Reading and Writing

MODULE 1
READING AND THINKING STRATEGIES

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 TABLE OF CONTENTS
Overview 4
What I Need To Know 4
General Instructions 4
What I Know 5
What‘s New ( Lesson 1 ) : Text As Connected Discourse 6
What Is It ? Activity 1 6
What Is It ? Activity 2 7
What‘s New ( Lesson 2 ) : Techniques in Selecting and 8
Organizing Information
What I Know 8
What‘s New ( Lesson 2.1) : Brainstorming 10
What Is It ? Activity 1 12
What ‗s New ( Lesson 2.2 ) : Graphic Organizers 13
What Is It ? Activity 2 17
What‘s New ( Lesson 2.3) : Topic Outline 18
What Is It ? Activity 3 19
What‘s New ( 2.4): Sentence Outline 21
What I Know ( Lesson 3 ) :Patterns of Development 23
What‘s New ( Lesson 3.1 ) Narration 24
What Is It ? Activity 1 25
What‘s New ( Lesson 3.2 ) Description 26
What Is It ? Activity 2 26
What‘s New ( Lesson 3.3 ) Comparison and Contrast 27
What Is It ? Activity 3 28
What‘s New ( Lesson 3.4 ) Classification 29
What Is It ? Activity 4 29
What‘s New ( Lesson 3.5) Definition 30
What Is It ? Activity 5 31
What‘s New ( Lesson 3.6) Cause and Effect 32
What Is It ? Activity 6 32

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What‘s New ( Lesson 3.7) Analogy 34
What Is It ? Activity 7 34
What‘s New ( Lesson 3.8) Process 35
What Is It ? Activity 8 36
What‘s New ( Lesson 3.9) Problem and Solution 37
What Is It ? Activity 9 37
What‘s New ( Lesson 3.10) Persuasion 38
What Is It ? Activity 10 39
What I Have Learned 39
Assessment 40
What‘s New ( Lesson 4) Properties of A Well-Written Text 42
What I Need To Know 42
What I Know 43
What‘s New ( Lesson 4.1) Organization ,Coherence and Cohesion 44
What I Have Learned 46
What Is It ? Activity 1 46
What Is It ? Activity 2 49
What Is It ? Activity 3 50
What‘s New ( Lesson 4.2) Language Use and Mechanics 51
What Is It ? Activity 4 54
What Is It ? Activity 5 56
What Is It ? Activity 36 57
What I Have Learned 58
Assessment 58
Key To Answers 59
References 62
Module Writer‘s Profile 65

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 OVERVIEW
This module is all about reading and teaching strategies, which will
be broken down into four lessons:
 Lesson 1Text as ConnectedDiscourse
 Lesson 2 Techniques in Selecting and OrganizingInformation
 Lesson 3 Patterns of Development.
 Lesson 4 Properties of a Well-Written Text
As a learner, you are expected to realize that information in a written text may be
selected and organized to achieve a particular purpose and you are also expected to
critique or evaluate a chosen sample of each pattern of development focusing on
information selection, organization and development.

What I Need to Know

By the end of this module, you will be able to:

1. describe a written text as connected discourse;

2. distinguish between and among techniques in
selecting and organizing information;
3. distinguish between and among patterns of
development in writing across disciplines; and
4. identify properties of a well-written text.
Happy
reading
GENERAL INSTRUCTIONS and
writing!
To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities

and exercises diligently.

 Answer all the questions that you encounter. As you go

through the module, you will find help to answer these
questions.

 Do the suggested tasks with patience and industry.

 Take your time to study and learn.

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 LESSON 1
TEXT AS CONNECTED DISCOURSE
WHAT I KNOW

Let‘s see how much you know before we tackle the lesson.
Below is a 5-item multiple choice test. Write the letter of your
choice on the space provided.

_1. It is generally considered as written material, especially longer pieces of writing

as in a book, a letter or a newspaper.
A. Paragraph C. Text
B. Sentence D. Composition
_2.This means that the overall text has meaning
A. Cohesion C. Intentionality
B. Coherence D. Acceptability
_3.This means that the writer‘s attitude and purpose can be discerned.
A. Cohesion C. Intentionality
B. Coherence D. Accpetability
_4. This means that the text can be linked to preceding discourse
A. Acceptability C. Situationality
B. Informativity D. Intertextuality
_5.Which of the following is NOT an example of a text?
A. Advertisements C. Magazines
B. B. Books D. None of the above

Great job! It’s now time to take off to our first lesson…

The lesson you are about to learn focuses on describing text as a connected
discourse.

So, read on!

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 WHAT’S NEW
LESSON 1
TEXT AS CONNECTED DISCOURSE
Text is generally considered as written material, especially
longer pieces of writing as in a book, a letter or a newspaper.
While discourse refer s to a formal and orderly and usually expression of thought on a
subject (merriam-webster.com)
In academic terms, a text is anything that expresses a set of meanings to the
person who examines it. You might have thought that texts were limited to written
materials, such as books, magazines, newspapers, and ‗zines (an informal term for
magazine that refers especially to fanzines and webzines). Those items are indeed
texts—but so are movies, paintings, television shows, songs, political cartoons, online
materials, advertisements, maps, works of art, and even rooms full of people. If we can
look at something, explore it, find layers of meaning in it, and draw information and
conclusions from it, we‘re looking at a text.
For this lesson, you are expected to describe a written text as connected
discourse. (EN11/12RWS-IIIa-1).

WHAT IS IT
ACTIVITY 1
Read and understand the given sample below and
find out whether this can be considered as text. Put a check
mark if the statement applies to it. The full text can be found
in this website:
https://archive.org/stream/AnneFrankTheDiaryOfAYoungGirl
_201606/Anne-Frank-The-Diary-Of-A-Young-Girl_djvu.txt

Journal Entry: The Diary of a Young Girl by Anne Frank

Sunday, 21st of June year 1942
I get along pretty well with all my teachers. There are nine of them, seven men and two
women. Mr. Keesing, the old fogey who teaches Math, was mad at me for the longest
time because I talked so much. After several warnings, he assigned me extra
homework. An essay on the subject “A Chatterbox.” A chatterbox, what can you write
about that? I’d worry about that later, I decided. I jotted down the assignment in my
notebook, tucked it in my bag and tried to keep quiet.
Before you can identify whether it is a text or not, you need to understand what
the text is all about. So, answer the comprehension test below.

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 A. Comprehension Check Questions:
1. Who is speaking in the passage?
A. A student B. A teacher C. A principal D. A classmate
2. Tom is an old fogey. He must be the oldest fashioned man in the world.
FOGEYMEANS
A. conservative B. liberated C. open-minded D. kindhearted
3. Why is the speaker assigned to do A Chatterbox?
A. Because she was late
B. Because she was absent
C. Because she didn‘t submit her assignment on time
D. Because she talked much
4. What do you think the speaker is doing?
A. NarratingB. Describing C. Informing D. Entertaining
5. What words are used to connect one sentence to another?
A. I B. There C. After severalD. I‘d

B. Write YES if the statement is true to the paragraph you have just read, and
NO if the statement does not apply.
1. The paragraph is a written statement.
2. The paragraph imparts a message.
3. The paragraph tells us information
4. The paragraph made us conclude.

If you answered YES to all the statements, then the paragraph above is indeed a
text.
According to Jorgensen and Phillips, the following are the qualities of a text:
1. Cohesion – the parts are connected.
2. Coherence – the overall text has meaning
3. Intentionality – the writer‘s attitude and purpose can be discerned
4. Acceptability – the text is recognized
5. Informativity – there is a quantity of new or expected information
6. Situationality – the text‘s topic is situationally and culturally appropriate
7. Intertextuality – the text can be linked to preceeding discourse.

WHAT IS IT?
ACTIVITY 2
In this paragraph, identify the sentence which does not
belong to make the paragraph cohesive and coherent.
Underline this sentence. To make a good fire, you need

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 matches, newspapers, twigs and logs. First, put crumpled
pieces of newspaper in the fireplace or on the ground.
Fire was discovered by our ancestors. Lay twigs or small pieces of wood on top of
the newspaper. Then, put two or three logs on top. Finally, light the newspaper with a
match. You will soon have a good fire.

What words were used to connect the ideas? Can you encircle them?

Great job! You are done with concept 1, have a break! You deserve one.

Then let‘s take off to concept 2!

So, read on!

WHAT’S NEW
LESSON 2
TECHNIQUES IN SELECTING AND ORGANIZING
INFORMATION

In Concept 1, you were taught what a written text is, now it‘s time to learn how to
organize information from the written text using various techniques and strategies such
as brainstorming, graphic organizers, topic outline and sentence outline.
For this lesson, you are expected to distinguish between and among techniques
in selecting and organizing information (EN11/12RWS-IIIa-2).

What I know
Let‘s see how much you know before we tackle the lesson.
Below is a 7-item multiple choice test. Write the letter of your choice
on the space provided.

_1. This is a technique by which a group attempts to find a solution(s) to a specific

problem by amassing ideas spontaneously.
A. Brainstorming C. Topic Outline
B. Sentence Outline D. Graphic Organizer

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 _2.This a visual display that demonstrates relationships between facts, concepts or
ideas. It guides the learner‘s thinking as they fill in and build upon a visual map or
diagram.
A. Brainstorming C. Topic Outline
B. Sentence Outline D. Graphic Organizer
_3. This is where you write down the words that come to mind when you see
another word.
A. Word Association C. Word Banks
B. Mind Mapping D. Word Storm
_4. This is the same as a word storm, except that you don‘t group according to
how the words are related to each other. It works better as a technique to get creativity
flowing when you don‘t want to bother with over-thinking how words are related.
A. Word Association C. Word Banks
B. Mind Mapping D. Word Storm
_5. These are collections of words based on the kind of word you need based on a
specific topic or theme.
A. Word Association C. Word Banks
B. Mind Mapping D. Word Storm
_6. Which of the following are benefits of brainstorming when compared to
nominal technique?
A. brainstorming is more fun
B. brainstorming can create a positive organizational climate
C. brainstorming can encourage talented and highly skilled employees to remain in
an organization
D. all of the above
_7.This is a ―blueprint‖ or ―plan‖ for your paper. It helps you to organize your
thoughts and arguments.
A. Brainstorming C. Outline
B. Mind Mapping D. Graphic Organizers

Great job! It’s now time to take off to our second lesson…

The lesson below will teach you on describing text as a connected discourse.

So, read on!

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 WHAT’S NEW
LESSON 2.1
BRAINSTORMING

Brainstorming is a technique by which a group attempts to

find a solution(s) to a specific problem by amassing ideas
spontaneously (Osborn, 1953). It is a highly effective technique for maximizing group
creative potential, not only to generate ideas but also to determine which ideas are
most likely to succeed in a specific area of interest (Baumgartner, 2007).
Listing is a brainstorming technique many people find useful. It means doing just
what its name suggests -- listing possible topics and then sub lists of things you could
say about each topic. A list could consist of the main topic of regional dialects and then
sub lists would be regional dialects you know or have experienced. Additional sub lists
might be particular words of each of those dialects, things you have noticed about those
dialects (i.e. New Yorkers speak fast), what you think those dialects sound like, etc.

4 Brainstorming Techniques That Will Help You Write Creative Content

Brainstorming techniques can take a few basic approaches. Once you
understand how they work, you can mix and match them for the best results.
1. Word storm.
A word storm is where you write down the words that come to mind when you
see another word.
You might start with a word or two based on your project, and begin writing down
any word that comes to mind. These words are then grouped together according to how
they are related to each other.
You‘ll quickly create words that are associated or related, according to
categories.
There is a Word Storm website that can help you get started with word storm
techniques.
Take a look at the given sample below.

https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques

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2. Word association.
Word associations are the same as a word storm, except that you don‘t group
according to how the words are related to each other. It works better as a technique to
get creativity flowing when you don‘t want to bother with over-thinking how words are
related.
Start with a word or two, and write down the first words that come to mind. Don‘t
over-think the process; you should be surprised at the words that pop into your head,
particularly as you get warmed up.
The goal is to find those ―hidden‖ words that people associate with a topic that
you don‘t immediately think of.

https://www.google.com/search?q=sample+of+word+association

3. Mind mapping.
Using a mind map is a way to visually organize data and information. Mind
mapping has proven popular, particularly if you are better able to understand data
visually instead of as lists or outlines.
Organized around a central idea, a mind map works like the branch of a tree. Ideas and
then sub ideas that are associated with the main idea branch off from the central idea.

https://www.google.com/search?q=sample+of+word+storm+as+brainstorming+techniques

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4. Word Banks
Word banks are collections of words based on the kind of word you need based
on a specific topic or theme.
This kind of brainstorming technique works well for copywriters who want to find
a variety of words that suit a specific project without repeating themselves. You can also
use it to build a bank of words to keep on hand when writing your headlines.

https://www.google.com/search?q=sample+of+word+banks&source

WHAT IS IT?
ACTIVITY 1
Read and understand the given passage below.
Look for words that describe or tell more about the given
word and use a brainstorming technique appropriate for the
given text.
You may use the space below.
WORD: ICE CREAM
Passage:
Ice-cream is a delicious frozen treat that comes in a many different colors and
flavors. Two of my favorite flavors are strawberry and chocolate. Though both of these
flavors are delicious, strawberry may contain pieces of fruit while chocolate usually will

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not. Even though more chocolate ice-cream is sold across the country annually than
strawberry, each flavor tastes great inside of a milk shake.
https://quizizz.com/admin/quiz/56b5526b346e89f96fdbd3a5/text-structure

WHAT’S NEW
LESSON 2.2
GRAPHIC ORGANIZERS

A graphic organizer is a visual display that shows or

demonstrates relationships between facts, concepts or
ideas. It guides the learner‘s thinking as they fill in and build
upon a visual map or diagram. They are also informally used as a term to describe all
visual learning strategies such as concept mapping, webbing, mind mapping, and more.

Graphic organizers are some of the most effective visual learning strategies for
learners and are applied across the curriculum to enhance learning and understanding
of subject matter content. In a variety of formats dependent upon the task, graphic
organizers facilitate your learning by helping you identify areas of focus within a broad
topic, such as a novel or article. Because they help you learner make connections and
structure thinking, students often turn to graphic organizers for writing projects.
Take a look at a sample organizer below and find out how it will help you to
understand the information better.

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 1. GRAPHIC ORGANIZER FOR WRITING

http://www.ncpedia.org/media/graphic-organizer-examples
This graphic organizer is called a customizable hamburger. This will help you
plan your opinion writing piece.
2. GRAPHIC ORGANIZER FOR READING

http://www.ncpedia.org/media/graphic-organizer-examples
A fresh and style story summary graphic organizer is provided for guided
reading. It uses a set of cute graphics and must be well accepted by students like you.

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 3. GRAPHIC ORGANIZER FOR VOCABULARY

http://www.ncpedia.org/media/graphic-organizer-examples

You can use vocabulary graphic organizers, such as the one above, as a tool to
study new vocabulary words. With these organizers, you can have a deeper
understanding about the word, knowing the meaning of the word, what are the root,
prefix and suffix, identifying the part of speech, finding the synonyms and antonyms,
and building sentences by yourselves.
4. GRAPHIC ORGANIZER FOR COMPARISON AND CONTRAST

http://www.ncpedia.org/media/graphic-organizer-examples

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 Comparing and contrasting things is a vital skill that students need to develop.
Using a compare and contrast chart will help you engage in deep thinking in comparing
two concepts, and learn how to use a graphic organizer to visualize likeness and
differences between two things.
There are lots of designs that can be used for comparing and contrasting. The ones
most common to see are Venn chart and comparing chart.
5. MAIN IDEA GRAPHIC ORGANIZER

http://www.ncpedia.org/media/graphic-organizer-examples
This type of graphic organizer, lets you identify the main idea as well as its supporting
details.
6. CAUSE AND EFFECT GRAPHIC ORGANIZER

For more samples of graphic organizers, please refer to the given website below:
https://www.edrawsoft.com/graphic-organizers.php

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 WHAT IS IT?
ACTIVITY 2

Below are passages, read and identify what type of graphic

organizer is best for them, then create the graphic organizer for the
passage using a separate sheet.
You may look for other samples of graphic organizers from other
sources.
Chronological Sequence Cause and Effect Compare and
Contrast

1. The Age of the Dinosaurs

Dinosaurs existed about 250 million years ago to 65 million years ago. This era is
broken up into three periods known as the Triassic, Jurassic and Cretaceous periods.
The Triassic Period lasted for 35 million years from 250-205 million years ago. Planet
Earth was a very different place back then. All the continents were united to form one
huge land mass known as Pangaea. The Jurassic Period was the second phase. The
continents began shifting apart. The time scale for this famous period is from 205 to
138 million years ago. The Cretaceous Period was the last period of the dinosaurs. It
spanned a time from 138 million to about 65 million years ago. In this period the
continents fully separated. However, Australia and Antarctica were still united.
Type of Graphic Organizer: _

2. Creating a Dinosaur Sculpture

Materials: pipe cleaners, clay, non-toxic paint
Wouldn‘t you like a scary dinosaur model on your desk to protect your pencils and
textbooks? You can easily make one by following these simple directions. First, bend
your pipe cleaner to make the frame of your dinosaur. I suggest you create a
tyrannosaurus frame by using one long pipe cleaner as his neck, spine, and tail, and
then bend another into a u-shape to make his feet. Wrap the feet around the spine
piece. Next, roll out clay to wrap around the pipe cleaners. Let the clay dry overnight.
The next day you may want to paint your dinosaur using non-toxic paint. His eyes
should be white, but feel free to color your dinosaur as you wish. Nobody really knows

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how dinosaurs were colored, so don‘t let anyone tell you that your dinosaur can‘t be
pink. Lastly, put him on your desk and watch as he or she scares away bullies and
pencil thieves.
Type of Graphic Organizer:

Source:https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3299/Text%20Structure%20
W orksheet%202%20_%20Preview.html

WHAT’S NEW
LESSON 2.3
TOPIC OUTLINE
A topic outline arranges your ideas hierarchically (showing
which are main and which are sub-points), in the sequence
you want, and shows what you will talk about. As the name
implies, it identifies all the little mini-topics that your paper
will comprise, and shows how they relate.

Steps in Writing the Topic Outline

1. Write out your thesis at the top of the page.
2. Make a list of points you must prove to prove your thesis. What would
someone have to agree with, in order to agree with the thesis?
o These will be the main sections of your paper.
3. On a new page, write your first main point. This is the thesis for that section of
the paper.
4. Make a list of the points you have to prove to prove that point. These are your
sub-points for that section.
5. Repeat the process for each of your main points.
Notice that this process produces a hierarchical structure, just like the one you
developed using the paragraph outline to analyze the reading.
Once you have the main points and supporting points written down, it‘s time to start
organizing. First, make sure which are main and which are supporting points. For
example, you may find that what you thought was a main point is really part of proving
another main point. Or, what you first listed under a main point may need its own
section. This may change as you continue to work on the outline and draft the paper.
Now you can decide what order you want to present your ideas in. Again, label them
with letters or numbers to indicate the sequence.
Source: https://app.shoreline.edu/doldham/102/HTML/Topic%20Outline.html

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 Example of Topic Outline
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
Source:https://www.oakton.edu/studentservices/learning_center/tutoring/research_paper_tips/to
pic_outline.php

WHAT IS IT?
ACTIVITY 3
Take a look at the following passages and its topic outlines below.
Then, answer the questions that follow it, by encircling the letter of
the correct answer.

PASSAGE 1
The Internet is an incalculable tool for research. It is a network of thousands of
computers cross the world. Researchers, students, government agencies, schools,
businesses and individuals have left multigigabytes of free information on these
computers, available to anyone with a computer and an Internet connection. There are
thousands of "web sites", as they are called, with text, pictures, sounds, and movie
clips. You can see this material by simply sending out the appropriate Internet address,
and after a few moments, it appears on your screen. You can type in the address
directly, or you can automatically invoke an address by tapping on an icon or an
underlined "link" on the home page of a web site that you already have on your screen.
Often the information can be printed or downloaded (copied) directly to your local
computer and saved on your own diskette. (english.glendale.cc.ca.us/topic11.html).

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 I. The Internet
A. What it is
B. Web Sites
How to see them
How to save the information

1. In the above outline, which is the most important idea?

A. Web sites C. The Internet
B. How to save information D. What it is
2. In the above outline, which is the more important idea?
A. How to see them C. How to save the information
B. What it is D. they are all equal

OUTLINE1

I. Types of measurement
A. Volume
Quarts
Pints
Gallons
B. Length
Miles
Feet
Inches

II. Types of money

A. United States
Pesos
Cents
B. Other Countries
Lira
Yen
Francs

1. In the above outline, which is the most important idea?

A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of Measurement" are equal

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 2. In the above outline, which item is in the wrong place?
A. Pesos C. Types of measurement
B. Yen D. Pints

WHAT’S NEW
LESSON 2.4
SENTENCE OUTLINE

Sentence Outline is done in full sentences. It is normally

used when your paper focuses on complex details. The
sentence outline is especially useful for this kind of paper because sentences
themselves have many of the details in them.
A sentence outline also allows you to include those details in the sentences
instead of having to create an outline of many short phrases that goes on page after
page. Benefits of writing a sentence outline include:
1. Clarity. If you can't write a clear sentence summarizing the paragraph's point,
you certainly can't write a clear paragraph.
2. Flow of argument. It is much easier to quickly judge whether the present
order of paragraphs (as sentences in the outline) really makes the argument in the most
effective way. You may be able to omit one or more paragraphs and still make your
arguments.
3. Efficiency. Revision of the plan of paper is much easier and quicker if you
have only to delete or re-order sentences. Doing this on the completed draft involves
much more work. Since a concept must be explained when it first appears,
interchanging paragraphs will require moving definitions. 1. Paragraphs should
smoothly flow into each other. Reordering paragraphs may require extensive rewriting.
4. Writing to length. With a sentence outline you can easily judge how long the
manuscript will be and modify it to keep the essential material within the prescribed
length.
5. Time. All the above -- clarity, argument flow, efficiency, length management --
can be done faster using a sentence outline.

Steps to Writing a Sentence Outline

Before you begin creating your sentence outline, you should be clear about the
following:
1. Determine the purpose of your paper.
2. Determine the audience you are writing for.

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3. Develop the thesis of your paper.
4. You should then use notecards (they are old-school, but offer the flexibility you will
need to organize your thoughts) to perform the following:
5. Brainstorm: List all the ideas that you want to include in your paper onto notecards
(gathered through research, either through reading or direct research).
6. Organize: Group related ideas together. This may be accomplished by using
notecards and sorting them into groups.
7. Order: Arrange material in subsections from general to specific or from abstract to
concrete (e.g., organize the groups notecards into logical order).
8. Label: Create main and sub headings for each group.

SAMPLE SENTENCE OUTLINE

Negative Effects of Divorce on Adolescents

I. When family conflicts arise as a result of divorce, adolescents suffer.

A. During the first year, these young people may be depressed due to conflicts
between the custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react in
differing degrees depending on their age.
II. Some of the most negative effects on adolescents may be associated with economic
problems.
A. The family will most probably experience a lower standard of living due to the cost
of maintaining two households.
B. Some female custodial parents have poor job skills and must train before entering
the job market.
C. The lower standard of living may result in misunderstanding and conflicts within
the family.
D. The decreased standard of living, particularly for an untrained female custodial
parent, often causes relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. The lack of a solid relationship with both parents affects an adolescent's attitude
toward the opposite sex.

Source: http://web.psych.washington.edu/writingcenter /writingguides/pdf/outline.pdf,

http://www.physics.ohio-state.edu/~wilkins/writing/Assign/so/sent_outline.html, and
http://www.austincc.edu/colangelo/pcm/fullsentenceoutlineformat.htm)

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