[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:01.27,0:00:02.93,Default,,0000,0000,0000,,>> Before we go too much further, I\Nwant to
Dialogue: 0,0:00:02.93,0:00:06.29,Default,,0000,0000,0000,,talk about two very important concepts,\Noutlining and flowing.
Dialogue: 0,0:00:07.45,0:00:09.44,Default,,0000,0000,0000,,And I want to talk about these, because I\Nthink these are going to
Dialogue: 0,0:00:09.44,0:00:14.25,Default,,0000,0000,0000,,be very useful in general for you as\Nyou're delivering and developing speeches.
Dialogue: 0,0:00:14.25,0:00:17.88,Default,,0000,0000,0000,,But also, we're going to be doing this a\Nlot in the impromptu specifically.
Dialogue: 0,0:00:17.88,0:00:19.75,Default,,0000,0000,0000,,So, outlining, you're probably familiar\Nwith.
Dialogue: 0,0:00:19.75,0:00:21.69,Default,,0000,0000,0000,,You've probably been doing this a lot.
Dialogue: 0,0:00:21.69,0:00:25.53,Default,,0000,0000,0000,,It's just basically preparing a speech in\Na hierarchical structure.
Dialogue: 0,0:00:25.53,0:00:26.76,Default,,0000,0000,0000,,Now we're going to, when we get to
Dialogue: 0,0:00:26.76,0:00:29.68,Default,,0000,0000,0000,,the persuasive, we'll actually do some\Nmore manuscript stuff.
Dialogue: 0,0:00:29.68,0:00:32.69,Default,,0000,0000,0000,,But to start with, for the impromptu\Nspeech and the informative speech,
Dialogue: 0,0:00:32.69,0:00:36.18,Default,,0000,0000,0000,,we're working in an outline format, and\Nwhy are we doing this?
Dialogue: 0,0:00:36.18,0:00:40.80,Default,,0000,0000,0000,,Because, I think outlines really set you\Nup to extemporize well.
Dialogue: 0,0:00:40.80,0:00:42.97,Default,,0000,0000,0000,,So, last week of course we talked about
Dialogue: 0,0:00:42.97,0:00:45.34,Default,,0000,0000,0000,,why and how reading manuscripts can get\Nyou
Dialogue: 0,0:00:45.34,0:00:47.57,Default,,0000,0000,0000,,into trouble in terms of adopting more of
Dialogue: 0,0:00:47.57,0:00:51.72,Default,,0000,0000,0000,,a performance orientation, maybe having\Nsome mono tone issues.
Dialogue: 0,0:00:51.72,0:00:54.96,Default,,0000,0000,0000,,But we're going to start of our study of\Nspeech by working in
Dialogue: 0,0:00:54.96,0:00:59.55,Default,,0000,0000,0000,,a format that really allows you to\Ncarefully plan what you're going to say.
Dialogue: 0,0:00:59.55,0:01:03.68,Default,,0000,0000,0000,,An outline gives you that sort of, amount\Nof control.
Dialogue: 0,0:01:03.68,0:01:05.97,Default,,0000,0000,0000,,So it, it's going to allow you to\Ncarefully prepare what you want to
Dialogue: 0,0:01:05.97,0:01:11.62,Default,,0000,0000,0000,,say, but it also enables you to easily to\Nengage in a communication orientation.
Dialogue: 0,0:01:11.62,0:01:14.48,Default,,0000,0000,0000,,So what might one of these sample outlines\Nlook like?
Dialogue: 0,0:01:14.48,0:01:18.01,Default,,0000,0000,0000,,Well, for the impromptu, it's probably\Ngoing to look a little bit like this.
Dialogue: 0,0:01:18.01,0:01:20.02,Default,,0000,0000,0000,,Right, we've got a basic introduction.
Dialogue: 0,0:01:20.02,0:01:22.74,Default,,0000,0000,0000,,I've got what, probably, my opening device\Nis going to
Dialogue: 0,0:01:22.74,0:01:26.01,Default,,0000,0000,0000,,be, what my thesis is, preview of my main\Npoints.
Dialogue: 0,0:01:26.01,0:01:27.89,Default,,0000,0000,0000,,I've got the body of the speech, my two\Nmain points.
Dialogue: 0,0:01:27.89,0:01:30.27,Default,,0000,0000,0000,,I've got sort of what the language is of\Nthose
Dialogue: 0,0:01:30.27,0:01:32.49,Default,,0000,0000,0000,,main points, and we'll get to that later\Nthis week.
Dialogue: 0,0:01:32.49,0:01:35.74,Default,,0000,0000,0000,,And then I've kind of mapped out what my,\Nwhat my examples are.
Dialogue: 0,0:01:35.74,0:01:38.83,Default,,0000,0000,0000,,So I kind of know which way I'm running in\Nthat speech.
Dialogue: 0,0:01:38.83,0:01:42.20,Default,,0000,0000,0000,,But, working off of an outline I can\Nextemporize it.
Dialogue: 0,0:01:42.20,0:01:45.31,Default,,0000,0000,0000,,I can have those words, emerge at
Dialogue: 0,0:01:45.31,0:01:49.17,Default,,0000,0000,0000,,that moment in response to the specific\Nsituation.
Dialogue: 0,0:01:49.17,0:01:50.81,Default,,0000,0000,0000,,So, that's a basic outline.
Dialogue: 0,0:01:50.81,0:01:54.12,Default,,0000,0000,0000,,Now that's probably something you're\Nfairly familiar with.
Dialogue: 0,0:01:54.12,0:01:57.00,Default,,0000,0000,0000,,The other concept that I want to talk\Nthrough is flowing.
Dialogue: 0,0:01:58.04,0:02:00.46,Default,,0000,0000,0000,,Flowing is just the flip side of\Noutlining.
Dialogue: 0,0:02:00.46,0:02:05.00,Default,,0000,0000,0000,,Flowing is taking notes on a speech in an\Noutline format.
Dialogue: 0,0:02:05.00,0:02:06.96,Default,,0000,0000,0000,,So, why are we going to be flowing?
Dialogue: 0,0:02:06.96,0:02:11.96,Default,,0000,0000,0000,,Well, flowing is very useful as an\Nevaluative and analytical tool.
Dialogue: 0,0:02:11.96,0:02:15.37,Default,,0000,0000,0000,,Because it allows you as a listener to\Ntrack where the speaker is
Dialogue: 0,0:02:15.37,0:02:18.18,Default,,0000,0000,0000,,clear, where they're unclear, where the\Nargument
Dialogue: 0,0:02:18.18,0:02:20.91,Default,,0000,0000,0000,,is strong, where the argument is weak.
Dialogue: 0,0:02:20.91,0:02:26.24,Default,,0000,0000,0000,,So we outline our speeches and we're\Ngoing to flow the speeches of others.
Dialogue: 0,0:02:26.24,0:02:28.09,Default,,0000,0000,0000,,And I think both of these work together to\Nsort
Dialogue: 0,0:02:28.09,0:02:32.69,Default,,0000,0000,0000,,of, help you prepare speeches better and\Nanalyze speeches more critically.
Dialogue: 0,0:02:32.69,0:02:36.20,Default,,0000,0000,0000,,And being aware of the various moving\Nparts in each speech.
Dialogue: 0,0:02:36.20,0:02:37.69,Default,,0000,0000,0000,,So what we’re going to do now is we’re\Ngoing to watch a
Dialogue: 0,0:02:37.69,0:02:41.97,Default,,0000,0000,0000,,sample speaker, and you’ll see the, you\Nknow, split screen here.
Dialogue: 0,0:02:41.97,0:02:44.52,Default,,0000,0000,0000,,And on one side is going to be the speaker\Ndoing
Dialogue: 0,0:02:44.52,0:02:48.01,Default,,0000,0000,0000,,a sample impromptu, a student that I had\Nwho volunteered to
Dialogue: 0,0:02:48.01,0:02:51.37,Default,,0000,0000,0000,,help me out, doing a sample impromptu\Nspeech; and then the
Dialogue: 0,0:02:51.37,0:02:54.13,Default,,0000,0000,0000,,other hand, the other side will be, you’ll\Nsee my flow.
Dialogue: 0,0:02:54.13,0:02:57.10,Default,,0000,0000,0000,,That’s my ugly hand and my terrible\Nhandwriting.
Dialogue: 0,0:02:57.10,0:02:59.10,Default,,0000,0000,0000,,So you’ll see kind of how I’m listening.
Dialogue: 0,0:02:59.10,0:03:02.45,Default,,0000,0000,0000,,I hadn’t heard the speech before so I’m\Njust sort of on the fly.
Dialogue: 0,0:03:02.45,0:03:06.26,Default,,0000,0000,0000,,Taking notes in an outline format, I do\Napologize for the handwriting,
Dialogue: 0,0:03:06.26,0:03:10.95,Default,,0000,0000,0000,,by the way, that's good for me so I've\Nmade huge advancing, advancements.
Dialogue: 0,0:03:10.95,0:03:13.10,Default,,0000,0000,0000,,But it's just, it's awful, it's just\Nterrible.
Dialogue: 0,0:03:13.10,0:03:15.59,Default,,0000,0000,0000,,But we're going to go ahead and take a\Nlook at that now and then I'll come back
Dialogue: 0,0:03:15.59,0:03:17.18,Default,,0000,0000,0000,,and sort of talk a little bit more about
Dialogue: 0,0:03:17.18,0:03:19.08,Default,,0000,0000,0000,,how outlining and flowing can really help\Nyou out.
Dialogue: 0,0:03:20.67,0:03:23.32,Default,,0000,0000,0000,,>> So, in these times of struggling\Neconomies, many
Dialogue: 0,0:03:23.32,0:03:27.37,Default,,0000,0000,0000,,universities are looking towards ways to\Nsave money and one
Dialogue: 0,0:03:27.37,0:03:29.70,Default,,0000,0000,0000,,of these ways that universities are\Nlooking to cut from
Dialogue: 0,0:03:29.70,0:03:33.78,Default,,0000,0000,0000,,the budget is cutting small departments\Nwith few student majors.
Dialogue: 0,0:03:33.78,0:03:36.61,Default,,0000,0000,0000,,And I believe that we should not enact\Nthis policy.
Dialogue: 0,0:03:36.61,0:03:37.92,Default,,0000,0000,0000,,For two main reasons.
Dialogue: 0,0:03:37.92,0:03:40.44,Default,,0000,0000,0000,,Firstly because it is harmful for students
Dialogue: 0,0:03:40.44,0:03:44.21,Default,,0000,0000,0000,,and secondly because it doesn't guarantee\Nsavings.
Dialogue: 0,0:03:44.21,0:03:47.80,Default,,0000,0000,0000,,But first let me go into the why this\N[UNKNOWN] will be harmful for students.
Dialogue: 0,0:03:47.80,0:03:50.75,Default,,0000,0000,0000,,Well, firstly it will hinder student\Ninterest.
Dialogue: 0,0:03:50.75,0:03:53.31,Default,,0000,0000,0000,,If a student passion and future career\Ngoal
Dialogue: 0,0:03:53.31,0:03:56.84,Default,,0000,0000,0000,,is dance, and the, and the department is\Ncut.
Dialogue: 0,0:03:56.84,0:04:00.50,Default,,0000,0000,0000,,Well, that student can no longer pursue\Ntheir career option.
Dialogue: 0,0:04:00.50,0:04:01.97,Default,,0000,0000,0000,,And so it is harmful for students who
Dialogue: 0,0:04:01.97,0:04:05.34,Default,,0000,0000,0000,,already know what they may want to be\Npursuing.
Dialogue: 0,0:04:05.34,0:04:08.76,Default,,0000,0000,0000,,Which may be more unique fields of\Nopportunity.
Dialogue: 0,0:04:08.76,0:04:10.77,Default,,0000,0000,0000,,The second reason why this policy'd be\Nharmful for
Dialogue: 0,0:04:10.77,0:04:14.96,Default,,0000,0000,0000,,students is because it does not cater to\Npost-university goals.
Dialogue: 0,0:04:14.96,0:04:17.58,Default,,0000,0000,0000,,And what I mean by this is that\Ncompetitive markets,
Dialogue: 0,0:04:17.58,0:04:21.31,Default,,0000,0000,0000,,such as graduate schools and jobs, are\Nlooking for students.
Dialogue: 0,0:04:21.31,0:04:24.71,Default,,0000,0000,0000,,Who bring in unique backgrounds and one\Ngreat way of
Dialogue: 0,0:04:24.71,0:04:29.31,Default,,0000,0000,0000,,doing so is having an out of the ordinary\Neducational upbringing.
Dialogue: 0,0:04:29.31,0:04:31.20,Default,,0000,0000,0000,,Now if we eliminate these small\Ndepartments,
Dialogue: 0,0:04:31.20,0:04:33.68,Default,,0000,0000,0000,,students are funneled into these larger,\Nmore
Dialogue: 0,0:04:33.68,0:04:36.65,Default,,0000,0000,0000,,popular educational backgrounds and\Ntherefore do not
Dialogue: 0,0:04:36.65,0:04:40.39,Default,,0000,0000,0000,,look as appealing to schools and jobs.
Dialogue: 0,0:04:40.39,0:04:45.30,Default,,0000,0000,0000,,And so because this policy would not cater\Nto student interests.
Dialogue: 0,0:04:45.30,0:04:48.21,Default,,0000,0000,0000,,Nor to future student opportunities, we\Ncan see
Dialogue: 0,0:04:48.21,0:04:52.07,Default,,0000,0000,0000,,that this policy simply wouldn't be\Nbeneficial to enact.
Dialogue: 0,0:04:52.07,0:04:56.44,Default,,0000,0000,0000,,But moving on to why this policy would not\Nguarantee monitoring savings.
Dialogue: 0,0:04:58.08,0:05:02.45,Default,,0000,0000,0000,,I believe this firstly because we would\Nsee a decrease intuition revenue.
Dialogue: 0,0:05:02.45,0:05:05.97,Default,,0000,0000,0000,,Students will be looking towards the small\Ndepartments and excited about these small
Dialogue: 0,0:05:05.97,0:05:08.45,Default,,0000,0000,0000,,majors would now be looking toward
Dialogue: 0,0:05:08.45,0:05:11.38,Default,,0000,0000,0000,,other schools to fulfill their educational\Nneeds.
Dialogue: 0,0:05:11.38,0:05:14.31,Default,,0000,0000,0000,,And therefore, we may see decrease\Nenrollment
Dialogue: 0,0:05:14.31,0:05:17.15,Default,,0000,0000,0000,,rates, and since student tuition is such a
Dialogue: 0,0:05:17.15,0:05:19.87,Default,,0000,0000,0000,,huge part of university budgets today, we
Dialogue: 0,0:05:19.87,0:05:24.22,Default,,0000,0000,0000,,would see an incredible decrease in\Nuniversity revenue.
Dialogue: 0,0:05:25.96,0:05:31.29,Default,,0000,0000,0000,,So, secondly, universities would also have\Nto accommodate for larger departments.
Dialogue: 0,0:05:31.29,0:05:32.97,Default,,0000,0000,0000,,These students that were originally in
Dialogue: 0,0:05:32.97,0:05:35.37,Default,,0000,0000,0000,,small departments and small majors would\Nbe
Dialogue: 0,0:05:35.37,0:05:38.26,Default,,0000,0000,0000,,funneled into these existing departments\Nand
Dialogue: 0,0:05:38.26,0:05:42.44,Default,,0000,0000,0000,,therefore increase class sizes and majors\Nsizes.
Dialogue: 0,0:05:42.44,0:05:45.40,Default,,0000,0000,0000,,And so as a result, universities would\Nhave to hire more
Dialogue: 0,0:05:45.40,0:05:48.28,Default,,0000,0000,0000,,professors, more teaching assistants and\Nmore
Dialogue: 0,0:05:48.28,0:05:52.04,Default,,0000,0000,0000,,faculty to accommodate these larger\Ndepartments.
Dialogue: 0,0:05:52.04,0:05:55.96,Default,,0000,0000,0000,,And so, because of this, in this\Nincreasing need in
Dialogue: 0,0:05:55.96,0:06:01.22,Default,,0000,0000,0000,,the university budget, we wouldn't nece,\Nnecessarily see monetary savings.
Dialogue: 0,0:06:01.22,0:06:08.10,Default,,0000,0000,0000,,And so, because, we would see a decrease\Nin tuition revenues and, an increased need
Dialogue: 0,0:06:08.10,0:06:11.74,Default,,0000,0000,0000,,for accommodating larger departments, we\Ncan see that
Dialogue: 0,0:06:11.74,0:06:15.61,Default,,0000,0000,0000,,enacting this policy would not necessarily\Nsave money.
Dialogue: 0,0:06:15.61,0:06:21.43,Default,,0000,0000,0000,,And so in conclusion, universities need to\Nfind a better way to save money.
Dialogue: 0,0:06:21.43,0:06:23.56,Default,,0000,0000,0000,,Cutting these small departments and small\Nmajors
Dialogue: 0,0:06:23.56,0:06:27.80,Default,,0000,0000,0000,,simply isn't a beneficial option for\Nanyone.
Dialogue: 0,0:06:27.80,0:06:30.16,Default,,0000,0000,0000,,Firstly because it is harmful for\Nstudents,
Dialogue: 0,0:06:30.16,0:06:33.10,Default,,0000,0000,0000,,and secondly because it does not guarantee\Nsavings.
Dialogue: 0,0:06:33.10,0:06:36.39,Default,,0000,0000,0000,,[INAUDIBLE]\N>> So, that was my flow of the speech.
Dialogue: 0,0:06:36.39,0:06:40.04,Default,,0000,0000,0000,,Again, apologies for the handwriting, but,\NI would imagine your
Dialogue: 0,0:06:40.04,0:06:43.50,Default,,0000,0000,0000,,flow of that speech looks more or less the\Nsame.
Dialogue: 0,0:06:43.50,0:06:46.63,Default,,0000,0000,0000,,So I would recommend that you start\Nflowing speeches in general.
Dialogue: 0,0:06:46.63,0:06:49.20,Default,,0000,0000,0000,,Because I really do believe it changes how
Dialogue: 0,0:06:49.20,0:06:52.52,Default,,0000,0000,0000,,you listen to, and interact with, a\Nspeech.
Dialogue: 0,0:06:53.92,0:06:57.06,Default,,0000,0000,0000,,And it, it, the reason this is, I think is\Nbecause there's
Dialogue: 0,0:06:57.06,0:07:01.27,Default,,0000,0000,0000,,so many things going on in a speech,\Noutlining and flowing allow
Dialogue: 0,0:07:01.27,0:07:06.01,Default,,0000,0000,0000,,you to see these various components and\Nanalyze those various components in
Dialogue: 0,0:07:06.01,0:07:10.82,Default,,0000,0000,0000,,isolation as well as how those various\Ncomponents interact with one another.
Dialogue: 0,0:07:10.82,0:07:13.34,Default,,0000,0000,0000,,So in the next lecture, we're going to\Ntake up the key
Dialogue: 0,0:07:13.34,0:07:16.74,Default,,0000,0000,0000,,elements of argument that you're going to\Nbe using in the impromptu speech.
Dialogue: 0,0:07:16.74,0:07:18.92,Default,,0000,0000,0000,,But I did think it was important to sort\Nof talk
Dialogue: 0,0:07:18.92,0:07:22.06,Default,,0000,0000,0000,,to both outlining and flowing at this\Nstage in the class.