by Elizabeth Willott A. Thesis Statement: The aim of this outline is to show you what can be achieved using an outline. My approach to show you this: Generate an outline that embodies outlining principles. • My idea is that by examining this outline on outlines, you will get a better idea of one form of outlining. This particular outline was made by me (Elizabeth Willott) in conjunction with a TA (Jennifer) who would be grading papers. It works equally well when writing with a collaborator or even for me to leave notes to myself when I am writing. Here's my outline/draft. • I intend to create an outline that a reader can follow and can thereby understand that the outline could serve as a base for writing a paper on outlining. This is not a formal outline style, but is a style useful for (a) keeping track of the structure of the paper, (b) the arguments in different parts of the paper, and (c) the strengths/weaknesses/queries I have about the structure and the arguments. • My tools include using different symbols to demarcate different levels of arguments (ABC, 123, bold, italics). I use normal style for the core of the outline; parenthetic statements for overall structure and links between the arguments; and parenthetic italics for direct queries to Jennifer about my concerns. B. Definition of Purpose of Outline: • purpose of outline is not to generate an outline like Encyclopedia Britannica • purpose of outline is to 1. show my arguments and WHY those arguments (in many places I put the 'why' answers in parentheses) 2. show my structure and WHY that structure 3. show connections between points Constraints and Freedoms: • you do not have to use formal outline structure • point form works as long as it contains complete ideas • structure of outline is flexible as long as it meets above goals C. Key Features of an Outline: An easy to follow outline will have at least three parts: (These include things I wanted to be sure to include.) 1. Thesis statement 2. Relevant definitions (this may not be needed in some outlines/papers) 3. Body (typically the body of your paper will be subdivided into further sections. Use subheadings to help organize the text. You probably don't want more than 4-5 paragraphs, at most, in each subheading category of your paper. You will want to represent in the outline each subheading used in the paper. Your final version of your paper may not need all those bolded subheadings in place, but they help keep you oriented if they are in place up to the final version) (Jennifer: I know I have to clean up my "I's" and "you's"--I just noticed right before posting this that I have been terribly inconsistent.) 4. Conclusion (sometimes summary?) 1. Thesis statement at the start: • what question is the paper addressing (see above "thesis statement") • what is your approach to addressing it (see above "My approach") 2. Any relevant definitions (see above "definition of purpose") (I put the thesis statement and definition first because this allows you to know my aims and how I'm getting there. So, I'm preparing you for the body of the paper. I chose to use full sentences and a more formal presentation style with bold to emphasize the structure.) 3. Body The body of an outline typically contains the following: • arguments (not just conclusions) and why those arguments (I have written these in normal text, usually) • links between argument points (i.e., what does the argument point DO) (I have written these in parentheses) • any concerns you have about structure or arguments (this is a draft, you will refine) (I have written these in italics and generally started them with "Jennifer") (Jennifer--will that work for you?) And • have it match your draft (so Jennifer can understand where you are going with your draft and be in a better position to give you suggestions) Arguments: What do I mean by an argument? I mean a "move" in a paper. (a) Sometimes an argument follows a formal structure. (My writing here is not using a formal structure but discusses an example which does.) • For example, when Dave discussed Singer's "Famine, Affluence and Morality" he listed Singer's arguments. • If we accept the premises, we are led to the conclusion. • Having the arguments listed allows us to look carefully at the premises and decide if they are true. • It also allows us to look at the argument form and see if the argument is valid. Here is an example of a formal argument: (1) All swans are white. (2) That bird is black. (3) That bird is not a swan. The argument form is valid; premise (1) is false. Writing arguments in such a way helps us see the premises and the argument form. (Jennifer, What I was trying to accomplish here was a reminder to look at premises and structure of arguments. Sometimes we argue AGAINST someone else's premises and/or structure and, if we can, we present our arguments in such a way that the reader can easily see OUR premises and/or structure. On the other hand, sometimes we argue our position by AGREEING with the arguments that someone else has raised. In that case, it is still a good idea to list premises and argument form, if possible. Sometimes, like in this paper, that is difficult. For instance, in this part of "generating an outline" outline, my goal is more to educate than to convince people with knock 'em dead arguments. I don't see how to use formal argument structure to enhance my goal--any suggestions?) (b) Sometimes we need to look at a move an author makes. The argument doesn't fit nicely into a numbered argument, but makes sense all the same. One example of such a move occurs in Schmidtz's paper: Are All Species Equal. Schmidtz is making Taylor's position as good as it possibly can be. To do that, he actually makes it stronger than Taylor has written by providing an example that meets an objection raised by another philosopher, French. In Schmidtz's "Are All Species Equal", he makes a move against Taylor by first strengthening Taylor's argument that has been challenged by French. • French charged Taylor with being hypocritical because in an encounter between humans and non-humans, humans could systematically prevail. (Schmidtz: Are All Species Equal, p.3) • French believes this indicates Taylor thinks, in some sense, that humans are superior. • Schmidtz challenges this by saying that when two soldiers clash, each can believe that it is morally fine that he/she survives AND that neither HAS TO believe that the other is morally inferior. Each can regard the other as an equal. So, Taylor could argue against French that I can regard a bear as my equal and yet still kill it in an encounter that threatens me. This part of the argument helps set Taylor's argument as solidly as possible so we know what Schmidtz is challenging. (By providing this example, I hope to convey what a move in an argument is. In this move, Schmidtz sets his opposition in the most favorable light. As a minor point--that might get missed--I also demonstrate how to make a citation ... Jennifer? Should I put that point elsewhere in the document so it wouldn't be so easily missed?) (What I have accomplished in the above example is to give you an example of an outline of part of an argument - Schmidtz vs Taylor - that operates on several different levels. I have the example of an example; I have a tip on strengthening your paper by strengthening your opponent's arguments if you need to; I have a technical point on making a citation clear in an outline or paper; and I have a query for Jennifer who can give me feedback if I chose to revise this draft. By using dots and parenthesis and italics, I can keep these levels demarcated in a way that is not generally used in essay-style writing but which is very beneficial in writing drafts and outlines. Jennifer can more easily follow what I'm doing if I use (), dots, italics.) links between argument points (i.e., what does the argument point DO) • I chose to put comments about the links in parentheses so Jennifer can easily see them as being separate from the main text. • Generally, these parenthetic comments are omitted in the final version of a paper. • However, it is generally helpful to you--and to Jennifer so she can give you feedback--if she has them in earlier drafts (or outlines). They help you and Jennifer see where the paper is heading and why. (I am using point form, though complete sentences, so I can see my arguments for this section. They aren't knock 'em dead arguments, they are more along the lines of advice: How to get a better paper.) (This seems very weakly written to me.) any concerns you have about structure or arguments (this is a draft, you will refine) I have written these in italics and generally started them with "Jennifer". Note my example above: (Jennifer--will that work for you?) Obviously, the content--and perhaps the form--of these will depend on what concerns you have and how you think Jennifer can help you address them. have it match your draft Jennifer can understand where you are going with your draft and be in a better position to give you suggestions. I think this is self-evident. If you're outline does not match draft. Draft and outline are harder to understand. • You want to have draft and outline complement each other so you can readily refine your paper. • You want to be able to see weak points and strengths. 4. Conclusion • There are some things you HAVE to include in a philosophy paper so people understand what you are doing and why. • The Thesis Statement and relevant Definitions are incredibly important. • The outline structure can be flexible. Use it to meet your needs for generating a better paper. • Perhaps most of all, and not discussed above, have some fun. • Treat this as an adventure to learn a different communication style. • Can you see your paper through Jennifer's eyes, looking at structure and argument form and content? (Well Jennifer, does this go anywhere you think it should?) And I also just noticed that sometimes I use (a), (b), (c) and sometimes I use '1.', '2.', '3.' and it would be better if I were more consistent in subsequent drafts of this outline and definitely in a paper. To link to the essay guides Last update July 14, 2001 schmidtz@u.arizona.edu willott@u.arizona.edu "http://research.biology.arizona.edu/mosquito/willott/323/hours.html" All contents copyright © 1998-2001. All rights reserved. |