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Conclusion/Respution

Some further interesting points about the article outline:

It is much easier to add, delete, and move sections around in an outline than in a traditional article. You can also use section headings in your outline to make your outline look like a cohesive article.

You can create an outline in any text editing program. It does not have to be in MS Word.

You should start with a rough idea of what you want to say in each section. You may or may not include this information in the final article, but having it as a guide for writing will help you stay focused on your topic.

An Outline Is Not a Rubric

We now know that outlines are important for writing an article, but we also need to remember that they are not rubrics. Just because something is not included in an outline does not mean that it would be wrong to include it. Here’s an example:

An outline can be used to create a rough draft of an article. The outline acts as a guide, allowing the writer to stay on track and focus on what they want to say. However, an outline is not a rubric; it does not determine what will be included in the article.

Weakness. This model does not take into account people who would like to write their articles using their own style and choice of words. Thus, this model may not produce the best article possible.

Strengths. This model allows for creativity and freedom. This model also helps writers stay focused on the topic and actually produce a well-written article.

My response. I disagree with this weakness. This model gives students creative freedom and allows them to work toward a goal. They can pick their own topic, as long as it fits within the parameters of the assignment, and they can use their own words as long as those words convey their intended meaning.

Response #2. I agree with this weakness. This model does not allow students to use their own style and choice of words. They must fplow a certain structure, which may not allow them to express themselves fully.

Not All Models Are Created Equal

As you can see, there are strengths and weaknesses for each model. Your job as a student is to decide which models fit your learning style and which ones don’t. In the next few sections, we will cover some of the most common models for writing an article.

The Process Model

In this model, you first think of your thesis statement, then you write your thesis statement, then you think about your supporting ideas, then you write your supporting ideas, then you think about your examples, then you write your examples, then you think about your transition sentences, then you write your transition sentences, then you think about your concluding statement, then you write your concluding statement, then you review all of your sections and make sure they are consistent with one another.

This process could take anywhere from five minutes to two hours depending on how fast you write or how much planning you do before starting. The main disadvantage of this model is that there is no time limit for writing the article once you begin writing. Some students could spend days just thinking about what they want to say before they actually start writing their article. The advantage of this model is that it forces you to organize your thoughts beforehand so that when you do sit down to write your article, you will know what you want to say. This model is especially helpful for students who tend to get stuck when they try to write out their thoughts because they haven’t figured out where they are going yet.

The Conceptual Model

In this model, you organize your ideas into small groups (usually three), called concepts (hence the name. Next, you pick one of the concepts and write about only that concept until it is fully developed. Then you pick another concept and write about it until it is fully developed. This keeps going until all concepts are fully developed. Then the idea is to select the best combinations of concepts (usually two. and put them together to form an overall argument (which ends up being the conclusion. If you want to be really technical, this process has four parts. preliminary preparation, conceptual development, integration/organization, and linking/revision. For more information on this model, see chapter 13 in Wendy Bishop’s book Developing Skills in Argumentative Writing.

This process could take anywhere from half an hour to 2 hours depending on how many concepts you have and how complex they are. The advantage of this model is that it allows students to develop an argument by first developing separate arguments first. This process takes more time than the other models but may be good for students who tend to write out their thoughts first or who have difficulty seeing how their separate ideas are related to one another. The disadvantage of this model is that once all four parts are completed, there is no time limit for the final revision stage because there are no pre-written paragraphs or sentences that need revision at that point. So if you are that type of person who likes to revise your paper over and over again until it is perfect, this model might not be for you!

The 5-Step Essay Model

In this model, you first brainstorm ideas related to your topic, next you pick one or two of those ideas and write out an introductory paragraph that states your thesis statement and elaborates on one or two examples related to those ideas, next you write out three paragraphs in which you support your thesis statement with specific details and examples related to those ideas (these three supporting paragraphs make up the body of your article), lastly you write a conclusion that summarizes the main points in the body of your article and restates your thesis statement in different words (or sometimes without changing any words. Although 5 steps might sound like a lot when compared to the other models we have discussed thus far, when I teach this method in my AP English classes at my schop, most students complete each step in between 15 minutes and an hour when they practice on their own time outside of class. However, since this model does not allow for pre-writing before starting actual writing (like with Process Model), this method is most appropriate for students who prefer to skip pre-writing altogether or who do fairly detailed pre-writing before sitting down to actually write their articles (like with Conceptual Model.

The 5-Step Essay Model

• Brainstorm ideas related to your topic (maximum of 3 minutes)
• Pick 1 or 2 ideas and write out an introductory paragraph that states your thesis statement and elaborates on one or two examples related to those ideas (maximum of 3 minutes)
• Write out 3 supporting paragraphs in which you support your thesis statement with specific details and examples related to those ideas (maximum of 14 minutes)
• Write a conclusion that summarizes the main points in the body of your article and restates your thesis statement in different words (maximum of 2 minutes)
• Review all sections for consistency/fluency/style/mechanics (maximum of 4 minutes)

Although some people may find this method tedious because it requires a lot of counting time while writing, others love it because it forces them to focus on one thing at a time while also keeping them on track so that they don’t get too distracted while writing their articles. Also note that although this method doesn’t allow for pre-writing before starting actual writing (like with Process Model), it does allow for revisions after each step so that students can go back and rewrite each step if necessary before moving on to the next step. This method is most appropriate for students who enjoy completing several small tasks before completing one big task or who do detailed pre-writing before sitting down to actually write their articles (like with Conceptual Model.

The 4-Step Essay Model

In this model, students fplow these four steps in order. brainstorming ideas related to their topic; selecting one idea; writing out an introductory paragraph; writing out three supporting paragraphs in which they support their thesis statement with specific details/examples; finally writing a conclusion that summarizes the main points in the body of their article and restates their thesis statement in different words. Although this method keeps students on track by forcing them only focus on one thing at a time when writing, one drawback is that students do not get enough opportunity for revision because each step only has one minute allotted for

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