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Junior and Senior High School: Northwestern University

This document provides instruction on outlining for students. It defines outlining as a tool for organizing ideas from academic texts by listing relevant concepts in a hierarchical structure. The principles of effective outlining include coordination, subordination, division, and parallel construction to clearly show relationships between main ideas and supporting details. Students are taught to create topic and sentence outlines using complete sentences or brief phrases as headings. References for further reading on academic writing and outlining are also provided.

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393 views4 pages

Junior and Senior High School: Northwestern University

This document provides instruction on outlining for students. It defines outlining as a tool for organizing ideas from academic texts by listing relevant concepts in a hierarchical structure. The principles of effective outlining include coordination, subordination, division, and parallel construction to clearly show relationships between main ideas and supporting details. Students are taught to create topic and sentence outlines using complete sentences or brief phrases as headings. References for further reading on academic writing and outlining are also provided.

Uploaded by

Zsazsa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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NORTHWESTERN UNIVERSITY

Basic Education Department


Junior and Senior High School

LESSON 5: Outlining

At the end of the lesson, the students will be able to:


a. Define outlining
b. Enumerate the principles of outlining
c. Practice outlining in different academic texts
_______________________________________________________________________

OUTLINE

An outline provides a map where to go with the essay


A tool for organizing ideas
A writer lists down all ideas relevant to the topic, sorts them all into major
and minor ones, and creates an outline out of them.

Why do we outline?

 It gives an overview of the topic and enables us to see how various


subtopics relate to one another.
 Recording the information in our own words tests our understanding
of what we read.
 It is an effective way to record needed information from reference
books you do not own.

How to make an outline?

Thesis: Use great thesis you developed.

The first idea is based on your


I. First Major Idea first group of notes.
A. First Supporting Detail Put any supporting ideas or
1. Detail claims here.

2. Detail Use supports to back up each of


your claims. This support should
B. Second Supporting Detail
either be paraphrased or directly
1. Detail quoted.
a. Minor Detail Example
b. Minor Detail Example
ENGISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
MODULE 1: READING ACADEMIC TEXTS Page 1
NORTHWESTERN UNIVERSITY
Basic Education Department
Junior and Senior High School

Types of Outlining

1. Topic Outline
- The headings are given in single words or brief phrases.

Example:

2. Sentence Outline
- Uses complete sentences
- Use when the topic being discussed is complicated and requires
details.

Example

ENGISH FOR ACADEMIC AND PROFESSIONAL PURPOSES


MODULE 1: READING ACADEMIC TEXTS Page 2
NORTHWESTERN UNIVERSITY
Basic Education Department
Junior and Senior High School

Two Systems of Outlining

I.
A. 1.
B. 1.1
C. 1.2
II. 1.3
A. 2. Decimal Outline
1. 2.1.
a. 2.2.
b. 2.2.1.
B. 2.2.2.
1. 3.
2. 3.1.
a. 3.2.
b.
III.
A.
B.
C. Alphanumeric Outline

Principles in Outlining

1. Coordination- Requires ideas of the same relevance to be labeled in the


same way.
2. Subordination- Shows that minor details have to be placed under their
respective major details.
3. Division- Requires that no cluster should contain only one item.
4. Parallel Construction- Requires all entries in each cluster to use the same
structure and format.

ENGISH FOR ACADEMIC AND PROFESSIONAL PURPOSES


MODULE 1: READING ACADEMIC TEXTS Page 3
NORTHWESTERN UNIVERSITY
Basic Education Department
Junior and Senior High School

 Do not be overly concerned with the format. As long as it shows organization of


ideas, it will work for you.
 Do not write too much.
 Be sure that all information underneath a heading supports that heading.
 Every heading should be of equal importance.

REFERENCES:

https://grammar.yourdictionary.com/word-definitions/definition-of-academic-writing.html
https://study.com/academy/popular/thesis-statement-lesson-plan.html
http://www.cws.illinois.edu/workshop/writers/tips/thesis/
https://www.liberty.edu/media/1171/What_is_a_Thesis_Statement.pdf
https://www.slideshare.net/aelowans/understanding-textstructurepowerpoint
https://www.slideshare.net/aliciamargaretjavelosa/outlining-reading-and-writing
https://www.slideshare.net/MariechrisDavid1/eapp-first-lesson

ENGISH FOR ACADEMIC AND PROFESSIONAL PURPOSES


MODULE 1: READING ACADEMIC TEXTS Page 4

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