Outline Sophomore Research Paper
What is it? • Serves as an organiza3onal plan for your paper • Ar3culates what you plan to say • Shows how you will get to where you want to go
Importance • Ar3cula3on in point form for a superior dra< • Chance to ﬁx structural problems more easily • Direc3on and substance • Conﬁdence • Ability to tackle smaller, more manageable chunks
How to construct yours • Take a deep breath. • Read through your notes. • Classify your ﬁndings / look for paGerns and trends. • Do some more research where needed or see if two "weak" sec3ons might ﬁt under one stronger heading. • Re-‐evaluate your thesis.
Starting the outline • MLA heading and headers • Title: Research Paper Outline – Major Grade • I. Introduc3on • A. Interest grabber • B. Thesis statement: Write it out as a complete sentence here. • II. Topic heading 1 • III. Topic heading 2 • IV. Topic heading 3 (could have 2-‐4 topics) • V. Conclusion
Organizing information • Using colored index cards, write down your (revised) topics from your preliminary outline. This is your “star3ng outline.” • Once you feel you have a good set of topics, take out your note cards and try to ﬁnd a place for them in your “star3ng outline.” Insert them where they belong.
Forming a topic outline • Give topic names to all of the pieces of informa3on (do not just write the quote in the outline!) and document them with appropriate cita3ons in your outline. • End with the Conclusion.
Citations • Use the ﬁrst word of the Source Card cita3on (usually the author’s or editor’s last name) and the page number (if available). • If the ﬁrst word is an ar3cle name, put quotes around it. • If it’s a book 3tle, italicize it.
• Simply put the page number -‐ no p., nor pp., nor pg., nor pgs, nor # signs. • If there is no page number, you do not put anything but the ﬁrst word of the cita3on.
Works Cited • Using your source cards, list each entry alphabe3cally by the ﬁrst important word (not a, an or the) of the entry. • Use a hanging indent.
Important structural things • Every I has a II; every A a B; every 1 a 2. • Go over parallelism. Change any inconsistent parts of speech on the outline. • Go over capitaliza3on. Adjust capitaliza3on.