MAKING AN OUTLINE

Outlining is a tool we use in the writing process. It helps to organize our ideas, visualize our
paper’s potential structure, and to further flesh out and develop points. It allows the writer to
understand how he or she will connect information to support the thesis statement and the claims
of the paper.
Guidelines in Writing an Outline
1. Place the title at the center above the outline.
2. Every level of the outline must have at least two items (I and II, A and B, 1 and 2)
3. Put a period after each numeral and letter.
4. Indent each new level of the outline.
5. All items of one kind (roman numerals, capital letters, and Arabic numerals) should line
up with each other.)
6. Capitalize the first letter of each item.
7. The terms’ introduction, body, and conclusion do not have to be included in the outline.

Formats of Outlining:
1. Alphanumeric Outline
- this includes prefix at the beginning of each topic as a reference aid.
- The prefix is in the form of “Roman Numerals” for the top level, “uppercased letters”
in the alphabet for the next level, “Arabic Numerals” for the next level, and the
“lowercased letters for the next level.
- Each numeral or letter is followed by a period, and each item is capitalized.

I. _________________________
A.______________________
B.______________________
C.______________________

II. A.______________________
1.___________________
A.________________
B.________________
B.______________________
1.___________________
2.___________________
A.________________
B.________________
III._________________________
 A.______________________
B.______________________
C.______________________

2. Decimal Outline
- Is similar in format to the alphanumeric outline. The added benefit is a system of
decimal notation that clearly shows how every level of the outline relates to the larger
whole. It uses number as labels.
1. _______________________
1.1._________________
1.2._________________
1.3._________________

2. ________________________
2.1._____________________
2.1.1.________________
2.1.2.________________
2.1.3.________________
2.2.____________________

2.2.1._______________
2.2.2._______________
2.2.3._______________
3. __________________________
3.1._______________________
3.2._______________________
3.3. ______________________

 Kinds of Outline According to Structure

1. Topic Outline
- makes use of key words and phrases.
- A topic outline is divided into three levels – the headings, the subheadings and the
sub-subheadings.
- For the heading, look for the main ideas in the passage or text. Roman Numerals
(e.g. I, II, III) are used to identify the headings.
 - For the subheadings, you need to get the supporting ideas that further explain the
main ideas. Use Capital Letters (e.g. A, B, C…) to present the subheadings.
- For the sub-subheadings, they are the specific details or concrete examples of the
supporting ideas. Arabic Numerals (e.g. 1, 2, 3…) are used for sub-subheadings.
However, sub-subheadings are only given when necessary.
2. Sentence Outline
- uses complete sentences as its entries. It is also known as expanded outline.

Examples:
*Topic Outline
Thesis: Research shows that single-sex classes are better for girls and, therefore, should be
encouraged.
I. Background
A. Segregated education
B. Coeducation
C. Title IX
II. Gender Bias
A. Attention
1. Opportunity
2. Discipline
B. Favoritism
1. Encouragement
2. Expectation

III. Academic advantages

A. Grade improvement
1. Materials
2. Methods
B. Techniques
1. Math
2. Science
IV. Personal advantages
A. Distraction
B. Comfort
1. Environment
2. Students
C. Development
1. Self-confidence
2. Role models
*Sentence Outline
Thesis: Research shows that single-sex classes are better for girls and, therefore, should be
encouraged.
I. During the first 200 years in America, women were not allowed in schools.
A. Initially, education was only for men.
B. Throughout the nineteenth century, the number of coed schools increased.
C. In 1972, Congress passed Title IX, a law prohibiting sex discrimination in
educational institutions.

II. One significant advantage of single-sex classes is the elimination of gender bias that
often occurs in coed classes.
A. Teachers par more attention to boys.
1. Girls are not called on as often as boys in coed classes.
2. Many times, teachers tolerate disruptive behaviors in boys but discourage the
same behaviors in girls.
B. Favoritism is also an issue in coed classes.
1. Teachers “get a thrill from involving a boy who’s going to be disruptive.”
2. Teachers have higher expressions for boys than for girls.

III. Girls benefit from being free from the gender bias of coed classes.
A. They perform better academically.
1. Textbooks “show an inherent and often inadvertent bias against females in
textbooks.”
2. This bias also shows itself in teaching techniques.
B. Techniques that are disadvantageous to girls are more apparent in certain subject
areas.

Note: We use outlining to classify main topics, subtopics, and supporting details. And, this will
help you to group same ideas and organize them in a logical manner.