7.4 Outlining Your Presentation

Linda Macdonald

For your presentation to be as effective as possible, it needs to be organized into logical patterns. Information will need to be presented in a way your audience can understand. This is especially true if you already know a great deal about your topic. You will need to take careful steps to include pertinent information your audience might not know and to explain relationships that might not be evident to them. Using a standard outline format, you can make decisions about your main points, the specific information you will use to support those points, and the language you will use. Without an outline, your message is liable to lose logical integrity. It might even deteriorate into a list of bullet points with no apparent connection to each other except the topic, leaving your audience relieved when your presentation is finally over.

A full-sentence outline lays a strong foundation for your message. It will call on you to have one clear and specific purpose for your message. Writing your specific purpose in clear language serves you well. It helps you frame a clear, concrete thesis statement. It helps you exclude irrelevant information. It helps you focus only on information that directly bears on your thesis. It reduces the amount of research you must do. It suggests what kind of supporting evidence is needed, so less effort is expended in trying to figure out what to do next. It helps both you and your audience remember the central message of your presentation.

Finally, a solid full-sentence outline helps your audience understand your message because they will be able to follow your reasoning. Remember that live audiences for oral communications lack the ability to “rewind” your message to figure out what you said, so it is critically important to help the audience follow your reasoning as it reaches their ears.

Speakers who carefully write a full-sentence outline show a stronger tendency to give powerful presentations of excellent messages.

Tests Scope of Content

When you begin with a clear, concrete thesis statement, it acts as kind of a compass for your outline. Each of the main points should directly explicate. The test of the scope will be a comparison of each main point to the thesis statement. If you find a poor match, you will know you have wandered outside the scope of the thesis.

Let us say that you have been asked to speak at the Hays chapter of Rotary International about the FHSU Wind Energy Project. The general purpose of your presentation is to inform, and your broad topic area is wind-generated energy for FHSU. Now you must narrow this to a specific purpose. You have many choices, but let us say your specific purpose is to inform a group of Rotarians about the economic reasons why FHSU utilizes two wind turbine generators.

Your first main point could be that modern windmills require a very small land base, making the cost of real estate low. This is directly related to economics. All you need is information to support your claim that only a small land base is needed.

In your second main point, you might be tempted to claim that windmills do not pollute in the ways other sources do. However, you will quickly note that this claim is unrelated to the thesis. You must resist the temptation to add it. Perhaps in another presentation, your thesis will address environmental impact, but in this presentation, you must stay within the economic scope. Perhaps you will say that once windmills are in place, they require virtually no maintenance. This claim is related to the thesis. Now all you need is supporting information to support this second claim.

Your third point, the point some audience members will want to hear, is the cost of generating electrical energy with windmills compared to other sources. This is clearly within the scope of energy economics. You should have no difficulty finding authoritative sources of information to support that claim.

When you write in outline form, it is much easier to test the scope of your content because you can visually locate specific information very easily and then check it against your thesis statement.

Tests Logical Relation of Parts

You have many choices for your topic, and therefore, there are many ways your content can be logically organized. In the example above, we simply listed three main points that were important economic considerations about wind farms. Often the main points of a presentation can be arranged into a logical pattern; let us take a look at some such patterns.

A chronological pattern arranges main ideas in the order events occur. In some instances, reverse order might make sense. For instance, for the FHSU Wind Energy Project, you might discuss when the idea was first proposed and the process of it being approved.

A cause-and-effect pattern calls on you to describe a specific situation and explain what the effect is. However, most effects have more than one cause. Even dental cavities have multiple causes: genetics, poor nutrition, teeth too tightly spaced, sugar, ineffective brushing, and so on. If you choose a cause-and-effect pattern, make sure you have enough reliable support to do the topic justice.

A biographical pattern is usually chronological. In describing the events of a business, you will want to choose the three most significant events. Otherwise, the presentation will end up as a very lengthy and often pointless timeline or bullet point list. For example, one could easily pick four major developments for Apple Computers that help explain its success. They include the releases of the Apple II, iTunes, iPod, and iPhone. A simple timeline would present great difficulty in highlighting the relationships between important events. An outline, however, would help you emphasize the key events that contributed to Apple’s success.

Although a comparison-contrast pattern appears to dictate just two main points, McCroskey, Wrench, and Richmond (2003) explain how a comparison-and-contrast can be structured as a presentation with three main points. They say that “you can easily create a third point by giving basic information about what is being compared and what is being contrasted. For example, if you are giving a presentation about two different medications, you could start by discussing what the medications’ basic purposes are. Then you could talk about the similarities, and then the differences, between the two medications.”

Whatever logical pattern you use, if you examine your thesis statement and then look at the three main points in your outline, you should easily be able to see the logical way in which they relate.

Tests Relevance of Supporting Ideas

When you create an outline, you can clearly see that you need supporting evidence for each of your main points. For instance, using the FHSU Wind Energy Project example above, your first main point claims that less land was needed for windmills than for other utilities. Your supporting evidence should be about the amount of acreage required for a windmill and the amount of acreage required for other energy generation sites, such as nuclear power plants or hydroelectric generators. Your sources should come from experts in economics, economic development, or engineering. The evidence might even be expert opinion but not the opinions of ordinary people. The expert opinion will provide stronger support for your point.

Similarly, your second point claims that once a wind turbine is in place, there is virtually no maintenance cost. Your supporting evidence should show how much annual maintenance for a windmill costs and what the costs are for other energy plants. If you used a comparison with nuclear plants to support your first main point, you should do so again for the sake of consistency. It becomes very clear, then, that the third main point about the amount of electricity and its profitability needs authoritative references to compare it to the profit from energy generated at a nuclear power plant. In this third main point, you should make use of just a few well-selected statistics from authoritative sources to show the effectiveness of wind farms compared to the other energy sources you have cited.

Where do you find the kind of information you would need to support these main points? A reference librarian can quickly guide you to authoritative statistics manuals and help you make use of them.

An important step you will notice is that the full-sentence outline includes its authoritative sources within the text. This is a major departure from the way you have learned to write a research paper. In the research paper, you can add that information to the end of a sentence, leaving the reader to turn to the last page for a fuller citation. In a presentation, however, your listeners can not do that. From the beginning of the supporting point, you need to fully cite your source so your audience can assess its importance.

Because this is such a profound change from the academic habits that you are probably used to, you will have to make a concerted effort to overcome the habits of the past and provide the information your listeners need when they need it.

Test the Balance and Proportion of the Presentation

Part of the value of writing a full-sentence outline is the visual space you use for each of your main points. Is each main point of approximately the same importance? Does each main point have the same number of supporting points? If you find that one of your main points has eight supporting points while the others only have three each, you have two choices: either choose the best three from the eight supporting points or strengthen the authoritative support for your other two main points.

Remember that you should use the best supporting evidence you can find even if it means investing more time in your search for knowledge.

Serves as Notes during the Presentation

Although we recommend writing a full-sentence outline during the presentation preparation phase, you should also create a shortened outline that you can use as notes allowing for a strong delivery. If you were to use the full-sentence outline when delivering your presentation, you would do a great deal of reading, which would limit your ability to give eye contact and use gestures, hurting your connection with your audience. For this reason, we recommend writing a short-phrase outline on 4 × 6 notecards to use when you deliver your presentation. The good news is that your three main points suggest how you should prepare your notecards.

Your first 4 × 6 notecard can contain your thesis statement and other keywords and phrases that will help you present your introduction. Your second card can contain your first main point, together with keywords and phrases to act as a map to follow as you present. If your first main point has an exact quotation you plan to present, you can include that on your card. Your third notecard should be related to your second main point, your fourth card should be about your third main point, and your fifth card should be related to your conclusion. In this way, your five notecards follow the very same organizational pattern as your full outline. In the next section, we will explore more fully how to create a speaking outline.

When we discuss outlining, we are actually focusing on a series of outlines instead of a single one. Outlines are designed to evolve throughout your presentation preparation process, so this section will discuss how you progress from a working outline to a full-sentence outline and, finally, a speaking outline. We will also discuss how using notecards for your speaking outline can be helpful to you as a speaker.

Working Outline

A working outline is an outline you use for developing your presentation. It undergoes many changes on its way to completion. This is the outline where you lay out the basic structure of your presentation. You must have a general and specific purpose; an introduction, including a grabber; and a concrete, specific thesis statement and preview. You also need three main points, a conclusion, and a list of references.

One strategy for beginning your working outline is to begin by typing in your labels for each of the elements. Later you can fill in the content.

When you look ahead to the full-sentence outline, you will notice that each of the three main points moves from the general to the particular. Specifically, each main point is a claim, followed by particular information that supports that claim so that the audience will perceive its validity. For example, for a presentation about coal mining safety, your first main point might focus on the idea that coal mining is a hazardous occupation. You might begin by making a very general claim, such as “Coal mining is one of the most hazardous occupations in the United States,” and then become more specific by providing statistics, authoritative quotations, or examples to support your primary claim.

A working outline allows you to work out the kinks in your message. For instance, let us say you have made the claim that coal mining is a hazardous occupation but you cannot find authoritative evidence as support. Now you must reexamine that main point to assess its validity. You might have to change that main point to be able to support it. If you do so, however, you must make sure the new main point is a logical part of the thesis statement–three main points–conclusion sequence.

The working outline should not be thought of a “rough copy,” but as a careful step in the development of your message. It will take time to develop. Here is an example of a working outline:

Name: Anomaly May McGillicuddy

Topic: Smart dust

General Purpose: To inform

Specific Purpose: To inform a group of science students about the potential of smart dust

Main Ideas:

  1. Smart dust is an assembly of microcomputers.
  2. Smart dust can be used by the military—no, no—smart dust could be an enormous asset in covert military operations. (That is better because it is more clear and precise.)
  3. Smart dust could also have applications in daily life.

Introduction: (Grabber) (fill in later)

(Thesis Statement) Thus far, researchers hypothesize that smart dust could be used for everything from tracking patients in hospitals to early warnings of natural disasters and defending against bioterrorism.

(Preview) Today, I am going to explain what smart dust is and the various applications smart dust has in the near future. To help us understand the small of it all, we will first examine what smart dust is and how it works. We will then examine some military applications of smart dust. And we will end by discussing some nonmilitary applications of smart dust.

(Transition) (fill in later)

Main Point I: Dr. Kris Pister, a professor in the robotics lab at the University of California at Berkeley, originally conceived the idea of smart dust in 1998 as part of a project funded by the Defense Advanced Research Projects Agency (DARPA).

  1. (supporting point)
  2. (supporting point)

(Transition) (fill in later)

Main Point II: Because smart dust was originally conceptualized under a grant from DARPA, military uses of smart dust have been widely theorized and examined.

  1. (supporting point)
  2. (supporting point)

(Transition) (fill in later)

Main Point III: According to the smart dust project website, smart dust could quickly become a common part of our daily lives.

  1. (supporting point)
  2. (supporting point)

(Transition) (fill in later)

Conclusion: (Bring your message “full circle” and create a psychologically satisfying closure.)

This stage of preparation turns out to be a good place to go back and examine whether all the main points are directly related to the thesis statement and to each other. If so, your message has a strong potential for unity of focus. But if the relationship of one of the main points is weak, this is the time to strengthen it. It will be more difficult later for two reasons: first, the sheer amount of text on your pages will make the visual task more difficult, and second, it becomes increasingly difficult to change things in which you have a large investment in time and thought.

You can see that this working outline can lay a strong foundation for the rest of your message. Its organization is visually apparent. Once you are confident in the internal unity of your basic message, you can begin filling in the supporting points in descending detail—that is, from the general (main points) to the particular (supporting points) and then to greater detail. The outline makes it visually apparent where information fits. You only need to assess your supporting points to be sure they are authoritative and directly relevant to the main points they should support.

Sometimes transitions seem troublesome, and that is not surprising. We often omit them when we have informal conversations. Our conversation partners understand what we mean because of our gestures and vocal strategies. However, others might not understand what we mean but think they do, and so we might never know whether they understood us. Even when we include transitions, we do not generally identify them as transitions. In a presentation, however, we need to use effective transitions as a gateway from one main point to the next. The listener needs to know when a speaker is moving from one main point to the next.

In the next type of outline, the full-sentence outline, take a look at the transitions and see how they make the listener aware of the shifting focus to the next main point.

Full-Sentence Outline

Your full-sentence outline should contain full sentences only. There are several reasons why this kind of outline is important. First, you have a full plan of everything you intend to say to your audience so that you will not have to struggle with wording or examples. Second, you have a clear idea of how much time it will take to present your presentation. Third, it contributes a fundamental ingredient of good preparation, part of your ethical responsibility to your audience. This is how a full-sentence outline looks:

Name: Anomaly May McGillicuddy

Topic: Smart dust

General Purpose: To inform

Specific Purpose: To inform a group of science students about the potential of smart dust.

Main Ideas:

  1. Smart dust is an assembly of microcomputers.
  2. Smart dust could be an enormous asset in covert military operations.
  3. Smart dust could also have applications in daily life.

Introduction: (Grabber) In 2002, famed science fiction writer, Michael Crichton, released his book Prey, which was about a swarm of nanomachines that were feeding off living tissue. The nanomachines were solar-powered, self-sufficient, and intelligent. Most disturbingly, the nanomachines could work together as a swarm as it took over and killed its prey in its need for new resources. The technology for this level of sophistication in nanotechnology is surprisingly more science fact than science fiction. In 2000, three professors of electrical engineering and computer Science at the University of California at Berkeley, Kahn, Katz, and Pister, hypothesized in the Journal of Communications and Networks that wireless networks of tiny microelectromechanical sensors, or MEMS; robots; or devices could detect phenomena including light, temperature, or vibration. By 2004, Fortune Magazine listed “smart dust” as the first in their “Top 10 Tech Trends to Bet On.”

(Thesis Statement) Thus far researchers hypothesized that smart dust could be used for everything from tracking patients in hospitals to early warnings of natural disasters and as a defense against bioterrorism.

(Preview) Today, I’m going to explain what smart dust is and the various applications smart dust has in the near future. To help us understand the small of it all, we will first examine what smart dust is and how it works. We will then examine some military applications of smart dust. And we will end by discussing some nonmilitary applications of smart dust.

(Transition) To help us understand smart dust, we will begin by first examining what smart dust is.

Main Point I: Dr. Kris Pister, a professor in the robotics lab at the University of California at Berkeley, originally conceived the idea of smart dust in 1998 as part of a project funded by the Defense Advanced Research Projects Agency (DARPA).

  1. According to a 2001 article written by Bret Warneke, Matt Last, Brian Liebowitz, and Kris Pister titled “Smart Dust: Communicating with a Cubic-Millimeter Computer” published in Computer, Pister’s goal was to build a device that contained a built-in sensor, communication device, and a small computer that could be integrated into a cubic millimeter package.

  2. For comparison purposes, Doug Steel, in a 2005 white paper titled “Smart Dust” written for C. T. Bauer College of Business at the University of Houston, noted that a single grain of rice has a volume of five cubic millimeters.

    1. Each individual piece of dust, called a mote, would then have the ability to interact with other motes and supercomputers.
    2. As Steve Lohr wrote in the January 30, 2010, edition of the New York Times in an article titled “Smart Dust? Not Quite, But We’re Getting There,” smart dust could eventually consist of “Tiny digital sensors, strewn around the glove, gathering all sorts of information and communicating with powerful computer networks to monitor, measure, and understand the physical world in new ways.”

(Transition) Now that we’ve examined what smart dust is, let’s switch gears and talk about some of the military applications for smart dust.

Main Point II: Because smart dust was originally conceptualized under a grant from DARPA, military uses of smart dust have been widely theorized and examined.

  1. According to the smart dust website, smart dust could eventually be used for “battlefield surveillance, treaty monitoring, transportation monitoring, scud hunting” and other clear military applications.
    1. Probably the number one benefit of smart dust in the military environment is its surveillance abilities.
      1. Major Scott Dickson, in a Blue Horizons paper written for the US Air Force Center for Strategy and Technology’s Air War College, sees smart dust as helping the military in battlespace awareness, homeland security, and weapons of mass destruction (WMD) identification.
      2. Furthermore, Major Dickson also believes it may be possible to create smart dust that has the ability to defeat communications jamming equipment created by foreign governments, which could help the US military not only communicate among itself, but could also increase communications with civilians in military combat zones.
  2. According to a 2010 article written by Jessica Griggs in new Scientist, one of the first benefits of smart dust could be an early defense warning for space storms and other debris that could be catastrophic.

(Transition) Now that we’ve explored some of the military benefits of smart dust, let’s switch gears and see how smart dust may be able to have an impact on our daily lives.

Main Point III: According to the smart dust project website, smart dust could quickly become a common part of our daily lives.

  1. Everything from pasting smart dust particles to our fingertips to creating a virtual computer keyboard to inventory control to product quality control has been discussed as possible applications for smart dust.
    1. Steve Lohr, in his 2010 New York Times article, wrote, “The applications for sensor-based computing, experts say, include buildings that manage their own energy use, bridges that sense motion and metal fatigue to tell engineers they need repairs, cars that track traffic patterns and report potholes, and fruit and vegetable shipments that tell grocers when they ripen and begin to spoil.”
  2. Medically, according to the smart dust website, smart dust could help disabled individuals interface with computers.
    1. Theoretically, we could all be injected with smart dust, which relays information to our physicians and detects adverse changes to our body instantly.
    2. Smart dust could detect the microscopic formations of center cells or alert us when we’ve been infected by a bacterium or virus, which could speed up treatment and prolong all of our lives.

(Transition) Today, we’ve explored what smart dust is, how smart dust could be utilized by the US military, and how smart dust could impact all of our lives in the near future.

Conclusion: While smart dust is quickly transferring from science fiction to science fact, experts agree that the full potential of smart dust will probably not occur until 2025. Smart dust is definitely in our near future, but swarms of smart dust eating people as was depicted in Michael Crichton’s 2002 novel, Prey, isn’t reality. However, as with any technological advance, there are definite ethical considerations and worries related to smart dust. Even Dr. Kris Pister’s smart dust project website admits that as smart dust becomes more readily available, one of the trade-offs will be privacy. Pister responds to these critiques by saying, “As an engineer, or a scientist, or a hair stylist, everyone needs to evaluate what they do in terms of its positive and negative effect. If I thought that the negatives of working on this project were greater than or even comparable to the positives, I wouldn’t be working on it. As it turns out, I think that the potential benefits of this technology far outweigh the risks to personal privacy.”

References

Crichton, M. (2002). Prey. New York, NY: Harper Collins.

Dickson, S. (2007, April). Enabling battlespace persistent surveillance: the firm, function, and future of smart dust (Blue Horizons Paper, Center for Strategy and Technology, USAF Air War College). Retrieved from USAF Air War College website: http://www.au.af.mil/au/awc/awcgate/cst/bh_dickson.pdf

Griggs, J. (2010, February 6). Smart dust to provide solar early warning defense. New Scientist, 205(2746), 22.

Kahn, J. M., Katz, R. H., & Pister, K. S. J. (2000). Emerging challenges: Mobile networking for “smart dust.” Journal of Communications and Networks, 2, 188–196.

Lohr, S. (2010, January 30). Smart dust? Not quite, but we’re getting there. New York Times. Retrieved from http://www.nytimes.com

Pister, K., Kahn, J., & Boser, B. (n.d.). Smart dust: Autonomous sensing and communication at the cubic millimeter. Retrieved from http://robotics.eecs.berkeley.edu/~pister/SmartDust

Steel, D. (2005, March). Smart dust: UH ISRC technology briefing. Retrieved from http://www.uhisrc.com

Vogelstein, F., Boyle, M., Lewis, P., Kirkpatrick, D., Lashinsky, A.,…Chen, C. (2004, February 23). 10 tech trends to bet on. Fortune, 149(4), 74–88.

Warneke, B., Last, M., Liebowitz, B., & Pister, K. S. J. (2001). Smart dust: Communicating with a cubic millimeter computer. Computer, 31, 44–51.

When you prepare your full-sentence outline carefully, it may take as much as 1 ½ hours to complete the first part of the outline from your name at the top through the introduction. When you have completed that part, take a break and do something else. When you return to the outline, you should be able to complete your draft in another 1 ½ hours. After that, you only need to do a detailed check for completeness, accuracy, relevance, balance, omitted words, and consistency. If you find errors, instead of being frustrated, be glad you can catch these errors before you are standing up in front of your audience.

You will notice that the various parts of your presentation, for instance, the transition and main points, are labeled. There are compelling reasons for these labels. First, as you develop your message, you will sometimes find it necessary to go back and look at your wording in another part of the outline. Your labels help you find particular passages easily. Second, the labels work as a checklist so that you can make sure you have included everything you intended to. Third, it helps you prepare your speaking outline.

You will also notice the full references at the end of the outline. They match the citations within the outline. Sometimes while preparing a presentation, a speaker finds it important to go back to an original source to be sure the message will be accurate. If you type in your references as you develop your presentation rather than afterward, they will be a convenience to you if they are complete and accurate.

Do not think of the references as busywork or drudgery. Although they are more time-consuming than text, they are good practice for the more advanced academic work you will do in the immediate future.

Speaking Outline

Your full-sentence outline prepares you to present a clear and well-organized message, but your speaking outline will include far less detail. Whenever possible, you will use keywords and phrases, but in some instances, an extended quotation will need to be fully written on your speaking outline.

Resist the temptation to use your full-sentence outline as your speaking outline. The temptation is real for at least two reasons. First, once you feel that you have carefully crafted every sequence of words in your presentation, you might not want to sacrifice quality when you shift to vocal presentation. Second, if you feel anxious about how well you will do in front of an audience, you may want to use your full-sentence outline as a “safety net.” In our experience, however, if you have your full-sentence outline with you, you will end up reading, rather than speaking, to your audience.

Your presentation has five main components: introduction, main point one, main point two, main point three, and the conclusion. Therefore we strongly recommend the use of five notecards: one for each of those five components. There are extenuating circumstances that might call for additional cards, but begin with five cards only.

How will five notecards suffice in helping you produce a complete, rich delivery? Why can not you use the full-sentence outline you labored so hard to write? First, the presence of your full-sentence outline will make it appear that you do not know the content of your presentation. Second, the temptation to read the presentation directly from the full-sentence outline is nearly overwhelming; even if you resist this temptation, you will find yourself struggling to remember the words on the page rather than speaking extemporaneously. Third, sheets of paper are noisier and more awkward than cards. Fourth, it is easier to lose your place using the full outline. Finally, cards just look better. Carefully prepared cards, together with practice, will help you more than you might think.

Plan to use five cards. Use 4 × 6 cards. The smaller 3 × 5 cards are too small to provide space for a visually organized set of notes. With five cards, you will have one card for the introduction, one card for each of the three main points, and one card for the conclusion. You should number your cards and write on one side only. Numbering is helpful if you happen to drop your cards, and writing on only one side means that the audience is not distracted by your handwritten notes and reminders to yourself while you are speaking. Each card should contain keywords and key phrases but not full sentences.

Some presentations will include direct or extended quotations from expert sources. Some of these quotations might be highly technical or difficult to memorize for other reasons, but they must be presented correctly. This is a circumstance in which you could include an extra card in the sequence of notecards. This is the one time you may read fully from a card. If your quotation is important and the exact wording is crucial, your audience will understand that.

How will notecards be sufficient? When they are carefully written, your practice will reveal that they will work. If, during practice, you find that one of your cards does not work well enough, you can rewrite that card.

Using a set of carefully prepared, sparingly worded cards will help you resist the temptation to rely on overhead transparencies or PowerPoint slides to get you through the presentation. Although they will never provide the exact word sequence of your full-sentence outline, they should keep you organized during the presentation.

The “trick” to selecting the phrases and quotations for your cards is to identify the labels that will trigger a recall sequence. For instance, if the phrase “more science fact” brings to mind the connection to science fiction and the differences between the real developments and the fictive events of Crichton’s novel Prey, that phrase on your card will support you through a fairly extended part of your introduction.

You must discover what works for you and then select those words that tend to jog your recall. Having identified what works, make a preliminary set of no more than five cards written on one side only, and practice with them. Revise and refine them as you would an outline.

The following is a hypothetical set of cards for the smart dust presentation:

Card 1.

Introduction: 2002, Prey, swarm nanomachines feed on living tissue.

Kahn, Katz, and Pister, U C Berkeley engineering and computer sci. profs. hyp.

Microelectromechanical (MEMS) devices could detect light, temp, or vib.

Thesis Statement: Researchers hyp that s.d. could track patients, warn of natural disaster, act as defense against bioterrorism.

Prev.: What smart dust is and how it works, military aps, nonmilitary aps.

Transition: To help understand, first, what smart dust is.

Card 2.

I. Dr. Kris Pister, prof robotics lab UC Berkeley conceived the idea in 1998 in a proj. Defense Advanced Research Projects Agency (DARPA).

  1. 2001 article by Bret Warneke et al titled “Smart Dust: Communicating with a Cubic-Millimeter Computer” publ. in Computer, Pister wanted sensors, comm. devices, and computer in a cubic millimeter package.

  2. Doug Steel of CT Bauer College of Bus at Houston noted grain of rice = 5 cm.

    1. Each mote could interact w/ others.
    2. (see extended quotation, next card)

Card 3.

Quotation: Steve Lohr, NYT Jan 30 2005, “Smart Dust? Not Quite, but We’re Getting There.” Smart dust could eventually consist of “Tiny digital sensors, strewn around the globe, gathering all sorts of information and communicating with powerful computer networks to monitor, measure, and understand the physical world in new ways.”

Card 4.

II. Orig conceptualized under DARPA, military uses theor. and examined.

  1. Smart Dust website, battlefield surveill., treaty monitor., transp. monitor., + scud hunting.

    1. benefit, surveill.

      1. Maj. Scott Dickson, Blue Horizons Paper for Ctr for Strat and Tech for USAF air war college, sees s.d. as help for battlespace awareness, homeland security, and WMD ID.
      2. could also defeat comm. jamming equipt by communicating among itself and w/ civilians in combat zones.
  2. 2010 article Jessica Griggs New Scientist, early defense, storms and debris.

Transition: Switch gears to daily lives.

Card 5.

III. s.d. project website: s.d. could become common in daily life.

  1. Pasting particles for virtual computer keyboard to inventory control poss.

    1. Steve Lohr, 2010, NYT, “The applications for sensor-based computing, experts say, include buildings that manage their own energy use, bridges that sense motion and metal fatigue to tell engineers they need repairs, cars that track traffic patterns and report potholes, and fruit and vegetable shipments that tell grocers when they ripen and begin to spoil.”

  2. Medically, accdng to SD project website, help disabled.

    1. interface w/ computers

    2. injected, cd. relay info to docs and detect body changes instantly

      1. cancer cells, bacteria or virus, speed up treatment, and so on.

Transition: We expl. What SD is, how SD cd be used military, and how SD cd impact our lives.

Card 6.

Conclusion: Transf fiction to fact, experts agree potential 2025. Michael Crichton’s Prey isn’t reality, but in developing SD as fact, there are ethical considerations. Pister: privacy.

Dr. Kris Pister: “As an engineer, or a scientist, or a hair stylist, everyone needs to evaluate what they do in terms of its positive and negative effect. If I thought that the negatives of working on this project were larger or even comparable to the positives, I wouldn’t be working on it. As it turns out, I think that the potential benefits of this technology far far outweigh the risks to personal privacy.”

Using a set of cards similar to this could help you get through an impressive set of specialized information. But what if you lose your place during a presentation? With a set of cards, it will take less time to find it than with a full-sentence outline. You will not be rustling sheets of paper, and because your cards are written on one side only, you can keep them in order without flipping them back and forth to check both sides.

What if you go blank? Take a few seconds to recall what you have said and how it leads to your next points. There may be several seconds of silence in the middle of your presentation, and it may seem like minutes to you, but you can regain your footing most easily with a small set of well-prepared cards.

Under no circumstances should you ever attempt to put your entire presentation on cards in little tiny writing. You will end up reading a sequence of words to your audience instead of telling them your message.

As with any part of the presentation process, there are some pretty commonly agreed upon principles for creating an outline. Now that we have examined the basics of outline creation, there are some important factors to consider when creating a logical and coherent outline: singularity, consistency, adequacy, uniformity, and parallelism.

Exercise

Test your knowledge of presentation outling in the following exercise:

 

Singularity

For the sake of clarity, make sure your thesis statement expresses one idea only. Only in this way will it be optimally useful to you as you build your outline. If you have narrowed your topic skillfully, you can readily focus the thesis statement as one central point. For instance, if you have a thesis statement that says US employment law protects certain classes of people against discrimination but most people are unaware of how to file an EEOC complaint, you have a thesis statement focusing on two different issues. Which focus will you follow? It is crucial to choose just one, saving the other perhaps for a different presentation.

The same holds true for your three main points: they should each express one clear idea. For the sake of your audience, maintain clarity. If many different ideas are required in order to build a complete message, you can handle them in separate sentences with the use of such transitions as “at the same time,” “alternately,” “in response to that event,” or some other transition that clarifies the relationship between two separate ideas.

Consistency

The entire point of framing a thesis with one clear focus is to help you maintain consistency throughout your presentation. Beyond the grammatical requirements of subject-verb agreement, you will want to maintain a consistent approach. For instance, unless your presentation has a chronological structure that begins in the past and ends in the future, you should choose a tense, past or present, to use throughout the presentation. Similarly, you should choose language and use it consistently. For instance, use humanity instead of mankind or humans, and use that term throughout.

Similarly, define your terms and use those terms only to designate the meanings in your definition. To do otherwise could result in equivocation and confusion. For instance, if you use the word “right” in two or three different senses, you should change your language. The word “right” can be applicable to your right to a good education; the ethical difference between right and wrong; and the status of a statement as right, or accurate and correct. By the same token, in a healthcare setting, saying that a medical test had a positive outcome can be confusing. Does the patient test positive for the presence of disease, or does the test reveal some good news? If you find yourself using the same word to mean different things, you will need to spend extra time in your presentation explaining these meanings very clearly—or avoid the problem by making other word choices.

Adequacy

To make sure your audience will understand your presentation, you must set aside the assumption that what is obvious to you is also obvious to your audience. Therefore, pay attention to adequacy in two ways: definitions of terms and support for your main points.

You should use concrete language as much as you can. For instance, if you use the word “community,” you are using an abstract term that can mean many things. You might be referring to a suburban neighborhood; to a cultural group, such as the Jewish community; to an institutional setting that includes an academic community; or to a general sense of overarching mainstream community standards for what materials should or should not be broadcast on television, for instance. You may not find any definition of “community” that conveys your meaning. Therefore, you will need to define for your audience what you mean by “community.”

Adequacy is also a concern when you use evidence to support your main points. Evidence of the right kind and the right weight are needed. For instance, if you make a substantial claim, such as a claim that all printed news sources will be obsolete within ten years, you need expert sources. This means you need at least two well-known experts from the institutions that provide news (newspapers, television news, or news radio). They should be credible sources, not sources with extreme views whose contact with reality is questioned. This will give you the right kind of evidence, and a large enough amount of evidence.

Uniformity

A full-sentence outline readily shows whether you are giving “equal time” to each of your three main points. For example, are you providing three pieces of evidence to support each main point? It should also show whether each main point is directly related to the thesis statement.

Parallelism

Parallelism refers to the idea that the three main points follow the same structure or make use of the same kind of language. For instance, in the sample outline we used previously, you see that each of the main points emphasizes the topic, smart dust.

Parallelism also allows you to check for inconsistencies and self-contradictory statements. For instance, does anything within main point two contradict anything in main point one? Examining your text for this purpose can strengthen the clarity of your message. For instance, if in main point one you claim that computer crime leaves an electronic trail, but in main point two you claim that hackers often get away with their crimes, you have some explaining to do. If an electronic trail can readily lead to the discovery of the electronic felon, how or why do they get away with it? The answer might be that cybercrime does not fall within the jurisdiction of any law enforcement agency or that the law lags behind technology. Perhaps there are other reasons as well, and you must make sure you do not leave your audience confused. If you confuse them, you will sound confused, and you will lose credibility. There is no doubt that a full-sentence outline provides the most useful opportunity to examine your message for the details that either clarify or undermine your message.

Finally, your conclusion should do two things. First, it should come “full circle” to show the audience that you have covered all the territory you laid out in your preview. Second, it should provide satisfying, decisive, psychological closure. In other words, your audience should know when your presentation is over. You should not trail off. You should not have to say, “That’s it.” Your audience should not have to wait to see whether you are going to say anything else. At the right time, they should feel certain that the presentation is over and that they can clap.

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7.4 Outlining Your Presentation Copyright © 2022 by Linda Macdonald is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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