Q Use this link to submit your outline for the final paper. Your outline should include your thesis paragraph, and then indicate each of the key points you will make to support that thesis. In other words, while you may not have written any actual prose for your paper, you should have a clear sense at this point of what the paper will look like. The outline should be a roadmap or blueprint for what that paper will be. To do well on this assignment, your outline will need to be about one full page. You can include explanations for each of the points, but are not required to. This assignment will be graded based on its clarity (i.e., whether I have a clear and reasonably detailed sense of what the paper will look like) and comprehensiveness (whether it has the appropriate level of depth for a five-page paper--not trying to do too much or too little--and clearly indicating what those steps will be. Outlines will vary significantly depending on the subject matter and how the research will be brought together, but here is a sample outline that will give you a sense of what I'm looking for (I have put explanatory notes in square brackets). Thesis: the students in my Eastern Religion and Philosophy class are awesome. [note that my thesis is now one sentence; the broader paragraph has given way to the outline] Outline: 1. Statement of thesis and overview of the structure of the paper (i.e., that my students are awesome, and that I will demonstrate this by quantitative analysis in comparison to data from the broader student body). 2. Identification of the three main metrics for judging awesomeness: engagement, effort, and expertise. a. I will provide a defense of the importance of these three criteria. b. I will consider a two other possible criteria, and provide a rationale for not including them. 3. Presentation of quantitative data for student engagement, effort, and expertise for my students. a. Presentation of student engagement data as collected from student evaluations (self-reported). b. Presentation of data regarding effort as a ratio of work completed on time, submitted late, and missing. c. Presentation of data pertaining to expertise, as derived from the difference between early semester testing and later semester testing of the same materials. 4. Comparison of the data for my students against the broader student population, showing that my students outperform the norm significantly on all three criteria. 5. Defense of the claim that excelling in these three criteria to the extent demonstrated by my students qualifies as "awesomeness" in the context of student assessment. 6. Conclusion that my students are awesome, along with a brief rehearsal of how the data I have presented substantiate this claim. [note that the project is research based, and that careful attention is paid to show how the research supports the conclusion--which is my thesis] [note also that I have used both numbered points and lettered subpoints; if it was necessary, I could have also used sub-sub-points (perhaps i, ii, iii, etc.), but in this case it wasn't necessary]