Expanding and Organizing
\nExpanding and Organizing Ideas
\nThis assignment has multiple steps involving two sections — one on expanding your draft
\nand the other involving a writing technique called a reverse outline that you’ll conduct to
\nhelp you organize or fill in parts of your draft. Read the instructions carefully, and
\ncomplete all steps in the order listed. Then, write your summary using the prompts
\nprovided and submit to Canvas.
\nInstructions
\n\u2022 Read through the full assignment below, and perform the exercises in each
\nsection.
\n\u2022 In Section 1, use the PIE Structure and Other Ways to Expand sections to help
\nyou structure your paragraphs for maximum effect and expand your writing
\noverall
\n\u2022 Using your current draft, perform a Reverse Outline \u2013 apply the strategy by
\nfollowing the steps described in Section 2 below.
\n\u2022 Consider your results from performing the Reverse Outline \u2013 think about what
\nyou might reorganize or revise in your draft
\n\u2022 Write a brief summary and analysis of the Reverse Outline experience,
\nexplaining what you\u2019ll do with that information, using the prompts provided \u2013
\nupload to USF Writes
\nExercises such as those outlined here can help you clarify the focus of your document
\nand ensure it is organized logically so a reader can follow it clearly. One of the best ways
\nto organize is the Reverse Outline, and this assignment asks that you perform a reverse
\noutline on your current draft.
\nBut first, you want to ensure you have well-developed paragraphs. Reverse Outlining is
\nmost effective in making sure what you have already written as a draft is organized as
\nyou intended. Using the PIE structure to develop paragraphs can help expand ideas.
\nExercise 1: Expanding — Developing Paragraphs with the PIE Structure
\nA solid, complete paragraph thoroughly covers the point you are communicating. A fully
\ndeveloped paragraph covers your point well and refers back to your main point\/thesis\/
\noverall argument. One way to ensure that your paragraph is thorough enough and that it
\ncovers your point effectively is to organize it using the PIE acronym:
\n(Point; Illustration; Explanation)
\nPoint – makes a statement that relates to the main point\/overall argument of your paper,
\nand then relates this statement to the textual evidence you\u2019ll use to support the main
\nidea. (Point is also sometimes referred to as a topic sentence.)
\nIllustration – consists of evidence from sources which you can paraphrase, quote
\ndirectly, or summarize; it might also include an example or anecdotal evidence.
\n(This is factual information: each point should be illustrated with 2 or 3 pieces of
\nevidence that help the reader understand or believe in your point)
\nExplanation – the rest of the paragraph explains (through analysis, interpretation) how this
\nillustration connects to the point you\u2019re making in the paragraph or essay as a whole.
\nThe explanation should offer to the reader the significance of the point. After supporting
\nthe point with evidence so that the reader believes in it, explain why the point matters
\nand how it impacts the bigger picture (which relates to your main point\/thesis).
\nIdeally, each point is wrapped up in an insight related to the main point. This is a mini conclusion in a way – it concludes a paragraph or an idea but is not a full conclusion \u2013 it
\ndoesn\u2019t completely finish things, but rather transitions into the next point, until you
\nconclude at the end.
\nOther Ways to Expand Paragraphs:
\n\u2022 Layer in additional details or evidence in your explanation
\n\u2022 Add an example to your illustration of the point
\n\u2022 Expand the first sentence to add more explanation to the main point before
\nyou support it with illustration and explanation
\n\u2022 Address the significance of your point to readers or other stakeholders
\nExercise 2: Organizing \u2013- Applying the Reverse Outline Strategy
\nUsing the Reverse Outline strategy for revision allows a writer to focus on how
\neffectively the important points are conveyed, by reviewing how the main points are
\nsupported and how everything connects through the entire essay.
\nPerforming a Reverse Outline:
\nThis works best on paper, so you can easily mark up your draft and make notations. But
\nit can also work well in a Word document or Google doc using different colors to
\nhighlight or mark text, and using the Comment function to make notes for yourself.
\nSTEP 1: Divide your document into paragraphs or sections to represent each idea or
\nfocus. Number each section in order as they appear in your document.
\nSTEP 2: On a separate page, create two columns. In Column 1: write a sentence that
\ncaptures the main focus of each section or paragraph in your essay, and label each
\nsentence with the same number as the corresponding paragraph\/section number in your
\ndocument. Write only one sentence for each idea or paragraph, and write it as a
\ncomplete sentence, not just a phrase. Make sure that sentence represents the idea as a
\nstatement, as if you are stating what that paragraph is about.
\nSTEP 3: For any paragraph where you need more than one sentence to capture the idea
\nfeatured in it, that\u2019s usually a good indication you have too much in one paragraph. You
\nshould probably separate them — block off the text where the points are different and
\nsummarize each new sub-section with a representative sentence, and label with original
\nnumber plus letter (labeled: 2a and 2b, for example).
\nSTEP 4: In Column 2, write a brief answer to this question for each of your sentences in
\nColumn 1: how does this sentence help support\/connect to my main point or topic
\nfocus? (e.g., \u201cthis sentence gives evidence that reinforces\u2026\u201d or \u201cthis sentence represents
\nan explanation for\u2026).
\nSTEP 5: At the top of your page, in one sentence, summarize the main point or focus of
\nyour entire essay or document. This should be representative of what you would say if
\nasked what your essay or document is about and you answer with one sentence.
\nSTEP 6: At the bottom of your page, write the one key thing you hope the readers of
\nyour essay or document have taken away from the experience of reading it. This would
\nbe the answer you give if asked \u201cwhat should I know about your essay topic\u201d if you
\nanswered with one sentence.
\nCHECK YOUR STEPS: When you\u2019re done with STEP 6, you should have a main
\npoint\/focus sentence at the top of your page, a representative sentence for each
\nparagraph in your document in Column 1, and an explanation of each representative
\nsentence and its role in your essay in Column 2. If you are missing any of these or have
\nfound it difficult to create the sentence or explanation, make a note of that \u2013 the lack of
\na sentence or connection can tell you where you need more information or explanation.
\nSTEP 7: Draw lines that represent connections between one point and another, and
\nbetween your main point and supporting points. Each supporting point should connect
\nto the main point at the top; each supporting point should also connect to the \u201ckey
\ntakeaway\u201d at the bottom of the page (which will represent your conclusion). You can also
\nuse different highlight colors or text colors in a document to show these connections.
\nJust as important, this step can show you where there\u2019s a need for a connection that you
\ncan make through more detailed explanation or more evidence or detail to illustrate.
\nFINAL STEP: Analyze the results of your reverse outline \u2013 what does it tell you about
\nhow well developed your paragraphs or essay sections are, how they support your main
\npoint or focus, and how they represent the way your document is organized? Which
\nsections or paragraphs need to be broken up, beefed up, moved around, combined with
\neach other, or thrown out in favor of a better paragraph you will write? Make notes
\nabout what you could do to with your sections or paragraphs.
\nConsiderations from the Reverse Outline:
\n\u2022 If you had trouble coming up with one simple sentence to represent a
\nparagraph or section, you may need to separate points in one paragraph into
\ntwo paragraphs where each idea can be explored on its own. If You want the
\naudience to finish reading each section with a sense of understanding about
\neach point you make. If there\u2019s a connection between the two, make it in the
\ntransition or by explanation, rather than by combining two ideas into one.
\n\u2022 If you can\u2019t easily write a representative sentence for each paragraph it may
\nbe unclear to you what you\u2019re communicating, and that means your reader
\nwon\u2019t understand either. Ask yourself what your paragraph is about and what
\nis the main point of that section you want to get across to the reader. Either
\nrevise your paragraph around this intent in a way that explains clearly, or look
\nfor another paragraph where this information might better belong.
\n\u2022 Another common issue is repetition, and your reverse outline can reveal that
\nyou may be repeating a point you explained earlier. When you read through
\neach representative sentence, are there any that are the same or similar? If so,
\nperhaps you need to combine two paragraphs into one, or you might need to
\nassess whether each paragraph needs to communicate something more
\ndistinctly or specifically.
\n\u2022 Look at your representative sentences in order. Do they connect logically to
\nyour main point\/thesis\/focus of your document? Does one sentence relate to
\nthe next in order or is it better with some other sentence \u2013 and does that
\nmean your paragraphs need to change in their order to flow more logically? If
\nyou want to change the order:
\n\u2022 Make a copy (if on paper) or use the copy and paste function (if on screen) to
\nmake a duplicate of the separate page you created for this exercise. Cut and
\nre-order your sentences from Column 1. Try out different orders of these
\nsentences \u2013 does a different order work better? Does a different order help
\nyour representative sentences flow in a more logical way?
\nAssignment
\nWrite a 300-400-word Summary of either the PIE exercise or the Reverse Outline
\nExercise (OR BOTH). Analyze the results of any expansion you did as a result of the
\nexercise. Use the prompts below as guidance.
\n1. From the reverse outline exercise, and from considering the PIE structure,
\nwhat did you learn about your draft \u2013 where is it strong and where are the key
\nplaces it could use improvement based on your own analysis?
\n2. What surprised you most when you did the reverse outline? What did you
\nhave trouble with most in doing the exercise?
\n3. Where were the places in your draft you think you can expand on using the
\nPIE structure? Where will you layer in more explanation or illustration? Explain
\nhere.
\n4. List the top 3 or 4 moves you will make in your own revision, regardless of
\nwhat you get from Instructor Review or Peer Review \u2013 what do you think are
\nthree improvements you can make to strengthen your draft?
\n5. What is your plan to implement those improvements? Explain in detail what
\nyou plan to do in your revision, having completed this analysis using these
\nstrategies.<\/p>\n","protected":false},"excerpt":{"rendered":"
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