Outline

Reading comprehension depends on how students approach texts. Too often students are not told or forget why they have to read what is assigned to them. This can lead to a lot of frustration. After all, reading critically is very different from reading for facts. Analyzing descriptions is also very different from analyzing analysis. Sociological texts, like Marx’s Economic and Philosophical Manuscripts of 1844, Weber’s Economic & Society (1978), Durkheim’s Rules of the Sociological Method (1982) and Goffman’s Behavior in Public Places (1963), cannot be read like a newspaper. This guide aims to assist undergraduates seeking a critical education in learning how to tackle reading the kind of writing that is dense as a necessity of the arguments themselves. Rather than seeking to reduce it to “plain language”, students can break in down into its orders and classes of abstraction such that the arguments reveal themselves. Instead of emphasizing the instrumental task of coursework, as in the idea of higher education as “knowledge factories”, through briefing, this pedagogy offers a means of showing students how to read for understanding and patience. This prepares students for class discussions where instructors can have students compare their points of confusion, interpretations, and contrast the outlines the students produce. Sample briefs are provided to illustrate the differences formatting makes in sharing understanding with others. By showing students these samples, it is hoped that students will understand that expectations are set high not because instructors are trying to be difficult or “hard graders”, but because of the obligation to assist students in learning to think for themselves. This concludes with a grading analysis of the sample briefs to give students insight into the challenges of evaluation faculty face when grading.

Utilize this exercise as an ICA (in class activity) to assist students with the beginning stages of research development, outlining, and informative/persuasive topic development.

Students conduct a brief 15 minute Google search on a topic of their choice and utilize the activity sheet to record search results. Students will discuss the brief search results with the instructor and fellow peers for feedback.

Students keep this introductory research activity as a guide to assist them with research activities in academic databases.

Presentation Outline
*  About PAEPI  (VMGO and Membership)
* PAEPI Biennial Conventions (2008, 2010, 2012 and 2014)
*  PAEPI  PARTICIPATION ON RENEWABLE ENERGY and Partnership with TREEDC for Environmental / Health Development area
* Other PAEPI GLOBAL PARTNERSHIP ( USA, Australia, Korea, Indonesia)  for academic /research development
* Concluding Remarks

Bu infografikte Essay Sepeti'nin uzman yazarları outline nasil yazilir ve outline örnekleri nelerdir onları anlattı. Siz de bu outline örneğindeki basamakları uygulayarak kolayca outline yazabilirsiniz. https://essaysepeti.com/outline-nasil-yazilir/

The purpose of this study was to develop a curriculum to teach visual concept mapping and improve student attitudes on writing and the quality of their examination essays. We used visual word and image connections to improve the working memory and language aptitude students and gathered a small amount of data. The study took place during the summer module of an English preparatory program and was voluntary. We developed the workshop and the methodology for students who were continuing the English preparatory program into summer school. We gave surveys and personal interviews to students and workshop instructors after the workshops to ascertain students' attitude and knowledge of the material as well as the effectiveness of the program. Research partners took notes and recordings of the workshops. End of course writing exams were referenced for quantitative data but was limited due to the workshops being voluntary. The workshops were peripheral to the course module and aimed to be as casual and accommodating to student’s heavy workload as possible while targeting specific tasks that they were responsible for in the course and final examination. Further research is needed but the limited data suggests a correlation between student’s inclusion of mind mapping techniques and their ability to complete the demands of the final exam writing rubric.
Key words: Mind maps, L2 writing, metacognitive, outlines.
Fikirleri kollara ayırmak: Kavram haritalarının hafıza ve L2 üzerindeki etkisi
Öz
Bu çalışmanın amacı, görsel kavram haritalamayı öğretmek ve öğrencilerin yazma konusundaki tutumlarını ve sınav yazmalarının kalitesini geliştirmek için bir müfredat geliştirmektir. Öğrencilerin çalışma belleği ve dil becerilerini geliştirmek ve az miktarda veri toplamak için görsel kelime ve görüntü bağlantıları kullandık. Çalışma, bir İngilizce hazırlık programının yaz modülü sırasında gerçekleşti ve gönüllü oldu. İngilizce hazırlık eğitimi programına devam eden öğrenciler için yaz okuluna atölye ve metodoloji geliştirdik. Öğrencilerin materyallerin tutum ve bilgilerini ve programın etkinliğini tespit etmek için atölye çalışmalarından sonra öğrenciler ve atölye eğitmenleri ile anketler ve kişisel görüşmeler yaptık. Araştırma ortakları, çalıştayların notlarını ve kayıtlarını aldı. Kurs sonu sınavları, nicel veriler için referans alınmış, ancak çalıştaylar gönüllü olmuştur. Çalıştaylar, ders modülüne çevre birimleriydi ve öğrencilerin ders yükünden ve final sınavından sorumlu oldukları belirli görevleri hedeflerken, mümkün olduğunca öğrencinin ağır iş yüküne rahat ve yardımsever                                                             
olmayı hedefliyordu. Daha fazla araştırmaya ihtiyaç vardır, ancak sınırlı veriler, öğrencinin zihin haritalama tekniklerini içermesi ve final sınavı yazma sınavının taleplerini tamamlama yetenekleri arasında bir ilişki olduğunu göstermektedir.
Anahtar kelimeler: Zihin haritaları, L2 yazma, metabilişsel, ana hatlar.

Photographic essay on the theme of 'outline', in Anchor, edited by Joe Graham, published by Marmalade Publishers of Visual Theory, London 2105.

Anchor book description:

ANCHOR. Edited by Joe Graham. Fourteen responses to the question: What is an outline?  As a form of practice-led research formed across drawing, print, photography and text, ANCHOR questions the idea that the phenomenon of outline can be defined in the traditional sense.  Instead, ANCHOR poses an alternative mode of reply: anchoring it according to the manner in which the phenomenon of outline 'appears'. Rather than present a singular answer that defines a narrow understanding, ANCHOR seeks to outline a wider interpretation across a range of contributions. With contributions from: Andrew Hewish, Chantal Faust, Claude Heath, Deborah Harty, Gemma Anderson, Gordon Shrigley, Kelly Chorpening, Paul McDevitt, Phil Sawdon, Steven Dickie, Thomas Falstad, Tom Morton and Virginia Verran.

This study aimed to determine the effect of Outlining and Five W’s and H strategies in the writing
proficiency of grade 11 Students. This study utilized two-group pretest posttest experimental research
design which identifies whether using the outlining and five W’s and H strategies has an effect in the writing
proficiency of senior high school students. The weighted mean and standard deviation used to assess the
pre and post writing proficiency of the respondents. T-test was used to determine if there is a significant
difference between the Writing strategies and the student’s writing proficiency. After the analysis, the study
found out that outlining and five W’s and H strategies was assessed to be effective in the writing proficiency
of the respondents in terms to conventions, syntax and vocabulary. And also, the study found out that these
strategies has something to do with the writing proficiency of the respondents. In terms of the pretest and
posttest of the students in using the strategies it can be inferred that the Writing Strategies has effectively
contributed to the Writing Proficiency of the students based on the result of their tests performances. Based
on the findings, it was concluded that using writing strategies is effective in enhancing the respondent’s
writing proficiency. There is a significant relationship between the pretest and posttest performances of
the respondents in their writing proficiency before and after using the outlining and Five W’s and H
strategies. There is a significant relationship between the posttest performances of the respondents in their
writing proficiency in the experimental group 1 and 2 before and after using the Outlining and Five W’s and
H strategies.

Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. Dengan kata lain, pembelajaran adalah proses untuk membantu peserta didik agar dapat belajar dengan baik. Bolabsket adalah salah satu olahraga permainan yang diajarkan di kelas XI Sekolah menengah atas/Madrasah Aliyah. Komponen penting di dalam pembelajaran bolabasket dipengaruhi oleh seorang guru. Perlu dipersiapkan dan diperlengkapi lebih baik dalam pemberian materi sehingga pada akhirnya dapat berperan besar terutama dalam proses pembelajaran yang akan berdampak langsung pada pencapaian prestasi bolabasket. Kurikulum 2013 terdapat kompetensi inti (KI) dan kompetensi dasar (KD) sebagai dasar dari proses pembelajran. Isi dari KI dan KD Pendidikan Jasmani Olahraga dan kesehatan yang terdapat di SMA kelas XI meliputi: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. Kompetensi inti di atas diturunkan menjadi beberapa kompentensi dasar dan disesuikan berdasarkan materi ajar, salah satunya: Mengkategorikan dan menyusun pola gerak keterampilan beserta peraturannya salah satu permainan bola besar. Media pembelajaran adalah dapat memperjelas penyajian pesan dan informasi sehingga dapat memperlancar dan meningkatkan proses dan hasil belajar (Suherman, 2009: 69). Media pembelajaran dapat meningkatkan dan