The document provides guidelines for creating an outline for a persuasive speech assignment. It specifies that the outline should be at least 3 pages long using 12-point font. It provides directions on formatting the outline with different levels of headings indented progressively. The outline must include an introduction that gains attention and previews main points, a body with 2-5 main points and subpoints to support each main point, and a conclusion that restates the main points and leaves a sense of finality. Sources must be cited in the bibliography. Sample outlines and templates are provided as examples to follow the guidelines.

1. Outline Assignment
Persuasive Belief
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 audience’s 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

2. 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 i
ntroduction
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

3. 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

4. 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.
Outline Format for Speech 4: Persuasive Belief
Preparation Outline 4: Persuasive Belief
by
Student’s 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.

5. Conclusion
Bibliography
Sample Outline for Speech 4: Persuasive Belief
Preparation Outline # 4: 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.
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

6. public relations officers
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 audience’s
thinking on your topic, and leave them in the proper mood.
Bibliography
The Art of Public Speaking
. by Stephen E. Lucas. 8th edition. New York: McGraw-Hill,
2004.
Business Communication for Managers: An Advanced
Approach.
by John M. Penrose, Jr., Robert W. Rasberry, and Robert J.
Myers. 5th edition. Mason, OH: South-Western College
Publishing (An International Thomson Publishing Company),
2004.
Communicating at Work: Principles and Practices for Business
and the Professions.
By Ronald B. Adler and Jeanne Marquardt Elmhorst. 8th
edition. New York: McGraw-Hill, 2005.
Strategic Organizational Communication: In a Global Economy.
By Charles Conrad and Marshall Scott Poole. 6th edition.
Belmont, CA: Wadsworth, a Division of Thomson Learning,
Inc., 2005.
Public Speaking. Michael Osborn and Suzanne Osborn.
6th edition. Houghton Mifflin, Boston, 2003.

7. Public Speaking: An Audience-Centered Approach.
By Steven A. Beebe and Susan J. Beebe. 5th edition. Pearson
Education, Inc., Boston, 2003.
Speech Guidelines
Purpose / Topic
The purpose of this speech is to get the audience to agree with
you or believe you. You should discuss an issue that is
significant, contemporary, meaningful, and relevant to the
audience. Analyze the audience, linking the topic to them in a
way that will gain and hold attention and interest, and
agreement.
Length
This speech should be 6-8 minutes long. You will lose points if
your speech is less than 6 minutes or is longer than 8 minutes
and 15 seconds.
Sources
Use at least 3 outsides sources of information (6 for maximum
credit) for this speech. Cite these sources orally in your speech.
Use written sources, credible online sources, and personal
interviews. Two of the three sources must be a current or
appropriate book or article. You must use at least three different
types (examples, illustrations, statistics, testimony) of
supporting materials.
Organization
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
body
must contain 2-5 main points using patterns of organization
covered in the textbook or have prior approval by the instructor.
Each main point must be well supported by 2-5 1st-order

8. subpoints (what the textbook calls “subpoints”) designed to
prove the main points (examples, illustrations, facts, quotations,
etc.) Persuasive speeches deal with questions of fact, value, or
policy.
The
conclusion
of the persuasive-belief speech should focus the audience’s
attention upon your topic, leave them in the proper mood (ready
to believe you) and communicate a sense of finality (verbally or
nonverbally indicate that you have finished talking).
Transitions
between major sections of the persuasive-belief speech
(introduction, body, conclusion) and the main points should be
carefully planned and used while delivering the speech. Use
transitions to move the audience’s attention from section to
section and from main point to main point in the body of the
speech.
Delivery
You must use an
extemporaneous
method of delivery (not manuscript, not memorized, not
impromptu). Try to use eye contact, facial expressions, posture,
gestures, appropriate volume, pronunciation, articulation, and
vocal variety effectively while delivering your speech. Think
about delivery in rehearsals. During the speech, concentrate on
the importance of communicating the message to the audience.