HOW TO OUTLINE A PAPER, ESSAY, OR
PROPOSAL – FOR THE GRADE YOU WANT
(Image courtesy of blog.crazyegg.com)
CONTENTS
• Cognitive Skills in Writing

1. How to Write a Cluster Outline
• For an E-grade paper
• For a D-grade paper (1)...
NEXT

COGNITIVE SKILLS
IN WRITING

(Image courtesy of wallpaperscraft.com)
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER
NO INPUT

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or ...
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 attent...
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER
NO INPUT

PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or ...
Example of a free-thought cluster outline

Image courtesy of (en.wikibooks.org)
SKILL
CREATE
EVALUATE

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
...
How to Write Cluster Outlines
TO CREATE A D-GRADE PAPER
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
Example of a focused cluster outline

Image courtesy of (telophase.dreamwidth.org)
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
A*
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
E...
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 att...
How to Improve a Boring Topic
• Cluster Outline (Idea map) – freethinking, any
connections

• Get audience attention
– cra...
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
connec...
One More Time...
• Catch attention
– Unusual,
– Unforgettable

• Keep attention
– Most needed,
– Most useful
– Most urgent...
How to Create Cluster Outlines
TO CREATE A D-GRADE PAPER
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
Example of a cluster outline

Image courtesy of (telophase.dreamwidth.org)
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA,THIS KIND OF OUTLINE
P...
How to Create Cluster Outlines
TO REALLY CREATE A D-GRADE PAPER
SKILL

PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
...
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
HOW TO REPRODUCE IDEAS EXACTLY
Can U...
SKILL

PROOF
Can use ideas to CREATE a NEW
CREATE
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE ...
SKILL

PROOF
Can use ideas to CREATE a NEW
HOW TO USE OWN STRUCTURES
CREATE
IDEA, PROCESS, or VIEWPOINT
•Change the positi...
SKILL
CREATE
EVALUATE

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
...
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW
CREATE HOW PROCESS, or OWN WORDS
A*
IDEA, TO USE VIEWPOINT
• Use exact syn...
SKILL

PROOF
Can use ideas to CREATE a NEW
CREATE
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
EVALUATE
...
SKILL
PROOF
HOW TO USE INSTANT PARAPHRASE
Can use ideas to CREATE
• Get the exact meaning (English)a NEW IDEA,
CREATE
PROC...
ONE MORE TIME

1. REPRODUCE IDEAS EXACTLY
SKILL not add anything to the original idea
PROOF
•Do
•Do not change any part of...
SKILL
CREATE

PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a...
How to Create Cluster Outlines
TO CREATE A C-GRADE PAPER
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
If you aim for a higher grade
Cluster outline
– Add connections no matter how far-out

• Specify your action + deadline
Example of a C-grade cluster outline
State the
need(s) of
your target
audience

State your
specific target
audience

Your ...
If you want a C-grade paper
Cluster outline
– Add connections no matter how far-out

• Specify your action + deadline
• Sp...
Example of a C-grade cluster outline
State the
need(s) of
your target
audience

State your
specific target
audience
Your r...
If you want a C-grade paper
Cluster outline
– Add connections no matter how far-out

• Specify your action + deadline
• Sp...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
If you aim for a higher grade
Cluster outline
– Add connections no matter how far-out

• Specify your action + deadline
• ...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
Example of a C-grade cluster outline
State the
need(s) of your
target audience

State your
specific target
audience
Your r...
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
THAT IS HOWCan USE THEORIES (or stan...
How to Create Cluster Outlines
TO CREATE A B-GRADE PAPER
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
Example of a C-grade cluster outline
State your
specific target
audience

CONNECT CLEARLY

State the
need(s) of
your targe...
State your
specific target
audience

CONNECT CLEARLY

Your research
or project
proposal

State your action
(posters, slide...
State your
specific target
audience

CONNECT CLEARLY

Your research
or project
proposal

State your action
(posters, slide...
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, PROC...
How to Create Cluster Outlines
TO GET AN A-GRADE PAPER
If you aim for a higher grade
Cluster outline
– Add connections no matter how far-out

Add urgent need.
– Prove the urgenc...
Example of a C-grade cluster outline (1)
State your
specific target
audience

CONNECT CLEARLY

State the
need(s) of
your t...
Example of a C-grade cluster outline (1a)
State your
specific target
audience

CONNECT CLEARLY
Add proof

State the
need(s...
Example of a C-grade cluster outline (1b)
State the
State your
CONNECT CLEARLY need(s) of
specific target
your target
Add ...
Example of a C-grade cluster outline (1b)
State the
State your
CONNECT CLEARLY need(s) of
specific target
your target
Add ...
Example of a C-grade cluster outline (2)
State your
specific target
audience

CONNECTED
WITH PROOF

State the
need(s) of
y...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, ...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, ...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, ...
State your
specific target
audience

CONNECTED
WITH PROOF

State the
need(s) of
your target
audience

Add proof
Your resea...
CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, slideshows,
proposal) and
deadline (3...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, ...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
Add proof
or project
proposal

State your action
...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
Add proof
or project
Facts + citation + reference...
State your
specific target
audience

CONNECTED
WITH PROOF

Your research
Add proof
or project
Facts + citation + reference...
CONNECTED
WITH PROOF

Your research
or project
proposal

State your action
(posters, slideshows,
proposal) and
deadline (3...
MARK
SKILL HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
PROOF
THAT IS
Can use SKILLS ARE REQUIRED FOR THIS.
NOTE: D-GRAD...
How to Create Cluster Outlines
TO CREATE AN A*-GRADE PAPER
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
If you aim for the highest grade
Cluster outline
– Add connections no matter how far-out

Add urgent need.
– Prove the urg...
Example of original contribution

It can be read by
housewives in
India because I will
use pictures and
simple English

Im...
Example of original contribution

It can be read by
housewives in India
because I will use pictures
and simple English

Im...
Example of original contribution

It can be read by
housewives in India
because I will use pictures
and simple English

I ...
Example of original contribution

It can be read by
housewives in India
because I will use pictures
and simple English

Te...
Example of original contribution

It can be read by
housewives in India
because I will use pictures
and simple English

Te...
Example of original contribution
It can be read by
housewives in India
because I will use pictures
and simple English

The...
If you aim for the highest grade
Cluster outline
– Add connections no matter how far-out

Add urgent need.
– Prove the urg...
Example: original contribution + support
It can be read by
housewives in India because
I will use pictures and
simple Engl...
THAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.

SKILL

CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
...
NEXT

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

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

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

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

Example: Rain is...
Use What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
Answers: Rain is ...
What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember

Example: In places w...
What Level of Cognition?
A* - Create; A – Evaluate; B. Analyze; C. Apply; D. Understand; E. Remember
Answers : In places w...
NEXT

How to Write a Thesis Outline
Cluster Outline: The Thesis Statement

Thesis Statement
What is a Thesis Statement?
Read this research question:

“How are
Mohammedanism, Buddhis
m, and Christianity similar
and ...
What is a Thesis Statement?

“How are
Mohammedanism, Buddhis
m, and Christianity similar
and different?”
This is not a the...
What is a Thesis Statement?
Create a tentative answer to this
research question.

“How are
Mohammedanism, Buddhis
m, and C...
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: ...
Tentative Language
•
•
•
•

is / are = can be
is / are = may be
verb = seem to + verb
was + verb = appear(s) to have been ...
What is a Thesis Statement?
A tentative answer to a research
question:
“These three religions may be
different in that eac...
What is a Thesis Statement?

A thesis statement is an
idea that must be
supported by evidence
such as valid logic, natural...
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 ...
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...
What ideas need support?

“These three religions are the
same in terms of origin: they
all originated from individuals,
no...
What ideas need support?

“These three religions are the
same in terms of origin: they
all originated from individuals,
no...
Direct Language
•
•
•
•

can be = is / are
may be = is / are
seem to + verb = verb
appear(s) to have been + verb = past te...
What ideas need support?
“These three religions can be the
same in origin: they all seem to
originate from individuals, no...
NEXT

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

Your Mission:
• Create a test...
Use What Type of Proof?
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS

Examples:
Somalia is a country wracke...
Use What Type of Proof?
A. VALID LOGIC, B. NATURAL PHENOMENA or C. DOCUMENTED FACTS

Answer:
Somalia is a country wracked ...
NEXT

The Three-part Thesis Statement
What is a 3-part thesis Statement?
• A tentative answer to a research
question is a thesis statement.
What is a 3-part thesis Statement?
• A tentative answer to a research
question is a thesis statement.
• A thesis statement...
What is a 3-part thesis Statement?
• A tentative answer to a research
question is a thesis statement.
• A thesis statement...
INDIVIDUAL
ORIGINS

THESE THREE
RELIGIONS ARE
DIFFEREN T

POPULATION
LEVELS TODAY

CULTURAL
CENTERS
A three-part thesis statement
A thesis statement with three ideas to be proven:

“These three religions
originated from in...
Create a Cluster Outline
Create a cluster outline from a three-part thesis.
“These three religions originated from an
indi...
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-pa...
NEXT

Mission: Types of Thesis
Statements
Mission: Create a Test Question
A. ONE-PART, B. TWO-PART, or C. THREE-PART

Your Mission:
• Create a test question: one th...
What Type of Thesis?
A. ONE-PART, B. TWO-PART, or C. THREE-PART

Examples:
1. Somalia is a country wracked by perennial
dr...
What Type of Thesis?
A. ONE-PART, B. TWO-PART, or C. THREE-PART

Answers:
1. Somalia is a country wracked by perennial
dro...
HOW TO OUTLINE A THESIS
STATEMENT
TO CREATE A PAPER WITH THE
PARTICULAR GRADE THAT YOU WANT
HOW TO WRITE

AN E-GRADE THESIS OUTLINE
SKILL
CREATE

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
justify a...
3-part Thesis: E-grade Thesis Outline
Thesis Statement
Part 1

Part 2

Part 3

Summary Paragraph
Conclusion Paragraph
3-part Thesis: Example
The moringa tree can help solve
malnutrition

soil erosion

poor health

This tree has tree has man...
HOW TO WRITE

A PROBABLE D-GRADE THESIS
OUTLINE
Cluster Outline: Three-part Thesis

Thesis Statement
Part 1 Part 2 Part 3

Proof

Proof

Proof
Three-part Thesis: D-Grade Paper
Thesis Statement

Part 1

Part 2

Part 3

Proof 1

Proof 1

Proof 1

Proof 2

Proof 2

Pr...
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT...
HOW TO WRITE

A SURER D-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT...
3-part Thesis: D-grade Thesis Outline
Thesis Statement
Part 1
Explain
Example

Part 2
Explain
Example

Part 3
Explain
Exam...
HOW TO WRITE

A PROBABLE C-GRADE THESIS
OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
3-part Thesis: C-grade Cluster Outline
Thesis Statement

Part 1

Part 2

Part 3

Explanation
Example

Explanation
Example
...
HOW TO WRITE

A SURER C-GRADE OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
3-part Thesis: C-Grade Cluster Outline
Thesis Statement
Part 1

Part 2

Part 3

Proof 1

Proof 1

Proof 1

Proof 2

Proof ...
HOW TO WRITE

A B-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
3-part Thesis: B-Grade Cluster Outline
Thesis Statement
Part 1

Part 2

Part 3

Proof 1

Proof 1

Proof 1

Proof 2

Proof ...
HOW TO WRITE

AN A-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW IDEA,
PROCESS, or VIEWPOINT...
3-part Thesis: A-Grade Cluster Outline
Thesis Statement
Part 1

Part 2

Part 3

Proof 1

Proof 1

Proof 1

Proof 2

Proof ...
HOW TO WRITE

AN A*-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
3-part Thesis: A*-grade Cluster Outline
Thesis Statement
Part 1

Part 2

Part 3

Proof 1

Proof 1

Proof 1

Proof 2

Proof...
DRAFTING AN OUTLINE
HOW TO QUICKLY CREATE A WRITING
GUIDE
HOW TO IDENTIFY

INFORMAL OUTLINES
Informal Outlines
Cluster outlines
Keyword outlines
Topic outlines
Informal Outlines
• Informal outlines are for pre-writing
• They are useful for putting down ideas
• They are useful for r...
Informal Outline: Cluster
Cluster outlines, also called
• Mind-maps
• Concept maps
• Bubble outlines
Informal Outline: Cluster
Keyword 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
• Se...
Informal Outline: Bulleted List
• Bullet outline Level One
– This is an example of a bullet outline Level 2
• This is how ...
Informal Outlines
• Cluster outlines
• Keyword outlines
• Topic outlines
• Bulleted list
HOW TO IDENTIFY

TYPES OF OUTLINES
Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combin...
Formal Outline 1: Numeric Type
Uses only
• Numbers
• Decimals
• Numerals
• Alphabet
This example uses: One Level
•
•
•
•

Level 1
Level 2
Level 3
Level 4
Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric: alphabet,
numbers
4. Combin...
Formal Outline 2: Decimal Type
Uses
• 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, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combin...
Formal Outline 3: Alphanumeric Type
Uses
• Alphabet
• Numbers
• Numerals
• Decimals
Formal Outline 3: Alphanumeric Type
Uses
• Alphabet
• Numbers
• Numerals
• Decimals
Formal Outline 3: Alphanumeric Type
Uses
• 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 ther...
Formal Outlines
1. Numeric: numbers, numerals
2. Decimal: numbers in
decimals
3. Alphanumeric:
alphabet, numbers
4. Combin...
Formal Outline 4: Combination Type
Combines any of
• Alphabet
• Numbers
• Numerals
• Decimals
• Bullets
Formal Outline 4: Combination Type
Combines 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).
NEXT

Mission: Outline Types & Levels
Sample 1
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Answer 1
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Sample 2
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Answer 2
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Sample 3
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Answer 3
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Sample 4
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Answer 4
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Sample 5
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Answer 5
Types
• Numeric
• Decimal
• Alphanumeric
• Bullet
• Combination
• None
Levels
• 1 Level
• 2 Levels
• 3 Levels
• 4...
Sample 6
Types
• Numeric
• Decimal
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NEXT

HOW TO OUTLINE YOUR PAPER
HOW TO OUTLINE

AN E-GRADE PAPER
SKILL
CREATE
EVALUATE

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
...
HOW TO WRITE

A D-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW
CREATE
A*
IDEA, PROCESS, or VIEWPOINT
Can USE THEORIES (or standards) to
E...
HOW TO WRITE

A C-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
SKILL

MARK
PROOF
Can use ideas to CREATE a NEW IDEA,
CREATE
A*
PROCESS, or VIEWPOINT
THAT IS HOW Can USE THEORIES (or sta...
HOW TO WRITE

A B-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
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, PROC...
HOW TO WRITE

AN A-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
MARK
SKILL HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.
PROOF
THAT IS
Can use SKILLS ARE REQUIRED FOR THIS.
NOTE: D-GRAD...
HOW TO WRITE

AN A*-GRADE THESIS OUTLINE
SKILL
CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
Can use ideas to CREATE a NEW
IDEA, PROCESS, or VIEWPOINT...
THAT IS HOW TO CREATE AN OUTLINE FOR AN A-GRADE PAPER.

SKILL

CREATE
EVALUATE
ANALYZE

APPLY
UNDERSTAND

REMEMBER

PROOF
...
END OF PRESENTATION
SEND COMMENTS TO mr.jaime.aiu@gmail.com

THANK YOU
Cognitive Skills & Cluster Outlines - How To Outline A Paper, Essay, or Proposal – For The Grade Your Want
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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

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Cognitive Skills & Cluster Outlines - How To Outline A Paper, Essay, or Proposal – For The Grade Your Want

  1. 1. HOW TO OUTLINE A PAPER, ESSAY, OR PROPOSAL – FOR THE GRADE YOU WANT (Image courtesy of blog.crazyegg.com)
  2. 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. 3. NEXT COGNITIVE SKILLS IN WRITING (Image courtesy of wallpaperscraft.com)
  4. 4. 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
  5. 5. How to Write Cluster Outlines TO CREATE AN E-GRADE PAPER
  6. 6. 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
  7. 7. 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
  8. 8. Example of a free-thought cluster outline Image courtesy of (en.wikibooks.org)
  9. 9. 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
  10. 10. How to Write Cluster Outlines TO CREATE A D-GRADE PAPER
  11. 11. 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
  12. 12. Example of a focused cluster outline Image courtesy of (telophase.dreamwidth.org)
  13. 13. 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
  14. 14. What is a boring topic? EXAMPLES OF CLUSTERS OF BORING OR NON-ORIGINAL TOPICS
  15. 15. A cluster Same, same .... boring
  16. 16. Several clusters Same, same, same .... boring
  17. 17. More clusters Same, same, same, same .... boring
  18. 18. 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
  19. 19. 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
  20. 20. The Not-boring Topic • Cluster Outline • Get audience attention • Keep audience attention
  21. 21. 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
  22. 22. One More Time... • Catch attention – Unusual, – Unforgettable • Keep attention – Most needed, – Most useful – Most urgent needs • Use evidence for support • Use theory for support
  23. 23. How to Create Cluster Outlines TO CREATE A D-GRADE PAPER
  24. 24. 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
  25. 25. Example of a cluster outline Image courtesy of (telophase.dreamwidth.org)
  26. 26. 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
  27. 27. How to Create Cluster Outlines TO REALLY CREATE A D-GRADE PAPER
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. How to Create Cluster Outlines TO CREATE A C-GRADE PAPER
  39. 39. 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
  40. 40. If you aim for a higher grade Cluster outline – Add connections no matter how far-out • Specify your action + deadline
  41. 41. 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)
  42. 42. If you want a C-grade paper Cluster outline – Add connections no matter how far-out • Specify your action + deadline • Specify your target audience
  43. 43. 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)
  44. 44. 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.
  45. 45. 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)
  46. 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 Facts + citation + reference State the urgency of the need(s)
  47. 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 Quotes + citation + reference State the urgency of the need(s)
  48. 48. 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.
  49. 49. 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
  50. 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) 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)
  51. 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) 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
  52. 52. 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
  53. 53. How to Create Cluster Outlines TO CREATE A B-GRADE PAPER
  54. 54. 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
  55. 55. 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)
  56. 56. 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)
  57. 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. 58. 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
  59. 59. How to Create Cluster Outlines TO GET AN A-GRADE PAPER
  60. 60. 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)
  61. 61. 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)
  62. 62. 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)
  63. 63. 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)
  64. 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 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)
  65. 65. 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)
  66. 66. 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)
  67. 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 Add proof CONNECT CLEARLY Example of a C-grade cluster outline (2) State the urgency of the need(s) + supporting facts (with reference)
  68. 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 Facts + citation + reference CONNECT CLEARLY Example of a C-grade cluster outline (2) State the urgency of the need(s) + supporting facts (with reference)
  69. 69. 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)
  70. 70. 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)
  71. 71. 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)
  72. 72. 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)
  73. 73. 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)
  74. 74. 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)
  75. 75. 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)
  76. 76. 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
  77. 77. How to Create Cluster Outlines TO CREATE AN A*-GRADE PAPER
  78. 78. 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
  79. 79. 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
  80. 80. 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)
  81. 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) They need to know information that only highly educated & trained people know.
  82. 82. 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.
  83. 83. 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.
  84. 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 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.
  85. 85. 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.
  86. 86. 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
  87. 87. 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)
  88. 88. 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
  89. 89. NEXT Mission: Cognitive Levels
  90. 90. 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.
  91. 91. 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.
  92. 92. 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)
  93. 93. 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.
  94. 94. 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)
  95. 95. 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).
  96. 96. 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)
  97. 97. NEXT How to Write a Thesis Outline
  98. 98. Cluster Outline: The Thesis Statement Thesis Statement
  99. 99. What is a Thesis Statement? Read this research question: “How are Mohammedanism, Buddhis m, and Christianity similar and different?”
  100. 100. What is a Thesis Statement? “How are Mohammedanism, Buddhis m, and Christianity similar and different?” This is not a thesis.
  101. 101. What is a Thesis Statement? Create a tentative answer to this research question. “How are Mohammedanism, Buddhis m, and Christianity similar and different?”
  102. 102. What is a Thesis Statement? A tentative answer to a research question is a thesis statement.
  103. 103. Tentative Language • is / are = can be • verb = seem to + verb
  104. 104. 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.”
  105. 105. Tentative Language • • • • is / are = can be is / are = may be verb = seem to + verb was + verb = appear(s) to have been + verb
  106. 106. 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.”
  107. 107. 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.
  108. 108. What idea needs support? “These three religions are different in that each one was founded in a different culture.”
  109. 109. 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.
  110. 110. Direct Language • can be = is / are • may be = is / are
  111. 111. 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?
  112. 112. What ideas need support? “These three religions are the same in terms of origin: they all originated from individuals, not from groups or cultures.”
  113. 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.” This idea needs support or proof.
  114. 114. Direct Language • • • • can be = is / are may be = is / are seem to + verb = verb appear(s) to have been + verb = past tense verb
  115. 115. 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?
  116. 116. NEXT Mission: Types of Proof
  117. 117. 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.
  118. 118. 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.
  119. 119. 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).
  120. 120. NEXT The Three-part Thesis Statement
  121. 121. What is a 3-part thesis Statement? • A tentative answer to a research question is a thesis statement.
  122. 122. 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.
  123. 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. • A thesis statement with three ideas to be proven is a three-part thesis.
  124. 124. INDIVIDUAL ORIGINS THESE THREE RELIGIONS ARE DIFFEREN T POPULATION LEVELS TODAY CULTURAL CENTERS
  125. 125. 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.”
  126. 126. 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.”
  127. 127. Cluster Outline: Three-part Thesis Thesis Statement Part 1 Part 2 Part 3
  128. 128. Create a Cluster Outline Which is faster: • free-writing a cluster outline or • creating a cluster outline from a three-part thesis?
  129. 129. NEXT Mission: Types of Thesis Statements
  130. 130. 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.
  131. 131. 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.
  132. 132. 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)
  133. 133. HOW TO OUTLINE A THESIS STATEMENT TO CREATE A PAPER WITH THE PARTICULAR GRADE THAT YOU WANT
  134. 134. HOW TO WRITE AN E-GRADE THESIS OUTLINE
  135. 135. 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
  136. 136. 3-part Thesis: E-grade Thesis Outline Thesis Statement Part 1 Part 2 Part 3 Summary Paragraph Conclusion Paragraph
  137. 137. 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.
  138. 138. HOW TO WRITE A PROBABLE D-GRADE THESIS OUTLINE
  139. 139. Cluster Outline: Three-part Thesis Thesis Statement Part 1 Part 2 Part 3 Proof Proof Proof
  140. 140. 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
  141. 141. 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
  142. 142. HOW TO WRITE A SURER D-GRADE THESIS OUTLINE
  143. 143. 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
  144. 144. 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.
  145. 145. HOW TO WRITE A PROBABLE C-GRADE THESIS OUTLINE
  146. 146. 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
  147. 147. 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.
  148. 148. HOW TO WRITE A SURER C-GRADE OUTLINE
  149. 149. 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
  150. 150. 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
  151. 151. HOW TO WRITE A B-GRADE THESIS OUTLINE
  152. 152. 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
  153. 153. 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
  154. 154. HOW TO WRITE AN A-GRADE THESIS OUTLINE
  155. 155. 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
  156. 156. 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
  157. 157. HOW TO WRITE AN A*-GRADE THESIS OUTLINE
  158. 158. 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
  159. 159. 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
  160. 160. DRAFTING AN OUTLINE HOW TO QUICKLY CREATE A WRITING GUIDE
  161. 161. HOW TO IDENTIFY INFORMAL OUTLINES
  162. 162. Informal Outlines Cluster outlines Keyword outlines Topic outlines
  163. 163. 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
  164. 164. Informal Outline: Cluster Cluster outlines, also called • Mind-maps • Concept maps • Bubble outlines
  165. 165. Informal Outline: Cluster Keyword outlines • Use key words only • Can be formal
  166. 166. 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
  167. 167. 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
  168. 168. Informal Outlines • Cluster outlines • Keyword outlines • Topic outlines • Bulleted list
  169. 169. HOW TO IDENTIFY TYPES OF OUTLINES
  170. 170. Formal Outlines 1. Numeric: numbers, numerals 2. Decimal: numbers in decimals 3. Alphanumeric: alphabet, numbers 4. Combination: alphabet, decimal, numbers,
  171. 171. Formal Outline 1: Numeric Type Uses only • Numbers • Decimals • Numerals • Alphabet
  172. 172. This example uses: One Level • • • • Level 1 Level 2 Level 3 Level 4
  173. 173. Formal Outlines 1. Numeric: numbers, numerals 2. Decimal: numbers in decimals 3. Alphanumeric: alphabet, numbers 4. Combination: alphabet, decimal, numbers, numerals
  174. 174. Formal Outline 2: Decimal Type Uses • Numbers • Decimals only • Numerals • Alphabet
  175. 175. This example uses: Three Levels • • • • Level 1 Level 2 Level 3 Level 4
  176. 176. This example uses: Three Levels • • • • Level 1 Level 2 Level 3 Level 4
  177. 177. This example uses: Three Levels • • • • Level 1 Level 2 Level 3 Level 4
  178. 178. Formal Outlines 1. Numeric: numbers, numerals 2. Decimal: numbers in decimals 3. Alphanumeric: alphabet, numbers 4. Combination: alphabet, decimal, numbers,
  179. 179. Formal Outline 3: Alphanumeric Type Uses • Alphabet • Numbers • Numerals • Decimals
  180. 180. Formal Outline 3: Alphanumeric Type Uses • Alphabet • Numbers • Numerals • Decimals
  181. 181. Formal Outline 3: Alphanumeric Type Uses • Alphabet • Numbers • Numerals • Decimals
  182. 182. Levels: Three Levels • • • • Level 1 Level 2 Level 3 Level 4
  183. 183. Levels: Three Levels • • • • Level 1 Level 2 Level 3 Level 4
  184. 184. 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
  185. 185. Formal Outlines 1. Numeric: numbers, numerals 2. Decimal: numbers in decimals 3. Alphanumeric: alphabet, numbers 4. Combination: alphabet, decimal, numbers,
  186. 186. Formal Outline 4: Combination Type Combines any of • Alphabet • Numbers • Numerals • Decimals • Bullets
  187. 187. Formal Outline 4: Combination Type Combines any of • Alphabet • Numbers • Numerals • Decimals • Bullets
  188. 188. Questions? Outline errors receive an F grade. Know and avoid outline errors. Details at http://goo.gl/IFtgme (must read).
  189. 189. NEXT Mission: Outline Types & Levels
  190. 190. Sample 1 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  191. 191. Answer 1 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  192. 192. Sample 2 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  193. 193. Answer 2 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  194. 194. Sample 3 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  195. 195. Answer 3 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  196. 196. Sample 4 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  197. 197. Answer 4 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  198. 198. Sample 5 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  199. 199. Answer 5 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  200. 200. Sample 6 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  201. 201. Answer 6 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  202. 202. Sample 7 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  203. 203. Answer 7 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  204. 204. Sample 8 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  205. 205. Answer 8 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  206. 206. Sample 9 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  207. 207. Answer 9 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  208. 208. Sample 10 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  209. 209. Answer 10 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  210. 210. Sample 11 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  211. 211. Answer 11 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  212. 212. Sample 12 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  213. 213. Answer 12 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  214. 214. Sample 13 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  215. 215. Answer 13 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  216. 216. Sample 14 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  217. 217. Answer 14 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  218. 218. Sample 15 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  219. 219. Answer 15 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  220. 220. Sample 15 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels
  221. 221. Answer 15 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • • 3 Levels 4 Levels
  222. 222. Sample 16 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  223. 223. Answer 16 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  224. 224. Sample 17 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  225. 225. Answer 17 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  226. 226. Sample 18 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  227. 227. Answer 18 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  228. 228. Sample 19 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  229. 229. Answer 19 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • • • • 2 Levels 3 Levels 4 Levels 5 Levels
  230. 230. Sample 19 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  231. 231. Sample 20 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  232. 232. Answer 20 Types • Numeric • Decimal • Alphanumeric • Bullet • Combination • None Levels • 1 Level • 2 Levels • 3 Levels • 4 Levels • 5 Levels
  233. 233. NEXT HOW TO OUTLINE YOUR PAPER
  234. 234. HOW TO OUTLINE AN E-GRADE PAPER
  235. 235. 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
  236. 236. HOW TO WRITE A D-GRADE THESIS OUTLINE
  237. 237. 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
  238. 238. 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
  239. 239. HOW TO WRITE A C-GRADE THESIS OUTLINE
  240. 240. 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
  241. 241. 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
  242. 242. HOW TO WRITE A B-GRADE THESIS OUTLINE
  243. 243. 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
  244. 244. 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
  245. 245. HOW TO WRITE AN A-GRADE THESIS OUTLINE
  246. 246. 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
  247. 247. 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
  248. 248. HOW TO WRITE AN A*-GRADE THESIS OUTLINE
  249. 249. 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
  250. 250. 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
  251. 251. END OF PRESENTATION SEND COMMENTS TO mr.jaime.aiu@gmail.com THANK YOU

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