1. Welcome to Unit 5 Outline Your Presentation Can you imagine a construction manager working on a skyscraper without a set of blueprints? No way! Similarly, writers construct essays using sets of blueprints or outlines to guide them in the writing process. http://www1.aucegypt.edu/academic/writers/outline.htm

2. What Difficulties Are You Experiencing With Your Project?

3. Real difficulties can be overcome; it is only the imaginary ones that are unconquerable. Theodore N. Vail

4. Agenda  General Announcements  Progress Updates  Review Unit 3 & 4  Overview Unit 5  Assignments

5. General Announcements √Grades √ Unit Projects & Learning Journal Entries √ Pending Late Work √ DB Post √ Seminar Option 2

6. What’s in a Source? Sources for Final Project: Total 8  3 scholarly journals (Academic Search Premier)  2 books  3 other  Reference Page (not Bibliography)  APA Format (see unit 3 readings/APA Quick Reference)

7. Unit 3 & 4 Review Historical and Personal Historical Research Your Turn to Share…  What is meant by “your PERSONAL historical context?”  How is it different from “THE HISTORICAL context?”  What are some examples of how you will integrate your historical context into your paper? (personal/professional goals/opportunities, communication; effects of gender, culture, age, etc.)

8. Progress Update 5 weeks to the finish line! How are you doing with your research?  Thesis Development—see  https://kucampus.kaplan.edu/Platform/AcademicSupport /AcademicSuccess/PeerTutoring/Writing/pdf/process/Fro m_Topic_Research_Thesis.pdf https://kucampus.kaplan.edu/Platform/AcademicSupport /AcademicSuccess/PeerTutoring/Writing/pdf/process/Fro m_Topic_Research_Thesis.pdf

9. Generating your technology sub- topic and research questions and turning them into your thesis statement is a great first steps in the writing process.

10. Thesis Statements  Your thesis is the main point or essential idea of your paper.  If you ask yourself -- "What is the main point or essential idea of my paper?" – The answer should be your thesis statement.  The thesis statement focuses your essential ideas.  Your thesis statement should be one or two sentences that explains the argument, focus or purpose of your paper

11. Writing Your Thesis  Research your topic  Read your research articles  Take notes  Brainstorm ideas from your research articles  Add to your notes  Generate a research question  Generate a thesis

12. Your Research Question: To generate a research question, complete this statement: I want to know why/how/what...

13. Your Thesis Statement  Think of your research question…  The answer to your research question, is your thesis…

14. Sample Question & Thesis Question: How can we find out some ways to stop teen gang activity. Thesis: Teen gang activity in the United States can be stopped by a combined approach which consists of supervised youth programs, more job availability, and closer family relationships. http://www.crlsresearchguide.org/13_Thesis_Statement.asp

15. Writing a Thesis Statement Using the topic information, develop this formulaic sentence: I am writing about_______________, and I am going to argue, show, or prove___________. What you wrote in the first blank is the topic of your paper; what you wrote in the second blank is what focuses your paper Source: http://www.writing.ku.edu/~writing/guides/thesis.shtml

16. Example I am going to write about senior citizens who volunteer at literacy projects, and I am going to show that they are physically and mentally invigorated by the responsibility of volunteering. Next, refine the sentence so that it is consistent with your style. For example: Senior citizens who volunteer at literacy projects are invigorated physically and mentally by the responsibility of volunteering. Source: http://www.writing.ku.edu/~writing/guides/thesis.shtml

17. Do you have questions on writing your thesis statement?

18. Outlining What is the purpose of outlining?

19. Your Outline Will Help You Write Your Paper!

20. What is an Outline? An outline is a road map of your book or paper. It organizes your thoughts, the points and the ideas you want to make. If you follow this blueprint, your ideas will flow smoothly. Writing an Outline The more complete your outline is, the easier it is to write the sentences that weave your ideas together. Importance of Research You should have enough research done to know what direction your work will take. You still can change or adjust that direction as you do additional research. Organize Your Thoughts Once you have started your outline and have stated your thesis, it is time to organize your thoughts. Importance of Structure Once your outline is complete, writing the paper consists primarily of filling in the blanks and tying your points together. It also helps when you review your outline to make sure you have put in everything you intended to. Source: http://EzineArticles.com/?expert=Tiffany_Brydhttp://EzineArticles.com/?expert=Tiffany_Bryd http://ezinearticles.com/?Why-Writing-an-Outline-is-Important&id=3984182

21. Why create an outline?  Aids in the process of writing  Helps you organize your ideas  Presents your material in a logical form  Shows the relationships among ideas in your writing  Constructs an ordered overview of your writing  Defines boundaries and groups Source: http://owl.english.purdue.edu/owl/resource/544/02/

22. How do I create an outline?  Determine the purpose of your paper.  Determine the audience you are writing for.  Develop the thesis of your paper.

23. Creating Your Outline I. Introduction A. Background information B. Thesis statement II. Key point A. Supporting details B. Supporting details III. Key point A. Supporting details B. Supporting details IV. Key point A. Supporting details B. Supporting details V. Conclusion A. Restatement of thesis B. Concluding statement Source: Kaplan Writing Center

24. Full Sentence Outlines Full Sentence Outline I. Man-made pollution is the primary cause of global warming. A. Greenhouse gas emissions are widely identified by the scientific community to be harmful. 1. The burning of coal and fossil fuels are the primary releasers of hazardous greenhouse gases. Full sentence outlines are often accompanied with an APA reference list on a separate page. Quotes within the outline must also utilize APA in-text citations. Source: http://owl.english.purdue.edu/owl/resource/544/02/

25. Sample Outline for “Parental Conduct and Kids’ Sports” I. Introduction A. Parents and coaches are breaking kids’ sports by fighting on the sidelines, screaming abusively, encouraging physical violence among players, and generally modeling unsportsmanlike behavior. B. Young athletes (6-12 year olds) are becoming discouraged and dropping out of organized sports, not because of their own physical limitations or lack of knowledge, but because of the violent parental conduct, verbal and physical abuse of the coaches, and the lack of civility and sportsmanship. II. Parents are losing their perspective and putting too much pressure on young players. A. Parents want the best for their children and when it comes to sports they want the young player to be the star, which appears to be causing them to treat youth sports as training for the World Series or the Super Bowl. B. Parents can be seen exhibiting “ferocious temper tantrums” and physically abusing coaches, as well as hitting, kicking, slapping, insulting, and verbally abusing their children (Lord, 2000). III. The coaches of many youth teams vary from former players with some background, to volunteer dads, to “wannabe” championship coaches with little or no experience. A. Lancaster (2001) says that the coaches “are turning kids off” because they “have little or no experience in teaching a sport, and therefore don't know how to develop a young person's talent or teach the entire game” (p.13). B. Coaches need to have “more training in the rules of the sport, child psychology and dealing with parents” (Lord, 2000) to change their behavior and emphasize supportive behavior to build the children’s confidence, ability, and enjoyment of the sport (Lancaster, 2001). IV. The quality of sportsmanship, civility, and ethics is being replaced by a “win at all costs” attitude. A. Children who are learning various sporting games need to know the fundamentals of the game, sportsmanship, and just enjoy playing. B. Parents need to praise each accomplishment, model sportsmanlike behavior, and be positive motivators (Lord, 2000) C. Coaches should be teaching young players the fundamentals, have an understanding of child psychology, encouraging respect for all of the players regardless of their ability, and most of all make it a positive enjoyable experience for all involved. V. Conclusion A. Unsportsmanlike behavior and lack of civility on the part of parents and coaches is ruining youth sports and causing young athletes to turn away from participating. B. Parents and coaches alike need to take a hard look at the role models they are exhibiting, if necessary both need to go through training programs to review sportsmanlike conduct. Source: Kaplan Writing Center _wl_wp_dft63.doc

26. Unit 5 Outline Template 1. Introduction  List your key points here  Include your research question/thesis (“My topic is important because of the many historical implications it has for society, as well as the implications it has had in my own life….”)  Make it interesting (use quote, definition, ask a question, find an interesting fact/surprising information) 2. Discussion---Historical Context  List your key points here (some ideas below)  When did the event occur?  What was society like pre-event?  How did the event come about?  What impact did the event have?  What changes did it create?  How did it affect society, traditions, values, habits, communication?  How did it affect people's professional or personal lives?  Does culture, gender, ethnicity, etc. affect the event?  etc. 3. Discussion—Your Personal Historical Context  List your key points here (some ideas below)  How does your topic affect your own family?  How does it affect your immediate community?  How does it affect your education?  How does it affect your personal goals/opportunities?  How does it affect your personal/professional life?  Does your family history, education level, gender, religion, age, etc. affect your response to the technology? 4. Conclusion  List your key points here  Mirror your introduction  Challenge the audience to take action  Bring up remaining questions

27. Let’s practice: Unit 5 Outline Template If you topic is Online Learning… 1. Introduction  List your key points here  Include your research question/thesis (“My topic is important because of the many historical implications it has for society, as well as the implications it has had in my own life….”)  Make it interesting (use quote, definition, ask a question, find an interesting fact/surprising information)  What information could we add to this part of the outline?

28. Let’s practice: Unit 5 Outline Template If you topic is Online Learning… 2. Discussion---Historical Context  List your key points here (some ideas below)  When did the event occur?  What was society like pre-event?  How did the event come about?  What impact did the event have?  What changes did it create?  How did it affect society, traditions, values, habits, communication?  How did it affect people's professional or personal lives?  Does culture, gender, ethnicity, etc. affect the event?  etc.  What information could we add to this part of the outline?

29. Let’s practice: Unit 5 Outline Template If you topic is Online Learning… 3. Discussion—Your Personal Historical Context  List your key points here (some ideas below)  How does your topic affect your own family?  How does it affect your immediate community?  How does it affect your education?  How does it affect your personal goals/opportunities?  How does it affect your personal/professional life?  Does your family history, education level, gender, religion, age, etc. affect your response to the technology?  What information could we add to this part of the outline?

30. Let’s practice: Unit 5 Outline Template If you topic is Online Learning… 4. Conclusion  List your key points here  Mirror your introduction  Challenge the audience to take action  Bring up remaining questions  What information could we add to this part of the outline?

31. Organizing Your Notes  Brainstorm: List all the ideas that you want to include in your paper.  Organize: Group related ideas together.  Order: Arrange material in subsections from general to specific or from abstract to concrete.  Label: Create main and sub headings. Source: http://owl.english.purdue.edu/owl/resource/544/02/

32. Prewriting What Is Prewriting? Prewriting is the initial stage of the writing process. At this point, you discover and explore your initial ideas about your topic. Prewriting helps us to get our ideas on paper, usually not in an organized form. You brainstorm your thoughts that might be included in your writing.

33. Brainstorming Brainstorming, also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned.  Jot down all the possible terms that emerge from the general topic you are thinking about. Don't worry about editing or throwing out what might not be a good idea. Simply write down a lot of possibilities.  Group the items that you have listed according to arrangements that make sense to you.  Give each group a label. Now you have a topic with possible points of development.  Write a sentence about the label you have given the group of ideas. Now you have a topic sentence or possibly a thesis statement.thesis statement Source: The University of Kansas KU Writing Center http://www.writing.ku.edu/guides/prewriting.shtml

34. Brainstorming Example: Environment Problems Future Cars Alternative fuels Hybrid cars Costs Benefits? Source: http://faculty.ncwc.edu/lakirby/English%20090/prewriting_strategies.htm

35. Clustering Clustering is also called mind mapping or idea mapping. It is a strategy which allows you to explore the relationships between ideas.  Put the subject in the center of a page. Circle or underline it.  As you think of other ideas, link the new ideas to the central circle with lines.  As you think of ideas that relate to the new ideas, add to those in the same way.  The result will look like a web on your page. Locate clusters of interest to you, and use the terms you attached to the key ideas as departure points for your paper. Clustering is especially useful in determining the relationship between ideas. You will be able to distinguish how the ideas fit together, especially where there is an abundance of ideas. Clustering your ideas lets you see them visually in a different way, so that you can more readily understand possible directions your paper may take. Source: The University of Kansas KU Writing Center http://www.writing.ku.edu/guides/prewriting.shtml

36. Clustering Example: About the value of a college Source: http://faculty.ncwc.edu/lakirby/English%2 0090/prewriting_strategies.htm

37. Bubbling Bubbling, is like free-writing technique  Pick a word or phrase related to your topic  Draw a circle and put that phrase in it  Think of ideas relating to this topic

38. Bubbling

39. Free-writing  Free-writing is a process of generating a lot of information by writing non-stop. It allows you to focus on a specific topic, but forces you to write so quickly that you are unable to edit any of your ideas.  Free-write on the assignment or general topic for several 5-10 minutes non-stop. Force yourself to continue writing even if nothing specific comes to mind. This free-writing will include many ideas; at this point, generating ideas is what is important, not the grammar or the spelling.  After you've finished free-writing, look back over what you have written and highlight the most prominent and interesting ideas; then you can begin all over again, with a tighter focus. You will narrow your topic and, in the process, you will generate several relevant points about the topic. Source: The University of Kansas KU Writing Center http://www.writing.ku.edu/guides/prewriting.shtml

40. Free-writing Example: I have to write a paper about the environment. I have no idea where to start! I know there are many problems with the environment, but I don’t know much about this topic. Maybe I could take a look at my biology book to come up with some ideas. I know my biology professor is also really into the environment, so maybe I could ask for his help. I remember he was talking about hybrid cars in class the other day and how much better those are for the environment. What is a hybrid car? I know it uses some sort of alternative fuel and they are becoming very popular. Maybe that is something I could write about… Source: http://faculty.ncwc.edu/lakirby/English%20090/prewriting_strategies.htm

41. Looping Looping is a free-writing technique that allows you to increasingly focus your ideas in trying to discover a writing topic.  You loop one 5-10 minute free-writing after another, so you have a sequence of free-writings, each more specific than the other.  The same rules that apply to free-writing apply to looping: write quickly, do not edit, and do not stop. Free-write on an assignment for 5-10 minutes.  Then, read through your free-writing, looking for interesting topics, ideas, phrases, or sentences. Circle those you find interesting.  Loop your free-writing again, circling another interesting topic, idea, phrase, or sentence. When you have finished four or five rounds of looping, you will begin to have specific information that indicates what you are thinking about a particular topic. Source: The University of Kansas KU Writing Center http://www.writing.ku.edu/guides/prewriting.shtml

42. The Journalists' Questions Who?:  Who are the participants? Who is affected? Who are the primary actors? Who are the secondary actors? What?:  What is the topic? What is the significance of the topic? What is the basic problem? What are the issues? Where?:  Where does the activity take place? Where does the problem or issue have its source? At what place is the cause or effect of the problem most visible? When?:  When is the issue most apparent? (past? present? future?) When did the issue or problem develop? What historical forces helped shape the problem or issue and at what point in time will the problem or issue culminate in a crisis? When is action needed to address the issue or problem? Why?:  Why did the issue or problem arise? Why is it (your topic) an issue or problem at all? Why did the issue or problem develop in the way that it did? How?:  How is the issue or problem significant? How can it be addressed? How does it affect the participants? How can the issue or problem be resolved? Source: The University of Kansas KU Writing Center http://www.writing.ku.edu/guides/prewriting.shtml

43. Unit 5 Assignments Reading You will read about complete-sentence outlines, arguments and structure. Discussion You will present your final project topic statement, your audience, and your outline ideas for input from your classmates and instructor. Seminar You will attend a seminar on guiding the structure of your paper with your outline. Learning Journal Complete your Journal Entries for Unit 5. Project: Outline You will submit a complete-sentence outline.

44. Sharing Time  Thesis  Research  Resources  Introduction  Problems  Questions

45. Let’s Review Your Progress  Topic Selected  Resources (annotated bibliography)  Research Questions Considered Critical Evaluation of Resources  Historical Context &Your Personal Historical Context  Outlining

46. Questions

47. Unit 6 Project This assignment will help you prepare for your Final Project. In this unit, you have worked on a rough draft of the first half of your paper, which includes your Introduction and the Historical Context of the Event discussion. Cover Page  Title  Your Name  Course Number-Section Introduction  (2-3 paragraphs, include your thesis statement, make sure you have paraphrased from 2-3 sources, and link your thesis to your own personal goals/opportunities) Discussion on the Historical Context (5-8 paragraphs, use 4-5 sources)  You should include when event occurred, how it came about, implications, and address at least 3 dimensions listed in project instructions regarding social/cultural effects, behaviors, traditions, communication, etc.)

48. What’s Next Unit 6:  First Draft & Half of Paper (Introduction and Historical Context) Unit 7:  Second Draft & Half paper (Personal Context & Conclusion)  Post-draft outlining Unit 8:  Feedback (revision, peer review) Unit 9:  Presentation & Final Draft (presentation during seminar) Unit 10:  Recovery & Closure (what have you learned? What Advice can you offer?)

49. Encouragement & Motivation Need some encouragement or motivation… Visit and view these sites: http://www.youtube.com/watch?v=obdd31Q9PqA http://www.youtube.com/watch?v=CTDaubFaf-k