The outline must be written in complete sentences. *There is a 300 word-minimum requirement for this assignment.
The outline must include: a central claim, three reasons, warrants, and paired evidence. The outline should also include at least one counterargument and one rebuttal.
ENG102_MH_V5 | Writing Assignment 4: Research Outline
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Assignment Prompt: Research Outline Assignment Prompt: Research Outline
Overview
The research outline serves as a stepping-stone between the planning and drafting phases of writing. This assignment gives you a chance to frame your future project, and put Toumlin’s method of argument into action, without having to make every element of the essay concrete. The research outline allows you to more proactively plan for a strong and solid essay, but also gives you the flexibility to change any elements that might require revision, before they are fully formed.
Expectations
By providing a blueprint for your future essay, the research outline helps you to:
Build an organizational strategy for your essay
Reinforce connections between the central claim, reasons, warrants, counter argument, and evidence
Determine what elements of the essay may require revision
Make structural, content, and organizational changes, in a manageable format
Requirements
Length/Development:
The outline must be written in complete sentences. *There is a 300 word-minimum requirement for this assignment. If the word-minimum is not met, your assignment may be returned with no grade and a resubmission will be required.
Organization:
The outline must include: a central claim, three reasons, warrants, and paired evidence. The outline should also include at least one counterargument and one rebuttal. Without all of these components included, your work may be returned with no grade and a resubmission will be required.
*You can add more categories, as you need them (but never less). For example, you may have 4 reasons, warrants, and supportive data for your claim, rather than the minimum of 3.
Component Content Conditions
Intro Main Claim/Thesis Statement
Top Tip: Use these three Strategies for Thesis Structure: Simple, Straightforward, and Strong.
Body
1. Reason 1
1.1 Warrant 1
1.1.1 Evidence
1.1.2 Counterargument & Rebuttal (optional)
Top Tip: Think about transitions and other stylistic elements, as you build each element.
(Only one counterargument and rebuttal is needed. Writers may choose where to place this.)
Body
2. Reason 2
2.1 Warrant 2
2.1.1. Evidence
2.1.2. Counterargument & Rebuttal (optional)
Top Tip: Consider the order you will use for these reasons/warrants. Are you going to start with your strongest point (reason 1), or end with it (reason 3)?
(Only one counterargument and rebuttal is needed. Writers may choose where to place this.)
Body
3. Reason 3
3.1 Warrant 3
3.1.1. Evidence
3.1.2 Counterargument & Rebuttal (Required)
Top Tip: Don’t forget to directly address the counterargument with a rebuttal. This is an essential element of argument writing.
(Only one counterargument and rebuttal is needed. Writers may choose where to place this. Note: The last "body" paragraph is a suggestion.)
Document Formatting: MLA formatting: Heading (name, assignment name, course name, date), original title, header (page numbers), line-spacing (single or double-spaced), 1” margins, and 12-point font size, Times New Roman or sans-serif font.
Genre/Style: Formal, numbered outline written using academic language. All ideas should be shared in complete sentences. See organization and example.
Sources: None formally needed for the purpose of documentation; however, you may want to note from “where” you found your evidence. See example.
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ENG102_MH_V5 | Writing Assignment 4: Research Outline
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Example: Color-Coded Research Outline Last Name 1
First Name Last Name
English Composition II
Research Outline
2 October 2021
Student Mental Health Essay Outline
Central Claim or Thesis: Elementary school students’ mental health was negatively affected by online schooling during the COVID-19
pandemic, and schools and parents must work together to make the mental health of these students a priority. (1)
Reason 1: Elementary school students’ mental health was negatively affected by online schooling during the COVID-19
pandemic due to these students being forced to learn in isolation in the home and subsequently missing out on the social
interaction that is so vital to positive mental health.(2)
1.1. Warrant 1: The social interaction in elementary school involves playing in the classroom and outside of the classroom,
such as at recess and in physical education. This play allows students to benefit mentally from positive interactions with
friends and from regular exercise.(3)
1.1.1. Evidence: According to the American Academy of Pediatrics, interacting in regular play with peers, typically
occurring at school, promotes positive mental health for school-age children. Children who engage in such peer play
are three times more resilient in the face of adversity than their peers who are homeschooled.(4)
Reason 2: Elementary school students’ mental health was also negatively affected by online schooling during the COVID-19
pandemic because these students weren’t able to get immediate support from their teacher.(2)
2.1. Warrant 2: Many elementary school students didn’t have a parent or caregiver with them throughout their online
school day to supplement the lack of live teacher support, leaving them feeling alone and unimportant.(3)
2.1.1. Evidence: Per the National Education Association, 8 out of 10 elementary age children did not have access to
a parent or caregiver to support them throughout their online school day. This lack of support often led to depression
in these children. (4)
Reason 3: Schools and parents must work together to make the mental health of these students a priority so they can learn how
to cope with hardships later in life and learn to reach out for help with their mental help in times of crisis.(2)
3.1. Warrant 3: Building such skills and knowledge for elementary school students, as well as an infrastructure for future
elementary school students, will lead to a lessening of the mental health crisis in the United States.(3)
3.1.1. Evidence: Swedish schools have an impressive track record with teaching mental health curriculum and
providing robust mental health services for their students. In turn, Swedish students report suffering from depression
and anxiety two times less than American students. (4)
3.1.2. Rebuttal & Counterargument: While on average public schools in the United States have less access
to funding than Swedish public schools for student mental health services, the difference in funding can be
made up by federal grants available thanks to COVID-relief packages.(5)
1. Central Claim or Thesis
2. Reasons
3. Warrants
4. Evidence
5. Rebuttal & Counterargument
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ENG102_MH_V5 | Writing Assignment 4: Research Outline
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Grading Guide: Research Outline ENG 102 Rubric: Research Outline
Grading Requirement: 300 words
Points
0-1
Points
2
Points
3
Thesis (Main Claim)
(10%)
Main point Reasons for arguing
The thesis is missing one or more of the three necessary elements: the main point, the reasons for arguing, and what the audience should see.
The thesis adequately expresses the main point, the reasons for arguing, and what the audience should see.
The thesis articulately expresses the main point, the reasons for arguing, and what the audience should see.
Reason, Warrant, Evidence 1
(20%) This section is missing one or more of the three necessary elements: the reason and/or warrant, and/or evidence.
This section adequately expresses the reason, warrant, evidence.
This section articulately and fully expresses the reason, warrant, and evidence.
Reason, Warrant, Evidence 2 (20%) This section is missing one or more of
the three necessary elements: the reason and/or warrant, and/or evidence.
This section adequately expresses the reason, warrant, evidence.
This section articulately and fully expresses the reason, warrant, and evidence.
Reason, Warrant, Evidence 3
(20%) This section is missing one or more of the three necessary elements: the reason and/or warrant, and/or evidence.
This section adequately expresses the reason, warrant, evidence.
This section articulately and fully expresses the reason, warrant, and evidence.
Counterargument and Rebuttal
(10%)
At least one counterargument and rebuttal is required.
At least one counterargument and/or rebuttal may or may not be present.
At least one counterargument and/or rebuttal may or may not be present.
At least one well-articulated counterargument and rebuttal logically supports the writer’s argument.
Language and Style (10%)
Word Choice and Vocabulary: Including stylistic considerations such as redundancy, repetition, awkwardness, audience awareness, and tone.
Overall, the writer’s use of language and style lacks development.
Overall, the writer’s use of language and style is proficient. Overall, the writer’s use of
language and style is excellent.
Mechanics, Grammar, Punctuation (5%)
Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors, typos/misspellings
Use Complete Sentences
The work is unpolished with 4 or more repetitive grammatical, mechanical, and/or punctuation errors.
The work is somewhat polished with 3 or less repetitive grammatical, mechanical, and/or punctuation errors.
The work appears polished with 2 or less repetitive grammatical, mechanical, and/or punctuation errors.
Attention to Directions/ Format (5%)
MLA formatting: Heading (name, assignment name, course name, date), original title, header (page numbers), line-spacing (single or double-spaced), 1”margins, and 12-point font size using Times New Roman or a sans-serif font.
Sources: None formally needed for the purpose of documentation; however, you may want to note from “where” you found your evidence.
Doesn’t meet formatting requirements, and as a result, the writing is difficult to read or unreadable.
Meets some formatting requirements: the lack of appropriate formatting may lead to a lack of readability or to a distraction while reading.
Meets all of the outline formatting requirements; formatting enhances the readability of the writing.
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ENG102_MH_V5 | Writing Assignment 4: Research Outline
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Assignment Guide: Research Outline
Assignment OverviewAssignment OverviewAssignment OverviewAssignment Overview What is an outline?
An outline presents a succinct way to organize your argument prior to actually drafting the essay. In many ways, an outline is as much an idea organizer as it is a way to fully process your argument as a whole. Outlining maps out all the details of your argument and points to areas where you may need to do a little more reading, or in other words, where gaps might exist. An outline is considered a working document; thus, as you craft it and then later as you draft the essay, the ideas or their order of presentation may evolve.
Is an outline a roadmap for drafting my Researched Argument?
Absolutely. In order for an argument to be convincing, all the evidence needs to be in place, but just as important is the order by which you share the evidence. An outline helps you to see all the pieces of your argument so that later, when you draft the argument essay, you will have all your ideas and evidence ready to go.
How can I effectively prepare to present my argument?
The method you choose to organize and present your ideas is very important. There are three notable argumentative models: the Toulmin Method, the Rogerian Method and the Classical Method. In brief, the Toulmin method is built on logic, the Rogerian method is built on compromise and compassion, and the Classical Method is built on a common understanding of facts. All methodologies are equally as effective when consideration is given to the rhetorical situation. The argumentative model that will be used for this course is the Toulmin model of argument.
What does the Toulmin method include?
The formula for the Toulmin method includes the following considerations (this has been slightly modified for this course):
Item Description
Main Claim
The main claim is the thesis of your argument–the overall stance your paper is taking. The claim is debatable, should be complex, and must be paired with ideas and evidence to support it. Essentially, it is both your main point and the reasons for arguing and what you hope your audience will see. The main claim addresses: what are you trying to demonstrate?
Reasons/Points
The reasons, in many ways, are the second part of your claim. Developing and clearly articulating the “reasons” for your position is key to developing your argument. As you can imagine a well-articulated claim + reasons will drive your argument.
Warrant (the Bridge)
A sentence or two that explains the reason. In other words, a general principle that explains why you think your evidence is relevant to your claim. The warrant addresses: why you think your evidence supports your claim.
Evidence
The evidence (data or grounds) is evidence you’ve collected to support your claim and reasons. The evidence addresses: what proof do you have?
* The development of your argumentative essay (later in the course) can be organized by reasons with each reason having a warrant and evidence.
Counterclaim
This is where you illustrate that you’re familiar with what the opposition claims. (Be sure to explore each counterpoint, gathering source information to fully understand why people hold that position and to more fully evaluate the counterargument.)
Rebuttal
While you will always consider the opposition’s point of view, do not hesitate to reiterate the points that support your claim. The rebuttal functions as a reiteration of your evidence in support of your claim. Be sure to always make a clear connection between the rebuttal, your claim and the evidence that points in your direction.
*Counterclaims and rebuttals can appear anywhere in the essay you will develop later in the course.
(Example Source: The Writing Center at CSU)
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