Essay outline

Essay Outline with a Template: A Step-by-Step Guide How to Write a Research Essay Outline

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Articles Home » Discover » Writing Guidelines » EEssays Writing Course » Essay Outline with a Template: A Step-by-Step Guide How to Write a Research Essay Outline

Creating an essay outline is an important part of the writing process. It helps to present ideas in a structured and cohesive way. Having an outline will help you expand on the key points easily and make writing simplified. It can help integrate your ideas, sources, and evidence into an essay with a smooth flow of thought. As a result, your essay will be well-structured with focus on the thesis statement. You will save time on writing, as following your outline will minimize the need for revisions. Finally, you will see what improvements are necessary early enough to fix them in writing.

Essay outline
Essay outline (created with Visme) Disclaimer: This post contains affiliate links, which means that EEssays may earn a commission with no cost to you.

Table of Contents

1. Steps to Write a Research Essay Outline

Follow this simple steps to write an outline fast. These are useful points to consider at the pre-writing stage.

Step 1: Understand the Command Word in Your Essay Prompt

When you are given the essay prompt, start with using the BUG (BOX – UNDERLINE – GO OVER the Prompt) technique offered by West et al. (2019):

  • First, box the command word, serving as the main instruction how you should approach the task: Command WORD – HOW to WRITE and WHAT is the PURPOSE?
  • Underline the main words that signal WHAT to WRITE.
  • Then go over the prompt to link the command word with the main words.

Command words may be as follows:

AnalyzeApproaching the problem from various perspectives
Compare and ContrastDetermining similarities (comparison) and differences (contrast)
CritiqueFinding strengths and weaknesses in views on the issue you discuss
SynthesizePresenting a general view on the issue
DiscussProviding information and concluding
PersuadeUsing persuasive techniques (facts, emotions, authority) to convince the reader
ExplainPresenting details and using simple words to help the reader understand the issue
Review criticallyApplying critical thinking (various perspectives)
DescribeUsing descriptive words and sentences to present characteristics of something or someone
DefineProviding definitions in own words with support from sources

Step 2: Conduct Preliminary Research

Use Google Scholar, surf databases like libraries online, or add doi to the keyword in Google to find research articles.

Credible sources are websites with .edu and .gov, official company websites and reports, and credible magazines and newspapers with articles in a specific niche.

Write down the key ideas from each sources: you can do this in the form of Cornell notes – Keywords or questions on the left side and Notes in the right part.

Step 3: Develop a Thesis Statement

What you should know to create a thesis statement:

  • Write it as the last sentence of Introduction;
  • Make it focus and present a specific idea, argument, or view;
  • All body paragraphs should support the thesis statement: enumerate ideas or points that you will discuss in each body paragraph – PRESENT a STATEMENT or Idea and than SUPPORTING IDEAS.
  • A thesis statement is not a purpose of the essay: do not use phrases like “The essay will discuss..”

For example

Social media have a negative effect on adolescents’ mental well-being (STATEMENT) because it causes a distorted perception of reality, affects socialization negatively, and increases anxiety (IDEAS for 3 PARAGRAPHS).

It is an example of a thesis statement for a 5-paragraph essay. You can expound on each idea in 2 or 3 paragraphs.

Step 4: Choose the Type of the Outline for Your Essay

You can write it in:

  • Short phrases;
  • Full sentences.

Use Roman and Arabic numerals and capitalized and lowercase letters (Purdue University, n.d.).

Step 5: Create a Research Essay Outline Using a Template

Use the template below to create a perfect research essay outline.

I. INTRODUCTION

A. Hook: Present an interesting fact, statistics, or quote that can attract attention to the issue you will discuss.

B. Background information: introduce the issue, why it is important to discuss it, and in what context it has arisen.

C. Purpose (optional): here, you can include the purpose of the essay.

D. Thesis statement: present a statement or argument here with supporting points (1 sentence).

II. BODY

A. Paragraph 1: Argument or Supporting Point 1

a. Topic or Introductory Sentence: introduce the idea you will discuss in the paragraph.

b. Evidence 1: present facts, statistics, and data from sources with in-text citations that can support the thesis.

c. Analysis: link evidence with the thesis statement.

d. Evidence 2: find another piece of evidence.

e. Analysis: analyze how it supports the idea in the thesis statement.

f. Concluding Sentence and Transition: Wrap up and connect the idea in this paragraph with the next paragraph: why further discussion is needed.

B. Paragraph 2: Argument or Supporting Point 2

Repeat the same steps for this paragraph.

C. Paragraph 3: Argument or Supporting Point 3

Repeat the same steps for this paragraph, but you can omit transition.

D. Conclusion

a. Restate the thesis statement: write it in other words.

b. Summarize the key points and findings.

c. Present final thought, call to action, or recommendations for future research, changes, or reflection.

2. Example of a Research Essay Outline

Topic: Effects of Social Media on Adolescents’ Mental Well-Being

I. INTRODUCTION

A. Hook: Spending three hours on social media daily increases anxiety among adolescents (Katella, 2024).

B. Background information: Because of the increased use of social media among teens, it is important to discuss this issue to determine what changes in policies are necessary.

C. Purpose (optional): The purpose of the essay is identify the scope of the problem and identify gaps in research.

D. Thesis statement: Social media have a negative effect on adolescents’ mental well-being because it causes a distorted perception of reality, affects socialization negatively, and increases anxiety .

II. BODY

A. Distorted Perception of Reality

a. Topic or Introductory Sentence: Social media affects teens’ perception of reality.

b. Evidence 1: It undermines the ability to make decisions (Rosenberg, 2022).

c. Analysis: When teens are influenced by distorted images, their mental models change, and social media impair the development of emotional intelligence.

d. Evidence 2: Because of distortion, teens cannot assess how their ideas match collective wisdom (Rosenberg, 2022).

e. Analysis: Distorted perceptions of collective wisdom leads to mental instability.

f. Concluding Sentence and Transition: Therefore, adequate measures should be taken to regulate the time teens spend on social media to prevent the distorted perception of reality. There are more problems linked with social media use.

B. Negative Effects on Socialization

C. Increased Anxiety

D. Conclusion

a. Therefore, distorted perceptions, anxiety, and worsened socialization are the main problems that result from the use of social media among adolescents.

b. More research is needed to identify effective measures to address the problem.

3. Concept Map Use in Creating an Essay Outline

For brainstorming ideas for the thesis statement, you can draw a concept map that can help you find links between ideas, thesis statement, and evidence.

Concept map for an essay
Concept map for an essay

Takeaways

  • Brainstorm ideas for the thesis statement
  • Focus on the command word
  • Find research studies for evidence
  • Write down the thesis statement
  • Structure the essay
  • Use the template to create an outline

Learn more

References

Purdue University. (n.d.). Types of outlines and samples. https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html

West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Directions: Writing a successful essay. Journal of Geography in Higher Education, 43(4), 609-617. https://doi.org/10.1080/03098265.2019.1655720


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