OUTLINE STYLES: WHICH ONE DOES YOUR TEACHER PREFER?
- I. Four conditions encouraged combining ivory and slave
- A. Slaves and
ivory were abundant in the same area.
- B. The
world provided huge markets for both.
- C. The
natives themselves practiced combined ivory and
- D. The tsetse
fly made human bearers necessary.
- II. European
explorers reported to the world the evils of Arab slave
and ivory trading in Central Africa.
- A. They
reported on the trade routes set up for ivory and slave
- B. They
reported on the evils of the combined trade.
- 1. They
reported on the devastation of the country.
- 2. They
reported on the traders' inhuman methods.
- a. The
traders had no regard for human life.
- b. They
killed adults and reared children as slaves.
were put in harems.
were trained to become slave raiders for their Arab
explorers reported how the Arabs incited native
fighting and then exploited the winners.
reported the depletion of the elephant herds.
- III. The
elimination of the slave trade was slow.
- A. Early
efforts were futile.
- 1. There
were still markets for both slaves and ivory.
- 2. Despite
agitation by missionaries, the average European was
too selfish to work for abolishment.
- 3. The
African natives made no protests against a combination
which they carried on themselves.
- B. European
explorers' reports finally led to successful action.
- 1. Military
expeditions were sent
out to unseat the Arab traders.
- 2. Leading
European colonizers in
Africa finally made effective
pacts and regulatory laws.
- IV. Conclusion:
Today the ivory
trade is carried on without slavery.
| The thesis
covers all of
the material in the outline and
insures the paper's unity.
The development of
complete enough that it was not
necessary to waste time
wondering just how that part of
the paper was to be developed
when the rough draft was written
III.B.2 might have
Section IV goes
discussion of the conditions in
the Nineteenth century; yet it
makes a good conclusion,
indicating the final outcome of
the Nineteenth century activity. Outlines do not have to have
special conclusions, but one was
appropriate here. Occasionally,
outlines have introductions,
indicating why a problem is of
interest of something about its
background that is outside the
actual range of the paper.
This kind of MAPPING or
CLUSTERING may be taught in your English class. It's a good way
to begin organizing your thoughts. The map will change as your