Outlines and paragraph frames
  writing workshop

Outlines are a powerful way of organing and presenting knowledge, if they are written using complete sentences.

The paragraph is a unit of thought.

Criteria:
Focus on the topic (unity)
Օ Little or no unrelated or repeated information (unity)
Enough detail so the reader understands precisely what the writer is saying
Enough support to persuade the reader

1. Clearly state your point in the topic sentence.

Try to find an interesting or different way of making your point

Don’t just state the topic, make a point about the topic

Example: Wolves cooperate in packs when hunting.

When wolf packs cooperate and work together, not even the largest of prey stands a chance.

2. Support your opinion with facts. (research)

Example: When attacking large prey like elk or moose, some wolves will go for the hinds legs while other go for the throat.

Sometimes three or four wolves will grab onto the flanks of the prey and their combined weight will often drag the animal down.

Wolves will take turns chasing large animals. When one wolf gets tired, another will take it’s place. This way, the prey gets exhausted while the wolves don’t get so worn out.

3. Summarize ( try a suggestion or observation).

Example: Wolf expert, John Craighead, once watched a pack of five wolves, none weighing more than 70 pounds, pull down a 1800 pound bison. That animal weighed five times more than all the wolves combined.

“The paragraph [is] a mini-essay; it is also a maxi-sentence.” Donald Hall

The Coordinate Paragraph:

One reason I hate mosquitoes is because they are so annoying whenever I’m outside. For example, whenever we have cookouts, they want to swarm all around the food.  Also, when I go fishing with my Dad, we always have to wear bug spray. The bug spray always stinks to high heaven!  Then, if you do not want to use bug spray, the only other way to get them to leave you alone is to wear long sleeves. Yet, who wants to wear long sleeves when it is hot outside? [Clincher sentence] Nothing ruins your day like bloodsucking mosquitoes.

The clincher sentence concludes the paragraph either by restating the main idea presented in the topic sentence (though using different words), or it provides a final comment about that main idea ("one step beyond").  Like the topic sentence, the clincher sentence must have its own key idea word or word combination.

[Topic Sentence] My apartment is disorderly around midterms because I am stressed. [First illustration] Books are stacked up on tables, on top of cabinets, and even on the floorwherever I last read them or set them before bedtime at 2 a.m. [Second Illustration] Also, the kitchen table generally has notebook paper, pens, clips, and used staples spread across it, leftovers from the papers I’ve been writing or the notes I’ve been recopying to meet last-minute deadlines or to study for tests. [Third Illustration] My bed remains unmade each morning as I dash out of the house barely in time to make it to class after only a few hours sleep. [Fourth Illustration] The kitchen sink is half full of dishes when I wake up because by the time I get to bed I’m too sleepy to wash them. [Strongest illustration] Worst of all, the trash is lined up in three or four bags next to the kitchen door because it can’t be my priority. (Robbins 114)

The Subordinate Paragraph:
[First sentence: state your main idea]. Preschool teachers across the nation are concerned about the surge of pretend “violent” behavior they are witnessing on playgrounds as a result of the newest Power Ranger blitz. [Second sentence: expand on the topic, so the reader is clear exactly what you’re talking about] Three-year-olds don’t seem to recognize that they can hurt each other by performing Power Ranger kicks and hits. [Expand further, giving more detail to support your opinion]. Injuries occur more frequently than they have over previous superhero stunts, partly because unlike Superman and Batman, these are animated superheroes who are also “regular teenagers” (actors) during part of the show. What appeals to the children most is this ability to “transform” into figures who can do only what animated heroes do. The resulting confusion between reality and fantasy when children think they can be animated characters is dangerous because real children cry and bleed. (Robbins 114)

graphic oranizer paragraphs: http://www.beaconlearningcenter.com/documents/4831_4346.pdf

Why and How to Create a Useful Outline

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

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.

Then:

* 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.

Remember: creating an outline before writing your paper will make organizing your thoughts a lot easier. Whether you follow the suggested guidelines is up to you, but making any kind of outline (even just some jotting down some main ideas) will be beneficial to your writing process.

The topic sentence is to the expository paragraph what the thesis statement is to the paper. Most paragraphs offer a topic sentence; no paragraphs offer more than one topic sentence.
Everything in the paragraph must support and/or explain that topic sentence.

Report Pargraph Frame
I learned a lot about. . .
For example, I learned. . .
I also learned. . .
The most interesting thing I learned was. . .

Persuasive Paragraph Frame
I believe that. . .
One reason is. . .
For example. . .
Another reason is. . .
For example. . .
Also. . .
Therefore. . .

Expository Frame
Yesterday we studied. . .
I learned. . .
I also learned. . .
I question. . .
because. . .

Today we studied. . .
I already knew. . .\
I learned. . .
I still want to know. . .

Knowledge Difficulties
Students with writing problems show:
Less awareness of what constitutes good writing and how to produce it;
ו Restricted knowledge about genre-specific text structures (e.g., setting or plot elements in a
narrative);
Poor declarative, procedural, and conditional strategy knowledge (e.g., knowing that one
should set goals for writing, how to set specific goals, and when it is most beneficial to alter
those goals);
Օ Limited vocabulary;
Underdeveloped knowledge of word and sentence structure (i.e., phonology, morphology,
and syntax);
Օ Impoverished, fragmented, and poorly organized topic knowledge;
Difficulty accessing existing topic knowledge; and
Օ Insensitivity to audience needs and perspectives, and to the functions their writing is
intended to serve.
Skill Difficulties
Students with writing problems:
Often do not plan before or during writing;
Օ Exhibit poor text transcription (e.g., spelling, handwriting, and punctuation);
Focus revision efforts (if they revise at all) on superficial aspects of writing (e.g.,
handwriting, spelling, and grammar);
Օ Do not analyze or reflect on writing;
Have limited ability to self regulate thoughts, feelings, and actions throughout the writing
process;
Օ Show poor attention and concentration; and
Have visual motor integration weaknesses and fine motor difficultie