cognitive skills & cluster outlines - how to outline a paper, essay, or proposal – for the...

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OUTLINESHOW TO OUTLINE A PAPER, ESSAY, OR

PROPOSAL – FOR THE GRADE YOU WANT

COGNITIVE SKILLS&

CONTENTS• Cognitive Skills in Writing

1. How to Write a Cluster Outline• For an E-grade paper• For a D-grade paper (1)

• To change a boring topic into an interesting one

• For a D-grade paper (2)• For a D-grade paper (3)• For a C-grade paper• For a B-grade paper• For an A-grade paper• For an A*-grade paper• Mission 1: Cognitive Skills (Advanced)

2. How to Create a 3-part Thesis Statement• What is a Thesis Statement?• What is tentative language?• What is direct language? • Mission: Types of Proof• What is a three-part thesis statement?• How to outline a 3-part thesis statement• Mission 2: Types of Thesis Statements

3. From Thesis Statement to Outline• An E-grade thesis outline• A probable D-grade thesis outline

• A surer D-grade thesis outline• A probable C-grade thesis outline• A surer C-grade outline• A B-grade thesis outline• An A-grade thesis outline• An A*-grade thesis outline

4. How to quickly draft an outline• What is an informal outline? • How to identify types of outlines• Mission 3: Types and Levels of Outlines

5. How to Outline Your Paper• An E-grade paper• A D-grade paper• A C-grade paper• A B-grade paper• An A-grade paper• An A*-grade paper

6. How Avoid an F-grade Paper• It’s OK to Copy from the Internet• How to integrate sourced ideas

How much can I quote? No more than 10% of your paper.How much can I paraphrase? No more than 40% of your paper.

COGNITIVE SKILLSIN WRITING

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CREATE

NO INPUT

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Absent; NO INPUT

Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES

Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.

Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)

Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER

Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION

Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT

How to Write Cluster Outlines

TO CREATE AN E-GRADE PAPER

Find an Interesting Topic• Cluster Outline (Idea map)–Freethinking–Any connections no matter

how far-out• Catch attention – unusual, unforgettable• Keep audience attention - most

important, most needed, most urgent need; use facts or documented evidence

CREATE

NO INPUT

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Absent; NO INPUT

Example of a free-thought cluster outline

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CREATE

NO INPUT

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Absent; NO INPUT

THAT IS HOW TO CREATE AN OUTLINE FOR AN E-GRADE PAPER.

How to Write Cluster Outlines

TO CREATE A D-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Example of a focused cluster outline

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CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.

What is a boring topic?

EXAMPLES OF CLUSTERS OF BORING OR NON-ORIGINAL TOPICS

A cluster

Same, same .... boring

Several clusters

Same, same, same .... boring

More clusters

Same, same, same, same .... boring

Begin with an Ordinary Topic• Cluster Outline (Idea map)–Freethinking–Any connections no matter

how far-out• Catch attention – unusual, unforgettable• Keep audience attention - most

important, most needed, most urgent need; use facts or documented evidence

How to Improve a Boring Topic• Cluster Outline (Idea map) – freethinking, any

connections

• Get audience attention – crazy connections– the unusual– the unforgettable

• Keep audience attention - most important, most needed, most urgent need; use facts or documented evidence

The Not-boring Topic

• Cluster Outline• Get audience

attention • Keep audience

attention

The Interesting Topic• Cluster Outline (Idea map) – freethinking, any

connections• Get audience attention – crazy connections,

unusual, unforgettable

• Keep audience attention – most important– most needed– most urgent need– convince by using facts or

documented evidence

One More Time...• Catch attention –Unusual, –Unforgettable

• Keep attention –Most needed, –Most useful–Most urgent needs• Use evidence for support• Use theory for support

How to Create Cluster Outlines

TO CREATE A D-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Example of a cluster outline

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THIS KIND OF OUTLINE MAY BE ACCEPTABLE

IN MOST OTHER COURSESBUT IN PROFESSIONAL WRITING

IT CAN STILL GET A GRADE OF

TO REALLY CREATE A D-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

1. REPRODUCE IDEAS EXACTLY

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

HOW TO REPRODUCE IDEAS EXACTLY •Do not add anything to the original idea•Do not change any part of the original idea•Do not remove any part of the original idea

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

2. USE OWN STRUCTURES (Paraphrase Step 1)

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

HOW TO USE OWN STRUCTURES•Change the position of the doer•Change the position of the receiver•Change from passive to active voice or vice-versa•Change from positive to negative statements (or vice-versa)

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3. USE OWN WORDS(Paraphrase Step 2)

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

HOW TO USE OWN WORDS• Use exact synonyms•Mention the source + verb + citation + reference•Use “one” or “it is” as subject of the sentence•Use tentative language

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3. USE INSTANT PARAPHRASE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

MARKHOW TO USE INSTANT PARAPHRASE• Get the exact meaning (English)• Translate to native language (not English)• Don’t look at the original version• Say it in English in your own style, your own ideas, and in your own words.• Make sure that the meaning is exactly the same as the original.

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

MARK1. REPRODUCE IDEAS EXACTLY • Do not add anything to the original idea• Do not change any part of the original idea• Do not remove any part of the original idea2. USE OWN STRUCTURES (Paraphrasing 1)• Change the position of the doer• Change the position of the receiver• Change from passive to active voice or vice-versa• Change from positive to negative statements (or vice-versa)3. USE OWN WORDS (Paraphrasing 2)• Use exact synonyms• Mention the source + verb + citation + reference• Use “one” or “it is” as subject of the sentence• Use tentative language

ENOTE: This level is

required in all the

higher cognitive levels

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

REMINDER: This level is

required in all the

higher cognitive levels

TO CREATE A C-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

If you aim for a higher gradeCluster outline– Add connections no matter how far-out

• Specify your action + deadline

Example of a C-grade cluster outline

State the need(s) of your target audience

State the urgency of the need(s) + supporting facts (with reference)

Your research or project proposal

State your specific target

audience

State your action (posters, slideshows,

proposal) and deadline (3 weeks)

If you want a C-grade paperCluster outline– Add connections no matter how far-out

• Specify your action + deadline• Specify your target audience

State the urgency of the need(s) + supporting facts (with reference)

audience

If you want a C-grade paperCluster outline– Add connections no matter how far-out

• Specify your action + deadline• Specify your target audience• State their need(s). –Describe the need.–Prove it with facts.

State the urgency of the need(s)

audience

Add proof

audience

Add proof Facts + citation + reference

audience

Quotes + citation + reference

• Specify your action + deadline• Specify your target audience• State their need(s). –Describe the need.–Prove it with facts.

• Add urgency of need. –Describe the urgency.–Prove it with facts.

audience

Add proof

Facts + citation + referenceQuotes + citation + reference

audience

Add proof

Facts + citation + reference

audience

Add proof

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THAT IS HOW TO CREATE AN OUTLINE FOR A C-GRADE PAPER.NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.

TO CREATE A B-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

State the urgency of the need(s) +

supporting facts (with reference)

audience

CONNECT CLEARLY

audience

CONNECT CLEARLY

audience

CONNECT CLEARLY

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THAT IS HOW TO CREATE AN OUTLINE FOR A B-GRADE PAPER.REMINDER: D-GRADE + C-GRADE SKILLS ARE REQUIRED

TO GET AN A-GRADE PAPER

Add urgent need. – Prove the urgency with facts. – Prove that the facts are real.

• Support your explanation of the parts (choose one):–A theory (or a part of a theory) –A framework (or a part of it) –A paradigm (or a part of it) –A matrix (or a part of it)

Example of a C-grade cluster outline (1)

audience

CONNECT CLEARLY

Example of a C-grade cluster outline (1a)

audience

CONNECT CLEARLYAdd proof

Example of a C-grade cluster outline (1b)

audience

Example of a C-grade cluster outline (1b)

audience

CONNECTEDWITH PROOF

audience

CONNECTED

WITH PROOF

audience

CONNECTED

Add proof

WITH PROOF

audience

CONNECTED

WITH PROOF

audience

CONNECTED

WITH PROOF

Quotes + citation + reference

audience

CONNECTED

WITH PROOF

audience

CONNECTED

CONNECT CLEARLY

WITH PROOF

audience

CONNECTED

WITH PROOF

audience

CONNECTED

WITH PROOF

audience

CONNECTED

WITH PROOF

audience

CONNECTED

WITH PROOF

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

MARKTHAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.

NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.

TO CREATE AN A*-GRADE PAPER

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

If you aim for the highest grade

Cluster outline– Add connections no matter how far-out

• Add a solution / suggestion– Say what’s original about it

Example of original contribution

It can be read by housewives in

India because I will use pictures and simple English

It can be read by housewives in India

because I will use pictures and simple English

They need to know information that

only highly educated & trained

people know.

I will show technical in simple images. Text will be

in simple English.

They need to know information that only

highly educated & trained people know.

Technical information will be shows as images or graphics;

text will be very simple English.

Translations will be near the

English text. Images will be

selected for cultural

acceptability.

The target readers need information that only

Technical information will be shown as images or graphics;

Translations are under the English text; images will be

selected for cultural suitability.

Translations will be right under the English text. All images will

be selected for cultural acceptability and sensitivity.

I have proof that no one has done

this before

If you aim for the highest grade

Cluster outline– Add connections no matter how far-out

• Add a solution / suggestion– Say what’s original about it–Use a theory or framework

to support your solution

Example: original contribution + support

Translations will be right under the English text. All images will

be selected for cultural acceptability and sensitivity.

It can be read by housewives in India because

I will use pictures and simple English

The target readers need information that only highly educated & trained people

MY PROPOSED THEORETICAL

SUPPORT

EXPERIENTIAL LEARNING THEORY

(KOLB, 1975)

HIERARCHY OF NEEDS THEORY (MASLOW, 1943)

CULTURAL DIMENSIONS (HOFSTEDE, 2001)

DOMAINS OF LEARNING (GAGNE, 1965)

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

NOTE: D, C, B, AND A SKILLS ARE REQUIRED.

Mission: Cognitive LevelsNEXT

Mission: Create A Test Question

Your Mission:• Create one test question where a student can

identify the different levels of cognition used.• The answers should be any of the six above.• The answers should be clear.

A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember

What Level of Cognition?

Example: Somalia is a country wracked by perennial drought, lack of infrastructure, and a population that lacks education.

1. Somalia’s problems include drought every year, little or no infrastructures, and a mostly illiterate population.

2. The lack of education to the majority, poor roads and bridges, and lack of water supply keeps most Somalians in poverty.

3. When our water supply was cut for a month, we suffered much. I had to bring water from the well. Since the well as far, I could not do my homework.

4. No rainfall means no food production. Somalia must import food. However, the lack of infrastructure and an uneducated population means that Somalia cannot create money to import food.

5. Education is the most crucial need because an educated population can find ways to solve the problems of drought and infrastructure. The UN even says that education is not only a need but a right (Education is a Basic Need in the Developing World, 2007).

6. Since basic education is available online, donor countries can help by providing cheap computers and internet service; solar batteries can be used where there is no electricity.

What Level of Cognition?

Answers: Somalia is a country wracked by perennial drought, lack of infrastructure, and a population that lacks education.

1. Somalia’s problems include drought every year, little or no infrastructures, and a mostly illiterate population. (Remember – same structure, mostly same words)

2. The lack of education to the majority, poor roads and bridges, and lack of water supply keeps most Somalians in poverty. (Understand – same ideas but different structure and mostly different words)

3. When our water supply was cut for a month, we suffered much. I had to bring water from the well. Since the well as far, I could not do my homework. (Apply – used in a different situation)

4. No rainfall means no food production. Somalia must import food. However, the lack of infrastructure and an uneducated population means that Somalia cannot create money to import food. (Analyze – parts & connections)

5. Education is the most crucial need because an educated population can find ways to solve the problems of drought and infrastructure. The UN even says that education is not only a need but a right (Education is a Basic Need in the Developing World, 2007). (Evaluate – opinion with documented support)

6. Since basic education is available online, donor countries can help by providing cheap computers and internet service; solar batteries can be used where there is no electricity. (Create – different ideas combined into a new idea)

Use What Level of Cognition?

Example: Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.

1. When water falls from the sky in liquid form, that is called rain. However, when water is floating in the air, that is called mist.

2. The air between the sky and the earth can contain water, whether in in gaseous form which is called mist in English or dagim in Tagalog, or in liquid form which is called rain in English or ulan in Tagalog.

3. My uncle, a rice farmer, needs rain for his fields. My father, a grape grower, needs a mist for his farms. Grapes cannot be produced in a rainy place. Similarly, rice cannot be produced where there is only mist.

4. Both rain and mist are water that is between the sky and the earth. However, gravity pulls rain faster while mist floats and falls slower. (

5. Mist and rain are not the only forms of water in the sky. The other forms can be snow, hail, or clouds. (Precipitation, The Free Dictionary, 2013).

6. In AiU, I can create a poster showing the how the word “rain” is pronounced in different languages.

Use What Level of Cognition?

Answers: Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.

1. When water falls from the sky in liquid form, that is called rain. However, when water is floating in the air, that is called mist. (E: Same structure, mostly same words)

2. The air between the sky and the earth can contain water, whether in in gaseous form which is called mist in English or dagim in Tagalog, or in liquid form which is called rain in English or ulan in Tagalog. (D: Same ideas but different structure and mostly different words)

3. My uncle, a rice farmer, needs rain for his fields. My father, a grape grower, needs a mist for his farms. Grapes cannot be produced in a rainy place. Similarly, rice cannot be produced where there is only mist. (C: Used in a different situation)

4. Both rain and mist are water that is between the sky and the earth. However, gravity pulls rain faster while mist floats and falls slower. (B: Parts and connections of parts: similarities / differences)

5. Mist and rain are not the only forms of water in the sky. The other forms can be snow, hail, or clouds. (Precipitation, The Free Dictionary, 2013). (A: choice / position / opinion + theory / documented support)

6. In AiU, I can create a poster showing the how the word “rain” is pronounced in different languages. (A*: Different ideas combined into a new idea)

What Level of Cognition?Example: In places where there are constant power outages, solar cells can provide a constant

power supply.1. Where there are frequent blackouts, solar cells can provide electricity from the sun 24

hours a day. 2. Whether is day or night, whether there is electric power lines or not, a house that is

powered by solar power always has electricity. 3. During night in a mountain camp, we have light and we can cook food because our

battery was charged by solar cells during the day. 4. Electric generators from coal, gas, and water turbines can be interrupted when the fuel

runs out, the generator breaks down, or the transmission lines are broken. However, since solar cells cam be portable or built into a building or house, such problems do not exist.

5. The price of solar cells are falling, and will continue to do so as demand continues to increase (Cournot, A. A., 1838, Supply and Demand Theory) due to government support and private enterprise (The History of Solar).

6. At that time, my country will be able to afford the technology as the price “will be competitive with traditional sources of electricity.” There will be no more blackouts as solar power can create other energy sources such as by electrolyzing water to create hydrogen fuel (The History of Solar).

What Level of Cognition?Answers : In places where there are constant power outages, solar cells can provide a constant power

supply.1. Where there are frequent blackouts, solar cells can provide electricity from the sun 24 hours a day.

(E: Same structure, mostly same words)2. Whether is day or night, whether there is electric power lines or not, a house that is powered by

solar power always has electricity. (D: Same ideas but different structure and mostly different words)

3. During night in a mountain camp, we have light and we can cook food because our battery was charged by solar cells during the day. (C: Used in a different situation)

4. Electric generators from coal, gas, and water turbines can be interrupted when the fuel runs out, the generator breaks down, or the transmission lines are broken. However, since solar cells cam be portable or built into a building or house, such problems do not exist. (B: Parts and connections of parts: similarities / differences)

5. The price of solar cells are falling, and will continue to do so as demand continues to increase (Cournot, A. A., 1838, Supply and Demand Theory) due to government support and private enterprise (The History of Solar). (A: choice, position, or opinion + theory or documented support)

6. At that time, my country will be able to afford the technology as the price “will be competitive with traditional sources of electricity.” There will be no more blackouts as solar power can create other energy sources such as by electrolyzing water to create hydrogen fuel (The History of Solar). (A*: Different ideas combined into a new idea)

How to Write a Thesis OutlineNEXT

Cluster Outline: The Thesis Statement

Thesis Statement

What is a Thesis Statement?

Read this research question:

“How are Mohammedanism, Buddhism, and Christianity similar and different?”

This is not a thesis.

Create a tentative answer to this research question.

A tentative answer to a research question is a thesis statement.

Tentative Language

• is / are = can be• verb = seem to + verb

A tentative answer to a research question:

“These three religions can be the same in origin: they all seem to originate from an individual, not a group.”

Tentative Language

• is / are = can be• is / are = may be• verb = seem to + verb• was + verb = appear(s) to have been + verb

A tentative answer to a research question:

“These three religions may be different in that each one appears to have been founded in a different culture.”

A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.

What idea needs support?

“These three religions are different in that each one was founded in a different culture.”

What idea needs support?

“These three religions are different in that each one was founded in a different culture.”

This idea needs support or proof.

Direct Language

• can be = is / are• may be = is / are

What ideas need support?

“These three religions are different in that each one was founded in a different culture.”• Use valid logic?• Use natural phenomena? • Use documented facts?

“These three religions are the same in terms of origin: they all originated from individuals, not from groups or cultures.”

This idea needs support or proof.

Direct Language

• can be = is / are• may be = is / are• seem to + verb = verb• appear(s) to have been + verb = past tense

“These three religions can be the same in origin: they all seem to originate from individuals, not from groups or cultures.”• Use valid logic?• Use natural phenomena? • Use documented facts?

Mission: Types of ProofNEXT

Mission: Create A Test Question

Your Mission:• Create a test question: one thesis statement

for each type of proof.• The answers should be any of the three above.• The answers should be clear.

A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS

Use What Type of Proof?

Examples: Somalia is a country wracked by perennial

drought, lack of infrastructure, and a population that lacks education.

Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.

In places where there are constant power outages, solar cells can provide a constant power supply.

Use What Type of Proof?

Answer: Somalia is a country wracked by perennial drought

(C), lack of infrastructure (C), and a population that lacks education (C).

Rain is water that falls from the sky in liquid form (B), while mist is water in the air in gaseous form (B).

In places where there are constant power outages, solar cells can provide a constant power supply (A).

The Three-part Thesis StatementNEXT

What is a 3-part thesis Statement?

• A tentative answer to a research question is a thesis statement.

REVIEW

• A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.

REVIEW

• A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.

• A thesis statement with three ideas to be proven is a three-part thesis.

ANSWER

THESE THREE RELIGIONS ARE

DIFFEREN T

INDIVIDUAL ORIGINS

CULTURAL CENTERS

POPULATION LEVELS TODAY

A three-part thesis statement

A thesis statement with three ideas to be proven:

“These three religions originated from individuals and not groups, are located in different cultural centers today, and today have different population levels.”

Create a Cluster Outline

Create a cluster outline from a three-part thesis.“These three religions originated from an

individual, were founded in different cultures, and are currently the most populous religions today.”

Cluster Outline: Three-part Thesis

Thesis Statement

Part 1 Part 2 Part 3

Create a Cluster Outline

Which is faster: • free-writing a cluster outline or • creating a cluster outline from a

three-part thesis?

Mission: Types of Thesis Statements

Mission: Create a Test Question

Your Mission:• Create a test question: one thesis statement

for each type of thesis.• The answers should be any of the three above.• The answers should be clear.

A. ONE-PART, B. TWO-PART, or C. THREE-PART

What Type of Thesis?

Examples: 1. Somalia is a country wracked by perennial

drought, lack of infrastructure, and a population that lacks education.

2. Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.

3. In places where there are constant power outages, solar cells can provide a constant power supply.

What Type of Thesis?

Answers: 1. Somalia is a country wracked by perennial

drought, lack of infrastructure, and a population that lacks education. (C)

2. Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form. (B)

3. In places where there are constant power outages, solar cells can provide a constant power supply. (A)

HOW TO OUTLINE A THESIS STATEMENT

TO CREATE A PAPER WITH THE PARTICULAR GRADE THAT YOU WANT

AN E-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

When writing a thesis outline, use a complete a complete sentence

with a subject, verb, and predicate

3-part Thesis: E-grade Thesis Outline

Thesis Statement

Part 1 Part 2 Part 3

Summary ParagraphConclusion Paragraph

3-part Thesis: Example

The moringa tree can help solve

malnutrition soil erosion poor health

This tree has tree has many uses.

The moringa tree is a plant that is very useful.

A PROBABLE D-GRADE THESIS OUTLINE

HOW TO WRITE

Cluster Outline: Three-part Thesis

Thesis Statement

Part 1

Part 2

Part 3

Three-part Thesis: D-Grade Paper

Thesis Statement

Part 1

Proof 1

Proof 2

Part 2

Proof 1

Proof 2

Proof 3

Proof 4

Part 3

Proof 1

Proof 2

Proof 3If many proofs are included, is the grade higher?

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

A SURER D-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: D-grade Thesis Outline

Thesis Statement

Part 1

Explain Example

Part 2

Explain Example

Part 3Explain

Example

SummaryConclusion

Create a thesis outline based on this cluster example. The explanation and examples are your own ideas.

A PROBABLE C-GRADE THESIS OUTLINE

HOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: C-grade Cluster OutlineThesis Statement

Part 1

Explanation Example

New Situation

Part 2

Explanation Example

Different Situation

Part 3

Explanation Example

Another Situation

Create a thesis outline based on this cluster example. The situations are your own ideas.

A SURER C-GRADE OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: C-Grade Cluster OutlineThesis Statement

Part 1

Proof 1

Proof 2

Part 2

Proof 1

Proof 2

Part 3

Proof 1

Proof 2

ApplySITUATIONS, PROBLEMS

SITUATIONS, PROBLEMS

Conclusion ParagraphSummary Paragraph

A B-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: B-Grade Cluster OutlineThesis Statement

Part 1

Proof 1

Proof 2

Analyze

Part 2

Proof 1

Proof 2

Analyze

Part 3

Proof 1

Proof 2

Analyze

PARTS AND FUNCTIONS

CONNECTIONSCONNECTIONS CONNECTIONSSIMILARITIESSIMILARITIES SIMILARITIESDIFFERENCESDIFFERENCES DIFFERENCES

AN A-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: A-Grade Cluster OutlineThesis Statement

Part 1

Proof 1

Proof 2

Analyze

Part 2

Proof 1

Proof 2

Analyze

Part 3

Proof 1

Proof 2

Analyze

EvaluateEvaluate Evaluate

Theory SupportTheory Support Theory Support

AN A*-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

3-part Thesis: A*-grade Cluster OutlineThesis Statement

Part 1

Proof 1

Proof 2

Analyze

Part 2

Proof 1

Proof 2

Analyze

Part 3

Proof 1

Proof 2

Analyze

CreateEvaluateEvaluate Evaluate

DRAFTING AN OUTLINE

HOW TO QUICKLY CREATE A WRITING GUIDE

INFORMAL OUTLINESHOW TO IDENTIFY

Informal Outlines

Cluster outlinesKeyword outlinesTopic outlines

Informal Outlines

• Informal outlines are for pre-writing• They are useful for putting down ideas• They are useful for revising, adding, or

deleting ideas as these come to mind• They are usually not submitted for grading

Informal Outline: ClusterCluster outlines, also called• Mind-maps• Concept maps• Bubble outlines

Informal Outline: ClusterKeyword outlines• Use key words only• Can be formal

Informal Outline: Topic Topic outlines• Also called “sentence outline”• Use phrases to show a topic• Can be formal• Sentence outlines• Use complete sentences• Use formal structures

Informal Outline: Bulleted List• Bullet outline Level One– This is an example of a bullet outline Level 2• This is how Level 3 looks like.• How a bullet list looks like (images):

– http://goo.gl/Efj8lv – http://goo.gl/gj7yf2 – http://goo.gl/GSrQKy – http://goo.gl/NLP6ka (must see this)

• How to do it in MS Word http://goo.gl/6QNgsi

Informal Outlines

• Cluster outlines• Keyword outlines• Topic outlines• Bulleted list

TYPES OF OUTLINESHOW TO IDENTIFY

Formal Outlines

1. Numeric: numbers, numerals2. Decimal: numbers in decimals3. Alphanumeric: alphabet,

numbers4. Combination: alphabet,

decimal, numbers, numerals

Formal Outline 1: Numeric TypeUses only• Numbers• Decimals• Numerals• Alphabet

This example uses: One Level

• Level 1• Level 2• Level 3• Level 4

Formal Outlines

Formal Outline 2: Decimal TypeUses• Numbers• Decimals only• Numerals• Alphabet

This example uses: Three Levels

Formal Outlines

Formal Outline 3: Alphanumeric TypeUses• Alphabet• Numbers• Numerals• Decimals

Levels: Three Levels

RULE: There should be at least two items per level. If there is only one item, move the item to another level

Formal Outlines

Formal Outline 4: Combination TypeCombines any of• Alphabet• Numbers• Numerals• Decimals• Bullets

Questions?

Outline errors receive an F grade. Know and avoid outline errors. Details

at http://goo.gl/IFtgme (must read).

Mission: Outline Types & LevelsNEXT

Sample 1Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels

Answer 1Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels

Sample 16Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels

Answer 16Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels

HOW TO OUTLINE YOUR PAPERNEXT

AN E-GRADE PAPERHOW TO OUTLINE

CREATE

NO INPUT

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

Absent; NO INPUT

A D-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

A C-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THAT IS HOW TO CREATE AN OUTLINE FOR A C-GRADE PAPER.NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.

A B-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

THAT IS HOW TO CREATE AN OUTLINE FOR A B-GRADE PAPER.REMINDER: D-GRADE + C-GRADE SKILLS ARE REQUIRED

AN A-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.

AN A*-GRADE THESIS OUTLINEHOW TO WRITE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

CREATE

REMEMBER

UNDERSTAND

ANALYZE

EVALUATE

NOTE: D, C, B, AND A SKILLS ARE REQUIRED.

THANK YOU

END OF PRESENTATIONSEND COMMENTS TO mr.jaime.aiu@gmail.com

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