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 1. Almost everyone communicates at work. a. Managers believe that oral communication ability is the most important factor in hiring decisions. b. Workers in technical fields such as accounting need to be able to communicate the results of their work to people who are not technicians. c. 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. 2. People are rewarded for effective communication on the job. a. The ability to communicate is the most important factor in promoting executives on the job. b. When technicians are promoted into supervisory and management positions, their technical ability must be complemented by the ability to communicate. c. There is a category of employees which is solely devoted to effective communication on the job. d. public information officers e. public relations officers 3. Workers need to choose which channels to use to communicate most effectively on the job. a. Face-to-face communication is important for important projects. b. Teleconferencing can be used when the communicators are physically located at different locations. c. Communicating by telephone can provide for immediate contact with another person. d. The telephone can also be used to leave messages on voice mail. e. 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. Public Speaking: An Audience-Centered Approach. B.

1. 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
1. Almost everyone communicates at work.
a. Managers believe that oral communication ability is the most
important factor in hiring decisions.
b. Workers in technical fields such as accounting need to be
able to communicate the results of their work to people who are
not technicians.
c. 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.
2. People are rewarded for effective communication on the job.
a. The ability to communicate is the most important factor in
promoting executives on the job.
b. When technicians are promoted into supervisory and

2. management positions, their technical ability must be
complemented by the ability to communicate.
c. There is a category of employees which is solely devoted to
effective communication on the job.
d. public information officers
e. public relations officers
3. Workers need to choose which channels to use to
communicate most effectively on the job.
a. Face-to-face communication is important for important
projects.
b. Teleconferencing can be used when the communicators are
physically located at different locations.
c. Communicating by telephone can provide for immediate
contact with another person.
d. The telephone can also be used to leave messages on voice
mail.
e. 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.

3. 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.
Public Speaking: An Audience-Centered Approach. By Steven
A. Beebe and Susan J. Beebe. 5th edition. Pearson Education,
Inc., Boston, 2003.
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
1． This outline must be at least 3 pages long.
2． 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.
3． 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.
4． Transitions between major sections and the main points

4. 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.
5． 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.
6． Use the following system to label the points in the body:
1) Main Points: upper case Roman numerals [I, II, III, IV, V]
2) 1st -order sub-points: upper case letters [A, B, C, D, E]
3) 2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
4) 3rd -order sub-points: lower-case letters {a, b, c, d, e],
5) 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
1. gain the attention of the audience;
2. establish the speaker's credibility; and
3. orient the audience to the body of the speech.
4. 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

5. 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
1． provide the audience with a sense of finality,
2． leave the audience in the proper mood, and

6. 3． 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 may use any recognized style guide for bibliographical
citations. 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.
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

7. Body
1. Use a full sentence for your first main point.
a. Use a full sentence for your first 1st-order sub-point.
b. Use a full sentence for your second 1st-order sub-point.
1) You may choose to use a full sentence or a word or phrase
here for your first 2nd-order sub-point.
2) 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.
2. Use a full sentence for your first main point.
a. Use a full sentence for your first 1st-order sub-point.
b. Use a full sentence for your second 1st-order sub-point.
1) You may choose to use a full sentence or a word or phrase
here for your first 2nd-order sub-point.
2) 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