OUTLINE
An outline is a plan for or a summary of a writing project or speech. Outlines are usually in the
form of a list divided into headings and subheadings that distinguish main points from supporting points.
Most word processors contain an outlining feature that allows writers to format outlines automatically.
An outline may be either informal or formal.
Informal Outlines
"The working outline (or scratch outline or informal outline) is a private affair — fluid, subject to
constant revision, made without attention to form, and destined for the wastebasket. But enough
working outlines have been retrieved from wastebaskets that something can be said about them...A
working outline usually begins with a few phrases and some descriptive details or examples. From them
grow fragmentary statements, tentative generalizations, hypotheses. One or two of these take on
prominence, shaping into the main ideas that seem worth developing. New examples bring to mind
new ideas, and these find a place in the list of phrases, canceling out some of the original ones. The
writer keeps adding and subtracting, juggling and shifting, until he has his key points in an order that
makes sense to him. He scribbles a sentence, works in a transition, adds examples...By then, if he has
kept expanding and correcting it, his outline comes close to being a rough summary of the essay itself."
Wilma R. Ebbitt and David R. Ebbitt
Using the Outline as a Draft
"Outlining might not be very useful if writers are required to produce a rigid plan before actually writing.
But when an outline is viewed as a kind of draft, subject to change, evolving as the actual writing takes
place, then it can be a powerful tool for writing. Architects often produce multiple sketches of plans,
trying out different approaches to a building, and they adapt their plans as a building goes up,
sometimes substantially (it is fortunately much easier for writers to start over or make basic changes)."
Steven Lynn
The Post-Draft
"You might prefer...to construct an outline after, rather than before, writing a rough draft. This lets you
create a draft without restricting the free flow of ideas and helps you rewrite by determining where you
need to fill in, cut out, or reorganize. You may discover where your line of reasoning is not logical; you
may also reconsider whether you should arrange your reasons from the most important to the least or
vice versa in order to create a more persuasive effect. Ultimately, outlining after the first draft can prove
useful in producing subsequent drafts and a polished final effort."
Gary Goshgarian
Topic Sentence Outlines
"Two types of outlines are most common: short topic outlines and lengthy sentence outlines.
A topic outline consists of short phrases arranged to reflect your primary method of
development. A topic outline is especially useful for short documents such as letters, e-mails, or
memos... For a large writing project, create a topic outline first, and then use it as a basis for creating
a sentence outline.
A sentence outline summarizes each idea in a complete sentence that may become the topic
sentence for a paragraph in the rough draft. If most of your notes can be shaped into topic sentences
for paragraphs in the rough draft, you can be relatively sure that your document will be well
organized."
Gerald J. Alred and Charles T. Brusaw
Formal Outlines
Some teachers ask students to submit formal outlines with their papers. Here is a common format used
in constructing a formal outline:
I. (main topic)
A. (subtopics of I)
B.
1. (subtopics of B)
2.
a. (subtopics of 2)
b.
i. (subtopics of b)
ii.
Note that subtopics are indented so that all letters or numbers of the same kind appear directly
under one another. Whether phrases (in a topic outline) or complete sentences (in a sentence outline)
are used, topics and subtopics should be parallel in form. Make sure that all items have at least two
subtopics or none at all.
Example of Vertical Outline
"To outline your material vertically, write your thesis at the head of the page and then use headings
and indented subheadings:
Thesis: Though many things make me want to score goals, I love scoring most of all because it
momentarily gives me a sense of power.
I. Common reasons for wanting to score goals
A. Help team
B. Gain glory
C. Hear cheers of crowd
II. My reasons for wanting to score goals
A. Feel relaxed
1. Know I'm going to score a goal
2. Move smoothly, not awkwardly
3. Get relief from pressure to do well
B. See world in freeze-frame
1. See puck going into goal
2. See other players and crowd
C. Feel momentary sense of power
1. Do better than goalie
2. Take ultimate mind trip
3. Conquer anxiety
4. Return to Earth after a moment
"Besides listing points in order of rising importance, this outline groups them under headings that
show their relation to each other and to the thesis."
James A.W. Heffernan and John E. Lincoln
https://www.thoughtco.com/outline-composition-term-1691364
CREATING AN OUTLINE
Once a topic has been chosen, ideas have been generated through brainstorming
and free writing, and a working thesis has been created, the last step a writer can perform
in the prewriting stage is creating an outline. An outline allows a writer to catego rize the
main points, to organize the paragraphs into an order that makes sense, and to make sure
that each paragraph/idea can be fully developed. Essentially, an outline helps prevent a
writer from getting stuck when performing the actual writing of the e ssay.
An outline provides a map of where to go with the essay. A well -developed outline will show
what the thesis of the essay is, what the main idea of each body paragraph is, and the
evidence/support that will be offered in each paragraph to substantiat e the main points.
The following is an example of an outline:
Thesis: In order to succeed in the classroom, college students need to utilize the resources
available to them throughout their college careers.
Advising
Find the right program(s) and/or career field
Implement a plan for fulfilling program requirements
Sign up for the correct classes
Verify prerequisites
Find times that work
Locate proper instructor
Evaluate progress
Help with content
Study groups
Tutoring
Drop-in
Individual
SI sessions
Technology
Computer Labs
Academic websites
Forums and online discussions
In this example, the Roman numerals I, II, and III are each of the body paragraphs that
will appear in the essay. Next to each Roman numeral is the central idea behind each
paragraph and how it relates to the essay’s main point (or thesis). The letters that appear
under each Roman numeral show the details that will be offered in each paragraph to
support the main idea of the paragraph. If some of the details require multiple explanati ons,
these are noted with numbers under the letters.
Notice all that the above outline accomplishes: The main ideas/paragraphs of the
essay have been grouped into an order that makes sense; the main idea behind each
paragraph is identified along with the support that will be offered. Essentially, the essay is
completely organized. Now the writer can simply follow the outline and turn each idea into
a paragraph by expanding on the details that are present.
While creating an outline such as this will take a small amount of time, the time put
into creating this outline should result in saving even more time during the writing phase. If
following the outline, the writer should not get stuck wondering what comes next or how to
expand upon an idea.
https://www.aims.edu/student/online-writing-lab/process/outline
Writing an Outline
An outline is a “blueprint” or “plan” for your paper. It helps you to organize your thoughts and
arguments. A good outline can make conducting research and then writing the paper very
efficient. Your outline page must include your:
Paper Title
Thesis statement
Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)
Support for your major points, indicated by capital Arabic numerals (i.e., A, B, C, D, E, etc.)
Roman numeral I should be your “Introduction”. In the introduction portion of your paper, you’ll want
to tell your reader what your paper is about and then tell what your paper hopes to prove (your
thesis). So an Introduction gives an overview of the topic and your thesis statement.
The final Roman numeral should be your “Conclusion”. In the conclusion, you summarize what you
have told your reader.
Following are 3 sample outlines, from actual student papers. YOUR outline can be MORE detailed, or
might be LESS detailed. Remember that a good outline makes writing easier and more efficient.
Sample Outline #1
Title: Frederick Douglass
Thesis: Frederick Douglass played a crucial role in securing the abolition of slavery and equality
of African-American rights through his actions, ideas, and efforts as a lecturer, author/publisher,
and politician.
I. Introduction
A. Thesis
B. Roles/Arguments
II. Douglass as Lecturer
A. History as slave and acquisition of education
1) He “experienced slavery”
2) Literacy allowed expression
B. Early lectures, including initial speech before Garrison
1) Success of initial speech
2) Goals for future speeches
C. Effect of lectures on society
1) Open eyes
2) Encourage activism
III. Douglass as Author/Publisher
A. Narrative’s success and effect
1) Springboard for paper
B. Goals/hopes for paper
C. Garrison set-back and significance
D. Significance of Paper
IV. Douglass as Politician
A. Key trait for success
B. Goal of political activism
C. Efforts for Republican party
1) Significance of efforts
D. Black soldier enlistment crusade
E. Joining of Republican party
1) Significance of efforts
V. Conclusion
A. Summarize arguments and efforts
Sample Outline #2
Title: The Federalist Papers’ Influence on the Ratification of the Constitution
Thesis: The Federalist Papers influenced the ratification of the Constitution by making some of
their most important arguments, including the importance of being in a Union by having a
Constitution, answering to the objections made by the Anti-federalists about separation of
powers, and defending opposing arguments made against the characteristics of the executive
and judicial branch as provided in the Constitution.
I. Introduction
a. Describe The Federalist Papers are and when they started
b. Thesis: The Federalist influenced the ratification of the Constitution by making some of their
most important arguments, including the importance of being in a Union by having a
Constitution, answering to the objections made by the Anti-federalists about separation of
powers, and defending opposing arguments made against the characteristics of the executive
and judicial branch as provided in the Constitution.
II. Background
a. State when The Federalist was printed and published.
b. Discuss the intentions and purposes of The Federalist.
III. Argument for the benefit of a Union
a. A Union would guard against external dangers
b. A Union would guard against internal dangers
A. The “extended sphere” argument about how it will control factions. (Federalist 10)
IV. Argument of the problem with complete separation of powers
a. Anti-federalists wanted a complete separation of the judicial, executive, and legislative
branches
b. The Federalist said the maxim of complete separation of powers is misunderstood.
(Montesquieu)
c. The branches need some limited power of the other branches to protect themselves from
encroachment of the other branches (Federalist 51)
A. The branches need to have the interests of maintaining their powers, and not letting the
other branches take that away.
V. Argument for a single executive, and against a plural executive
a. Anti-federalists didn’t want a single executive, too much like a monarch
b. The Federalist need the executive to be “energetic” and a plural executive would make
this impossible (Federalist 70)
A. It would take too long for the people in the executive position to make decision in an
emergency, because they might disagree.
B. In a plural executive, it is hard to tell who is responsible for a wrongdoing because they can
all blame each other, so a single executive would lead to more responsible behavior
VI. Argument in favor of judicial review and terms of good behavior for judges
a. Anti-federalists didn’t like judicial review and the term of good behavior
b. The Federalist argued that judicial review was necessary to protect the judicial branch
from the Legislature.
c. A term of good behavior was necessary to get qualified people for the positions; it would
also give them time to develop knowledge.
VII. Conclusion
a. Thesis
b. The dates of the ratification of the Constitution by the States
c. The Federalist’s influence beyond the ratification
Sample Outline #3
Title: Common Sense and Its Impact on American Political Thought
Thesis: Thomas Paine’s Common Sense articulated the anti-British sentiments of the Colonies in
a way so unprecedented that it permanently changed the face of political thought in America.
I. Intro:
A. Thesis: Thomas Paine’s Common Sense articulated the anti-British sentiments of the Colonies
in a way so unprecedented that it permanently changed the face of political thought
in America.
II. What did Common Sense say that was so different?
A. It denounced both the monarchy and the English Constitution, which had previously been
looked upon as a brilliant political document. Americans realized the inherent fallacies of
hereditary government (specifically monarchy) as well as the English Constitution which
protected the monarchy.
B. It called for Americans to disconnect themselves from the flawed British system and create
a new one for themselves. Common Sense questioned the long-standing belief that residents
of the colonies were inseparably connected to England. It gave them a new identity –
Americans rather then Britons.
C. It also outlined the benefits of a republican government, which would go on to influence
the ideas of the Founding Fathers as they created a new government for their new country.
III. What was Common Sense’s immediate effect on the Colonies?
A. The debate in the American Colonies shifted from that of reconciliation with England to
that of independence.
B. It was read by an unprecedented number of colonists and united a great majority of them
behind independence.
C. It inspired American intellectuals with its call for independence, leading to the composition
of the Declaration of Independence a mere six months later.
IV. What were Common Sense’s long term effects?
A. It changed the connotation of the word “revolution” to something that looked to the future.
“Revolution” became a word of innovation rather than renovation.
B. It permanently cemented the idea of a republican, non-hereditary government into the
heads of Americans. Common Sense’s design for a republican government, and its basic
principles were carried on to the Constitution.
V. Conclusion
A. Common Sense’s eloquent, articulate, and unprecedented arguments led to a permanent
change in American political thought.
https://www.austincc.edu/tmthomas/sample%20outline%201.htm
