In this lesson, you will continue planning your informative work by developing an outline. Some writing students feel that outlining is ‘busy work,’ however, skilled authors know that a goo

OCCC Writing Program 1

Outline for Informative Essay

Instructions: 1. Create an outline for your informative essay following the order below. 2. You may download and type into this document or copy and paste what you need into a new document. 3. You need one (1) quote for each body paragraph. Integrate the quote with an attributive tag and use an

in-text citation, as needed. 4. Remember that summarized or paraphrased ideas and information you gathered from your sources also

require an attribute tag and an in-text citation. 5. Refer to your SQ4R notes and your annotated bibliography to help you choose which information to use

and where it belongs in the outline. 6. Consider the rhetorical appeals of ethos, pathos, and logos. Choose to provide a variety of reasons and

evidence so each of these appeals is used in your essay.

The pattern of the basic outline for this essay is as follows: I. Introduction II. Definitions Paragraph III. 1st Main Point Paragraph IV. 2nd Main Point Paragraph V. 3rd Main Point Paragraph VI. Overview of arguable issues related to this topic. VII. Conclusion

Creating Your Topic Level Outline: I. Introduction

a. Hook – maybe your research question from your topic planning worksheet in Week 3, Lesson 3 b. Introduce the topic and give a brief background. c. Explain how or why the topic is important or relevant to your audience. d. Thesis (use the one you wrote in lesson 3)

II. Definition Paragraph

a. Topic sentence to introduce terms and definitions the reader needs to know. (use the one you wrote in lesson 3)

b. Term and Definition I c. Term and Definition II d. (more if necessary) e. Conclusion sentence

III. Body Paragraph I – history or current event(s) associated with this topic.

a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word. b. Supporting reason I (do not use a quote) c. Supporting reason II, including one quote d. Summary of evidence that supports the reasons given. (Use your own words but include an in-

text citation for the source of the information). e. Conclusion sentence

IV. Body Paragraph II – an important point readers need to know about the topic.

a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word.

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b. Supporting reason I (do not use a quote) c. Supporting reason II, including one quote d. Summary of evidence that supports the reasons given. (Use your own words but include an

attributive tag and/or in-text citation for the source of the information). e. Conclusion sentence

V. Body Paragraph III – another important point readers need to know about the topic.

a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word. b. Supporting reason I (do not use a quote) c. Supporting reason II, including one quote d. Summary of evidence that supports the reasons given. (Use your own words but include an

attributive tag and/or in-text citation for the source of the information). e. Conclusion sentence

VI. Body Paragraph IV – debatable issues related to the topic.

a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word. b. Summary of one or two arguable issues related to this topic (points on which different groups of

people disagree) c. Description of one group’s position or opinion on an arguable issue. (Use your own words but

include an attributive tag and/or in-text citation for the source of the information). d. Description of a different group’s position or opinion on an arguable issue, including one quote. e. Conclusion sentence.

VII. Conclusion

a. Topic sentence that summarizes your overall message (the answer to the research question you developed in your topic planning worksheet in Week 3, Lesson 3).

b. Explain why the topic is important to readers. c. Summary of main points. Do not repeat sentences or phrases from other paragraphs. d. Why the essay’s information is important to the audience.

Quick examples of attributive tags and in-text citations: A direct quote from a source with an author and page numbers: “Understanding the neurological underpinnings of anorexia is vital,” neurologist Casey Hunt claims (67). A paraphrase from a source with two authors and page numbers: As researchers Max Hinzie and Ramie Goldstein show, helping women write narratives of their struggles can be of therapeutic value (343). A paraphrase from a source with no named author and no page numbers: Research from John Hopkins University determined that antimicrobial soaps can lead to antibiotic-resistant bacteria (“Dangerously Clean”). A direct quote from a source with no named author and no page numbers: According to the article, “Dangerously Clean: How SuperBugs are Made,” “the over-use of cleaning agents meant to kill bacteria directly contributes to the growth of antibiotic-resistant germs.”

The examples above were found in or modified from examples in: Hoeffner, Lisa. The Writer’s Mindset: A Rhetorical Guide to Reading, Writing, and Arguing.

McGraw-Hill Education, 2022. See further examples on pages 253-259.

OCCC Writing Program 1

Outline for Informative Essay – Sample Instructions: 1. Create an outline for your informative paper following the order below. 2. You may download and type into this document or copy and paste what you need into a new document. 3. You need one (1) quote for each body paragraph. Integrate the quote with an attributive tag and use an

in-text citation, as needed. 4. Refer to your SQ4R notes and your annotated bibliography to help you choose which information to use

and where it belongs in the outline. 5. Consider the rhetorical appeals of ethos, pathos, and logos. Choose to provide a variety of reasons and

evidence so each of these appeals is used in your essay. The pattern of the basic outline is as follows: I. Introduction II. Definitions Paragraph III. 1st Main Point Paragraph IV. 2nd Main Point Paragraph V. 3rd Main Point Paragraph VI. Overview of arguable issues related to this topic. VII. Conclusion Creating Your Topic Level Outline: I. Introduction

o “The lack of physical activity is considered to cause almost 2 million avoidable death per year

worldwide” (Saxena).

o Physical Activity important

o Many benefits to physical activity

o Thesis Statement – According to current research physical activity helps people physically,

mentally, and emotionally.

II. Definition paragraph o Physical activity is any motion that uses energy (“Exercise”) – Miriam Webster

o Exercise is a form of physical activity

o important to health.

o Exercise is defined as “bodily exertion for the sake of developing and maintaining physical

fitness” (Exercise”) – Merriam-Webster

OCCC Writing Program 2

o used as therapy.

o help people in many ways.

III. Body Paragraph I – history or current event(s) associated with this topic.

o Topic Sentence First topic: One positive result of physical activity targets physical health.

o Reason: Offers protection in health

 Support I – Evidence: Evidence was provided by Marie Donaghy who explains,

according to the UK National Consensus Statements, that exercise and consistent

physical activity is known to provide protection in the stopping diseases such as

obesity, cardiovascular disease, hypertension and diabetes.

• Explanation: research suggests regular physical activity can offer

protection against various diseases.

o Reason: Lack of physical activity leads to premature death rates

 Support II – Evidence: According to the evidence, “groups with the lowest

duration of PA had the highest number of deaths ranging from 19.9% to 64.6%”

(Zelenovic).

• Explanation: suggests people who don’t exercise or are inactive have a

higher risk of all-cause mortality.

o Summary: Increased physical activity overwhelmingly promotes better health is and longer

life.

o Conclusion: This research supports increased physical activity the knowledge that it leads to

a healthier lifestyle.

IV. Body Paragraph II – an important point readers need to know about the topic. a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word. b. Supporting reason I (do not use a quote) c. Supporting reason II including one quote d. Summary of evidence that supports the reasons given. e. Conclusion sentence

V. Body Paragraph III – another important point readers need to know about the topic.

a. Topic sentence (use the one you wrote in lesson 3). Start with a transition word. b. Supporting reason I (do not use a quote)

OCCC Writing Program 3

c. Supporting reason II including one quote d. Summary of evidence that supports the reasons given. e. Conclusion sentence

VI. Body Paragraph IV – debatable issues related to the topic.

o Incorporating more physical in communities, schools, workplace, etc.

 helps people who want to stay healthy but also those with mental health issues.

 helps people live longer and protect them from diseases.  all-natural miracle drug.

 increased well-being and positive emotions.

 chemicals help decrease depression and anxiety.

VII. Conclusion o physical activity is a win-win

o overcome health issues as well as avoid them

o Physical, mental, and emotional issues can be solved with physical activity.

o helps people enjoy their life.

o Call to Action: People who consider increasing their physical activity and understand its

impact for their physical health will experience greater benefits