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

1. HOW TO OUTLINE A PAPER, ESSAY, OR
PROPOSAL – FOR THE GRADE YOU WANT
(Image courtesy of blog.crazyegg.com)

2. 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.

3. NEXT
COGNITIVE SKILLS
IN WRITING
(Image courtesy of wallpaperscraft.com)

5. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
NO INPUT
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
Absent; NO INPUT
MARK
A*
A
B
C
D
E
F

6. How to Write Cluster Outlines
TO CREATE AN E-GRADE PAPER

7. 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

8. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
NO INPUT
PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
Absent; NO INPUT
MARK
A*
A
B
C
D
E
F

9. Example of a free-thought cluster outline
Image courtesy of (en.wikibooks.org)

10. SKILL
CREATE
EVALUATE
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
MARK
A*
A
THAT IS HOW TO CREATE AN OUTLINE FOR AN E-GRADE PAPER.
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
B
RELATED, DIFFERENT, WORK TOGETHER
APPLY
UNDERSTAND
REMEMBER
NO INPUT
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
Absent; NO INPUT
C
D
E
F

11. How to Write Cluster Outlines
TO CREATE A D-GRADE PAPER

12. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

13. Example of a focused cluster outline
Image courtesy of (telophase.dreamwidth.org)

14. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
A*
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
A
THAT IS HOWjustify a DECISION, CHOICE OR OPINION
TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

15. What is a boring topic?
EXAMPLES OF CLUSTERS OF BORING
OR NON-ORIGINAL TOPICS

16. A cluster
Same, same .... boring

17. Several clusters
Same, same, same .... boring

18. More clusters
Same, same, same, same .... boring

19. 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

20. 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

21. The Not-boring Topic
• Cluster Outline
• Get audience
attention
• Keep audience
attention

22. 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

23. One More Time...
• Catch attention
– Unusual,
– Unforgettable
• Keep attention
– Most needed,
– Most useful
– Most urgent needs
• Use evidence for support
• Use theory for support

24. How to Create Cluster Outlines
TO CREATE A D-GRADE PAPER

25. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

26. Example of a cluster outline
Image courtesy of (telophase.dreamwidth.org)

27. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA,THIS KIND OF OUTLINE
PROCESS, or VIEWPOINT
MAY BE ACCEPTABLE
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
IN MOST OTHER COURSES
BUT IN PROFESSIONAL WRITING are
Can IDENTIFY PARTS + EXPLAIN HOW they
IT CAN STILL GET A GRADE OF
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

28. How to Create Cluster Outlines
TO REALLY CREATE A D-GRADE PAPER

29. SKILL
PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
justify a DECISION, CHOICE OR OPINION
1. REPRODUCE IDEAS EXACTLY
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

30. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
HOW TO REPRODUCE IDEAS EXACTLY
Can USE THEORIES (or standards) to
•Do not add anything to CHOICEoriginal idea
the OR OPINION
EVALUATE
A
justify a DECISION,
•Do not change any part+of theHOW they areidea
original
Can IDENTIFY PARTS EXPLAIN
ANALYZE
B
RELATED, DIFFERENT, WORK the original idea
•Do not remove any part of TOGETHER
APPLY
UNDERSTAND
REMEMBER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
C
D
E

31. SKILL
PROOF
Can use ideas to CREATE a NEW
CREATE
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE 2. USE a DECISION, CHOICE OR OPINION
justify OWN STRUCTURES
MARK
A*
A
(Paraphrase Step 1)
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

32. SKILL
PROOF
Can use ideas to CREATE a NEW
HOW TO USE OWN STRUCTURES
CREATE
IDEA, PROCESS, or VIEWPOINT
•Change the position of the doer
Can USE THEORIES (or standards) to
•Change the justify a DECISION, CHOICE OR OPINION
position of the receiver
EVALUATE
MARK
A*
A
•Change from passive to active voice or vice-versa
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
•Change from positive to negative statements (or B
RELATED, DIFFERENT, WORK TOGETHER
vice-versa) Can USE ideas IN OTHER SITUATIONS (e.g., to
APPLY
UNDERSTAND
REMEMBER
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
C
D
E

33. SKILL
CREATE
EVALUATE
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
3. USE OWN WORDS
justify a DECISION, CHOICE OR OPINION
MARK
A*
A
(Paraphrase Step 2)
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

34. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW
CREATE HOW PROCESS, or OWN WORDS
A*
IDEA, TO USE VIEWPOINT
• Use exact synonyms
Can USE THEORIES (or standards) to
EVALUATE
A
justify a DECISION, CHOICE OR OPINION
•Mention the source + verb + citation + reference
Can is” as subject of the sentence
•Use “one” or “itIDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
RELATED, DIFFERENT,
•Use tentative language WORK TOGETHER
APPLY
UNDERSTAND
REMEMBER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

35. SKILL
PROOF
Can use ideas to CREATE a NEW
CREATE
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
justify a DECISION, PARAPHRASE
3. USE INSTANT CHOICE OR OPINION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

36. SKILL
PROOF
HOW TO USE INSTANT PARAPHRASE
Can use ideas to CREATE
• Get the exact meaning (English)a NEW IDEA,
CREATE
PROCESS, or VIEWPOINT
• Translate to native language (not English)
Can USE THEORIES (or standards) to
• EVALUATE at the a DECISION,version OPINION
Don’t look justify original CHOICE OR
MARK
A*
A
• Say it in English in your own style, your own
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
B
ideas, and in RELATED,own words. TOGETHER
your DIFFERENT, WORK
• Make sure that USE ideas IN OTHER SITUATIONS (e.g., to
the meaning is exactly the same as
Can
APPLY
C
the original. solve a problem or answer a question)
UNDERSTAND
REMEMBER
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
D
E

37. ONE MORE TIME
1. REPRODUCE IDEAS EXACTLY
SKILL not add anything to the original idea
PROOF
•Do
•Do not change any part of the original idea
Can use ideas to CREATE a NEW
•Do not remove any part of the original idea
CREATE
IDEA, PROCESS, or VIEWPOINT
2. USE OWN STRUCTURES (Paraphrasing 1)
•Change the position of the doer (or standards) to
Can USE THEORIES
EVALUATE the position a DECISION, CHOICE OR OPINION
•Change
justify of the receiver or vice-versa
•Change from passive to active voice
•Change from positive to negative statements (or vice-versa)
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZEOWN WORDS (Paraphrasing WORK TOGETHER
3. USE
2)
RELATED, DIFFERENT,
• Use exact synonyms
•Mention the source + verb + citation + reference
Can USE ideas IN OTHER SITUATIONS (e.g., to
•Use “one” or “it is” as subject of the sentence
APPLY
solve a problem or answer a question)
•Use tentative language
UNDERSTAND
REMEMBER
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

38. SKILL
CREATE
PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
MARK
A*
EVALUATE
A
THAT IS HOW TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
B
RELATED, DIFFERENT, WORK TOGETHER
APPLY
UNDERSTAND
REMEMBER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
C
D
E

39. How to Create Cluster Outlines
TO CREATE A C-GRADE PAPER

40. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

41. If you aim for a higher grade
Cluster outline
– Add connections no matter how far-out
• Specify your action + deadline

42. Example of a C-grade cluster outline
State the
need(s) of
your target
audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency
of the need(s) +
supporting facts
(with reference)

43. If you want a C-grade paper
Cluster outline
– Add connections no matter how far-out
• Specify your action + deadline
• Specify your target audience

44. Example of a C-grade cluster outline
State the
need(s) of
your target
audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency
of the need(s) +
supporting facts
(with reference)

45. If you want a C-grade paper
Cluster 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.

46. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
Add proof
State the urgency
of the need(s)

47. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
Add proof
Facts + citation + reference
State the urgency
of the need(s)

48. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
Add proof
Facts + citation + reference
Quotes + citation + reference
State the urgency
of the need(s)

49. If you aim for a higher grade
Cluster 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.

50. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
Add proof
Facts + citation + reference
Quotes + citation + reference
State the urgency
of the need(s)
Add proof

51. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Add proof
Facts + citation + reference
Quotes + citation + reference
State the urgency
of the need(s)
Add proof
Facts + citation + reference
Image courtesy of (telophase.dreamwidth.org)

52. Example of a C-grade cluster outline
State the
need(s) of your
target audience
State your
specific target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
Add proof
Facts + citation + reference
Quotes + citation + reference
State the urgency
of the need(s)
Add proof
Facts + citation + reference
Quotes + citation + reference

53. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
THAT IS HOWCan USE THEORIES (or standards) to
TO CREATE AN OUTLINE FOR A C-GRADE PAPER.
EVALUATE
A
NOTE: D-GRADE DECISION, CHOICE OR OPINION THIS.
justify a SKILLS ARE REQUIRED FOR
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

54. How to Create Cluster Outlines
TO CREATE A B-GRADE PAPER

55. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

56. Example of a C-grade cluster outline
State your
specific target
audience
CONNECT CLEARLY
State the
need(s) of
your target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

57. State your
specific target
audience
CONNECT CLEARLY
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECT CLEARLY
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

58. State your
specific target
audience
CONNECT CLEARLY
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECT CLEARLY
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

59. SKILL
MARK
PROOF
THAT IS HOW Can use ideas to CREATE a NEW
TO CREATE AN OUTLINE FOR A B-GRADE PAPER.
CREATE
A*
IDEA, PROCESS, C-GRADE SKILLS ARE REQUIRED
or VIEWPOINT
REMINDER: D-GRADE +
Can USE THEORIES (or standards) to
EVALUATE
A
justify a DECISION, CHOICE OR OPINION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

60. How to Create Cluster Outlines
TO GET AN A-GRADE PAPER

61. If you aim for a higher grade
Cluster 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)

62. Example of a C-grade cluster outline (1)
State your
specific target
audience
CONNECT CLEARLY
State the
need(s) of
your target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

63. Example of a C-grade cluster outline (1a)
State your
specific target
audience
CONNECT CLEARLY
Add proof
State the
need(s) of
your target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

64. Example of a C-grade cluster outline (1b)
State the
State your
CONNECT CLEARLY need(s) of
specific target
your target
Add proof
audience
Facts + citation + reference
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

65. Example of a C-grade cluster outline (1b)
State the
State your
CONNECT CLEARLY need(s) of
specific target
your target
Add proof
audience
Facts + citation + reference
audience
Quotes + citation + reference
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

66. Example of a C-grade cluster outline (2)
State your
specific target
audience
CONNECTED
WITH PROOF
State the
need(s) of
your target
audience
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the urgency of
the need(s) +
supporting facts
(with reference)

67. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECT CLEARLY
Example of a C-grade cluster outline (2)
State the urgency of
the need(s) +
supporting facts
(with reference)

68. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
Add proof
CONNECT CLEARLY
Example of a C-grade cluster outline (2)
State the urgency of
the need(s) +
supporting facts
(with reference)

69. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
Add proof
Facts + citation + reference
CONNECT CLEARLY
Example of a C-grade cluster outline (2)
State the urgency of
the need(s) +
supporting facts
(with reference)

70. State your
specific target
audience
CONNECTED
WITH PROOF
State the
need(s) of
your target
audience
Add proof
Your research
Facts + citation + reference
or project
Quotes + citation + reference
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
CONNECT CLEARLY
Example of a C-grade cluster outline (2)
State the urgency of
the need(s) +
supporting facts
(with reference)

71. CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
WITH PROOF
State your
specific target
audience
State the
need(s) of
your target
audience
CONNECTED
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

72. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECTED
WITH PROOF
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

73. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
Add proof
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECTED
WITH PROOF
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

74. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
Add proof
or project
Facts + citation + reference
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECTED
WITH PROOF
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

75. State your
specific target
audience
CONNECTED
WITH PROOF
Your research
Add proof
or project
Facts + citation + reference
Quotes + citation + reference proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
State the
need(s) of
your target
audience
CONNECTED
WITH PROOF
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

76. CONNECTED
WITH PROOF
Your research
or project
proposal
State your action
(posters, slideshows,
proposal) and
deadline (3 weeks)
Image courtesy of (telophase.dreamwidth.org)
WITH PROOF
State your
specific target
audience
State the
need(s) of
your target
audience
CONNECTED
Example of a C-grade cluster outline
State the urgency of
the need(s) +
supporting facts
(with reference)

77. MARK
SKILL HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
PROOF
THAT IS
Can use SKILLS ARE REQUIRED FOR THIS.
NOTE: D-GRADE ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
A
justify a DECISION, CHOICE OR OPINION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

78. How to Create Cluster Outlines
TO CREATE AN A*-GRADE PAPER

79. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

80. 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

81. Example of original contribution
It can be read by
housewives in
India because I will
use pictures and
simple English
Image courtesy of (telophase.dreamwidth.org)

82. Example of original contribution
It can be read by
housewives in India
because I will use pictures
and simple English
Image courtesy of (telophase.dreamwidth.org)
They need to know
information that
only highly
educated & trained
people know.

83. Example of original contribution
It can be read by
housewives in India
because I will use pictures
and simple English
I will show
technical in simple
images. Text will be
in simple English.
Image courtesy of (telophase.dreamwidth.org)
They need to know
information that only
highly educated &
trained people know.

84. Example of original contribution
It can be read by
housewives in India
because I will use pictures
and simple English
Technical information will be
shows as images or graphics;
text will be very simple English.
Image courtesy of (telophase.dreamwidth.org)
The target readers need
information that only
highly educated &
trained people know.
Translations will
be near the
English text.
Images will be
selected for
cultural
acceptability.

85. Example of original contribution
It can be read by
housewives in India
because I will use pictures
and simple English
Technical information will be
shown as images or graphics;
text will be very simple English.
Image courtesy of (telophase.dreamwidth.org)
The target readers need
information that only
highly educated &
trained people know.
Translations are under the
English text; images will be
selected for cultural suitability.

86. Example of original contribution
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
Technical information will be
shows as images or graphics;
text will be very simple English.
Image courtesy of (telophase.dreamwidth.org)
Translations will be right under
the English text. All images will
be selected for cultural
acceptability and sensitivity.

87. 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

88. Example: original contribution + support
It can be read by
housewives in India because
I will use pictures and
simple English
EXPERIENTIAL
LEARNING THEORY
(KOLB, 1975)
MY PROPOSED
THEORETICAL
SUPPORT
Technical information will be
shows as images or graphics;
text will be very simple English.
DOMAINS OF LEARNING
(GAGNE, 1965)
Image courtesy of (telophase.dreamwidth.org)
The target readers need
information that only highly
educated & trained people
know.
HIERARCHY OF
NEEDS THEORY
(MASLOW, 1943)
Translations will be right under
the English text. All images will
be selected for cultural
acceptability and sensitivity.
CULTURAL DIMENSIONS
(HOFSTEDE, 2001)

89. THAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
NOTE: D, C, B, AND A SKILLS ARE REQUIRED.
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

90. NEXT
Mission: Cognitive Levels

91. Mission: Create A Test Question
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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.

92. What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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.

93. What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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)

94. Use What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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.

95. Use What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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)

96. What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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).

97. What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
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)

98. NEXT
How to Write a Thesis Outline

99. Cluster Outline: The Thesis Statement
Thesis Statement

100. What is a Thesis Statement?
Read this research question:
“How are
Mohammedanism, Buddhis
m, and Christianity similar
and different?”

101. What is a Thesis Statement?
“How are
Mohammedanism, Buddhis
m, and Christianity similar
and different?”
This is not a thesis.

102. What is a Thesis Statement?
Create a tentative answer to this
research question.
“How are
Mohammedanism, Buddhis
m, and Christianity similar
and different?”

103. What is a Thesis Statement?
A tentative answer to a
research question is a thesis
statement.

104. Tentative Language
• is / are = can be
• verb = seem to + verb

105. 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.”

106. Tentative Language
•
•
•
•
is / are = can be
is / are = may be
verb = seem to + verb
was + verb = appear(s) to have been + verb

107. 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.”

108. 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.

109. What idea needs support?
“These three religions are
different in that each one
was founded in a different
culture.”

110. 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.

111. Direct Language
• can be = is / are
• may be = is / are

112. 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?

113. What ideas need support?
“These three religions are the
same in terms of origin: they
all originated from individuals,
not from groups or cultures.”

114. 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.

115. Direct Language
•
•
•
•
can be = is / are
may be = is / are
seem to + verb = verb
appear(s) to have been + verb = past tense
verb

116. 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?

117. NEXT
Mission: Types of Proof

118. Mission: Create A Test Question
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
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.

119. Use What Type of Proof?
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
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.

120. Use What Type of Proof?
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS
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).

121. NEXT
The Three-part Thesis Statement

122. What is a 3-part thesis Statement?
• A tentative answer to a research
question is a thesis statement.

123. 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.

124. 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.

125. INDIVIDUAL
ORIGINS
THESE THREE
RELIGIONS ARE
DIFFEREN T
POPULATION
LEVELS TODAY
CULTURAL
CENTERS

126. 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.”

127. 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.”

128. Cluster Outline: Three-part Thesis
Thesis Statement
Part 1
Part 2
Part 3

129. Create a Cluster Outline
Which is faster:
• free-writing a cluster outline or
• creating a cluster outline from a
three-part thesis?

130. NEXT
Mission: Types of Thesis
Statements

131. Mission: Create a Test Question
A. ONE-PART, B. TWO-PART, or C. THREE-PART
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.

132. What Type of Thesis?
A. ONE-PART, B. TWO-PART, or C. THREE-PART
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.

133. What Type of Thesis?
A. ONE-PART, B. TWO-PART, or C. THREE-PART
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)

134. HOW TO OUTLINE A THESIS
STATEMENT
TO CREATE A PAPER WITH THE
PARTICULAR GRADE THAT YOU WANT

135. HOW TO WRITE
AN E-GRADE THESIS OUTLINE

136. SKILL
CREATE
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
MARK
A*
When writing a thesis outline, use
EVALUATE
A
a complete a complete sentence
Can IDENTIFY PARTS + EXPLAIN HOW they are
ANALYZE
B
RELATED, DIFFERENT, WORK TOGETHER
with aUSE ideas IN OTHERverb, and
subject, SITUATIONS (e.g., to
Can
APPLY
C
solve a problem or answer a question)
predicate
UNDERSTAND
REMEMBER
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
D
E

137. 3-part Thesis: E-grade Thesis Outline
Thesis Statement
Part 1
Part 2
Part 3
Summary Paragraph
Conclusion Paragraph

138. 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.

139. HOW TO WRITE
A PROBABLE D-GRADE THESIS
OUTLINE

140. Cluster Outline: Three-part Thesis
Thesis Statement
Part 1 Part 2 Part 3
Proof
Proof
Proof

141. Three-part Thesis: D-Grade Paper
Thesis Statement
Part 1
Part 2
Part 3
Proof 1
Proof 1
Proof 1
Proof 2
Proof 2
Proof 2
Proof 3
Proof 3
If many proofs are
included, is the
grade higher?
Proof 4

142. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

143. HOW TO WRITE
A SURER D-GRADE THESIS OUTLINE

144. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

145. 3-part Thesis: D-grade Thesis Outline
Thesis Statement
Part 1
Explain
Example
Part 2
Explain
Example
Part 3
Explain
Example
Summary
Conclusion
Create a thesis outline based on this cluster example.
The explanation and examples are your own ideas.

146. HOW TO WRITE
A PROBABLE C-GRADE THESIS
OUTLINE

147. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

148. 3-part Thesis: C-grade Cluster Outline
Thesis Statement
Part 1
Part 2
Part 3
Explanation
Example
Explanation
Example
Explanation
Example
New
Situation
Different
Situation
Another
Situation
Create a thesis outline based on this cluster example.
The situations are your own ideas.

149. HOW TO WRITE
A SURER C-GRADE OUTLINE

150. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

151. 3-part Thesis: C-Grade Cluster Outline
Thesis Statement
Part 1
Part 2
Part 3
Proof 1
Proof 1
Proof 1
Proof 2
Proof 2
Proof 2
Apply
Apply
Apply
SITUATIONS, PROBLEMS
SITUATIONS, PROBLEMS
Summary Paragraph
Conclusion Paragraph
SITUATIONS, PROBLEMS

152. HOW TO WRITE
A B-GRADE THESIS OUTLINE

153. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

154. 3-part Thesis: B-Grade Cluster Outline
Thesis Statement
Part 1
Part 2
Part 3
Proof 1
Proof 1
Proof 1
Proof 2
Proof 2
Proof 2
Apply
Apply
Apply
SITUATIONS, PROBLEMS
Analyze
SITUATIONS, PROBLEMS
SITUATIONS, PROBLEMS
Analyze
Analyze
PARTS AND FUNCTIONS
PARTS AND FUNCTIONS
PARTS AND FUNCTIONS
CONNECTIONS
SIMILARITIES
DIFFERENCES
CONNECTIONS
SIMILARITIES
DIFFERENCES
CONNECTIONS
SIMILARITIES
DIFFERENCES
Summary Paragraph
Conclusion Paragraph

155. HOW TO WRITE
AN A-GRADE THESIS OUTLINE

156. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

157. 3-part Thesis: A-Grade Cluster Outline
Thesis Statement
Part 1
Part 2
Part 3
Proof 1
Proof 1
Proof 1
Proof 2
Proof 2
Proof 2
Apply
Apply
Apply
Analyze
Analyze
Analyze
Evaluate
Evaluate
Evaluate
Theory Support
Theory Support
Theory Support
Summary Paragraph
Conclusion Paragraph

158. HOW TO WRITE
AN A*-GRADE THESIS OUTLINE

159. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

160. 3-part Thesis: A*-grade Cluster Outline
Thesis Statement
Part 1
Part 2
Part 3
Proof 1
Proof 1
Proof 1
Proof 2
Proof 2
Proof 2
Apply
Apply
Apply
Analyze
Analyze
Analyze
Evaluate
Evaluate
Create
Summary Paragraph
Conclusion Paragraph
Evaluate

161. DRAFTING AN OUTLINE
HOW TO QUICKLY CREATE A WRITING
GUIDE

162. HOW TO IDENTIFY
INFORMAL OUTLINES

163. Informal Outlines
Cluster outlines
Keyword outlines
Topic outlines

164. 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

165. Informal Outline: Cluster
Cluster outlines, also called
• Mind-maps
• Concept maps
• Bubble outlines

166. Informal Outline: Cluster
Keyword outlines
• Use key words only
• Can be formal

167. 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

168. 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

169. Informal Outlines
• Cluster outlines
• Keyword outlines
• Topic outlines
• Bulleted list

170. HOW TO IDENTIFY
TYPES OF OUTLINES

171. Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combination:
alphabet, decimal, numbers,

172. Formal Outline 1: Numeric Type
Uses only
• Numbers
• Decimals
• Numerals
• Alphabet

173. This example uses: One Level
•
•
•
•
Level 1
Level 2
Level 3
Level 4

174. Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric: alphabet,
numbers
4. Combination: alphabet,
decimal, numbers, numerals

175. Formal Outline 2: Decimal Type
Uses
• Numbers
• Decimals only
• Numerals
• Alphabet

176. This example uses: Three Levels
•
•
•
•
Level 1
Level 2
Level 3
Level 4

177. This example uses: Three Levels
•
•
•
•
Level 1
Level 2
Level 3
Level 4

178. This example uses: Three Levels
•
•
•
•
Level 1
Level 2
Level 3
Level 4

179. Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combination:
alphabet, decimal, numbers,

180. Formal Outline 3: Alphanumeric Type
Uses
• Alphabet
• Numbers
• Numerals
• Decimals

181. Formal Outline 3: Alphanumeric Type
Uses
• Alphabet
• Numbers
• Numerals
• Decimals

182. Formal Outline 3: Alphanumeric Type
Uses
• Alphabet
• Numbers
• Numerals
• Decimals

183. Levels: Three Levels
•
•
•
•
Level 1
Level 2
Level 3
Level 4

184. Levels: Three Levels
•
•
•
•
Level 1
Level 2
Level 3
Level 4

185. 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

186. Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combination:
alphabet, decimal, numbers,

187. Formal Outline 4: Combination Type
Combines any of
• Alphabet
• Numbers
• Numerals
• Decimals
• Bullets

188. Formal Outline 4: Combination Type
Combines any of
• Alphabet
• Numbers
• Numerals
• Decimals
• Bullets

189. Questions?
Outline errors receive an F grade.
Know and avoid outline errors. Details
at http://goo.gl/IFtgme (must read).

190. NEXT
Mission: Outline Types & Levels

191. Sample 1
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

192. Answer 1
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

193. Sample 2
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

194. Answer 2
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

195. Sample 3
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

196. Answer 3
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

197. Sample 4
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

198. Answer 4
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

199. Sample 5
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

200. Answer 5
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

201. Sample 6
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

202. Answer 6
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

203. Sample 7
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

204. Answer 7
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

205. Sample 8
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

206. Answer 8
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

207. Sample 9
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

208. Answer 9
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

209. Sample 10
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

210. Answer 10
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

211. Sample 11
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

212. Answer 11
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
•
4 Levels

213. Sample 12
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

214. Answer 12
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
•
3 Levels
•
4 Levels

215. Sample 13
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

216. Answer 13
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

217. Sample 14
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

218. Answer 14
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

219. Sample 15
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

220. Answer 15
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

221. Sample 15
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels

222. Answer 15
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
•
2 Levels
•
•
3 Levels
4 Levels

223. Sample 16
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

224. Answer 16
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

225. Sample 17
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

226. Answer 17
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

227. Sample 18
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

228. Answer 18
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

229. Sample 19
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

230. Answer 19
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
•
1 Level
•
•
•
•
2 Levels
3 Levels
4 Levels
5 Levels

231. Sample 19
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

232. Sample 20
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

233. Answer 20
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4 Levels
• 5 Levels

234. NEXT
HOW TO OUTLINE YOUR PAPER

235. HOW TO OUTLINE
AN E-GRADE PAPER

236. SKILL
CREATE
EVALUATE
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
MARK
A*
A
THAT IS HOW Can IDENTIFY PARTS + EXPLAIN HOW they arePAPER.
TO CREATE AN OUTLINE FOR A D-GRADE
ANALYZE
B
RELATED, DIFFERENT, WORK TOGETHER
APPLY
UNDERSTAND
REMEMBER
NO INPUT
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
Absent; NO INPUT
C
D
E
F

237. HOW TO WRITE
A D-GRADE THESIS OUTLINE

238. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

239. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
A
THAT IS HOW justify a DECISION, CHOICE OR OPINION
TO CREATE AN OUTLINE FOR A D-GRADE PAPER.
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

240. HOW TO WRITE
A C-GRADE THESIS OUTLINE

241. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

242. SKILL
MARK
PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
A*
PROCESS, or VIEWPOINT
THAT IS HOW Can USE THEORIES (or standards) to
TO CREATE AN OUTLINE FOR A C-GRADE PAPER.
EVALUATE
A
NOTE: D-GRADE DECISION, CHOICE OR OPINION THIS.
justify a SKILLS ARE REQUIRED FOR
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

243. HOW TO WRITE
A B-GRADE THESIS OUTLINE

244. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

245. SKILL
MARK
PROOF
THAT IS HOW Can use ideas to CREATE a NEW
TO CREATE AN OUTLINE FOR A B-GRADE PAPER.
CREATE
A*
IDEA, PROCESS, C-GRADE SKILLS ARE REQUIRED
or VIEWPOINT
REMINDER: D-GRADE +
Can USE THEORIES (or standards) to
EVALUATE
A
justify a DECISION, CHOICE OR OPINION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

246. HOW TO WRITE
AN A-GRADE THESIS OUTLINE

247. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

248. MARK
SKILL HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
PROOF
THAT IS
Can use SKILLS ARE REQUIRED FOR THIS.
NOTE: D-GRADE ideas to CREATE a NEW IDEA,
CREATE
A*
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
A
justify a DECISION, CHOICE OR OPINION
ANALYZE
APPLY
UNDERSTAND
REMEMBER
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
B
C
D
E

249. HOW TO WRITE
AN A*-GRADE THESIS OUTLINE

250. SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

251. THAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
SKILL
CREATE
EVALUATE
ANALYZE
APPLY
UNDERSTAND
REMEMBER
PROOF
NOTE: D, C, B, AND A SKILLS ARE REQUIRED.
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a DECISION, CHOICE OR OPINION
Can IDENTIFY PARTS + EXPLAIN HOW they are
RELATED, DIFFERENT, WORK TOGETHER
Can USE ideas IN OTHER SITUATIONS (e.g., to
solve a problem or answer a question)
Can REPRODUCE EXACT IDEAS & explain
them in OWN WORDS and OWN STRUCTURES.
Can reproduce exact ideas, words, &
structures. DEFINITIONS, FACTS, PROCESSES
MARK
A*
A
B
C
D
E

252. END OF PRESENTATION
SEND COMMENTS TO mr.jaime.aiu@gmail.com
THANK YOU