Selecting and Organizing Information

At the end of the module, the student is expected to:

1. Distinguish between and among techniques in selecting and organizing
information:
a. Topic outline
b. Sentence outline

Outlining
One basic skill to learn in writing compositions is outlining. According to
Dagdag (2010), “outlining is a reading skill used in taking down notes from a
reading material.” It enhances your written work by arranging your gathered
information into a coherent order. A smooth transition between your words,
sentences and paragraphs will contribute to an effective writing output.
Moreover, outline also gives the basic overview of your whole written work.
This technique is used for you to keep in track of what you’re writing.
Through outlining, you can make your actual writing activity easier and
bearable to achieve, as the structured outline can guide you along.
The following are the three kinds of outline (Dagdag, 2010):
 Topic outline
The topic outline lists topics in words, phrases or fragments. It is
important to take note of the form of the heading as you need to
ensure that each are parallel with one another. For example, if the
primary topic is a noun, the rest of the topics must be nouns.
 Sentence outline
The sentence outline, from the term itself, is a type of outline wherein
each topic and subtopic are presented in complete sentences.
 Paragraph outline
A type of sentence outline in which instead of a specified main topic,
each heading and subtopic contains a brief summary of what the
content of that particular part will be.

Writing a Good Outline

Outlining is commonly done before any actual writing is done. This is a way
of sorting your ideas into what are the general ones and the specific. This will
let you know what topics need further proof, further explanation, and which
could be expanded.

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According to Tiongson (2016), some writers prefer to write their outlines in
the middle of their writing for them to record what they have already done
and where these ideas could go from the present point. All in all, the time in
which you write your outline depends on your style of writing. The most
important thing to note is how you could make use of your outline during the
course of your writing.
Tiongson (2016) gave the following suggestions in creating your own
outline:
 First, identify the purpose of your paper, your target audience, your
objectives, the perspective in which you will write the paper and the
tone of delivery.
 Always remember to create a thesis statement that will suggest what
your paper will contain.
 Filter your gathered information into what is needed, what is not,
what should be added and what should be removed.
 Group similar ideas together. Name the groups according to its
significance and contribution to the main topic. It’s also the time to
arrange them into general topics and specific topics.
 The main topics must be labeled using Roman Numerals. This will
serve as the first level of your outline. Take note of logical sequence in
arranging each.
 The second level comprises of the subtopics within each main topic.
Label them using uppercase/capital letters.
 The third level, on the other hand, may vary in content. These are the
supporting ideas to your subtopics. Ensure that they are indicated
right below the appropriate subtopic where it belongs and labeled
using Arabic numbers.
 Particular details that must be included as evidence to the supporting
ideas such as secondary information, graphs, quotes and others, must
be classified under the supporting ideas they belong with. This will be
the outline’s fourth level and labeled using lowercase letters.
 Unreliable or unsupported evidence must be removed from the
outline. If there is another solid evidence that may be proven credible,
it may be added, if necessary.
 Review all of the main ideas, subtopics, supporting ideas and how
they contribute to the formation of your paper and if would fulfill the
purpose of your paper. Check if the levels are parallel with each other
and coherently or logically arranged.
Writing an outline may vary for each writer but the following characteristics
are vital for your outline to be considered as good or viable for use (Dagdag,
2010):
o Logical subordination – The subtopic must be related to the main
topic but it should not exceed or be equal to the main topic in terms of
importance.
 o Parallel structure – Each level must be of the same grammatical
structure. For example, in topic outlines, if the first main topic is in the
noun phrase form, the subsequent main topics must be noun phrases,
as well. For sentence outlines, shifts in voice (from passive to active
and vice versa) or form (from statements to questions and vice versa)
must be avoided.
o Mechanics – Always make sure that you use proper capitalization and
punctuations. Remember that in constructing a topic outline, there is
no punctuation at the end of it.

Sample Outline
I. First Level – Main idea 1
A. Second Level – Subtopic 1
B. Second Level – Subtopic 2
1. Third Level – Supporting idea
a. Fourth level – particular details
II. First Level – Main Idea 2

Developing effective paragraphs

One of the most important elements in writing is the form or structure. It is
worth noting that without a solid structure in place, the content you have
gathered would fall apart. After constructing an outline and writing your first
draft, it is time to get on to paragraph writing.
A paragraph is a group of related sentences that leads to a single topic or
idea.
An effective paragraph is characterized by unity, coherence and emphasis
(Dagdag, 2010).

Unity
An effective paragraph shows the unity of the sentences used in developing
the main idea. A paragraph is made up of the topic sentence which contains
the main idea, the supporting details and the conclusion or the clinching
sentence at the end.

Parts of a paragraph
 Topic sentence – reveals the main or central idea of the paragraph. It
does not necessarily have to be placed at the beginning of the
paragraph. It may be found in the middle of the first and the last
sentence or at the end. If it is found at the end of the paragraph, it may
be used as a clinching or concluding sentence.

 Supporting details – gives the paragraph life as it elaborates on the

scope given by the topic sentence. The paragraph development or the
method in writing the supporting details of your paragraph will be
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 further discussed in the next few lessons.

 Clinching sentence – closes your paragraph. According to Dagdag

(2010), this “may be a restatement of the topic sentence, a summary,
or a conclusion based on the supporting details.” Connecting the topic
sentence and supporting details alone will not make a united
paragraph. These parts must also coincide with the closing sentence
which will determine the reader’s understanding of the paragraph.

Coherence
A well-written paragraph has continuity. The transition of one word to
another, and a sentence to another must make sense for the reader to follow
your thoughts. The ideas must stick together.
A sequential flow of ideas is needed to keep the reader’s interest. Ideas
mistakenly linked together will lead to confusion.
Coherence may be achieved through two methods: following a definite order
of ideas or through the use of structural devices. These are the following:
 Orderly Movement
A. Chronological Order – an orderly arrangement of ideas which is
according to what came first. This may be from past to present,
earliest to latest, and so on. This type of order is often used in
narratives, process description and historical accounts.
B. Space Order – is where ideas are arranged from the nearest to
farthest, inside to outside, left to right, and other orders relating to
space.
C. Logical Order – there are two types of logical order in which a
writer may use to expand his ideas, without using neither
chronology or space.
a. Deduction order – arranges the supporting details from the
general idea to the specific. (Topic sentence to supporting
details)
b. Induction order – on the other hand, starts from the specific
idea/s before expanding to the general one. (Supporting
details to the topic sentence)

 Structural Devices

Continuity of paragraphs may be achieved through the following

strategies:

o Clear use of a pronoun referring to a key noun in the first

sentence

The use of a pronoun must have a clear antecedent. The

pronouns used must clearly represent or refer to a subject.
Pronouns may be classified into three: personal (I, me, you,
 she, her, he, him), demonstrative (this, that, these, those) and
relative (who, whose, whom, which, that). (Dagdag, 2010)

How does clear referencing of pronouns help in ensuring

continuity and coherence in the paragraph? It lets the reader
follow the things, people, and events referred to in each
sentence.

o Repetition of key words

Repetition emphasizes the importance of the main idea. To
achieve coherence, the writer puts the idea and its synonyms
several times on his/her paragraphs. These words will
eventually form an interconnected web of related ideas.
o Use of transitional expressions or devices.

Considered as vital for essays and compositions, transitional

devices are used to relate one sentence to another, forming a
logical organization of thoughts.

SmartWord.org gave the following guide in using transitional

words and phrases:

 To express agreement, to add ideas and to express

similarity:

in the first place

not only ... but also
as a matter of fact
in like manner
in addition
coupled with
in the same fashion / way
first, second, third
in the light of
not to mention
to say nothing of
equally important
by the same token
again
to
and
also
then
equally
identically

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 uniquely
like
as
too
moreover
as well as
together with
of course
likewise
comparatively
correspondingly
similarly
furthermore
additionally

 To indicate opposition, limitation and contradiction

although this may be true

in contrast
different from
of course ..., but
on the other hand
on the contrary
at the same time
in spite of
even so / though
be that as it may
then again
above all
in reality
after all
but
(and) still
unlike
or
(and) yet
while
albeit
besides
as much as
even though
although
instead
whereas
despite
conversely
otherwise
 however
rather
nevertheless
nonetheless
regardless
notwithstanding

 To present or state cause, condition, or purpose

in the event that

granted (that)
as / so long as
on (the) condition (that)
for the purpose of
with this intention
with this in mind
in the hope that
to the end that
for fear that
in order to
seeing / being that
in view of
If
... then
unless
when
whenever
while
because of
as
since
while
lest
in case
provided that
given that
only / even if
so that
so as to
owing to
inasmuch as
due to

 To give examples, support, or emphasis

in other words
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to put it differently
for one thing
as an illustration
in this case
for this reason
to put it another way
that is to say
with attention to
by all means
important to realize
another key point
first thing to remember
most compelling evidence
must be remembered
point often overlooked
to point out
on the positive side
on the negative side
with this in mind
notably
including
like
to be sure
namely
chiefly
truly
indeed
certainly
surely
markedly
such as
especially
explicitly
specifically
expressly
surprisingly
frequently
significantly
particularly
in fact
in general
in particular
in detail
for example
for instance
to demonstrate
to emphasize
 to repeat
to clarify
to explain
to enumerate

 To display the effect, consequence or result

as a result
under those circumstances
in that case
for this reason
in effect
for
thus
because the
then
hence
consequently
therefore
thereupon
forthwith
accordingly
henceforth

 To state the conclusion, summary, or restatement

as can be seen
generally speaking
in the final analysis
all things considered
as shown above
in the long run
given these points
as has been noted
in a word
for the most part
after all
in fact
in summary
in conclusion
in short
in brief
in essence
to summarize
on balance
altogether
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 overall
ordinarily
usually
by and large
to sum up
on the whole
in any event
in either case
all in all
Obviously
Ultimately
Definitely

 To express time, chronology, sequence

at the present time

from time to time
sooner or later
at the same time
up to the present time
to begin with
in due time
as soon as
as long as
in the meantime
in a moment
without delay
in the first place
all of a sudden
at this instant
first, second
immediately
quickly
finally
after
later
last
until
till
since
then
before
hence
since
when
once
about
 next
now
formerly
suddenly
shortly
henceforth
whenever
eventually
meanwhile
further
during
in time
prior to
forthwith
straightaway
by the time
whenever
until now
now that
instantly
presently
occasionally

 To indicate space, location and place

in the middle
to the left/right
in front of
on this side
in the distance
here and there
in the foreground
in the background
in the center of
adjacent to
opposite to
here
there
next
where
from
over
near
above
below
down
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 up
under
further
beyond
nearby
wherever
around
between
before
alongside
amid
among
beneath
beside
behind
across

References:
Tiongson, M. A. et.al, (2016), Reading and Writing Skills. Rex Book Store, Inc.
Dagdag, L. et.al, (2010), Winning Strategies for Study, Thinking, and Writing
Skills
Introduction to Pre-Writing. Retrieved from:
https://owl.english.purdue.edu/owl/resource/673/01/
Resources for Writers: The Writing Process. Retrieved from:
http://cmsw.mit.edu/writing-and-communication-
center/resources/writers/writing-process/
Stages of the Writing Process. Retrieved from:
https://owl.english.purdue.edu/owl/resource/980/02/
Prewriting Strategies. Retrieved from: http://writing.ku.edu/prewriting-
strategies
Transition Words and Phrases. Retrieved from: http://www.smart-
words.org/linking-words/transition-words.html