A common first speaking assignment is the one-point speech, in which the speaker’s task is to establish only one main idea (the thesis). This type of speech requires a thesis that is clear and simple, and it is developed as follows:

Introduction
1. Wake up!
2. This concerns you.
3. Generally speaking
Body
4. For example
Conclusion
5. So what?

As indicated, the first three steps enact the introduction to the speech. "Wake up!" is the device to get the audience’s attention, such as an interesting story, a startling statistic, or an unexpected fact. "This concerns you" shows listeners how the topic relates to them; it gives them reason to pay attention and to take the speech seriously. "Generally speaking" states the thesis of the speech.

"Generally speaking" also forms a natural transition to the body of the speech, represented by the heading "For example." The body develops the thesis by presenting whatever supporting materials are needed to support the claims in the thesis—experiences, stories, facts, and opinions, arranged in whichever order is most effective.

Finally, "So what?" signals the twofold function of the conclusion: drawing together the important ideas of the speech and making a final lasting impression on the audience. Answering "So what?" points out what the sup-porting material leads to and gives listeners cues about what they should believe or do.

The following short example of a one-point speech has the thesis "Using a personal computer has changed how I study." The sections of the speech are indicated in brackets.

Being short and simple, the one-point speech is a good way to master the basic structure of a speech. For this first speech, you may have a day or more to prepare. But the five-step structure of the one-point speech is also useful whenever you have to speak impromptu—on the spur of the moment. When you raise your hand to speak at a meeting or in class, remembering the structure of the one-point speech will help you state your point briefly, clearly, and effectively.

The Speech of Introduction
Another common first assignment is a speech to introduce yourself, a classmate, or a famous person whom you imagine inviting to class. You can easily adapt the structure of the one-point speech to a speech of introduction if you avoid reciting all the details of the person’s biography. Such a recitation would have no central theme; besides lacking a sense of unity, the speech would be dull. Instead, select a key aspect of the individual’s experience, and devise your thesis from that. Then follow the structure of the one-point speech.

For example, you might open with a statement such as "Unlike most of us, John Patterson has never lived out of this town." The contrast between John and his classmates should capture the audience’s attention and interest. This achieves the "Wake up!" function of the one-point speech. (You can put yourself in the place of John to talk about yourself.)

Your next statement might be, "John’s experience can give us insight into the sense of roots that many of our ancestors had but most of us lack today." This identifies how you will make John’s experience relevant to the audience, fulfilling the "This concerns you" step in the one-point speech. Then you might state the thesis: "This town is so much a part of John’s identity that he cannot imagine himself apart from it." This step matches "Generally speaking" in the one-point speech. It both states the idea that you intend to establish and provides a natural transition to the body of the speech.

The next step is to support this thesis. You might do it by referring to key events in John’s life that are closely identified with the town: growing up where everyone knew everyone else, participating in parades and celebrations, living as an adult in the same house that he occupied as a child, and watching things change around him as others moved into or out of town.

These experiences are the supporting material, corresponding to "For example" in the one-point speech. Decide which order to present them in and how much detail to provide.

Finally, conclude by answering the implicit question "So what?" You might say something like, "So, the next time you read statistics about how often people move, or the next time you think about how many careers you might have during your life, remember that some people choose to nurture their roots where they stand. John Patterson is a thriving example."

PRACTICING THE SPEECH
Now that you have analyzed how to put a speech together, you will soon be ready to speak. First, though, you should develop an outline of the speech and practice talking through its main ideas.

Outlining Your Speech
Sometimes speakers read a speech, word for word, from a fully written manuscript. On rare occasions they also commit the speech to memory.6 These approaches may be helpful for highly formal speeches when every word matters and will be recorded for posterity. But for most of your speeches in this course, writing out and memorizing every word not only is a waste of time but may actually hinder your communication with the audience.

On the other hand, neither is it a good idea to speak impromptu—without preparation, trusting that a flash of inspiration will strike you as you speak. Most successful speakers aim for middle ground with an extemporaneous speech, meaning that they have a clear sense of the main ideas and how to organize them, but they have not planned the speech in advance word for word. In speaking extemporaneously, an outline of the speech is a tremendous help. In fact, two outlines are even more helpful: a preparation outline and a presentation outline.

PREPARATION OUTLINE
Begin developing your speech with a preparation outline, which is more complete than the outline you will use when presenting the speech. The preparation outline helps you to identify your main ideas and to organize them sensibly, and it lists supporting materials and how you will use them. Write complete sentences in your preparation outline, as in this example for a section of the speech discussed earlier introducing John Patterson:

Main Idea:
John has a clear sense of his roots.
Support
A. He still lives in the same house in which he grew up.
B. He marched in the Fourth of July parade every year.
C. He has never wanted to go anywhere else.
The rest of the speech would be outlined similarly.

PRESENTATION OUTLINE
Although the preparation outline is valuable in developing the speech, it is too complete to use while speaking. Your interaction with the audience will be limited if you are busy reading a fully elaborated, complete-sentence outline point by point. Instead, prepare a very brief outline of key words that will jog your memory and remind you of what comes next. You will use this presentation outline during the actual speech. Here is the previous example reduced to a presentation outline:

Main Idea:
Sense of roots
Support
A. Same house
B. 4th of July
C. No desire to leave

Because you are familiar with the ideas of the speech, seeing the phrase "Same house" will remind you of the statement you want to make about how John still lives in the room he occupied as a child and how that experience has affected his perspective on life. You may never need to refer to the presentation outline while you are speaking, but if you do, a quick glance at the words "Same house" will remind you of the point you want to make.

You probably can reduce the presentation outline to fit on index cards, which are easier to handle than loose sheets of paper. For the first speech, you may need only one index card; three or four cards will usually be enough even for complex speeches.

extemporaneous
Descriptive of a presentation for which the main ideas and structure have been worked out in advance but specific wording has not been developed.
preparation outline
An outline used in developing a speech; main ideas and supporting material are usually set forth in complete sentences.
presentation outline
An outline used while presenting a speech; typically consists only of key words written on an index card.

THE SITUATION
You have three minutes to introduce yourself to your classmates and your instructor in your public speaking class. Three minutes is not enough time to describe everything there is to know about you, so choices must be made.

MAKING CHOICES
1. How should you decide what you want to share about yourself? Should you consider: the members of your audience? your classroom setting? your goals for the class? The course subject? how much or how little you want the audience to know about you?

What else might you consider?

2. What is the most relevant information to relay to your instructor and fellow students? Should you describe: your primary likes and dislikes? where you are from? what your hobbies and personal interests are? why you are fearful of speaking in public? What other information about yourself might you include in your speech?

WHAT IF . . .
Let’s assume you are given the same assignment but with a different audience and a different purpose. How would your decisions above be affected by the following conditions?

1. Your public speaking classmates are evaluating your speech for a grade.
2. Your speech of introduction assignment will not be graded.
3. Your audience is now the entire student body, and your purpose is to announce your candidacy for student president.
4. Your audience is the active members of a fraternity/sorority that you would like to join.