Lesson 3 - Selecting and Organizing Information PDF

# Lesson 3: Techniques in Selecting and Organizing Information ## "Those who FAIL to plan, plan to FAIL..." - Benjamin Franklin * **Scenario:** Peter and Matthew submit their respective papers on the same topic to their English professor. Peter receives praise for his relevant topic, in-depth exp...

# Lesson 3: Techniques in Selecting and Organizing Information ## "Those who FAIL to plan, plan to FAIL..." - Benjamin Franklin * **Scenario:** Peter and Matthew submit their respective papers on the same topic to their English professor. Peter receives praise for his relevant topic, in-depth explanation, and well-organized paper. Matthew, on the other hand, is shocked when his paper is returned for its disorganized, shallow, and poorly-written content. * **Question:** To whom do you relate—Peter or Matthew? ## Brainstorming **Brainstorming** is a group creative technique where efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members. Simply put, it is the listing of ideas based on the given topic **BY GROUP**. * Brainstorming requires students to collaborate and explore the given topic to further develop ideas. * **Brainstorming = Listing down everything that comes into your mind as fast as you can for an amount of time.** This is not to create a logical flow of topics, but rather to generate as many different choices as possible. * **Brainstorming is an informal way of generating topics to write about or points to make about your topic.** It is the most popular tool in generating creative and rich ideas. * Brainstorming helps to: * Establish patterns of ideas * Develop new ways of thinking * Activate background knowledge * Overcome mental block ## Methods in Brainstorming 1. **Idea List:** * Simply involves listing of ideas about a particular topic * Requires writing the main topic and all related concepts below it. * Appropriate for textual people, or those who are more comfortable in processing words than visuals. * Helps to find the main idea and supporting details from numerous listed ideas. * **Example:** * **Topic:** Unemployment * 1. Jobs * 2. Poverty * 3. Salary * 4. Lack of Education * 5. Lack of Jobs * 6. Low Salary * 7. Lack of Money * 8. Fresh Graduates 2. **Idea Map:** * Also called as webbing or clustering * Visual representation of ideas and their connections with each other. * More structured and is able to show how one idea subordinates another idea. * **Example:** * A mind map titled "Mind Mapping Tips" is depicted, with branches leading down to the following categories: * **Colors** —> Bad, Good, Neutral, Stand out, Blend in, Fun, Favorite, Personal, Communication, Grouping, Memory, Personalize, Emphasis * **Links** —> Always have a central image, Links to other sections of the map * **Images** —> Fun, Memory, Impact, Doodles, Icons, Images, Diagrams, Symbols, Thin (far out), Characteristics, Box, Short, Thick (closer to center), Straight, Long * **Lines** —> Add images & words, Add notes and links * **Layout** —> Blank canvas, Screen, Paper, Start with central concept in center, Hierarchy, Associations, Organization, Reflects, Relationships, Thinking, Meaningful, 1, 2, 3, A, B, C, Groups, Your thinking, Categories, What you want to communicate * **Words** —> Key concepts, One, More than one, Size, Small, Bold, Italics, Center, Positioning, Emphasis, Start aligned, End aligned 3. **Free Writing:** * Similar to brainstorming, but is written in sentence and paragraph form without stopping. * Traditionally seen as a prewriting technique in academic environments, in which a person writes continuously for a set period of time without worrying about rhetorical concerns or conventions and mechanics. * **Example:** * **Topic: Describe the most beautiful place you've seen.** * I remember climbing to the top of Smolenskii cathedral in autumn, the leaves of St. Petersburg on fire, like an ocean of gold red leaving me breathless with its depth. Stretching out for miles and miles, it was all I could see and suddenly the grime and sorrow of the city was drowned with beauty, God's beauty, God's love for everyone, his artistic touch meant just for me at this moment. 4. **Cubing:** * An idea is examined from six distinct viewpoints. * **Example:** * A diagram depicts a cube with the following viewpoints on each side: * **Describe** * **Compare** * **Associate** * **Analyze** * **Apply** * **Argue** 5. **Researching:** * Is a process of systematic inquiry that entails collection of data, documentation of critical information, and analysis and interpretation of that data/information. * A creative and systematic work undertaken to increase the stock knowledge, including knowledge of humans, culture and society. ## Graphic Organizers * Graphic organizers are visual representations of concepts that help you structure information into organizational patterns, present essential information and connect these pieces, and create a coherent framework. * Graphic organizers are helpful tools for brainstorming, facilitating reading and writing, promoting active learning, and accessing previous knowledge and experiences. ## Types of Graphic Organizers 1. **Venn Diagram:** * Is used to compare and contrast ideas and events. * Uses two or more overlapping circles to show similar and different attributes. * **Example:** * A Venn Diagram shows the similarities and differences of mammals and fish. 2. **Network Tree:** * Used to present hierarchy, classification, and branching. * Useful in showing relationships of scientific categories, family trees, and even lineages. * **Example:** * A network tree depicting the Plant Kingdom, with branches leading down to the following categories: * **Cellular Plants** —> Bryophytes, Liverworts, Homworts, Mosses * **Vascular Plants** —> Tracheophytes, Spore-Producing Plants, Seed-Producing Plants * **Spore-Producing Plants** —> Club Mosses, Horsetail, Ferns, Confers, Prophyla, Cycad, Cycadophyla, Gingko, Gingkophyla * **Seed-Producing Plants** —> Angiosperms, Non-Flowering Plants, Flowering Plants * **Non-Flowering Plants** —> Gymnosperms, Plants with One Seed Leaf, Plants with Two Seed Leaf * **Flowering Plants** —> Monocots, Dicots 3. **Spider Map:** * Also known as a Semantic Map. * Used to investigate and enumerate various aspects of a central idea, which could be a concept, topic, or theme. * **Example:** * A spider map representing a website, with branches leading down from the center "Website" to the following categories: * **Newsletter Box** * **Sidebar** —> Subpages, Search, RSS Options * **Header**—> Logos, Navigation Links * **Images** * **Subpages** —> Navigation Links, Privacy Policy * **Footer** —> Images, Navigation Links, Contact Info * **Social icons** 4. **Problem-Solution Map:** * Displays the nature of the problem and how it can be solved. * Usually contains the problem description, its causes and effects, and logical solutions. * **Example:** * A Problem-Solution Map addressing bullying, with branches leading down to the following categories: * **BULLYING** * **Definition** —> Name calling, teasing, stereotyping, exclusion, spreading rumors, public shaming. It can be online or in person. * **Causes** —> Children maltreated by adults were more likely to be bullied, Maltreated and Abuse in the home. * **Effects** —> Researchers discovered that children who were bullied are more likely to suffer anxiety, they can harm their self and suicide later in life. * **Solution** —> Look bullying as a behavior that causes harm rather than normal, adolescent behavior, Role models should be aware of their behavior, Sometimes adults can say or do things in front of their children encouraging them to hit back or to bully someone. 5. **Timeline:** * Used to show how events occurred chronologically through a long bar labeled with dates and specific events * Can be linear or comparative. * **a. Linear Timeline:** * Shows how events happened within one period. * **Example:** *Years of Tradition* * A linear timeline is depicted spanning from 2012 to 2017. Each year contains an event with a brief description of each. * **b. Comparative Timeline:** * Shows two sets of events within the same period of time. * **Example:** * A comparative timeline, with two columns side -by-side, is depicted, showing the time periods and events in Music and Science from 1980 to 1995. 6. **Plot Diagram:** * Used to map events in a story, making it easier to analyze the major parts of the plot. * **Example:** * A plot diagram is depicted with branches leading down to the following categories: * **Exposition** —> Beginning of the story, where characters and setting are introduced. * **Rising Action** —> Where the main character faces a series of conflicts * **Climax** —> The most exciting part of the story, when we learn the outcome * **Falling Action** —> Events leading to the end of the story. * **Resolution** —> End of the story. 7. **Series Event Chain:** * Used to show the logical sequence of events. * **Example:** * A Series of events, with a single arrow leading down from the top to the bottom, is depicted detailing the steps of the bill becoming law: * **Idea Proposed** —> Idea proposed by senators, president, or citizens * **Bill Brought Before Members of Congress** —> Bill is brought before members of congress. * **Bill Must Pass Both the House and Senate** —> Bill must pass both the House and Senate * **Voting Takes Place** —> Voting takes place by House or Senate representatives * **Bill Goes To Conference**—> Bill goes to conference regarding any differences * **Bill Is Voted On Again** —> Bill is voted on again by the House and Senate representatives * **President Signs the Bill** —> President signs bill and becomes law * **Goes To President For Signature** —> Goes to president for signature 8. **Fishbone Map:** * Used to better understand the casual relationship of a complex phenomenon. * Shows the factors that cause a specific event or problem, as well as details of each cause. * **Example:** * A Fishbone Map addressing Missed Deadlines, with branches leading down to the following categories: * **People** * Micro-managing boss * Absent secretary * Sick children * Lack of communication from client * **Machine** * Coffee machine broken * Car won't start * Poor Internet connection * Slow computer * **Method** * Bureaucratic * Poor Prioritization * Unforeseen Variables * Lack of planning * **Environment** * Fluorescent lights * Small cubicle * Office too cold * Noisy coworkers * **Materials** * Unstable desk * No printer paper * Out of pens * Squeaky desk chair 9. **Cycle** * Used to describe how series of events interact to produce a set of results repeatedly. * **Example:** * A cycle is depicted showing The Life Cycle of a Butterfly, with arrows leading to each stage: * **Eggs** * **Caterpillar** * **Pupa** * **Butterfly** 10. **Persuasion Map:** * Used to map out arguments and evidence that prove a viewpoint * Useful when processing persuasive or argumentative texts. * **Example:** * A persuasion map is depicted addressing the argument for schools starting later, with branches leading down to the following categories: * **Introduction:** * My opinion is that schools should start later because teenagers have different sleeping needs and habits. These needs and habits cause them to be rather unfocused and sleepy during lessons if school starts before 8 a.m., thus my reason for supporting later starting time in schools. * **Main Reasons** * **Main Reason 1** —> Students complain of not getting enough sleeping time * **Main Reason 2** —> Students' attendance in school, daytime alertness, grades, and depression are affected by the starting time in school * **Main Reason 3** —> Even with compelling reasons, later timing could affect many others' schedules. * **Facts and Examples** * **Facts and Examples for Main Reason 1** * Research, in the 1900s, states that teenagers naturally tend to stay up late at night and wake up late, the sleep-promoting hormone, usually found in teenagers' saliva only rises later at night and goes down later in the day, Early starting time does not allow them to sleep in. * **Facts and Examples for Main Reason 2** * Later school start times causes the students to be more alert during the day, Increased alertness allowed the students to concentrate more during lessons, getting better grades because of an increased attention span during class time. * **Facts and Examples for Main Reason 3** * After-school activities would have to adjust their schedules to fir with the school's curriculum, the adjusted timings may cut into the students' after-school jobs, parents rely on the current start times for childcare and carpools, changing it will affect routines. * **Conclusion:** * For the benefit of teenagers, later starting school time would be better for teenagers. This would allow the students to get enough rest before attending school, thus letting them be more alert, both in the classroom environment and during the day. This would result in better academic and extracurricular activity grades. ## Outline * An outline is a tool for organizing ideas. * It is used not only as a pre-writing strategy but also as a post-reading activity. * An outline shows how different parts of a text are related to each other, as parts that are of equal importance or sections that are subordinate to a main idea. ## Two Outline Formats 1. **Decimal Outline:** * Uses numbers as labels. * **Example:** * **1.0 Introduction** * **1.1 Why create an essay outline?** * *1.1.1 A tool to help organize* * *1.1.2 Present ideas logically and with a natural flow* * *1.1.3 Clarify your thesis and conclusion* * **2.0 Body** * **2.1 Preparing your essay outline** * *2.1.1 Develop a topic* * *2.1.2 Identify a purpose, audience, argument/idea* * *2.1.3 Develop a thesis* * **2.2 Structuring your essay outline** * *2.2.1 Deciding what structure to use* * *2.2.1.1 Alphanumeric* * *2.2.1.2 Decimal* * *2.2.2 Apply sub-section structure* * *2.2.3 Integrate paragraphs into your essay outline* * **2.3 Essay outline examples** * *2.3.1 Alphanumeric* * *2.3.2 Decimal* * **3.0 Conclusion** 2. **Alphanumeric Outline** * Uses both letters and numbers as labels. * **Example:** * **I. CHOOSE DESIRED COLLEGES** * **A. Visit and evaluate college campuses** * **B. Visit and evaluate college websites** * *1. Look for interesting classes* * *2. Note important statistics* * **II. PREPARE APPLICATION** * **A. Write personal statement** * *1. Choose interesting topic* * *a. Describe an influential person in your life* * *(1) Favorite high school teacher* * *(2) Grandparent* * *b. Describe a challenging life event* * *2. Include important personal details* * *a. Volunteer work* * *b. Participation in varsity sports* * **B. Revise personal statement** * **III. COMPILE RESUME** * **A. List relevant coursework** * **B. List work experience** * **C. List volunteer experience** * *1. Tutor at foreign language summer camp* * *2. Counselor for suicide prevention hotline* ## Kinds of Outline 1. **Topic Outline:** * Uses words and phrases for entries. * Used if the ideas being discussed can be arranged in a number of ways. 2. **Sentence Outline:** * Uses complete sentences for entries. * Used when the topic being discussed is complicated and requires a lot of details. ## Example (Topic Outline vs. Sentence Outline) * The topic is "Jack the Ripper". **Topic Outline:** 1. *Historical Background* * *A. Rulers of Period* * *B. East End* * *C. Social Class* 2. *Victims* * *A. Mary Ann Nichols* * *B. Annie Chapman* * *C. Elizabeth Stride* * *D. Catherine Eddowes* * *E. Mary Jane Kelley* 3. *Police investigation and "Ripper Letters"* * *A. Sir Melville Leslie MacNaghten* * *B. Metropolitan Police Service (MPS)* * *C. Criminal Investigation Department (CID)* * *D. Three Letters* 4. *Suppected Identities of Ripper* * *A. Montague John Druitt* * *B. George Chapman* * *C. Aaron Kosminski* * *D. Prince Albert Victor, Duke of Clarence* 5. *Ripper in Popular Culture* * *A. Films* * *B. Music* **Sentence Outline:** * **Thesis:** Research shows that single-sex classes are better for girls and, therefore, should be encouraged. 1. *During the first 200 years in America, women were not allowed in schools.* * *A. Initially, education was only for men.* * *B. Throughout the nineteenth century, the number of coed schools increased.* * *C. In 1972, Congress passed Title IX, a law prohibiting sex discrimination in educational institutions.* 2. *One significant advantage of single-sex classes is the elimination of gender bias that often occurs in coed classes.* * *A. Teachers pay more attention to boys.* * *1. Girls are not called on as often as boys in coed classes.* * *2. Many times teachers tolerate disruptive behavior in boys but discourage the same behavior in girls.* * *B. Favoritism is also an issue in coed classes.* * *1. Teachers "get a thrill from involving a boy who's going to be disruptive."* * *2. Teachers have higher expectations for boys than for girls.* 3. *Girls benefit from being free from the gender bias of coed classes.* * *A. They perform better academically.* * *1. Textbooks "show an inherent and often inadvertent bias against females in textbooks."* * *2. This bias also shows itself in teaching techniques.* * *3. Techniques that are disadvantageous to girls are more apparent in certain subject areas.* * *B. Girls show more interest in math when taught in single-sex classes.* ## Source * **Academic Reading and Writing for Senior High School (Revised Edition) by Jessi S. Barrot, Ph. D.**