outline

whatisanoutlineofawriting?Anoutlineisageneralplanofwhatyouaregoingtowrite.Youcancomparemakinganoutlinetodrawingplanstobuildahouse.Beforeonebeginstobuildahouse,itisbesttodrawupplanstomakesurethatahouseisbuiltinthewayyouwant.Soanoutlinefunctionsasamaporacoordinateforyourlaterwriting.Itgivesthewriterdefinitedirectionstokeepthewriteronthescheduledwaystofinishthepaperwritingandavoiddeviating.However,itdoesn’tmeananoutlinecan’tbechanged.Actually,withresearchgoingon,researchersmayoftenhavenewideasandthentheyneedtomodifytheiroutline.Formation,Justificationandoptimizationofmacro-structureBeforeyoustartdevelopingthedraft,thebestistooptimizeandrefineyourmacro-structureoroutline.Ithelpsalotinpavingthewayforyoureasyandsounddraftwriting.Infact,theoutlineisbeingmodifiedalloverthewholecourseuntilthepaperisfinallysubmitted.Forthat,youcanaskthefollowingquestionsabouttheoutline.somequestionstobeconsideredDoestheoutlineincludethecommonnecessarycomponents:introduction,mainbodyandconclusion?2.Dothegivenpartsreasonablyandsufficientlysupportthethesisindifferentlevels?3.Aretheresomegapsorflawsofconcernorsomeotherimportantpointsnotcoveredintheoutline?4.Arethegivenpartsofthesameleveloverlappingorcontradictoryintheirfunctionandtasks?Ordotheyhavetheirobviouslydifferentbutrelatedemphases?5.Dothesubtitlesandtheirseniortitlehaveclearlogicalrelations?6.Arethesubtitlesofasamelevelarrangedinareasonablelogicalorder?7.Doestheoutlinereflectthefocusandemphasisofthestudyregardingtotheproportionandelaborationofdifferentparts?•ResearchpaperOutline•Introduction(significance,background,question/issue,lituraturereview)•Part1-subtitle:_____________•1.supportingpoint•2.supportingpoint•III.Part2-Sentensubtitle:____________•1.supportingpoint1.…2.…•2.supportingpoint•IV.part3-Subtitle:____________•1.supportingpoint•2.supportingpoint…•V.ConclusionSampleoutline:ApplicationofTask-basedLearningtoEnglishTeaching•1Introduction•2TheDevelopmentoftheTask-BasedLearning•2.1TheHistoryoftheTBL•2.2TheComparisonbetweenTBLandthePPPApproach•3ThePracticalImplementationofTBL•3.1ThreeStagesofTBL•3.1.1Pre-task-IntroductiontotheTopicandTask•3.1.2Taskcycle-DoingtheTask,PlanningandaReport•3.1.3LanguageFocus-AnalysisandPractice•3.2FourPrinciplesoftheTasksDesign•3.2.1TheAuthenticPrincipleofLanguageandSituation•3.2.2TheCombinationPrincipleofFormandFunction•3.2.3TheStepbyStepPrinciple•3.2.4TheLearningbyDoingThingsPrinciple•3.3ConcreteTypesofTBL•3.3.1PredictionTasks•3.3.2MemoryChallengeTasks•3.3.3RestorationTasks•3.3.4ComparisonTasks•3.3.5Jumbles（杂乱）•3.3.6Jigsaw（交错）•4Conclusion