II. General Outline Format
I. Introduction
A. Opening Device (write it out as complete paragraph)
B. Thesis Statement (write it out as a complete sentence)
C. Credibility Statement (Write out as a complete sentence)
D. Preview of Main Points (write it out as a complete sentence with signposting)
II. Body
First main point (write it out as a complete sentence) THE PROBLEM/S
1. Subpoint (write it out as a complete sentence or as a key word)
a. Supporting material
b. Supporting material
2. Subpoint (write it out as a complete sentence or as a key word)
a. Supporting material
b. Supporting material
B. Second main point (write it out as a complete sentence) THE CAUSE/S
1. Subpoint (write it out as a complete sentence or as a key word)
a. Supporting material
b. Supporting material
2. Subpoint (write it out as a complete sentence or as a key word) OPTIONAL
a. Supporting material
b. Supporting material
3. Counterargument
a. Citation AGAINST your stance
b. Citation REFUTING the citation in a.
C. Third main point (write it out as a complete sentence) THE SOLUTION/S
1. Subpoint (write it out as a complete sentence or as a key word)
a. Supporting material
b. Supporting material
2. Subpoint (write it out as a complete sentence or as a key word)
a. Supporting material
b. Supporting material
III. Conclusion
Summary (write it out as a complete sentence or paragraph)
Closing Device (write it out as a complete paragraph)
IV. Reference List (use APA format for each reference; list references in alpha order)
Note: When outlining supporting material, only list minimal information (i.e., only what is needed to remember the information and no more). Typically, information about will be stated orally for the source citation is included for the supporting materials.
Review the following points about the general outline format:
The outline for each of your speeches will consist of four Roman numerals: Roman I for the Introduction; Roman II for the Body; Roman III for the Conclusion; Roman IV for the Reference List.
Capital letters (“As,” “Bs,” etc.) are used for designating the main parts of the Introduction, the main points of the Body, and the main parts of the Conclusion.
Numbers (“1s,” “2s,” etc.) are used in the body of the speech outline for designating subpoints. In order to meet the criteria for a main point, a main point should have at least two subpoints. If you have only one subpoint under a main point, it suggests that you need more information or the information that you have needs to be listed under another main point. Likewise, if you notice that you have too many subpoints under one main point, you many need to delete some of the subpoints, combine them into a reworded subpoint, or move them under another new main point.
Supporting material in the body of the speech outline is designated with lower case letters. Supporting materials include examples, narratives, statistics, quotations (testimony), facts, definitions, explanations, comparisons, contrasts, etc. On the speaking outline, the supporting materials are not written out as complete sentences unless the material is a quotation.
Notice how the outline “lines up” vertically. All of the Roman numerals, capital letters, numbers, and lower case letters respectively line up in straight vertical lines.
Model Speaking Outline
I. Introduction
A. (Opening Device) I am sure all of you have visited a zoo and have observed the monkeys.
You probably could not help watching them and observing their behavior. If you examined
them for awhile, I am sure you noticed that they act a great deal like people. I had the
opportunity to work last summer at the University of California’s Primate Center under Dr.
Ruth Towler, one of America’s leading primate researchers. Some of what I learned made
me realize that humans act a lot like primates. I would like to share some of the things I
learned about primates while working at the Primate Center.
B. (Thesis Statement) Primates are social animals that live in stable social groups much like
humans.
C. (Preview of Main Points) In order to explain how primate are much like humans, I will focus
on three main points: first, how primates are born into social groups; second, how primates
utilize communication systems; and third, how primates recognize hierarchical structures
within their groups.
II. Body
A. Primates are born into social groups.
1. The size of the groups varies.
Source #1 a. Dr. Margaret Smith, Director of Primate Behavior at Yale University, explained in
an article published in The Smithsonian in 1991: The size of the groups varies from
8 to 24 individuals depending on the species.
Statistics b. Statistics provided by Dr. Smith include howler monkeys (85% had a group size of
12 to 15) and macaque monkeys (95% had a group size of 20 to 23)
2. The groups work together.
Source #2 a. George Peters, a naturalist, noted in an article published in the National Geographic
in March 1991 that the groups sleep together for protection, security and warmth.
Provide examples of howler monkeys traveling in groups to gather food
B. Primates use communication systems.
1. Primate senses are similar to humans.
Source #3 a. Dr. Carl Hoffman, a researcher at the UC Berkeley Primate Center, explained in a
Quotation personal interview conducted in April 1992: “Primates are one of the few species
that use their senses like humans do. . . . They actually see, touch, hear, smell and
taste like we do.”
b. Show and explain visual aid of howler monkey using touch and smell
2. Primates use forms of nonverbal communication that are similar to humans.
Source #4 a. Explain Dr. Keith Fowler’s study of primates in East Africa that was published in
Nature in 1998.
b. Show and explain visual aid of macaque showing anger and sadness
C. Primates recognize hierarchical structures within their groups.
1. Younger primates respect older primates.
a. Show and explain visual aids of macaque and howler monkeys
Definition b. These examples indicate the recognition of a hierarchy, which is defined by
Random House Dictionary as “a system of persons or things ranked one above
another.”
2. Females recognize a rigid structure within their groups.
a. Show and explain visual aid of South American monkeys.
Source #5 b. Refer to Dr. Carl Hoffman’s study that was published in Science in 1987: of 11
primate groups studied, all of them, but most especially females, knew their place
in the group
3. Roving males are often outcasts from the groups.
Source #6 a. Explain Dr. Ruth Towler’s study that was published in Nature in December 1991:
numerous cases of young males being excluded from the groups
b. Show and explain visual aid of roving males challenging the dominate male
III. Conclusion
A. (Summary) Overall, the primate life is that of a very social animal. Like humans, primates
are surrounded by individuals they know well. They use communication systems that are
similar to humans. They also recognize hierarchical structures within their groups.
B. (Closing Device) So, the next time you visit a zoo, spend some time carefully watching and
and observing the monkeys. You might be surprised at how familiar their behavior seems.
After all, monkeys act a lot like humans, and humans act a lot like monkeys.
References
Fowler, K. (1988, November). Primate nonverbal behavior. Nature, 48, 23-28.
Hoffman, C. (1991, April). Personal interview.
Hoffman, C. (1987, November). Primate groups. Science, 73, 9-12.
Peters, C. (1991, March). Primate behavior. National Geographic, 82, 2-7.
Smith, M. (1991, July). My life as a monkey. The Smithsonian, 32, 45-58.
Towler, R. (1991, December). Male dominance and monkeys. Nature, 51, 54-58.
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