1|Description of Outline Components

Components of an Academic Outline

for an Argumentative Research Paper
I. Introduction
State the Hook
The first sentence of the introduction is called the hook. The hook is a special way of
capturing the reader’s attention—drawing the reader into the content of your paper in an
interesting way. A hook can be a single question; a startling statistic (usually citing great
numbers or unbelievable facts); a calling-out of the reader (using the name of the group that
will read your work, such as teachers or sports fans); a story (albeit a short one, which
usually takes two to three sentences); or lush description that captures the senses.
At the top of the outline and under the Introduction, write your idea for the hook that you
believe will grab the reader’s attention.

State the Thesis

The thesis statement, or guiding statement, is one sentence that guides the entire content
of your research paper. It shows the reader your exact claim—and how you’ll prove the
claim to be true.
The college-level thesis statement includes four (4) parts:
1) a time bound element (the when, such as today or in the last century);
2) a geographically-bound element (the where, such as across the world or in the United
States);
3) the blueprint (the main sections that your paper/document will cover), and
4) the qualification, also known as “although statement” (because it usually begins with
“Although x-side believes y-information,”)
The qualification is the “advanced” part of a thesis statement. It makes the claim college-
level and strong. Qualifications immediately diffuse the reader by acknowledging the other,
or competing, side of the argument and faces the opposition head on. Using a qualification,
the writer “lets the air out” of the rebuttal from the start.

Your thesis statement will be the last sentence in your introduction. There, the thesis
statement gives a strong lead-in to the content of your paper.

At the top of the outline and under the introduction section, write the thesis statement that
will guide the paper/document.

II. Internal/Supporting Section 1: Point 1

The first section’s title comes directly from your thesis statement—creating a heading for
Section II, Point 1. The heading is written as a short phrase describing the gist of your idea.
Do not use single words (that can have ambiguous meaning). Use a specific phrase
describing the overall section.
2|Description of Outline Components

Note: Do not use the phrase, “Supporting Section” or “Point 1”; simply state the point. Click
here to see an example.

A. Subsection 1
This subsection is a breakout of what you want to cover in the section. It’s the first
logical part of Section 1. Place supporting evidence here that came from your research.
In a paper, this is a full paragraph.

B. Subsection 2
This subsection is a breakout of what you want to cover in the section even further. It’s
the next logical step to your argument, under Section 1. In a paper, this is a full
paragraph.

C. Subsection 3
This subsection is usually addresses the refutation of your claim. What does the other
side say? How do your A and B points above show the belief to be otherwise? Save your
strongest evidence to place here, at the end of the section, while refuting the “other
side’s” strongest claims against your point.

(Note: You can further break out the section with more sub-points, or points to your
argument. Simply make sure the presentation of the information is logical and next-
step, answering the readers’ questions of what they’d want to know next.)

III. Internal/Supporting Section 2: Point 2

Like your first section, the second section comes from your thesis’ blueprint to create a
heading for III. Again, the heading is written as a short phrase describing the gist of the idea.
Use a specific phrase describing the overall section. (Note that this is the second section of
your content, but it’s the third section of your outline. That’s because I. is the Introduction,
so the actual content of any outline always begins at point II.)
A. Subsection 1
This subsection is a breakout of what you want to cover in the section. Place supporting
evidence here that came from your research. In a paper, this is a full paragraph.

B. Subsection 2
This subsection is a breakout of what you want to cover in the section even further. It’s
the next logical step to your argument, under Section 1. In a paper, this is a full
paragraph.

C. Subsection 3
This subsection addresses the refutation of your claim. What does the other side say?
How do your A and B points above show the belief to be otherwise? Save your strongest
evidence to place here, at the end of the section, while refuting the “other side’s”
strongest claims against your point.

(Note: If you’re an ultimate-organization kind of person, you can continue to break out
each sub-section with more sub-points, or points to your argument. IF you do so, make
3|Description of Outline Components

sure that the information is logical and next-step, answering the readers’ questions for
what they’d want to know next.)

IV. Internal/Supporting Section 3: Point 3

Like your first and second sections, the third section comes from your thesis’ blueprint. As
above, write the heading as a short phrase describing the gist of the idea. (Note that this is
the third section of your content, but it’s the fourth section of your outline. Again, that’s
because I. is the Introduction.)
A. Same as above
B. Same as above
C. Same as above

(Section 4)
If you have four points in your thesis statement’s blueprint, you’ll end up with four content sections in
an outline. This content section, or area, will be labeled as V. Break out the ideas here just as you did
with the other main content sections.

Note: Most documents have three to four sections. Some may have two sections. The average is three.

Conclusion
Your conclusion begins with a re-telling of the thesis statement. But the re-telling isn’t a direct copy. It’s
a next-step, conclusion-formed thesis. Use the conclusions from each section of your paper to craft
something similar to your thesis—but more. State the final ideas of each section, the “so what?” from
each paragraph, in the original thesis statement’s shell, to show the reader that your paper’s internal
content has strong ties to your final claim.

To end the paper, move your conclusion’s sentences from specific to broad. Answer the reader’s
question, what does this conclusion mean for you and me? Take your ideas to a global perspective. If the
thesis’ claim is followed, what good can come? If your thesis’ claim is not followed, then what will
happen next—in individuals’ lives, in our community, in the nation, and in the world? End your paper
with a challenge, a warning, or a broad claim for further research to better our understanding and
create better circumstances.
4|Description of Outline Components

Components of an Argumentative Research Outline for a Paper:

A Short Version
I. Introduction
Hook:
Thesis:

II. Point 1 (a phrase created from your thesis statement blueprint’s first point)
A. Subpoint 1
B. Subpoint 2
C. Rebuttal Point

III. Point 2 (a phrase created from your thesis statement blueprint’s second point)
A. Subpoint 1
B. Subpoint 2
C. Rebuttal Point

IV. Point 3 (a phrase created from your thesis statement blueprint’s third point)
A. Subpoint 1
B. Subpoint 2
C. Rebuttal Point

V. Conclusion
Restated Thesis (from section conclusions)
Global Consideration Statement (ending “So what?” for all you wrote, including
how this knowledge can impact the world)

HELPFUL NOTES:
1. As you write, your sections might change. If one section is too large, you may have to break the
section down further into another paragraph/subsection. No worries. Keep your sections and
paragraphs about the same size, and feel free to change the content slightly.

2. Stay with the outline. Even though a section might change slightly, your outline’s purpose is to
keep you on track. Use it as a guide to complete your work.

3. Save writing the conclusion to when your paper is complete! Writing the content first ensures
that your conclusion perfectly matches your work.