SAMPLE SPEECH WITH COMMENTARY
SAMPLE PREPARATION OUTLINE WITH COMMENTARY

The following outline for a six-minute informative speech illustrates the principles just discussed. The commentary explains the procedures used in organizing the speech and writing the outline. (Check with your teacher to see if she or he wants you to include a title with your outline.)

Panic Attacks
COMMENTARY CONCLUSION
Stating your specific purpose and central idea as separate units before the text of the outline makes it easier to judge how well you have constructed the outline to achieve your purpose and to communicate your central idea.

Specific Purpose: To inform my audience about the nature, extent, and symptoms of panic attacks.

Central Idea: Panic attacks are serious medical conditions whose fearful symptoms affect millions of people.
Labeling the introduction marks it as a distinct section that plays a special role in the speech. Introduction
The opening story gets attention and, as it progresses, reveals the topic of the speech.
  1. I can't breathe, my arms are tingling, I'm really dizzy, and it feels as if my heart is about to fly out of my chest.
  2. When this happened to me three years ago at an outdoor concert, I was really frightened.
    1. At the time, I had no idea what was going on.
    2. My doctor told me later that I had experienced a panic attack.
Here the speaker establishes her credibility and previews the main points to be discussed in the body of the speech.
  1. I have learned a lot about my condition during the past three years, and I did additional research for this speech.
  2. Today I would like to inform you about the nature of panic attacks, the people affected most often by them, and the options for treatment.
Including transitions ensures that the speaker has worked out how to connect one idea to the next. Notice that the transition is not included in the system of symbolization and indentation used for the rest of the speech. Transition: Let's start with the nature of panic attacks.)
Labeling the body marks it as a distinct part of the speech. Body
Main point I is phrased as a full sentence. As the outline progresses, notice that the main points are arranged in topical order.
  1. Panic attacks are a severe medical condition with a number of physical and mental symptoms.
    1. As defined by the National Institute of Mental Health, panic attacks involve "unexpected and repeated episodes of intense fear accompanied by physical symptoms."
      1. The attacks usually come out of nowhere and strike when least expected.
      2. Their length can vary from a few minutes to several hours.
The two subpoints of main point I are shown by the capital letters A and B and are written out in full sentences to ensure that the speaker has thought them out fully. Points below the level of subpoint are indicated by Arabic numerals and lowercase letters. Sometimes they are not written as full sentences. Check to see what your teacher prefers.
    1. There are a number of symptoms common to most panic attacks.
      1. Physical symptoms include a pounding heart, shortness of breath, lightheadedness, and numbness or tingling sensations in the arms and legs.
      2. Mental symptoms include acute fear, a sense of disaster or helplessness, and a feeling of being detached from one's own body.
The transition shows how the speaker will move from main point I to main point II. (Transition: Now that you know something about the nature of panic attacks, let's look at how widespread they are.)
Like main point I, main point II is phrased as a full sentence.

The progressive indentation shows visually the relationships among main points, subpoints, and sub-subpoints.
  1. Panic attacks affect millions of people.
    1. According to the American Psychiatric Association, six million Americans suffer from panic attacks.
    2. Some groups have a higher incidence of panic attacks than do other groups.
      1. The National Institute of Mental Health reports that panic attacks strike women twice as often as men.
      2. Half the people who suffer from panic attacks develop symptoms before the age of 24.
The transition indicates that the speaker is moving to her next main point. (Transition: Given the severity of panic attacks, I'm sure you are wondering how they can be treated.)
This main point, like the first two, is stated as a full sentence.




Notice the pattern of subordination in this section. Subpoint B notes that cognitive-behavioral therapy is one of the options for treating panic attacks. Sub-subpoint 1 identifies the kinds of techniques involved in this therapy. Because items a and b expand upon the techniques point, they are subordinated to it.
  1. There are two major options for treating panic attacks.
    1. One option is medication.
      1. Antidepressants are the most frequently prescribed medication for panic attacks.
      2. They rearrange the brain's chemical levels so as to get rid of unwanted fear responses.
    2. Another option is cognitive-behavioral therapy.
      1. This therapy involves techniques that help people with panic attacks gain control of their symptoms and feelings.
        1. Some techniques involve breathing exercises.
        2. Other techniques target thought patterns that can trigger panic attacks.
      2. According to David Barlow, author of the Clinical Handbook of Psychological Disorders, cognitive behavioral therapy can be highly effective.
Labeling the conclusion marks it as a distinct part of the speech. Conclusion
Summarizing the main points is usually standard procedure in an informative speech.

Referring back to the speaker's personal experience mentioned in the introduction gives the speech a sense of unity and provides an effective ending.
  1. As we have seen, panic attacks affect millions of people.
  2. Fortunately, there are treatment options to help prevent panic attacks and to deal with them when they occur.
  3. In my case, the combination of medication and cognitive-behavioral therapy has been extreme helpful.
  4. I don't know if I will ever be completely free of panic attacks, but at least I understand now what they are and what I can do about them.
This is the final bibliography. It lists the sources actually used in writing the speech and is shorter than the preliminary bibliography compiled in the early stages of research. (See Chapter 6 for a discussion of the preliminary bibliography.) Bibliography

Barlow, David. Clinical Handbook of Psychological Disorders, 4th ed. New York: Guilford Press, 2008. Print.
Baskin, Kara. "Not Just Any Old Butterflies." Washington Post 9 Jan. 2007: F1. LexisNexis. Web. 23 Oct. 2008.
Brantley, Jeffrey. Calming Your Anxious Mind: How Mindfulness and Compassion Can Free You from Anxiety, Fear, and Panic, 2nd ed. Oakland, CA: New Harbinger Publications, 2007. Print.
This bibliography follows the 2008 Modern Language Association (MLA) format. Check with your instructor to see what format you should use for your bibliography. Choy, Yujuan. "Treatment Planning for Panic Disorder." Psychiatric Times Feb. 2008: 40–44. Print.
United States. Dept. of Health and Human Services.
National Institute of Mental Health. Panic Disorder.
National Institutes of Health 2 Apr. 2008. Web. 23 Oct. 2008.

 

SAMPLE SPEAKING OUTLINE WITH COMMENTARY

Below is a sample speaking outline for a six-minute informative talk about panic attacks. By comparing it with the preparation outline for the same speech above, you can see how a detailed preparation outline is transformed into a concise speaking outline.

COMMENTARY OUTLINE
These comments remind the speaker to establish eye contact and not to race through the speech.
Eye Contact!!

Slow Down

  1. Can't breathe, arms tingling, dizzy, heart flying.
The word "pause" reminds the speaker to pause after her opening lines.


Including the main ideas of the introduction helps keep the speaker on track at the start of the speech.
—Pause—
  1. Happened three years ago—told later I had a panic attack.
  2. Learned about condition and researched for speech.
  3. Today—nature of panic attacks, people affected, and treatment options.
It's usually a good idea to pause briefly before launching into the first main point. This is another way of signaling that you are moving from the introduction to the body. (Let's start with nature of panic attacks.)

—Pause—
Body
Most speakers find it helpful to demarcate the body of the speech in the speaking outline as well as in the preparation outline. Quotations are usually written out in full in the speaking outline. Notice how the body of the speech follows the same visual format as the preparation outline. This makes the outline easy to read at a glance.
  1. Severe condition with physical and mental symptoms.
    1. Defined by NIMH: "unexpected and repeated episodes of intense fear accompanied by physical symptoms."
      1. Come out of nowhere.
      2. Few minutes to several hours.
    2. Common symptoms.
      1. Physical—heart, breath, dizziness, numbness or tingling.
      2. Mental—fear, disaster or helplessness, detached from body.
Inserting transitions makes sure the speaker doesn't forget them. (Now you know nature . . . look at people affected.)
Underlining reminds the speaker to stress key words or ideas.
  1. Affect millions of people.
    1. American Psychiatric Assn—6 million.
    2. Groups with higher incidence.
      1. NIMH: Women twice as often as men
      2. Most people develop symptoms before age 24.
(Given severity . . . wonder how treated.)
Throughout the outline, key words are used to jog the speaker's memory. Because the final wording of an extemporaneous speech is chosen at the moment of delivery, it will not be exactly the same as that in the preparation outline.


Sources of statistics or testimony should be included in the speaking outline to make sure the speaker identifies them during the speech.
  1. Two major options for treatment.
    1. Medication.
      1. Antidepressants most prescribed.
      2. Rearrange brain's chemical levels.
    2. Cognitive-behavioral therapy.
      1. Techniques to control symptoms and feelings.
        1. Breathing.
        2. Thought patterns.
      2. Effective says Clinical Handbook of Psychological Disorders
It's usually a good idea to pause before entering the conclusion.
—Pause—
Most speakers label the conclusion in the speaking outline as well as in the preparation outline. Conclusion
Including key ideas and phrases from the conclusion jogs the speaker's memory and ensures that the speech will end as planned.
  1. As we have seen, panic attacks affect millions of people.
  2. Fortunately, there are treatments for preventing and dealing with attacks.
  3. In my case, both medication and cognitive-behavioral therapy have helped.
  4. May never be free of attacks, but now I know what they are and what I can do about them.
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