ACLT 053 Module Plan: Threads From the Refuge CrisisAvery E. Williams (awilliams2@ccbcmd.edu)

Notes:

This module is four weeks long. *(The day-to-day scheduling is not included in this overview) This module was created to be used in the ACLT053 portion of the ALP class; the subject matter

stands alone as an instructional unit. It will be presented in conjunction with the Identity Unit in ENGL 101.

The plans are intended for a class that meets thrice weekly but can be modified for T/R classes at the instructor’s discretion.

Threads From the Refugee Crisis by Kate Evans will serve as the primary source for reading instruction for the unit, however supplementary readings, videos, music and art will be introduced throughout the unit.

A thorough examination of the text will be undertaken. Students will be engaged in a dissection of the status of immigration and will have opportunity to express themselves through Blackboard Discussion posts, quick write assignments, collaborative and individual presentations, group discussions, and participation in other related activities. An essay demonstrating their grasp of the current state of immigration will be the final assignment. This will be an intense, highly collaborative deconstruction of the issue of immigration as put forth in Threads. A major focus will be placed on individual identity, group orientation and individual and group responsibility.

Essential Questions:

How do our various group identities shape us as individual? How do our intersecting identities shape our perspectives and the way we experience the

world? How do we remain true to ourselves as we move in and out of different communities, cultures

and contexts? What privilege do people have based on their identity? How could one person’s identity threaten another person’s rights? How does struggle help define who we are?

Readings:

Threads From the Refugee Crisis by Kate Evans “Ten Myths About Immigration” (https://www.tolerance.org/magazine/spring-2011/ten-myths-

about-immigration Eastman, Cari Lee Skogberg. Immigration: Examining the Facts. ABC-CLIO, 2017. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1421303&site=eds-live&scope=site.

Lehtinen Sanna. “New Public Monuments: Urban Art and Everyday Aesthetic Experience.” Open Philosophy, no. 1, 2019, p. 30. EBSCOhost, doi:10.1515/opphil-2019-0004.

London, Scott. Immigration in America : How Do We Fix a System in Crisis? Vol. Updated edition, National Issues Forums Institute, 2013. EBSCOhost,

SWEETLAND EDWARDS, HALEY, et al. “Dividing Lines: The Human Face of Global Migration.” Time International (South Pacific Edition), vol. 193, no. 4, Feb. 2019, p. 22. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=134273126&site=eds-live&scope=site.

Thompson, Margo. American Graffiti. Parkstone International, 2009. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=455913&site=eds-live&scope=site.

Warnes, Kathy, PhD. “Street Art.” Salem Press Encyclopedia, 2019. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89677642&site=eds-live&scope=site.

search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1232581&site=eds-live&scope=site.

Zimmer, Lori. The Art of Spray Paint : Inspirations and Techniques From Masters of Aerosol. Rockport Publishers, 2017. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1444563&site=eds-live&scope=site.

Videos:

Immigration 101: Refugees, Migrants, Asylum Seekers – What’s the Difference? (http://www.youtube.com/watch?v=CGftwNQ_LXl)

-My Story of Immigration (Miriam Martinez) TEDX Carver Military Academy (https://www.youtube.com/watch?v=16qkFNOVebo

“Amazing Urban Artists Around the World” (https://www.youtube.com/watch?v=GXHnprEZbnM)

“Immigration Mural” (https://www.youtube.com/watch?v=gdEGmWGWwfe)

“This Art is Absolutely Breath-Taking” (https://www.youtube.com/watch?v=S3NUEgfadgu)

“Painting the Town: Philly’s Artful Murals” (https://www.youtube.com/watch?v=PNdllmJZG6k)

Ariell Johnson Philadelphia (https://www.youtube.com/watch?v=6XhQmHx660M)

Activities:

Close and critical reading, text-based discussions, development of comprehension strategies, construction of a personal imaginary narrative, creation of murals, political cartoons, or posters demonstrating an understanding of identity and immigration.

Reflection – Students will write a “Defining Moment” type of reflection about their status as citizens, reflecting on their background, heritage, roots, culture, etc. and how their family came to be here in the USA. We will create a booklet of the reflections to be distributed (with permission) to the class and beyond. (I did this activity in Spring 2018 and it was a tremendous success.)

Podcast – Audio recordings of students reading their reflections will be collected (with permission) and used in a podcast. The framework for this activity has been established in the Communications department. (Contact: Beth Baunoch)

Review the use of “urban art” forms, with emphasis on “tagging” and the use of murals as artistic and social expression and visual literacy. (Group work assignment and presentation)

Create an original drawing, painting, film, or song as an homage to immigration and the use of graphic novels. This will be a serious endeavor culminating with a presentation of the artwork in a celebratory fashion (perhaps in conjunction with the guest speaker(s) activity.

Guest Speaker(s) – Invited guests will share their knowledge, expertise and experiences related to the use of and impact of graphic novels and their efficacy as a viable and valuable pedagogical tool. Selected speakers may come from different aspects of engagement with graphic novels: Graphic novel bookstore owner, writers, artists, and educators using graphic novels in their classes.

ACLT 053 Immigration Unit Fall 2019Class Homework

Day 1

1. Class Introductions2. Unit introduction: Understanding Immigration.3. “Essential Questions” Powerpoint.

a. Read “Threads” pp. 7-24.

Day 2

Day 3

4. Presentation of the main text: “Threads” -Physical examination and discussion about the book: artwork, the use of the graphic novel, symbolism, tone, etc.

5. Video: - “Threads: From the Refugee Crisis – Kate Evans (https://www.youtube.com/watch?v=dcqXdGQmE)

6. Quick Write: Students will write a one- page response to the Evans video – a reflection stating their opinion as it pertains to the video.

1. Students work in pairs to discuss their questions from the readings. We then share the comments with the entire class.

2. Selected Key Terms from the assigned reading will be presented.

3. Students will use “Smart Art” [MS Word-Insert- “Smart Art” to create graphic organizers, which will be used to define key terms related to immigration including: Migrants, immigrant, asylum seeker, refugee, etc.

4. Handout: “Ten Myths About Immigration.” -Preliminary discussion about the 10 myths. Student pairs begin discussions considering the “myths” presented in the article.

5. Close and Critical Reading Activity: “Window or Mirror” (Description attached in appendix)Students discuss experiences from the article they can relate to (Mirror) and the experiences of people who are different (Window).

1. Short quiz on readings (“Threads”).

2. Review student questions from pp. 27-33. (Collect cards)

b. Generate 3-5 questions or comments about the pages to present to class.

c. Write your inquiries onto index cards, which will be collected for points.

a. Read pages 27-33 of “Threads”. Generate 3-5 questions to present to class (index cards)

b. Read “Ten Myths About Immigration” – annotate text.

a. Read pages 36-55

Day 4

3. Finish “10 Myths” discussions.4. Powerpoint presentation “The Reading & Writing

Process” (see Appendix)5. Videos:

-Immigration 101: Refugees, Migrants, Asylum Seekers – What’s the Difference? (http://www.youtube.com/watch?v=CGftwNQ_LXl)

-My Story of Immigration (Miriam Martinez) TEDX Carver Military Academy (https://www.youtube.com/watch?v=16qkFNOVebo)

6. Quick Write: “Window or Mirror”– Explain how you relate to these videos.

7. Introduce article: “The Migration and Labor Question today.” - Wise

1. Review Homework questions 2. Present “Key Terms” from the reading.3. Introduce Activity: “Save the Last Word for Me”

[See appendix] (This is a deeper comprehension exercise)

4. Introduce “A Monumental Moment” assignment, including permission for publication release (booklet and audio), if necessary. (Appendix)

5. Activity: Begin writing “Monumental” Assignment.

from “Threads”b. Generate 3-5

questions or comments on index cards to present to the group.

c. Read pp. 25-31 of “The Migration and Labor Question Today” article. Annotate and generate (write down) 3-5 questions or comments.

a. Complete “Monumental” assignment.

b. Read page 61-73 of “Threads”. Write 3-5 questions or comments onto index cards.

Day 5

Day 6

1. Present key terms.

2. Review homework questions. “Save the Last Word for Me”

3. Record (audio) “Monumental Moment” assignment.

a. Read pages 73-87 of “Thread”

b. Prepare questions on index cards.

Day 7

Day 8

1. Review Homework Questions and key terms.2. Short quiz on selected readings (pps. 73-87)

(open ended questions, open book)

3. Mini Lesson “Narrative Writing”

1. Students (working in small groups) are to visit selected art- based Web sites (through the CCBC library database) and use interrogative questions (who, what, where, when, why, and how) to examine the subject matter of the sites. They are then required to present their findings to the rest of the class. Sites: “Street Art” (Warnes), “New Public Monuments” (DeGruyter), “The Art of Spray Paint” (Zimmer), and “American Graffiti” (Thompson)

2. Videos-Students will watch selected videos introducing the range and scope of “urban art” including:

“Amazing Urban Artists Around the World” (https://www.youtube.com/watch?v=GXHnprEZbnM)

“Immigration Mural” (https://www.youtube.com/watch?v=gdEGmWGWwfe)

“This Art is Absolutely Breath-Taking” (https://www.youtube.com/watch?v=S3NUEgfadgu)

“Painting the Town: Philly’s Artful Murals” (https://www.youtube.com/watch?v=PNdllmJZG6k)

Ariell Johnson Philadelphia (https://www.youtube.com/watch?v=6XhQmHx660M)

1. Review homework questions. (Cards)2. Students present Powerpoints created on Day 7 as

homework.3. Based upon the videos watched during Day 7,

students are to start to write a two-page reflection answering the question: “Is ‘Urban Art’ art or

a. Read pages 88-104 of “Thread”

b. Prepare questions on index cards.

a. Create a Powerpoint presentation of the research found during class activity #1. This will be presented in class on Day #8.

b. Read pages 104-134. c. Prepare questions on

index cards.

a. Complete the reflection started in class. This assignment must be completed and submitted via the

Day 9

Day 10

Day 11

Day 12

vandalism?”

1. Powerpoint (Lecture) “Graphic Novel Basics”“Consuming and Creating Art” (Appendix)

2. Students are to create a political cartoon, poster, music video, song, etc. demonstrating and understanding of the current social justice issues surrounding immigration. THIS IS A SERIOUS ENDEAVOR: The art will be displayed.This professor will supply some of the materials needed to produce the works- paper, pens, markers, paints, etc.

Introduce the “Paint” tool (MS PC’s), which is a basic, but very functional utility for creating art “art” on the computer.

1. Short Quiz on the Readings.2. Powerpoint reviews: Essay Structure, organizing, writing

thesis and introductory statements.3. Introduction of and discussion of essay prompt for the

unit. (See appendix for essay prompt)

Individual consultations on essay draft. In-class writing, collaborative peer reviews.

Presentation of Artwork

Blackboard Assignments page by the end of the day.

b. Read the next section of “Threads (pages 134-152)

a. Work on the “art”.b. Read pages 152-174

and create index cards with the usual questions or observations.

1. Prepare outline for essay. Begin writing draft.

Continue writing essay.

Final version of the essay due at the end of the day, via

Blackboard assignments page.

Appendix

Close and Critical Reading Activities (Source: www.tolerance.org)

Window or Mirror?

What?

This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology. Students will decide if the author, speaker, characters or content in a text reflect students’ lived experiences (mirror) or provide a window into the lived experiences of people whose identities differ from the students’.

When?

During and after reading

Why?

The world looks different depending on who and where you are, and students need practice understanding multiple points of view. The study of texts that reflect their own identities, experiences and motivations (mirrors) and also provide insight into the identities, experiences and motivations of others (windows) can move students toward more nuanced perceptions of the world around them.

With Students

1. Introduce students to the theory of windows and mirrors.2. Share the text. Read the author and title. Discuss the author and the background of the

text.

3. Have the students compare the identity groups to their own identity groups (e.g. race, ethnicity, gender, sexual orientation, immigration status, class, ability, religion, etc). What identities are shared? What identities are not shared?

4. Read and re-read the assigned pages if necessary.5. Assess students’ understanding of the assigned text. Require students to cite textual

evidence to demonstrate their understanding of the text’s central message.6. Use an informal poll to ascertain student positions (mirror or window) in response to

the passages. Write results on the chalkboard to show the results.7. Use the following questions to discuss poll results.

Why was this a mirror for you? Use text-based evidence to explain. Why was this a window for you? Use text-based evidence to explain.

8. Conclude by having students discuss how the text-based evidence relates to the text as a whole.

Save the Last Word for Me

What?

A comprehension strategy that builds speaking and listening skills through structured text-based discussion. Students record sentences from a text and then discuss their responses in small groups.

When?

During and after reading

Why?

Save the Last Word for Me builds active reading, speaking and listening skills. Giving students a task to complete while reading engages them with the text, and the structured format draws all students into the discussion. Students with stronger comprehension model their process for others, and all students benefit from hearing alternative viewpoints and different interpretations of the text.

How?

1. Select a central text for students (Threads, articles) to read independently.2. Provide each student with a set of index cards.3. Instruct students to read and choose sentences from the text that they think are

important. Students should choose quotes that pertain to: the text’s central idea, how individuals, ideas or events develop over the course of the text; the author’s style or

point of view; and important words and phrases that impact the meaning or tone of the piece. Regardless of the topic, the quote should illicit meaningful discussion.

4. Have students write their chosen quote on one side of an index card and their reason for choosing it on the other. When possible, their reasoning should reference the text and reflect consideration of its message.

5. Model this process with a passage from the text.6. Put students in small groups to share their cards. Have the first student begin by reading

one of their sentences to the group. One at a time, group members should briefly respond to the quote, referring to the text and its ideas when possible. Students should have the source (Threads) in front of them so they can easily point to specific passages to support their claims and ideas.

7. The presenting student gets the “last word” by turning their card over and explaining why they chose that part of the text.

8. Monitor the ongoing discussion as students read their selections, listen to their group’s responses and explain about their own reasons for choosing their selection. Repeat the process until all students have read through their cards.

Sample Save the Last Word for Me Card

Front Back

What I quoted from the text:

A wordA sentenceA phraseA short segment (2-4 sentences)A graphic illustration (picture)A comment about the impact of the art / colors

Why I chose this quote:

I agree/disagree with itI like/dislike itI’m confused, I have a questionIt’s a good example of______________.It helps me understandIt connects to my lifeIt connects to another textIt connects to our community or world.

Consuming and Creating Political Art

What?

Students examine the history of political art. They then create their own mural, political cartoons or posters, demonstrating an understanding of social justice (Threads – immigration) issues.

Why?

Analyzing art strengthens higher-order thinking skills and promotes visual literacy. Political art requires students to understand satire, idioms, puns, irony and dialogue.

How?

GET READY!

1. Search for examples of political cartoons, murals or posters that illustrate images and messages connected to immigration and social justice.

2. Determine whether students will works in groups or individually.

GET SET!

1. Introduce students to political art. Show a wide variety of examples connected to themes in the central text you have been studying (Threads).

2. Explicitly teach the vocabulary associated with political art such as “idiom,” satire,” “context clues,” “irony,” “caricature,”etc.

3. Provide students with information about supplies, work schedule and due dates. Clarify how you will assess student work.

GO!

1. Provide ample time for students to create and revise their artwork and for peer and instructor feedback.

2. Facilitate conversations between students and school leaders regarding permission and parameters for displaying art work. (Perhaps at a CBC event in the Fall ’19 or Spring ’20 semesters.)

3. Take photographs to memorialize and celebrate students’ work.

Reflection

Use quick writes, journal writing, or Talking Circles to facilitate student reflection. Some suggested reflection questions include:

What was your favorite piece of political art? What were its strengths? Why was it effective?

Discuss the effectiveness of using political art for social justice change? What did you learn from this experience? What about the process stands out for

you? How did the art created by the class relate back to the central text?

Thinking Notes

What?

Thinking notes are text annotations (highlights, underlines or symbols made on the text or in the margins) that document student thinking during reading. Depending on how you structure the task, these notes can indicate agreement, objection, confusion or other relevant reactions to the text.

When?

During reading.

Why?

Thinking notes help develop students’ meta-cognitive skills. Metacognition has been defined as self- knowledge of and control over one’s own thinking and learning activities. Students who monitor their thinking are more effective readers and learners.

Not only do thinking notes aid comprehension, they also illustrate that reading is a process with a purpose. Students must comprehend what they read before they can answer text-dependent questions and integrate textual evidence into their writing. Referring back to thinking notes also aids meta-cognition by prompting students to reflect on textual elements that challenged, troubled or stood out to them.

Thinking notes also offer clues about which parts of the text perplexed or resonated with your students. Take note of what students mark up and why; these observations can generate ideas for discussion and provide insight about supports students may need.

How?

Thinking notes can be used in a number of ways, incorporated into other strategies, and implemented during shared or independent reading. This approach always includes these steps:

1. Choose the central text (Threads). Since this graphic novel is full of rich color, sticky notes (Post-It’s) should be used.

2. Establish a system of symbols or cues before reading. Students should go beyond merely highlighting and underlining. Thinking notes are evidence that students have interacted with the text. For example, a question mark can mean, “This would make a good discussion question.” “MI” might stand for “main idea” and “TT” could mean “text-to-text connection.” Make calculated decisions about how many symbols to use based on the text itself, your purpose for reading and your student abilities.

3. Instruct students to make thinking notes during a second read of the text (in my classes, as they go through chapter by chapter.) This is the time when students begin to think about the text more deeply and can use these thinking notes in subsequent class discussions and writing assignments.

Key Terms, Ideas & Phrases from “Threads” (partial listing)

Pg.# Pg.#

Playing games and creating art in the camps: The human need to create

Living in shipping containers

Local authorities forbidding supplying necessary materials

The use of technology: The ubiquitous cell phones

Over-aggressive policing. Compare to the USA, Black Lives Matter, the Southern Border, “caging” refugees, separating families.

List things to hope for: What can you do to make positive change?

Migrants

Immigrant

Asylum seeker

refugee

33

59

120

96

138

170

Vocabulary: The naming of objects and cultural differences

Riot! Problems that can arise even with well-intentioned efforts.

Mug Shots: Invasion of privacy. Dehumanization issues. How does this relate to the USA’s efforts to require identification in the upcoming census?

Father and child escaping. Compare to father and daughter drowning in the Rio Grande river while trying to swim to the USA. (June 2019)

Walls: Compare walls being built in Calais to those at the US southern border.

39

88

129

156

Possible Student Research Topics

Idea “Threads” pg. #

Research a song that speaks of protest. “It’s like a jungle sometimes…”What is the significance of the song? How does it relate to what is depicted in “Threads?” What are the lyrics? Elicit student commentary.Check You Tube for video.

p. 40

Research 19th European powers and the advent of colonialism and its impact on the world.

p. 55

Research charity groups working in the immigration crisis.Ex. Medicins Sans Frontieres.

Investigate the $$$ aid being sent to “poor” countries and the relationship between poverty and mass exodus to “better” countries.

p.41

Calais historic lace industry. What is the symbolism of “the lace wall”? p.176

Research famous entertainers’ reactions to the immigration crisis.(film, clips, themes) e.g. George Clooney, Bono.

Research human smugglers. Investigate how they operate, the money they extort, and the brutality of their activities.Compare the crisis in Europe to the crisis at the US southern border.

Projects

Idea “Threads” p. #

Atrocities: Review the atrocities listed on pages 140-141.Type your reactions to the comments made on these pages. Tear your printed sheet into slivers.Create a collage by gluing your slivers onto heavy-stock drawing paper.Present this to the class and discuss your choices.

140

Hand tracings: Draw the outline of your hand onto sketch paper. In each “finger” write something you could do, with your hands, to assist in the immigration crisis. Listen to Ben Harper’s songs “With My Own Two Hands” and “Waiting on the World to Change” while completing the project. Discuss the significance of the must with the activity.

160-165

Bleeding Heart Liberals: Write an original poem, song lyrics or an a cappella song about “Bleeding Heart” liberals – whatever that means to you.

144

“A Monumental Moment” Assignment Instructions

“Life is defined by moments, especially the ones we never see coming”

–from, The Next Three Days

For this assignment you will think back to a moment in your life that has shaped your point of view concerning the current issues concerning immigration. This “monumental moment” can stem from any point of your life (childhood, teenage years, adulthood, etc., as it relates to your ideas of citizenship in the United States. How does the current issues of immigration impact you? What is your position on the debates about immigration? When did you decide on your position?

Once you have identified your moment, you will:o describe this moment in as much detail as you cano give the reader a good idea of when the moment took place, what exactly took

place, and your thought process through the experience of that momento most importantly, give the reader a clear understanding of why and how this

moment changed or “defined” you

Feel free to be as creative as you would like in your writing. You can write in a more traditional academic format, you can use dialogue, you can use a narrative style. You can even complete this assignment in the form of poetry or music/rap lyrics. This is a personal reflection, so there is no right or wrong way to do it.

Your assignment should be around 3-5 paragraphs/ 300-500 words in length. However, don’t get bogged down in a simple paragraph or word count. The clarity and fullness of your defining moment is most important.

Your assignment should be typed, double-spaced and in 12-point Times New Roman font. You will need to print a copy of your assignment to turn in to your instructor.

This assignment is worth 100 points. It will be assessed on the extent to which you follow the instructions.

Again, there is really no right or wrong way to share this “Monumental” moment. So, just relax, reflect, and let your ideas and creativity flow. This should be an enjoyable writing experience for you. Apply your critical thinking skills to express your take on this extremely serious and controversial topic.

With permission, a booklet of the reflections will be created. Audio recordings will also be produced for possible use on a pod-cast series.

Discussion Board Questions

Discussion Board #1

“If we give refuge to anyone that needs it, where are these never-ending resources, space, jobs, homes going to come from?” (“Threads”, p.174)

What are some of the “harsh realities” that may be overlooked concerning an influx of refugees?

List and discuss three specific examples outlined in “Threads” that shed light on this quote. What do you think could be done to alleviate the problems?

Discussion Board #2

Read the quote from Wise’s article and answer the following questions. Be thorough and concise in your responses. Refer to “Threads” and other materials covered in class to provide examples to support your point of view.

“Social inequalities are one of the most distressing aspects of unequal development. The unprecedented concentration of power and wealth in a few hands forces a growing segment of the world’s population to suffer poverty, exploitation, and exclusion (from schooling, healthcare, housing, leisure, and the like). Increasing disparities are also expressed in forceful racial, ethnic, and gender discrimination; reduced access to production and employment; a sharp decline in living and working conditions; and the progressive dismantling of social security systems.”

From “The Migration and Labor Question Today: Imperialism, Unequal Development, and Forced Migration” -Raul Delgado Wise

How does the distribution of wealth and the associated negative impact on poor communities relate to the current immigrant “crisis” seen around the world?

How does the growing world population challenge planetary resources and economic opportunities?

Discuss what needs to be done to reverse negative trends associated with social inequalities.

Respond to each Discussion board by writing 3-5 paragraphs. Revisit the discussion to comment of two other students’ posts. Your comments must be substantive -they must demonstrate a high degree of critical thinking and not just “I agree with you” types of comments. Your comments must be courteous and respectful!

Essay Prompt

Select one of the quotes listed below and use your critical thinking skills to analyze the point of the quote. Then use the evidence from at least three of the common readings to support or refute the quote’s point.

A. “There should not be a question of legal or illegal immigration. People came and immigrated to this country from the time of the Indians. No one's illegal. They should just be able to come.” (Linda Ronstadt)

B. “Besides taking jobs from American workers, illegal immigration creates huge economic burdens on our health care system, our education system, our criminal justice system, our environment, our infrastructure and our public safety.” (Jan C. Ting)

C. “I feel . . . when we see human beings and children dying to cross the ocean, trying to find safety, something more must be done to help them because refugees are just like me and you.” (Alex Wek)

D. “Abject poverty, political instability, torture, and other abuses push thousands across our border. There is not a deterrent imaginable that equals the conditions that force their migration.” (Greg Boyle)

Steps in writing a successful essay:

Brainstorm. (What is the point of the quote? How does the information in the common readings support or refute your points?)

Create an outline. Type a 3-5 page essay. As you type your essay, make sure to use your critical thinking

skills together with the information from Threads and at least two of the other common readings to support or refute the quote’s point.

You must present a Works Cited page. Self / Peer edit throughout the writing process. Students who visit the Writing Center

(with proof) will get two extra days to submit the essay.

Powerpoint Presentations

Powerpoint Presentation: The Reading-Writing Process

Powerpoint Presentation: Graphic Novel Basics

Basic Outlining 

An outline presents a picture of the main ideas and the subsidiary ideas of any subject. Some typical uses of outlining are: a class reading assignment, an essay, a term paper, a book review or a speech.  For any of these, an outline will show  a basic overview and important details.

Some professors will require an outline in sentence form, or require the main points to be in chronological order, or have other specific requirements. A student’s first responsibility, of course, is to follow the requirements of the particular assignment.  What follows illustrates only the basics of outlining. The library presents it as a quick reminder because students often ask about outlining, and the information is not easy to find quickly in various reference books.       

BASIC OUTLINE  FORM  

Below is a synopsis of the outline form. The main ideas take roman numerals. Sub-points under each main idea take capital letters and are indented. Sub-points under the capital letters, if any, take italic numbers and are further indented.

        I.  MAIN IDEA               A. Subsidiary idea or supporting idea to I               B. Subsidiary idea or supporting idea to I                   1. Subsidiary idea to B                   2. Subsidiary idea to B                       a) Subsidiary idea to 2                       b) Subsidiary idea to 2

        II.  MAIN IDEA               A. Subsidiary or supporting idea to II               B. Subsidiary idea to II               C. Subsidiary idea to II

        III.  MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas adequately describe the subject.  However, if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; if there is a 1, there has to be a 2, and so forth. 

OUTLINING  EXAMPLE

Suppose you are outlining a speech on AIDS, and these are some of the ideas you feel should be included: AZT, Transmittal, AIDS babies, Teenagers, Safe sex, Epidemic numbers, Research.    

To put these ideas into outline form, decide first on the main encompassing ideas.  These might

be: I. Transmittal, II. Societal Consequences, III. Research.

Next, decide where the rest of the important ideas fit in. Are they part of AIDS transmittal or AIDS societal consequences or AIDS research solutions?  The complete outline might look like this:

Major Aspects of Aids                 

       I. Transmittal of AIDS           A. Transfusions           B. Body fluids               1. Sexual               2. Non-sexual

      II.  Societal Consequences of AIDS             A. Epidemic disease pattern                1. Teenagers                2. Women                3. Homosexuals            B. AIDS babies            C. Increased homophobia            D. Overburdened health care

     III.  Research Solutions to AIDS            A. AZT            B. HIV virus            C. Other viruses

It is only possible to make an outline if you have familiarity with the subject. Not only in the initial outline, but during the course of the research, the writer may find it necessary to add, subtract or change the position of various ideas. This is acceptable as long as the logical relationship among ideas is preserved.

 

FURTHER READING

Campbell, W. G. (1954).  Form and style in thesis writing. Boston: Houghton Mifflin.

Ellis, B.  L. (1971).  How to write themes and terms papers. New York: Barron’s                   Educational.

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