1. Putting the presentation together

2.  Main points  No more than five  Narrow your topic  Select, don’t condense  Make sure main points are adequately separated  Don’t deal with two or more main points at one time  When listing main point use parallelism

3.  Can have supporting points, and sub- supporting points  Use an outline to organize  Each main point should support the thesis, each supporting point should support one or more of the main points  Can be linear or abstract (abstract more difficult to do well  Be sure to balance the use of supporting points  Don’t spend way more time on one than another

4.  Transitions tie presentation ideas together  Enable the speaker to smoothly move from one point to the next  Guide the audience from one point to the next  Use an outline to organize  Can be full sentences, phrases, or single words

5.  Full sentence  “… let’s look at the dangers of smoking”  “… now that we’ve looked at the dangers of smoking, let’s explore methods to help us quit.”  Posing – restate, forecast, rhetorical  Restate previous point, forecast next point  Use rhetorical to introduce new point

6.  Preview  Preview statements indicated what will be covered  Can be a list of forthcoming points  Summary  An internal summary recaps points already made  Use of repetition for retention

7.  Chronologically- in natural sequence  Categorically- split into clear points  Spatially- describe physical setting  Cause-effect-  Problem-solution  Narrative- storytelling, use of anecdote  Circular- one point leads to the next to the next and so on. Must bring all together at end

8.  Working outline  As you are preparing  While doing research  Will change update often  Allows you to find holes  Speaking outline  For use in practice or as notes  Main points in condensed form

9.  Separate intro, body, conclusion  List main points, supporting points and sub- supporting points  Determine where transitions needed  Determine if holes in research  List your sources with each point to ensure you have sources for each point

10.  Develop transitions  Write your transitions on the outline  Develop cues  Pauses, breaths, movement, use of visuals  Use for practice or for notes  Some people prefer an outline over note cards  Do what words for you