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I use the color coding method to organize my outline before drafting a paper to make sure that my related topics flow together, to keep my argument and organization easy to follow. Grouping my points by their overall theme keeps me from jumping around between topics too much, which would affect the flow of my writing and ultimately weaken my argument. Below is a step by step process on how to outline using the color coding method.
First, write an outline for your paper using whatever method you’re most comfortable with. I tend to use the 1, A, i, a format (it’s built-in on Google Docs and Word when you choose the numbered list option), and I combine full sentences with short phrases and quotes from sources.
Once you’re done with your outline, pick a few different colors from the highlighter tool on Word/Google Docs/etc. Each color will correspond to a different theme throughout your paper. For example, I used this method to highlight topics in a paper something like this:
Try not to get too specific with your themes; connecting them by their general themes will help you organize them more easily. However, you want them to be specific enough that you can highlight everything (or almost everything) in your paper without missing any sections. If one or two sections seem like they don’t fit within your main themes, it might indicate that they’re a little off topic, and you might want to consider changing or getting rid of them.
Once almost all your sentences have been highlighted, you can zoom out to 50-75% on your word processor to more easily see how your themes are spread throughout your paper. It’ll probably be a little disorganized, but that’s okay. For example, mine looked something like this:
Now, drag and drop the highlighted sections so the themes flow together in a way that makes sense for your argument. The organization is totally up to you, but keeping similar topics together for the most part will keep your paper on topic and prevent any information from seeming random or tangential.
After that step, my paper looked more like this:
Your order and organization will depend on your individual assignment and writing voice, but this visual aid will help you organize your paper without getting overwhelmed by 5-10 pages of bullet points/notes.
Now that your outline is organized, you’re ready to start drafting your paper. Good luck!
Read more great writing tips here: https://umbcwritingcorner.wordpress.com/author/umbcwritingcenter2017/
During an education course, the professor tasked the class with a creative writing assignment. We were told to write a poem about something specific, and this specific something was provided by the professor. For example, after reading a poem in which the narrator expressed a desire to be inside a rock, our professor told us to write a poem about an object that we would like to be inside. We could write about any object we could imagine, but we had to express a desire to be within that object. We were then given five minutes to write our poem. This is what I came up with:
I would go inside Jupiter
Or another gas giant
Because you really can go inside.
I think about how small I would be,
In that giant Jupiter.
And yet,
How small is that giant Jupiter
When compared to our medium-sized sun.
And as we are already inside it,
Let us think about how small that medium-sized sun is
Within our spiraling, swirling milky-way.
And outward we go
Towards greater spaces.
How many things
Are we already inside?
What’s not one more
to be within?
I would hardly consider myself a poet. But I couldn't help but be
somewhat pleased with what I had created in a mere five minutes. Not
only had I written the poem in five minutes, but I was forced to write
about being inside of something. How was I, along with everyone else in
the class, able to create poetry in such a short amount of time, with
such a restricted sense of time and topic?
I then thought to myself: what if I were simply told to write a poem in
five minutes? If I were told to write a poem about anything and
everything in five minutes, would I be able to? And if I were able to,
would I appreciate my writing as much as I had appreciated my poem about
being inside Jupiter? The more I thought about these questions, the
surer I was that I needed that sense of restriction to write creatively
in such limited time.
The art of restriction is overlooked by many creative writers. Attempts at creative writing are too often discouraged by a lack of focus. It is easy for the author to have the desire to write. It is always there - the desire to put one's thoughts down and create some meaningful and powerful message from our feelings. But we have so many feelings and emotions and thoughts and desires to share our story. In fact, we have so many ideas on what to share and how to share it, that when it comes time to actually writing, we just decide on any one topic.
The choice then becomes the ultimate objective. The author must first choose his path. Nothing can be accomplished; nothing can be written without first choosing a topic to write on. But choosing is so hard, isn't it? When the nearly impossible task of choosing a dinner spot arises, what do we do? Who do we turn to? Traditionally, we turn to the person joining us for dinner and say, "Why don't you choose?" To which that person replies, "No, I chose last week, it's your turn to choose." And this conversation continues for hours and hours. When you finally choose, you find that the restaurant is closed, or that you've since lost your appetite.
Authors face much of the same issue. What should you write about? Well,
the author wants to write about what the audience wants to read. But,
unlike choosing a restaurant, the author cannot deflect the issue. The
choice will always be your own. The opportunity to say, “What do you
want me to write about, audience?” never realistically manifests.
But we have seen what happens when the audience does choose for the
author. In the case of my education class, the audience did tell the
author what they wanted to hear. The audience wanted to read a poem
about wanting to be inside an object. Much like the once in a million
occurrence when your lunch buddy actually chooses a place to eat, it
works. After the choice is made, the two go to lunch. After the
restrictions are set in place, the author can write freely, openly, and
comfortably, set within those specific parameters.
How then can we, as authors, self-restrict our writing? How do you set
parameters in place that will allow you to create so freely and
efficiently? It comes down to making that dreaded choice. But how do we
lessen the burden of making such a choice? We lower the stakes. We
understand that our topics of discussion are limitless, and we look
towards absurdity to structure our creativity.
I believe the poetry assignment worked so well because the restrictions were so specifically strange. Although I was writing about being inside Jupiter, I still managed to create poetry that felt emotionally charged and meaningful. I found that my imagination successfully created content within the parameters, but simultaneously worked around the constraints to deliver emotionally fulfilling writing.
Restrictions allow authors to focus more on the delivery of emotionally charged and meaningful content without experiencing the hindrance of choice. The next time you sit down to write creatively, set a ridiculous parameter. Limit yourself to discussing something strange and make choosing meaningless. By doing so, you will effectively disengage with the preservation of choice, allowing you to focus on your love for writing.
Check out this and other posts on the Writing Center's blog: https://umbcwritingcorner.wordpress.com/author/umbcwritingcenter2017/
Writing Wednesday Workshop presented by Library & Writing Center
Date: Wednesday, Dec 4th
Time: 12-1pm
Location: Library, #259
Facilitators: Natalie Murray & Kyndall Hardwick
Description: Feeling stuck with your final paper? Bring what you’ve got so far (even if it’s just the assignment description).
]]>Writing Wednesday Workshop presented by Library & Writing Center
Date: Wednesday, November 6th
Time: 4-5pm
Location: Library, #259
Instructors: Allison Jennings-Roche & Jamie Denton
Avoid accidental plagiarism by learning how to properly cite your sources and create killer bibliographies.