Introduction: The Paper Outline Structure Workshop is introduced towards the end of the semester as students are starting to write a final research paper. This assignment was given as part of a class focused on teaching students how to approach a research project. Previously, students had spent time reading primary and secondary sources to generate a commented list of sources, or annotated bibliography. This activity was then used to help students organize sources and construct the strongest logical flow for their research paper.
Goals:
Procedure - Before Class:
The instructor created a list of questions and generated a handout that would be given to students during the activity. Questions were meant to prompt students thinking (see below for list of questions). Additionally, the instructor collected arts and crafts supplies such as multiple colors of post-it notes, large pieces of paper, scrap paper, and markers.
Before this assignment was given, students had already spent time reading and collecting primary and secondary sources. Students were expected to come to class with a list of sources on which they had taken notes.
Procedure - During Class: To begin the activity, the instructor had students write down their sources on different post-it notes. They were then told they would be making several different outline versions. As the students worked through the steps below, the instructor rotated around the class answering questions and encouraging lively discussion.
Step One (15 min): The students were instructed to “Use sticky notes, notecards, or giant pieces of paper to map out the major sections of the argument. Include all primary and secondary sources. Arrange these in an order that you think will make for a logical and persuasive argument.”
Step Two (10 min): After making the first outline, students are instructed to make a second outline. “Challenge yourself to come up with as radically different an outline as possible. Reorder the sections of your paper, present background information in a different place, or group primary evidence and secondary sources differently.”
Step Three (10 min): Using the two outlines above, students then work through the prepared worksheet. The questions were:
Step 4 (10 min): Next students use elements from Outline 1 and Outline 2 to create a final Outline 3.
Procedure - After Class: After making Outline 3, students shared their outlines and discussed which Outline would make the most effective research paper. They then hand in their final outline of choice for feedback.
Materials: Students require arts and crafts supplies such as post-it, large pieces of paper, tape, and markers.
workshop_final_paper_outlines_handout_schultz.pdf | 39 KB |