The Scratch The Scratch OutlineOutline

A “road map” to A “road map” to your final essay.your final essay.

The Purpose of an OutlineThe Purpose of an OutlineCreating an outline is designed to help you Creating an outline is designed to help you

focus focus your research and your research and organizeorganize your your ideas.ideas.

Contrary to most students’ perceptions, its Contrary to most students’ perceptions, its purpose is to make it purpose is to make it easier easier for you to for you to produce your final paper.produce your final paper.

An outline allows you to “preview” your An outline allows you to “preview” your paper before you write it, ensuring logical paper before you write it, ensuring logical organization and sufficient and relevant organization and sufficient and relevant support.support.

What an Outline IncludesWhat an Outline IncludesAn outline begins with a An outline begins with a complete thesis complete thesis

statement statement (subject + focus + reasons)..ThreeThree of the outline’s major sections will of the outline’s major sections will

begin with begin with topic sentences taken topic sentences taken directly directly from the thesis statement.from the thesis statement.

Your outline will include Your outline will include a fourth major a fourth major section: refutation. section: refutation.

The Structure of the OutlineThe Structure of the OutlineTHESIS: Subject, opinion, reasons 1, 2 and 3THESIS: Subject, opinion, reasons 1, 2 and 3

I. First topic sentence (expanded from specific language 1.)I. First topic sentence (expanded from specific language 1.) A. First point/proof (type of evidence + specific evidence)A. First point/proof (type of evidence + specific evidence) B. Second point/proofB. Second point/proof C. Third point/proofC. Third point/proofII. Second topic sentence (expanded from specific language 2.)II. Second topic sentence (expanded from specific language 2.) A. First point/proofA. First point/proof B. Second point/proofB. Second point/proof C. Third point/proofC. Third point/proofIII. Third topic sentence (expanded from specific language 3.)III. Third topic sentence (expanded from specific language 3.) A. First point/proofA. First point/proof B. Second point/proofB. Second point/proof C. Third point/proofC. Third point/proofIV. Refutation (if not refuted at II)IV. Refutation (if not refuted at II) A First point/proofA First point/proof B Second point/proofB Second point/proof C. Third point/proofC. Third point/proofV. Conclusion: RESTATED THESISV. Conclusion: RESTATED THESIS A. Summary of section I evidenceA. Summary of section I evidence B. Summary of section II evidenceB. Summary of section II evidence C. Summary of section III evidenceC. Summary of section III evidence D. Final clincherD. Final clincher

The Contents of Each The Contents of Each SectionSection

Thesis:Thesis: Stating the thesis takes the place of outlining your Stating the thesis takes the place of outlining your introduction. Because the parts of an introduction are introduction. Because the parts of an introduction are unchanging (grabber, background information, thesis), unchanging (grabber, background information, thesis), there is no need to outline the introduction. Just place your there is no need to outline the introduction. Just place your thesis at the top.thesis at the top.

Roman Numerals I, II, etc.:Roman Numerals I, II, etc.: Each of these numerals represents a major section of your essay and begins with a sentence. The topic sentence comes directly from the thesis statement and includes your opinion AND one reason.

Capital Letters A, B, C: Capital Letters A, B, C: Each of these letters represents one major piece of evidence you will use to support your ideas.

THESIS: THESIS: College athletes deserve pay because they work as hard as the pros, College athletes deserve pay because they work as hard as the pros, they are constantly threatened with injury, and colleges and the NCAA they are constantly threatened with injury, and colleges and the NCAA make an enormous amount of money from the athletes’ work.make an enormous amount of money from the athletes’ work.

I. One reason to pay college athletes is that playing on a college team is a full-I. One reason to pay college athletes is that playing on a college team is a full-time job, just as professional sports.time job, just as professional sports.A. Collective experience: A. Collective experience: daily practices; sports campsdaily practices; sports campsB. Collective experience: B. Collective experience: road trips for games and tournamentsroad trips for games and tournamentsC. Personal experience: C. Personal experience: daily regimen of self care– diet, exercise, daily regimen of self care– diet, exercise, and lifestyle restrictions.and lifestyle restrictions.

II. College players also deserve pay because of the dangers they face on the II. College players also deserve pay because of the dangers they face on the field, including debilitating injuries.field, including debilitating injuries.A. Collective experience; facts: A. Collective experience; facts: career-ending breaks and sprainscareer-ending breaks and sprainsB. Facts/expert opinion: B. Facts/expert opinion: concussions/life-long brain injuryconcussions/life-long brain injuryC. Facts/historical record: C. Facts/historical record: paralysis and even deathparalysis and even death

III. The millions of dollars that colleges and the NCAA make from players’ III. The millions of dollars that colleges and the NCAA make from players’ efforts is the final reason to give a salary to every college athlete.efforts is the final reason to give a salary to every college athlete.A. Fact/historical record: A. Fact/historical record: exposure from teams raises college’s exposure from teams raises college’s profile, attracting more students and allowing tuition hikes.profile, attracting more students and allowing tuition hikes.B. Fact: B. Fact: colleges reap millions from TV rights and sports merchandisecolleges reap millions from TV rights and sports merchandiseC. Facts/statistics; historical record; expert opinion: C. Facts/statistics; historical record; expert opinion: NCAA NCAA makes millions of dollars regulating college sports, and none of it goes makes millions of dollars regulating college sports, and none of it goes to those who actually enact the sporting event.to those who actually enact the sporting event.

SAMPLE OUTLINESAMPLE OUTLINE

VI. REFUTATION (IF NOT REFUTED EARLIER): Some people believe VI. REFUTATION (IF NOT REFUTED EARLIER): Some people believe college athletes don’t deserve pay because they get special college athletes don’t deserve pay because they get special treatment, scholarships, and a lasting education. Here’s why treatment, scholarships, and a lasting education. Here’s why those arguments fail.those arguments fail.

A. CONCEDE: A. CONCEDE: athletes are given special treatment often; athletes are given special treatment often; they deserve it because of all they do for the school.they deserve it because of all they do for the school.

B. AGREE WITH CONCERNS, NOT SOLUTIONS: B. AGREE WITH CONCERNS, NOT SOLUTIONS: many many athletes do get scholarships, but they often cover only tuition, athletes do get scholarships, but they often cover only tuition, not all the other expenses; many athletes do not get not all the other expenses; many athletes do not get scholarships.scholarships.

C. REBUT: C. REBUT: Statistics show that most athletes never graduate, Statistics show that most athletes never graduate, and many who do graduate without really having learned and many who do graduate without really having learned anything.anything.

V. CONCLUSION: Because they work hard, risk injury, and make V. CONCLUSION: Because they work hard, risk injury, and make millions for others, college athletes deserve a paycheck.millions for others, college athletes deserve a paycheck.

A. Their lives revolve around sports training and travel.A. Their lives revolve around sports training and travel.B. Debilitating injury and even death is a constant risk.B. Debilitating injury and even death is a constant risk.

C. Millions of dollars are raised through college sports; it’s C. Millions of dollars are raised through college sports; it’s only fair to share some with those who actually do the work.only fair to share some with those who actually do the work.

OUTLINE: A SUMMARYOUTLINE: A SUMMARY Outlines help you focus ideas and organize evidence.Outlines help you focus ideas and organize evidence. Thesis is placed at the top of an outline; it represents Thesis is placed at the top of an outline; it represents

the introduction.the introduction. Roman numerals refer to topic sentences, taken Roman numerals refer to topic sentences, taken

directly from the thesis and counter-thesis. They directly from the thesis and counter-thesis. They must be followed by complete sentences.must be followed by complete sentences.

A, B and C refer to specific evidence you will use to A, B and C refer to specific evidence you will use to prove the topic sentence. These do not need to be prove the topic sentence. These do not need to be complete sentences.complete sentences.

An extra, fourth body section will refute opponents.An extra, fourth body section will refute opponents. The conclusion will restate the thesis (DIFFERENT The conclusion will restate the thesis (DIFFERENT

WORDS), summarize each body graph, and clinch.WORDS), summarize each body graph, and clinch.