Outlines for Every Type of Writing Composition

An outline is a plan for or a summary of a writing project or speech. Outlines are usually in the form of a list divided into headings and subheadings that distinguish main points from supporting points. Most word processors contain an outlining feature that allows writers to format outlines automatically. An outline may be either informal or formal. Informal Outlines The working outline (or scratch outline or informal outline) is a private affair — fluid, subject to constant revision, made without attention to form, and destined for the wastebasket. But enough working outlines have been retrieved from wastebaskets that something can be said about them...A working outline usually begins with a few phrases and some descriptive details or examples. From them grow fragmentary statements, tentative generalizations, hypotheses. One or two of these take on prominence, shaping into the main ideas that seem worth developing. New examples bring to mind new ideas, and these find a place in the list of phrases, canceling out some of the original ones. The writer keeps adding and subtracting, juggling and shifting, until he has his key points in an order that makes sense to him. He scribbles a sentence, works in a transition, adds examples...By then, if he has kept expanding and correcting it, his outline comes close to being a rough summary of the ess ay itself. Wilma R. Ebbitt and David R. Ebbitt Using the Outline as a Draft Outlining might not be very useful if writers are required to produce a rigid plan before actually writing. But when an outline is viewed as a kind of draft, subject to change, evolving as the actual writing takes place, then it can be a powerful tool for writing. Architects often produce multiple sketches of plans, trying out different approaches to a building, and they adapt their plans as a building goes up, sometimes substantially (it is fortunately much easier for writers to start over or make basic changes).   Steven Lynn The Post-Draft You might prefer...to construct an outline after, rather than before, writing a rough draft. This lets you create a draft without restricting the free flow of ideas and helps you rewrite by determining where you need to fill in, cut out, or reorganize. You may discover where your line of reasoning is not logical; you may also reconsider whether you should arrange your reasons from the most important to the least or vice versa in order to create a more persuasive effect. Ultimately, outlining after the first draft can prove useful in producing subsequent drafts and a polished final effort. Gary Goshgarian Topic Sentence Outlines Two types of outlines are most common: short topic outlines and lengthy sentence outlines. A topic outline consists of short phrases arranged to reflect your primary method of development. A topic outline is especially useful for short documents such as letters, e-mails, or memos...For a large writing project, create a topic outline first, and then use it as a basis for creating a sentence outline. A sentence outline summarizes each idea in a complete sentence that may become the topic sentence for a paragraph in the rough draft. If most of your notes can be shaped into topic sentences for paragraphs in the rough draft, you can be relatively sure that your document will be well organized. Gerald J. Alred and Charles T. Brusaw Formal Outlines Some teachers ask students to submit formal outlines with their papers. Here is a common format used in constructing a formal outline: I. (main topic) A. (subtopics of I)B. 1. (subtopics of B)2. a. (subtopics of 2)b. i. (subtopics of b)ii. Note that subtopics are indented so that all letters or numbers of the same kind appear directly under one another. Whether phrases (in a topic outline) or complete sentences (in a sentence outline) are used, topics and subtopics should be parallel in form. Make sure that all items have at least two subtopics or none at all. Example of Vertical Outline To outline your material vertically, write your thesis at the head of the page and then use headings and indented subheadings: Thesis: Though many things make me want to score goals, I love scoring most of all because it momentarily gives me a sense of power. I. Common reasons for wanting to score goals A. Help teamB. Gain gloryC. Hear cheers of crowd II. My reasons for wanting to score goals A. Feel relaxed 1. Know Im going to score a goal2. Move smoothly, not awkwardly3. Get relief from pressure to do well B. See world in freeze-frame 1. See puck going into goal2. See other players and crowd C. Feel momentary sense of power 1. Do better than goalie2. Take ultimate mind trip3. Conquer anxiety4. Return to Earth after a moment Besides listing points in order of rising importance, this outline groups them under headings that show their relation to each other and to the thesis. James A.W. Heffernan and John E. Lincoln Sources: Ebbitt, Wilma R. and David R. Ebbitt. Writers Guide and Index to English. 6th edition, Scott, Foresman, 1978. Lynn, Steven. Rhetoric and Composition: An Introduction. 1st edition, Cambridge University Press, 2010. Goshgarian, Gary and Kathleen Krueger. An Argument Rhetoric and Reader. 8th edition, Pearson, January 19, 2014. Alred, Gerald J. and Charles T. Brusaw. Handbook of Technical Writing. 8th edition, St. Martins Press, March 7, 2006. Heffernan, James A.W. and John E. Lincoln. Writing: A College Handbook. 3rd edition, W.W. Norton Co, 1990. Coyle, William and Joe Law. Research Papers. 15th edition, Cengage Learning, June 10, 2009.

Does the Media Influence Young Womens Body Image in Ireland

Does the media influence young women’s body image in Ireland? The department of Health estimates that 200,000 people are affected by eating disorders every year in Ireland of which 80 people die as a result (www.dofc.ie). In a study on Irish girls 27.2% were found to exhibit clinical levels of bulimia, with 71.4% of Irish adolescents feel adversely affected by media portrayal of body weight and shape (www.onlinelibrary.wiley.com). Self-image was the number one factor that affects the mental health of Irish teens (www.dcya.gov.ie). In Ireland very often teenagers and young women compare themselves to the models they see in magazines and other forms of media such as television shows and billboards, in regards to their physical†¦show more content†¦http://onlinelibrary.wiley.com/doi/10.1002/erv.916/abstract 2. Accessed on: 24/02/13 Title: Mental health what helps and what hurts. http://www.dcya.gov.ie/documents/publications/MentalHealthWhatHelpsAndWhatHurts.pdf 3. Hannah Jones, et al. INTERNALIZATION OF THE THIN IDEAL, WEIGHT AND BODY IMAGE CONCERNS. Social Behavior amp; Personality: An International Journal 31.1 (2003): 81. 4. Wang, Youfa; Beydoun, May A (2007). The obesity epidemic in the United States—gender, age, socioeconomic, racial/ethnic, and geographic characteristics: a systematic review and meta-regression analysis. Epidemiologic Reviews 29: 6–28. doi:10.1093/epirev/mxm007. PMID 17510091 5. Martin, Mary C. and Gentry, James W. Stuck in the Model Trap: The Effects of Beautiful Models in Ads on Female Pre-Adolescents and Adolescents Journal of Advertising, 1997, p. 19. 6. Hockenbury, Don and Hockenbury, Sandra (2008). Psychology, p. 593. Worth Publishers, New York. 7. Accessed on: 25/02/13 Title: Body image, media and eating disorders. http://ap.psychiatryonline.org/article.aspx?articleid=50181 8. Accessed on: 25/02/13 Title: RCPsych Eating Disorders Section: Statement on the influence of the media on eating disorders. http://www.rcpsych.ac.uk/pdf/RCPsych%20Eating%20Disorders%20Section%20-%20Statement%20on%20the%20influence%20of%20the%20media%20on%20eating%20disorders.pdf 9.Show MoreRelatedBody Shop in China4288 Words   |  18 PagesThe Body Shop in China: Market Feasibility Research and Strategy Design DU Yuping 1,2, Mai Jinger2 School of Economics and Management, Wuhan University 2 School of International Trade and Economics Guangdong University of Foreign Studies, Guangzhou, P. R. China, 510420 1 Abstract: The well-known British brand, the Body Shop, is a strong advocate of environment and human rights. 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Rates of Reaction Lab Investigation Free Essays

Chemestry Lab Rates of Reaction (Picture from: http://sciencespot. net/Pages/kdzchem. html) The rate of reaction is how fast or slow a reaction is completed. We will write a custom essay sample on Rates of Reaction Lab Investigation or any similar topic only for you Order Now This is important for factories and chemists all over the world. What happenes during a reaction is atoms or molecules that collide and form new molecules. You can affect this rate of reaction with: temperature of reactants or suroundings, surface area of reactants, if there is a catalyst present, but in theis lab the concentration was changed as the IV. The reaction rate is masured in change/time, in this case it was: volume of gass produced/minutes. Gas was measured in ml/minute, and this was the DV. Aim of lab was: To find the change in rate if reaction, depending on the concentration of hydrocloric acid. Hypothesis: If the concentration of hydrocloric acid is increased, the rate of reaction will increase and the volume of gass will increase. The reasoning behind the hypothesis is that when there are more molecules in the solution the reactants collide more often, so more product is made in a shorter periode of time. The equation was: Mg + 2HCl MgCl2 + H2 Similar article: Measuring Reaction Rate Using Volume of Gas Produced Independent variable| Dependent variable| Controled variables| Value| How to control the CV| Concentration of acid| Rate of reaction| Vol of acid| 20 ml| Measure using a 50ml Measuring cylinder| 2 moles pr. L| Vol of gas| Temp of acid| Room temp. | Not controlled, only montored| 1 moles pr. L| | Amount of Mg| 5 cm or ribbon/ 0. 07g| Ruler, and weight| 0. 5 moles pr. L| | Precence of catalyst| No| Not have a catalyst| 0. 25 moles pr. L| | Type of acid| Hydrocloric| Have same type of acid| Method: 1. Gather aparatus and materials, and set up as shown in diagram below aparatus list. 2. Bucket + water 3. Measure temp, in room and water 4. Fill measuring cylinder with water 5. Rubber tube + sidearmed test tube 6. Obtain 0. 08 g using a weight, place in side-armed test tube 7. 20 ml HCl of 2 moles pr. L in measuring cylinder 8. Place measuring cylinder in bucket with water, upside down, without air leaking in to the cylinder when flipped. 9. Puor HCl into side-armed testtube. 10. Start the stopwatch 11. Close the top of the side-armed test tube by placing rubber tap 12. Weight 3 min. be accurate using the stopwatch 13. Record ml of gas produced 14. Reapeat the experiment twise pr. Concentration: 2 moles pr L, 1 mole pr. L, 0. 5 moles pr. L and 0. 25 moles pr. L Aparatus list: Sidearemd testtube – Rubber plug – Rubber tube – Bucket – Water – 2x 100ml measuring cylinder – 400ml Beaker – 40 ml in each concentration type of HCl acid, 2, 1, 0. 5 and 0. 25 M. Pr. L – 8x 0. 08g of Mg ribbon – Stopwatch Raw data table showing amount of gas created in the two trials of the experiment: Concentration in moles pr. L| Trial 1 – ml og gass produced in 3 min| Trial 2 – ml og gass produced in 3 min| 0. 25| 8| 10| 0. 50| 30| 32| 1. 00| 70| 73| 2. 00| 61| 65| First proceced data table showing average of gas made: Concentration in moles pr. L| Average of trial 1 and 2 in ml of gas produced in 3 min| 0. 25| 9| 0. 50| 31| 1. 0| 71. 5| 2. 00| 63| Proceced data table showing rate of reaction: Formula used=ml of gass produced/time (in seconds) Concentration in moles pr. L| Rate of reaction calculation in ml/sec| Rate of reaction result in ml/sec| 0. 25| 9/180| 0. 05| 0. 50| 31/180| 0. 17| 1. 00| 71. 5/180| 0. 40| 2. 00| 63/180| 0. 35| Graph showing the rate of reaction: Conclusion: As the results clearly show, the rate of reaction increases rapidly and this strongly supports my hypothesis. The amount of succesfull collisions increased, because of increased number of atoms in the product, so when the concentration was increased it rate of reactio n increases. There are more collisions because of more atomes, and therefor more succesfull once. Evaluation: Random errors: * Therometer used to measure temperature * Inaccuracy of +/- 1 C * Balance weight used to measure Mg ribbon * Inaccuracy of +/- 0. 01 g * Measuring cylinders used to measure volume of acid and volume of gas * Inaccuracy of +/- 0. 5 ml * Ruler used to measure Mg ribbon * Inaccuracy of +/- 0. 1 cm Ways to prevent random errors and improve the method: – Compleet the experiment more times Systematic errors: – As you see in the graph, the fourth result was anomalus. During the 3 minutes the magnesium ribbon was â€Å"used up† in a very short period of time. The rate was so fast in the 2 moles per liter that it was over in under a minutte, but in the other concentration types it tok longer time for the reaction to compleet. Therefor we have to look away from the highest concentrations, and focus on the three lowest. This was a big weakness in the lab. – When pouring the HCl acid into the side armed test tube, some of the reaction had been compleeted before we had time to put the rubber stopper on every time. The temperature was only monitored, not controlled. Ways to reduce systematic errors and improve the lab: * Have a shorter reaction time: shorten the time form 3 min to around 1 minutte. * Use a fisle-funnle to prevent gas leaking out before the stopper is placed on the testtube. * Do the experiment in a controlled environment, like in a water bath. Sugestions to possible further investigations into this topic: You can change th e IV, to one of the other factors that affect rate of reaction. Eg. Take the same concentration of HCl acid and change the temperature, or the precence of catalyst. How to cite Rates of Reaction Lab Investigation, Essay examples