Upload
jaime-alfredo-cabrera
View
241
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Prewriting - how to write a cluster outline (from problem statement to research paper) with a strong focus of cognitive skills to target a specific grade of paper
Citation preview
(Image courtesy of blog.crazyegg.com)
OUTLINESHOW TO OUTLINE A PAPER, ESSAY, OR
PROPOSAL – FOR THE GRADE YOU WANT
COGNITIVE SKILLS&
CONTENTS• Cognitive Skills in Writing
1. How to Write a Cluster Outline• For an E-grade paper• For a D-grade paper (1)
• To change a boring topic into an interesting one
• For a D-grade paper (2)• For a D-grade paper (3)• For a C-grade paper• For a B-grade paper• For an A-grade paper• For an A*-grade paper• Mission 1: Cognitive Skills (Advanced)
2. How to Create a 3-part Thesis Statement• What is a Thesis Statement?• What is tentative language?• What is direct language? • Mission: Types of Proof• What is a three-part thesis statement?• How to outline a 3-part thesis statement• Mission 2: Types of Thesis Statements
3. From Thesis Statement to Outline• An E-grade thesis outline• A probable D-grade thesis outline
• A surer D-grade thesis outline• A probable C-grade thesis outline• A surer C-grade outline• A B-grade thesis outline• An A-grade thesis outline• An A*-grade thesis outline
4. How to quickly draft an outline• What is an informal outline? • How to identify types of outlines• Mission 3: Types and Levels of Outlines
5. How to Outline Your Paper• An E-grade paper• A D-grade paper• A C-grade paper• A B-grade paper• An A-grade paper• An A*-grade paper
6. How Avoid an F-grade Paper• It’s OK to Copy from the Internet• How to integrate sourced ideas
How much can I quote? No more than 10% of your paper.How much can I paraphrase? No more than 40% of your paper.
COGNITIVE SKILLSIN WRITING
NEXT
(Image courtesy of wallpaperscraft.com)
CREATE
NO INPUT
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Absent; NO INPUT
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
F
E
D
C
B
A
A*
MARK
How to Write Cluster Outlines
TO CREATE AN E-GRADE PAPER
Find an Interesting Topic• Cluster Outline (Idea map)–Freethinking–Any connections no matter
how far-out• Catch attention – unusual, unforgettable• Keep audience attention - most
important, most needed, most urgent need; use facts or documented evidence
CREATE
NO INPUT
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Absent; NO INPUT
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
F
E
D
C
B
A
A*
MARK
Example of a free-thought cluster outline
Image courtesy of (en.wikibooks.org)
CREATE
NO INPUT
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Absent; NO INPUT
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
F
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR AN E-GRADE PAPER.
How to Write Cluster Outlines
TO CREATE A D-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
Example of a focused cluster outline
Image courtesy of (telophase.dreamwidth.org)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
What is a boring topic?
EXAMPLES OF CLUSTERS OF BORING OR NON-ORIGINAL TOPICS
A cluster
Same, same .... boring
Several clusters
Same, same, same .... boring
More clusters
Same, same, same, same .... boring
Begin with an Ordinary Topic• Cluster Outline (Idea map)–Freethinking–Any connections no matter
how far-out• Catch attention – unusual, unforgettable• Keep audience attention - most
important, most needed, most urgent need; use facts or documented evidence
How to Improve a Boring Topic• Cluster Outline (Idea map) – freethinking, any
connections
• Get audience attention – crazy connections– the unusual– the unforgettable
• Keep audience attention - most important, most needed, most urgent need; use facts or documented evidence
The Not-boring Topic
• Cluster Outline• Get audience
attention • Keep audience
attention
The Interesting Topic• Cluster Outline (Idea map) – freethinking, any
connections• Get audience attention – crazy connections,
unusual, unforgettable
• Keep audience attention – most important– most needed– most urgent need– convince by using facts or
documented evidence
One More Time...• Catch attention –Unusual, –Unforgettable
• Keep attention –Most needed, –Most useful–Most urgent needs• Use evidence for support• Use theory for support
How to Create Cluster Outlines
TO CREATE A D-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
Example of a cluster outline
Image courtesy of (telophase.dreamwidth.org)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THIS KIND OF OUTLINE MAY BE ACCEPTABLE
IN MOST OTHER COURSESBUT IN PROFESSIONAL WRITING
IT CAN STILL GET A GRADE OF
How to Create Cluster Outlines
TO REALLY CREATE A D-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
1. REPRODUCE IDEAS EXACTLY
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
HOW TO REPRODUCE IDEAS EXACTLY •Do not add anything to the original idea•Do not change any part of the original idea•Do not remove any part of the original idea
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
2. USE OWN STRUCTURES (Paraphrase Step 1)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
HOW TO USE OWN STRUCTURES•Change the position of the doer•Change the position of the receiver•Change from passive to active voice or vice-versa•Change from positive to negative statements (or vice-versa)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3. USE OWN WORDS(Paraphrase Step 2)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
HOW TO USE OWN WORDS• Use exact synonyms•Mention the source + verb + citation + reference•Use “one” or “it is” as subject of the sentence•Use tentative language
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3. USE INSTANT PARAPHRASE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARKHOW TO USE INSTANT PARAPHRASE• Get the exact meaning (English)• Translate to native language (not English)• Don’t look at the original version• Say it in English in your own style, your own ideas, and in your own words.• Make sure that the meaning is exactly the same as the original.
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK1. REPRODUCE IDEAS EXACTLY • Do not add anything to the original idea• Do not change any part of the original idea• Do not remove any part of the original idea2. USE OWN STRUCTURES (Paraphrasing 1)• Change the position of the doer• Change the position of the receiver• Change from passive to active voice or vice-versa• Change from positive to negative statements (or vice-versa)3. USE OWN WORDS (Paraphrasing 2)• Use exact synonyms• Mention the source + verb + citation + reference• Use “one” or “it is” as subject of the sentence• Use tentative language
ON
E M
ORE
TIM
ENOTE: This level is
required in all the
higher cognitive levels
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
REMINDER: This level is
required in all the
higher cognitive levels
How to Create Cluster Outlines
TO CREATE A C-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
If you aim for a higher gradeCluster outline– Add connections no matter how far-out
• Specify your action + deadline
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) + supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
If you want a C-grade paperCluster outline– Add connections no matter how far-out
• Specify your action + deadline• Specify your target audience
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) + supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
If you want a C-grade paperCluster outline– Add connections no matter how far-out
• Specify your action + deadline• Specify your target audience• State their need(s). –Describe the need.–Prove it with facts.
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof Facts + citation + reference
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof Facts + citation + reference
Quotes + citation + reference
If you aim for a higher gradeCluster outline– Add connections no matter how far-out
• Specify your action + deadline• Specify your target audience• State their need(s). –Describe the need.–Prove it with facts.
• Add urgency of need. –Describe the urgency.–Prove it with facts.
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof
Add proof
Facts + citation + referenceQuotes + citation + reference
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof
Add proof
Facts + citation + referenceQuotes + citation + reference
Facts + citation + reference
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
Add proof
Add proof
Facts + citation + referenceQuotes + citation + reference
Facts + citation + referenceQuotes + citation + reference
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A C-GRADE PAPER.NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.
How to Create Cluster Outlines
TO CREATE A B-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLY
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLY
CON
NEC
T CL
EARL
Y
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLY
CON
NEC
T CL
EARL
Y
CONNECT CLEARLY
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A B-GRADE PAPER.REMINDER: D-GRADE + C-GRADE SKILLS ARE REQUIRED
How to Create Cluster Outlines
TO GET AN A-GRADE PAPER
If you aim for a higher gradeCluster outline– Add connections no matter how far-out
Add urgent need. – Prove the urgency with facts. – Prove that the facts are real.
• Support your explanation of the parts (choose one):–A theory (or a part of a theory) –A framework (or a part of it) –A paradigm (or a part of it) –A matrix (or a part of it)
Example of a C-grade cluster outline (1)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLY
Example of a C-grade cluster outline (1a)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLYAdd proof
Example of a C-grade cluster outline (1b)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLYAdd proof
Facts + citation + reference
Example of a C-grade cluster outline (1b)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECT CLEARLYAdd proof
Facts + citation + referenceQuotes + citation + reference
Example of a C-grade cluster outline (2)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTEDWITH PROOF
Example of a C-grade cluster outline (2)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
T CL
EARL
Y
WITH PROOF
Example of a C-grade cluster outline (2)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
T CL
EARL
Y
Add proof
WITH PROOF
Example of a C-grade cluster outline (2)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
T CL
EARL
Y
WITH PROOF
Add proof Facts + citation + reference
Example of a C-grade cluster outline (2)
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
T CL
EARL
Y
WITH PROOF
Add proof Facts + citation + reference
Quotes + citation + reference
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
WITH PROOF
WIT
H P
ROO
F
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
CONNECT CLEARLY
WITH PROOF
WIT
H P
ROO
F
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
CONNECT CLEARLYAdd proof
WITH PROOF
WIT
H P
ROO
F
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
CONNECT CLEARLYAdd proof
Facts + citation + reference
WITH PROOF
WIT
H P
ROO
F
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
CONNECT CLEARLYAdd proof
Facts + citation + referenceQuotes + citation + reference
WITH PROOF
WIT
H P
ROO
F
Example of a C-grade cluster outline
Image courtesy of (telophase.dreamwidth.org)
State the need(s) of your target audience
State the urgency of the need(s) +
supporting facts (with reference)
Your research or project proposal
State your specific target
audience
State your action (posters, slideshows,
proposal) and deadline (3 weeks)
CONNECTED
CON
NEC
TED
CONNECTED
WITH PROOF
WIT
H P
ROO
F
WITH PROOF
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARKTHAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.
How to Create Cluster Outlines
TO CREATE AN A*-GRADE PAPER
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
If you aim for the highest grade
Cluster outline– Add connections no matter how far-out
Add urgent need. – Prove the urgency with facts. – Prove that the facts are real.
• Add a solution / suggestion– Say what’s original about it
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
It can be read by housewives in
India because I will use pictures and simple English
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
It can be read by housewives in India
because I will use pictures and simple English
They need to know information that
only highly educated & trained
people know.
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
I will show technical in simple images. Text will be
in simple English.
It can be read by housewives in India
because I will use pictures and simple English
They need to know information that only
highly educated & trained people know.
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
Technical information will be shows as images or graphics;
text will be very simple English.
Translations will be near the
English text. Images will be
selected for cultural
acceptability.
It can be read by housewives in India
because I will use pictures and simple English
The target readers need information that only
highly educated & trained people know.
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
Technical information will be shown as images or graphics;
text will be very simple English.
Translations are under the English text; images will be
selected for cultural suitability.
It can be read by housewives in India
because I will use pictures and simple English
The target readers need information that only
highly educated & trained people know.
Example of original contribution
Image courtesy of (telophase.dreamwidth.org)
Technical information will be shows as images or graphics;
text will be very simple English.
Translations will be right under the English text. All images will
be selected for cultural acceptability and sensitivity.
It can be read by housewives in India
because I will use pictures and simple English
The target readers need information that only
highly educated & trained people know.
I have proof that no one has done
this before
If you aim for the highest grade
Cluster outline– Add connections no matter how far-out
Add urgent need. – Prove the urgency with facts. – Prove that the facts are real.
• Add a solution / suggestion– Say what’s original about it–Use a theory or framework
to support your solution
Example: original contribution + support
Image courtesy of (telophase.dreamwidth.org)
Technical information will be shows as images or graphics;
text will be very simple English.
Translations will be right under the English text. All images will
be selected for cultural acceptability and sensitivity.
It can be read by housewives in India because
I will use pictures and simple English
The target readers need information that only highly educated & trained people
know.
MY PROPOSED THEORETICAL
SUPPORT
EXPERIENTIAL LEARNING THEORY
(KOLB, 1975)
HIERARCHY OF NEEDS THEORY (MASLOW, 1943)
CULTURAL DIMENSIONS (HOFSTEDE, 2001)
DOMAINS OF LEARNING (GAGNE, 1965)
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARKTHAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
NOTE: D, C, B, AND A SKILLS ARE REQUIRED.
Mission: Cognitive LevelsNEXT
Mission: Create A Test Question
Your Mission:• Create one test question where a student can
identify the different levels of cognition used.• The answers should be any of the six above.• The answers should be clear.
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
What Level of Cognition?
Example: Somalia is a country wracked by perennial drought, lack of infrastructure, and a population that lacks education.
1. Somalia’s problems include drought every year, little or no infrastructures, and a mostly illiterate population.
2. The lack of education to the majority, poor roads and bridges, and lack of water supply keeps most Somalians in poverty.
3. When our water supply was cut for a month, we suffered much. I had to bring water from the well. Since the well as far, I could not do my homework.
4. No rainfall means no food production. Somalia must import food. However, the lack of infrastructure and an uneducated population means that Somalia cannot create money to import food.
5. Education is the most crucial need because an educated population can find ways to solve the problems of drought and infrastructure. The UN even says that education is not only a need but a right (Education is a Basic Need in the Developing World, 2007).
6. Since basic education is available online, donor countries can help by providing cheap computers and internet service; solar batteries can be used where there is no electricity.
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
What Level of Cognition?
Answers: Somalia is a country wracked by perennial drought, lack of infrastructure, and a population that lacks education.
1. Somalia’s problems include drought every year, little or no infrastructures, and a mostly illiterate population. (Remember – same structure, mostly same words)
2. The lack of education to the majority, poor roads and bridges, and lack of water supply keeps most Somalians in poverty. (Understand – same ideas but different structure and mostly different words)
3. When our water supply was cut for a month, we suffered much. I had to bring water from the well. Since the well as far, I could not do my homework. (Apply – used in a different situation)
4. No rainfall means no food production. Somalia must import food. However, the lack of infrastructure and an uneducated population means that Somalia cannot create money to import food. (Analyze – parts & connections)
5. Education is the most crucial need because an educated population can find ways to solve the problems of drought and infrastructure. The UN even says that education is not only a need but a right (Education is a Basic Need in the Developing World, 2007). (Evaluate – opinion with documented support)
6. Since basic education is available online, donor countries can help by providing cheap computers and internet service; solar batteries can be used where there is no electricity. (Create – different ideas combined into a new idea)
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
Use What Level of Cognition?
Example: Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.
1. When water falls from the sky in liquid form, that is called rain. However, when water is floating in the air, that is called mist.
2. The air between the sky and the earth can contain water, whether in in gaseous form which is called mist in English or dagim in Tagalog, or in liquid form which is called rain in English or ulan in Tagalog.
3. My uncle, a rice farmer, needs rain for his fields. My father, a grape grower, needs a mist for his farms. Grapes cannot be produced in a rainy place. Similarly, rice cannot be produced where there is only mist.
4. Both rain and mist are water that is between the sky and the earth. However, gravity pulls rain faster while mist floats and falls slower. (
5. Mist and rain are not the only forms of water in the sky. The other forms can be snow, hail, or clouds. (Precipitation, The Free Dictionary, 2013).
6. In AiU, I can create a poster showing the how the word “rain” is pronounced in different languages.
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
Use What Level of Cognition?
Answers: Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.
1. When water falls from the sky in liquid form, that is called rain. However, when water is floating in the air, that is called mist. (E: Same structure, mostly same words)
2. The air between the sky and the earth can contain water, whether in in gaseous form which is called mist in English or dagim in Tagalog, or in liquid form which is called rain in English or ulan in Tagalog. (D: Same ideas but different structure and mostly different words)
3. My uncle, a rice farmer, needs rain for his fields. My father, a grape grower, needs a mist for his farms. Grapes cannot be produced in a rainy place. Similarly, rice cannot be produced where there is only mist. (C: Used in a different situation)
4. Both rain and mist are water that is between the sky and the earth. However, gravity pulls rain faster while mist floats and falls slower. (B: Parts and connections of parts: similarities / differences)
5. Mist and rain are not the only forms of water in the sky. The other forms can be snow, hail, or clouds. (Precipitation, The Free Dictionary, 2013). (A: choice / position / opinion + theory / documented support)
6. In AiU, I can create a poster showing the how the word “rain” is pronounced in different languages. (A*: Different ideas combined into a new idea)
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
What Level of Cognition?Example: In places where there are constant power outages, solar cells can provide a constant
power supply.1. Where there are frequent blackouts, solar cells can provide electricity from the sun 24
hours a day. 2. Whether is day or night, whether there is electric power lines or not, a house that is
powered by solar power always has electricity. 3. During night in a mountain camp, we have light and we can cook food because our
battery was charged by solar cells during the day. 4. Electric generators from coal, gas, and water turbines can be interrupted when the fuel
runs out, the generator breaks down, or the transmission lines are broken. However, since solar cells cam be portable or built into a building or house, such problems do not exist.
5. The price of solar cells are falling, and will continue to do so as demand continues to increase (Cournot, A. A., 1838, Supply and Demand Theory) due to government support and private enterprise (The History of Solar).
6. At that time, my country will be able to afford the technology as the price “will be competitive with traditional sources of electricity.” There will be no more blackouts as solar power can create other energy sources such as by electrolyzing water to create hydrogen fuel (The History of Solar).
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
What Level of Cognition?Answers : In places where there are constant power outages, solar cells can provide a constant power
supply.1. Where there are frequent blackouts, solar cells can provide electricity from the sun 24 hours a day.
(E: Same structure, mostly same words)2. Whether is day or night, whether there is electric power lines or not, a house that is powered by
solar power always has electricity. (D: Same ideas but different structure and mostly different words)
3. During night in a mountain camp, we have light and we can cook food because our battery was charged by solar cells during the day. (C: Used in a different situation)
4. Electric generators from coal, gas, and water turbines can be interrupted when the fuel runs out, the generator breaks down, or the transmission lines are broken. However, since solar cells cam be portable or built into a building or house, such problems do not exist. (B: Parts and connections of parts: similarities / differences)
5. The price of solar cells are falling, and will continue to do so as demand continues to increase (Cournot, A. A., 1838, Supply and Demand Theory) due to government support and private enterprise (The History of Solar). (A: choice, position, or opinion + theory or documented support)
6. At that time, my country will be able to afford the technology as the price “will be competitive with traditional sources of electricity.” There will be no more blackouts as solar power can create other energy sources such as by electrolyzing water to create hydrogen fuel (The History of Solar). (A*: Different ideas combined into a new idea)
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
How to Write a Thesis OutlineNEXT
Cluster Outline: The Thesis Statement
Thesis Statement
What is a Thesis Statement?
Read this research question:
“How are Mohammedanism, Buddhism, and Christianity similar and different?”
What is a Thesis Statement?
“How are Mohammedanism, Buddhism, and Christianity similar and different?”
This is not a thesis.
What is a Thesis Statement?
Create a tentative answer to this research question.
“How are Mohammedanism, Buddhism, and Christianity similar and different?”
What is a Thesis Statement?
A tentative answer to a research question is a thesis statement.
Tentative Language
• is / are = can be• verb = seem to + verb
What is a Thesis Statement?
A tentative answer to a research question:
“These three religions can be the same in origin: they all seem to originate from an individual, not a group.”
Tentative Language
• is / are = can be• is / are = may be• verb = seem to + verb• was + verb = appear(s) to have been + verb
What is a Thesis Statement?
A tentative answer to a research question:
“These three religions may be different in that each one appears to have been founded in a different culture.”
What is a Thesis Statement?
A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.
What idea needs support?
“These three religions are different in that each one was founded in a different culture.”
What idea needs support?
“These three religions are different in that each one was founded in a different culture.”
This idea needs support or proof.
Direct Language
• can be = is / are• may be = is / are
What ideas need support?
“These three religions are different in that each one was founded in a different culture.”• Use valid logic?• Use natural phenomena? • Use documented facts?
What ideas need support?
“These three religions are the same in terms of origin: they all originated from individuals, not from groups or cultures.”
What ideas need support?
“These three religions are the same in terms of origin: they all originated from individuals, not from groups or cultures.”
This idea needs support or proof.
Direct Language
• can be = is / are• may be = is / are• seem to + verb = verb• appear(s) to have been + verb = past tense
verb
What ideas need support?
“These three religions can be the same in origin: they all seem to originate from individuals, not from groups or cultures.”• Use valid logic?• Use natural phenomena? • Use documented facts?
Mission: Types of ProofNEXT
Mission: Create A Test Question
Your Mission:• Create a test question: one thesis statement
for each type of proof.• The answers should be any of the three above.• The answers should be clear.
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
Use What Type of Proof?
Examples: Somalia is a country wracked by perennial
drought, lack of infrastructure, and a population that lacks education.
Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.
In places where there are constant power outages, solar cells can provide a constant power supply.
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
Use What Type of Proof?
Answer: Somalia is a country wracked by perennial drought
(C), lack of infrastructure (C), and a population that lacks education (C).
Rain is water that falls from the sky in liquid form (B), while mist is water in the air in gaseous form (B).
In places where there are constant power outages, solar cells can provide a constant power supply (A).
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
The Three-part Thesis StatementNEXT
What is a 3-part thesis Statement?
• A tentative answer to a research question is a thesis statement.
REVIEW
What is a 3-part thesis Statement?
• A tentative answer to a research question is a thesis statement.
• A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.
REVIEW
What is a 3-part thesis Statement?
• A tentative answer to a research question is a thesis statement.
• A thesis statement is an idea that must be supported by evidence such as valid logic, natural phenomena, or documented facts.
• A thesis statement with three ideas to be proven is a three-part thesis.
ANSWER
THESE THREE RELIGIONS ARE
DIFFEREN T
INDIVIDUAL ORIGINS
CULTURAL CENTERS
POPULATION LEVELS TODAY
A three-part thesis statement
A thesis statement with three ideas to be proven:
“These three religions originated from individuals and not groups, are located in different cultural centers today, and today have different population levels.”
Create a Cluster Outline
Create a cluster outline from a three-part thesis.“These three religions originated from an
individual, were founded in different cultures, and are currently the most populous religions today.”
Cluster Outline: Three-part Thesis
Thesis Statement
Part 1 Part 2 Part 3
Create a Cluster Outline
Which is faster: • free-writing a cluster outline or • creating a cluster outline from a
three-part thesis?
Mission: Types of Thesis Statements
NEXT
Mission: Create a Test Question
Your Mission:• Create a test question: one thesis statement
for each type of thesis.• The answers should be any of the three above.• The answers should be clear.
A. ONE-PART, B. TWO-PART, or C. THREE-PART
What Type of Thesis?
Examples: 1. Somalia is a country wracked by perennial
drought, lack of infrastructure, and a population that lacks education.
2. Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form.
3. In places where there are constant power outages, solar cells can provide a constant power supply.
A. ONE-PART, B. TWO-PART, or C. THREE-PART
What Type of Thesis?
Answers: 1. Somalia is a country wracked by perennial
drought, lack of infrastructure, and a population that lacks education. (C)
2. Rain is water that falls from the sky in liquid form, while mist is water in the air in gaseous form. (B)
3. In places where there are constant power outages, solar cells can provide a constant power supply. (A)
A. ONE-PART, B. TWO-PART, or C. THREE-PART
HOW TO OUTLINE A THESIS STATEMENT
TO CREATE A PAPER WITH THE PARTICULAR GRADE THAT YOU WANT
AN E-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
When writing a thesis outline, use a complete a complete sentence
with a subject, verb, and predicate
3-part Thesis: E-grade Thesis Outline
Thesis Statement
Part 1 Part 2 Part 3
Summary ParagraphConclusion Paragraph
3-part Thesis: Example
The moringa tree can help solve
malnutrition soil erosion poor health
This tree has tree has many uses.
The moringa tree is a plant that is very useful.
A PROBABLE D-GRADE THESIS OUTLINE
HOW TO WRITE
Cluster Outline: Three-part Thesis
Thesis Statement
Part 1
Proof
Part 2
Proof
Part 3
Proof
Three-part Thesis: D-Grade Paper
Thesis Statement
Part 1
Proof 1
Proof 2
Part 2
Proof 1
Proof 2
Proof 3
Proof 4
Part 3
Proof 1
Proof 2
Proof 3If many proofs are included, is the grade higher?
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
A SURER D-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: D-grade Thesis Outline
Thesis Statement
Part 1
Explain Example
Part 2
Explain Example
Part 3Explain
Example
SummaryConclusion
Create a thesis outline based on this cluster example. The explanation and examples are your own ideas.
A PROBABLE C-GRADE THESIS OUTLINE
HOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: C-grade Cluster OutlineThesis Statement
Part 1
Explanation Example
New Situation
Part 2
Explanation Example
Different Situation
Part 3
Explanation Example
Another Situation
Create a thesis outline based on this cluster example. The situations are your own ideas.
A SURER C-GRADE OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: C-Grade Cluster OutlineThesis Statement
Part 1
Proof 1
Proof 2
Apply
Part 2
Proof 1
Proof 2
Apply
Part 3
Proof 1
Proof 2
ApplySITUATIONS, PROBLEMS
SITUATIONS, PROBLEMS
Conclusion ParagraphSummary Paragraph
SITUATIONS, PROBLEMS
A B-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: B-Grade Cluster OutlineThesis Statement
Part 1
Proof 1
Proof 2
Apply
Analyze
Part 2
Proof 1
Proof 2
Apply
Analyze
Part 3
Proof 1
Proof 2
Apply
Analyze
SITUATIONS, PROBLEMS
SITUATIONS, PROBLEMS
SITUATIONS, PROBLEMS
Conclusion ParagraphSummary Paragraph
PARTS AND FUNCTIONS
PARTS AND FUNCTIONS
PARTS AND FUNCTIONS
CONNECTIONSCONNECTIONS CONNECTIONSSIMILARITIESSIMILARITIES SIMILARITIESDIFFERENCESDIFFERENCES DIFFERENCES
AN A-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: A-Grade Cluster OutlineThesis Statement
Part 1
Proof 1
Proof 2
Apply
Analyze
Part 2
Proof 1
Proof 2
Apply
Analyze
Part 3
Proof 1
Proof 2
Apply
Analyze
EvaluateEvaluate Evaluate
Conclusion ParagraphSummary Paragraph
Theory SupportTheory Support Theory Support
AN A*-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
3-part Thesis: A*-grade Cluster OutlineThesis Statement
Part 1
Proof 1
Proof 2
Apply
Analyze
Part 2
Proof 1
Proof 2
Apply
Analyze
Part 3
Proof 1
Proof 2
Apply
Analyze
CreateEvaluateEvaluate Evaluate
Conclusion ParagraphSummary Paragraph
DRAFTING AN OUTLINE
HOW TO QUICKLY CREATE A WRITING GUIDE
INFORMAL OUTLINESHOW TO IDENTIFY
Informal Outlines
Cluster outlinesKeyword outlinesTopic outlines
Informal Outlines
• Informal outlines are for pre-writing• They are useful for putting down ideas• They are useful for revising, adding, or
deleting ideas as these come to mind• They are usually not submitted for grading
Informal Outline: ClusterCluster outlines, also called• Mind-maps• Concept maps• Bubble outlines
Informal Outline: ClusterKeyword outlines• Use key words only• Can be formal
Informal Outline: Topic Topic outlines• Also called “sentence outline”• Use phrases to show a topic• Can be formal• Sentence outlines• Use complete sentences• Use formal structures
Informal Outline: Bulleted List• Bullet outline Level One– This is an example of a bullet outline Level 2• This is how Level 3 looks like.• How a bullet list looks like (images):
– http://goo.gl/Efj8lv – http://goo.gl/gj7yf2 – http://goo.gl/GSrQKy – http://goo.gl/NLP6ka (must see this)
• How to do it in MS Word http://goo.gl/6QNgsi
Informal Outlines
• Cluster outlines• Keyword outlines• Topic outlines• Bulleted list
TYPES OF OUTLINESHOW TO IDENTIFY
Formal Outlines
1. Numeric: numbers, numerals2. Decimal: numbers in decimals3. Alphanumeric: alphabet,
numbers4. Combination: alphabet,
decimal, numbers, numerals
Formal Outline 1: Numeric TypeUses only• Numbers• Decimals• Numerals• Alphabet
This example uses: One Level
• Level 1• Level 2• Level 3• Level 4
Formal Outlines
1. Numeric: numbers, numerals2. Decimal: numbers in decimals3. Alphanumeric: alphabet,
numbers4. Combination: alphabet,
decimal, numbers, numerals
Formal Outline 2: Decimal TypeUses• Numbers• Decimals only• Numerals• Alphabet
This example uses: Three Levels
• Level 1• Level 2• Level 3• Level 4
This example uses: Three Levels
• Level 1• Level 2• Level 3• Level 4
This example uses: Three Levels
• Level 1• Level 2• Level 3• Level 4
Formal Outlines
1. Numeric: numbers, numerals2. Decimal: numbers in decimals3. Alphanumeric: alphabet,
numbers4. Combination: alphabet,
decimal, numbers, numerals
Formal Outline 3: Alphanumeric TypeUses• Alphabet• Numbers• Numerals• Decimals
Formal Outline 3: Alphanumeric TypeUses• Alphabet• Numbers• Numerals• Decimals
Formal Outline 3: Alphanumeric TypeUses• Alphabet• Numbers• Numerals• Decimals
Levels: Three Levels
• Level 1• Level 2• Level 3• Level 4
Levels: Three Levels
• Level 1• Level 2• Level 3• Level 4
Levels: Three Levels
• Level 1• Level 2• Level 3• Level 4
RULE: There should be at least two items per level. If there is only one item, move the item to another level
Formal Outlines
1. Numeric: numbers, numerals2. Decimal: numbers in decimals3. Alphanumeric: alphabet,
numbers4. Combination: alphabet,
decimal, numbers, numerals
Formal Outline 4: Combination TypeCombines any of• Alphabet• Numbers• Numerals• Decimals• Bullets
Formal Outline 4: Combination TypeCombines any of• Alphabet• Numbers• Numerals• Decimals• Bullets
Questions?
Outline errors receive an F grade. Know and avoid outline errors. Details
at http://goo.gl/IFtgme (must read).
Mission: Outline Types & LevelsNEXT
Sample 1Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 1Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 2Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 2Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 3Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 3Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 4Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 4Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 5Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 5Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 6Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 6Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 7Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 7Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 8Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 8Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 9Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 9Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 10Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 10Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 11Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 11Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 12Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 12Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 13Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 13Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 14Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 14Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 15Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 15Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 15Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Answer 15Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels
Sample 16Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Answer 16Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Sample 17Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Answer 17Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Sample 18Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Answer 18Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Sample 19Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Answer 19Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Sample 19Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Sample 20Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
Answer 20Types• Numeric• Decimal• Alphanumeric• Bullet• Combination• NoneLevels• 1 Level• 2 Levels• 3 Levels• 4 Levels• 5 Levels
HOW TO OUTLINE YOUR PAPERNEXT
AN E-GRADE PAPERHOW TO OUTLINE
CREATE
NO INPUT
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Absent; NO INPUT
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
F
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
A D-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
A C-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A C-GRADE PAPER.NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.
A B-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
THAT IS HOW TO CREATE AN OUTLINE FOR A B-GRADE PAPER.REMINDER: D-GRADE + C-GRADE SKILLS ARE REQUIRED
AN A-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARKTHAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
NOTE: D-GRADE SKILLS ARE REQUIRED FOR THIS.
AN A*-GRADE THESIS OUTLINEHOW TO WRITE
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARK
CREATE
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
SKILL
Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES
Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.
Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)
Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER
Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION
Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT
PROOF
E
D
C
B
A
A*
MARKTHAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
NOTE: D, C, B, AND A SKILLS ARE REQUIRED.
THANK YOU
END OF PRESENTATIONSEND COMMENTS TO [email protected]