Writing Process /1301/1301Reso/WPROCES3_files/fra me.htm /1301/1301Reso/WPROCES3_files/fra

Writing ProcessWriting Process

http://www.accd.edu/sac/english/lihttp://www.accd.edu/sac/english/lirvin/1301/1301Reso/WPROCES3_firvin/1301/1301Reso/WPROCES3_files/frame.htmles/frame.htm

http://www.clubtnt.org/writingtips/http://www.clubtnt.org/writingtips/writing_styles.htmwriting_styles.htm

Steps to Writing WellSteps to Writing Well

Wyrick, JeanWyrick, Jean

IntroductionIntroduction

Readingcomprehensiononline.com/Readingcomprehensiononline.com/htmlhtml

Web Web http://depts.gallaudet.edu/englishhttp://depts.gallaudet.edu/english

works/writing/main/essay.htmworks/writing/main/essay.htm

Reflection JournalsReflection Journals

http://www.sdcoe.k12.ca.us/score/http://www.sdcoe.k12.ca.us/score/actbank/tjouguide.htmactbank/tjouguide.htm

Reflection JournalsReflection Journals

Final PortfolioFinal Portfolio

Portfolio: Portfolio: Each essay will be read, commented on by the instructor, and given a grade; Each essay will be read, commented on by the instructor, and given a grade;

you must you must keep these graded essays and the grading rubrics as you will use them to keep these graded essays and the grading rubrics as you will use them to

revise your work for the portfolio.revise your work for the portfolio. You must maintain an organized portfolio of your work in this class. You must maintain an organized portfolio of your work in this class. You You

must keep all copies of every assignment returned to you with a must keep all copies of every assignment returned to you with a gradegrade for your portfolio, including all of the essays and their rough drafts, all for your portfolio, including all of the essays and their rough drafts, all in-class writing assignments, and any other assignment. Failure to keep your in-class writing assignments, and any other assignment. Failure to keep your returned assignments will result in a point deduction from the Completion returned assignments will result in a point deduction from the Completion Section of your portfolio score. Your portfolio is worth 50 points,Section of your portfolio score. Your portfolio is worth 50 points,

Completion (having all returned assignments)Completion (having all returned assignments) 20 points20 points Final Assessment (Letter to Instructor)Final Assessment (Letter to Instructor) 30 Points30 Points You must organize the portfolio as follows:You must organize the portfolio as follows:

– Diagnostic EssayDiagnostic Essay– Journals 1-12 (7for 8wk)Journals 1-12 (7for 8wk)– Essay 1-4 Final drafts Essay 1-4 Final drafts – All peer or instructor edited rough drafts, proposals, outlines and other assignments where All peer or instructor edited rough drafts, proposals, outlines and other assignments where

applicableapplicable– Reactions to ReadingsReactions to Readings

Letter to instructorLetter to instructor

Essay 1 narrativeEssay 1 narrative Love comes in all forms. We can love our parents, a boyfriend or girlfriend, a favorite pet, a brother or sister, Love comes in all forms. We can love our parents, a boyfriend or girlfriend, a favorite pet, a brother or sister,

a place, even a thing. Think about someone or something you love. Write a story about that person or think a place, even a thing. Think about someone or something you love. Write a story about that person or think that involves your feelings. WK 16that involves your feelings. WK 16

Everyone has a day in his or her life that changed them in a profound way. That helped them realize they Everyone has a day in his or her life that changed them in a profound way. That helped them realize they wanted to change a path they may have been on. Think of that day; where were you? Who was there? What wanted to change a path they may have been on. Think of that day; where were you? Who was there? What did you hear? What changes did it have on you? From that moment tell someone you love or someone you did you hear? What changes did it have on you? From that moment tell someone you love or someone you know would benefit from your new found knowledge. Tell them with a story so they won’t make the same know would benefit from your new found knowledge. Tell them with a story so they won’t make the same mistakes and maybe they can learn from your story. WK8mistakes and maybe they can learn from your story. WK8

500-750 words500-750 words100oints100oints

– OutlineOutline– PEER EDITING/ROUGH DRAFTPEER EDITING/ROUGH DRAFT– FINAL DRAFT FINAL DRAFT

Additional Final Draft requirements:Additional Final Draft requirements:

Essay #2Essay #2 ESSAY EXAMPLES AND DEFINITIONSESSAY EXAMPLES AND DEFINITIONS

700-850 WORDS700-850 WORDS150 POINTS150 POINTS

OUTLINEOUTLINE PEER EDITING/ROUGH DRAFT PEER EDITING/ROUGH DRAFT Final Draft Final Draft WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE

FOLLOWING TOPICS:FOLLOWING TOPICS:– Using examples, define one of the following concepts:Using examples, define one of the following concepts:

What is a hero?What is a hero? What is prejudice?What is prejudice? A social label (“skater,” “Goth,” “gang banger,” “redneck,” etc.)A social label (“skater,” “Goth,” “gang banger,” “redneck,” etc.)

Essay #3Essay #3 Multiple Writing Strategies: Process Multiple Writing Strategies: Process Analysis/ Division/ Classification/ Causal Analysis/ Division/ Classification/ Causal Analysis /Comparison Analysis /Comparison

700-900 WORDS700-900 WORDS 175 POINTS 175 POINTS

PEER EDITING/ROUGH DRAFT PEER EDITING/ROUGH DRAFT Final Draft Final Draft WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE FOLLOWING TOPICS:WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE FOLLOWING TOPICS: Compare two ways to earn money easily and legally. Analyze the differences and Compare two ways to earn money easily and legally. Analyze the differences and

similarities in the different steps.similarities in the different steps.– Process Analysis and Compare/ContrastProcess Analysis and Compare/Contrast

Compare and contrast the different types of employees at a two different employers (ex. Compare and contrast the different types of employees at a two different employers (ex. Fast food employees to Law firm employees or Wal-Mart employees to Target employees).Fast food employees to Law firm employees or Wal-Mart employees to Target employees).

– Classification and Compare/ContrastClassification and Compare/Contrast Contrast the components of a women’s purse to a man’s wallet.Contrast the components of a women’s purse to a man’s wallet.

– Division and Compare/ContrastDivision and Compare/Contrast Compare the effect of your favorite teacher/employer/hero/ etc. to your least favorite. Compare the effect of your favorite teacher/employer/hero/ etc. to your least favorite.

– Causal Analysis and Compare ContrastCausal Analysis and Compare Contrast Additional Final Draft requirements:Additional Final Draft requirements: Use more than one writing strategy!Use more than one writing strategy!

ESSAY #4 SOURCE BASED WRITING: ESSAY #4 SOURCE BASED WRITING: ARGUMENTATIVE RESEARCH PAPERARGUMENTATIVE RESEARCH PAPER

1000-1200 Words1000-1200 Words200 POINTS200 POINTS

THESISTHESIS PROPOSAL PROPOSAL WORKING BIBLIOGRAPHYWORKING BIBLIOGRAPHY NOTE CARDSNOTE CARDS OUTLINEOUTLINE ROUGH DRAFTS #1ROUGH DRAFTS #1 Rough Draft #2Rough Draft #2 .. Final Draft Final Draft WRITE A WELL DEVELOPED RESEARCH PAPER THAT ARGUES WRITE A WELL DEVELOPED RESEARCH PAPER THAT ARGUES

ONE SIDE OF A CONTROVERSIAL ISSUE. ONE SIDE OF A CONTROVERSIAL ISSUE.

Part 1 The Basics of a Part 1 The Basics of a Short EssayShort Essay Ch.1 PrewritingCh.1 Prewriting Ch.2 The Thesis StatementCh.2 The Thesis Statement Ch.3 The Body ParagraphCh.3 The Body Paragraph Ch.4 Beginnings and EndingsCh.4 Beginnings and Endings Ch.5 Drafting and Revising; Creative Ch.5 Drafting and Revising; Creative

and Critical Thinkingand Critical Thinking Ch. 6 Effective SentencesCh. 6 Effective Sentences Ch.7 Word LogicCh.7 Word Logic Ch.8 The Reading and Writing Ch.8 The Reading and Writing

ConnectionConnection

Part 1 The Basics of Part 1 The Basics of the Short Essaythe Short Essay Chapter 1 PrewritingChapter 1 Prewriting Select a subjectSelect a subject Start earlyStart early Find your best spaceFind your best space A strong interestA strong interest Narrow the subjectNarrow the subject

Find your Essays Purpose or Find your Essays Purpose or FocusFocus

Identify a topicIdentify a topic

Your topic is the subject about which you will Your topic is the subject about which you will write. Your assignment may suggest several write. Your assignment may suggest several ways of looking at a topic; or it may name a ways of looking at a topic; or it may name a fairly general concept that you will explore or fairly general concept that you will explore or analyze in your paper.analyze in your paper.

Consider what your assignment asks you to Consider what your assignment asks you to do do

Inform yourself about your topic Inform yourself about your topic Focus on one aspect of your topic Focus on one aspect of your topic Ask yourself whether your topic is worthy of Ask yourself whether your topic is worthy of

your efforts your efforts

BrainstormingBrainstorming

ListingListing Free writingFree writing Looping Looping ClusteringClustering CubingCubing InterviewingInterviewing Cross ExaminationCross Examination SketchingSketching

BrainstormingBrainstorming

http://www.jpb.com/creative/brainhttp://www.jpb.com/creative/brainstorming.phpstorming.php

http://www.eduplace.com/graphichttp://www.eduplace.com/graphicorganizer/pdf/planning.pdforganizer/pdf/planning.pdf

Planning ChartPlanning Chart

http://www.eduplace.com/graphicorganizer/pdf/persuahttp://www.eduplace.com/graphicorganizer/pdf/persuasion.pdfsion.pdf

Persuasion Graphic OrganizerPersuasion Graphic Organizer http://www.eduplace.com/graphicorganizer/pdf/venn.phttp://www.eduplace.com/graphicorganizer/pdf/venn.p

dfdf Venn Diagram: Compare/ContrastVenn Diagram: Compare/Contrast http://www.eduplace.com/graphicorganizer/pdf/isp.pdfhttp://www.eduplace.com/graphicorganizer/pdf/isp.pdf Information/Source/PageInformation/Source/Page http://www.eduplace.com/graphicorganizer/pdf/isp.pdfhttp://www.eduplace.com/graphicorganizer/pdf/isp.pdf Clustering MapClustering Map http://www.humboldt.edu/~tdd2/Cubing.htmhttp://www.humboldt.edu/~tdd2/Cubing.htm Cubing…infoCubing…info

Free writingFree writing

http://www.accd.edu/sac/english/lihttp://www.accd.edu/sac/english/lirvin/wguides/freew.htmrvin/wguides/freew.htm

Keep a JournalKeep a Journal

Write in it todayWrite in it today Improves observational skillsImproves observational skills Save your brilliant ideasSave your brilliant ideas Save other people’s brilliant ideasSave other people’s brilliant ideas Be creativeBe creative Prepare for classPrepare for class Record responsesRecord responses Focus on the problemFocus on the problem Etc.Etc.

Identify Your AudienceIdentify Your Audience

1.1. Does the writing assignment specify Does the writing assignment specify an audience?an audience?

2.2. Ask yourself some questions about Ask yourself some questions about their reasons for reading your essay?their reasons for reading your essay?

3.3. What knowledge does your audience What knowledge does your audience have on the subject?have on the subject?

4.4. Dig Deeper into the attitudes and Dig Deeper into the attitudes and emotional state of your audience.emotional state of your audience.

5.5. What special qualities might set your What special qualities might set your audience apart from any other?audience apart from any other?

Audiences continuedAudiences continued

They don’t want to be boredThey don’t want to be bored They don’t like confusion or They don’t like confusion or

disorderdisorder They want to see what you see, They want to see what you see,

feel what you feel.feel what you feel. They are turned off by a phony They are turned off by a phony

“Voice”“Voice”

In Summary Chapter 1In Summary Chapter 1

Before you begin writing anything, remember that you Before you begin writing anything, remember that you have valuable ideas to tell your readers.have valuable ideas to tell your readers.

It’s not enough that these valuable ideas are clear to It’s not enough that these valuable ideas are clear to you, the writer. Your single most important goal is to you, the writer. Your single most important goal is to communicate those ideas clearly to your readers, who communicate those ideas clearly to your readers, who cannot know what's in your mind until you tell them.cannot know what's in your mind until you tell them.

Whenever possible, select a subject to write on that is Whenever possible, select a subject to write on that is of great interest to you.of great interest to you.

Try a variety of prewriting techniques to help you find Try a variety of prewriting techniques to help you find your essay’s purpose and narrow the focus.your essay’s purpose and narrow the focus.

Review your audience’s knowledge of and attitudes Review your audience’s knowledge of and attitudes toward your topic before you begin you first draft.toward your topic before you begin you first draft.

Who needs to know about this topic?Who needs to know about this topic? Keep a journal.Keep a journal.

Chapter 2 Thesis Chapter 2 Thesis StatementStatement

What is a thesis?What is a thesis? Can a thesis change?Can a thesis change?

Derive main point from topicDerive main point from topic Once you have a topic, you will have to decide what the Once you have a topic, you will have to decide what the

main point of your paper will be. This point, the "controlling main point of your paper will be. This point, the "controlling idea," becomes the core of your argument (thesis idea," becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this "controlling idea" all your sub-theses. You can then turn this "controlling idea" into a purpose statement about what you intend to do in into a purpose statement about what you intend to do in your paper.your paper.

Look for patterns in your evidenceLook for patterns in your evidence Compose a purpose statementCompose a purpose statement

What is a thesis statemenWhat is a thesis statement?t? How do I develop a thesis statement? How do I develop a thesis statement?

– 1. 1. Identify a topicIdentify a topic – 2. 2. Derive main point from topicDerive main point from topic – 3. 3. Compose a draft thesis statementCompose a draft thesis statement – 4. 4. Refine and polish draft thesis statementRefine and polish draft thesis statement – 5. 5. Complete the final thesis statementComplete the final thesis statement

What is a thesis statement?What is a thesis statement? A thesis statement . . .A thesis statement . . . Makes an Makes an argumentative assertionargumentative assertion about a topic; it states the about a topic; it states the

conclusions that you have reachedconclusions that you have reached about your topic. about your topic. Makes a promise to the reader about the Makes a promise to the reader about the scopescope, , purposepurpose, and , and directiondirection of of

your paper. your paper. Is Is focusedfocused and and specificspecific enough to be "proven" within the boundaries of your enough to be "proven" within the boundaries of your

paper. paper. Is generally located Is generally located near the end of the introductionnear the end of the introduction; sometimes, in a ; sometimes, in a

long paper, the thesis will be expressed in several sentences or in an entire long paper, the thesis will be expressed in several sentences or in an entire paragraph. paragraph.

Identifies the Identifies the relationships between the pieces of evidencerelationships between the pieces of evidence that you are that you are using to support your using to support your

Defining a ThesisDefining a Thesis

http://www.accd.edu/sac/english/lihttp://www.accd.edu/sac/english/lirvin/wguides/thesis.htmrvin/wguides/thesis.htm

Thesis Statement and DeliveryThesis Statement and Delivery Back to Framing a Thesis Statement Back to Framing a Thesis Statement When creating When creating

the thesis statement, be sure to use a full sentence the thesis statement, be sure to use a full sentence and frame that sentence as a statement, not as a and frame that sentence as a statement, not as a question. The full sentence, "The purpose of this question. The full sentence, "The purpose of this speech is to inform my audience about the early speech is to inform my audience about the early works of Vincent van Gogh," provides clear direction works of Vincent van Gogh," provides clear direction for the speech, whereas the fragment "van Gogh" for the speech, whereas the fragment "van Gogh" says very little about the purpose of the speech. says very little about the purpose of the speech. Similarly, the question "Who was Vincent van Gogh?" Similarly, the question "Who was Vincent van Gogh?" does not adequately indicate the direction the speech does not adequately indicate the direction the speech will take or what the speaker hopes to accomplish. If will take or what the speaker hopes to accomplish. If you limit your thesis statement to one distinct aspect you limit your thesis statement to one distinct aspect of the larger topic, you are more likely to be of the larger topic, you are more likely to be understood and to meet the time constraints. understood and to meet the time constraints.

3. Compose a draft thesis statement3. Compose a draft thesis statement If you are writing a paper that will have an argumentative thesis and If you are writing a paper that will have an argumentative thesis and

are having trouble getting started, the techniques in the table below are having trouble getting started, the techniques in the table below may help you develop a temporary or "working" thesis statement.may help you develop a temporary or "working" thesis statement.

TechniqueDescriptionExample1. Purpose statement BeginTechniqueDescriptionExample1. Purpose statement Begin with a purpose statement that you will later turn into a thesis with a purpose statement that you will later turn into a thesis statement. Assignmentstatement. Assignment:: Discuss the history of the Reform Party and Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional explain its influence on the 1990 presidential and Congressional election. Purposeelection. Purpose Statement: Statement: This paper briefly sketches the This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the analyzes how it influenced the economic and social ideologies of the two mainstream [styord/two mainstream [styord/

4. Refine and polish the thesis statement4. Refine and polish the thesis statement To get to your final thesis, you'll need to refine To get to your final thesis, you'll need to refine

your draft thesis so that it's your draft thesis so that it's specificspecific and and arguablearguable..

Ask if your draft thesis addresses the Ask if your draft thesis addresses the assignmentassignment

Question each part of your draft thesisQuestion each part of your draft thesis Clarify vague phrases and assertionsClarify vague phrases and assertions Investigate alternatives to your draft Investigate alternatives to your draft

thesisthesis Consult the table below for suggestions on how Consult the table below for suggestions on how

to refine your draft thesis statementto refine your draft thesis statement

Thesis Statement and AudienceThesis Statement and Audience Back to Framing a Thesis Statement Back to Framing a Thesis Statement The thesis appears in The thesis appears in

the introduction of the speech so that the audience the introduction of the speech so that the audience immediately realizes the speaker's topic and goal. Whatever immediately realizes the speaker's topic and goal. Whatever the topic may be, you should attempt to create a clear, the topic may be, you should attempt to create a clear, focused thesis statement that stands out and could be focused thesis statement that stands out and could be repeated by every member of your audience. It is important repeated by every member of your audience. It is important to refer to the audience in the thesis statement; when you to refer to the audience in the thesis statement; when you look back at the thesis for direction, or when the audience look back at the thesis for direction, or when the audience hears the thesis, it should be clear that the most important hears the thesis, it should be clear that the most important goal of your speech is to inform the audience about your goal of your speech is to inform the audience about your topic. While the focus and pressure will be on you as a topic. While the focus and pressure will be on you as a speaker, you should always remember that the audience is speaker, you should always remember that the audience is the reason for presenting a public speech. Avoid being too the reason for presenting a public speech. Avoid being too trivial or basic for the average audience member. At the trivial or basic for the average audience member. At the same time, avoid being too technical for the average same time, avoid being too technical for the average audience member. Be sure to use specific, concrete terms audience member. Be sure to use specific, concrete terms that clearly establish the focus of your speech. that clearly establish the focus of your speech.

Framing a Thesis StatementFraming a Thesis Statement Focus on a specific aspect of your topic and Focus on a specific aspect of your topic and

phrase the thesis statement in one clear, phrase the thesis statement in one clear, concise, complete sentence, focusing on the concise, complete sentence, focusing on the audience. This sentence sets a goal for the audience. This sentence sets a goal for the speech. For example, in a speech about art, speech. For example, in a speech about art, the thesis statement might be: "The purpose the thesis statement might be: "The purpose of this speech is to inform my audience about of this speech is to inform my audience about the early works of Vincent van Gogh." This the early works of Vincent van Gogh." This statement establishes that the speech will statement establishes that the speech will inform the audience about the early works of inform the audience about the early works of one great artist. The thesis statement is one great artist. The thesis statement is worded conversationally and included in the worded conversationally and included in the delivery of the speech. delivery of the speech.

Thesis Statement PurposeThesis Statement Purpose The thesis statement is crucial for The thesis statement is crucial for

clearly communicating your topic clearly communicating your topic and purpose to the audience. Be and purpose to the audience. Be sure to make the statement clear, sure to make the statement clear, concise, and easy to remember. concise, and easy to remember. Deliver it to the audience and use Deliver it to the audience and use verbal and nonverbal illustrations to verbal and nonverbal illustrations to make it stand out. make it stand out.

Power Thesis Power Thesis StatementStatement http://www.palomar.edu/library/guhttp://www.palomar.edu/library/gu

ide/thesistatements.htmide/thesistatements.htm

Guidelines for Writing Guidelines for Writing a Thesisa Thesis

Clear opinion on a subjectClear opinion on a subject Asserts one main ideaAsserts one main idea Something worthwhile to saySomething worthwhile to say Limited to fit the assignmentLimited to fit the assignment Clear and with specific termsClear and with specific terms Thesis recognizes the main idea and Thesis recognizes the main idea and

it is stated within the first or second it is stated within the first or second paragraphparagraph

5. Complete the final thesis statement5. Complete the final thesis statement The Bottom LineThe Bottom Line As you move through the process of crafting a thesis, you'll need to As you move through the process of crafting a thesis, you'll need to

remember four things:remember four things:– 1)1) Context mattersContext matters! Think about your course materials and lectures. Try to relate ! Think about your course materials and lectures. Try to relate

your thesis to the ideas your instructor is discussing. your thesis to the ideas your instructor is discussing. – 2)2) As you go through the process described in this section, As you go through the process described in this section, always keep your always keep your

assignment in mindassignment in mind. You will be more successful when your thesis (and paper) . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea. responds to the assignment than if it argues a semi-related idea.

– 3)3) Your thesis statement should be Your thesis statement should be preciseprecise,, focused focused, and , and contestablecontestable; it should ; it should predict the sub-theses or blocks of information that you will use to prove your predict the sub-theses or blocks of information that you will use to prove your argument.argument.

– 4)4) Make Make suresure that you keep the rest of your paper in mind at all times. Change your that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do thesis as your paper evolves, because you do notnot want your thesis to promise more want your thesis to promise more than your paper actually delivers.than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper's purpose. When your paper is focus, limit material and establish the paper's purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track--well able to led you to your conclusion. It keeps the reader on track--well able to understand and appreciate your argument.understand and appreciate your argument.

http://www.jcu.edu.au/studying/services/studyskills/mihttp://www.jcu.edu.au/studying/services/studyskills/mindmap/index.htmlndmap/index.html

Essay Mind MappingEssay Mind Mapping

Chapter 2 summaryChapter 2 summary

Class Practice: 43-45Class Practice: 43-45

Chapter 3 The Body Chapter 3 The Body ParagraphsParagraphs

Planning…outlinePlanning…outline

Developing an OutlineDeveloping an Outline

http://www.accd.edu/sac/english/lihttp://www.accd.edu/sac/english/lirvin/wguides/Support.htmrvin/wguides/Support.htm

Essay #1: NarrativeEssay #1: Narrative

I Introduce the StoryI Introduce the Story A. Lead inA. Lead in B. ThesisB. Thesis II BodyII Body A.A. B.B. C.C. III BodyIII Body A.A. B.B. C.C. IV. BodyIV. Body A.A. B.B. C.C. V. conclusionV. conclusion A.A. B.B. C.C.

Essay #2Essay #2

Outline TemplateOutline Template I. Introduction & ThesisI. Introduction & Thesis ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ____________________________________________________ ____________________________________________________ II. Body II. Body A. Paragraph 1: A. Paragraph 1: 1. Supporting Point #11. Supporting Point #1 ________________________________________________________________________ ________________________________________________________________________ 2. Evidence for Supporting Point #1: analysis of example to show how it supports the topic sentence and thesis2. Evidence for Supporting Point #1: analysis of example to show how it supports the topic sentence and thesis

____________________________________ ____________________________________ ________________________________________________________________________ ____________________________________ ____________________________________ B. Paragraph 2: B. Paragraph 2: 1. Supporting Point #21. Supporting Point #2 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Evidence for Supporting Point #22. Evidence for Supporting Point #2 ________________________________________________________________________

________________________________________________________________________ C. Paragraph 3: C. Paragraph 3: 1. Supporting Point#31. Supporting Point#3 ________________________________________________________________________ ________________________________________________________________________ 2. Evidence for Supporting Point #32. Evidence for Supporting Point #3 ________________________________________________________________________ ______________________________________________________________________ III. ConclusionIII. Conclusion ________________________________________________________________________________________________________

Essay #2: Examples Essay #2: Examples and Definitionsand Definitions definition essaydefinition essay attempts to define a specific term. It could try to pin attempts to define a specific term. It could try to pin

down the meaning of a specific word, or define an abstract concept. The down the meaning of a specific word, or define an abstract concept. The analysis goes deeper than a simple dictionary definition; it should attempt analysis goes deeper than a simple dictionary definition; it should attempt to explain to explain whywhy the term is defined as such. It could define the term the term is defined as such. It could define the term directly, giving no information other than the explanation of the term. Or, it directly, giving no information other than the explanation of the term. Or, it could imply the definition of the term, telling a story that requires the could imply the definition of the term, telling a story that requires the reader to infer the meaning. reader to infer the meaning.

1. Topic defined1. Topic defined 2. What is …? (Abstract idea)2. What is …? (Abstract idea) 3. Purpose or Thesis3. Purpose or Thesis 4. Ideas or examples of this definition (ask?’s; what, why, how, 4. Ideas or examples of this definition (ask?’s; what, why, how,

when, where) when, where) 5. Proof that the explain these ideas, and questions asked in 5. Proof that the explain these ideas, and questions asked in

explaining the definition of the word.)explaining the definition of the word.) http://leo.stcloudstate.edu/acadwrite/definition.htmlhttp://leo.stcloudstate.edu/acadwrite/definition.html http://depts.gallaudet.edu/englishworks/writing/essay.html#definitihttp://depts.gallaudet.edu/englishworks/writing/essay.html#definiti

onon

Essay #3:Essay #3:

Slide 84 and 85Slide 84 and 85

Essay #4:Essay #4:

Slide 101-104Slide 101-104

OrganizationOrganization

http://www.accd.edu/sac/english/lirvin/wguides/Organization.http://www.accd.edu/sac/english/lirvin/wguides/Organization.htmhtm

http://www.accd.edu/sac/english/mgarcia/writfils/paragraphs.http://www.accd.edu/sac/english/mgarcia/writfils/paragraphs.htmhtm

Sentence Essay Pattern****Sentence Essay Pattern****

Topic SentenceTopic Sentence

Supports the thesisSupports the thesis Announces what each paragraph will be about.Announces what each paragraph will be about. Controls the topic of discussionControls the topic of discussionhttp://www.cerritos.edu/reading/mainide2.htmhttp://www.cerritos.edu/reading/mainide2.htmWhat is a topic sentence…What is a topic sentence…http://www.rit.edu/~kecncp/Courses/Materials/Review%2http://www.rit.edu/~kecncp/Courses/Materials/Review%20of%20topic%20sentences%20and%20detail%20sentenc0of%20topic%20sentences%20and%20detail%20sentences.doc#OctSkyes.doc#OctSkyTopic Sentence and detail sentencesTopic Sentence and detail sentenceshttp://www.geocities.com/fifth_grade_tpes/longfellow.htmhttp://www.geocities.com/fifth_grade_tpes/longfellow.htmllPRACTICE…PRACTICE…

Paragraph Paragraph DevelopmentDevelopment

1.1. Topic SentenceTopic Sentence

2.2. Main ideasMain ideas

3.3. Details: general and specificDetails: general and specifichttp://www.kimskorner4teachertalk.com/writing/sixtrait/organization/paragraphguide.htmlhttp://www.kimskorner4thttp://www.kimskorner4teachertalk.com/writing/sixtrait/organization/paragraphguide.htmlhttp://www.kimskorner4teachertalk.com/writing/sixtrait/organization/paragraphguide.htmleachertalk.com/writing/sixtrait/organization/paragraphguide.html

Guidelines to Paragraphing Guidelines to Paragraphing

http://www.geocities.com/Athens/Aegean/6354/essay_structure.http://www.geocities.com/Athens/Aegean/6354/essay_structure.htmlhtml

Essay structure/ Paragraph DevelopmentEssay structure/ Paragraph Development

Main Idea and DetailsMain Idea and Details

http://academic.cuesta.edu/acasupp/as/308.HTMhttp://academic.cuesta.edu/acasupp/as/308.HTM Exercise Exercise

at the bottom.at the bottom.

http://www.nvcc.edu/home/lyoung/dogwood/MI.htmlhttp://www.nvcc.edu/home/lyoung/dogwood/MI.html main ideamain idea

Supporting DetailSupporting Detail

http://www.nvcc.edu/home/lyounghttp://www.nvcc.edu/home/lyoung/dogwood/tranwordsact.html/dogwood/tranwordsact.html

Paragraph CoherenceParagraph Coherence

Natural or easily recognized orderNatural or easily recognized order Transitional words Transitional words and phrasesand phrases http://www.studygs.net/wrtstr6.htmhttp://www.studygs.net/wrtstr6.htm

http://writing2.richmond.edu/writing/wweb/trans1.htmlhttp://writing2.richmond.edu/writing/wweb/trans1.html http://www.wisc.edu/writing/Handbook/Transitions.htmhttp://www.wisc.edu/writing/Handbook/Transitions.htm

Repetition of key wordsRepetition of key words Substitution of pronouns for key nounsSubstitution of pronouns for key nouns Parallelism Parallelism http://www.class.uidaho.edu/druker/parallelism.htmhttp://www.class.uidaho.edu/druker/parallelism.htm

The order of time The order of time The order of spaceThe order of space Deductive order Deductive order http://www.comunicado.us/blog/2007/07/before-you-writ.htmlhttp://www.comunicado.us/blog/2007/07/before-you-writ.html Inductive order Inductive order

http://wps.prenhall.com/hss_hennings_reading_6e/0,9118,1344053-content,00.utf8.htmlhttp://wps.prenhall.com/hss_hennings_reading_6e/0,9118,1344053-content,00.utf8.html Interactive ActivityInteractive Activity Books Home Page… Books Home Page…

http://wps.prenhall.com/hss_hennings_reading_6e/0,9118,1343889-,00.htmlhttp://wps.prenhall.com/hss_hennings_reading_6e/0,9118,1343889-,00.html http://www.uottawa.ca/academic/arts/writcent/hypergrammar/parunif.htmlhttp://www.uottawa.ca/academic/arts/writcent/hypergrammar/parunif.html Ottawa Univ. Ottawa Univ.

http://www.mcsd.k12.ca.us/sections/strategies/DWA_teaching_guide Guide to Writing http://www.mcsd.k12.ca.us/sections/strategies/DWA_teaching_guide Guide to Writing

Five Paragraph EssayFive Paragraph Essay

FIVE PARAGRAPH ESSAYFIVE PARAGRAPH ESSAY This approach is meant for essays only. It is not meant for personal narratives, stories, or any other type of This approach is meant for essays only. It is not meant for personal narratives, stories, or any other type of

writing that does not lend itself to a strict structure.writing that does not lend itself to a strict structure. In this approach, there are five paragraphs. The first is the lead, the middle three make up the body, and In this approach, there are five paragraphs. The first is the lead, the middle three make up the body, and

the fifth is the conclusion. The purpose of this approach is develop the body of an essay with specific the fifth is the conclusion. The purpose of this approach is develop the body of an essay with specific details. Below is an explanation of each paragraph.details. Below is an explanation of each paragraph.

Lead ParagraphLead Paragraph This is the attention-getter, or hook. Any type of lead that is appropriate for the essay may be used. The This is the attention-getter, or hook. Any type of lead that is appropriate for the essay may be used. The

lead must be at least three sentences long. It also needs to directly relate to the body of the essay.lead must be at least three sentences long. It also needs to directly relate to the body of the essay. Body Paragraph 1Body Paragraph 1 This paragraph is the first of the body paragraphs. There should be some type of transition to connect the This paragraph is the first of the body paragraphs. There should be some type of transition to connect the

lead paragraph to it. It should also contain a topic sentence the states the main idea of the paragraph. lead paragraph to it. It should also contain a topic sentence the states the main idea of the paragraph. There should be a least four more sentences containing specific details that support the main idea of the There should be a least four more sentences containing specific details that support the main idea of the paragraph. The paragraph should end with a good closing sentence.paragraph. The paragraph should end with a good closing sentence.

Body Paragraph 2Body Paragraph 2 This paragraph is the second of the body paragraphs. There should be some type of transition to connect This paragraph is the second of the body paragraphs. There should be some type of transition to connect

the second body paragraph to it. It should also contain a topic sentence the states the main idea of the the second body paragraph to it. It should also contain a topic sentence the states the main idea of the paragraph. There should be a least four more sentences containing specific details that support the main paragraph. There should be a least four more sentences containing specific details that support the main idea of the paragraph. The paragraph should end with a good closing sentence.idea of the paragraph. The paragraph should end with a good closing sentence.

Body Paragraph 3Body Paragraph 3 This paragraph is the third of the body paragraphs. There should be some type of transition to connect the This paragraph is the third of the body paragraphs. There should be some type of transition to connect the

second body paragraph to it. It should also contain a topic sentence the states the main idea of the second body paragraph to it. It should also contain a topic sentence the states the main idea of the paragraph. There should be a least four more sentences containing specific details that support the main paragraph. There should be a least four more sentences containing specific details that support the main idea of the paragraph. The paragraph should end with a good closing sentence.idea of the paragraph. The paragraph should end with a good closing sentence.

Conclusion ParagraphConclusion Paragraph This paragraph ties everything together. Any type of conclusion that is appropriate for the essay may be This paragraph ties everything together. Any type of conclusion that is appropriate for the essay may be

used. A transition is needed at the beginning of the paragraph to bridge the third body paragraph to it. It used. A transition is needed at the beginning of the paragraph to bridge the third body paragraph to it. It must be at least three sentences long and directly relate to the body of the essay.must be at least three sentences long and directly relate to the body of the essay.


Class: Page 76 Practice DClass: Page 76 Practice D Each body paragraph usually contains one major point in the Each body paragraph usually contains one major point in the

discussion promised by the thesis statement.discussion promised by the thesis statement. Each major point is presented in the topic sentence of a Each major point is presented in the topic sentence of a

paragraph.paragraph. Each paragraph should be adequately developed by Each paragraph should be adequately developed by

supporting detail.supporting detail. Every sentence should support the topic sentence.Every sentence should support the topic sentence. There should be orderly, logical flow from sentence to There should be orderly, logical flow from sentence to

sentence.sentence. The sequence of the essay’s paragraphs should be logical The sequence of the essay’s paragraphs should be logical

and effectiveand effective There should be a smooth flow from paragraph to There should be a smooth flow from paragraph to

paragraph.paragraph. The body of the paragraph should be expressed in your The body of the paragraph should be expressed in your

thesis. thesis.

Chapter 4 Beginnings and Chapter 4 Beginnings and EndingsEndings

Jigsaw with studentsJigsaw with students How to Write a Good Lead inHow to Write a Good Lead in 1. An intriguing statement1. An intriguing statement 2. A shocking statement2. A shocking statement 3. A question 3. A question 4. A quotation from a recognized authority4. A quotation from a recognized authority 5. A relevant story, joke or anecdote5. A relevant story, joke or anecdote 6. A description, for emotional appeal6. A description, for emotional appeal 7. A factual statement or a summary who-what-where-when-why lead in7. A factual statement or a summary who-what-where-when-why lead in 8. An analogy or comparison8. An analogy or comparison 9. A contrast or a before and after scenario9. A contrast or a before and after scenario 10. A personal experience10. A personal experience 11. A catalog of relevant examples or facts11. A catalog of relevant examples or facts 12. Statement of a problem or a popular misconception12. Statement of a problem or a popular misconception 13. Brief dialogue to introduce the topic13. Brief dialogue to introduce the topic 14. A proverb14. A proverb 15. A recognition, revelation or insight 15. A recognition, revelation or insight

Make sure your lead in introduces Make sure your lead in introduces your thesis.your thesis.

Keep your lead in brief.Keep your lead in brief. Don’t begin with an apology or Don’t begin with an apology or

complaintcomplaint Don’t assume your audience already Don’t assume your audience already

knows your subject matter.knows your subject matter. Stay clear of overused lead-ins.Stay clear of overused lead-ins.

Good Concluding Good Concluding ParagraphParagraph 1. Summary of the theses and the essay’s major points1. Summary of the theses and the essay’s major points 2. An evaluation of the importance of the essay’s subject2. An evaluation of the importance of the essay’s subject 3. A statement of the essay’s broader implications3. A statement of the essay’s broader implications 4. A recommendation or call to action4. A recommendation or call to action 5. A warning based on the essay’s thesis5. A warning based on the essay’s thesis 6. A quotation from an authority or someone whose insight 6. A quotation from an authority or someone whose insight

emphasizes the main pointemphasizes the main point 7. An anecdote or brief example that emphasizes or sums up the 7. An anecdote or brief example that emphasizes or sums up the

point of the essay.point of the essay. 8. An image ore description that lends finality to the essay.8. An image ore description that lends finality to the essay. A rhetorical question that makes the readers think about the essay’s A rhetorical question that makes the readers think about the essay’s

main pointmain point 10. A forecast based on the essay’s thesis10. A forecast based on the essay’s thesis 11. AN ironic twist, witticism, pun or playful use of words.11. AN ironic twist, witticism, pun or playful use of words. 12. Return to the technique used in your lead-in. Answer a question 12. Return to the technique used in your lead-in. Answer a question

you asked or circle back to a story …you asked or circle back to a story …

Avoid…in conclusionsAvoid…in conclusions

1. Avoid a mechanical ending1. Avoid a mechanical ending 2. Don’t introduce new points2. Don’t introduce new points 3. Don’t tack on a conclusion3. Don’t tack on a conclusion 4. Don’t change your stance4. Don’t change your stance 5. Avoid “In conclusion”5. Avoid “In conclusion” 6. Don’t insult or anger your 6. Don’t insult or anger your

readerreader

http://www.palomar.edu/library/http://www.palomar.edu/library/guide/conclusions.htmguide/conclusions.htm


Class Practice page 83&88…1-3Class Practice page 83&88…1-3 Essays will profit from a good lead Essays will profit from a good lead

inin Essays should end convincingly.Essays should end convincingly.

Essay partsEssay parts

1. Topic1. Topic 2. Audience2. Audience 3. Thesis3. Thesis 4. Pre-write/Outline4. Pre-write/Outline 5. Topic sentence per paragraph5. Topic sentence per paragraph 6. Details for each paragraph (general and specific)6. Details for each paragraph (general and specific) 7. Lead in7. Lead in 8. Conclusion8. Conclusion 9. Development of Essay within each paragraph9. Development of Essay within each paragraph 10. Paragraph unity, length, coherence, sequence and 10. Paragraph unity, length, coherence, sequence and

transitions.transitions.

Chapter 5: Drafting Chapter 5: Drafting and Revising and Revising Creative and Creative and CriticalCritical What is Revision?What is Revision? A thinking process that occurs any A thinking process that occurs any

time you are working on a writing time you are working on a writing project. It means looking at your project. It means looking at your writing with a “fresh eye”writing with a “fresh eye”

Hints in writing drafts:Hints in writing drafts:

1. Write on one side of your paper…cut and tape portions of 1. Write on one side of your paper…cut and tape portions of the draft.the draft.

2. Leave BIG margins on both side of handwritten pages or 2. Leave BIG margins on both side of handwritten pages or skip lines. Note is to leave room for jotting down new ideas skip lines. Note is to leave room for jotting down new ideas as they occur.as they occur.

3. Have a system of symbols (circles, stars, checks, 3. Have a system of symbols (circles, stars, checks, asterisks, etc.) This will help you with changes you may asterisks, etc.) This will help you with changes you may want to make later. want to make later.

4. IF you know you are going to want to write more later in 4. IF you know you are going to want to write more later in one of your paragraphs, than leave some space or lines so one of your paragraphs, than leave some space or lines so you can fill it in later. you can fill it in later.

5. If you want to omit something put a light X or line 5. If you want to omit something put a light X or line through it in case you want to use it later somewhere else. through it in case you want to use it later somewhere else.

6. soon change to a typed draft so you can have a better 6. soon change to a typed draft so you can have a better idea how ;your paper will look. idea how ;your paper will look.

7. ALWAYS keep notes, outlines, rough drafts. Everything 7. ALWAYS keep notes, outlines, rough drafts. Everything that you used up to the final piece. that you used up to the final piece.

A Revision Process for A Revision Process for your Draftsyour Drafts

http://home2.btconnect.com/centurystudios/http://home2.btconnect.com/centurystudios/proofred.htmproofred.htm

Take a break from your drafts and Take a break from your drafts and revisit the draft with a fresh look.revisit the draft with a fresh look.

Don’t look at all the parts of your Don’t look at all the parts of your paper, from ideas to organization to paper, from ideas to organization to mechanics at the same time.mechanics at the same time.

Brake your revising process into Brake your revising process into manageable steps.manageable steps.

Manageable Steps to Manageable Steps to RevisionRevision II. Revising for purpose, thesis and . Revising for purpose, thesis and

audienceaudience Have I fulfilled the objectives of my assignment?Have I fulfilled the objectives of my assignment? Did I follow directions carefully?Did I follow directions carefully? Did I understand the purpose of my essay?Did I understand the purpose of my essay? Does my essay reflect my clearly understood Does my essay reflect my clearly understood

purpose by offering an appropriately narrowed purpose by offering an appropriately narrowed thesis?thesis?

Do I have a clear picture of my audience?Do I have a clear picture of my audience? Have I addressed both my purpose and my Have I addressed both my purpose and my

readers needs?readers needs?

II. Revising for Ideas an II. Revising for Ideas an EvidenceEvidence

Is there a clear relationship between my thesis and each of Is there a clear relationship between my thesis and each of the major points presented in the body of my essay?the major points presented in the body of my essay?

Did I write myself into a new or slightly different position? If Did I write myself into a new or slightly different position? If so , do I need a new draft?so , do I need a new draft?

Have I included all the major points necessary to the Have I included all the major points necessary to the readers’ understanding of my subject?readers’ understanding of my subject?

Are my major points located and stated clearly in specific Are my major points located and stated clearly in specific language so the reader can easily see my position?language so the reader can easily see my position?

1. Learn to distinguish fact from opinion1. Learn to distinguish fact from opinion 2. Support your opinions with evidence2. Support your opinions with evidence

3. Evaluate the strength of your evidence.3. Evaluate the strength of your evidence. 4. Use enough specific supporting evidence4. Use enough specific supporting evidence 5. Watch for biases and strong emotions that may 5. Watch for biases and strong emotions that may

undermine evidence.undermine evidence. 6. Check your evidence for logical fallacies.6. Check your evidence for logical fallacies.

III. Revising for III. Revising for OrganizationOrganization

Am I satisfied with the organizational strategy Am I satisfied with the organizational strategy selected for my purpose?selected for my purpose?

Are my major points ordered in a logical, easy to Are my major points ordered in a logical, easy to follow pattern?follow pattern?

Are my major points presented in topic sentences, Are my major points presented in topic sentences, clearly and specifically?clearly and specifically?

IS there a smooth flow between my major ideas? IS there a smooth flow between my major ideas? Paragraphs etc.?Paragraphs etc.?

Are any parts of my essay out of proportions? Too long Are any parts of my essay out of proportions? Too long or too brief? or too brief?

Do my title and lead in draw readers into the essay Do my title and lead in draw readers into the essay and toward my thesis?and toward my thesis?

Does my conclusion end my discussion thoughtfully? Does my conclusion end my discussion thoughtfully?

IV. Revising for Clarity IV. Revising for Clarity and Styleand Style

Are my sentences clear and precise as it could be?Are my sentences clear and precise as it could be? Are there any sentences that are unnecessarily Are there any sentences that are unnecessarily

wordy?wordy? Do any sentences run on for too long to be fully Do any sentences run on for too long to be fully

understood?understood? Are all my words and their connotations accurate and Are all my words and their connotations accurate and

appropriate?appropriate? Can I clarify and energize my prose by adding, Can I clarify and energize my prose by adding,

“showing” details and by replacing bland, vague “showing” details and by replacing bland, vague words with vivid specific ones?words with vivid specific ones?

Replace clichés and trite expressions with fresh, Replace clichés and trite expressions with fresh, original phrases?original phrases?

Is my voice authentic or am I trying to sound like Is my voice authentic or am I trying to sound like someone else? Is it my true tone?someone else? Is it my true tone?

V. Editing for ErrorsV. Editing for Errors

Correcting errors in punctuation, spelling, Correcting errors in punctuation, spelling, and diction.and diction.

Read aloudRead aloud Know your enemies…what are you regularly Know your enemies…what are you regularly

bad at with writing?bad at with writing? Read backwards…Read one sentence at at Read backwards…Read one sentence at at

time reading backwards.time reading backwards. Learn some tricks…Learn some tricks… Use your tools; dictionary, thesaurus, spell Use your tools; dictionary, thesaurus, spell

check, grammar book. Chapter 6 and 7 check, grammar book. Chapter 6 and 7 should help.should help.

VI ProofreadingVI Proofreading

Proofread the final draft several Proofread the final draft several times.times.

Look for the careless errorsLook for the careless errors Does the paper look professional?Does the paper look professional? Is the format correct?Is the format correct? No stains or marks on the paper.No stains or marks on the paper.

Peer ResponsePeer Response

http://www.accd.edu/sac/english/lirvin/wguides/http://www.accd.edu/sac/english/lirvin/wguides/peeresponse.htmpeeresponse.htm

1. Develop a constructive attitude1. Develop a constructive attitude 2. Come prepared2. Come prepared 3. Evaluate suggestions carefully3. Evaluate suggestions carefully 4. Find the good in bad advice4. Find the good in bad advice 5. Develop a constructive attitude5. Develop a constructive attitude REVIEWERREVIEWER 1. Develop a constructive attitude1. Develop a constructive attitude 2. Be clear and specific2. Be clear and specific 3. Address important issues3. Address important issues 4. Encourage the writer4. Encourage the writer 5. Understand your role as a critical reader5. Understand your role as a critical reader


Revision is an activity that occurs in all Revision is an activity that occurs in all stages of the writing process.stages of the writing process.

All good writers revise and polish their prose.All good writers revise and polish their prose. Revision is not merely editing or last-minute Revision is not merely editing or last-minute

proofreading; it involves important decisions proofreading; it involves important decisions about the essay’s ideas, organization and about the essay’s ideas, organization and developmentdevelopment

To revise effectively, novice writers might To revise effectively, novice writers might review their drafts in stages to avoid the review their drafts in stages to avoid the frustration that comes with trying to fix frustration that comes with trying to fix everything at once.everything at once.

Chapter 6: Effective Chapter 6: Effective SentencesSentences Developing a clear styleDeveloping a clear style1.1. Give your sentences contentGive your sentences content2.2. Make your sentences specificMake your sentences specific3.3. Avoid over packing your sentencesAvoid over packing your sentences4.4. Fix fragmentsFix fragments5.5. Pay attention to work orderPay attention to work order6.6. Avoid mixed constructions and Avoid mixed constructions and

faculty predictionfaculty predictionPRACTICE: page 125PRACTICE: page 125

Developing a Concise Developing a Concise StyleStyle Avoid deadwood constructionsAvoid deadwood constructions Avoid redundancyAvoid redundancy Carefully consider your passive Carefully consider your passive

verbsverbs Avoid pretentiousnessAvoid pretentiousness PRACTICE: page 131PRACTICE: page 131

Developing a Lively StyleDeveloping a Lively Style

Use specific descriptive verbsUse specific descriptive verbs Use specific, precise modifiers that help the Use specific, precise modifiers that help the

reader see, hear, or feel what you are reader see, hear, or feel what you are describingdescribing

Emphasize people when possibleEmphasize people when possible Vary your sentence styleVary your sentence style Avoid overuse of any one kind of construction Avoid overuse of any one kind of construction

in the same sentence.in the same sentence. Don’t change your point of view between or Don’t change your point of view between or

within sentences within sentences PRACTICE: page 136PRACTICE: page 136

Developing an Developing an Empathetic StyleEmpathetic Style Word orderWord order CoordinationCoordination SubordinationSubordination PRACTICE: page 140PRACTICE: page 140


All good writers revise and polish their All good writers revise and polish their sentencessentences

You can help clarify your ideas for your readers You can help clarify your ideas for your readers by writing sentences that are informative, by writing sentences that are informative, straightforward, and precisestraightforward, and precise

You can communicate your ideas more easily You can communicate your ideas more easily to your readers if you cut out deadwood, to your readers if you cut out deadwood, redundancies, confusing passives, and redundancies, confusing passives, and pretentious language.pretentious language.

You can maintain your readers interests in your You can maintain your readers interests in your ideas if you cultivate an engaging style offering ideas if you cultivate an engaging style offering a variety of pleasing sentences construction.a variety of pleasing sentences construction.

Chapter 7: Word LogicChapter 7: Word Logic

Selecting the correct wordsSelecting the correct words1.1. Accuracy: confused wordsAccuracy: confused words2.2. Accuracy: idiomatic phrasesAccuracy: idiomatic phrases3.3. Levels of languageLevels of language Colloquial language, the kind of speech you Colloquial language, the kind of speech you

use most often in conversation with your use most often in conversation with your friends, classmates, and familyfriends, classmates, and family

Informal language is called for in most Informal language is called for in most college and professional assignmentscollege and professional assignments

Formal language is found in important Formal language is found in important documents and in serious, often ceremonial documents and in serious, often ceremonial speeches.speeches.

Continued….Continued….

Tone:Tone: InvectiveInvective SarcasmSarcasm Irony Irony Flippancy or cutenessFlippancy or cuteness SentimentalitySentimentality PeachinessPeachiness PomposityPomposity

Connotation: the emotional Connotation: the emotional association surrounding it’s association surrounding it’s meaning. meaning.

Example: “home” “residence” Example: “home” “residence” denotation: Literal meaning, denotation: Literal meaning,

meaning defined by the meaning defined by the dictionarydictionary

Continued…Continued…

Selecting the best words:Selecting the best words: Choose vigorous, active verbs and colorful, specific nouns and Choose vigorous, active verbs and colorful, specific nouns and

modifiers. modifiers. Do not use Vague words…ex. Pg.153Do not use Vague words…ex. Pg.153 Do make your words as fresh and original as possibleDo make your words as fresh and original as possible Don’t use trendy expression or slang in essaysDon’t use trendy expression or slang in essays Do select simple, direct words your readers can easily Do select simple, direct words your readers can easily

understandunderstand Do call things by their proper nameDo call things by their proper name Avoid sexist languageAvoid sexist language Do enliven your witting with figurative language when Do enliven your witting with figurative language when

appropriateappropriate Do vary your word choice so that your prose does not sound Do vary your word choice so that your prose does not sound

wordy, repetitious, or monotonouswordy, repetitious, or monotonous Do remember that wordiness is a major problem for all writers, Do remember that wordiness is a major problem for all writers,

even the professionals.even the professionals. PRACTICE: pages 151 and 163PRACTICE: pages 151 and 163

Chapter 8: Reading Chapter 8: Reading and Writing and Writing ConnectionConnection http://www.palomar.edu/library/http://www.palomar.edu/library/

guide/conclusions.htmguide/conclusions.htm

Part 2: Purposes, Part 2: Purposes, Modes, and StrategiesModes, and Strategies Ch. 9 Exposition Ch. 9 Exposition The writer intends to explain or The writer intends to explain or

informinform Ch.10 Argumentation Ch.10 Argumentation The writer intends to The writer intends to

convince or persuadeconvince or persuade Ch.11 Description Ch.11 Description The writer tends to create in The writer tends to create in

words a picture of a person, place, object or feeling.words a picture of a person, place, object or feeling. Ch.12 Narration Ch.12 Narration The writer intends to tell a The writer intends to tell a

story or recount an event.story or recount an event. Ch.13 Writing Essays Using Multiple Ch.13 Writing Essays Using Multiple

StrategiesStrategies http://www.studygs.net/index.htmhttp://www.studygs.net/index.htm

Chapter 9: ExpositionChapter 9: Exposition

http://www.studygs.net/http://www.studygs.net/wrtstr3.htmwrtstr3.htm

For a guideFor a guide Most common; example, process analysis, Most common; example, process analysis,

comparison and contrast, definition, comparison and contrast, definition, classification, and causal analysis.classification, and causal analysis.

Rarely developed by a single strategy.Rarely developed by a single strategy.

Strategy one: ExampleStrategy one: Example

Here are the facts as I see them.Here are the facts as I see them. The writer is not only informing the reader but also The writer is not only informing the reader but also

convincing them that this essay explains the subject convincing them that this essay explains the subject matter in the clearest, most logical way.matter in the clearest, most logical way.

The writer wants to: Support, clarify, interest, and The writer wants to: Support, clarify, interest, and persuade.persuade.

One of the easiest to organize.One of the easiest to organize. Are all my examples relevant?Are all my examples relevant? Are my examples well chosen?Are my examples well chosen? Are there enough examples to make each point clear Are there enough examples to make each point clear

and persuasive?and persuasive? Do not be weak in detailDo not be weak in detail And watch the lack of coherence.And watch the lack of coherence.

Strategy two: Process Strategy two: Process AnalysisAnalysis Identifies and explains what steps must Identifies and explains what steps must

be taken to complete an operation or be taken to complete an operation or procedure. Directional and informativeprocedure. Directional and informative

Directional: Tells the reader how to do Directional: Tells the reader how to do or make something. Gives directions.or make something. Gives directions.

Informative: Tells how something is or Informative: Tells how something is or was made or done or hwo something was made or done or hwo something works. This form only tells and does works. This form only tells and does not want one to do. not want one to do.

Developing Expository essay:Developing Expository essay: 1. Select appropriate subject1. Select appropriate subject 2. Describe any necessary equipment and define 2. Describe any necessary equipment and define

special termsspecial terms 3. State your steps n a logical, chronological order.3. State your steps n a logical, chronological order. 4. Explain each step clearly, sufficiently, and acurately.4. Explain each step clearly, sufficiently, and acurately. 5. Organize your steps efectively.5. Organize your steps efectively. 6. Don’t forget to use enough transitional devices 6. Don’t forget to use enough transitional devices

between steps to avoid the effect of a mechanical list. between steps to avoid the effect of a mechanical list. 7. Don’t forget a thesis: 1) your reason for presenting 7. Don’t forget a thesis: 1) your reason for presenting

the process or 2) an assertion about the nature of the the process or 2) an assertion about the nature of the process itself. Don’t omit it.process itself. Don’t omit it.

8. Pay special attention to your conclusion.8. Pay special attention to your conclusion.

Strategy three: Strategy three: Comparison and Comparison and ContrastContrast http://www.phschool.com/atschool/writing_grammar/gold/http://www.phschool.com/atschool/writing_grammar/gold/

scored_model_essays/pdf/09WA0211.pdf Rubricscored_model_essays/pdf/09WA0211.pdf Rubric Your opinion about the two elements in question becomes your thesis Your opinion about the two elements in question becomes your thesis

statement, the body of the paper then show why you arrived a that opinion. statement, the body of the paper then show why you arrived a that opinion. http://www.admc.hct.ac.ae/hd1/english/compare/compare2.htm What is http://www.admc.hct.ac.ae/hd1/english/compare/compare2.htm What is

Compare and what is contrastCompare and what is contrast Pattern One: Point by point Compare and contrast first on point 1 than point Pattern One: Point by point Compare and contrast first on point 1 than point

2 and point 3. 2 and point 3. I. ThesisI. Thesis II. Point 1 II. Point 1 A. A. B.B. III. Point 2III. Point 2 A.A. B.B. IV. Point 3IV. Point 3 A.A. B.B. V.ConclusionV.Conclusion

Pattern Two: The BlockPattern Two: The Block First discussion on subject A on points one, two and First discussion on subject A on points one, two and

three. Than the discussion on subject B on the same three. Than the discussion on subject B on the same points.points.

I. ThesisI. Thesis II. Subject AII. Subject A A. Point 1A. Point 1 B. Point 2B. Point 2 C. Point 3C. Point 3 III. Subject B.III. Subject B. A. Point 1A. Point 1 B. Point 2B. Point 2 C. Point 3C. Point 3 IV. ConclusionIV. Conclusion

Which pattern should Which pattern should you use?you use? Not a simple decision.Not a simple decision. Choosing the appropriate pattern of Choosing the appropriate pattern of

organization involves thinking time in the organization involves thinking time in the prewriting stage, before beginning a prewriting stage, before beginning a draft. The subject matter itself will draft. The subject matter itself will suggest the most effective method of suggest the most effective method of development. development.

Block method is good for a complete, Block method is good for a complete, overall picture of each subjects desirable.overall picture of each subjects desirable.

Compare And Contrast Compare And Contrast EssayEssay COMPARE AND CONTRAST ESSAY COMPARE AND CONTRAST ESSAY Comparing and contrasting is a process we all do every day. We compare and Comparing and contrasting is a process we all do every day. We compare and

contrast to determine the superiority of one thing over another. When we buy contrast to determine the superiority of one thing over another. When we buy a car, for instance, we usually shop around and compare deals. We explain a car, for instance, we usually shop around and compare deals. We explain something that is unknown by comparing it to something that is known. We something that is unknown by comparing it to something that is known. We might explain what a barometer is by saying it looks like a thermometer but might explain what a barometer is by saying it looks like a thermometer but measure atmospheric pressure instead of temperature. We also compare and measure atmospheric pressure instead of temperature. We also compare and contrast when we want to show that two apparently similar things are in fact contrast when we want to show that two apparently similar things are in fact quite different in important ways, or to show that two apparently dissimilar quite different in important ways, or to show that two apparently dissimilar things are really quite similar in significant ways. For instance, it might be things are really quite similar in significant ways. For instance, it might be quite enlightening to discover that two very different cultures have some quite enlightening to discover that two very different cultures have some important things in common. We also compare and contrast to show how important things in common. We also compare and contrast to show how something or someone has changed, such as California before and after the something or someone has changed, such as California before and after the earthquake in 1994. earthquake in 1994.

We have many reasons for comparing and contrasting, and since the process We have many reasons for comparing and contrasting, and since the process of comparison and contrast is such a common method of thinking and of of comparison and contrast is such a common method of thinking and of developing topics, it is important to write well-organized comparison and developing topics, it is important to write well-organized comparison and contrast papers. There is one thing to keep in mind, however. With contrast papers. There is one thing to keep in mind, however. With comparison and contrast, the purpose is not just o pint out similarities and comparison and contrast, the purpose is not just o pint out similarities and differences or advantages and disadvantages; the purpose is to persuade, differences or advantages and disadvantages; the purpose is to persuade, explain, or inform. Think of comparison and contrast as a method of explain, or inform. Think of comparison and contrast as a method of development - not as a purpose for writing. When you are planning a development - not as a purpose for writing. When you are planning a comparison and contrast essay, there are several points to consider. comparison and contrast essay, there are several points to consider.

Transitions for Comparison and ContrastTransitions for Comparison and Contrast Transitional expressions give writing Transitional expressions give writing

coherence; that is, they help you to move coherence; that is, they help you to move smoothly from one idea to the next. In smoothly from one idea to the next. In addition, a variety of transitions adds interest addition, a variety of transitions adds interest to an essay. In this lesson you will practice to an essay. In this lesson you will practice using transitions that will give a comparison-using transitions that will give a comparison-contrast essay both coherence and interest contrast essay both coherence and interest

Comparison/ContrastComparison/Contrast

Points of comparisonPoints of comparison Support that you are asked to compare and contrast two people - perhaps two Support that you are asked to compare and contrast two people - perhaps two

generals, two politicians, or two religious leaders. What would you compare an generals, two politicians, or two religious leaders. What would you compare an contrast about them? You could compare their looks, backgrounds, philosophies, contrast about them? You could compare their looks, backgrounds, philosophies, the way they treat people, their attitudes toward life, their intelligence, their the way they treat people, their attitudes toward life, their intelligence, their lifestyles, and so on. The list could continue, but this is the problem: You would lifestyles, and so on. The list could continue, but this is the problem: You would have just a list. When comparing and contrasting two things, people, countries, have just a list. When comparing and contrasting two things, people, countries, and so forth, especially for a standard 300- to 500-word essay, it is best to restrict and so forth, especially for a standard 300- to 500-word essay, it is best to restrict the pint of comparison to two to four. Therefore, be selective and choose the most the pint of comparison to two to four. Therefore, be selective and choose the most significant points for comparison that will support the central idea in your essay. significant points for comparison that will support the central idea in your essay. For instance, if you wanted to compare two politicians in order to show that one is For instance, if you wanted to compare two politicians in order to show that one is a better public servant, you would not bother comparing and contrasting their a better public servant, you would not bother comparing and contrasting their tastes in food because this point would be irrelevant. tastes in food because this point would be irrelevant.

Emphasis on Comparison or ContrastEmphasis on Comparison or Contrast In a comparison and contrast essay, the emphasis is usually on one or the other; In a comparison and contrast essay, the emphasis is usually on one or the other;

that is, you spend more either comparing or contrasting, depending on your that is, you spend more either comparing or contrasting, depending on your purpose. If you are comparing two rather similar things, you should acknowledge purpose. If you are comparing two rather similar things, you should acknowledge the obvious similarities but focus on the differences. If you are comparing two the obvious similarities but focus on the differences. If you are comparing two obvious dissimilar things, you should acknowledge the obvious contrasts but obvious dissimilar things, you should acknowledge the obvious contrasts but emphasize the similarities.emphasize the similarities.

http://leo.stcloudstate.edu/acadwrite/comparcontrast.html#firstcomp Comparison/contrast http://leo.stcloudstate.edu/acadwrite/comparcontrast.html#firstcomp Comparison/contrast EssaysEssays

http://www.odessa.edu/dept/english/mjordan/Compare-contrast.htmhttp://www.odessa.edu/dept/english/mjordan/Compare-contrast.htm More information…Compare/ContrastMore information…Compare/Contrast

Strategy Four: Strategy Four: DefinitionDefinition What do you mean by that?What do you mean by that? Sometimes a dictionary definition or Sometimes a dictionary definition or

a one or two sentence explanation is a one or two sentence explanation is all a term needsall a term needs

Frequently, you will find it necessary Frequently, you will find it necessary to provide an EXTENDED Definition…to provide an EXTENDED Definition…a longer, more detailed explanation a longer, more detailed explanation that thoroughly defines the subject. that thoroughly defines the subject.

Why do we Define?Why do we Define?

1. To clarify an abstract term or concept1. To clarify an abstract term or concept 2. To provide a personal interpretation of a term that 2. To provide a personal interpretation of a term that

the writer feels is vague, controversial, misused or the writer feels is vague, controversial, misused or misunderstood.misunderstood.

3. To explain a new or unusual term or phrase found in 3. To explain a new or unusual term or phrase found in popular culture, slang, dialect or within a particular popular culture, slang, dialect or within a particular geographic area or cultural groupgeographic area or cultural group

4. To make understandable the language or technical 4. To make understandable the language or technical terms of a particular field of study r a profession or an terms of a particular field of study r a profession or an industry .industry .

5. To offer information about a term or an idea to a 5. To offer information about a term or an idea to a particu8aor 9hterstte audience.particu8aor 9hterstte audience.

6. To inform and entertain by presenting the colorful 6. To inform and entertain by presenting the colorful history, uses effects or examples of a word expression history, uses effects or examples of a word expression or concept. or concept.

Developing your EssayDeveloping your Essay

1. Know your purpose1. Know your purpose One person’s protest march can be another person’s street riot. So have a One person’s protest march can be another person’s street riot. So have a

goal or purpose.goal or purpose. 2. Give your readers a reason to read… explain the previous misuse, or 2. Give your readers a reason to read… explain the previous misuse, or

misunderstanding of the term. misunderstanding of the term. 3. Keep your audience in mind to anticipate and avoid problems of clarity.3. Keep your audience in mind to anticipate and avoid problems of clarity. 4. Use as many strategies as necessary to clarify your definition.4. Use as many strategies as necessary to clarify your definition. A. Describe the parts or distinguishing characteristics.A. Describe the parts or distinguishing characteristics. B. Offer some examplesB. Offer some examples C. Compare to or contrast with similar termsC. Compare to or contrast with similar terms D. Explain an operation or processD. Explain an operation or process E. State some familiar synonyms.E. State some familiar synonyms. F. Define by negation (that is, tell what the term doesn’t mean)F. Define by negation (that is, tell what the term doesn’t mean) G. Present the history or trace its development or changes from the original G. Present the history or trace its development or changes from the original

linguistic meaning.linguistic meaning. H. Discuss causes or effectsH. Discuss causes or effects I. Identify times/places of use or appearanceI. Identify times/places of use or appearance J. Associate it with recognizable people, places, or ideas.J. Associate it with recognizable people, places, or ideas. Example given on page 239 with the word “crossover” Example given on page 239 with the word “crossover”

Definition EssayDefinition Essay

Problems to Avoid:Problems to Avoid: Don’t present an incomplete definitionDon’t present an incomplete definition Don’t begin the essay with a quote of the dictionaryDon’t begin the essay with a quote of the dictionary Don’t define vaguely or by using generalities.Don’t define vaguely or by using generalities. Don’t offer circular definitions.Don’t offer circular definitions. Ask yourself these questionsAsk yourself these questions:: What subject will your essay define?What subject will your essay define? Why are you interested in this topic?Why are you interested in this topic? Do you have a personal or professional connection to the Do you have a personal or professional connection to the

subject? subject? Is the topic of interest to others?Is the topic of interest to others? Is your subject a controversial, ambiguous, or new term?Is your subject a controversial, ambiguous, or new term? Writers use a variety of techniques to define terms. List Writers use a variety of techniques to define terms. List

some techniques you will use.some techniques you will use. What difficulties do you foresee in the draft of this essay?What difficulties do you foresee in the draft of this essay?

Strategy five: Division Strategy five: Division and Classificationand Classification Large or complex subjects are easier to understand if Large or complex subjects are easier to understand if

we use division or classification.we use division or classification. Division: separating something into its component parts Division: separating something into its component parts

so that it may be better understood or used by the so that it may be better understood or used by the reader. Breaking apart one subject into its parts to help reader. Breaking apart one subject into its parts to help people understand it more easily. people understand it more easily.

Classification: Groups a number of things into categories Classification: Groups a number of things into categories to make the information easier to grasp. (groups, types, to make the information easier to grasp. (groups, types, kinds or categories.)kinds or categories.)

1. Select one principle of classification or division and 1. Select one principle of classification or division and stick to it.stick to it.

2. Make the purpose of your division or classification 2. Make the purpose of your division or classification clear to your audience.clear to your audience.

3. Account for all the parts in you division or 3. Account for all the parts in you division or classification. classification.

Strategy six: Causal Strategy six: Causal AnalysisAnalysis Cause and effect relationship between two Cause and effect relationship between two

or more elements. Some essays focus or more elements. Some essays focus primarily on the cause(s) of something; primarily on the cause(s) of something; others mainly analyze the effect(s); still others mainly analyze the effect(s); still others discuss both causes and effects.others discuss both causes and effects.

1. Present a reasonable thesis.1. Present a reasonable thesis. 2. Limit your essay to a discussion of 2. Limit your essay to a discussion of

recent, major causes or effects. recent, major causes or effects. Organize your essay clearly.Organize your essay clearly. Convince your reader that a causal Convince your reader that a causal

relationship exists by showing how the relationship exists by showing how the relationship works.relationship works.

Expository Essay: Expository Essay: http://www.essaymall.com/Expository_essay.phphttp://www.essaymall.com/Expository_essay.php

Although explaining a topic can be done in several ways, Although explaining a topic can be done in several ways, the most common approach to developing an expository the most common approach to developing an expository paragraph requires using specific details and examples. No paragraph requires using specific details and examples. No matter what type of paragraph you are writing, you will matter what type of paragraph you are writing, you will need specific details and examples to support the need specific details and examples to support the controlling idea in your topic sentences. The controlling controlling idea in your topic sentences. The controlling idea is the word or phrase in the topic sentences that idea is the word or phrase in the topic sentences that states an idea or an attitude about the topic; this idea or states an idea or an attitude about the topic; this idea or attitude is frequently referred to as a generalization. A attitude is frequently referred to as a generalization. A generalization is a statement that applies in most cases to generalization is a statement that applies in most cases to a group of things, ideas, or people. A generalization can be a group of things, ideas, or people. A generalization can be a value judgment or an opinion. ("Mr. Mantia is a nice a value judgment or an opinion. ("Mr. Mantia is a nice person") or a factual statement "The English language has person") or a factual statement "The English language has borrowed many terms from French"). borrowed many terms from French").

Specific details Specific details The topic sentence "Going to college can be The topic sentence "Going to college can be

expensive" should yield a paragraph that provides expensive" should yield a paragraph that provides some information or explanation about the some information or explanation about the controlling idea - expensive. The topic sentence controlling idea - expensive. The topic sentence might be developed as follows: might be developed as follows:

"Going to college can be expensive. Everyone knows "Going to college can be expensive. Everyone knows that tuition and room and board aren't cheap, but that tuition and room and board aren't cheap, but there are other expenses that make going to college there are other expenses that make going to college even more expensive. For instance, the cost of even more expensive. For instance, the cost of books and supplies is high. In addition, there are all books and supplies is high. In addition, there are all kinds of special fees tacked onto the bill at kinds of special fees tacked onto the bill at registration time. Students usually have to pay for registration time. Students usually have to pay for parking and even for adding and dropping courses parking and even for adding and dropping courses after registration. The fees never seem to end." after registration. The fees never seem to end."

Expository Essay Expository Essay ContinuedContinued Does this paragraph effectively demonstrate that going to college can be expensive? Does this paragraph effectively demonstrate that going to college can be expensive?

Although the writer mentions a few of the expenses that students must incur, the Although the writer mentions a few of the expenses that students must incur, the writer has not provided the reader with enough hard evidence to support the writer has not provided the reader with enough hard evidence to support the controlling idea - expensive. Specific details would help support this statement more controlling idea - expensive. Specific details would help support this statement more strongly. Just as specific descriptive details help to support the controlling idea in a strongly. Just as specific descriptive details help to support the controlling idea in a description and make the description more vivid and interesting, specific details help description and make the description more vivid and interesting, specific details help "prove" or support the generalization in an expository paragraph. This paragraph can "prove" or support the generalization in an expository paragraph. This paragraph can be improved by using specific details: be improved by using specific details:

"Going to college can be expensive. Everyone knows that tuition and room and board "Going to college can be expensive. Everyone knows that tuition and room and board can cost anywhere from $3,000 to $10,000 per semester, but there are other can cost anywhere from $3,000 to $10,000 per semester, but there are other expenses that make going to college even more expensive. For instance, books expenses that make going to college even more expensive. For instance, books typically cost between $150 and $400 each term. Supplies, too, are not cheap, for as typically cost between $150 and $400 each term. Supplies, too, are not cheap, for as any students knows, paper, notebooks, writing utensils, and the many other supplies any students knows, paper, notebooks, writing utensils, and the many other supplies needed usually cost more at the college bookstore than at local discount department needed usually cost more at the college bookstore than at local discount department store. For instance, a package of notepaper costing $1 at a discount store might cost store. For instance, a package of notepaper costing $1 at a discount store might cost $2 at a college bookstore. In addition, there are all kinds of special fees tacked onto $2 at a college bookstore. In addition, there are all kinds of special fees tacked onto the bill at registration time. A student might have to pay a $30 insurance fee, a $15 the bill at registration time. A student might have to pay a $30 insurance fee, a $15 activity fee, a $10 fee to the student government association, and anywhere from $20 activity fee, a $10 fee to the student government association, and anywhere from $20 to $100 for parking. If a student decides to add or drop a course after registration, to $100 for parking. If a student decides to add or drop a course after registration, there is yet another fee. The fees never seem to end."there is yet another fee. The fees never seem to end."

Instead of just referring to the expenses of attending college, in this revised version Instead of just referring to the expenses of attending college, in this revised version the writer uses specific details - in this case, factual details ? to illustrate or prove the the writer uses specific details - in this case, factual details ? to illustrate or prove the generalization. generalization.

In expository writing, the writer is like a lawyer who is trying to prove a point; a layer In expository writing, the writer is like a lawyer who is trying to prove a point; a layer cannot make generalization without giving proof to support his or her statements. cannot make generalization without giving proof to support his or her statements. Good proof is factual detail. Good proof is factual detail.

Chapter 10: Chapter 10: Argumentive EssayArgumentive Essay An argumentative essay should An argumentative essay should

be composed of a clear thesis and be composed of a clear thesis and body paragraphs that offer body paragraphs that offer enough sensible reasons and enough sensible reasons and persuasive evidence to convince persuasive evidence to convince your readers to agree with you. your readers to agree with you.

Choose an appropriate topicChoose an appropriate topic Explore the possibilities…and your Explore the possibilities…and your

opinions.opinions. Anticipate opposing views.Anticipate opposing views. Know and remember your audience.Know and remember your audience. Decide which points of argument to Decide which points of argument to

include. (my side and my opposition’s include. (my side and my opposition’s side)side)

Organize your essay clearly.Organize your essay clearly.

Pattern A:Pattern A:

You devote the first few body paragraphs to You devote the first few body paragraphs to arguing points on your side and then turn to arguing points on your side and then turn to refuting or answering the opposition’s claims.refuting or answering the opposition’s claims.

I. ThesisI. Thesis II. Body 1. you present your first point and II. Body 1. you present your first point and

supporting evidencesupporting evidence III. Body 2. you present your second point and its III. Body 2. you present your second point and its

supporting evidence.supporting evidence. IV. Body 3. you refute your opposition’s first point.IV. Body 3. you refute your opposition’s first point. V. Body 4. you refute your opposition’s second V. Body 4. you refute your opposition’s second

point.point. VI. ConclusionVI. Conclusion

Pattern B:Pattern B:

You wish to clear away the opposition’s claims You wish to clear away the opposition’s claims before you present the arguments for your before you present the arguments for your side.side.

I. ThesisI. Thesis II. Body 1. you refute your opposition’s first II. Body 1. you refute your opposition’s first

point.point. III. Body 2. you refute your opposition’s second III. Body 2. you refute your opposition’s second

point.point. IV. Body 3. you present your first point and its IV. Body 3. you present your first point and its

supporting evidence.supporting evidence. V. Body4. you present your second point and V. Body4. you present your second point and

its supporting evidence.its supporting evidence. VI. ConclusionVI. Conclusion

Pattern C:Pattern C:

You can argue to a refute in each paragraph. You can argue to a refute in each paragraph. I. ThesisI. Thesis II. Body 1. you present your first pint and its II. Body 1. you present your first pint and its

supporting evidence, which also refutes one of supporting evidence, which also refutes one of your opposition’s claims.your opposition’s claims.

III. Body 2. you present a second point and its III. Body 2. you present a second point and its supporting evidence, which also refutes a supporting evidence, which also refutes a second opposition claim.second opposition claim.

IV. Body 3. you present a third point and its IV. Body 3. you present a third point and its supporting evidence, which also refutes a third supporting evidence, which also refutes a third opposition claim.opposition claim.

V. ConclusionV. Conclusion

You may feel that your topic has no opposition.You may feel that your topic has no opposition. Remember that almost all issues have more than one Remember that almost all issues have more than one

side, so try to anticipate objections and then answer side, so try to anticipate objections and then answer them.them.

COMBINATION:COMBINATION: I. ThesisI. Thesis II. Body Paragraph 1: A point to your sideII. Body Paragraph 1: A point to your side III. Body paragraph 2: One of your points, which also III. Body paragraph 2: One of your points, which also

refutes an opposition claim.refutes an opposition claim. IV. Body paragraph 3: Your refutation of another IV. Body paragraph 3: Your refutation of another

opposition cliamopposition cliam V. ConclusionV. Conclusion

Argue your ideas logicallyArgue your ideas logically 1. Give examples1. Give examples 2. Present a comparison or contrast2. Present a comparison or contrast 3. Show a cause-and –effect relationship3. Show a cause-and –effect relationship 4. Argue by definition4. Argue by definition Offer evidence that effectively support your claimOffer evidence that effectively support your claim 1. personal experience1. personal experience 2. Experiences or testimony of others2. Experiences or testimony of others 3. Factual information you’ve gathered from research3. Factual information you’ve gathered from research 4. Statistics from current, reliable sources4. Statistics from current, reliable sources 5. Hypothetical examples5. Hypothetical examples 6. Testimony from authorities and experts.6. Testimony from authorities and experts. 7. Charts, graphs, or diagrams7. Charts, graphs, or diagrams Find the appropriate tone.Find the appropriate tone.

Consider using Rogerian Consider using Rogerian techniques, if they are techniques, if they are appropriate.appropriate. Carl Rogers, psychologist, believed that people Carl Rogers, psychologist, believed that people

involved in a debate should strive for clear, honest involved in a debate should strive for clear, honest communication so that the problems under communication so that the problems under discussion could be resolved. Not a win situationdiscussion could be resolved. Not a win situation

1. Clear objective statement of the problem or issue1. Clear objective statement of the problem or issue 2. A clear. Objective summary of opposition’s 2. A clear. Objective summary of opposition’s

positionposition 3. A clear, objective summary of your point of view, 3. A clear, objective summary of your point of view,

no threateningno threatening 4. A discussion that emphasizes the beliefs, values, 4. A discussion that emphasizes the beliefs, values,

and goals that you and your 0pposion have in and goals that you and your 0pposion have in commoncommon

5. A description of nay of your points 5. A description of nay of your points 6. An explanation of a plan or proposed solution that 6. An explanation of a plan or proposed solution that

meets the needs of both sides. meets the needs of both sides.

Common Logical Common Logical FallaciesFallacies Hasty generalizationHasty generalization Not a logical result of the factsNot a logical result of the facts Writer presents as truth what is not yet proven by the argumentWriter presents as truth what is not yet proven by the argument Introduction of irrelevant point to divert the readers'’ attention Introduction of irrelevant point to divert the readers'’ attention

from the main issuefrom the main issue Attaching the opponents' character rather than the opponent’s Attaching the opponents' character rather than the opponent’s

argumentargument Faulty use of authority.Faulty use of authority. Evades the issues by appealing to readers’ emotional reactions to Evades the issues by appealing to readers’ emotional reactions to

certain subjects. certain subjects. Writer tries to conceive the readers that there is only a right way Writer tries to conceive the readers that there is only a right way

and a wrong way.and a wrong way. Abstract concepts Abstract concepts Tries to get reader to join with the bandwagon appealTries to get reader to join with the bandwagon appeal Writer looks for the opposition’s weakest point to argue against it. Writer looks for the opposition’s weakest point to argue against it. Writer uses an extended comparison as proof of a pointWriter uses an extended comparison as proof of a point Writer uses catchy phrases and empty slogans.Writer uses catchy phrases and empty slogans.

Persuasive EssayPersuasive Essay

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Chapter 11: Chapter 11: Descriptive EssayDescriptive Essay Recognize your purpose; inform, clarify, Recognize your purpose; inform, clarify,

persuade, or create a mood.persuade, or create a mood. Describe clearly using specific details…Describe clearly using specific details…

314, 315314, 315 Select only appropriate detailsSelect only appropriate details Make the descriptions vividMake the descriptions vivid BE CAREFUL:BE CAREFUL: Remember your audienceRemember your audience Don’t jump aroundDon’t jump around Avoid sudden changes Avoid sudden changes http://ftp.ccccd.edu/andrade/1301/examples.htm examples http://ftp.ccccd.edu/andrade/1301/examples.htm examples

of Descriptive Essays...of Descriptive Essays...

Descriptive Essay: Descriptive Essay: http://www.essaymall.com/Description_essay.phphttp://www.essaymall.com/Description_essay.php

What if you were asked to describe how something What if you were asked to describe how something looks - a place, a thing, or a person? How should looks - a place, a thing, or a person? How should you arrange your ideas and sentences in the you arrange your ideas and sentences in the paragraph? Obviously, time order would not be paragraph? Obviously, time order would not be logical. When you are describing the way something logical. When you are describing the way something looks ? its physical appearance ? a place, not time, looks ? its physical appearance ? a place, not time, is important. Therefore, you should arrange your is important. Therefore, you should arrange your sentences and details according to where the sentences and details according to where the objects being described are located. This type of objects being described are located. This type of organization is called spatial organization. In a organization is called spatial organization. In a descriptive paragraph, you must make very clear descriptive paragraph, you must make very clear the location of the objects being described. the location of the objects being described.

Description of a placeDescription of a place

In describing a room, what should you describe first? The In describing a room, what should you describe first? The walls? The floor? Unlike a chronologically developed walls? The floor? Unlike a chronologically developed paragraph, there is no set pattern for arranging sentences paragraph, there is no set pattern for arranging sentences in a descriptive paragraph. It is not necessary to begin in a descriptive paragraph. It is not necessary to begin with one area and then proceed to another one. with one area and then proceed to another one. Nevertheless, the sentences should not be randomly Nevertheless, the sentences should not be randomly arranged. The description must be organized so that the arranged. The description must be organized so that the reader can vividly imagine the scene being described. reader can vividly imagine the scene being described. Imagine that you are describing a scene for an artist to Imagine that you are describing a scene for an artist to paint. Would you have the artist paint the ceiling white paint. Would you have the artist paint the ceiling white and the bed blue and then go back and put posters on the and the bed blue and then go back and put posters on the walls before painting the walls? Of course not! Those walls before painting the walls? Of course not! Those directions might irritate the artist. The same applies to directions might irritate the artist. The same applies to describing for the reader, for you are the describer with describing for the reader, for you are the describer with words, and your reader is the painter who mentally words, and your reader is the painter who mentally recreates what you are describing in the paragraph.recreates what you are describing in the paragraph.

The arrangement of details in a descriptive paragraph depends The arrangement of details in a descriptive paragraph depends on the subject. The selection and the description of details on the subject. The selection and the description of details depend on the describer's purpose. Suppose that your cousin depend on the describer's purpose. Suppose that your cousin wrote and asked you to describe your room. Remember that your wrote and asked you to describe your room. Remember that your cousin is very interested in what you think about your life in cousin is very interested in what you think about your life in United States . You might write your description like this: United States . You might write your description like this:

"My dormitory room is on the second floor of Bienville Hall. It is a "My dormitory room is on the second floor of Bienville Hall. It is a small rectangular room with a white ceiling and green walls. As small rectangular room with a white ceiling and green walls. As you enter the room straight ahead you will see two large you enter the room straight ahead you will see two large windows with gold curtains. My bed, which is covered with a red windows with gold curtains. My bed, which is covered with a red and gold bedspread, is under the windows. On your left against and gold bedspread, is under the windows. On your left against the wall, there is a large bookcase filled with books. Close to the the wall, there is a large bookcase filled with books. Close to the door a desk and chair sit next to the bookcase, with a small door a desk and chair sit next to the bookcase, with a small woven wastepaper basket underneath the desk. There are woven wastepaper basket underneath the desk. There are several posters on this wall. The one that is over the bookcase several posters on this wall. The one that is over the bookcase shows an interesting scene from our country. The one that is shows an interesting scene from our country. The one that is over the desk is of my favorite singer: To your right built into the over the desk is of my favorite singer: To your right built into the wall opposite the bookcase and desk, is a closet with sliding wall opposite the bookcase and desk, is a closet with sliding doors. Behind you on your right and somewhat behind the door doors. Behind you on your right and somewhat behind the door is a dresser with a mirror over it."is a dresser with a mirror over it."

Examine the description: Is the location of the objects in the Examine the description: Is the location of the objects in the room clear? Are the details arranged logically? The to both of room clear? Are the details arranged logically? The to both of these questions is yet. The objects are clearly arranged, and these questions is yet. The objects are clearly arranged, and the description is easy to follow. The paragraph is both unified the description is easy to follow. The paragraph is both unified and coherent. But is the controlling idea about the room clear? and coherent. But is the controlling idea about the room clear? What impression is conveyed by the room? Would your cousin What impression is conveyed by the room? Would your cousin know if you liked the room or not? Probably not. To make the know if you liked the room or not? Probably not. To make the paragraph more interesting, you can add a controlling idea paragraph more interesting, you can add a controlling idea that states an attitude or impression about the place being that states an attitude or impression about the place being described. described.

The details in a descriptive paragraph should be not only The details in a descriptive paragraph should be not only logically arranged but be vivid as well. As a painter who uses logically arranged but be vivid as well. As a painter who uses words, you want to give the reader as precise a picture as words, you want to give the reader as precise a picture as possible; otherwise, the reader will have only a vague sense possible; otherwise, the reader will have only a vague sense of what you are describing. To make the details more vivid, of what you are describing. To make the details more vivid, you need to modify them. Always strive to make details you need to modify them. Always strive to make details specific. Vague descriptions do not allow the reader to really specific. Vague descriptions do not allow the reader to really see the object. Specific details make your writing clearer and see the object. Specific details make your writing clearer and more interesting. more interesting.

DescriptionsDescriptions

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Chapter 11summaryChapter 11summary

Class practice… Page 319 part B.Class practice… Page 319 part B.

Chapter 12: Narrative Chapter 12: Narrative EssayEssay Extended: a long episode that by Extended: a long episode that by

itself illustrates or supports an itself illustrates or supports an essay’s thesisessay’s thesis

Brief: a shorter incident that is Brief: a shorter incident that is often used in a body paragraph to often used in a body paragraph to support or illustrate a particular support or illustrate a particular point in an essay.point in an essay.

Effective Narrative Effective Narrative EssayEssay Know your purposeKnow your purpose Present your main point clearlyPresent your main point clearly Follow a logical time sequenceFollow a logical time sequence Use sensory details to hold your Use sensory details to hold your

readers’ interestreaders’ interest Crate authentic charactersCrate authentic characters Use dialogue realisticallyUse dialogue realistically

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Once you have chosen your subject, you should keep two principles Once you have chosen your subject, you should keep two principles in mind.in mind.

Find a generalization which the story supports. This is crucial, and Find a generalization which the story supports. This is crucial, and perhaps the defining characteristic between a narrative-as-story and perhaps the defining characteristic between a narrative-as-story and a narrative-as-essay. The generalization will be the thesis of your a narrative-as-essay. The generalization will be the thesis of your essay, will say something that the story itself then illuminates or essay, will say something that the story itself then illuminates or shows to be true. This generalization can be quite personal; it does shows to be true. This generalization can be quite personal; it does not have to capture a truth about humanity as a whole or about the not have to capture a truth about humanity as a whole or about the essence of the human condition. It simply needs to capture a truth essence of the human condition. It simply needs to capture a truth about your life and use the story, the narrative experience, to about your life and use the story, the narrative experience, to illustrate its importance to you. In this way, it then has meaning to illustrate its importance to you. In this way, it then has meaning to the readers as well. the readers as well.

Remember that ultimately you are writing an Remember that ultimately you are writing an essayessay, not simply , not simply telling a story.telling a story.

Remember to incorporate details of your story that not only Remember to incorporate details of your story that not only illuminate your thesis, but also engage your readers' imagination illuminate your thesis, but also engage your readers' imagination and make the story "real" for them as well. On the Specific and and make the story "real" for them as well. On the Specific and Concrete Detail page, I have some advice about how you can do this.Concrete Detail page, I have some advice about how you can do this.

Conventions of Narrative EssaysConventions of Narrative Essays In writing your narrative essay, keep the In writing your narrative essay, keep the

following conventions in mind. following conventions in mind. Narratives are generally written in the first Narratives are generally written in the first

person singular, i.e., person singular, i.e., II. However, third . However, third person (person (hehe, , sheshe, or , or itit) can also be used. ) can also be used. Which person you use most often is a Which person you use most often is a function of whose perspective is being function of whose perspective is being captured in the narrative. If it's your story, captured in the narrative. If it's your story, use use II; if it's a story about what happened to ; if it's a story about what happened to a friend, use a friend, use sheshe. That's logical and simple. . That's logical and simple.

Yet, writers can and do play with perspective for stylistic effect. For Yet, writers can and do play with perspective for stylistic effect. For example, Jeffrey Zeldman writes his web blog in the first person example, Jeffrey Zeldman writes his web blog in the first person pluralplural, using , using wewe to refer to himself. (This is a device often called the to refer to himself. (This is a device often called the "royal "royal wewe" since a former British monarch had a propensity for " since a former British monarch had a propensity for referring to herself in the first person plural, as in "We are not referring to herself in the first person plural, as in "We are not amused." This effect helps Zeldman create a distinctive narrative amused." This effect helps Zeldman create a distinctive narrative voice, at once a bit humorous and friendly, at the same time.voice, at once a bit humorous and friendly, at the same time.

However, be consistent. If you begin your narrative in the first However, be consistent. If you begin your narrative in the first person singular, say, use that throughout. person singular, say, use that throughout.

Narratives rely on concrete, specific details to make their point. Narratives rely on concrete, specific details to make their point. These details should create a unified, dominant impression. Again, These details should create a unified, dominant impression. Again, see specific details for more information. see specific details for more information.

Narratives, as stories, should include these story conventions: a plot Narratives, as stories, should include these story conventions: a plot (so tell your readers what is happening), including setting and (so tell your readers what is happening), including setting and characters; a climax (a peak experience often leading to the thesis, characters; a climax (a peak experience often leading to the thesis, the important realization); and an ending (explaining how the the important realization); and an ending (explaining how the incident resolved itself, also alluding to how the narrative's thesis incident resolved itself, also alluding to how the narrative's thesis comes to it full realization).comes to it full realization).

Narrative Essay Cont.Narrative Essay Cont.

Although the first or third person singular is the most common Although the first or third person singular is the most common narrative voice in a narrative essay, other possibilities exist as narrative voice in a narrative essay, other possibilities exist as well. Consider using interpolated tale (a "twice told tale") to well. Consider using interpolated tale (a "twice told tale") to add some flair. An interpolated tale, used by the likes of none add some flair. An interpolated tale, used by the likes of none other Charles Dickens and Joseph Conrad, are stories within other Charles Dickens and Joseph Conrad, are stories within stories, where the character in one story goes on to tell a story stories, where the character in one story goes on to tell a story that illuminates and adds meaning to the larger story as well. that illuminates and adds meaning to the larger story as well. It's a tricky effect to pull off, but a nice effect when used well.It's a tricky effect to pull off, but a nice effect when used well.

Most stories follow a simple time line in laying out the Most stories follow a simple time line in laying out the narrative. Chronological order is the rule. So feel free to break narrative. Chronological order is the rule. So feel free to break that rule, when appropriate, if you can think of a way use a that rule, when appropriate, if you can think of a way use a different time order to enhance your story. For example, different time order to enhance your story. For example, flashbacks are a wonderful device to merge the present and flashbacks are a wonderful device to merge the present and the past all at once. the past all at once.

It is often true that the most memorable characters are those It is often true that the most memorable characters are those who have flaws. So feel free to use stories that reveal human who have flaws. So feel free to use stories that reveal human weakness as well.weakness as well.

Reading Response: Page 341-345 Reading Response: Page 341-345 Sister Flowers by Maya AngelouSister Flowers by Maya Angelou

Chapter 13: Writing Chapter 13: Writing Essays: Multiple Essays: Multiple StrategiesStrategies

Part 3: Special Part 3: Special AssignmentsAssignments Ch.14 Writing a Paper Using ResearchCh.14 Writing a Paper Using Research Ch.15 Exams and Response EssaysCh.15 Exams and Response Essays Ch.16 Writing About LiteratureCh.16 Writing About Literature Ch.17 Writing About Visual ArtsCh.17 Writing About Visual Arts Ch.18 Writing About FilmCh.18 Writing About Film Ch.19 Writing in the World of WorkCh.19 Writing in the World of Work

Chapter 14: Research Chapter 14: Research PaperPaper

Research Paper: Research Paper:

A Guide for Writing Research Papers A Guide for Writing Research Papers Everybody who puts pen to paper or sits Everybody who puts pen to paper or sits

down at a keyboard has a reason for doing down at a keyboard has a reason for doing so. The reason for writing, called purpose, is so. The reason for writing, called purpose, is determined by context. Writers create texts determined by context. Writers create texts to accomplish goals that reflect their to accomplish goals that reflect their circumstances, their own ideas and circumstances, their own ideas and attitudes, and their audience's needs and attitudes, and their audience's needs and interests. Because the purpose of a piece of interests. Because the purpose of a piece of writing affects many of the writer's choices writing affects many of the writer's choices about content, organization, form, length, about content, organization, form, length, and style, a clear purpose makes both and style, a clear purpose makes both writing and reading any text easier. writing and reading any text easier.

Research Paper Research Paper ContinuedContinued Content Content Texts about similar topics might contain significantly different information if they Texts about similar topics might contain significantly different information if they

have different purposes. The essay written for the health class might mention have different purposes. The essay written for the health class might mention some facts about nutrients in fruits, but a list of those nutrients would not be the some facts about nutrients in fruits, but a list of those nutrients would not be the primary focus; instead, the text would focus on the benefits of eating more fruit. primary focus; instead, the text would focus on the benefits of eating more fruit. Clearly, awareness of your purpose will not only help you decide what Clearly, awareness of your purpose will not only help you decide what information to include, but it will also prevent you from adding unnecessary information to include, but it will also prevent you from adding unnecessary information or omitting crucial information. information or omitting crucial information.

OrganizationOrganization Writers organize information differently depending on their purpose. Once you Writers organize information differently depending on their purpose. Once you

know your purpose, deciding how to organize your writing is often not too know your purpose, deciding how to organize your writing is often not too difficult. For example, if you are writing a paper for a literature course on the difficult. For example, if you are writing a paper for a literature course on the characteristics of Romantic poetry, you will probably list several characteristics characteristics of Romantic poetry, you will probably list several characteristics of Romanticism and give examples showing how various poems fit those of Romanticism and give examples showing how various poems fit those categories. Knowing your purpose and your reader will usually be enough to help categories. Knowing your purpose and your reader will usually be enough to help you organize your writing; however, as you write, you may decide that your you organize your writing; however, as you write, you may decide that your purpose has changed, so you may need to shift your organizational pattern as purpose has changed, so you may need to shift your organizational pattern as well. well.

Style Style The purposes for writing in your personal life will probably vary widely, and so The purposes for writing in your personal life will probably vary widely, and so

will the styles of the texts you write. In college and at work, your writing style will the styles of the texts you write. In college and at work, your writing style will also vary according to your purpose; however, in general, academic and will also vary according to your purpose; however, in general, academic and professional writing usually adopt a formal style and emphasize the conventions professional writing usually adopt a formal style and emphasize the conventions of Standard English, such as sentence structure, spelling, and punctuation. of Standard English, such as sentence structure, spelling, and punctuation.

Research Paper Research Paper ContinuedContinued Three Major Types of Purpose Three Major Types of Purpose Most writers at home, on the job, or at school have one of three reasons for writing: Most writers at home, on the job, or at school have one of three reasons for writing:

to record, to inform, or to persuade. to record, to inform, or to persuade. Writing to Record Writing to Record When you write to record observations and ideas, answering the following questions When you write to record observations and ideas, answering the following questions

will focus your efforts: will focus your efforts: Why am I recording this information? Why am I recording this information? How much of my observations or ideas should I record? How much of my observations or ideas should I record? Who will use this record? Who will use this record? How will they use this record? How will they use this record? Writing to Inform Writing to Inform If you have decided that your purpose in writing is to inform the readers about your If you have decided that your purpose in writing is to inform the readers about your

subject, you can further clarify that purpose by asking yourself two questions: subject, you can further clarify that purpose by asking yourself two questions: Why do I want to give readers this information? Why do I want to give readers this information? Why do the readers want this information? Why do the readers want this information? Writing to Persuade Writing to Persuade When writing to persuade, you can clarify your purpose by asking the following When writing to persuade, you can clarify your purpose by asking the following

questions: questions: What do you want your audience to do as a result of reading your persuasive paper? What do you want your audience to do as a result of reading your persuasive paper? Why do you want the readers to be persuaded? What do you have to gain? Why do you want the readers to be persuaded? What do you have to gain? How do you think readers will benefit by following your recommendations? How do you think readers will benefit by following your recommendations?

Research Paper Research Paper ContinuedContinued Working Thesis Statements Working Thesis Statements The thesis is a statement that declares the main point you want your readers to The thesis is a statement that declares the main point you want your readers to

understand, believe, or act on. Because the thesis states the opinion or understand, believe, or act on. Because the thesis states the opinion or conclusion you have reached about your topic, it reflects the decision you made conclusion you have reached about your topic, it reflects the decision you made about purpose. If you have identified a specific, focused purpose, you can about purpose. If you have identified a specific, focused purpose, you can construct a clear thesis. All you need to do is to turn your statement of purpose construct a clear thesis. All you need to do is to turn your statement of purpose into a sentence which summarizes the main point you intend to make. into a sentence which summarizes the main point you intend to make.

Essays with a clear purpose and thesis statement are easier to read and write. In Essays with a clear purpose and thesis statement are easier to read and write. In the activities below, you will examine one essay you have written, making sure the activities below, you will examine one essay you have written, making sure the content matches the purpose and thesis. the content matches the purpose and thesis.

Readers: Readers: Underline the thesis statement. Underline the thesis statement. After identifying the thesis statement, pause in your reading and make a list of all After identifying the thesis statement, pause in your reading and make a list of all

the information the writer should include to support the thesis. At the end of the the information the writer should include to support the thesis. At the end of the reading, notice which items are not checked. Should they be added to the draft in reading, notice which items are not checked. Should they be added to the draft in revision. revision.

Research Papers Research Papers Researchers usually begin with a question or questions - often ones that are Researchers usually begin with a question or questions - often ones that are

suggested by previous research or by observation of unusual situations or suggested by previous research or by observation of unusual situations or problems. Then they devise methods for finding answers to the questions; problems. Then they devise methods for finding answers to the questions; experiments, surveys, and analysis of historical or literary documents are all experiments, surveys, and analysis of historical or literary documents are all examples of research methods. Researchers then synthesize the results of their examples of research methods. Researchers then synthesize the results of their investigation and come to conclusions. investigation and come to conclusions.

Chapter 15:Response Chapter 15:Response EssaysEssays

Chapter 16: Writing Chapter 16: Writing About LiteratureAbout Literature

Chapter 17: Visual ArtsChapter 17: Visual Arts

Chapter 18:FilmChapter 18:Film

Chapter 19: World of Chapter 19: World of WorkWork

Part 4: A Concise Part 4: A Concise HandbookHandbook Ch.20 Major Errors in GrammarCh.20 Major Errors in Grammar Ch.21 PunctuationCh.21 Punctuation Ch.22 MechanicsCh.22 Mechanics

Model EssayModel Essay

http://www.accd.edu/sac/english/http://www.accd.edu/sac/english/lirvin/wguides/modelessay.htmlirvin/wguides/modelessay.htm

Chapter: 20 Errors in Chapter: 20 Errors in GrammarGrammar

Chapter 21: Chapter 21: PunctuationPunctuation

Chapter 22: MechanicsChapter 22: Mechanics

Essay FormEssay Form

http://www.accd.edu/sac/english/http://www.accd.edu/sac/english/lirvin/wguides/EsForm.htmlirvin/wguides/EsForm.htm

Great ResourceGreat Resource

http://nutsandbolts.washcoll.edu/structure.html

DetailsDetails

http://www.accd.edu/sac/english/http://www.accd.edu/sac/english/lirvin/wguides/devo.htmlirvin/wguides/devo.htm

Documents

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