Language 5 and 9

How to do an Outline? Part 2

In the previous post I talked about the importance of learning how to do a good and effective outline. Now, I am going to explain the types of outlines and which I consider you should learn to do to write your papers.

There are several ways of arranging an outline. Sometimes, a chronological arrangement is enough. The most common order in outlines is to go from general to the specific. This means you begin with a general idea and then support it with specific examples.

The thesis statement must be present in your outline. This presents the central idea of your paper. It must always be a complete, grammatical sentence, specific and brief, which expresses the point of view you are talking towards the subject.

There are two main types of outlines: The topic outline and the sentence outline (which will be the one will will be working on). In the topic outline, the headings are given in single words or brief phrases. In the sentence outline, all the headings are expressed in complete sentences.

Rules for Outlining

1. Subdivide topics by a system of numbers and letters, followed by a period.

Example:
I.
    A.
    B.
        1.
        2.
            a.
            b.
II.
    A.
    B.

2. Each heading and subheading must have at least two parts.
3. Headings for parts of the paper of speech such as, Introduction and Conclusion, should not be used.
4. Be consistent. Do not mix up the two types of outlines. Use either whole sentences of brief phrases, but not both.

Examples

Topic Outline

Choices in College and After

Thesis: The decisions I have to make in choosing college courses, depend on larger questions I am beginning to ask myself about my life’s work.

    I. Two decisions described

A. Art history or chemistry

1. Professional considerations

2. Personal considerations

B. A third year of French?

1. Practical advantages of knowing a  foreign  language
2. Intellectual advantages
3. The issue of necessity

    II. Definition of the problem

A. Decisions about occupation
B. Decisions about a kind of life to lead

    III. Temporary resolution of the problem

A. To hold open a professional possibility: chemistry
B. To take advantage of cultural gains already made: French

Sentence Outline

Choices in College and After

Thesis: The decisions I have to make in choosing college courses, depend on larger questions I am beginning to ask myself about my life’s work.

I. I have two decisions to make with respect to choosing college courses in the immediate future.

A. One is whether to elect a course in art history or in chemistry.

1. One time in my life, I planned to be a chemical engineer professionally.
2. On the other hand, I enjoy art and plan to travel and see more of it.

B. The second decision is whether to continue a third year of French beyond the basic college requirement.

1. French might be useful both in engineering and travel.
2. Furthermore, I am eager to read good books which are written in French.
3. How necessary are these considerations in the light of other courses I might take instead?

II. My problem can be put in the form of a dilemma involving larger questions about my whole future.

A. On the one hand I want to hold a highly-trained position in a lucrative profession.
B. On the other hand I want to lead a certain kind of life, with capacities for values not connected with the making of money.

III. I will have to make a decision balancing the conflicting needs I have described.

A. I will hold open the professional possibilities by electing chemistry.
B. I will improve and solidify what cultural proficiency in another language I have already gained, by electing French.