READING AND WRITING SKILLS

ACLC COLLEGE OF TACLOBAN

SHS DEPARTMENT

LECTURE NOTES

Lesson 3
Selecting and Organizing Information
Sub-Topics:
1. Writing a Good Outline
a. Topic Outline
b. Sentence Outline

Writing an Outline

For an essay question on a test or a brief oral presentation in class, all you may
need to prepare is a short, informal outline in which you jot down key ideas in the order
you will present them. This kind of outline reminds you to stay focused in a stressful
situation and to include all the good ideas that help you explain or prove your point.

For a longer assignment, like an essay or a research paper, many college

instructors require students to submit a formal outline before writing a major paper as
a way to be sure you are on the right track and are working in an organized manner. A
formal outline is a detailed guide that shows how all your supporting ideas relate to
each other. It helps you distinguish between ideas that are of equal importance and
ones that are of lesser importance. You build your paper based on the framework created
by the outline.

TIP

Instructors may also require you to submit an outline with your final draft to
check the direction of the assignment and the logic of your final draft. If you are
required to submit an outline with the final draft of a paper, remember to revise
the outline to reflect any changes you made while writing the paper.

Two Types of Formal Outlines

a. Topic Outline
A topic outline is the same as a sentence outline except you use words
or phrases instead of complete sentences. Words and phrases keep the outline
short and easier to comprehend.
Here is the topic outline that Mariah constructed for the essay she is
developing. Her purpose is to inform, and her audience is a general audience of
her fellow college students. Notice how Mariah begins with her thesis statement.
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
She then arranges her main points and supporting details in outline form using
short phrases in parallel grammatical structure.

Fig. 1. Example Topic Outline

 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
Writing an Effective Topic Outline

This checklist can help you write an effective topic outline for your assignment. It
will also help you discover where you may need to do additional reading or prewriting.

□ Do I have a controlling idea that guides the development of the entire piece of
writing?
□ Do I have three or more main points that I want to make in this piece of writing?
Does each main point connect to my controlling idea?
□ Is my outline in the best order—chronological order, spatial order, or order of
importance—for me to present my main points? Will this order help me get my
main point across?
□ Do I have supporting details that will help me inform, explain, or prove my main
points?
□ Do I need to add more support? If so, where?
□ Do I need to make any adjustments in my working thesis statement before I
consider it the final version?

b. Sentence Outline
A sentence outline is the same as a topic outline except you use complete
sentences instead of words or phrases. Complete sentences create clarity and can
advance you one step closer to a draft in the writing process.

Here is the sentence outline that Mariah constructed for the essay she is
developing.
READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
Fig. 1. Example Sentence Outline

TAKE NOTE

Remember that a topic outline lists words or

phrases. A sentence outline lists complete sentences
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

You format both types of formal outlines in the same way.

● Place your introduction and thesis statement at the beginning, under Roman
numeral I.
● Use roman numerals (II, III, IV, V, etc.) to identify main points that develop the
thesis statement.
● Use capital letters (A, B, C, D, etc.) to divide your main points into parts.
● Use Arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or
Cs into smaller parts.
● End with the final Roman numeral expressing your idea for your conclusion.

Here is what the skeleton of a traditional formal outline looks like. The indention
helps clarify how the ideas are related.

1. Introduction
2. Main point 1 → becomes the topic sentence of body paragraph 1
1. Supporting detail → becomes a support sentence of body paragraph 1
1. Subpoint
2. Subpoint
2. Supporting detail
1. Subpoint
2. Subpoint
3. Supporting detail
1. Subpoint
2. Subpoint
3. Main point 2 → becomes the topic sentence of body paragraph 2
1. Supporting detail
2. Supporting detail
3. Supporting detail
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
4. Main point 3 → becomes the topic sentence of body paragraph 3
1. Supporting detail
2. Supporting detail
3. Supporting detail
5. Conclusion
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.

References:

English Composition II: Rhetorical Methods–Based. Writing Success for Outlining.

Retrieved from:
https://courses.lumenlearning.com/englishcomp2kscopexmaster/chapter/writi
ng-for-success-outlining-pdf/

Oldham, D. n.d. ENG 102: From Topic Outline to Sentence Outline. Retrieved from:
https://app.shoreline.edu/doldham/102/HTML/Topic%20to%20Sentence.html#
:~:text=A%20topic%20outline%20arranges%20your,and%20shows%20how%20th
ey%20relate.
https://www.artlog.org/AH2RubricMus2.html
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

Lesson 4
Patterns of Paragraph Development
Sub-Topics:
1. Narration
a. Elements
i. Character
ii. Setting
iii. Plot
iv. Conflict
v. Point of View
b. Narrative Devices
i. Figures of Speech
ii. In Medias Res
iii. Flashback
iv. Foreshadowing
v. Suspense
vi. Irony

Narration

Narration, from the root word narrate, originated from the Latin word narrare—
which means related or told. It gives a written account of an event or story, or simply,
storytelling. The sequence of events is told in chronological order. It usually contains
the following: the who, what and when.
A narrative must have “vivid description of details, a consistent point of view and
verb tense, and a well-defined point or significance” (Tiongson, 2016). At the end of
writing it, it must send a clear message to its readers through the story.
This type of paragraph development requires the following elemets:
1. Character
A character is usually a person, but it can also be an animal, who acts
and portrays actions in the story.
Character Types:
a. Protagonist: The main character in the story. The protagonist is usually,
but not always, a “good guy.”
b. Antagonist: The force against the protagonist.
c. Flat: This is a minor character with one or maybe two sides to the
personality.
d. Round: These characters are believable and complex people with several
sides to their personality.
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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
e. Dynamic: Also known as a kinetic character, a dynamic character changes
in some important way because of plot events. For example: a cruel old
man might see the error of his ways and become generous and kind, or a
gentle girl becomes vicious and angry because her parents’ divorce.
f. Static: These characters are the opposite of dynamic characters. These
people don’t change through the course of a story. They have the same
personality throughout.
g. Character Foil: A character foil, or simply “foil”, occurs when two
characters balance each other in some way; they are almost like two halves
of a whole person. This is when a character is portrayed as opposite of
another character in a particular way.

2. Setting
The time and location in which a story takes place is called the setting.
For some stories the setting is very important, while for others it is not. There
are several aspects of a story's setting to consider when examining how setting
contributes to a story (some, or all, may be present in a story):
a. Place - geographical location. Where is the action of the story taking
place?
b. Time - When is the story taking place? (historical period, time of day,
year, etc.)
c. Weather conditions - Is it rainy, sunny, stormy, etc.?
d. Social conditions - What is the daily life of the characters like? Does the
story contain local color (writing that focuses on the speech, dress,
mannerisms, customs, etc. of a particular place)?
e. Mood or atmosphere - What feeling is created at the beginning of the
story? Is it bright and cheerful or dark and frightening?

3. Plot
The events of the story or the series of actions that make up the story are
referred to as the plot. Basically, the plot is what happens in the story.
Traditionally, it is divided into five parts:

1. Introduction: The reader meets the characters and discovers the setting.
2. Rising action: Builds up the story (the longest part) - a series of steps that
lead to the climax.
3. Climax: Here, the reader finds out what happens to the conflict, or how
the conflict might be resolved. This is also known as the highest point of
the plot.
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
4. Falling action: The plot begins to wrap up in this section of the story, which
is usually brief.
5. Denouement/Conclusion/Resolution: This part follows quickly after the
climax and provides the last pieces of information for the reader.
“Denouement” is French for “unknotting”; you may therefore think of
denouement as the “unknotting” or “untangling” of the plot. Other words for
denouement are conclusion or resolution (think about it as the resolution of the
climax).
5.1. Four Types of Conclusions:
a. Expository Happy: All loose ends are tied up and explained
and the ending is happy.
b. Expository Sad: All loose ends are tied up and explained and
the ending is sad.
c. Surprise or Twist: Something happens that the reader does
not expect at all.
d. Unresolved/Indeterminate/Cliffhanger: The reader is left
with questions and has to, in part, supply the ending him or
herself. Some loose ends are left to dangle.
5.2. Anti-Climax
A dull or disappointing ending to something after increasing
excitement.

Plot Diagram: Also known as Freytag’s Pyramid, the story diagram or plot
diagram, was invented in 1864 by Gustav Freytag to visually represent the five
plot parts and their relationship with one another. Modern stories may or may
not tidily fit Freytag’s Pyramid.
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
4. Conflict
It is the opposition of forces which ties one incident to another and makes the plot
move.
Two Types of Conflict
a. External – a struggle with a force outside one’s self.
b. Internal – a struggle within one’s self; a person must make some
decision, overcome pain, quiet their temper, resist an urge, etc.
Kinds of Conflict
a. Man vs. Man (physical) - The leading character struggles with
his physical strength against other men, forces of nature, or
animals.
b. Man vs. Circumstances (classical) - The leading character
struggles against fate, or the circumstances of life facing
him/her.
c. Man vs. Society (social) - The leading character struggles against
ideas, practices, or customs of other people.
d. Man vs. Himself/Herself (psychological) - The leading character
struggles with himself/herself; with his/her own soul, ideas of
right or wrong, physical limitations, choices, etc.
e. Man vs. Nature – The leading character struggles with forces of
nature like natural calamities.

5. Point of View
This refers to the perspective from which a story is told.
a. First Person
“I” is the central character and tells his/her own story.
b. Second Person
The story is told about “you”; for example, “You could see the anger
in her eyes.”
c. Third Person
1. Omniscient: Characters are referred to as “he” and “she”, and
the reader knows what is going on in their heads. All characters’
thoughts are made clear in the text.
2. Limited Omniscient: Characters are referred to as “he” and
“she”, and the reader knows what is going on in some of their
heads.

Narrative Devices

A. Figures of speech are often used as techniques in building a narrative

writer’s style. This often creates variety and uniqueness in a composition.
Some notable figures of speech used in narratives are the following:
✔ Simile - This is an indirect comparison using like or as.
Example: My love is like a red, red rose. – Robert Burns
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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

✔ Metaphor – This is a direct comparison of two objects.

Example: All the world’s a stage
And all the men and women are merely players.
- Seven Ages of Man (William Shakespeare)

✔ Synecdoche – This is an association of an important part with the whole it

represents.
Example: Do you like my new wheels?
Here, the “wheels” is a part of the whole (car). Instead of saying “Do
you like my new car?”, we only used a part of the whole to represent it.

✔ Personification – This refers to giving human attributes to something

inanimate.
Example: The sun is looking down on me.
✔ Oxymoron – This is when contradictory terms appear side by side and actually
makes sense
Example: I hate this deafening silence.

✔ Hyperbole – This refers to the use of exaggerated terms for the purpose of
emphasis or heightened effect.
Example: Since he has been away from home, he has gotten as thin as
a toothpick.

✔ Anaphora – This is when several phrases or verses begin with the same word
or words.
Example: Learning is everything. Learning is magical. Learning is life.

✔ Alliteration – This refers to the repetition of initial consonant sounds.

Example: Sarah’s seven siblings like to sing.

✔ Euphemism – This refers to the use of more polite and pleasant words.
Example: During the shooting incident, three passed away.
Here, instead of saying “three died”, “passed away” is a euphemism.

✔ Apostrophe – This is when a person not present is addressed.

Example: Oh, Romeo! My Romeo! Where art thou my Romeo?
- from Romeo and Juliet
Here, Juliet is talking to Romeo even though he is not there physically
present in the scene.

✔ Metonymy – This refers to the use of the name of one thing for that of
another of which it is an attribute or with which it is associated.
Example: The crown exerts that the lands be given to the poor.
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ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES

B. In medias res
Beginning in the middle of the action.
Example:
“I saw the punch coming but couldn't duck in time. I collapsed to
the floor, nose gushing red, clotted blood.”

C. Flashbacks
When a character thinks back to an event that occurred before the story
began. Sometimes flashbacks are written as separate “interrupter” sections
within a novel. Flashbacks are also used in short stories.

D. Foreshadowing
A hint of events to come. Also used extensively in both novels and short
stories.

E. Suspense
Anxiety or apprehension resulting from an uncertain, undecided, or
mysterious situation. Suspense is when the writer creates excited anticipation of
an approaching climax in the reader.

F. Irony
This refers to the differences between appearance and reality, expectation
and result, or meaning and intention.
a. Verbal irony – words are used to suggest the opposite of what is meant.
b. Dramatic irony – there is a contradiction between what a character
thinks and what the reader or audience knows to be true.
c. Situational irony – an event occurs that directly contradicts the
expectations of the characters, the reader, or the audience.

Example Paragraph:
When I was 11, my cousin and I discovered how much fun it was to play in the
mud. We would pretend to be making mud pies. Sometimes we would splatter each
other in a game of war. One day we imagined that we were pigs and flopped down on
our backs in a mud puddle. Then we had a contest to see who could make the most
convincing oink. My mother came home, caught us wallowing, and threw a fit. She said
that we had gotten our clothes filthy and we would have to wash them ourselves. And
then she made us do it, too!
 READING AND WRITING SKILLS
ACLC COLLEGE OF TACLOBAN
SHS DEPARTMENT

LECTURE NOTES
References:

Anker, S. (2001). Real Writing with readings Paragraphs and Essays for College,
Work, and Everyday Life. Boston-New York: Bedford/St. Martin’s

Dagdag, L., et.al. (2010). Winning Strategies for Study, Thinking and Writing
Skills. Mutya Publishing House, Inc.

Descriptive paragraphs. Retrieved from:

http://english120.pbworks.com/w/page/19006860/descriptive%20paragr
aphs

Mellissa Morris Kirszner, l., Mandell, S. (2003). Writing First. Boston, MA:
Bedford/St. Martin’s

Nordquist, R. (2016), 5 Model Descriptive Paragraphs. Retrieved from:

http://grammar.about.com/od/developingparagraphs/a/samdescpars.htm

Tiongson, M.T., et.al. (2016). Reading and Writing Skills.

What is a descriptive paragraph? Retrieved from:

https://www.reference.com/education/descriptive-paragraphe82f87c249f9f775

Winkler, A., Metherell. (2003). Writing Talk: Paragraphs and Short Essays with
Readings. New Jersey: Pearson Education, Inc.

https://www.sd43.bc.ca/school/heritagewoods/StaffInfo/departments/english
/_layouts/15/download.aspx?SourceUrl=/school/heritagewoods/StaffInfo/departmen
ts/english/Documents/English%2011/Short%20Story%20and%20Novel%20Terms%2
011.pdf

http://static.dpsk12.org/gems/montbello/TypesofPoems.pdf