Ayaon, Nihaya G.
Kinds of Outline
Cawasatig, Jaisah
LESSON 3: Creating reading and writing outlines
Defining an Outline
An outline is a summary that gives the essential features of a
text. It shows how the parts of a text are related to one another
as parts that are of equal importance or sections that are
subordinate to a main idea.
Why do we outline?
 It gives us overview of the topic and enables us to see
how various subtopics relate to one another.
 Recording the information in our own words, tests our
understanding of what we read.
 It is an effective way to record needed information from
reference books you do not own.
Types of outline according to structure
1. Topic outline. Uses words and phrases.
2. Sentence outline. Uses complete sentence.
1. Reading outline
2. Writing outline
Creating a reading outline
A reading outline is used to get the main ideas of a text that is
already written. It helps you understand the text’s structure more
critically because you will have to find the text’s thesis statement
and support. You will understand how the writer connects and
sequences the information in the reading.
Steps:
1. Read the entire text first. Skim afterward.
2. Locate the main idea or thesis of the whole essay.
3. Look for key phrases in each paragraph.
4. Locate the topic sentence of each paragraph.
5. Look at the topic sentences and group those with related
ideas together.
6. The contents of the reading are arranged according to
levels.
7. Evaluate the supporting details provided.
8. Go back to the text to check whether you have followed
its sequence closely and that you have not missed any
important information.
 The Spanish Legacy
By: Bonifacio Sibayan
Purpose: To inform
Audience: High school students aged 12-17 years old
Tone: Light and educational
Point of view: Third person point of view
Thesis statement: In the old times, the Spanish bore such
a great influence over Philippine languages and
Philippine life.
I. The Spanish used Philippine native languages to
Christianize the natives.
A. The friars discovered that it was easier to
preach the Good news in the natives’ own
languages.
B. It was easier for priests to learn the native
language and preach in it.
II. The Spanish mixed terms from their own
language with the Philippine native languages.
A. The Spanish retained certain key concepts in
their own language because these terms did
not have equivalents in the native languages.
They also did this so the natives could not
equate these terms with their pagan beliefs.
1. These concepts include: God, Holy
Trinity, Holy Ghost, Virgin Mary, the
Pope, grace, sin, cross, hell, Holy Church,
Sunday and the names of the Sacraments.
2. These words can be found in the first
book to be published in Tagalog, named
the Doctrina Christiana. This book was
published in 1593.
B. This was the beginning of the marriage of
Spanish and the Philippine languages that
came under the Spanish Christian influence.
C. This allowed “the common people” to start
learning Spanish not only in religion but also
at home and in everyday life.
III. The Spanish and a minority of Filipinos, also
used the Spanish language in the domains of
higher education, government and law.
A. Very few learned Spanish well.
1. The University of Santo Tomas only
conferred 2,169 degrees from1634 to 1865.
2. Toward the end of the Spanish regime, only
2.46% of an adult population of 4.65%
million spoke Spanish.
B. The few Filipinos who did learn Spanish
(referred to as ilustrados) were the same people
who exerted an enduring influence in the
domains of Philippine education, government
and law.
C. Spanish was an official language of the
Philippines up until 1986.