Research Paper: Research Paper: Working OutlineWorking Outline

A A generalgeneral guide to outlining! guide to outlining!

Why “Working”?Why “Working”?

►Working Outline:Working Outline: This is a rough outline. This is a rough outline. Basically, you create an outline that may or Basically, you create an outline that may or may not end up reflecting how the may not end up reflecting how the information winds up in your paper! information winds up in your paper!

► The working outline should be as detailed or The working outline should be as detailed or vague as you, the writer, need it to be!vague as you, the writer, need it to be!

► The purpose of a working outline is to The purpose of a working outline is to organize you, the writer! If you have good organize you, the writer! If you have good subtopics on your note cards, they will help subtopics on your note cards, they will help guide you!guide you!

Formal!Formal!►Formal Outline:Formal Outline: This outline goes at the This outline goes at the

beginning of the paper (between the title beginning of the paper (between the title page and the essay) and outlines your topic page and the essay) and outlines your topic for the reader. for the reader.

►The purpose is to give the reader an The purpose is to give the reader an overview of your paper so that he/she overview of your paper so that he/she knows what to expect.knows what to expect.

►Therefore, this outline should exactly reflect Therefore, this outline should exactly reflect the order of the topics within the paper.the order of the topics within the paper.

►GOOD NEWS! You aren’t writing a formal GOOD NEWS! You aren’t writing a formal outline THIS TIME!outline THIS TIME!

Starting my working outline…Starting my working outline…My paper is about education. My big topics are My paper is about education. My big topics are

going to be as follows: going to be as follows: ► the the historyhistory of why and how people educate the of why and how people educate the

public, public, ► the the developmentdevelopment of new educational of new educational

initiatives, initiatives, ► the the changeschanges that these have made in the that these have made in the

system (both intentional and unintentional), system (both intentional and unintentional), ► the the problemsproblems that have arisen through these that have arisen through these

changes, and changes, and ► the potential the potential solutionssolutions for some of the for some of the

problems.problems.

Working OutlineWorking Outline

►This could be like an outline rough This could be like an outline rough draft or a topic outline. REMEMBER: draft or a topic outline. REMEMBER: The purpose of THIS outline is to help The purpose of THIS outline is to help you start organizing your paper. First, you start organizing your paper. First, look to the topics on your note cards. look to the topics on your note cards. My topics say things like “History-My topics say things like “History-Egyptian” and “No Child Left Behind.” Egyptian” and “No Child Left Behind.” I’m going to set up my working outline.I’m going to set up my working outline.

Working Outline as ListWorking Outline as ListHistoryHistory

*Egyptians*Egyptians

*Puritans*Puritans

*Plantations*Plantations

Curriculum MovementsCurriculum Movements

*Elitist Pool of *Elitist Pool of KnowledgeKnowledge

*Basic Skills*Basic Skills

*International *International CompetitionCompetition

*NCLB*NCLB

ProblemsProblems

*Needs Change*Needs Change

*Finances*Finances

*Unrealistic *Unrealistic ExpectationsExpectations

SolutionsSolutions

*Choice*Choice

+School+School

+Course of Study+Course of Study

*Finances*Finances

*Accountability*Accountability

+Parent+Parent

+Student+Student

+Teacher+Teacher

Working Outline as OutlineWorking Outline as OutlineI.I. HistoryHistory

A. EgyptiansA. EgyptiansB. PuritansB. PuritansC. PlantationsC. Plantations

1. Boys1. Boys2. Girls2. Girls

II.II. Curriculum Curriculum MovementsMovementsA. Elitist Pool of A. Elitist Pool of KnowledgeKnowledgeB. Basic SkillsB. Basic SkillsC. International C. International CompetitionCompetitionD. NCLBD. NCLB

III.III. ProblemsProblemsA. Needs ChangeA. Needs ChangeB. FinancesB. FinancesC. Unrealistic C. Unrealistic ExpectationsExpectations

IV.IV. SolutionsSolutionsA. ChoiceA. Choice

1. School1. School 2. Course of 2. Course of

StudyStudyB. FinancesB. FinancesC. AccountabilityC. Accountability

1. Parent1. Parent 2. Student2. Student 3. Teacher3. Teacher

Which number or letter do I Which number or letter do I use?use?

I.I. HistoryHistoryA. EgyptiansA. EgyptiansB. PuritansB. Puritans 1. Purpose in education1. Purpose in education

a. Productivitya. Productivity b. Indoctrinationb. Indoctrination (1) (1) ChurchChurch (2)(2) Society Society 2. Institutions of learning2. Institutions of learningII. DevelopmentsII. Developments

Start by using capital Roman numerals, then capital letters, and then numbers. Start over again with lower case letters and then subscript numerals in parenthesis. See me if you want to subdivide further, but if you keep subdividing, it’s probably more detail than is necessary for this assignment!

Parallelism: It’s not just for math Parallelism: It’s not just for math anymore!anymore!

► If you start your heading using a noun, If you start your heading using a noun, then start ALL headings and sub then start ALL headings and sub headings with a noun. headings with a noun.

► If you start your heading using a verb, If you start your heading using a verb, then start ALL headings and sub then start ALL headings and sub headings with a verb.headings with a verb.

Parallelism Example 1:Parallelism Example 1:II. History. History

A. EgyptiansA. EgyptiansB. PuritansB. PuritansC. PlantationsC. Plantations

1. Boys1. Boys2. Girls2. Girls

II.II. DevelopmentsDevelopmentsIII.III. ChangesChangesIV.IV. ProblemsProblemsV.V. SolutionsSolutions

(Notice: They are all (Notice: They are all nouns.)nouns.)

Parallelism Example 2Parallelism Example 2

I. Know the processI. Know the processA. Read the instructionsA. Read the instructionsB. List needed suppliesB. List needed suppliesC. Schedule the required timeC. Schedule the required time

II. Practice the skillsII. Practice the skillsA. Use scrap materialsA. Use scrap materialsB. Continue to practice until achieving desired B. Continue to practice until achieving desired resultresult

III. Buy the suppliesIII. Buy the suppliesIV. Work consistentlyIV. Work consistentlyV. Complete the projectV. Complete the project

(Notice that these start with verbs!)(Notice that these start with verbs!)

Subdivisions: They’re not just Subdivisions: They’re not just for dwellings any more!for dwellings any more!

► Each subheading should be to Each subheading should be to subdivide the heading. subdivide the heading.

► Start with the broad idea and Start with the broad idea and divide down to more specific divide down to more specific ideas. ideas.

► CAUTION:CAUTION: It works like It works like fractions, though. If you fractions, though. If you subdivide a heading, you subdivide a heading, you must divide it into at least must divide it into at least two parts!two parts!

My main topics…My main topics…

► I’ve divided the broad topic I’ve divided the broad topic of education into five main of education into five main subtopics:subtopics:

► (I cannot have just one (I cannot have just one subtopic because 1 main subtopic because 1 main topic divided into 1 subtopic topic divided into 1 subtopic is still 1.) is still 1.)

► See…it’s just like fractions! See…it’s just like fractions! Can there be three Can there be three subtopics? Yes! Any subtopics? Yes! Any number other than 1 will number other than 1 will work!work!

I.I. HistoryHistoryII.II. DevelopmeDevelopme

ntsntsIII.III. ChangesChangesIV.IV. ProblemsProblemsV.V. SolutionsSolutions

Subdivisions Example:Subdivisions Example:I.I. HistoryHistory

A.A. EgyptiansEgyptiansB.B. PuritansPuritans 1.1. Purpose in educationPurpose in education

a.a. ProductivityProductivity b.b. IndoctrinationIndoctrination (1)(1) ChurchChurch

(a)(a) Values Values(b)(b) Laws Laws

(2)(2) SocietySociety 2.2. Institutions of learningInstitutions of learning

a. Homea. Home b. Churchb. Church

c. Collegec. CollegeIIII. . DevelopmentsDevelopments

It shouldn’t be that hard!It shouldn’t be that hard!

►The problem is that there is a specific The problem is that there is a specific format. Sometimes, it feels like a format. Sometimes, it feels like a difficult task to get your information to difficult task to get your information to fit into that format.fit into that format.

►As you’re outlining, just think of each As you’re outlining, just think of each heading as a pie to be divided into heading as a pie to be divided into pieces! pieces!

►CAUTION: WORD does not correctly CAUTION: WORD does not correctly outline for you. You need to be able to outline for you. You need to be able to do this on your own!do this on your own!

A Twist on the OutlineA Twist on the Outline

►On your outlines, I want to you write On your outlines, I want to you write your your thesis statementthesis statement at the top of the at the top of the page, which is not always done. It can page, which is not always done. It can help you as you set up your paper. help you as you set up your paper.

►Make sure that your thesis Make sure that your thesis encompasses your headings.encompasses your headings.

Thesis Example:Thesis Example:

►Even though history has shown Even though history has shown curricula to reflect the needs of curricula to reflect the needs of society, American curricula constantly society, American curricula constantly changes in design with new problems changes in design with new problems being addressed with each approach being addressed with each approach and posed solution.and posed solution.

Does this thesis reflect what Does this thesis reflect what is to be discussed in the is to be discussed in the

paper?paper?

►First, we should look back to the First, we should look back to the outline to review the topics.outline to review the topics.

Outline Revisited:Outline Revisited:

I.I. HistoryHistoryAA. Egyptians. EgyptiansBB. Puritans. PuritansCC. Plantations. Plantations

11. . BoysBoys

22. . GirlsGirls

II.II. DevelopmentsDevelopmentsAA. Curricula. CurriculaB.B. Structure StructureC.C. Facilities Facilities

III.III. ChangesChangesA.A. Programs ProgramsBB. Laws. Laws

11. EIA. EIA 22. ADA. ADA 33. NCLB. NCLB aa. .

IntentionsIntentions bb. .

OutcomesOutcomesCC. Studies. Studies

IV. Problems

A. Funding

B. Accountability

C. Problems within the school

V. Solutions

A. Choice

B. Incentives

I.I. HistoryHistory

II.II. DevelopmentsDevelopments

III.III. ChangesChanges

IV.IV. ProblemsProblems

V.V. SolutionsSolutions

Even though Even though historyhistory has shown has shown curricula to reflect curricula to reflect the needs of the needs of societysociety, American , American curricula curricula constantly constantly changeschanges in design in design with new with new problemsproblems being being addressed with addressed with each approacheach approach and posed and posed solutionsolution..

It’s in there!It’s in there!

► Yes, each topic is Yes, each topic is referenced!referenced!

►Do I need to Do I need to develop a thesis develop a thesis that covers the that covers the subtopics?subtopics?

►No, that would be No, that would be giving far too much giving far too much detail!detail!

►Now, one last look…Now, one last look…

Thesis: Even though Thesis: Even though historyhistory has shown curricula to reflect the has shown curricula to reflect the needs of societyneeds of society, American curricula constantly , American curricula constantly changeschanges in in design with new design with new problemsproblems being addressed with each approachbeing addressed with each approach and posed and posed solutionsolution..

I.I. HistoryHistoryAA. . EgyptiansEgyptiansBB. . PuritansPuritansCC. . PlantationsPlantations

11. . BoysBoys

22. . GirlsGirls

II.II. DevelopmentsDevelopmentsAA. . CurriculaCurriculaB.B. StructureStructureC.C. FacilitiesFacilities

III.III. ChangesChangesA.A. ProgramsProgramsBB. . LawsLaws

11. . EIAEIA 22. . ADAADA 33. . NCLBNCLB aa. .

IntentionsIntentions bb. .

OutcomesOutcomesCC. . StudiesStudies

IV. Problems

A. Funding

B. Accountability

C. Problems within the school

V. Solutions

A. Choice

B. Incentives

An introductory paragraphAn introductory paragraph

In the United States, each state and local In the United States, each state and local government provides the best possible education government provides the best possible education for all children. Although not every country for all children. Although not every country provides such an opportunity for its children, the provides such an opportunity for its children, the common goal of educational institutions is to common goal of educational institutions is to develop the best curricula for the students. Even develop the best curricula for the students. Even though history has shown curricula to reflect the though history has shown curricula to reflect the needs of society, American curricula constantly needs of society, American curricula constantly changes in design with new problems being changes in design with new problems being addressed with each approach and posed solution.addressed with each approach and posed solution.

Good LuckGood LuckA wonderful resource for you is A wonderful resource for you is available at available at http://owl.english.purdue.edu/

Google OWL with the topic, Google OWL with the topic, such as “OWL commas” and it such as “OWL commas” and it will take you to the desired will take you to the desired subsection. Outlining is subsection. Outlining is available atavailable athttp://owl.english.purdue.edu/owl/resource/544/01/