How to Write an Outline for The New Jim Crow Project

I. Section Title
II. Introduction
A. Summary of chapter section (Use MODIFIED Rhetorical Précis format):
B. VOCABULARY & Key Terms (include definitions): List all terms that need to be clarified for understanding of
the chapter’s content
C. Thesis Statement (of the chapter / not one that you make up): Because of their income deficit (cite sources)
and general susceptibility to depression (cite sources), students who drop out of high school before graduation
maintain a higher risk for physical and mental health problems later in life.

*Note: The info should be a little more extensive than the examples, below.
This will be done for each section of your chapter

III. Major Point 1: Conditions of employment affect workers' physical health.

A. Minor Point 1: Unskilled work environments are correlated highly with worker injury (cite sources).
B. Minor Point 2: Unskilled work environments rarely provide healthcare or adequate injury recovery time
(cite sources). THERE MAY BE 3, 4, 5 OR 6 MINOR POINTS / DO NOT LIMIT IT TO 2 MINOR POINTS

IV. Major Point 2: Conditions of employment affect workers' mental health

A. Minor Point 1: Employment in a low-skilled position is highly correlated with dangerous levels of stress
(cite sources).
B. Minor Point 2: Stress is highly correlated with mental health issues (cite sources).

V. Major Point 3: Physical health and mental health correlate directly with one another.
A. Minor Point 1: Mental health problems and physical health problems are highly correlated (cite sources).
B. Minor Point 2: Stress manifests itself in physical form (cite sources)

VI. Major Point 4: People with more financial worries have more stress and worse physical health.
A. Minor Point 1: Many high-school dropouts face financial problems (cite sources).
B. Minor Point 2: Financial problems are often correlated with unhealthy lifestyle choices such unhealthy food
choices, overconsumption/abuse of alcohol, chain smoking, abusive relationships, etc. (cite sources).

VII. Conclusion
A. Restatement of Thesis: Students who drop out of high school are at a higher risk for both mental and
physical health problems throughout their lives.
B. Sum up each point (1 sentence each)

VIII. 5 rhetorical strategies that she uses to support her claims (MAKE THE CHART)

Rhetorical Technique Example How it contributes to her persuasiveness

IX. Your position on her points – what did you learn? Where do you stand? Be very specific.

X. 3 DOK Questions and answers (label each question level)

 Modified Rhetorical Precis Format

A rhetorical précis differs from a summary in that it is a less neutral, more analytical condensation of both the content and method of the original text. If you
think of a summary as primarily a brief representation of what a text says, then you might think of the rhetorical précis as a brief representation of what a text
both says and does. Although less common than a summary, a rhetorical précis is a particularly useful way to sum up your understanding of how a text works
rhetorically (Reading Rhetorically, 62).

 The Structure of a Rhetorical Précis

Sentence One: Name of author, genre, and title of work, date in parentheses; a rhetorically active verb; and a THAT clause
containing the major assertion or thesis in the text.
Sentence Two: An explanation of how the author develops and supports the thesis.
Sentences 2A & 2B: Provide actual quotes from the text that provide examples of what the author does to support
the thesis.
Sentence Three: A statement of the author’s apparent purpose, followed by an “in order to” phrase.
Sentence Four: A description of the TONE and the intended audience .

 MODIFIED R HETORICAL P RÉCIS S ENTENCE S TARTERS

Sentence One
(Who/What?) __________________________ in the ________________ , _________________________ ,
(Author) (A) (Title)

__________________________ that _____________________________________________

(B)
___________________________________________________________________________.

Sentence Two
______________________ supports his/her ________________ by ____________________
(How?) (Author’s Last Name) (B) (C)
____________________________________________________________________________
____________________________________________________________________________

Sentences For example, the author ___________“_________________________________” in order to

(B) or (D) (Quote from the text)
Two A and B
__________________________________(citation). Additionally, ____________ _________________
(Prove it) (Author’s Last Name) (B) or (D)

“_________________________” with the aim of _______________________ (citation).

(Quote from the text)

Sentence
The author’s overall purpose is to _______________________________________________
Three (Why?) (D)

________________ in order to / so that ____________________________________.

Sentence
Four (To The author writes in a ____________________tone for ______________________________.
(E) (audience)
Whom?)

Word Bank – some possibilities

A B C D E
article, novel, argues, argument, comparing, contrasting, Show, point out, Formal, informal
chapter, book review, asserts, assertion, telling, explaining, suggest, inform, Sarcastic, humorous
essay, column, suggests, suggestion, illustrating, demonstrating, Persuade, convince contemptuous
editorial claims, questions, defining, describing, listing optimistic, urgent
explains, explanation and many other tone
options
Précis Examples

A. Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their

audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by

showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring. He conclude[s]

that a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable

toward human failings" (58). Baker also points out “-----------------------------------------------“ to further develop the

importance of quality prose (citation). His purpose is to make his readers aware of the dangers of negative

attitudes in order to help them become better writers. He establishes an informal yet informative to for college

students who are interested in learning to write "with conviction" (55).

B. Toni Morrison, in her essay "Disturbing Nurses and the Kindness of Sharks," implies that racism in the

United States has affected the craft and process of American novelists. Morrison supports her implication by

describing how Ernest Hemingway writes about black characters in his novels and short stories. For example, she

points out how Hemingway said “-------------------------------------------------“ (citation). She goes on to point out how he

“----------------------------------------------------“ in order to _____________ (citation). Her purpose is to make her readers

aware of the cruel reality of racism underlying some of the greatest works of American literature in order to help

them examine the far-reaching effects racism has not only on those discriminated against but also on those who

discriminate. She speaks in a formal and highly analytical tone for her audience of racially mixed (but probably

mainly white), theoretically sophisticated readers and critical interpreters of American literature.