Ex. 6. Solving problems with topic and subtopic sentences

Bring into class a current draft of a composition you are working on. Discuss the problems you had or are having with your choice of topic and subtopic sentences.

• Explain how you solved them or how you are solving them.

• If necessary, brainstorm in small groups to find more effective subtopics.

In-class Writing Activity

You will be given a time limit in which to write a composition on a topic your instructor will provide (2–3pages every other line).

• Plan before you write.

• Allow for time to proofread.

• Use all of the time allowed.

Vocabulary

relevant support	to convince	suitable	disadvantage
convincing support	to sort out	sophomoric	generality
representative	to overlap	duplication	to consider
scope	thought-provoking	advantage	to match
to be distinct	specific example	well-expressed	to illustrate

Outlining skills

ObjectivesIn this unit you will:	learn what outlining is;
	study the outlining discover how to frame a paragraph;
	learn rules for outlining.

Starting up

Ex. 1. Agree or disagree with the following statement: Writing an outline allows you to think before you write. Give your arguments.

Introduction

Outlining Skills

An outline is a formal organized list of the ideas, explanations, details, examples, and other supporting points in a paper. When organizing a paper, it is easier to write an outline than to write the entire paper. If you have to make changes, do not rewrite every word; simply shift the points in the outline around and cut or add support as needed. It is necessary to learn outlining skills because sometimes a professor will ask to preview an outline before the paper is due and then request the final outline with the paper.

Framing a Paragraph

An outline is a visual representation of the levels of generality. First, the symbols used to signify general ideas are different from those for specific ideas. We will approach outlining by showing how one paragraph is built in layers, beginning with the main points under each topic sentence and adding deeper and deep­er support.

Layer One: A, B, C

The main ideas (subtopics) in a paragraph are labeled A, B, C, and so on, and must directly relate to the topic sentence. In the outline model that follows, the subtopics are stated in sentences as models of effective subtopic sentences.

Layer Two: 1, 2, and 3

In this level, the supporting points are labeled with Arabic numerals (1, 2, 3, and so on) and the list of sup­porting points is indented. In this way, the reader can easily identify the supporting points. The rule for unity applies at this level also. Note that in each main division (A, B, C) the supporting points (1 and 2) directly relate to the topic sentence.

Layer Three: a, b, c

This level, consisting of relevant explanations of each subtopic, is labeled with lowercase letters (a, b, c, and so on). This list is also indented. In the following model, the reader can quickly see how the writer plans to discuss each subtopic.

Rules for Outlining

In addition to the rules for labeling the levels of generality in outlines demonstrated above, there are other guidelines for effective outlining.

1. Equivalent Value Rule:Clearly label the parts of the outline with the appropriate symbols for each level of generality. Remember that the support at the same level of generality should be labeled with the same type of symbol.

2. Balanced Support Rule:Plan at least two subdivisions for each division for balanced, well-developed support.

3. Parallel in Form Rule:List the support in parallel form. You can state all the points as sentence or noun phrases. It is a good idea to write out the subtopics as sentences to help with coherence when you write your paper.

4. Indentation Rule:Indent for each new level of generality. Levels that are equal in value should have the same indentation.

Listening

Script 15