Romanko Zemi

 

Sentence Outline Examples

 

Here are four excellent examples of sentence outlines by Chihiro Kato, Saki Toyoda, Tomoko Yamaguchi, and Minori Ishige. All four examples show most of the sources each student will use in their research paper and explain what they will talk about in short, easy to understand sentences.

 

Sentence Outline

Writing style: Analytical

Thesis Statement: There are three main types of renewable energy: solar energy, biomass energy, and geothermal energy. This paper will analyze these three types of energy and how they are used practically all over the world.

1.   Solar energy

1.1 How solar energy is given. (http://www.nrel.gov/learning.html)

1.2 How much is solar energy extending? (Nakasa, 2004)

1.3 We can divide the kinds of solar energy into two types, solar thermal and sunbeam. (http://www.nrel.gov/learning.html; Nakasa ,2004)

1.4 What are merits and problems of solar energy? (Arai, 2000; Nakasa, 2004; http://www.eere.energy.gov/solar_decathlon/bright.html)

 

2.   Biomass energy

2.1 What is biomass energy? (http://www.nrel.gov/learning.html; Klass, 1998)

2.2 Why is it called “renewable energy”?  (Klass, 1998)

2.3 We can divide the kinds of biomass into three types, waste of city life, waste of farming and unused resources. (Kusube &   Naito, 2003; Fujino, Yamaji, & Yamamoto, 2000)

2.4 What are merits and problems of biomass energy? (Kusube & Naito, 2003; Nakasa, 2004; Suzuki, 2003)

 

3.   Geothermal energy

3.1 How can we use geothermal energy? (Arai, 2000; Nakasa, 2004)

3.2 How much is geothermal energy extending? (Nakasa, 2004)

3.3 We can divide kinds of geothermal power plant into three types, dry steam, flash steam, and binary cycle. (http://www.nrel.gov/learning.html; Nakasa, 2004)

3.4 What are merits and problems of geothermal energy? (http://www.agores.org-Publications/Observ-Geothermal139pdf; Arai, 2000; Nakasa, 2004)

 

By: Chihiro Kato

 

Sentence Outline

Writing style: Analytical

 

Thesis Statement: This paper will analyze the All Nippon Airways Co., Ltd (ANA). It will first discuss the history of the company. Next, it will discuss the management philosophy of the company. Then, it will talk about the customer service policies of ANA. Finally, it will suggest four reasons why people repeatedly choose ANA.

1.    History of the company

1.1         1952 December this company is established. (http://www.ana.co.jp/cp/index.html)

1.2         1999 October ANA joins the Star Alliance. (http://www.ana.co.jp/cp/index.html)

1.3         Total number of passengers reaches one billion. (http://www.ana.co.jp/cp/index.html)

1.4         About Boeing 787. (http://ja.wikipedia.org/wiki/%E5%85%A8%E6%97%A5%E6%9C%AC%E7%A9%BA%E8%BC%B8)

1.5          This company has had two plane crashes. (http://ja.wikipedia.org/wiki/%E5%85%A8%E6%97%A5%E6%9C%AC%E7%A9%BA%E8%BC%B8)

 

2.    Management Philosophy

2.1         Maintaining a familiar presence. (http://www.ana.co.jp/cp/rinen/index.html)

2.2         ANA’s demanding safety and training programs. (http://www.ana.co.jp/cp/rinen/index.html)

2.3         ANA embraces new challenges. (http://www.ana.co.jp/cp/rinen/index.html)

2.4         Effectively using human resources. (http://www.ana.co.jp/cp/rinen/index.html)

 

3.    Customer Service

3.1         The company flower: the sunflower. (Yokogawa, 2008)

3.2          “Anshin Attaka Akaruku Genki”. (Yokogawa, 2008)

3.3          Good job card program. (Yokogawa, 2008)

3.4          The messages from the customers. (Yokogawa, 2008)

 

4.    Strengths of the company and the reasons for repeat customers

4.1         They create personal and human experiences with customers.

4.2         Impressions of their customers-sharing their good feelings.

4.3         New innovations to better the airline.

 

By: Saki Toyoda

 

Sentence Outline

Writing style: Argumentative

Thesis Statement: This paper will argue that unit care should be recognized as a good option for elderly care because it emphasizes the idea of living in a home, the residents can have their private time as well as time to meet others, it places importance on the residents' previous daily habits, and their quality of life.

 

1.   It emphasizes the idea of living in a home.

1.1 Institutions like hospitals (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

1.2 Privacy-less life (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

1.3 Feeling day-to-day life (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001

1.4 Individuality of private room (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

 

2.  The residents can have their private time as well as time to meet others.

2.1 Stress by living in 4, 8 people –room (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001; Hayasaka, 2009)

2.2 Private room and communication (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

2.3 Strong enthusiasm for doing something on their own (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

 

3.  Unit care places importance on the residents’ previous daily habits.

3.1 Assistance all together (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001)

3.2 Gap about daily habits (Kaze-no-mura-kiroku-hensyu-iinnkai, 2001; Hayasaka, 2009)

3.3 Filling-in of gaps in living (https://www.unit-care.or.jp/index.htm)

3.4 The need for self-decision and self-respect (https://www.unit-care.or.jp/index.htm; http://www.kyoto-np.co.jp/kp/rensai/kaigo/060311.html)

 

4.  Unit care places importance on the residents’ quality of life.

4.1 Living the way they want (Toyosawa, 2009)

4.2 Building up quality of life (Toyosawa, 2009)

 

By: Tomoko Yamaguchi

 

Sentence Outline

Writing style: Compare and Contrast

Thesis Statement: This paper will contrast the education systems in Japan and Germany in terms of the percentage of students who go to college, the differences in curriculum, job hunting and on-the-job training, and unemployment rates in both countries.

 

1. The percentage of students who go on to college.

 

1.1 The percentage of Japanese students who go to college. (http://www.mext.go.jp/a_menu/shotou/shinkou/genjyo/021202.htm)

 

1.2 Germany students who can go to college are 30% of all students. (Kosugi, R. 2009)

 

1.3 Why most Japanese students choose to go to college. (Kosugi, R. 2009)

 

 

2. Curriculum

 

2.1 Japanese students choose their future in high school. (Kosugi, R. 2009)

 

2.2 German students must choose their school (and future) from ten years old. (Matsui, Y. 2009)

 

2.3 Japanese students choose their future step by step. (Kosugi, R. 2009)

 

2.4 German students are professional. (Matsui, Y. 2009)

 

 

3. Job hunting and on-the-job training

 

3.1 The percentage of unofficial decisions in Japan. (http://www.mext.go.jp/b_menu/houdou/25/11/1341531.htm)

 

3.2 The percentage of unofficial decisions in Germany. (Kosugi, R. 2009)

 

3.3 The on-the-job training in Japan. (Kosugi, R. 2009)

 

3.4 The on-the-job training in Germany. (Matsui, Y. 2009)

 

 

4. Unemployment rates

 

4.1 The unemployment rate in Japan. (http://www.mhlw.go.jp/topics/2010/01/tp0127-2/24.html)

 

4.2 The unemployment rate in Germany. (http://www.mhlw.go.jp/wp/hakusyo/kaigai/10/pdf/teirei/t144~150.pdf)

 

4.3 The reasons people leave their jobs. (Matsui, Y. 2009)

 

By: Minori Ishige

 

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