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>> Before we go too much further, I[br]want to

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talk about two very important concepts,[br]outlining and flowing.

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And I want to talk about these, because I[br]think these are going to

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be very useful in general for you as[br]you're delivering and developing speeches.

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But also, we're going to be doing this a[br]lot in the impromptu specifically.

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So, outlining, you're probably familiar[br]with.

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You've probably been doing this a lot.

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It's just basically preparing a speech in[br]a hierarchical structure.

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Now we're going to, when we get to

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the persuasive, we'll actually do some[br]more manuscript stuff.

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But to start with, for the impromptu[br]speech and the informative speech,

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we're working in an outline format, and[br]why are we doing this?

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Because, I think outlines really set you[br]up to extemporize well.

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So, last week of course we talked about

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why and how reading manuscripts can get[br]you

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into trouble in terms of adopting more of

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a performance orientation, maybe having[br]some mono tone issues.

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But we're going to start of our study of[br]speech by working in

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a format that really allows you to[br]carefully plan what you're going to say.

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An outline gives you that sort of, amount[br]of control.

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So it, it's going to allow you to[br]carefully prepare what you want to

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say, but it also enables you to easily to[br]engage in a communication orientation.

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So what might one of these sample outlines[br]look like?

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Well, for the impromptu, it's probably[br]going to look a little bit like this.

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Right, we've got a basic introduction.

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I've got what, probably, my opening device[br]is going to

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be, what my thesis is, preview of my main[br]points.

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I've got the body of the speech, my two[br]main points.

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I've got sort of what the language is of[br]those

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main points, and we'll get to that later[br]this week.

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And then I've kind of mapped out what my,[br]what my examples are.

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So I kind of know which way I'm running in[br]that speech.

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But, working off of an outline I can[br]extemporize it.

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I can have those words, emerge at

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that moment in response to the specific[br]situation.

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So, that's a basic outline.

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Now that's probably something you're[br]fairly familiar with.

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The other concept that I want to talk[br]through is flowing.

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Flowing is just the flip side of[br]outlining.

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Flowing is taking notes on a speech in an[br]outline format.

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So, why are we going to be flowing?

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Well, flowing is very useful as an[br]evaluative and analytical tool.

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Because it allows you as a listener to[br]track where the speaker is

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clear, where they're unclear, where the[br]argument

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is strong, where the argument is weak.

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So we outline our speeches and we're[br]going to flow the speeches of others.

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And I think both of these work together to[br]sort

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of, help you prepare speeches better and[br]analyze speeches more critically.

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And being aware of the various moving[br]parts in each speech.

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So what we’re going to do now is we’re[br]going to watch a

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sample speaker, and you’ll see the, you[br]know, split screen here.

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And on one side is going to be the speaker[br]doing

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a sample impromptu, a student that I had[br]who volunteered to

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help me out, doing a sample impromptu[br]speech; and then the

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other hand, the other side will be, you’ll[br]see my flow.

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That’s my ugly hand and my terrible[br]handwriting.

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So you’ll see kind of how I’m listening.

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I hadn’t heard the speech before so I’m[br]just sort of on the fly.

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Taking notes in an outline format, I do[br]apologize for the handwriting,

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by the way, that's good for me so I've[br]made huge advancing, advancements.

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But it's just, it's awful, it's just[br]terrible.

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But we're going to go ahead and take a[br]look at that now and then I'll come back

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and sort of talk a little bit more about

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how outlining and flowing can really help[br]you out.

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>> So, in these times of struggling[br]economies, many

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universities are looking towards ways to[br]save money and one

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of these ways that universities are[br]looking to cut from

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the budget is cutting small departments[br]with few student majors.

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And I believe that we should not enact[br]this policy.

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For two main reasons.

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Firstly because it is harmful for students

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and secondly because it doesn't guarantee[br]savings.

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But first let me go into the why this[br][UNKNOWN] will be harmful for students.

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Well, firstly it will hinder student[br]interest.

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If a student passion and future career[br]goal

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is dance, and the, and the department is[br]cut.

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Well, that student can no longer pursue[br]their career option.

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And so it is harmful for students who

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already know what they may want to be[br]pursuing.

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Which may be more unique fields of[br]opportunity.

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The second reason why this policy'd be[br]harmful for

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students is because it does not cater to[br]post-university goals.

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And what I mean by this is that[br]competitive markets,

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such as graduate schools and jobs, are[br]looking for students.

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Who bring in unique backgrounds and one[br]great way of

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doing so is having an out of the ordinary[br]educational upbringing.

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Now if we eliminate these small[br]departments,

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students are funneled into these larger,[br]more

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popular educational backgrounds and[br]therefore do not

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look as appealing to schools and jobs.

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And so because this policy would not cater[br]to student interests.

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Nor to future student opportunities, we[br]can see

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that this policy simply wouldn't be[br]beneficial to enact.

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But moving on to why this policy would not[br]guarantee monitoring savings.

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I believe this firstly because we would[br]see a decrease intuition revenue.

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Students will be looking towards the small[br]departments and excited about these small

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majors would now be looking toward

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other schools to fulfill their educational[br]needs.

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And therefore, we may see decrease[br]enrollment

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rates, and since student tuition is such a

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huge part of university budgets today, we

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would see an incredible decrease in[br]university revenue.

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So, secondly, universities would also have[br]to accommodate for larger departments.

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These students that were originally in

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small departments and small majors would[br]be

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funneled into these existing departments[br]and

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therefore increase class sizes and majors[br]sizes.

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And so as a result, universities would[br]have to hire more

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professors, more teaching assistants and[br]more

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faculty to accommodate these larger[br]departments.

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And so, because of this, in this[br]increasing need in

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the university budget, we wouldn't nece,[br]necessarily see monetary savings.

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And so, because, we would see a decrease[br]in tuition revenues and, an increased need

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for accommodating larger departments, we[br]can see that

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enacting this policy would not necessarily[br]save money.

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And so in conclusion, universities need to[br]find a better way to save money.

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Cutting these small departments and small[br]majors

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simply isn't a beneficial option for[br]anyone.

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Firstly because it is harmful for[br]students,

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and secondly because it does not guarantee[br]savings.

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[INAUDIBLE][br]>> So, that was my flow of the speech.

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Again, apologies for the handwriting, but,[br]I would imagine your

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flow of that speech looks more or less the[br]same.

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So I would recommend that you start[br]flowing speeches in general.

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Because I really do believe it changes how

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you listen to, and interact with, a[br]speech.

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And it, it, the reason this is, I think is[br]because there's

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so many things going on in a speech,[br]outlining and flowing allow

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you to see these various components and[br]analyze those various components in

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isolation as well as how those various[br]components interact with one another.

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So in the next lecture, we're going to[br]take up the key

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elements of argument that you're going to[br]be using in the impromptu speech.

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But I did think it was important to sort[br]of talk

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to both outlining and flowing at this[br]stage in the class.