11/12

English for
Academic and
Professional
Purposes (EAPP)
Q1/Q3
Module 5: Outlines Reading
Texts in Various Disciplines
 11/12

English for Academic and

Professional Purposes
(EAPP)

Q1/Q3
Module 5: Outlines Reading Texts
in Various Disciplines

JONNABELLE P. DAUG
Writer
CHONA B. AQUE JOHNA T. LARANJO
CARREN C. DAUG JOEL E. PABINGUIT
Evaluators
 INTRODUCTION
Welcome to the fifth module in the world of Academic Writing! This module
is written to enhance your ability to write and communicate in various
academic and social contexts. This module focuses on outlining reading texts
in various disciplines.
This aims to equip your abilities to explore the curriculum, to pursue your
interests, and ultimately to make the most of your educational experience.
This includes the following activities/tasks:
 Expected Learning Outcome - This lays out the learning outcome
that you are expected to have accomplished at the end of the
module.
 Pre-test - This determines your prior learning on the particular
lesson you are about to take.
 Discussion of the lesson - This provides you with the important
knowledge, principles and attitude that will help you meet the
expected learning outcome.
 Learning Activities - These provide you with the application of the
knowledge and principles you have gained from the lesson and
enable you to further enhance your skills as you carry out
prescribed tasks.
 Post-test - This evaluates your overall understanding about the
module.
With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking skills.
 What I Need to Know

At the end of this lesson, you will be able to:

 define outlining.
 identify the different types of an outline.
 construct an outline of the most essential details from the academic
text. (CS_EN11/12A-EAPP-Ia-c-8)

What I Know
Activity 1
To find out what you already know about the topic to be discussed in this
module, take the Pre-test. Write your answers in your notebook.
Directions: Read each item carefully. Choose the correct answer from the
given choices. Write the letter of your choice in your notebook.
1. What is the other term for an outline?
a. skeletal text
b. academic guide
c. heirarchical outline
d. none of the above
2. What are the two main types of an outline?
a. Topic outline and word outline
b. Phrase outline and clause outline
c. Sentence outline and topic outline
d. Sentence outline and word outline

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3. What type of outline are most often used as a summary, such as in the form
of a table of contents or the topic list in a college course's syllabus?
a. topic outline
b. word outline
c. phrase outline
d. sentence outline
4. What kind of outline is a tool for composing a document, such as an essay, a
paper, a book, or even an encyclopedia?

a. topic outline
b. word outline
c. phrase outline
d. sentence outline
5. What outline format contains main topics and important details about the
main topics?
a. bi-level outline
b. one level outline
c. multi-level outline
d. mono-level outline
6. What outline format contains not only main topics and important details
but details and minor details as well?
a. bi-level outline
b. one level outline
c. multi-level outline
d. mono-level outline
7. Which of the following parts of an outline contains the pertinent
information you want to put across to your reader?
a. title
b. body
c. conclusion
d. Introduction

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8. When you write an outline, which of the following is indicated by Roman
numerals?
a. main topics
b. chief subtopics
c. subdivisions of details
d. details under subtopics

Activity 2:
Directions: Read each item carefully. Identify the word that is decribed in
each item. Choose your answer from the pool of words below. Write
your answer in your notebook.

mono-level outline topic outline outline

multi-level outline sentence outline title
subdivisions of details indentations

_____________1. These are used in outline so that all letters and numbers of
the same kind will come directly under one another in a vertical
line.
_____________2. This is placed above the outline.
_____________3. In an outline, these are indicated by small letters.
_____________4. An outline that contains main topics only.
_____________5. It is a formal system used to think about and organize your
paper.
_____________6.It allows you to include those details in the sentences
instead of having to create many short phrases that
goes on page after page.
_____________7. An outline that are most often used as a summary, such as
in the form of a table of contents or the topic list in a college
course's syllabus.
_____________8. An outline that contains main topics and
important details as well as details and minor details of the
text.

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 What`s In What
You have learned from the previous module about thesis statement. Can
you still remember them? Try doing the activity below.
Directions: Read the statements below. Write the word True if the
statement tells fact about thesis statement and if not, write the
word False and underline the word or phrase that makes it
incorrect. Write your answer on your assessment notebook.
(2pts each)
_________1. The most common place for a thesis statement is in an essay.
__________2. A thesis statement is what seniors commonly refer to as their
final paper before graduation.
__________3. A thesis statement is a long, well-written paper that takes years
to piece together.
__________4. A thesis statement is a single sentence that ties together the
main idea of any argument.
__________5. A thesis statement is one sentence that expresses the main idea
of a research paper or essay, such as an expository essay or
argumentative essay.
__________6. With an informative essay, you should compose an
argumantative thesis.
__________7. When composing a thesis, you must consider only the format.
__________8. A thesis statement can be short or long, depending on how many
points it mentions.

What`s New
Have you ever tried reading a certain story or an article? How do you
understand the information on the reading text?
Can you memorize every bit of information written
in the text? If your answer is no, then that seems to
be normal. In order to fully engage in a dialogue
with the text or with the writer of the text, you need
to identify the main points of the writer and list
them down so you can also identify the ideas that
the writer has raised to support his/her stand.

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 What Is It

What is an outline?
An outline, also called a hierarchical outline, is a list arranged to show
hierarchical relationships and is a type of tree structure. An outline is used to
present the main points (in sentences) or topics (terms) of a given subject.
Each item in an outline may be divided into additional sub-items. If an
organizational level in an outline is to be sub-divided, it shall have at least two
subcategories, as advised by major style manuals in current use.
An outline is a formal system used to think about and organize your
paper. For example, you can use it to see whether your ideas connect to each
other, what order of ideas works best, or whether you have sufficient evidence
to support each of your points. Outlines can be useful for any paper to help
you see the overall picture.
An outline may be used as a drafting tool of a document, or as a summary
of the content of a document or of the knowledge in an entire field. It is not to
be confused with the general context of the term "outline", which a summary
or overview of a subject, presented verbally or written in prose (for example,
The Outline of History is not an outline of the type presented below). The
outlines described in this article are lists, and come in several varieties.
A software program designed for processing outlines is called an outliner.

Types of outlines
Outlines are differentiated by style, the inclusion of prefixes, and
specialized purpose. There are also hand-written outlines (which are highly
limited in utility), and digitized outlines, such as those contained within an
outliner (which are much more useful).
There are two main styles of outline: sentence outlines and topic outlines.
1. Sentence outline
A sentence outline is a tool for composing a document, such as an essay, a
paper, a book, or even an encyclopedia. It is a list used to organize the facts or
points to be covered, and their order of presentation, by section.
It is done in full sentences. It is normally used when your paper focuses on
complex details. The sentence outline is especially useful for this kind of
paper because sentences themselves have many of the details in them. A
sentence outline also allows you to include those details in the sentences
instead of having to create many short phrases that goes on page after page.

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2. Topic Outline
A topic outline lists the subtopics of a subject, arranged in levels, and
while they can be used to plan a composition, they are most often used as a
summary, such as in the form of a table of contents or the topic list in a
college course's syllabus.
It is consist of short phrases. It is particularly useful when you are dealing
with a number of different issues that could be arranged in a variety of ways
in your paper.
Both topic and sentence outlines follow rigid formats, using Roman and
Arabic numerals along with capital and small letters of the alphabet. This
helps both you and anyone who reads your outline to follow your organization
easily. This is the kind of outline most commonly used for classroom papers
and speeches (see the example at the end of this paper). There is no rule of
which type of outline is best. Choose the one that you think works best for
your paper.
Your outline will have three parts:
The Introduction
The introduction states the topic and purpose of your paper. For a high
school research paper, a short paragraph of introduction is sufficient.
The Body
The body contains the pertinent information you want to put across to
your reader. It includes the facts you have discovered about your subject and
the significance of these facts.

The Conclusion
The conclusion is a restatement of your findings or a brief summary of
your research paper, or your own comments on the topic you have studied.

Make the Outline

1. Identify the topic. The topic of your paper is important. Try to sum up the
point of your paper in one sentence or phrase. This will
help your paper stay focused on the main point.
2. Identify the main categories. What main points will you cover? The
introduction usually introduces all of your main points,
then the rest of paper can be spent developing those
points.

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3. Create the first category. What is the first point you want to cover? If the
paper centers around a complicated term, a definition is
often a good place to start. For a paper about a
particular theory, giving the general background on the
theory can be a good place to begin.
4. Create a subcategory. After you have the main point, create points under
it that provide support for the main point. The number
of categories that you use depends on the amount of
information that you are going to cover; there is no right
or wrong number to use.
By convention, each category consists of a minimum
of two entries. If your first category is Roman numeral I,
your outline must also have a category labeled Roman
numeral II; if you have a capital letter A under category
I, you must have a capital letter B. Whether you then go
on to have capital letters C, D, E, etc.,is up to you,
depending on the amount of material you are going to
cover. You are required to have only two of each
numbered or lettered category.
Pointers to consider in making an outline
1. Place the title above the outline. Capitalize the first word and all other
words except articles, prepositions, and conjunctions.
2. Use a numbering-lettering system consistently, following each number and
letter with a period. Main topics are indicated by Roman numerals. Chief
subtopics under each main topic are shown by capital letters. Details
under subtopics are shown by Arabic numerals. Subdivisions of details
are indicated by small letters.
3. There must always be more than one subtopic because subtopics are
divisions of the topic above them. When you divide, you must have at least
two resulting parts, because you cannot divide anything into less than two
divisions.
4. Show the division of items through indention. Indentions are made so that
all letters or numbers of the same kind will come directly under one
another in a vertical line.
5. Use either a topic outline or a sentence outline but not the two kinds
together.
6. Begin each topic with a capital letter.
7. When an item is too long to be completed on a single line, begin the second
line even with the first. Be consistent in preserving sharp levels of
indentation.

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8. Use parallel grammatical structure in parallel parts of the outline.

Correct outline Form

I. First main topic
A. Important detail about I
B. Another important detail about I
1. Detail about B.
2. Another detail about B.
a. Minor detail about 2.
b. Still another minor detail about 2.
II. Second main topic.
A. Important detail about II.
1. Detail about A.
a. Minor detail about 1.
b. Another minor detail about 1.
c. Still another minor detail about 1.
2. Another detail about A.
B. Another important detail about II.
III. Third main topic.

Different Outline Format

There are three types of an outline format: mono-level or one level
outline, bi-level or two-level outline, and multi-level outline.
1. Mono-level or one level outline- when the outline contains main
topics only.
Illustration of format:
I. First main topic.
II. Second main topic.
III. Third main topic.
IV. Fourth main topic.
V. Fifth main topic.

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 2. Bi-level or two-level outline- when it contains main topics and
important details about the main topics.
Illustration of format:
I. __________________________________________
A. ______________________________________
B. ______________________________________
II. ___________________________________________
A. ________________________________________
B. ________________________________________
C. ________________________________________
III. ____________________________________________
A. _________________________________________
B. _________________________________________

3. Multi-level outline - if the outline contains not only main topics and
important details but details and minor details as well.

Illustration of format:
I. _______________________________________
A. __________________________________
1. _______________________________
2. _______________________________
a. ____________________________
b. ____________________________
B. ___________________________________
1. ________________________________
a. ____________________________
b. ____________________________
2. ________________________________
II. _______________________________________
A. ___________________________________

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 B. ___________________________________
1. _______________________________
2. ______________________________________
a. ____________________________________
b. ____________________________________
1) __________________________________
2) __________________________________
3) __________________________________
III.
A. ______________________________________________
B. ______________________________________________

The complete outline could look like this:

Television and Children’s Violence

I. Introduction
A. Does television cause violence?
1. Brief mention of previous areas of research
2. Identify causation dilemma
B. Present studies on both sides
1. Some studies are “for”
2. Some studies are “against”
C. After weighing evidence it appears that TV does not cause violence
II. Research “For”
A. First study “for”
1. Method
2. Results
3. Analysis of their conclusions
a. Insufficient sample size
b. But representative sample

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 B. Second study “for”
1. Method
2. Results
3. Analysis of their conclusions
a. faulty instructions
b. Poor control group
III. Research “Against”
A. Study “against”
1. Method
2. Results
3. Analysis of their conclusions
a. Perfect controls’
b. No unwarranted generalizations
B. Second study “against”
1. Method
2. Results
3. Analysis of their conclusions
a. Large sample size
b. Real world setting
c. But typical problems with external validity
IV. Conclusion
A. Studies “for” all have poor methodology
B. Studies “against” all have good methodology
C. Research doesn’t support that TV causes violence
D. More research needed

Keep Your Outline Flexible

Although the format of an outline is rigid, it shouldn’t make you inflexible
about how to write your paper. Often when you start writing, especially about
a subject that you don’t know well, the paper takes new directions. If your
paper changes direction or you add new sections, then feel free to change the

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outline -- just as you would make corrections on a crude map as you become
more familiar with the terrain you are exploring. Major reorganizations are not
uncommon; your outline will help you stay organized and focused.
However, when your paper diverges from your outline, it can also mean
that you have lost your focus, and hence the structure of your paper. How do
you know whether to change the paper to fit the outline or change the outline
to fit the paper? A good way to check yourself is to use the paper to recreate
the outline. This is extremely useful for checking the organization of the
paper. If the resulting outline says what you want it to say in an order that is
easy to follow, the organization of your paper has been successful. If you
discover that it’s difficult to create an outline from what you have written,
then you need to revise your paper. Your outline can help you with this,
because the problems in the outline will show you where the paper has
become disorganized.

What`s More

Activity
Directions: In each of the following groups, one idea could serve as a major
heading for the other ideas. Copy the major heading of each group
as Roman numeral I and arrange the other items below it as A,B,C,
etc.
1. Working with the designers; casting the performers; duties of a theater
director; interpreting the script; supervising the rehearsals; coordinating
the final production. (6pts)
_______________________________________________________________________
___________________________________________________________________________
___.
2. The spread of tennis; the history of tennis; the beginnings; tennis today; the
mid-100s. (5pts)
_______________________________________________________________________
___________________________________________________________________________
____.

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3. Problems of modern transportation; traffic safety; environmental problems;
inadequate public transportation; declining fuel reserves.(5pts)
_______________________________________________________________________
___________________________________________________________________________
____.

What I Have Learned

I learned that:
 An outline, also called a hierarchical outline, is a list arranged to show
hierarchical relationships and is a type of tree structure. An outline is
used to present the main points (in sentences) or topics (terms) of a given
subject.
 There are two main types of an outline: Sentence outline and Topic
outline.
 Sentence outline is done in full sentences. It is normally used when your
paper focuses on complex details.
 Topic outline is consist of short phrases. It is particularly useful when
you are dealing with a number of different issues that could be arranged in
a variety of ways in your paper.
Your outline will have three parts:
 The Introduction - states the topic and purpose of your paper.
 The Body - contains the pertinent information you want to put across
to your reader. It includes the facts you have discovered about
your subject and the significance of these facts.
 The Conclusion - is a restatement of your findings or a brief summary
of your research paper, or your own comments on the topic you
have studied.
 An outline has three format: mono-level or one level outline, bi-level or
two-level outline, and multi-level outline.
 Mono-level or one level outline - when the outline contains main topics
only.

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 Bi-level or two-level outline - when it contains main topics and
important details about the main topics.
 Multi-level outline - if the outline contains not only main topics and
important details but details and minor details as well.

What I Can Do

Activity 1:
Directions: Read the paragraph below. Then fill in the blanks on the outlines
that follow.
1What makes an effective leader? 2To be sure, no one characteristic or trait
defines an effective leader. 3It is true, however, that effective leaders get the
most out of employees or group members by holding them to very high high
standards or expectations. 4Setting high standards increases productivity
because people tend to live up to the expectations set for them by superiors.
5This is an example of the Pygmalion effect, which works in a subtle, often

unconscious way. 6When a managerial leader believes that a group member

will succeed, the manager communicates this belief without realizing that he
or she is doing so. 7Conversely, when a leader expects group member to fail,
that person will not usually disappoint the manager. 8The manager’s
expectation of success or failure becomes a self-fulfilling prophecy. 9Thus it
pays for a manager to expect the best from employees. (Adapted from Andrew J.
DuBrin, Leadership 4/e,© Cengage Learning.)

Main Idea: Effective leaders encourage a high level of performance by

expecting the best from their employees.
Support: A._______________________________________________________________.
B. Called the “Pygmalion Effect” i.e. expect the best and you’ll get it.
C. ______________________________________________________________
1. Leader who expects the best gets high achievement.
2.___________________________________________________
3. ___________________________________________________
4.___________________________________________________

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Activity 2
Directions: Now, using the details below, try to create your own outline.
Identify its main idea, sub-topics and supporting details. Complete
the sample outline that follows.
 Economical effects
 Cost of drug purchase
 Cost of alcohol purchase
 Cost of drug arrest
 Alcohol
 Drugs
 Cost of DUIs

Fill-in this outline:

I. (Main idea)___________________________________
A. (Sub-topic)_______________________________
1. (Supporting detail A)___________________
2. (Supporting detail A)___________________
B. (Sub-topic)
1. (Supporting Detail B)____________________
2. (Supporting Detail B)____________________
3.

Assessment

Directions: Read each paragraph. Then construct your own outline using the
essential information in the passages. Write your answer in
your notebook. (5pts each)
1. Despite its rapid spread, Islam is not a religion for those who are casual
about regulations. On the contrary, adhering to the rules of Islam takes effort
and discipline. One must rise before dawn to observe the first five prayers

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required daily, none of which can take place without first cleansing oneself
according to an established ritual or ceremony. Sleep, work, and recreational
activities take second place to prayer. Fasting for the month of Ramadan,
undertaking the pilgrimage to Mecca at least once in a lifetime, paying tax for
relief of the Muslim poor, and accepting Islams creed require a serious and an
energetic commitment. On the whole, the vast majority of Muslims worldwide do
observe those tenets. (Adapted from Jan Goodwin, Price of Honor, Plume Books,2002 p.29.)

2. Those cuddly stuff animals called teddy bears seem to have around
forever. But actually the first teddy bears came into being when President
Theodore “Teddy” Roosevelt visited Mississippi to settle a border dispute. In
Roosevelt’s honor, his hosts organized a hunting expedition. To make sure
that the president would bag a trophy, they stalked a bear cub to the ground
so that Roosevelt’s shot could’nt miss. To his credit, Roosevelt refused to
shoot the bear. When the incident was published, largely through political
cartoons, a Russian candy store owner named Morris Michtom made a toy
bear out of soft, fussy cloth and placed it in his shop window with a sign
reading “Teddy’s Bear”. The bear was hit with passersby and teddy-bear
mania spread rapidly throughout the country. Soon, Teddy’s bear was the
country’s most popular toy, the teddy bear.

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 References

Andrew J. DuBrin, Leadership 4/e,© Cengage Learning

Gabriel, J.P.,Martires, E.M.(1992). “English 4:Writing the Research”
Paper.Manila:Saint Bernadette Publications, Inc.
Jan Goodwin,Price of Honor, Plume Books,2002
University of Washington.(1997).How to Make an Outline.Accessed July 01,
2020. http://www.psych.uw.edu/psych.php#339

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