Preparation Outline 3: Persuasive Belief
by
Students Name
Specific Purpose: (Example) I want the audience to understand the modes of delivery.
Thesis Sentence: (Example) There are four modes of delivery.
Introduction
Body
Use a full sentence for your first main point.
Use a full sentence for your first 1st-order sub-point.
Use a full sentence for your second 1st-order sub-point.
You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.
Use a full sentence for your first main point.
Use a full sentence for your first 1st-order sub-point.
Use a full sentence for your second 1st-order sub-point.
You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.
Conclusion
Bibliography (six sources)

Sample Outline for Speech 3: Persuasive Belief
Preparation Outline # 3: Persuasive-Belief
by
Julie Smith
Specific Purpose: I want the audience to believe that the ability to communicate effectively is important to their success on the job.
Thesis Sentence: The ability to communicate effectively is important to your success on the job.
Introduction
Gain the attention of the audience, build your credibility if necessary, and get the audience ready to hear the rest of the speech.
Body
Almost everyone communicates at work.
Managers believe that oral communication ability is the most important factor in hiring decisions.
Workers in technical fields such as accounting need to be able to communicate the results of their work to people who are not technicians.
Even the most basic level of supervision requires that first line supervisors communicate with rank-and-file employees in order to get the job done.
(Sample transition: Communication is important, and also rewarding.)
People are rewarded for effective communication on the job.
The ability to communicate is the most important factor in promoting executives on the job.
When technicians are promoted into supervisory and management positions, their technical ability must be complemented by the ability to communicate.
There is a category of employees which is solely devoted to effective communication on the job.
public information officers
public relations officers
(Sample transition: This is why communication is important, but what’s the best way to do it?)
Workers need to choose which channels to use to communicate most effectively on the job.
Face-to-face communication is important for important projects.
Teleconferencing can be used when the communicators are physically located at different locations.
Communicating by telephone can provide for immediate contact with another person.
The telephone can also be used to leave messages on voice mail.
Email is good for providing documentation for communication.
Conclusion
Realistically speaking, almost all workers communicate on the job. Workers are rewarded for effective communication on the job; some workers are even promoted due to their ability to communicate effectively on the job. , focus the audiences thinking on your topic, and leave them in the proper mood.
Bibliography
Alder, R. B. and Elmhorst, J. M. (2005). Communicating at Work: Principles and Practices for Business and the Professions (8th edition). New York, NY: McGraw-Hill.
Beebe, S. A. and Beebe, S. J. (2003). Public Speaking: An Audience-Centered Approach (5th edition). Boston, MA: Pearson Education.
Conrad, C. and Poole, M. S. (2005). Strategic Organizational Communication: In a Global Economy (6th edition). Belmont, CA: Wadsworth, a Division of Thomson Learning, Inc.
Lucas, S. E. (2004). The Art of Public Speaking (8th edition). New York, NY: McGraw-Hill.
Osborn, M. and Osborn S. (2003). Public Speaking (6th edition). Boston, MA: Houghton Mifflin.
Penrose, Raspberry, and Myers. (2004).Business Communication for Managers: An Advanced Approach (6th edition). Mason, OH: South-Western College Publishing (An International Thomson Publishing Company).

Topic
Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement.
Format
This outline must be at least 3 pages long and use 12-point font.
Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points.
Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level.
Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audiences attention from one section to another or from one main point to another.
Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points.
Use the following system to label the points in the body:
Main Points: upper case Roman numerals [I, II, III, IV, V]
1st -order sub-points: upper case letters [A, B, C, D, E]
2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
3rd -order sub-points: lower-case letters {a, b, c, d, e],
4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)]
Content
Specific Purpose: Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (agree). Do not use infinitive phrases, i.e., to inform or to persuade. Place the label for the specific purpose sentence flush with the left margin.
Thesis Sentence: The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin.
The introduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to
gain the attention of the audience;
establish the speaker’s credibility; and
orient the audience to the body of the speech.
Do not say I will tell the story of ____, or I will do X, Y, or Z. Actually outline or write the story here in the Introduction, such as Have you ever found yourself repeating mistakes you have made before? Actually outline or write the question here.
Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the speech.
The body must contain 2-5 main points using patterns of organization covered in the textbook; other patterns of organization must have prior approval by the instructor. Each main point must be well supported by 2-5 1st-order sub-points designed to illustrate the main points (examples, illustrations, facts, quotations, etc.) Don’t overload the audience with information. Move from simple to complex ideas. Move from familiar to unfamiliar ideas. Define your terms.
The body develops your ideas, condenses your thinking and research, ensuring that you have done an adequate job of preparation. The entire outline should contain more material than you have time to use in your speech and must be at least 3 pages in length [2 full + 1 partial). You must use two-five (2-5) main ideas and two-five (2-5) subordinate (sub-points) points for each main point or higher-level sub-point.
The conclusion should restate or summarize the main points and communicate a sense of finality (verbally or nonverbally indicate that you have finished talking). You may end with a story or quotation.
The conclusion (which may be outline or written word-for-word) is designed to
provide the audience with a sense of finality,
leave the audience in the proper mood, and
focus the audience’s thinking on your topic.
The bibliography reports where you found the information for your speech. There are two general sources of information: your own personal experience and what you have learned from outside sources (reading or interviewing). You must indicate where you obtained your information. You are expected to provide at least six sources for this speech.
If some of your information came from your own experience, specify that personal experience in the bibliography. For example, I based this speech on water safety totally upon my personal experience as a lifeguard at Norms’ Resort, Cottage Lake, for the seven summers from 1959 until 1965.” Your personal experience will count as only one of six or more sources of information required.
You must include and cite properly (in APA format) at least one source from the Columbia College library database. Do not use Wikipedia as a source of information. However, if you cite electronic sources, provide enough information so that I could duplicate your search. Include at least the author or editor, title, date, publication medium, publisher, and the Universal Resource Locator [URL], which includes protocol, site, path, and file.