Selecting and Organizing

Information
Elizabeth Ibarbia Cuerdo, LPT
OBJECTIVES:

At the end of this module, the student is expected to:

1. Distinguish between and among techniques in selecting and

organizing information:

a. Topic outline

b. Sentence outline
 Outlining
 One basic skill to learn in writing compositions is outlining. According to Dagdag
(2010),
“outlining is a reading skill used in taking down notes from a reading material.”

 It enhances your written work by arranging your gathered information into a

coherent order.

 A smooth transition between your words, sentences and paragraphs will contribute
to an effective writing output. Moreover, outline also gives the basic overview of
your whole written work. This technique is used for you to keep in track of what
you’re writing.

 Through outlining, you can make your actual writing activity easier and bearable to
achieve, as the structured outline can guide you along.
The following are the three kinds of outline (Dagdag,
2010):

1.Topic outline
2.Sentence outline
3.Paragraph outline
 01 TOPIC OUTLINE
The topic outline lists topics in words, phrases or
fragments. It is important to take note of the form of the
heading as you need to ensure that each are parallel
with one another.

For example, if the primary topic is a noun, the rest of

the topics must be nouns.
 SENTENCE
02 OUTLINE
The sentence outline, from the term itself, is a type of
outline wherein each topic and subtopic are presented
in complete sentences.
 03 PARAGRAPH OUTLINE
A type of sentence outline in which instead of a
specified main topic, each heading and subtopic
contains a brief summary of what the content of that
particular part will be.
 Writing a Good Outline
• Outlining is commonly done before any • According to Tiongson (2016), some writers
actual writing is done. This is a way of prefer to write their outlines in the middle of
sorting your ideas into what are the general their writing for them to record what they have
ones and the specific. This will let you already done and where these ideas could go
know what topics need further proof, from the present point. All in all, the time in
further explanation, and which could be which you write your outline depends on your
expanded. style of writing. The most important thing to
note is how you could make use of your outline
during the course of your writing.
 Tiongson (2016) gave the following suggestions in creating your own
outline:

1. First, identify the purpose of your paper, your target audience, your objectives, the perspective in which you
will write the paper and the tone of delivery.

2. Always remember to create a thesis statement that will suggest what your paper will contain.

3. Filter your gathered information into what is needed, what is not, what should be added and what should be
removed.

4. Group similar ideas together. Name the groups according to its significance and contribution to the main
topic. It’s also the time to arrange them into general topics and specific topics

5. The main topics must be labeled using Roman Numerals. This will serve as the first level of your outline.
Take note of logical sequence in arranging each.
6. The second level comprises of the subtopics within each main topic. Label them using
uppercase/capital letters.

7. The third level, on the other hand, may vary in content. These are the supporting ideas to your
subtopics. Ensure that they are indicated right below the appropriate subtopic where it belongs and
labeled using Arabic numbers.

8. Particular details that must be included as evidence to the supporting ideas such as secondary
information, graphs, quotes and others, must be classified under the supporting ideas they belong
with. This will be the outline’s fourth level and labeled using lowercase letters.

9. Unreliable or unsupported evidence must be removed from the outline. If there is another solid
evidence that may be proven credible, it may be added, if necessary.

10. Review all of the main ideas, subtopics, supporting ideas and how they contribute to the
formation of your paper and if would fulfill the purpose of your paper. Check if the levels are parallel
with each other and coherently or logically arranged
 Writing an outline may vary for each writer but the following characteristics are
vital for your outline to be considered as good or viable for use (Dagdag, 2010):

• Logical subordination – The subtopic must be related to the main topic but it
should not exceed or be equal to the main topic in terms of importance.

• Parallel structure – Each level must be of the same grammatical structure. For
example, in topic outlines, if the first main topic is in the noun phrase form, the
subsequent main topics must be noun phrases, as well. For sentence outlines,
shifts in voice (from passive to active and vice versa) or form (from statements to
questions and vice versa) must be avoided.

• Mechanics – Always make sure that you use proper capitalization and
punctuations. Remember that in constructing a topic outline, there is no
punctuation at the end of it
 DEVELOPING EFFECTIVE PARAGRAPHS
• One of the most important elements in writing is the form or structure. It is worth
noting that without a solid structure in place, the content you have gathered would fall
apart.

• After constructing an outline and writing your first draft, it is time to get on to
paragraph writing.

• A paragraph is a group of related sentences that leads to a single topic or idea.

• An effective paragraph is characterized by unity, coherence and emphasis

(Dagdag, 2010).
 A. UNITY

An effective paragraph shows the unity of the sentences used

in developing the main idea. A paragraph is made up of the
topic sentence which contains the main idea, the supporting
details and the conclusion or the clinching sentence at the end.
 PARTS OF A PARAGRAPH

1. Topic sentence – reveals the main or central idea of the

paragraph. It does not necessarily have to be placed at the
beginning of the paragraph. It may be found in the middle of the
first and the last sentence or at the end. If it is found at the end of
the paragraph, it may be used as a clinching or concluding
sentence.
 PARTS OF A PARAGRAPH

2. Supporting details – gives the paragraph life as it elaborates

on the scope given by the topic sentence. The paragraph
development or the method in writing the supporting details of
your paragraph will be further discussed in the next few lessons.
 PARTS OF A PARAGRAPH

3. Clinching sentence – closes your paragraph. According to

Dagdag (2010), this “may be a restatement of the topic sentence,
a summary, or a conclusion based on the supporting details.”
Connecting the topic sentence and supporting details alone will
not make a united paragraph. These parts must also coincide
with the closing sentence which will determine the reader’s
understanding of the paragraph.
 COHERENCE
A well-written paragraph has continuity. The transition of
one word to another, and a sentence to another must make
sense for the reader to follow your thoughts. The ideas must
stick together. A sequential flow of ideas is needed to keep
the reader’s interest. Ideas mistakenly linked together will
lead to confusion.
 Coherence may be achieved through two methods: following a definite order of
ideas or through the use of structural devices. These are the following:

Orderly Movement

A. Chronological Order – an orderly arrangement of ideas which is according to what came

first. This may be from past to present, earliest to latest, and so on. This type of order is
often used in narratives, process description and historical accounts.

B. Space Order – is where ideas are arranged from the nearest to farthest, inside to
outside, left to right, and other orders relating to space.

C. Logical Order – there are two types of logical order in which a writer may use to expand
his ideas, without using neither chronology or space.

• Deduction order – arranges the supporting details from the general idea to the specific.
(Topic sentence to supporting details)
• Induction order – on the other hand, starts from the specific idea/s before expanding to
the general one. (Supporting details to the topic sentence)
 STRUCTURAL DEVICES
Continuity of paragraphs may be achieved through the following strategies:

 Clear use of a pronoun referring to a key noun in the first sentence

The use of a pronoun must have a clear antecedent. The pronouns used
must clearly represent or refer to a subject. Pronouns may be classified into three:
personal (I, me, you, she, her, he, him), demonstrative (this, that, these, those) and
relative (who, whose, whom, which, that). (Dagdag, 2010) How does clear referencing
of pronouns help in ensuring continuity and coherence in the paragraph? It lets the
reader follow the things, people, and events referred to in each sentence.

 Repetition of key words

Repetition emphasizes the importance of the main idea. To achieve
coherence, the writer puts the idea and its synonyms several times on his/her
paragraphs. These words will eventually form an interconnected web of related ideas.
 Use of transitional expressions or devices
Considered as vital for essays and compositions, transitional devices are
used to relate one sentence to another, forming a logical organization of thoughts.

EXAMPLES of Transitional words/phrases:

1. To express agreement, to add ideas and to express similarity:

in the first place

not only ... but also
as a matter of fact
in like manner
in addition
coupled with
in the same fashion / way
first, second, third

& so on….
2. To indicate opposition, limitation and contradiction:

although this may be true

in contrast
different from
of course ..., but
on the other hand
on the contrary
at the same time
in spite of
even so / though
be that as it may
then again
above all
in reality
after all
3. To present or state cause, condition, or purpose:

in the event that

granted (that)
as / so long as
on (the) condition (that)
for the purpose of
with this intention
with this in mind
in the hope that
to the end that
for fear that
in order to
seeing / being that
in view of
4. To give examples, support, or emphasis:

to put it differently
for one thing
as an illustration
in this case
for this reason
to put it another way
that is to say
with attention to
by all means
important to realize
another key point
first thing to remember
most compelling evidence
must be remembered
point often overlooked
5. To display the effect, consequence or result:
as a result
under those circumstances
in that case
for this reason
in effect
for
thus
because the
then
hence
consequently
therefore
thereupon
forthwith
accordingly
6. To state the conclusion, summary, or restatement:
as can be seen
generally speaking
in the final analysis
all things considered
as shown above
in the long run
given these points
as has been noted
in a word
for the most part
after all
in fact
in summary
in conclusion
in short
7. To express time, chronology, sequence:
at the present time
from time to time
sooner or later
at the same time
up to the present time
to begin with
in due time
as soon as
as long as
in the meantime
in a moment
without delay
in the first place
8. To indicate space, location and place:
in the middle
to the left/right
in front of
on this side
in the distance
here and there
in the foreground
in the background
in the center of
adjacent to
opposite to
here
there
next
where