The structure chosen for this outline is the problem-solution pattern. It can be seen that all the major headings of the outline represent problems that had arisen to make it difficult the student in question to be able to enroll in a traditional learning institution. In order to maintain the quality of life on which he hopes to build, it would have been necessary for the student to continue his job, maintain a flexible schedule, and not spent too much money. These became problems because they are all threatened by the prospect of enrolment in school. These problems, however, are solved with the idea of correspondence learning.
Because many of the problems faced by the working student are solved when they become distance learners, it made sense to choose such a problem-solution structure as a method of presenting or selling distance learning to an audience. It appears natural to present each problem within a specific heading and demonstrate precisely how correspondence learning can solve that problem within the subheadings that follow. This is precisely what has been done and it appears to work well.
The problem-solution structure also seemed effective in its ability to aid the breakdown of the subject into smaller parts for easier outlining. It became possible to focus on the different areas in which distance learning was favorable to the working person, and build convincing arguments around each using “proof” from the solution aspect of the structure. Also, by presenting problems which many persons in the audience might face, it makes it easier for them to become interested in the subject and then pay attention in order to become exposed to the solution (Hoeken, 1998).