Writing3 Handbook(for esl students and teachers)

8/14/2019 Writing3 Handbook(for esl students and teachers)

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By: T. Ma. Teresa Walang


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Preface

The key to a better writing is to know the necessary tools needed to produce and developa simple paragraph towards long essays

This module aims to equipped the students with the necessary technical skills in

Grammar in developing their writing activities. With the Grammar rules guiding the

students in writing they are expected to produce a better, well developed, and less erroroutput. Also the techniques guiding them will also enhance their confidence to write

knowing what they have to avoid, what they need to watch, and what they can use in

writing. As a whole this module creates a better and well structured writing, a less stress

on the writer on what to write and how to write, and most of all builds the students to bebetter writers not only in writing class, but in all areas of study that require them to

write.

T. Maria Teresa Walang

Features of Paragraph/Essay Processes and Development

Day 1


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Topic: Definition of Terms

Objective: To be able to understand the terms commonly use in paragraph and essaywriting, to be able to write easily and accordingly.

Detailed Content

A. What is a Paragraph?

According to Gary Forlini, Prentice Hall, Grammar and Composition, p.460, a paragraph

is a series of related sentences that present a unit of thought. Marked by the indentation ofthe first word of the first sentence. A standard paragraph explains the main idea, usually

presented in one sentence called the topic sentence. The rest of the sentences discuss the

main idea adding specific information for effectiveness.

B. Parts of a Paragraph

Topic Sentence-points out the topic of the whole paragraph, and tells about the

writers purpose. This is can be at the beginning, in the middle, or at the end of the

paragraph. In most paragraphs the topic sentence is at the beginning of the paragraph,on this case it serves as an opening to what is the paragraph is all about it also guides

the writer in developing his/her paragraph.

Support-explains the main point of the writer, and completes the paragraph content.

Includes: Details, Facts, and Examples.

Unity and Coherence-These two factors bring together the writers ideas, and relate

the sequences of information in logical order.

Includes: Transitions and Conjunctions

Day 2

Topic: Organization


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Objective: To be able to decide on the content of the writing work thru:

1. exploration of different ideas

2. choosing the most appropriate topic

Detailed Content:

A: Generating Ideas this includes enumerating, grouping, and initial planning.

Enumerating it is easier to write if you will enumerate possible topics that youwould like to write on. To do this you need to ask you self the following Wh H

Questions.

A. What is the reason I am writing?

B. Who will likely to read my work?

C. How interesting my topic is?

D. What examples and details I can write to support my topic?

Grouping after enumerating all ideas you have in mind, you are now ready to group

them. To do this you can have ways on your own that would best suit your need to

write. You can also use common method like charting.

Example: watching TV, reading, playing computer games, doctor, teacher, pilot

Group A(HOBBIES) Group B (PROFFESSIONS)

1. Watching TV Doctor

2. reading teacher

3. playing computer games pilot

Initial Planning-with all the words grouped accordingly, you may now start planning

how you will begin your work. Based on the word groupings choose which exactlyyou would like to write about, so that you can start writing details and information

you could use to form your work. You may start with short phrases to complete

sentences. The best way for an easy writing is to have as much information as youcould think of. As much as possible make use of the active voice in writing your

sentences for easier organization.

Day 3

Topic: Coherence

Objective: To be able to arrange the ideas following a logical order. The topic sentence


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should follow the main idea, and the supporting information following the topic sentence.

Detailed Content:

A: Being Logical there are few ways to arrange the ideas in a logical way. Take note ofthe following commonly used methods.

Chronological Order this method arranges the supporting ideas in time order.Commonly the use of transitions like; first, second, third, etc. or the use of specific

time expressions from the moment the story started to when it ended. This method is

best use to recall past events, like historical or experiences.

Spatial order-supporting ideas are logically arrange according to position. Here the

writer needs to be familiar with her/his prepositions use in locations. This method is

mostly use in giving directions.

Order of Importance this method arranges the supporting idea from the least

important to the most important. This method is commonly use in advertising. Someproducts contain directions on the usability of the items based on importance.

Comparison and Contrast Order this method arranges the supporting information by

identifying the item or subject first. Next the writer points out all the similarities and

differences of the said item or object one by one. This method is commonly observed

in identifying abilities and capabilities of the subject. This is useful not only to oneitem but to more.

B. Adding Clarity-to further make the writing work easy to follow and to make theconnections between ideas clearer, the use of conjunctions and transitions is necessary.

Transitions are the guide marks signaling the readers what information is followingor what do they expect next. It is important to present the connection between each of

the idea and the ideas after and before it, this is the work of the transitions. Alsotransitions are grouped according to their usage, transitions showing; timerelationship, spatial relationship, comparison or contrast, cause and effect, emphasis,

addition, examples, and the like.

Conjunctions are also helpful in relating ideas one after the other. There are three

main kinds of conjunctions.

1. Coordinating Conjunctions-connect words or group of words, these

conjunctions relate words that are in the same part of speech.

2. Correlative Conjunctions connect equal parts of the sentences, but they always

work in pairs.

3. Subordinate Conjunctions connect two complete ideas by making the other

idea subordinate or dependent on the other.

Day 4

Topic: Support


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Objective: To be able to write a paragraph with not only enough examples but with

details and facts to present completeness of thoughts.

Detailed Content:

A. Support-completes the main idea of the paragraph. There are kinds of supporting

information to help the writer develop paragraphs.

Examples-particular ideas from the general idea, are use to break down what ideas are

presented in the topic sentence.

Details-are small pieces of information that make up something larger. These are

commonly descriptions of the subject in the paragraph.

Facts-are specific, accurate, and are established pieces of information proving the

ideas written in the paragraphs.

Reasons-answer the question why, show the cause and explain the main idea of the

topic.

Incidents-are events or situations that can be use to illustrate the main idea, these give

a picture in the mind of the reader what the writer wants to convey.

B. Adjectives-provide color and variation to the supporting information. These answer

the questions;

What kind?

Which one?

How many?

How much?

Who?

The uses of Adjectives make the details, facts, and the writers support more specific. In

writing the more specific the writers approach the easier and better it is understood by

the reader. Articles the, a, and a are the most common adjectives.

Day 5

Topic: The Parts of an Essay


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Objective: To be able to understand the parts of an essay, the ideas contained in each part,

the structure, and how each part is developed.

Detailed Content:

A: Essay-is a group of unified paragraphs which ideas are clearly connected. It contains

three major parts, introduction, body, and conclusion. Each plays an important role isdeveloping the whole essay, each too has different features. The essay is formed

following the sample structure below:

Introduction

Body

Conclusion

Note: The importance of Unity in Coherence in Essay writing should be given more focus

more than in paragraph writing, as its more difficult to maintain the relationship of each

idea in longer writing pieces just like essays. To maintain this said unity and coherence

take note of how each part of the essay is formed and to at all time relate the next idea to

the preceding ideas and the later to the thesis statement.

Day 6

Essay Title

Introduces the writers tone (formal, informal,

serious, or casual)

Stimulates the readers attention

Provides background information

Contains the thesis statement

Should have 2 or more paragraphs depending

on the number of sub-topics

Develops the thesis statement

Provides details, examples, supporting

information

Concludes all the ideas without repetitions

Includes end statements to reiterate the writers

main point on the essay











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Topic: Characteristics of a Good Title

Objective: To be able to write a well organized essay is to be able to understand fully the

following:

1. Interests in writing the essay

2. Range of knowledge towards the chosen title

3. Knowing how to make your title appealing to the reader

Detailed Content

Points of Consideration in Choosing the Title;

1. The title should be informative and appealing

2. It should speak of the writers main point

3. It should be original not too short and not too long

4. Make sure you title allows you to gather sufficient support in formation

B. Reminders in Gathering Supporting Details

1. Always consider the main point of the essay, not all information you have in mind

could be useful to support your essay.

2. In some instances, the link between the essay title and the body of the essay is not

in coherent due to the inappropriate information gathered.

3. Remember to use specific details that are easily understood by the reader,

although you are able to establish a good introduction and your title is appealing,

readers get bored when they dont see the connection of your support ideas to

your title.

4. It is best that you always try to check the flow of your ideas in every paragraph.

Day 7


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Topic: Developing the Introduction

Objective: To be able to establish the introduction by knowing how to state key points

like essay tone, purpose, and thesis statement clearly to catch the readers interest.

Detailed Content

INTRODUCTION

Begin with an attention grabber-the attention grabber is up to the writer, here are few

ways on how to catch the readers attention

A. Factual Information-this does not need to be new, if the writer begins with

factual information this has to be followed by 2 or more sentences for thorough

explanation.

B. An Anecdote-is a short story illustrating the point of the essay. This has to be

short and related to the essay topic, this is a very effective attention grabber, but

the writer has to be careful in using this means.

C. A Dialogue-the dialogue need not to identify the characters, but has to clearly

show its point. Three exchanges of dialogues is enough to make a point. It is also

best to follow it with a sentence or two.

D. Summary of the Information-a few sentences summing-up all the details can

be use to catch the interest of the readers in the introduction. The sentence must

be gradually more specific as it reaches the thesis statement.

Other Attention Grabber:

*Begin with a Question*Begin with a Prepositional Phrase

*Begin with a Quotation

*Begin with a famous sayings/proverb

If the attention grabber has only less than two sentences it is best to add more

sentences to elaborate the writers point, leading the opening to the thesis statement.

Remember to always maintain the interest of the reader in the introduction to keep

them in reading the whole essay.

Finish the introduction with the thesis statement.

Day 8


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Topic: Developing the Thesis Statement

Objective: To be able to know the importance of the thesis statement to the whole

paragraph and to be able to write one.

Detailed Content

A: What is a thesis statement?

A thesis statement:Tells the reader how you will interpret the significance of the subject matter under

discussion.

1. Is a road map for the paper; in other words, it tells the reader what to expect from the

rest of the paper.2. Directly answers the question asked of you. A thesis is an interpretation of a question

or subject, not the subject itself. The subject or topic.

3. Makes a claim that others might dispute.4. Is usually a single sentence somewhere in your first paragraph that presents your

argument to the reader. The rest of the paper, the body of the essay, gathers and

organizes evidence that will persuade the reader of the logic of the thesis statement.

B: How to generate the thesis statement?After youve chosen the question your essay will answer, compose one or two completesentences answering that question.

For Example:

Q: What are the potential benefits of using computers in a fourth-grade class?

A: The potential benefits of using computers in a fourth-grade class are . . .OR

A: Using computers in a fourth-grade class promises to improve . . .

C: Gauging the thesis statement

1. A strong thesis statement takes some sort of stand.

Remember that the thesis needs to show a conclusion about a subject.

2. A strong thesis statement justifies discussion.

The thesis should indicate the point of the discussion.3. A strong thesis expresses one main idea.

Readers need to be able to see that your paper has one main point. If the thesis statement

expresses more than one idea, then it might confuse the readers about the subject of the

paper.

4. A strong thesis statement is specific

A thesis statement should show exactly what the paper will be about, and will help keep

the paper to a manageable topic.


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Day 9

Topic: Developing the Body

Objective: To be able to construct the central portion of the essay with enough and

relevant reasons, facts, details, and examples to support the main points stated in the

thesis statement.

Detailed Content

A: BODY OF THE ESSAY

The number of paragraphs in the body of the essay differs according to the number of

the subtopics given in the thesis statement and to how much supporting ideas the

writer can provide for each sub-topic.

Begin each paragraph by writing the main point first, if the main point in the

INTRODUCTION is enclosed in a complex sentence, write it down in a complete

sentence form.

Next, write the supporting ideas for that main point. Write as many details, facts,

examples, and reasons relevant to that point. Also make sure the last sentence will be

in connection to the next main point.

For reiteration purposes write the sentence summary for each paragraph. This is not

actually needed, but it is not also wrong to do so, although the writer must take extra

caution in doing this to avoid redundancy.

The Body of the Essay may look like this:

Main Point 1

Support Idea 1-examples, reasons, Facts, Details.

Support Idea 2-examples, reasons, Facts, Details


Main Point 1




Main Point 2





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Day 10

Topic: Developing the Conclusion

Objective: To be able to write the conclusion giving the essay a satisfying end byknowing how to wrap up all the ideas presented in the INTRODUCTION and BODY

without being repetitive.

Detailed Content

A: CONCLUSION

The first thing the writer has to consider when writing the conclusion is not to repeat

all ideas or main points already presented.

The conclusion closes the essay, therefore just like the introduction is should leave the

reader a good impression of the essay. There are few things to consider to arrive to a

satisfying conclusion.

A) Do not just restate the main points in the thesis statement.

B) Think about the importance of the essay to the readers.

C) Write the conclusion is a striking way, you may give a final remark reminding

the readers of purpose of the essay, or may still elaborate on certain points not

mentioned in the body. But remember not to start a new idea in the conclusion.

D) It is best to write the last sentence using a smart statement. This statement can

be a famous quote, anecdote, or an excepts from a famous speech or news write-

ups.

E) The conclusion needs not to be very long, three or more sentences will do, it is

a common error for some writers, making their conclusion too long, resulting to

repetitive statements.

Mainly bear in mind when writing the conclusion; it should still unify all the

ideas and main points stated in the INTRODUCTION and BODY of the essay.


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Day 11

Topic: Expository Writing

Objective: To be able to establish and maintain informative, objective, and factual tone

that are verifiable from reliable sources.

Detailed Content

A: Pre-Writing

Since the main objective of this kind of essay is to inform and explain to the readers

certain facts and events, gathering of information should be given much concern.

Materials have to be reliable and verifiable.

Gather information from different sources to compare and contrast ideas to come up

with only the needed support information to develop the essay.

B: Writing Proper

1. Choose a topic that is appropriate to the length you have in mind that could be

treated factually.

2. Determine any secondary purpose and tone.

3. Know the audience knowledge of the topic you are writing.

4. Develop the main topic of the essay and then break it down to several factual

details.

5. Concentrate on explaining as the essay progresses.

C: Revising

1. Revise the essay for unity and coherence, and examine the word choice for an

objective, and informative tone.

2. Make sure the main idea is well established and followed by enough and concrete

details that could support the factuality of the essay topic.

3. It is also wise to ask others opinion on the essay especially those who are reliable

concerning the topic discussed.

In case of insufficiency of support always relate the added information to the ideasalready mentioned in the essay. This will help avoid redundancy or repetitive details

that are the common problem when trying to add information in revising.


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Day 12

Topic: Narrative Writing

Objective: To be able to achieve the purpose of a narrative writing which is to relate

series of events to the readers by means of mastering the use of graphic language tocapture both actions and sensory impression to get a picture of the events written in theessay.

Detailed Content

A: Characteristics of a Narrative Writing

All events in the narrative writing should be arranged in chronological order. There

are times the writer begins with the end point, but still the writer should maintain anormal flow from one point to another.

The language use should include colorful details showing actions. Besides exact and

vivid nouns the use of strong action verbs is recommended.

The uses of transitions make the story move along, linking one event to another.

B: How to Write a Narrative Writing?

a) Choose an experience either real or imaginative that you could relate into

clear and graphic language.

b) Choose which point of view you would like to tell your story. Be consistent by

not trying to change every time your point of view.

c) Determine other secondary purpose you would like to convey in your writing

work, such as amusing to the reader.d) List down all the events you want to relate, making sure the consistency of

your point of view in each event.

e) Organize the events in chronological order.

f) As you progress in writing concentrate on the actions of the story as presented

from a consistent point of view.

g) Revise the paper for consistency of your main point. Reread you work after

revisions to check parts that may confuse the readers.


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Day 13

Topic: Evaluation Essay

Objective: To be able to develop an essay making a good judgment about people, ideas,and possible actions, based on the given criteria.

Detailed Content

A: Features of an Evaluation Essay

1. Adequately described subject. The writer should describe the subject of the

essay in some detail, according to what he or she thinks the reader should know.

Writers usually provide only enough information to allow their readers to accepttheir judgment. The emphasis, therefore, is on the reliable voice of the writer. In

evaluating a book, readers would need to know the author, the date of publication,

what it was about, and the like.

2. A judgment. The writer must assert him or herself by making a definitivejudgment. This judgment should be the writer's topic sentence. All other

paragraphs should ask to prove the topic, even if a writer must give a balanced

evaluation.

3. A convincing argument. After stating the judgment, present an argument based

on reasonable criteria. "Reasonable criteria" means using standards that are

generally used to describe something. Writers should also provide evidence to

make their argument. Evidence should include description, examples, facts,statistics, and testimony of others.

4. Not biased, reasonable tone. Some writers go out of their way to avoid biased or

reasonable tone, especially when evaluating and sometimes it is desirable to allow

the importance of your topic to be reflected in your tone.

5. A clear pattern of organization. As with other types of essays, it is best to make

it clear where you are going. Start with a tight introduction, working from general

to specific. Your judgment should be your topic sentence and should lead into theargument.

Note: The writer can also have his/her own idea in making the judgment, the set of

criteria would depend on what the writer wants to convey in the essay. The saidcriteria should guide the essay all through out from the beginning till the end of thework.


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Day 14

Topic: Explanation Essay

Objective: To be able to write and an essay showing a vivid picture of an event thathappens or that has happened.

Detailed Content

The main purposes of an Explanation essay are to clear the issue of the essay,

describe it and reveal the essence of the issue in a clear coherent way.

A good way to make the essay easier is to apply the following questions to the

thesis statement

A: The Introduction:

The Introduction should tell what the writer is going to explain and why did the he/shechose it. The thesis statement should reveal every bit of the writers plan, and the other

parts of the essay should explain the details and give examples.

B: The Body of the Essay

The Body of the essay consists of several paragraphs. Each point mentioned in the thesis

statement should be given attention is separate paragraphs. The body of the essay shoulddevelop the writers thought supporting it with substantial evidence. This is due to the

main purpose of this essay which is to show the writer is knowledgeable on the topicbeing discussed.

C: Conclusion

Try to be as objective as possible. Make sure the conclusion is solid and complete. To

make the essay nicer ask others to proofread your work. Remind the readers the mostimportant points you had mentioned in the thesis statement

What/Who?....Why?...What for?...When?...How?...


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Day 15

Topic: Sequence Essay

Objective: To be able to describe series of events or processes in some sort of order ormanner.

Detailed Content

A: Time Expressions

Time Example

Saturday, Sunday ... I am going to the shops on Monday.

Today I've been to the shops today.

Yesterday I went yesterday.

Next week/month/year I am going next week.

Last week/month/year I went last year.

Finally I finally went.

Eventually I eventually went to the shops.

Already I've already been to the shops.

Soon I'm going to the shops soon.

Just I'm just going to the shops.

Still I'm still at the shops.

The use of adverbs of time is necessary to show a clearer organization to your essay

below are commonly use time expressions that will guide the writer to begin a sequencetype of essay.

B: Position of adverb of time

Adverbs of time are usually found at the end of the sentence.

Subject Verb (s) Indirect Object Direct object Time

I will tell you the story tomorrow.

Time Subject Verbs Indirect object Direct Object

Tomorrow I will tell you the story.

If you dont want to put emphasis on the time, you can also put the adverb of time at the

beginning of the sentence.


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Day 16

Topic: Choice EssayObjective: To be able to write a well organized essay stating different choices, and ideas

describing each option and then giving a fair opinion.

Detailed Content

A: Considerations when writingA choice essay points out the advantages of the choice idea over the other. To establish

the choice strongly there are considerations the writer has to look deeply into, and theyare stated below.

a) classify: Into what general category/categories does this idea belong?

b) compare: What are the similarities among these ideas? What are the differences?c) contrast: What are the differences between these ideas?

d) critique: What are the strengths and weaknesses of this idea?

e) define: What does this word or phrase mean?

f) describe: What are the important characteristics or features of this idea?g) evaluate: What are the arguments for and against this idea? Which arguments are

stronger?h) explain: Why is this the case?i) identify: What is this idea? What is its name?

j) interpret: What does this idea mean? Why is it important?

k) justify: Why is this correct? Why is this true?l) outline: What are the main points and essential details?

m) summarize: Briefly, what are the important ideas?

B: Writing the essayWell Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid

"filling." A lot of confused ideas is a sure sign that the writer doesn't really know what theright answer is and hopes that somehow, something in that overgrown jungle of words

was the correct answer.Well Organized

Don't write in a random "think-as-you-go" manner. Do some planning and be sure that

what you write has a clearly clear introduction which both states the point(s) you are

going to make and also, if possible, how you are going to proceed. In addition, the essayshould have a clearly indicated conclusion which summarizes the material covered and

emphasizes your thesis or main point.Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc.

prove your point? In many cases, the difference between an A and a B as a grade is due tothe effective use of supporting evidence.Well Thought of

People who do not use conventions of language are thought of by their readers as less

competent. To do away with this think hard on the choice prior to writing your essay.


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Day 17

Topic: Compare and Contrast Essay

Objective: To be able to write and state the similarities and differences between two ormore people, places, or things.

Detailed Content

A: Pre-Writing Choosing a Topic

In choosing a topic, be sure not to choose two totally unrelated subjects. You must start

with subjects that have some basic similarities. For instance, you could choose tocompare/contrast two movies, two authors, two modes of transportation, or two sports

figures.

Brainstorming

The first thing to do is brainstorm everything you know about each subject and then go

back and look for connections that show similarities and differences, which might look

something like this:

Subject A(Autumn) Subject B (Spring)cooler warmer

leaves change flowers bloom

brilliant colors trees bloom

precedes winter precedes summer

death birth

B: Writing Process

Developing a Thesis

The thesis statement will evolve from the brainstorming. Look at your list and askyourself some questions.

"Is there something important, significant, or interesting in the similarities and

differences on my list?

Organizing the Essay

The introduction of your essay should mention both subjects and end with a strong and

clearly defined thesis statement.There are two primary ways to organize the body of your paper, the divided pattern and

the alternating pattern.

To follow the divided pattern, give all supporting details for one subject and then give all

supporting details for the other subject:

To follow the alternating pattern, alternate the details from one side of the comparison or

contrast to the other:

Day 18

Topic: Description Essay

Paragraphs 1-3 in Body Discuss and give supporting details for subject 1 (A)

Paragraphs 4-6 in Body Discuss and give supporting details for subject 2 (B)

Paragraph 1 in Body Discuss and give supporting details for subject 1 (A)

Paragraph 2 in Body Discuss and give supporting details for subject 2 (B)


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Objective: To be able to give the reader a clear picture of the essay thru vivid descriptions

of things, people, or places.

Detailed ContentA: General Ideas

I. A descriptive essay has one, clear dominant impression. If, for example you are

describing a waterfall, it is important for you to decide and to let your reader knowif it is threatening or lovely; in order to have one dominant impression it cannot be

both. The leading impression guides the author's selection of detail and is thus made

clear to the reader in the thesis sentence.II. A descriptive essay can be objective or subjective, giving the author a wide choice

of tone, diction and attitude. For instance, an objective description of one's dog

would mention such facts as height, weight, coloring and so forth. A subjective

description would include the above details, but would also stress the author'sfeeling toward the dog, as well as its personality and habits.

III. The purpose of a purely descriptive essay is to involve the reader enough so he or

she can actually visualize the things being described. Therefore, it is important to

use specific and concrete details.

B: RulesI. The descriptive essay relies on concrete, sensory detail to communicate its point.

Remember, we have five senses, not one or two.

II. The author of a descriptive essay must carefully select details to support the leading

impression. In other words, the author has the license to omit details which aredifferent with the leading impression unless the leading impression is one which

points out the differences.

III. Description very often relies on emotion to convey its point. Because of this, verbs,adverbs, and adjectives convey more to the reader than do nouns.

IV. Unless the description is objective, you must be sure that the leading impression

conveys an attitude.C: Strategies

I. Try giving all the details first; the leading impression then is built from these details.

II. Check your details to be sure that they are consistent with the leading impression.

You might even want to write down the five senses on a scratch piece of paper and

check to see that you have covered them all.

III. Try moving your reader through space and time chronologically. For instance, you

might want to describe a bus ride from start to destination.

IV. Use a then-and-now approach to show decay, change, or improvement. The variations

on this strategy are endless.V. Select an emotion and try to describe it. It might be more difficult to get started, but it

can be worthwhile.

Day 19

Topic: Classification Essay


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Objective: To be able to classify ideas into specific categories and discuss each of them

by defining each and by giving examples for each classification.

Detailed Content

A: Guide to Classifying

1. Sort things into useful categories.

2. Make sure all the categories follow a single organizing principle.3. Give examples that fit into each category.

B: Common Classification Transitions

1. The first kind, the second kind, the third kind2. The first type, the second type, the third type

3. The first group, the second group, the third group

C: The thesis statementIncludes the topic and how it is classified. Sometimes the categories are named.

D: How to Write an Effective Classification Essay?I. Determine the categories. Be thorough; don't leave out a important category. On the

other hand, don't include too many categories, which will blur your classification. For

example, if your topic is sports shoes, and your organizing principle is activity, you

wouldn't include high heels with running and bowling shoes.II. Classify by a single principle. Once you have categories, make sure that they fit into

the same organizing principle. The organizing principle is how you sort the groups.

Do not allow a different principle to pop up unexpectedly.III. Support equally each category with examples. In general, you should write the same

quantity, i.e., give the same number of examples, for each category. The mostimportant category, usually reserved for last, might require more elaboration.

Day 20

Topic: Definition Essay

TRANSITIONS TO ENUMERATE/CLASSIFY

These transitions are to be used as sets;

more transitions can be added to each set as needed.

first

second

third

one

important

equally

important

most

important

a significant

another

significant

of greatest

significance

first

next

last

in the

beginning

toward the

middle

at the end

one

also

in addition


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Objective: To be able to write an essay defining a word, or concept in depth by providing

a personal comments on what the specific subject means.

Detailed Content

A: Setting up the definition essayI. Select a subject carefully.

1. Since such essays are personal in nature, select your subject based on your ownneed to clarify the term.2. Select a term or subject that you know well enough so that you can provide

specific examples to show your definition.

3. Dont select a subject either too broad or too narrow to fit the limits of youressay.

II. Once you have selected a subject, outline your paper carefully before writing.

1. Outlining will help you determine the specific points you want to cover in thedefinition and point out where you need examples.

2. Here are some suggestions for how to outline a definition paper:

I. Introduction

A. Attention getter1. You may want to include the traditional or dictionary definition here to

provide a basis for your personal definition.

2. You may want to open with a contradictory image to what would beyour image to illustrate that definition.

B. Thesis: State how you define the term. If you can write the definition using

specific points, you will find the definition easier to follow when writing thepaper.

II. Body

A. Point one

1. The first part of your definition of the term.

2. Example to illustrate that point.3. Analysis of how the example illustrates the point.

B. Point two1. The second part of the definition of the term.

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.C. Point three

1. The third part of the definition (if there is one)

2. Example to illustrate that point.3. Analysis of how the example illustrates the point.

III. Conclusion

A. Review your definitions main pointsB. Closing attention getter

Documents

Writing3 Handbook(for esl students and teachers)