1 Created in 2015 IN-TEXT CITATION GUIDE What .docx

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IN-TEXT CITATION GUIDE
What are in-text citations?
An in-text citation is a citation within your writing to show
where you found your information, facts, quotes,
and research. APA in-text citation style uses the author's last
name and the year of publication, for
example: (Field, 2005). For direct quotations, include the page
number as well, for example: (Field, 2005,
p. 14). For sources such as websites and e-books that have no
page numbers, use a paragraph number
instead, for example: (Fields, 2015, para.3).
In-text citations follow any sentence in your writing that
contains a direct quote, or paraphrased or
summarized information from an outside source.
Each in-text citation in your writing must also have a
corresponding entry in your References list. There

are two exceptions to this rule: personal communications, like
interviews, emails, or classroom discussion
posts, and classic religious texts, like the Bible or the Koran.
These types of sources should be cited by
in-text citations only.
Always include in-text citations for:
All in-text citations require the same basic information:
Basic Examples of In-Text Citations
For a quote: “The systematic development of literacy and
schooling meant a new division in
society, between the educated and the uneducated” (Cook-
Gumperz, 1986, p. 27).
For paraphrased material: Some educational theorists suggest
that schooling and a focus on

teaching literacy divided society into educated and uneducated
classes (Cook-Gumperz, 1986).
For summarized material: Schooling and literacy contributed to
educational divisions in society
(Cook-Gumperz, 1986).
NOTE: If you mention the author and the year in your writing to
introduce the quote or paraphrased
material, then you need only include the page or paragraph
number in the in-text citation.
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For example:
According to Jenny Cook-Gumperz (1986), “The systematic
development of literacy and
schooling meant a new division in society, between the educated
and the uneducated” (p. 27).
Additional In-Text Citation Models
For online sources:

For a web page: The USDA is “taking steps to help farmers,
ranchers, and small businesses
wrestling with persistent drought” (United States Department of
Agriculture, 2015, “USDA Drought
Programs and Assistance,” para. 1).
Format: (Website Author, Year, “Web Page Title,” paragraph
number).
For an online article: The F.B.I. “warned the families not to talk
publicly” about the hostages
(Wright, 2015, para. 2).
Format: (Author’s Last Name, Year, paragraph number).
For an email communication: According to Dr. Edwards, “The
coming El Niño won’t do much to
alleviate California’s current drought” (personal
communication, April 26, 2015).
NOTE: Because most online sources do not contain page
numbers, use the paragraph number. While
many online sources may include numbers beside the
paragraphs, others may not, and you might have to
count them yourself. In the case of an extremely long article or
an online book, you may include the
section/chapter number and title and then the paragraph number,
like this:

(Smith, 2012, Chapter #, “Section Title,” para. 12).
Citing from a Secondary Source
Sometimes the quote you want to use is quoted by someone else
in another source, like your textbook.
You can still use that quote inside the textbook – this is called
citing from a secondary source. In this
case, the secondary source is your textbook and its author; the
primary source is the quote and its author.
So, in your writing, introduce the original author and the year
of publication, and then in the in-text citation
you’ll include the secondary source information. For instance,
you might want to include a quote by Sarah
Vowell that is cited in your textbook by Ryan Smith. You would
write this:
According to Sarah Vowell (2008), “The only thing more
dangerous than an idea is a belief” (as quoted in
Smith, 2012, Section #, “Section Title,” para. #).
NOTE: When citing from a secondary source, only the
secondary source information appears in the
references list. The primary source author and original date of
publication only appears in your writing.

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Moving the Citation Information Around
In-text citations contain three pieces of information: author,
publication date, and page/paragraph
location. However, if in your writing you place this information
elsewhere, like in the introductory phrase
before the quote, you do not need to repeat it in the citation.
Use the citation to “catch” anything you
haven’t already included.
Here are three examples where the citation information is
placed in different locations around the quote:
“The systematic development of literacy and schooling meant a
new division in society, between
the educated and the uneducated” (Cook-Gumperz, 1986, p. 27).
According to Jenny Cook-Gumperz (1986), “The systematic
development of literacy and
schooling meant a new division in society, between the educated
and the uneducated” (p. 27).

According to Cook-Gumperz, “The systematic development of
literacy and schooling meant a
new division in society, between the educated and the
uneducated” (1986, p. 27).
NOTE: Parentheses that contain citation information come after
the closing quote mark but before the
punctuation ending the entire sentence. Block quotes are the
exception, where the parenthetical citation
comes after the period at the end of the quote.
For a comprehensive overview of crediting sources, consult
Chapter 6 of the Publication Manual of the
American Psychological Association.
http://www.apastyle.org/
In Week Three, you wrote a personal essay draft in which you
described a person, place, or object that has special meaning in
your life or a particular moment or occurrence in your life that
had special meaning to you.
This week, you will complete this draft and turn in your final
Personal Essay. Please be sure to read and review the “Example
Personal Essay” document before beginning your final draft for
more guidance on writing a descriptive essay.Be sure to utilize
one of the writing patterns described in Chapter 6. The Personal
Essay must be at least 1000 words (excluding the title page).
Review the Example Personal Essay.
Your essay must include
· A clear thesis statement in the introductory paragraph.
· Specific details about the person, place, object, or event so

that readers can visualize the subject and/or feel present in the
story (i.e., your essay should be specific and appeal to the five
senses).
· A concluding paragraph.
As you are writing this essay, please pay attention to the areas
that you struggled with in the “Grammar Assessment” quiz and
“Practice Essay” assignment. Please also incorporate your
instructor’s feedback on your journal assignments, your Week
Three draft, and other activities completed throughout this
course.
When submitting your Personal Essay, make sure to
· Proofread your work for errors in grammar, mechanics, and
style.
· Check that the essay is at least 1000 words.
· Use the “APA Template” handout provided to format your
essay.
· Include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Begin the essay with an introductory paragraph that has a
succinct thesis statement.
· Address the topic of the paper with critical thought.
· End with a conclusion that reaffirms your thesis.
· Format the essay according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)Links to an
external site..
· Save the document as a Microsoft Word or compatible .doc or
.docx file.
· Use a naming convention that includes your last name, week
number, and the assignment number (e.g., smith_w5_a1.doc).

By writing an outline you really are writing in a way,
because you’re creating the structure of what you’re going to
do.
Once I really know what I’m going to write,
I don’t find the actual writing takes all that long.
—Tom Wolfe
Learning Objectives
After reading this chapter, you
should be able to:
1. Identify topics that have intellectual
merit, as opposed to those that are
flippant, frivolous, or alienating.
2. Demonstrate the ability to narrow a
topic.
3. Select the best method for you for
generating ideas, such as journaling,
free writing, or brainstorming.
4. Experiment with different methods
for organizing ideas, such as chrono-
logically or logically.
5. Demonstrate your ability to create an
outline and a reverse outline.
4Selecting a Topic and Prewriting

©Anna Gorin/Flickr/Getty Images
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CHAPTER 4Section 4.1 Selecting a Subject
This chapter concentrates on selecting and focusing a topic for a
college paper and begin-
ning the prewriting process. If you have ever written an outline,
you have already done
some prewriting. The skills you will learn in this chapter can be
applied to personal,
expository, persuasive, and research papers, but they are also
portable—that is to say,
these strategies can help you outside of the classroom
experience. Writing is itself a por-
table skill that will assist you in becoming a better critical
thinker, organizer of ideas,
and articulator of thoughts and arguments. Effectively selecting
a topic and efficiently
prewriting are organizational tools that will aid you in
synthesizing any information on
any subject.
4.1 Selecting a Subject
The first task when beginning a college writing assignment is
determining a subject, or the general area of interest from
which you will select the topic of your paper. Your assignment
may provide you with the subject you must write about, or
you may be asked to select your own. If you are asked to choose
your own subject, it is
important to choose one that is appropriate for the assignment

and to properly narrow
the parameters of your topic, which the following sections will
discuss. In either case,
remember to use the active reading skills you learned in Chapter
2 to identify key words
and phrases and action verbs, and to make certain you clearly
understand the purpose
and requirements of the assignment.
Understand the Assignment
The subject that you choose to write about should be
appropriate for you, the writer. If
you have a choice of subject, choose one that interests or
excites you. If you are interested
in the subject, it will be easier to make it interesting to your
readers. It is also fine to choose
something you know little about but have always wanted to
explore. However, be aware
that such a subject will require that you spend additional time
researching and referencing
sources.
Once you have generated a list of possibilities for your paper,
think about which would
be most appropriate for the assignment, appeal to you the most,
appeal to your audience,
and give you the greatest number of possible ideas. One of these
subjects will probably be
your best choice. For a subject or topic to be considered
appropriate, it must fit the pur-
pose of the assignment, the audience, and the writer (you).
First, look at the assignment
itself and determine the type of writing required. Highlight and
underline key words
in the assignment to help you understand its focus. Are you
being asked to a give per-

sonal opinion, explain a task or a process, persuade your readers
of something, or argue a
point of view? Recall that there are four main types of writing
assignments: (1) personal,
(2) exposition, (3) persuasion and argument, and (4) research.
Each of these assignments
requires a different type of topic and a specific pattern of
writing, as discussed in Chapter
3. Always look for the page length requirements for any
assignment. There is usually a
page minimum that is necessary to reach in order to fully
answer the prompt’s question.
Some instructors may also ask that you do not exceed a certain
number of pages, so make
sure to ask your instructor what his or her specific policy is.
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CHAPTER 4Section 4.1 Selecting a Subject
Consider the Audience
In addition to being appropriate for the assignment type, your
subject must also be appro-
priate for your academic audience. Academic writing should be
serious and have intel-
lectual merit. Remember that your college assignments are
designed to increase your
knowledge of serious subjects. Do not be flippant or select silly
or frivolous topics. For
most assignments, the intended audience consists of your
instructor and those in your
class, so your tone, or the voice you create, needs to be
appropriate for a knowledgeable
audience. This means that you write with the assumption that

your audience has some
knowledge in the subject matter about which you are writing,
and therefore you do not
need to spend much time at all summarizing the plot or content
of a text.
Avoid hot-button topics that may be offensive to your readers.
An old adage reminds us
to “be careful when talking about sex, politics, and religion at
cocktail parties,” and this
is also good advice for college writing assignments. If you have
strong personal beliefs
about these subjects, as many of us do, you may alienate some
of your readers. Also,
unless your assignment is to write a persuasive paper, your goal
should not be to convince
people to accept your opinion on a topic. For example, it would
be appropriate in a per-
sonal paper to write about how religion has influenced your life.
However, it would not
be appropriate to write about why you believe everyone should
be religious.
Start With Yourself and What You Know
Begin your search by thinking of subjects on
which you have some knowledge. Consider the
following questions to generate ideas:
• Do you have any special talents or
hobbies?
• What do you do for fun and
relaxation?
• What occupies most of your time?
• What experiences have you had that

significantly changed your view of
the world?
• What is most important to you in
your life?
A great number of subjects might be appropriate
for an assignment. At this point, do not evalu-
ate the ideas that come to you; just generate a list
of possible ideas and write them down as they
occur to you. List all ideas, no matter how far
fetched they sound. As one of the most promi-
nent chemists of the 20th century, Dr. Linus Paul-
ing once said, “The best way to have a good idea
is to have a lot of ideas” (ThinkExist, 2006c). If
you have trouble coming up with ideas, try some of the
strategies discussed in the fea-
ture Writing in Action: Having Trouble Choosing a Subject?
Exactostock/SuperStock
It is usually best to write about a subject
of interest to you so that you can convey
that interest to your readers. If you are
an avid cyclist, you may choose to write
about training techniques or bicycle
maintenance.
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CHAPTER 4Section 4.2 Developing the Topic
4.2 Developing the Topic

Whether you are asked to write a response to an assigned
question or to a topic—a specific area from a broader subject—
of your own choosing, you need to make choices about how you
will focus your response. This is more of a concern if
you are selecting your own topic. When you have a possible
subject to pursue, your next
task is to narrow and focus the topic, or subject matter, of your
paper. It is generally not
enough to just have a topic—one must also have an interpretive
question that one wants
to explore. This turns a general area of interest into a feasible
course of study in a paper.
Interpretive questions can be answered in different ways
depending on one’s analysis of
the text or one’s research. They are not factual questions that
have a set right or wrong
answer. A reasonable human being who asks the same
interpretive question may develop
a different answer.
Narrowing the Topic
One of the most common mistakes students make when choosing
a topic is to select one
that is too broad and too general. It is much better to choose a
narrow topic and deal with
Writing in Action: Having Trouble Choosing a Subject?
If you draw a blank trying to find a subject for one of your
writing assignments, here are some sug-
gestions that might help you discover subject areas that you can
write about:
• Surf the Web. Go to your Internet home page and look at the
most popular searches, current
news, the latest “buzz,” or your favorite blogs for possible

topics.
• Phone a friend. Bounce ideas off friends or ask them to
suggest possible ideas. Sometimes
you can spend hours trying to come up with ideas on your own,
but a few minutes talking
about the assignment with someone else can provide ideas that
you would never have
thought of on your own.
• Do keyword searches. Use a tool such as Google’s AdWords
Keyword tool at https://adwords
.google.com/o/KeywordTool or the Wordstream Keyword tool at
http://www.wordstream
.com/keywords/. To try it, put in a term such as “children” or a
hobby such as “cycling” and
see how many different associated terms appear in the keyword
list.
• Read articles in an area of interest. If you subscribe to
newspapers and magazines, scan them
for possible ideas. Or do an online search for areas of interest
and read articles or webpages
to learn what others have written about. Don’t copy those ideas,
of course, but reading other
people’s ideas will often stimulate ideas of your own or suggest
other aspects of a topic that
you might write about.
• Take a break. If you are having trouble thinking of topic ideas,
take a walk, do the dishes,
or listen to music for a few minutes to clear your mind. (Don’t
procrastinate; be sure to
give yourself a time when you must return to your assignment!)
When you return to your
computer refreshed, you might find that the ideas flow more

easily.
con80878_04_c04.indd 70 8/26/13 2:13 PM
https://adwords.google.com/o/KeywordTool
https://adwords.google.com/o/KeywordTool
http://www.wordstream.com/keywords/
http://www.wordstream.com/keywords/
it thoroughly than to select a broad
topic and treat it in a general or
superficial way. For example, sup-
pose your assignment is to write a
two- to three-page personal narrative
paper describing one of your hob-
bies, and you choose soccer. People
can enjoy soccer for many different
reasons. Some people like to play
competitively, while others are more
interested in watching the sport than
in playing. As a topic, the term soccer
is much too broad for a short paper.
You will not be able to cover the topic
adequately in only a few pages.
You can usually narrow a topic in
several different ways. Try to gener-
ate a list of alternatives for making the topic of “soccer” more
specific. Figure 4.1 illus-
trates some possibilities. If you think the topic might still be
difficult to cover in a short
paper, continue to narrow it further, as the figure illustrates.

Figure 4.1: Narrowing the topic
Topic = Soccer
Playing Soccer Playing Competitive
Soccer
Soccer and
Teamwork
Soccer’s impact on
my Values
Playing Soccer as
a Child
Playing Soccer as
an Adult
At this point, it is difficult to know whether your topic is
narrow enough, or perhaps even
too narrow, to the point where you will not have enough
information to fill two pages.
Do not worry, however, about being too narrow; you can always
make adjustments later
during the writing process. At this point, the bigger danger is
having a topic that is too
broad. Once you have generated as many ideas as you can for
narrowing the topic, choose
the option that is most interesting to you and that you think will
best fit the length and
purpose of your assignment.
Micah Young

It is always advisable to narrow and focus your topic. A
general paper on dogs will be far less interesting to the
reader than one focused on the use of German Shepherds
in police duty.
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Developing a Focus
After you have selected a subject area and narrowed it to a
workable topic, your final task
in developing your topic is to create a focus for your paper.
Creating a focus will give you
a starting point and help you establish a direction for your
paper. At this point, merely
focus your topic on some aspect of the narrowed topic that you
plan to write about.
Let us take our soccer topic as an example. Suppose you decide
to narrow the topic to
“How soccer has shaped my life” and, in the paper, you want to
share information with
your readers about how playing soccer for many years has
helped to shape your values
and character and helped make you the person you are today.
Now you have a narrower
topic, but you still must focus on some aspect of how soccer has
shaped your life that you
want to share in your paper.
What is the most important point you want to make to your
readers about your soccer
experience? Do you want them to know how much fun it is? Is

your goal to encourage
others to take up the sport? Perhaps your intent is to help
readers understand how being
a part of a team can change one’s perspective. Create a focus
for your paper that will nar-
row your topic even further to some specific goal such as this.
Your focus does not have to
be a complete sentence, but it should be a single phrase that
describes the most important
point you want to convey to readers. For instance, your focus
for a two- to three-page
paper might be to identify the most important way that playing
soccer has affected your
life. Your specific response to this idea is technically your
thesis statement. A thesis state-
ment is a response or answer to a question, and in this case, the
question would be: “In
what ways has playing soccer affected my life?” This essay
would create a thesis that
answers this question very specifically and that possibly
includes the main points the
essay as a whole will address. Likewise, each body paragraph
should have a topic sen-
tence at the start of the paragraph that will prove one small
aspect of the larger thesis
statement. In this sense, topic sentences are really mini-
arguments or theses articulated at
the top of each body paragraph.
In a short paper, you cannot possibly go into detail about all the
ways in which soccer
affected your life or discuss every game you played. However,
you can focus on the one or
two experiences you think are the most important and limit your
discussion to how those
particular experiences affected you.

Be sure to write down the focus you develop so that you can
refer to it as you begin to
write your paper. Remember, this focus does not meet the
requirements for a thesis state-
ment, which should give the reasons why playing soccer has
affected your life. The pur-
pose of a focus is merely to help you get started in a clear
direction, to help you organize
your ideas, and to keep you on track as you write.
As you develop your paper, you may decide that you are more
interested in writing about
why you decided to take up playing soccer. If you change your
mind about the direction
of your paper, simply go back and modify your focus. Most
writers do not finalize their
thesis statement until the last draft of their paper, so think about
the focus as merely a
starting guideline that is flexible and subject to change.
Remember to refer often to the
assignment prompt and to continue to make sure that your thesis
statement and paper
topic are meeting the goals of the assignment.
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CHAPTER 4Section 4.3 Generating Ideas
While you are drafting your paper, you might also find that the
topic of playing soccer
does not work well. Perhaps you have trouble finding enough to
say about the topic or
discovering material to support the points you want to make in

the paper. Do not be
afraid to change your topic if it was a poor choice, but do make
this decision early enough
that you have sufficient time to write a paper on a different
topic. If you begin your writ-
ing assignments early in the week they are due, you will have
the opportunity to make
changes such as this, if necessary.
4.3 Generating Ideas
The first step in the writing pro-cess occurs before writing—it
occurs when you are using the
active reading strategies discussed in
Chapter 2. In that chapter you learned
that active reading means creating a
dialogue with the text.
Journaling
Remember that active reading asks
you to keep a reading journal of your
responses, questions, and insights
about the text, and to record these
ideas as you are reading. You can do
this in a reading journal or through
extensively marking up and writing
on the text you are reading. Once you
are ready to start your paper, you can transform this dialogue
into academic writing.
Begin by writing informally, sorting through your thoughts as
you write. The less you
pressure yourself to immediately craft perfect sentences, the
better your chances are of
avoiding writer’s block.
Brainstorming

Brainstorming is any form of writing that allows you to
generate ideas. The brainstorming
strategy is particularly useful if you do not have clear ideas of
what you want to write. The
object of the strategy is to get as many ideas as possible down
on paper so that you can
consider them and find possible directions for your paper—
without editing your gram-
mar or your ideas. In brainstorming, quantity of ideas is more
important than quality of
ideas. You might think of brainstorming as a way of “getting
the flow started.” You will
probably not use all the ideas you generate, but as scientist Dr.
Linus Pauling advised,
“The way to get good ideas is to get lots of ideas, and throw the
bad ones away.”
Some companies use a formal brainstorming strategy, with
specific rules, as an organi-
zational tool to help produce ideas for solving company
problems. However, you can
iStockphoto/Thinkstock
Journaling can be an effective way of generating ideas
before writing a paper.
con80878_04_c04.indd 73 8/26/13 2:13 PM
brainstorm without rules by yourself, with one other person, or
with a small group of
people who are willing to help you. Often, others will think of
ideas for your paper that

you might not have discovered on your own.
Whether you brainstorm by yourself or with others, use this
strategy by just thinking of
ideas as quickly as you can and writing them down any way you
wish—on a white board,
the computer, a large piece of paper, or individual slips of
paper. Continue this process
until you run out of ideas. Then review the items and eliminate
those that you think are
unworkable, do not interest you, do not fit well with the other
ideas, or will be difficult to
cover within the scope of your paper.
Free-Writing
Free-writing is similar in some ways to brainstorming, except
free-writing generally
involves synthesizing some ideas that have emerged in the
brainstorming process. Like
brainstorming, free-writing is helpful when you do not have
clear ideas of what you want
to write about. When you free-write, you begin with a blank
piece of paper or a blank
document on your computer screen and you can give yourself a
time limit, such as 15 or
30 minutes, or a specific length, such as one page of text. Then
begin writing and write
quickly until you reach that goal. What you write is not as
important as the fact that you
keep writing until time is up or the page is full. Author Maya
Angelou explains free-
writing as a method of generating ideas when she states:
What I try to do is write. I may write for two weeks “the cat sat
on the mat,
that is that, not a rat.” And it might be just the most boring and

awful stuff.
But I try. When I’m writing, I write . . . . (Nordquist, 2009, p.
1)
The keys to free-writing are to write quickly and not to stop to
edit what you write—either
for grammar or content. Some people set a timer and turn off
their computer monitors to
help them resist the temptation to stop, to read what they have
written, and to edit. Like
Angelou, you may write the same words over and over, create
rhymes, or just write, “I am
having trouble getting ideas for this paper,” repeatedly, until
other words begin to come
to mind.
Some writers use a free-writing method on the computer screen
if they are stuck and other
prewriting stages are not working. It may be the case that for
one assignment you write a
detailed outline and free-write before you start drafting, but for
another assignment you
simply cannot figure out how you might outline the essay.
Different assignments call for
different approaches, and it depends on how well you connect
with the assignment and
have a sense of where to begin.
The value of free-writing is that the words you write often begin
to suggest other words,
and you then begin to create a draft of your paper. If you have
developed a focus for
your writing, you might make a copy of that focus and place it
next to your computer
screen. Then begin typing whatever ideas come to your mind
that are related to that focus.

Remember to keep writing until you reach the goal you set for
yourself. Writing Samples:
Free-Writing Example for the Soccer Paper shows a section of a
free-writing exercise for our
soccer paper.
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Tree Charts
A tree chart or tree diagram is another strategy for generating
ideas and organizing those
ideas at the same time. A tree chart resembles an organization
chart, and it creates a visual
map of your paper. Begin the tree chart with your topic or focus
at the top. Then create
branches of the tree to show subpoints and additional, smaller
branches to illustrate the
supporting ideas, detail, or elaboration that support your points
and subpoints. Figure 4.2
is an example of a tree chart for the soccer paper.
Figure 4.2: Tree chart for the soccer paper
Working Out
Stress
Clear Mind Positive
Aggression
Teamwork
Team

Player
Positive
Attitude
Time Management
Staying in Shape
Weight
control
Lifelong
Health
Time
Commitment
Prioritizing
Skills
Writing Samples: Free-Writing Example for the Soccer Paper
I’ve played soccer for years, starting with AYSO when I was
about 7. At first, it was just a great way
to play outside and meet other girls my age. But continuing to
play soccer in middle school and high
school, I realized how it was a combination of something
incredibly hard and yet so rewarding. I
barely had any free time with practices and away games, but I
learned so much about making my
time count, and I felt so dedicated to my team. Soccer truly has
shaped who I am today.
Now that my son Toby is turning 4, I’ve been thinking more
about soccer and how I want him to get

him signed up someday soon. It makes me mad when other
parents don’t see the value of team
sports and just give their kids a video game to play instead. In
this paper, I would like to persuade
people of the benefits you can gain from playing a sport like
soccer, as well as how it can shape your
character and values in the long-term.
con80878_04_c04.indd 75 8/26/13 2:13 PM
CHAPTER 4Section 4.4 Organizing Ideas
Ask the “Five Ws and an H” Questions
Another strategy for generating ideas is known as Five Ws and
an H. These letters stand
for the questions Who? What? Where? When? Why? and How?
If you are stumped for ideas,
particularly when you write about an incident or event, ask
yourself the following ques-
tions: Who was involved? What happened? Where did it
happen? Why did it happen?
How did it happen? Answering these questions will often
provide you with information
to get started on the first draft of your paper.
4.4 Organizing Ideas
After the idea-generating stage, writers should use some method
of organizing ideas. Organizing your ideas will help you
maintain a clear focus on creating a final paper that presents
your arguments and information in a logical way. You
might choose to organize ideas visually by using mind mapping,
or you might try outlin-
ing your ideas. You should try a variety of organizing methods

for each assignment, and
find a method that works well for you.
Mind Mapping
A mind map—also known as a cluster diagram, a bubble
diagram, or a word web—is a graphic
diagram that illustrates ideas and how they are connected to one
another. This strategy
uses your creative brain to help you generate ideas. Like
brainstorming and free-writing,
you can use mind mapping without having clear ideas of what to
write about. A mind
map organizes ideas, as they come to you, around a key word or
idea. Some people like
mind mapping because it helps them visualize and classify ideas
without worrying about
prioritizing and organizing these ideas into an outline.
To create a mind map, begin by making a circle in the middle of
a piece of paper or a blank
computer document and writing your topic or a key word inside
the circle. Then think of
ideas or words associated with the topic or key word and write
them down as they occur
to you. Circle each one and connect it, with a line, to the word
in the middle or to another
word on the page. For example, a writer can start a mind map of
our soccer topic by plac-
ing the words How Soccer Affected Me in the middle of the
page. Then, as other ideas occur
to the writer, he or she can write them down, circle them, and
connect them to other words
on the page.
Remember, there is no right or wrong way to draw a mind map.
Just work quickly and

record and connect ideas to the topic or key word as soon as you
think of them, without
judging them as good or bad. At first, the ideas may seem
random and disconnected from
one another. However, you will soon begin to think of words
that are associated with
other words you have written. When this happens, connect the
new word to one of the
previous words you wrote. Just keep creating connections until
you run out of ideas. If
an idea occurs to you that is relevant but does not seem to fit
with other words you have
written, draw another line of association from the word in the
center of the page. View the
mind map in Figure 4.3 that was created to generate ideas for
the soccer paper.
con80878_04_c04.indd 76 8/26/13 2:13 PM
Figure 4.3: Mind map
Outdoors
Working Out
Stress
Clear Mind
Aggression
Competitive Soccer

Teamwork
Team
Player
Good
Attitude
Time Management
Staying in Shape
Weight
Control
Lifelong
Health
Commitment
Prioritization
If you run out of ideas while you are creating your mind map,
go back to your topic or key
word in the center of the page and think of a new direction. Or
ask yourself questions such
as “What if I wrote about . . . ?” or “What else could I include
in the paper?” Sometimes
you will have very short word associations or branches from
your topic; at other times,
the words you write will lead to many other words, and you
have a strong thread of ideas
that could create a focus for your paper. You might even want
to use one of the many free
or proprietary software programs on the market today to help
you create your mind map.

Go online and search for “mind-mapping software” and check
out some of the available
programs such as Bubble.us, XMind, or FreeMind. The widely
used software Inspiration®
even allows you to automatically turn your mind map into an
outline.
Mind-mapping applications are also available for the iPhone and
iPod Touch. ThinkDigits
2.0, for example, is a combination of mind-mapping software
and a calculator; Headspace
provides 3D visual mapping; and iThoughts has functionality
that allows you to cut, copy,
paste, and merge topics.
Outlining
You might also consider outlining before you start writing the
first paragraph of any
paper. Outlining is a method of organization that allows you to
sort out your thoughts
and to notice what points seem to be the most significant.
Sometimes, a paper works well
following a chronological order, but more often than not, a
paper should follow some
other organizational structure. This may include tracing and
explaining the steps of an
argument you read, countering a position, or even completely
reordering the sequence
con80878_04_c04.indd 77 8/26/13 2:13 PM

of events you read so that they are presented in a manner of
increasingly strengthening
your argument. You might order your body paragraphs
according to the development
of a central theme in the text, and this may not happen in
chronological order in the text.
Your outline can be an informal scratch outline, or a formal,
detailed outline. Try to
develop some type of outline when you think you have finished
your prewriting process
but before you start drafting your paper. This will help you
organize your paper and think
through the best possible order for your main points.
Scratch Outlines
A scratch outline is a rough outline that lists the ideas in the
order you intend to discuss
them. When you begin the outline, your creative brain takes
charge and helps you gener-
ate and organize ideas.
To create a scratch outline, first list your ideas as described
earlier. Then, edit your list
and remove the ideas you think are unworkable, do not fit with
the other ideas, or are too
broad to include in your paper. Finally, organize the remaining
items on your list into the
order you think you would like to discuss them in the paper.
Writing Samples: Ideas for the
Soccer Paper shows an example of a scratch outline for the
soccer paper.
Writing Samples: Ideas for the Soccer Paper
Focus: To persuade the reader that competitive soccer is not just

a hobby, but an activity that can
influence his or her character and values.
Long practices
Committing to workouts and game schedules
Working with teammates who rely on you
Juggling soccer, school, work, and family
Traveling for soccer games
Staying in shape
Exercising for fun
Taking care of uniform and equipment
Working out stress
Spending time outside
Winning and losing
Keeping a positive attitude
Being a team player
Formal Outlines
A formal outline is created the same way as a scratch outline;
however, you create a more
structured outline by numbering your ideas and detailing the
pieces of evidence you will
use and in which section of the paper they will appear. When
you outline, always reread

con80878_04_c04.indd 78 8/26/13 2:13 PM
your outline and ask yourself if your main points build on each
other. Many great papers
begin the first body paragraph by discussing the conclusion of
the text they have read.
Imagine if you were reading a paper someone wrote on
Antigone and the writer did not
mention until the very last paragraph that Antigone dies! If you
decide to create a formal
outline (or if a formal outline is required for your assignment),
review Writing in Action:
Producing a Formal Outline for information on how to create
this type of outline.
Writing in Action: Producing a Formal Outline
A formal outline can be an effective way to generate and
organize ideas for your college papers. The
formal outline not only indicates the ideas that will be discussed
in the paper and the order in which
the ideas will be presented but also shows the relationship
between those ideas.
In a formal outline, the main sections of your paper, or the main
points in the body of the paper, are
listed first. Then these main ideas are subdivided again and
again, into subpoints, which are the facts
and information that support that main idea. Each breakdown, or
level, of points is more specific and
more detailed than the level above it. Here are some basic rules

for outlining.
Rules for Outlining
1. Outline beginning with Roman numerals for the main points
in the paper and then alternate
between numbers and letters as you subdivide these main points
into more detailed subpoints.
2. Some people create an outline for the entire paper, showing
the introduction, body, and con-
clusion of the paper, to make sure they do not forget any of the
required elements. Others
outline only the body of the paper, showing only the main
points and the supporting ideas. To
make sure your paper is complete, you should outline the entire
paper.
3. Points can continue to be subdivided to the level of detail
needed. Most outlines are subdi-
vided to only the third level (1, 2, etc.) or the fourth level (a, b,
etc.), as shown in the outline
template below.
4. When you divide something (think of a pie, an apple, or a
candy bar), you always get at least
two pieces. Therefore, in an outline, remember that you should
never have an A without a B,
a 1 without a 2, and so on. If you have only one point to make
about a certain issue in your
outline, work that point into the issue itself in order not to
create a subdivision.
5. Each main point and subdivision should contain a single idea,
and all subpoints should be
related to or support the points above them.

6. All points at the same level must be expressed the same way
throughout the outline: either
as all complete sentences, all phrases, or all single words. You
can have a variety of different
expressions, as long as all points at the same level in the outline
are expressed similarly. For
example, if Roman numeral I, subpoint A is a complete
sentence, then all A, B, C (etc.) sub-
points in Roman numerals I, II, and III must be complete
sentences.
7. Headings I, II, III (etc.) must be approximately balanced. In
other words, you should have
approximately the same amount of material under each of these
main points.
Creating the Outline
Begin your outline by writing your topic at the top of a blank
page. Then write the Roman numerals
I, II, and III, spread apart down the left side of the page.
1. Outlining the entire paper. If you want to outline your entire
paper, write the words “Introduc-
tion,” “Body,” and “Conclusion” next to each Roman numeral.
Then, write A, B, C (etc.) indented
under each Roman numeral.
(continued)
con80878_04_c04.indd 79 8/26/13 2:13 PM

Next to the capital letters under “I. Introduction,” list the
elements of a good introduction.
Next to each element, write what you plan to say about each of
these elements. Next to
the capital letters under “II. Body,” list the main points you
plan to make in the body of your
paper. Finally, next to Roman numeral “III. Conclusion,” list
the elements of a good conclusion
and what you will include for each of the conclusion elements.
Once you have finished completing the top two levels of your
outline, go back to the capital let-
ters A, B, C (etc.) and, under each one of these letters in section
II, write the statements you will
make to support, explain, elaborate, or provide more detail
about each of those main points.
2. Outlining only the body of the paper. If you plan to outline
only the body of your paper, write
each main body point next to Roman numerals I, II, III (etc.).
You should have between two
and six main points for your paper, regardless of length. Long
papers do not have more main
points than short papers; longer papers simply have more
supporting information and more
explanation about each main point.
Outline Template
The template below offers a method of organization that writers
can use for essentially any thesis-
driven paper. Whenever you are unsure about how to outline
your ideas, you can refer to the model
below:
I. Introduction
A. Title of work and authors the paper will discuss

B. Information or context that sets the stage for answering the
paper prompt
C. A tentative thesis statement
II. Body Paragraph (Note: you will likely have several body
paragraphs that follow the format
suggested here. There is no magical number of paragraphs
necessary for papers; just write
enough body paragraphs with main ideas to fully respond to the
essay prompt.)
A. Topic sentence should make an argument or claim and state
what you will prove in this
paragraph. It should be directly related to the thesis statement
and should only try to prove
one small part of the thesis statement.
B. An example with direct citation from the text. Introduce
citations before giving the quote
and always integrate citations into your own sentences. A
citation can never be a sentence
by itself—it must include your language in order to function
properly within a paper.
C. An explanation that describes how the evidence supports the
claim you are making in this
paragraph. You should not simply summarize an example or
piece of evidence: Instead, you
should directly explain how the example offered supports the
main claim of that paragraph.
Another example that supports your argument.
D. Another explanation.
E. (Note: A body paragraph may have several more pieces of
evidence and the explanations

and analysis that go along with them).
F. Concluding sentences that explain how these pieces of
evidence relate to and build on one
another.
III. Conclusion
A. Should explain what the evidence ultimately suggests.
Reflect on the significance of the evi-
dence you have cited and the connections you have made in
each paragraph. Try to connect
these paragraphs by answering a broader question called the “So
what?” question, which
asks you to state why this topic is important to discuss.
Writing in Action: Producing a Formal Outline (continued)
con80878_04_c04.indd 80 8/26/13 2:13 PM
Writing down main ideas following the basic guidance of an
outline structure will help
you reflect on how your ideas are developing. See Writing
Samples: Formal Outline for the
Soccer Paper for a more concrete example of how to outline an
essay.
Writing Samples: Formal Outline for the Soccer Paper
I. Introduction
A. Hook: If you think that physical sports such as soccer are
simply about pursing a hobby

or burning calories, this paper should help you to reconsider the
ways that playing soc-
cer can impact your life.
B. Purpose and Topic: Knowing how sports like soccer can help
you grow as a person and
enrich your life is very important.
C. Thesis Statement: Competitive soccer can not only help you
work out your stress and
stay in shape, but it can also teach you key values such as
teamwork and time manage-
ment that translate to other aspects of your life and work.
D. Preview: This paper will discuss the ways that soccer can
influence a person’s character
and values.
II. Body
A. Working Out Stress
1. Spending time outside, engaged in physical activity, can help
clear your mind and
ease stress from the day.
2. Through playing soccer, you can train yourself to work out
stress and aggression in
positive ways.
B. Staying in Shape
1. Playing a sport like soccer regularly will help keep your
weight in check.
2. Playing soccer will promote overall lifelong health, such as
heart health and blood
pressure.

C. Teamwork
1. Soccer can teach you how to be a true team player, with
others relying on you to do
your part for the team.
2. Keeping a positive attitude is essential to a team’s happiness
and success.
D. Time Management
1. Workout and game schedules require long-term commitment,
in addition to show-
ing up on time.
2. Learning to juggle soccer with other obligations—such as
school, work, and family—
will help you prioritize responsibilities.
III. Conclusion
A. Signal: Now that I have shared the various ways that playing
competitive soccer can
enrich your life experiences and impact your character, I hope
that you look at the value
of team sports with new eyes.
B. Summary: Before you dismiss team sports as no more than a
simple “hobby,” consider
the ways in which a sport like soccer can influence your stress
levels, physical fitness,
teamwork values, and time management skills.
C. Final Statement: Then you can choose to sign up for a fun-
filled activity that will make
you focused, fit, and dedicated, and maybe rack up some great
wins along the way.

con80878_04_c04.indd 81 8/26/13 2:13 PM
CHAPTER 4Section 4.5 Prewriting: Putting It All Together
Reverse Outlining
Another approach is to create what is called a reverse outline,
or a type of outline that
is written after an essay has been drafted. Free-write your ideas
first, brainstorm your
connections between pieces of text, draft your essay, and then
read the essay and record
the outline of the draft. This can be very revealing because it
will show you whether or
not you had main points, evidence, and warrants, or
explanations of how the evidence
you have cited supports your claims, in each body paragraph.
For more information on
developing ideas, see Chapter 7 for a discussion of the Stephen
Toulmin method of argu-
mentation which offers a method of organizing and developing
an argument. Look at
your outline and ask yourself whether the main points in the
body paragraphs support
the thesis statement. Another question to ask is whether the
main points develop your
thesis sufficiently—does one point build on another? Do they
demonstrate the arc of your
thesis progressively? If you have a main point that you think is
weaker, you likely want
to place that toward the beginning of the essay in the first or
second body paragraph. The
last body paragraph should be the culmination of the preceding
paragraphs and should

demonstrate a sophisticated understanding of the assignment.
4.5 Prewriting: Putting It All Together
Below is an outline used by the writer to organize her thoughts
before drafting the essay as well as a sample portion of the
soccer paper. The outline should indicate the main ideas the
writer wants to convey. Good outlines use descriptive words and
phrases and indicate a level of detailed thought. Keep in mind
that before the student
could write an outline, the student had to go through the stage
of ideas generation first,
either with free-writing or brainstorming, or both. And prior to
outlining, the student may
have also used mind mapping and idea clustering (grouping
ideas together and branch-
ing them off into separate bubbles) as a first step in the
organization process after the ideas
generation stage.
Writing Sample: Soccer Paper Outline
I. What is the most fulfilling part about playing competitive
soccer?
A. Bonding with teammates
B. Learning how to be a team player
II. What things do you remember about playing soccer as a
child?
A. Learning the rules
B. Learning to work with others to accomplish goals
III. What things do you remember about playing soccer later in
life?
A. Learning what it means to work hard
B. Learning what it means to work as a team

C. Making a commitment to playing on a team
IV. What are your greatest achievements so far?
A. Applying what I learned playing soccer to being a parent
B. A lifelong path to fitness and wellness
C. Making new friends through soccer
D. Staying disciplined and focused
con80878_04_c04.indd 82 8/26/13 2:13 PM
CHAPTER 4Chapter Summary
After creating this outline, the student likely was able to move
to the drafting stage. As
you read the excerpt below (consisting of the introduction and
first body paragraph),
note how it is has followed the first part of the outline and how
its ideas are consistently
organized.
Writing Sample: Excerpt from Sample Soccer Essay
What is the most fulfilling part about playing competitive
soccer? Perhaps you guessed winning tro-
phies, adrenaline highs, or staying in great shape. But in my
experience, bonding with teammates
and learning how to be a true team player top the list. Thinking
back on my many years as a soccer
player, I have realized how important the game of soccer has
been in developing my greatest friend-
ships, along with a positive attitude toward teamwork that has
in turn influenced other aspects of
my life. Playing soccer has caused me to grow as a person,
influencing my values and the outlook on

life I have today.
For one thing, soccer has helped me to make friendships that
have lasted throughout the stages of
my life. I remember loving soccer from day one, even if I barely
understood the concept of the game.
When I was just 6 years old, my mother signed me up for a local
AYSO team (American Youth Soccer
Organization) that played around the corner from our church. I
had always been a spunky and ener-
getic little girl, preferring to climb trees rather than play with
Barbie dolls, but soccer brought out
something new in me. Suddenly, I had to learn the rules of the
game, and to learn how to work with
a bunch of other girls that I just met. In that first year or two, it
was all about being together with my
teammates, kicking around the small black-and-white ball,
wondering what we would eat for snack
time, and pulling up grass with our fingers. Luckily, a couple of
those girls grew into two of my best
friends. Now that we are starting our own families, we can think
back on those days and get excited
about signing up our own children for soccer one day.
Although the essay is a personal narrative, regardless of the
writing assignment, as a
writer you want to create interest in your subject and you
usually will want to convey
some form of a thesis or argument about the subject.
Chapter Summary
This chapter has discussed the process of selecting a suitable
topic to pursue over the
course of a paper, including how to narrow your topic and
establish a focus for your
paper. Recall that, when starting an assignment, it is important

to choose a subject that is
appropriate for you, the writer. You will be better able to create
interest in your paper for
the reader if you are interested in the subject while writing.
Once you have selected your
subject, you should choose a topic from within that subject area
on which to focus your
paper. When choosing a topic, it is a good idea to choose one
that is narrow so you can
address it thoroughly in your paper.
con80878_04_c04.indd 83 8/26/13 2:13 PM
CHAPTER 4Key Terms
After narrowing your topic and developing a focus, the next
step in prewriting is to gen-
erate ideas. There are methods of generating ideas that include
brainstorming and free-
writing. After the ideas generation stage, a writer’s ideas need
organization, and that can
be done through mind mapping, clustering, outlining, and
reverse outlining. You may not
use each one of these methods for an essay, but you will likely
benefit from using a com-
bination of them. These steps should help you feel prepared to
take on the next step of the
writing process, structuring and developing a paper, which will
be covered in Chapter 5.
Remember, a polished final draft of an essay does not simply
fall from the sky—it takes
prewriting, thinking, and revision stages to arrive at the
strongest representation of your
response to a writing prompt.

Key Terms
claim A statement that asserts an argu-
ment about a subject, text, or topic.
clustering A method of brainstorming
that involves grouping ideas together and
branching them off into separate bubbles
that contain different ideas.
formal outline A type of outline that
may contain numbers or letters to order
an essay’s main points. It usually also
includes the evidence or quotes the paper
will use for each body paragraph.
free-writing An informal method of
writing out ideas to get some thoughts on
paper without worrying about issues of
grammar, mechanics,
and structure.
mind map A visual map of ideas for a
paper.
outlining A process of arranging ideas
into an intended organization for a paper.
It usually contains a formal letter and
number style, and specific information
such as a tentative thesis statement.
reverse outline A type of outline that is
written after an essay has been drafted.
scratch outline A list of ideas that will be
covered in an essay. A scratch outline is

usually written prior to a formal outline,
but in some cases a writer may feel ready
to skip the scratch outline.
subject The general area of interest from
which the topic of a paper is selected.
thesis statement A sentence that makes an
arguable claim that the paper will support
and develop over the course of the paper.
topic A specific area of focus taken from a
broader subject.
warrants Explanations of how the evi-
dence cited in a paper supports the paper’s
claims; in essence, it analyzes the evidence
and interprets it.
con80878_04_c04.indd 84 8/26/13 2:13 PM

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