Last chapter, you learned how to choose a strong topic and write a position statement — the one sentence that says exactly what you think.
Now here's what most students do next.
They open a blank page and start writing.
And halfway through, they get stuck. Or they repeat the same point twice. Or they forget to add proof. Or the column just trails off at the end with no real finish.
That happens because they skipped the most important step.
The outline.
An outline is a short plan you fill in before you write. It tells you what each paragraph will say — before you write any of them.
Here's the other thing about column writing that most beginners don't know.
Columnists write short paragraphs. One idea. One to two sentences. Then stop.
Not long paragraphs like school essays. Short, punchy ones. Each paragraph earns its place or it gets cut.
This chapter teaches you both things at once — how to plan your column and how real columnists structure it.
A column article has seven paragraphs. Each paragraph does one job — and only one job. Here is the complete outline.
Real columnists don't write long paragraphs. They write one idea. One or two sentences. Then they start a new paragraph. Short paragraphs are easier to read. They give the reader room to breathe. They make each idea stand out on its own. Long paragraphs bury ideas. Short paragraphs put each idea in the spotlight.
"The canteen runs out of rice before second recess ends and students who arrive late have nothing to eat and this causes them to feel hungry during afternoon classes and when students are hungry they cannot focus and this is a problem that has been happening for a long time and something needs to be done about it."
"The canteen runs out of rice before second recess ends."
"Students who arrive late have nothing to eat — and hungry students cannot focus during afternoon classes."
Same information. But the short version is easier to read. Each sentence lands. That's how a real column feels.
Before you write a single paragraph, write two things at the top of your outline: your topic — the issue you are writing about — and your stand — one sentence that says exactly what you think should happen. These two lines are your anchor. Every paragraph you write should connect back to them. If a paragraph doesn't support your stand — it doesn't belong in this column.
The hook is your first paragraph. It is one sentence. It pulls the reader in. It should be specific and striking — a real detail that shows the problem is real.
"Food is important for students." — Too obvious to be interesting. Nothing here grabs you.
"By 12:10 PM, the canteen rice window at Mabuhay Elementary is closed — and second recess hasn't even started yet."
P3 and P5 are your two reasons. Each gives a different angle for why your stand is correct. P5 must be a genuinely new angle — not Reason 1 said again in different words. P4 and P6 are the evidence for each reason. Be as specific as possible — name a number, a situation, a day. Vague evidence proves nothing.
"Many students feel bad when they don't eat." — "Many" and "feel bad" prove nothing.
"In a survey of 20 Grade 5 students, 14 said they felt sluggish during afternoon classes on days when the canteen sold out." — Specific number, specific group, specific consequence.
The conclusion restates your stand in new words and ends with a call to action. Two to three sentences. No new arguments. Just a clean, confident finish. The restate says the same idea without copying P2 word for word. The call to action names who should act, what they should do, and when.
Here is a complete, filled-in outline using the canteen topic. Seven short paragraphs. One idea each. Clear from top to bottom. That is what a column looks like when it is planned first.
Apply what you learned. Work through the activities below step by step.
| What to Check | Done ✅ | Try Again 🔄 |
|---|---|---|
| My stand is one clear sentence that says what should change | ☐ | ☐ |
| My hook (P1) is one specific, striking sentence — not a general statement | ☐ | ☐ |
| P2 explains who is affected and how bad the problem is | ☐ | ☐ |
| P3 and P5 are different angles — not the same reason said twice | ☐ | ☐ |
| P4 and P6 each have a specific number, name, or real example | ☐ | ☐ |
| P7 restates my stand in new words and ends with who, what, when | ☐ | ☐ |
| Every paragraph is one to two sentences — nothing longer | ☐ | ☐ |
Answers will differ for each student. Use the rubric above or ask your teacher for help.
Each item gives you scrambled parts. Pick the sentence that puts them in the correct order.