |The question and the specific examples focus on one |

| |single issue, namely, the need to reduce juvenile |

| |crime. If the speech were a broader and longer one |

| |that included other reasons for the youth center, then|

| |it would have been appropriate to preview them here as|

| |well. |

| |If you were delivering a speech to persuade members of|

| |your community to vote for the establishment of a |

| |youth center, how would you gain their attention? |

|Juvenile crime is on the rise. |Need step |

|The overall number of crimes has increased. |The speaker here states the need very directly and |

|In 1995 there were 32 juvenile crimes. |very clearly and shows listeners that a problem |

|In 1998 there were 47 such crimes. |exists. The speaker then moves on to demonstrate that |

|In 2000 there were 63 such crimes. |the rise in crime is significant both in absolute |

|The number of serious crimes has also increased. |numbers and in the severity of the crimes. To increase|

|In 1995 there were 30 misdemeanors and 2 felonies. |the listeners’ ability to understand these figures, it|

|In 2000 there were 35 misdemeanors and 28 felonies. |would help if these figures were written on a chalk |

| |board or better on a prepared chart or even better yet|

| |on PowerPoint slides. In a longer speech, other needs |

| |might be identified, for example, to provide teenagers|

| |a place where they can learn useful vocational and |

| |social skills. |

| |In a speech on this topic to members of your |

| |community, how would you establish need? |

|A youth center will help reduce juvenile crime. |Satisfaction step |

|Three of our neighboring towns reduced juvenile crime after |In this step the speaker argues that the youth center |

|establishing a youth center. |will satisfy the need to reduce juvenile crime by |

|In Marlboro there was a 20 percent decline in overall juvenile |showing statistics from neighboring towns. The speaker|

|crime. |also answers a possible objection that many in the |

|In both Highland and Ellenville the number of serious crimes |audience might be thinking and that is that their tax |

|declined 25 percent. |burden will be increased. The speaker effectively |

|The youth center will not increase our tax burden. |removes this possible objection by showing that the |

|New York State grants will pay for most of the expenses. |state and local merchants will foot the bill. If |

|Local merchants have agreed to pay any remaining expenses. |listeners had other possible objections, they too |

| |should be answered here. In this step, then, the |

| |speaker shows the listeners that the proposal to |

| |establish a youth center has a great benefit and no |

| |significant drawbacks. |

| |How would you satisfy the need that you established in|

| |Step 2? |

|Juvenile crime will decrease as a result of the youth center. |Visualization step |

|If we follow the example of our neighbors our juvenile crime |Here the speaker visualizes what the town would be |

|rates are likely to decrease by 20 to 25 percent. |like if the youth center was established using both |

|Thom’s store would not have been broken into. |the statistics developed earlier and the personal |

|Loraine’s windows would not have been broken. |examples introduced in the beginning of the speech. |

| |How would you visualize the satisfaction of the need |

| |for your audience? |

|Vote “yes” on Proposition 14. |Action step |

|In next week’s election, you’ll be asked to vote on Proposition |In this step the speaker asks for a specific action—to|

|14, establishing a youth center. |vote in favor of the youth center and to urge people |

|Vote “yes” if you want to help reduce juvenile crime. |the listeners know to do likewise. The speaker also |

|Urge your family members, your friends, and your work colleagues |reiterates the main theme of the speech, namely that |

|to also vote “yes.” |the youth center will help reduce juvenile crime. |

| |How would you urge your listeners to take action that |

| |would satisfy the need (that you identified in Step 2,|

| |satisfied in Step 3, and visualized in Step 4)? |

|Step |Purpose |Audience question |Audience response |Ideal audience |Speech materials |Cautions to |

| | |speaker should |you want to avoid |response |to use |observe |

| | |answer | | | | |

|Attention |Gain audience |Why should I |This is boring. |This sounds |Attention gaining |Make attention |

| |attention. Focus |listen? |This is irrelevant. |interesting. |materials |relevant to |

| |their attention on | |This is of no |Tell me more. | |speech topic. |

| |you and your | |interest to me. | | |Gain attention |

| |message. | | | | |of all |

| | | | | | |listeners. |

|Need |Demonstrate that |Why do I need to |I don’t need to hear|OK, I understand; |Supporting |Don’t |

| |there is a problem |know or do |this. |there’s a problem. |materials |over-dramatize |

| |that affects them |anything? |Things are fine the | |(examples, |or exaggerate |

| |directly. | |way they are. | |statistics, |the problem or |

| | | |This won’t benefit | |testimony) |need. |

| | | |me in any way | | | |

|Satis- |Show listeners how |How can I do |I really can’t do |I can change |Supporting |Answer any |

|faction |they can satisfy the|anything about |anything. |things. |materials; |objections |

| |need, eliminate the |this? |It’s beyond my | |logical, |listeners might |

| |problem. | |control | |motivational, and |have to your |

| | | | | |ethical appeals |plan. |

|Visualiz-ation |Show listeners what |How would anything|I can’t see how |WOW! Things look a |Motivational |Be realistic; |

| |their lives will be |be different or |anything would be |lot better this |appeals |don’t visualize |

| |like with the need |improved? |different. |way. |Illustrations and |the world as |

| |satisfied, with the | |Nothing’s going to | |language high in |perfect once |

| |problem solved. | |change. | |imagery |your listeners |

| | | | | | |do as you |

| | | | | | |suggest. |

|Action |Urge listeners to do|What can I do to |I can’t do anything.|Let me sign up. |Motivational |Be specific. |

| |something to solve |effect this | |Here’s my |appeals |Ask for small |

| |the problem. |change? |I’ll be wasting my |contribution. |Specific language |attitude changes|

| | | |time and energy. |I’ll participate in| |and easily |

| | | | |the telephone drive| |performed |

| | | | |to raise the needed| |behaviors. |

| | | | |funds. | | |

Skeletal Outlines

1. Temporal Pattern

2. Spatial Pattern

3. Problem-Solution Pattern

4. Cause-Effect Pattern

5. Motivated Sequence Pattern

6. Structure-Function Pattern I

7. Structure-Function Pattern II

8. Comparison-Contrast Pattern

9. Pro-and-Con Pattern I

10. Pro-and-Con Pattern II

11. Claim-Proof Pattern

12. Multiple Definition Pattern

13. Who? What? Why? When? Where? Pattern

These skeletal outlines are designed to serve as templates for a wide variety of speeches discussed in the text. [A skeletal outline for the speech following a topical organizational pattern appears in the text.] View these templates as flexible; adjust them as you need to on the basis of your topic, your purpose, your audience, and all the factors discussed throughout this text and this course.

In these outlines, the three functions of the introduction (to gain attention, to establish a connection among speaker, audience, and topic, and to orient the audience) are similar for all speeches (except the Motivated Sequence, which uses a somewhat different pattern). Notice that the orientation step identifies the major propositions, giving the audience a fairly detailed description of what is to follow. The three functions of the conclusion (to summarize, to motivate, and to close) are likewise the same for all speeches (except, again, for the Motivated Sequence). In the summary statement (Roman numeral I in the conclusions), each of the major propositions is summarized, giving the audience a rather detailed restatement of what you’ve covered. But, depending on your specific topic, your audience, and your purpose, you might decide that you just want to orient the audience more generally and that you don’t want to give a detailed preview of your speech’s propositions. Similarly, you may decide that you want only to summarize your thesis and not each of your major propositions. In these cases, your orientation would be covered in the third Roman numeral of your introduction and your summary would be covered in the first Roman numeral of the conclusion each without any sub-points (denoted here with capital letters, A, B, and sometimes C). Notice that the Introduction’s III A, B, and C, correspond to the Body’s I, II, and III, and the Conclusion’s I A, B, and C.

The skeletal outlines presented here usually contain three propositions but this is only for purposes of illustration. The number of propositions you use should depend on your analysis of the entire speech situation. In some cases, two propositions or perhaps four or even five would prove more effective. As explained in the text, if you include more than five propositions, you risk covering too broad a territory with the result that you don’t have the time to cover any of them in depth.

Generally, two or three items of supporting material are illustrated for each major proposition. But, again, this is for purposes of illustration and the number of supporting materials and the specific type you use will depend on your topic, purpose, audience, and so on.

You’ll notice that these outlines contain what may at first appear to be too many transitions. Most public speaking texts recommend that you use transitions between the introduction and body and between the body and the conclusion. Here, however, transitions are indicated not only in these two places but also between the major propositions. For some very short speeches this number of transitions may be too much but for longer speeches or speeches that may be a little difficult for an audience to follow, this more extensive use of transitions may be extremely useful in helping the audience follow your train of thought. As with all items in these templates, adjust the number and detail of your transitions on the basis of your topic, audience, purpose, and so on.

The title, general purpose, specific purpose, and thesis are noted in the beginning of the outline. These items are generally required for most speeches. Adjust these and add others (for example, identifying data such as your name, your email address, the assignment number) on the basis of the specific assignment.

The reference list given at the end of each speech contains five items but this is just for purposes of illustration. Depending on your specific speech and on the specific requirements of the assignment, you may have more or fewer references.

Temporal Pattern

This hypothetical outline for a speech using a temporal pattern of organization covers three major issues. Generally, it is easy to follow if you begin with the earliest and work up to the most recent but, in some instances, you may wish to begin with the present or most recent and work back to the past or the earliest. In this outline there are three major propositions, each of which is supported by two items of supporting material (for example, examples, illustrations, visual aids, statistics, testimony). Of course, you may construct a speech with two or four or five major propositions and each of these may be supported by two, three, four, or even more items of supporting materials.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience (e.g., your thesis) |III. |

| Orientation of 1st occurring event | A. |

| Orientation of 2nd occurring event | B. |

| Orientation of 3rd occurring event | C. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|First occurring event |I. |

| Support for I | A. |

| Support for I | B. |

|Transition from 1st event to 2nd event |[ ] |

|Second occurring event |II. |

| Support for II | A. |

| Support for II | B. |

|Transition from 2nd event to 3rd event |[ ] |

|Third occurring event |III. |

| Support for III | A. |

| Support for III | B. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of 1st occurring event | A. |

| Summary of 2nd occurring event | B. |

| Summary of 3rd occurring event | C. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Spatial Pattern

The spatial pattern is very similar to the temporal pattern but instead of the items being organized by time, they’re organized by space or physical proximity. This hypothetical outline for an information or persuasive speech using a spatial pattern of organization covers three major issues.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience (e.g., the thesis of the speech) |III |

| Orientation to the 1st concept | A. |

| Orientation to the 2nd concept | B. |

| Orientation to the 3rd concept | C. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|Topmost (highest, lowest, leftmost) concept |I. |

| Support for I | A. |

| Support for I | B. |

|Transition from 1st concept to 2nd concept |[ ] |

|Middle concept |II. |

| Support for II | A. |

| Support for II | B. |

|Transition from middle to 3rd concept |[ ] |

|Bottommost (lowest, highest, rightmost) concept |III. |

| Support for III | A. |

| Support for III | B. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of 1st concept | A. |

| Summary of 2nd concept | B. |

| Summary of 3rd concept | C. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Problem-Solution Pattern

This hypothetical speech outlines using the problem-solution pattern of organization covers three major problems and three major solutions. Each problem and each solution is illustrated as having two items of supporting materials, though, of course, more might be appropriate for some speeches. Depending upon your specific speech purpose and thesis, your audience, your time limitations, and so on, you would adjust the number of problems and solutions you cover.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience (the thesis of the speech) |III. |

| Orientation to problems to be discussed | A. |

| Orientation to solutions to be discussed | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|General statement of the problems to be discussed |I. |

| First major problem | A. |

| Supporting material for 1st major problem | 1. |

| Supporting material for 1st major problem | 2. |

|Transition from 1st problem to 2nd problem |[ ] |

| Second major problem | B. |

| Supporting material for 2nd major problem | 1. |

| Supporting material for 2nd major problem | 2. |

|Transition from 2nd problem to 3rd problem |[ ] |

| Third major problem | C. |

| Supporting material for 3rd major problem | 1. |

| Supporting material for 3rd major problem | 2. |

|Transition from problems to solutions |[ ] |

|General statement of solutions to be discussed |II. |

| First major solution | A. |

| Supporting material for 1st major solution | 1. |

| Supporting material for 1st major solution | 2. |

|Transition from 1st solution to 2nd solution |[ ] |

| Second Major Solution | B. |

| Supporting material for 2nd major solution | 1. |

| Supporting material for 2nd major solution | 2. |

|Transition from 2nd solution to 3rd solution |[ ] |

| Third Major Solution | C. |

| Supporting material for 3rd major solution | 1. |

| Supporting material for 3rd major solution | 2. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of problem issues discussed | A. |

| Summary of solution proposals discussed | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Cause-Effect Pattern

Similar to the problem-solution pattern of organization is the cause-effect or effect-cause pattern. Here you divide the speech into two major sections: causes and effects. For example, a speech on the reasons for highway accidents or birth defects might yield to a cause-effect pattern, where you first consider, say, the cause of highway accidents or birth defects and then some of the effects—the number of deaths, the number of accidents, and so on. In this hypothetic speech, three causes and three effects are discussed. Depending on your topic, purpose, and audience, you may wish to revise the pattern and discuss the effects first and the causes second. This effect-cause pattern is illustrated in the text.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience (the thesis of the speech) |III. |

| Orientation to causes | A. |

| Orientation to effects | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|General statement of causes to be discussed |I. |

| First major cause | A. |

| Supporting material for 1st major cause | 1. |

| Supporting material for 1st major cause | 2. |

|Transition from 1st cause to 2nd cause |[ ] |

| Second major cause | B. |

| Supporting material for 2nd major cause | 1. |

| Supporting material for 2nd major cause | 2. |

|Transition from 2nd cause to 3rd cause |[ ] |

| Third major cause | C. |

| Supporting material for 3rd major cause | 1. |

| Supporting material for 3rd major cause | 2. |

|Transition from causes to effects |[ ] |

|General statement of effects to be discussed |II. |

| First major effect | A. |

| Supporting material for 1st major effect | 1. |

| Supporting material for 1st major effect | 2. |

|Transition from 1st effect to 2nd effect |[ ] |

| Second Major Effect | B. |

| Supporting material for 2nd major effect | 1. |

| Supporting material for 2nd major effect | 2. |

|Transition from 2nd effect to 3rd effect |[ ] |

| Third Major Effect | C. |

| Supporting material for 3rd major effect | 1. |

| Supporting material for 3rd major effect | 2. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of causes | A. |

| Summary of effects | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Motivated Sequence Pattern

In the motivated sequence pattern of organization, you divide your speech into five parts as illustrated here and in the text.

|Attention step (e.g., ask a question, make reference to audience |I. |

|members, etc.) | |

|Transition from attention to need |[ ] |

|Need step (statement of the problem or the need) |II. |

| Proof that this is really a problem | A. |

| Proof that this is really a problem | B. |

|Transition from need to satisfaction |[ ] |

|Satisfaction step (statement of your proposal to satisfy the need|III. |

|or solve the problem) | |

| Proof that this proposal will in fact satisfy the need | A. |

| Further proof that this proposal will in fact satisfy the need| B. |

|Transition from satisfaction to visualization |[ ] |

|Visualization step (statement that helps audience visualize their|IV. |

|problem satisfied) | |

| Illustration of the benefits listeners will receive from this | A. |

|proposal | |

| Further illustration of the negative effects listeners will | B. |

|experience if this proposal is not adopted | |

|Transition from visualization to action |[ ] |

|Action step (statement of what you want the listeners to do) |V. |

| Summary of the need, satisfaction, and visualization steps | A. |

|(reminding the audience that there is a problem, that is can and | |

|will be solve with your proposal, and that they will be better | |

|off if your proposal is adopted) | |

| Closure | B. |

References

1.

2.

3.

4.

5.

Structure-Function Pattern I

In this hypothetical speech organized into a structure-function pattern, there are three structures and three functions discussed. Here the three structures are covered first and the three functions are covered next. Depending on your specific topic and purpose, however, it might be more effective to discuss the functions first and the structures second. In this case, you would simply reverse the pattern; in I you’d cover the functions and in II you’d cover the structures. An alternative structure-function pattern is illustrated in Structure-Function II discussed below.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience (the thesis of the speech) |III. |

| Orientation to the structures to be discussed | A. |

| Orientation to the functions to be discussed | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|General statement of structures to be discussed |I. |

| First major structure | A. |

| Supporting material for 1st major structure | 1. |

| Supporting material for 1st major structure | 2. |

|Transition from 1st structure to 2nd structure |[ ] |

| Second major structure | B. |

| Supporting material for 2nd major structure | 1. |

| Supporting material for 2nd major structure | 2. |

|Transition from 2nd structure to 3rd structure |[ ] |

| Third major structure | C. |

| Supporting material for 3rd major structure | 1. |

| Supporting material for 3rd major structure | 2. |

|Transition from structure to functions |[ ] |

|General statement of functions to be discussed |II. |

| First major function | A. |

| Supporting material for 1st major function | 1. |

| Supporting material for 1st major function | 2. |

|Transition from 1st function to 2nd function |[ ] |

| Second Major Function | B. |

| Supporting material for 2nd major function | 1. |

| Supporting material for 2nd major function | 2. |

|Transition from 2nd function to 3rd function |[ ] |

| Third Major Function | C. |

| Supporting material for 3rd major function | 1. |

| Supporting material for 3rd major function | 2. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of structures discussed | A. |

| Summary of functions discussed | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Structure-Function Pattern II

This is another example of the structure function pattern. In this pattern the structures and functions are covered together. For example, let’s say you were giving a speech on the structures and functions of the sensory system for sending and receiving messages and that you’re limiting yourself to the auditory and the visual systems. Your speech might look something like this.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III. |

| Orientation to the first system to be discussed | A. |

| Orientation to the second system to be discussed | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|The first system (e.g., the auditory system) |I. |

| The structure of the first system | A. |

| The function of the first system | B. |

|Transition between the 1st system and the 2nd system |[ ] |

|The second system (e.g., the visual system) |II. |

| The structure of the second system | A. |

| The function of the second system | B. |

|Transition between the body and the conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of first system discussed | A. |

| Summary of second system discussed | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Comparison and Contrast Pattern

The comparison and contrast pattern is especially useful in informative speeches when you want to illustrate the differences between, for example, two systems, plans, proposals, courses of action, or alternatives. It’s also useful in persuasive speeches when you want to demonstrate the superiority of one plan or product over another.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III |

| Orientation to 1st comparison to be discussed | A. |

| Orientation to 2nd comparison to be discussed | B. |

| Orientation to 3rd comparison to be discussed | C. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|First comparison (e.g., the products differ in nutritional value) |I. |

| Support for I | A. |

| Support for I | B. |

|Transition from 1st comparison to 2nd comparison |[ ] |

|Second comparison (e.g., the products differ in price) |II. |

| Support for II | A. |

| Support for II | B. |

|Transition from 2nd comparison to 3rd comparison |[ ] |

|Third comparison (e.g., the products differ in taste) |III. |

| Support for III | A. |

| Support for III | B. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of 1st comparison discussed | A. |

| Summary of 2nd comparison discussed | B. |

| Summary of 3rd comparison discussed | C. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Pro-and-Con Pattern I

The pro-and-con pattern is useful when you want to explain the advantages and disadvantages of one plan or proposal or when you want to compare the advantages and disadvantages of two or even three plans or proposals. In the first pattern—say, a speech on two health plans—each plan is discussed separately. In the example used here the speaker is attempting to convince the audience that the second plan is superior and so first shows the disadvantages of the first (the existing) plan, followed by the advantages of the second (the proposed) plan. An alternative structure for the pro-and-con plan is illustrated next.

Title

General Purpose

Specific Purpose

Thesis

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III |

| Orientation to 1st plan (e.g., the existing plan) | A. |

| Orientation to 2nd plan (e.g., the proposed plan) | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|Statement of first plan (e.g., the existing health plan) |I. |

| First disadvantage (e.g., it’s expensive) | A. |

| Second disadvantage (e.g., it coverage is limited) | B. |

| Third disadvantage (e.g., it doesn’t cover prescriptions) | C. |

|Transition from 1st plan to 2nd plan | |

|Statement of second plan (e.g., the proposed health plan) |II. |

| First advantage (e.g., it’s inexpensive) | A. |

| Second advantage (e.g., it’s coverage is extensive) | B. |

| Third advantage (e.g., it includes prescriptions) | C. |

|Transition from body to conclusion | |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of the disadvantages of the existing plan | A. |

| Summary of the advantages of the proposed plan | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Pro-and-Con Pattern II

Another way of organizing the pro and con speech is by discussing each characteristic on which the plans differ and then illustrating the disadvantages of one plan and the advantages of the other plan.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III |

| Orientation to first characteristic (e.g., cost) | A. |

| Orientation to second characteristic (e.g., coverage) | B. |

| Orientation to third characteristic (e.g., prescriptions) | C. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|First characteristic on which the plans differ (e.g., the plans differ in cost) |I. |

| Disadvantages of existing plan (e.g., it’s expensive) | A. |

| Advantages of proposed plan (e.g., it’s inexpensive) | B. |

|Transition from 1st characteristic to 2nd characteristic |[ ] |

|Second characteristic on which the plans differ (e.g., the plans differ in |II. |

|coverage) | |

| Disadvantages of existing plan (e.g., it’s coverage is limited) | A. |

| Advantages of proposed plan (e.g., it’s coverage is extensive) | B. |

|Transition from 2nd characteristic to 3rd characteristic |[ ] |

|Third characteristics on which the plans differ (e.g., the plans differ on |III. |

|prescription inclusion) | |

| Disadvantages of existing plan (e.g., it doesn’t cover prescriptions) | A. |

| Advantage of proposed plan (e.g., it covers prescriptions with a small | B. |

|co-payment) | |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of the advantages of the proposed plan’s 1st characteristic | A. |

| Summary of the advantages of the proposed plan’s 2nd characteristic | B. |

| Summary of the advantages of the proposed plan’s 3rd characteristic | C. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Claim and Proof Pattern

This pattern is useful when you want to prove the truth or the likelihood of a proposition. In the example provided here the speaker attempts to prove that Higgins stole the money, the kind of situation you’d see in a courtroom. In this type of speech you’d generally begin with your claim—the proposition you want to prove (namely, Higgins stole the money)—and then follow it with your evidence or proof. Of course, you might also reverse the pattern and reserve your claim until you present your evidence. In this case you’d offer your proof first (under I A, B, and C) and once you got your audience to accept this proof, you’d follow it with your claim (under II) that Higgins stole the money.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III |

| Orientation to claim that will be proven | A. |

| Orientation to proofs that will be offered in support of the claim | B. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|Claim (e.g., Higgins stole the money) |I. |

|Transition between claim and proof |[ ] |

|Proof (general statement of what you will prove) |II. |

| First Proof (e.g., Higgins had a motive) | A. |

| Support for A | 1. |

| Support for A | 2. |

|Transition from 1st proof to 2nd proof |[ ] |

| Second proof (e.g., Higgins had the opportunity) | B. |

| Support for B | 1. |

| Support for B | 2. |

|Transition from 2nd proof to 3rd proof |[ ] |

| Third proof (Higgins had no alibi) | C. |

| Support for C | 1. |

| Support for C | 2. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|Summary of thesis |I. |

| Summary of claim | A. |

| Summary of proofs | B. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Multiple Definitions

The multiple definition pattern is useful in informative speeches when you want to explain a concept or theory. Here you’d look at the concept from a variety of perspectives, offering several definitions that each provide a somewhat different insight or clarification of the concept. And so, if you were informing your audience about what is communication, you might use a multiple definition pattern. Here you might begin by offering first a typical dictionary definition where you’d also define any terms within that definition that needed clarification. Then you might follow this by defining the term by etymology where you’d explain how the term developed from the Latin. Then, as your third definition you might present a visual illustration of the communication process.

| | |

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III. |

| Orientation to 1st definition | A. |

| Orientation to 2nd definition | B. |

| Orientation to 3rd definition | C. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|Definition One |I. |

| Support for I | A. |

| Support for I | B. |

|Transition from 1st definition to 2nd definition |[ ] |

|Definition Two |II. |

| Support for II | A. |

| Support for II | B. |

|Transition from 2nd definition to 3rd definition |[ ] |

|Definition Three |III. |

| Support for III | A. |

| Support for III | B. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of 1st definition | A. |

| Summary of 2nd definition | B. |

| Summary of 3rd definition | C. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

Who? What? Why? When? Where? Pattern

This skeletal outline is designed for a speech in which you want to explain events that happened, much as a journalist would write up a story for a newspaper, magazine, or television presentation. There is no one best order to follow in organizing these five items. Adjust the order in which you present the answers to these questions on the basis of your topic, audience, purpose, and all the other elements that go into public speaking that are covered in this text and in your course.

|Title | |

|General Purpose | |

|Specific Purpose | |

|Thesis | |

| | |

| |Introduction |

|Gain audience attention |I. |

|Establish S-A-T connection |II. |

|Orient the audience |III. |

| Orientation to Who? | A. |

| Orientation to What? | B. |

| Orientation to Why? | C. |

| Orientation to Where? | D. |

| Orientation to When? | E. |

|Transition from introduction to body |[ ] |

| | |

| |Body |

|Who? (e.g., Who was involved in the skyjacking) |I. |

| Support for I | A. |

| Support for I | B. |

|Transition from Who to What |[ ] |

|What? (e.g., What took place during the skyjacking) |II. |

| Support for II | A. |

| Support for II | B. |

|Transition from What to Why |[ ] |

|Why? (e.g., why did the skyjacking take place) |III. |

| Support for III | A. |

| Support for III | B. |

|Transition from Why to Where |[ ] |

|Where? (e.g., where did the skyjacking take place) |IV. |

| Support for IV | A. |

| Support for IV | B. |

|Transition from Where to When |[ ] |

|When? (e.g., when did the skyjacking take place) |V. |

| Support for V | A. |

| Support for V | B. |

|Transition from body to conclusion |[ ] |

| | |

| |Conclusion |

|General summary statement |I. |

| Summary of Who | A. |

| Summary of What | B. |

| Summary of Why | C. |

| Summary of Where | D. |

| Summary of When | E. |

|Motivation |II. |

|Closure |III. |

References

1.

2.

3.

4.

5.

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