Unit Six Developing an__ Outline

UnitSixDevelopinganOutline(写作提纲)1.WhatisanoutlineAnoutlineisagreatwaytoorganizeyourthoughtsaswellasorganizeinformationfromwhatyou'veread.Itprovidesabrief,overallviewtocorrelateandrearrangeideas.Thepurposeofanoutlineistohelpyouthinkthroughyourtopiccarefullyandorganizeitlogicallybeforeyoustartwriting.Agoodoutlineisthemostimportantstepinwritingagoodpaper.Anoutlineis:Alogical,generaldescriptionAschematicsummaryAnorganizationalpatternAvisualandconceptualdesignofyourwritingAnoutlinereflectslogicalthinkingandclearclassification2.WhydoweneedanoutlinebeforewritingapaperWhycreateanoutline?Therearemanyreasons;butingeneral,itmaybehelpfultocreateanoutlinewhenyouwanttoshowthehierarchicalrelationshiporlogicalorderingofinformation.Forresearchpapers,anoutlinemayhelpyoukeeptrackoflargeamountsofinformation.Forcreativewriting,anoutlinemayhelporganizethevariousplotthreadsandhelpkeeptrackofcharactertraits.Manypeoplefindthatorganizinganoralreportorpresentationinoutlineformhelpsthemspeakmoreeffectivelyinfrontofacrowd.Belowaretheprimaryreasonsforcreatinganoutline:General:a.AidsintheprocessofwritingSpecific:a.Helpsyouorganizeyourideasb.Presentsyourmaterialinalogicalformc.Showstherelationshipsamongideasinyourwritingd.Constructsanorderedoverviewofyourwritinge.Definesboundariesandgroups3.FourMainComponentsforEffectiveOutlineIdeally,youshouldfollowthesefoursuggestionstocreateaneffectiveoutline.3.1Parallelism-HowdoIaccomplishthis?Eachheadingandsubheadingshouldpreserveparallelstructure.Ifthefirstheadingisaverb,thesecondheadingshouldbeaverb.Example:ChooseDesiredCollegesPrepareApplication(ChooseandPreparearebothverbs.Thepresenttenseoftheverbisusuallythepreferredformforanoutline3.2Coordination-HowdoIaccomplishthis?AlltheinformationcontainedinHeading1shouldhavethesamesignificanceastheinformationcontainedinHeading2.Thesamegoesforthesubheadings(whichshouldbelesssignificantthantheheadings).Example:VisitandevaluatecollegecampusesVisitandevaluatecollegewebsitesNoteimportantstatisticsLookforinterestingclasses(Campusandwebsitesvisitsareequallysignificant.Theyarepartofthemaintasksyouwouldneedtodo.Findingstatisticsandclassesfoundoncollegewebsitesarepartsoftheprocessinvolvedincarryingoutthemainheadingtopics.)3.3Subordination-HowdoIaccomplishthis?Theinformationintheheadingsshouldbemoregeneral,whiletheinformationinthesubheadingsshouldbemorespecific.Example:Ⅰ.DescribeaninfluentialpersoninyourlifeA.FavoritehighschoolteacherB.Grandparent(Afavoriteteacherandgrandparentarespecificexamplesfromthegeneralizedcategoryofinfluentialpeopleinyourlife.)3.4Division-HowdoIaccomplishthis?Eachheadingshouldbedividedinto2ormoreparts.Example:Ⅰ.CompileresumeA.ListrelevantcourseworkB.ListworkexperienceC.Listvolunteerexperience(TheheadingCompileresumeisdividedinto3parts.)Technically,thereisnolimittothenumberofsubdivisionsforyourheadings;however,ifyouseemtohavealot,itmaybeusefultoseeifsomeofthepartscanbecombined.4.FormofanOutlineThemostimportantruleforoutliningformistobeconsistent!Anoutlinecanusetopicorsentencestructure.Atopicoutlineuseswordsorphrasesforallentriesandusesnopunctuationafterentries.Advantages:presentsabriefoverviewofworkandisgenerallyeasierandfastertowritethanasentenceoutline.Asentenceoutlineusescompletesentencesforallentriesandusescorrectpunctuation.Advantages:presentsamoredetailedoverviewofworkincludingpossibletopicsentencesandiseasierandfasterforwritingthefinalpaper.RomanNumeralsAnoutlinecanuseRomannumerals,lettersordecimalformI.A.B.1.2.a.b.Decimal(mostcommonone)1.01.11.21.2.11.2.21.2.2.11.2.2.2OutlineSampleOne(phraseoutline)I.INTRODUCTION-(Briefcommentleadingintosubjectmatter-ThesisstatementonShakespeare)II.BODY-Shakespeare'sEarlyLife,Marriage,Works,LaterYearsA.EarlylifeinStratford1.Shakespeare'sfamilya.Shakespeare'sfatherb.Shakespeare'smother2.Shakespeare'smarriagea.LifeofAnneHathawayb.ReferenceinShakespeare'sPoemsB.Shakespeare'sworks1.Playsa.Tragediesi.Hamletii.RomeoandJulietb.Comediesi.TheTempestii.MuchAdoAboutNothingc.Historiesi.KingJohnii.RichardIIIiii.HenryVIII2.Sonnets3.OtherpoemsC.Shakespeare'sLaterYears1.Lasttwoplays2.RetiredtoStratforda.Deathb.Buriali.EpitaphonhistombstoneIII.CONCLUSIONA.Analyticalsummary1.Shakespeare'searlylife2.Shakespeare'sworks3.Shakespeare'slateryearsB.ThesisrewordedC.ConcludingstatementOutlineSampleTwo(SentenceOutline)ChoicesinCollegeandAfterThesis:ThedecisionsIhavetomakeinchoosingcollegecourses,dependonlargerquestionsIambeginningtoaskmyselfaboutmylife’swork.I.Ihavetwodecisionstomakewithrespecttochoosingcollegecoursesintheimmediatefuture.A.Oneiswhethertoelectacourseinarthistoryorinchemistry.1.Onetimeinmylife,Iplannedtobeachemicalengineerprofessionally.2.Ontheotherhand,Ienjoyartandplantotravelandseemoreofit.B.TheseconddecisioniswhethertocontinueathirdyearofFrenchbeyondthebasiccollegerequirement.1.Frenchmightbeusefulbothinengineeringandtravel.2.Furthermore,IameagertoreadgoodbookswhicharewritteninFrench.3.HownecessaryaretheseconsiderationsinthelightofothercoursesImighttakeinstead?II.Myproblemcanbeputintheformofadilemmainvolvinglar