NOTE: The following section contains an array of student-produced speech outlines and PowerPoint files. They are included here to illustrate various aspects of speech planning. Sometimes students do this well, and sometimes less so. This section includes samples representing the entire range. So learn from them, but do not necessarily -- or blindly -- imitate them.
Students sometimes are unsure of how a speaker's motive to inform might differ from a speaker's motive to persuade. When a speaker wants to inform, his/her interest is mainly to help an audience acquire new factual/true information. So, if you were to read an encyclopedia article about Iceland, you would find statements of fact about an island/country -- its geography, people, government, industries, and so on. You would rely on the encyclopedia's editors to make sure that the statements have been verified as true and accurate. So, "I'd like to explain how Iceland's abundant geothermal and hydroelectric power resources have enabled it to become a worldwide supplier of aluminum" would be a speech to inform.
Notice how different a speaker's motive would be if he/she were trying to persuade you that Eastern Gateway Community College should be eliminated. Or that Ohio should bring back execution by firing squad.
(12 steps? Far too many for a speech, but okay for a written document or class discussion.)
Unless you are a credentialed expert on a topic, you are taking claims of fact from others. That's okay, of course, but you must tell the audience who that source is. If you take another person's words -- because the words themselves might be important, you must tell the audience that you are quoting that person.
Notice the complete sentences written in university-level English
Notice the oral footnotes. "The Titanic was a great ship" need not be footnoted; but "The Titanic's top speed of 24 knots was never reached in sea trials" must be.
Basic information about the Titanic should not be a main point. The preview promises (1) the sinking and (2) Titanic movies. Put "Titanic info" in the introduction.
A real "fatal flaw" of this speech is that most university-educated adults already know how and why the Titanic sank, and they know that movies have been made about the tragedy.
A better "Titanic speech" could be about her sisters, RMS Olympic and HMHS Britannic.
Could benefit from additional stories, such as the 10-course menu of the final meal or the use of Aubusson tapestries -- to explain the kind of luxury to be expected on RMS Titanic. ( http://www.armchair.com/recipe/titanic1.html )
Information in this outline is insufficient to support more than about 5 minutes of speaking time.
Don't conclude with "In conclusion."