English for Academic and Professional Purposes PDF

LESSON 5: OUTLINING (WEEK 5) NAIC WEST POINT COLLEGE, INC. Governor’s Drive, San Roque, Naic, Cavite BRIEF INTRODUCTION...

LESSON 5: OUTLINING (WEEK 5) NAIC WEST POINT COLLEGE, INC. Governor’s Drive, San Roque, Naic, Cavite BRIEF INTRODUCTION What is Outlining? Outlining is a tool we use in the writing process to help ENGLISH FOR organize our ideas, visualize our paper's potential structure, and to further flesh out and develop points. It allows the writer to understand ACADEMIC AND how he or she will connect information to support the thesis statement and the claims of the paper. PROFESSIONAL It is a helpful guide in organizing your paper. Outlines give a visual structure to your work and are used to show relationships and hierarchies within your content. PURPOSES To outline, you must create a linear, organized plan for your paper that shows the main ideas that you will discuss as well as their relationships within the paper. Organizing your idea in an outline ✓ Begin by answering the question that leads to your thesis Most Essential Learning Competency: statement. ✓ Use the two or three main ideas from this technique as your Outlines reading texts in various disciplines. main heading. ✓ Write subtopics for each main idea. ✓ Write the supporting details for each of the subtopics. Use various outlines based on the structure you prefer Ms. Rochelle S. Buena Sentence outline – Using complete sentences as entries. Subject Teacher Topic outline – Using words and phrases as entries. Paragraph outline – Using paragraphs as entries. 1 Guidelines in Writing an Outline: Example of Sentence Outline ✓ Place the title at the center above the outline. The following outline is for a 5-7-page paper discussing the ✓ Every level of the outline must have at least two items (I and link between educational attainment and health. Review the other II, A and B, 1 and 2). sections of this page for more detailed information about each ✓ Put a period after each numeral and letter. component of this outline! ✓ Indent each new level of the outline. ✓ All items of one kind (roman numerals, capital letters, and I. Introduction Arabic numerals) should line up with each other. A. Current Problem: Educational attainment rates are ✓ Capitalize the first letter of each item. decreasing in the United States while healthcare costs are ✓ The terms Introduction, Body, and Conclusion do not have to increasing. be included in the outline. They are not topics; they are merely B. Population/Area of Focus: Unskilled or low-skilled adult organizational units in the writer’s mind. workers C. Key Terms: healthy, well-educated Basic outline form I. MAIN IDEA Thesis Statement: Because of their income deficit (cite sources) and A. Subsidiary idea or supporting idea to I general susceptibility to depression (cite sources), students who drop B. Subsidiary idea or supporting idea to I out of high school before graduation maintain a higher risk for 1. Subsidiary idea to B physical and mental health problems later in life. 2. Subsidiary idea to B a. Subsidiary idea to 2 II. Background b. Subsidiary idea to 2 A. Historical Employment Overview: Unskilled laborers in II. MAIN IDEA the past were frequently unionized and adequately A. Subsidiary or supporting idea to II compensated for their work (cite sources). B. Subsidiary idea to II B. Historical Healthcare Overview: Unskilled laborers in the C. Subsidiary idea to II past were often provided adequate healthcare and benefits III. MAIN IDEA (cite sources). C. Current Link between Education and Employment Type: Increasingly, uneducated workers work in unskilled It is up to the writer to decide on how many main ideas and or low-skilled jobs (cite sources). supporting ideas adequately describe the subject. However, D. Gaps in the Research: Little information exists exploring traditional form dictates that if there is a I in the outline, there has to the health implications of the current conditions in low-skilled be a II; if there is an A, there has to be a B; and so forth. jobs. III. Major Point 1: Conditions of employment affect workers' physical health. 2  A. Minor Point 1: Unskilled work environments are correlated student retention in order to promote healthy lifestyles and highly with worker injury (cite sources). warn students of the risks associated with dropping out of B. Minor Point 2: Unskilled work environments rarely provide school. healthcare or adequate injury recovery time (cite sources). Example of Topic Outline IV. Major Point 2: Conditions of employment affect workers' mental health Several aspects must be considered in writing a topic A. Minor Point 1: Employment in a low-skilled position is outline. highly correlated with dangerous levels of stress (cite 1. Recall that all headings and subheadings must be words or sources). phrases, not sentences. B. Minor Point 2: Stress is highly correlated with mental health issues (cite sources). 2. Also, the wording within each division must be parallel. V. Major Point 3: Physical health and mental health correlate directly 3. Finally, as in any outline, remember that a division or subdivision with one another. cannot be divided into one part; therefore, if there is an "A" there must A. Minor Point 1: Mental health problems and physical health be a "B," and if there is a "1" there must be a "2." problems are highly correlated (cite sources). B. Minor Point 2: Stress manifests itself in physical form (cite I. Family Problems sources) A. Custodial: Non-custodial Conflicts B. Extended Family VI. Major Point 4: People with more financial worries have more C. Adolescent's Age stress and worse physical health. A. Minor Point 1: Many high-school dropouts face financial II. Economic Problems problems (cite sources). A. Child Support B. Minor Point 2: Financial problems are often correlated B. Women's Job Training with unhealthy lifestyle choices such unhealthy food choices, C. Lower Standard of Living overconsumption/abuse of alcohol, chain smoking, abusive D. Possible Relocation relationships, etc. (cite sources). 1. Poorer Neighborhood 2. New School VII. Conclusion A. Restatement of Thesis: Students who drop out of high III. Peer Problems school are at a higher risk for both mental and physical health A. Loss of Friends problems throughout their lives. B. Relationships with Dates B. Next Steps: Society needs educational advocates; educators need to be aware of this situation and strive for 3  CHECKING YOUR UNDERSTANDING The English Lab, housed in the Administration building, I. Directions: Write T if the statement is true. consists of two adjoining rooms which contain 70 Macintosh Otherwise, write F. write your answers on a separate computers and 2 laser printers. In addition to a server which allows sheet of paper. instructors to make assignments and materials available over the Internet and to the local intranet, each computer in the lab contains a 1. Outlines give a visual structure to your work and are used to show word processor, a web browser, telnet and hundreds of commercial relationships and hierarchies within your content. and teacher-authored programs appropriate for students who are building their English skills. There are also 3 video stations, and a 2. Ends by answering the question that leads to your thesis terminal to the college VAX machine which is used for record- statement. keeping. 3. In writing outlines, put a period after each numeral and letter. I. English Lab A. Physical Plant 4. Don’t capitalize the first letter of each item. 1. in Administration building 2. two adjoining rooms 5. Don’t indent each new level of the outline. B. Resources 1. computers 6. Sentence outline uses phrases as entries. 2. video stations 7. Place the title at the center above the outline. 1. In the above outline, which is the most important idea? A. English Lab 8. Every level of the outline must have at least two items (I and II, A B. Resources and B, 1 and 2) C. Computers D. Two adjoining rooms 9. Paragraph outline uses paragraphs as entries. E. Physical Plant 10. All items of one kind (roman numerals, capital letters, and Arabic 2. In the above outline, which is the more important idea? numerals) should line up with each other. A. Physical Plant B. Resources II. Directions: Study the outlines based on the passages C. Physical Plant and Resources are equal adjoining rooms and answer the questions that follow. Write the letter of D. Two adjoining rooms your choice on a separate sheet of paper. E. computers Read this passage and look at the outline: 3. In the above outline... 4  A. you could substitute "in the Administration building" with E. The Internet "two adjoining rooms" B. you could flip "Resources" with "computers" 5. In the above outline, which is the more important idea? C. you could exchange "Physical Plant" with "English Lab" A. How to see them D. and still not change the meaning of the outline. B. What it is E. you should be in the Administration building C. How to save the information D. are all equal. Read this passage and look at the outline: E. What shall I do The Internet is an incalculable tool for research. It is a network 6. In the above outline, you could... of thousands of computers across the world. Researchers, students, A. substitute "Web sites" for "The Internet" government agencies, schools, businesses and individuals have left B. substitute "How to see them" for "How to save the multi gigabytes of free information on these computers, available to information" anyone with a computer and an Internet connection. There are C. substitute "What it is" for "How to see them" thousands of "web sites", as they are called, with text, pictures, D….and still not change the meaning of the outline. sounds, and movie clips. You can see this material by simply sending E. all of the above out the appropriate Internet address, and after a few moments, it appears on your screen. You can type in the address directly, or you Look at this outline can automatically invoke an address by tapping on an icon or an I. Types of measurement underlined "link" on the home page of a web site that you already A. Volume have on your screen. Often the information can be printed or 1. Quarts downloaded (copied) directly to your local computer and saved on 2. Pints your own diskette. 3. Gallons B. Length I. The Internet 1. Miles A. What it is 2. Feet B. Web Sites 3. Inches 1. How to see them II. Types of money 2. How to save the information A. United States 1. Pesos 4. In the above outline, which is the most important idea? 2. Cents A. Web Sites B. Other Countries B. What it is 1. Lira C. How to see them 2. Yen D. How to save information 3. Francs 5 7. In the above outline, which is the most important idea? https://owl.excelsior.edu/research/outlining/ A. Types of money B. Types of measurement http://www.hunter.cuny.edu/rwc/handouts/the- C. United States writingprocess1/organization/Guidelines-For-Outlining D. "Types of money" and "Types of measurement" are equal E. volume https://sjsu.instructure.com/courses/943423/files/27203479?module _item_id=604623 8. In the above outline, which is the more important idea? A. Other countries B. Francs C. Inches D. they are all equal. LESSON 6: CRITICAL APPROACHES IN WRITING E. Miles A CRITIQUE (WEEK 6) 9. In the above outline, which item is in the wrong place? A. Pesos Most Essential Learning Competency: B. Yen C. Types of measurement ✓ Uses appropriate critical writing a critique such as formalism, D. Pints feminism, etc. (CS_EN11/12A-EAPP-Id-f-16) ✓ Writes an objective/balanced review or critique of a work of art, E. Quarts an event or a program (CS_EN11/12A-EAPP-Id-f-18) ✓ Determines the ways a writer can elucidate on a concept by 10. If you had to add the word "meters" to the outline, where would it definition, explication and clarification (CS_EN11/12A-EAPP-Ig- go? j-20) A. as number 4 under B - "Other Countries" ✓ Compare and contrast various kinds of concept papers: Home B. as number 4 under B - "Length" Economics; Agri. Fishery; I.A; ICT (CS_EN11/12A-EAPP-Ig-j-23) C. as number 3 under A - "United States" ✓ Presents a novel concept or project with accompanying visuals/ D. as C under II-"Types of Money" graphic aids (CS_EN11/12A-EAPP-Ig-j-24) D. as new section III. BRIEF INTRODUCTION REFERENCES https://writingcenter.gmu.edu/guides/outlining What is critique? A critique is a careful analysis of an argument to determine https://www.lib.jjay.cuny.edu/how-to/write-an-outline what is said, how well the points are made, what assumptions 6 underlie the argument, what issues are overlooked, and what Study the work under discussion. implications are drawn from such observations. It is a systematic, yet Make notes on key parts of the work. personal response and evaluation of what you read. Develop an understanding of the main argument or purpose It is a genre of academic writing that briefly summarizes and being expressed in the work. critically evaluates a work or concept. Consider how the work relates to a broader issue or context. Critiques can be used to carefully analyze a variety of works Read about the critical approaches. You can highlight some such as: important ideas. You can use these in expressing your views. The following are the different approaches in writing a critique: Creative works – novels, exhibits, film, images, poetry Research – monographs, journal articles, systematic reviews, 1. Formalist: This approach regards literature as “a unique form theories of human knowledge that needs to be examined on its own Media – news reports, feature articles terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest Like an essay, a critique uses a formal, academic writing style to the formalist critic are the elements of form—style, and has a clear structure, that is, an introduction, body and structure, tone, imagery, etc. — that are found within the text. conclusion. However, the body of a critique includes a summary of A primary goal for formalist critics is to determine how such the work and a detailed evaluation. The purpose of an evaluation is elements work together with the text’s content to shape its to gauge the usefulness or impact of a work in a particular field. effects upon readers. Why do we write critiques? Questions to be asked for Formalistic Approach Writing a critique on a work helps us to develop: A. How is the work’s structure unified? A knowledge of the work’s subject area or related B. How do various elements of the work reinforce its works. meaning? An understanding of the work’s purpose, intended C. What recurring patterns (repeated or related words, audience, development of argument, structure of images, etc.) can you find? evidence or creative style. D. What is the effect of these patterns or motifs? A recognition of the strengths and weaknesses of the E. How does repetition reinforce the theme(s)? work. F. How does the writer’s diction reveal or reflect the work’s meaning? How to write a critique G. What is the effect of the plot, and what parts specifically produce that effect? Before you start writing, it is important to have a thorough H. What figures of speech are used? (Metaphors, similes, understanding of the work that will be critiqued. etc.) 7  I. Note the writer’s use of paradox, irony, symbol, plot, Feminist Criticism examines images of women and characterization, and style of narration. concepts of the feminine in myth and literature; uses the J. What effects are produced? Do any of these relate to one psychological, archetypal, and sociological approaches; often another or to the theme? focuses on female characters who have been neglected in previous K. Is there a relationship between the beginning and the end criticism. Feminist critics attempt to correct or supplement what they of the story? regard as a predominantly male-dominated critical perspective. L. What tone and mood are created at various parts of the work? Questions to be asked for Feministic Approach M. How does the author create tone and mood? What relationship is there between tone and mood and the A. How are women’s lives portrayed in the work? effect of the story? B. Is the form and content of the work influenced by the N. How do the various elements interact to create a unified writer’s gender? whole? C. How do male and female characters relate to one another? Are these relationships sources of conflict? Are 2. Gender Criticism: This approach “examines how sexual these conflicts resolved? identity influences the creation and reception of literary D. Does the work challenge or affirm traditional views of works.” Originally an offshoot of feminist movements, gender women? criticism today includes a number of approaches, including E. How do the images of women in the story reflect the so-called “masculinist” approach recently advocated by patriarchal social forces that have impeded women’s poet Robert Bly. The bulk of gender criticism, however, is efforts to achieve full equality with men? feminist and takes as a central precept that the patriarchal F. What marital expectations are imposed on the attitudes that have dominated western thought have resulted, characters? What effect do these expectations have? consciously or unconsciously, in literature “full of unexamined G. What behavioral expectations are imposed on the ‘male-produced’ assumptions.” characters? What effect do these expectations have? 3. Feminist criticism attempts to correct this imbalance by H. If a female character were male, how would the story be analyzing and combatting such attitudes—by questioning, for different (and vice versa)? example, why none of the characters in Shakespeare’s play I. How does the marital status of a character affect her Othello ever challenge the right of a husband to murder a wife decisions or happiness? accused of adultery. Other goals of feminist critics include “analyzing how sexual identity influences the reader of a text” 4. Historical: This approach “seeks to understand a literary and “examining how the images of men and women in work by investigating the social, cultural, and intellectual imaginative literature reflect or reject the social forces that context that produced it—a context that necessarily includes have historically kept the sexes from achieving total equality.” the artist’s biography and milieu.” A key goal for historical 8  critics is to understand the effect of a literary work upon its would embrace all disciplines. The essence of structuralism original readers. is the belief that “things cannot be understood in isolation, they have to be seen in the context of larger structures which Questions to be asked for Formalistic Approach contain them. For example, the structuralist analysis of Donne’s poem, Good Morrow, demands more focus on the A. How does it reflect the time in which it was written? relevant genre, the concept of courtly love, rather than on the B. How accurately does the story depict the time in which it close reading of the formal elements of the text. is set? C. What literary or historical influences helped to shape the 7. Sociological focuses on man’s relationship to others in form and content of the work? society, politics, religion, and business. D. How does the story reflect the attitudes and beliefs of the time in which it was written or set? (Consider beliefs and Questions to be asked for Sociological Approach attitudes related to race, religion, politics, gender, society, philosophy, etc.) A. What is the relationship between the characters and their E. What other literary works may have influenced the writer? society? F. What historical events or movements might have B. Does the story address societal issues, such as race, influenced this writer? gender, and class? G. How would characters and events in this story have been C. How do social forces shape the power relationships viewed by the writer’s contemporaries? between groups or classes of people in the story? Who H. Does the story reveal or contradict the prevailing values has the power, and who doesn’t? Why? of the time in which it was written? Does it provide an D. How does the story reflect the Great American Dream? opposing view of the period’s prevailing values? E. How does the story reflect urban, rural, or suburban I. How important is it the historical context (the work’s and values? the reader’s) to interpreting the work? F. What does the work say about economic or social power? Who has it and who doesn’t? Any Marxist leanings 5. Reader-Response Criticism: This approach takes as a evident? fundamental tenet that “literature” exists not as an artifact G. Does the story address issues of economic exploitation? upon a printed page but as a transaction between the physical What role does money play? text and the mind of a reader. It attempts “to describe what H. How do economic conditions determine the direction of happens in the reader’s mind while interpreting a text” and the characters’ lives? reflects that reading, like writing, is a creative process. I. Does the work challenge or affirm the social order it depicts? 6. Structuralism focused on how human behavior is J. Can the protagonist’s struggle be seen as symbolic of a determined by social, cultural and psychological structures. It larger class struggle? tended to offer a single unified approach to human life that 9  K. How does the microcosm (small world) of the story reflect the macrocosm (large world) of the society in which it was composed? L. Do any of the characters correspond to types of government, such as a dictatorship, democracy, communism, socialism, fascism, etc.? What attitudes toward these political structures/systems are expressed in the work? CHECKING YOUR UNDERSTANDING Directions: Summarize what you have read by completing the table with what you understood. Write your answers on a separate sheet of paper. APPROACHES IN WHAT IT IS HOW IT IS DONE LITERARY (DEFINITION) (TECHNIQUE IN CRITICISM WRITING) Example: This approach A primary goal for regards literature formalist critics is to Formalism as “a unique form determine how of human elements of form (style, knowledge that structure, tone, needs to be imagery, etc.) work examined on its together with the text’s own terms.” content to shape its effects upon readers. 10