This fluid step-by-step only works if the writer has already determined which aspects of DFWs ideal to use

and which rules connect 1. Gather materials a. Essay assignment b. Outline assignment c. Sample outline d. Argument structure e. TKCS 2. Acknowledge that the assignment gives a pseudo thesis and implied steps a. Agree or disagree statement b. First c. Then 3. Cut and paste outline 4. Begin filling in components a. Pseudo thesis b. Background TKCS c. Possible background rules and regs d. Counter argument e. Into f. Conclusion 5. Finalize Thesis 6. Divide Thesis a. Determine components that must be true in order to prove the argument 7. Fill needed topics into outline 8. Turn topics into topic sentences

9. Determine evidence needed (TKCS) a. Fill-in 10. Use outline to determine overview for intro 11. Find an introductory attention getter a. Introduction handout (UNC) 12. Finalize formatting

Outline Format I. Introduction A. Attention Getting Device or Motivator (Background on you and/or the chosen topic) B. Overview: introduce DFW, speech, rules and regulation C. By forcing students to grapple with other peoples learning styles and thoughts, social classroom rules and regulations enable students to embrace David Foster Wallaces ideal of breaking through the default I to higher learning if they want to succeed. II. DFWs ideal of the true value of education according to TKCS A. In order to understand how David Foster Wallace defines the true value of education in The Kenyon Commencement Speech, one must understand the I default and how Foster Wallace urges people to move away from it. 1. I default a. Page # 2. Blind certainty 3. no bullshit value page 203 III. Strict college classroom rules and regulations (social) A. Although there are many college classroom rules and regulations, for the purpose of moving one away from self-centered thinking, social rules are the most valuable. 1. General rules a. Tech rules b. Respect 2. Define social ones a. Participation

b. Attendance/late policy c. Group assignment/grading IV. Forced grappling A. Classroom interaction can be solitary, but there is a forced intellectual grappling that occurs. 1. Group conversations a. Large group b. Small group 2. Study groups V. How grappling leads to DFW A. Page 201 less arrogant, critical awareness B. Page 202 construction of meaning VI. Counter argument A. A lot of people believe that even with social rules, many will never move past their I default. B. That may be true, but if those students want good grades, they will make the effort to be more aware. VII. Conclusion

A. Transitional Word or Phrase and Reworded Thesis Statement* B. Final Reflection on topic C. Clincher/Tie-back to Motivator