Writing Process

1
Writing Process

• http//www.accd.edu/sac/english/lirvin/1301/1301Re
  so/WPROCES3_files/frame.htm
• http//www.clubtnt.org/writingtips/writing_styles.
  htm

2
Steps to Writing Well

• Wyrick, Jean

3
Introduction

• Readingcomprehensiononline.com/html
• Web
• http//depts.gallaudet.edu/englishworks/writing/ma
  in/essay.htm

4
Reflection Journals

• http//www.sdcoe.k12.ca.us/score/actbank/tjouguide
  .htm
• Reflection Journals

5
Final Portfolio

• Portfolio
• Each essay will be read, commented on by the
  instructor, and given a grade you must
• keep these graded essays and the grading rubrics
  as you will use them to revise your work for the
  portfolio.
• You must maintain an organized portfolio of your
  work in this class. You must keep all copies of
  every assignment returned to you with a grade 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 returned assignments will result in
  a point deduction from the Completion Section of
  your portfolio score. Your portfolio is worth 50
  points,
• Completion (having all returned assignments) 20
  points
• Final Assessment (Letter to Instructor)
  30 Points
• You must organize the portfolio as follows
• Diagnostic Essay
• Journals 1-12 (7for 8wk)
• Essay 1-4 Final drafts
• All peer or instructor edited rough drafts,
  proposals, outlines and other assignments where
  applicable
• Reactions to Readings
• Letter to instructor

6

• Essay 1 narrative
• 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 that 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 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 know would
  benefit from your new found knowledge. Tell them
  with a story so they wont make the same mistakes
  and maybe they can learn from your story. WK8
• 500-750 words 100oints
• Outline
• PEER EDITING/ROUGH DRAFT
• FINAL DRAFT
• Additional Final Draft requirements

7

• Essay 2
• ESSAY EXAMPLES AND DEFINITIONS
• 700-850 WORDS 150 POINTS
• OUTLINE
• PEER EDITING/ROUGH DRAFT
• Final Draft
• WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE
  FOLLOWING TOPICS
• Using examples, define one of the following
  concepts
• What is a hero?
• What is prejudice?
• A social label (skater, Goth, gang banger,
  redneck, etc.)

8

• Essay 3 Multiple Writing Strategies Process
  Analysis/ Division/ Classification/ Causal
  Analysis /Comparison
• 700-900 WORDS 175 POINTS
• PEER EDITING/ROUGH DRAFT
• Final Draft
• WRITE A WELL-DEVELOPED ESSAY ON ONE OF THE
  FOLLOWING TOPICS
• Compare two ways to earn money easily and
  legally. Analyze the differences and
  similarities in the different steps.
• Process Analysis and Compare/Contrast
• 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).
• Classification and Compare/Contrast
• Contrast the components of a womens purse to a
  mans wallet.
• Division and Compare/Contrast
• Compare the effect of your favorite
  teacher/employer/hero/ etc. to your least
  favorite.
• Causal Analysis and Compare Contrast
• Additional Final Draft requirements
• Use more than one writing strategy!

9

• ESSAY 4 SOURCE BASED WRITING ARGUMENTATIVE
  RESEARCH PAPER
• 1000-1200 Words 200 POINTS
• THESIS
• PROPOSAL
• WORKING BIBLIOGRAPHY
• NOTE CARDS
• OUTLINE
• ROUGH DRAFTS 1
• Rough Draft 2 .
• Final Draft
• WRITE A WELL DEVELOPED RESEARCH PAPER THAT ARGUES
  ONE SIDE OF A CONTROVERSIAL ISSUE.

10
Part 1 The Basics of a Short Essay

• Ch.1 Prewriting
• Ch.2 The Thesis Statement
• Ch.3 The Body Paragraph
• Ch.4 Beginnings and Endings
• Ch.5 Drafting and Revising Creative and Critical
  Thinking
• Ch. 6 Effective Sentences
• Ch.7 Word Logic
• Ch.8 The Reading and Writing Connection

11
Part 1 The Basics of the Short Essay

• Chapter 1 Prewriting
• Select a subject
• Start early
• Find your best space
• A strong interest
• Narrow the subject
• Find your Essays Purpose or Focus

12
Identify a topic

• Your topic is the subject about which you will
  write. Your assignment may suggest several ways
  of looking at a topic or it may name a fairly
  general concept that you will explore or analyze
  in your paper.
• Consider what your assignment asks you to do
• Inform yourself about your topic
• Focus on one aspect of your topic
• Ask yourself whether your topic is worthy of your
  efforts

13
Brainstorming

• Listing
• Free writing
• Looping
• Clustering
• Cubing
• Interviewing
• Cross Examination
• Sketching

14
Brainstorming

• http//www.jpb.com/creative/brainstorming.php
• http//www.eduplace.com/graphicorganizer/pdf/plann
  ing.pdf
• Planning Chart

15

• http//www.eduplace.com/graphicorganizer/pdf/persu
  asion.pdf
• Persuasion Graphic Organizer
• http//www.eduplace.com/graphicorganizer/pdf/venn.
  pdf
• Venn Diagram Compare/Contrast
• http//www.eduplace.com/graphicorganizer/pdf/isp.p
  df
• Information/Source/Page
• http//www.eduplace.com/graphicorganizer/pdf/isp.p
  df
• Clustering Map
• http//www.humboldt.edu/tdd2/Cubing.htm
• Cubinginfo

16
Free writing

• http//www.accd.edu/sac/english/lirvin/wguides/fre
  ew.htm

17
Keep a Journal

• Write in it today
• Improves observational skills
• Save your brilliant ideas
• Save other peoples brilliant ideas
• Be creative
• Prepare for class
• Record responses
• Focus on the problem
• Etc.

18
Identify Your Audience

1. Does the writing assignment specify an audience?
2. Ask yourself some questions about their reasons
   for reading your essay?
3. What knowledge does your audience have on the
   subject?
4. Dig Deeper into the attitudes and emotional state
   of your audience.
5. What special qualities might set your audience
   apart from any other?

19
Audiences continued

• They dont want to be bored
• They dont like confusion or disorder
• They want to see what you see, feel what you
  feel.
• They are turned off by a phony Voice

20
In Summary Chapter 1

• Before you begin writing anything, remember that
  you have valuable ideas to tell your readers.
• Its not enough that these valuable ideas are
  clear to you, the writer. Your single most
  important goal is to communicate those ideas
  clearly to your readers, who cannot know what's
  in your mind until you tell them.
• Whenever possible, select a subject to write on
  that is of great interest to you.
• Try a variety of prewriting techniques to help
  you find your essays purpose and narrow the
  focus.
• Review your audiences knowledge of and attitudes
  toward your topic before you begin you first
  draft.
• Who needs to know about this topic?
• Keep a journal.

21
Chapter 2 Thesis Statement

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

22

• Derive main point from topic
• Once you have a topic, you will have to decide
  what the main point of your paper will be. This
  point, the "controlling idea," becomes the core
  of your argument (thesis statement) and it is the
  unifying idea to which you will relate all your
  sub-theses. You can then turn this "controlling
  idea" into a purpose statement about what you
  intend to do in your paper.
• Look for patterns in your evidence
• Compose a purpose statement

23
What is a thesis statement? 

• How do I develop a thesis statement?
• 1. Identify a topic
• 2. Derive main point from topic
• 3. Compose a draft thesis statement
• 4. Refine and polish draft thesis statement
• 5. Complete the final thesis statement
• What is a thesis statement?
• A thesis statement . . .
• Makes an argumentative assertion about a topic
  it states the conclusions that you have reached
  about your topic.
• Makes a promise to the reader about the scope,
  purpose, and direction of your paper.
• Is focused and specific enough to be "proven"
  within the boundaries of your paper.
• Is generally located near the end of the
  introduction sometimes, in a long paper, the
  thesis will be expressed in several sentences or
  in an entire paragraph.
• Identifies the relationships between the pieces
  of evidence that you are using to support your

24
Defining a Thesis

• http//www.accd.edu/sac/english/lirvin/wguides/the
  sis.htm

25

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

26

• 3. Compose a draft thesis statement
• If you are writing a paper that will have an
  argumentative thesis and are having trouble
  getting started, the techniques in the table
  below may help you develop a temporary or
  "working" thesis statement.
• TechniqueDescriptionExample1. Purpose statement
  Begin with a purpose statement that you will
  later turn into a thesis statement. Assignment
  Discuss the history of the Reform Party and
  explain its influence on the 1990 presidential
  and Congressional election. Purpose Statement
  This paper briefly sketches the history of the
  grassroots, conservative, Perot-led Reform Party
  and analyzes how it influenced the economic and
  social ideologies of the two mainstream styord/

27

• 4. Refine and polish the thesis statement
• To get to your final thesis, you'll need to
  refine your draft thesis so that it's specific
  and arguable.
• Ask if your draft thesis addresses the assignment
  
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis
• Consult the table below for suggestions on how to
  refine your draft thesis statement

28

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

29

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

30

• Thesis Statement Purpose
• The thesis statement is crucial for clearly
  communicating your topic and purpose to the
  audience. Be sure to make the statement clear,
  concise, and easy to remember. Deliver it to the
  audience and use verbal and nonverbal
  illustrations to make it stand out.

31
Power Thesis Statement

• http//www.palomar.edu/library/guide/thesistatemen
  ts.htm

32
Guidelines for Writing a Thesis

• Clear opinion on a subject
• Asserts one main idea
• Something worthwhile to say
• Limited to fit the assignment
• Clear and with specific terms
• Thesis recognizes the main idea and it is stated
  within the first or second paragraph

33

• 5. Complete the final thesis statement
• The Bottom Line
• As you move through the process of crafting a
  thesis, you'll need to remember four things
• 1) Context matters! Think about your course
  materials and lectures. Try to relate your thesis
  to the ideas your instructor is discussing.
• 2) As you go through the process described in
  this section, always keep your assignment in
  mind. You will be more successful when your
  thesis (and paper) responds to the assignment
  than if it argues a semi-related idea.
• 3) Your thesis statement should be precise,
  focused, and contestable it should predict the
  sub-theses or blocks of information that you will
  use to prove your argument.
• 4) Make sure that you keep the rest of your paper
  in mind at all times. Change your thesis as your
  paper evolves, because you do not want your
  thesis to promise more than your paper actually
  delivers.
• 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 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 led you to your conclusion. It
  keeps the reader on track--well able to
  understand and appreciate your argument.

34

• http//www.jcu.edu.au/studying/services/studyskill
  s/mindmap/index.html
• Essay Mind Mapping

35
Chapter 2 summary

• Class Practice 43-45

36
Chapter 3 The Body Paragraphs

• Planningoutline

37
Developing an Outline

• http//www.accd.edu/sac/english/lirvin/wguides/Sup
  port.htm

38
Essay 1 Narrative

• I Introduce the Story
• A. Lead in
• B. Thesis
• II Body
• A.
• B.
• C.
• III Body
• A.
• B.
• C.
• IV. Body
• A.
• B.
• C.
• V. conclusion
• A.
• B.
• C.

39
Essay 2

• Outline Template
• I. Introduction Thesis
• __________________________________________________
  __
• __________________________________________________
  __
• __________________________________________________
  __
• II. Body
• A. Paragraph 1
• 1. Supporting Point 1
• ____________________________________
• ____________________________________
• 2. Evidence for Supporting Point 1 analysis of
  example to show how it supports the topic
  sentence and thesis______________________________
  ______
• ____________________________________
• ____________________________________
• B. Paragraph 2                 
• 1. Supporting Point 2
• ____________________________________
• ____________________________________
• ____________________________________

40
Essay 2 Examples and Definitions

• definition essay attempts to define a specific
  term. It could try to pin down the meaning of a
  specific word, or define an abstract concept. The
  analysis goes deeper than a simple dictionary
  definition it should attempt to explain why the
  term is defined as such. It could define the term
  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 reader to infer the meaning.
• 1. Topic defined
• 2. What is ? (Abstract idea)
• 3. Purpose or Thesis
• 4. Ideas or examples of this definition (ask?s
  what, why, how, when, where)
• 5. Proof that the explain these ideas, and
  questions asked in explaining the definition of
  the word.)
• http//leo.stcloudstate.edu/acadwrite/definition.h
  tml
• http//depts.gallaudet.edu/englishworks/writing/es
  say.htmldefinition

41
Essay 3

• Slide 84 and 85

42
Essay 4

• Slide 101-104

43
Organization

• http//www.accd.edu/sac/english/lirvin/wguides/Org
  anization.htm
• http//www.accd.edu/sac/english/mgarcia/writfils/p
  aragraphs.htm
• Sentence Essay Pattern

44
Topic Sentence

• Supports the thesis
• Announces what each paragraph will be about.
• Controls the topic of discussion
• http//www.cerritos.edu/reading/mainide2.htm
• What is a topic sentence
• http//www.rit.edu/kecncp/Courses/Materials/Revie
  w20of20topic20sentences20and20detail20senten
  ces.docOctSky
• Topic Sentence and detail sentences
• http//www.geocities.com/fifth_grade_tpes/longfell
  ow.html
• PRACTICE

45
Paragraph Development

• Topic Sentence
• Main ideas
• Details general and specific
• http//www.kimskorner4teachertalk.com/writing/sixt
  rait/organization/paragraphguide.htmlhttp//www.ki
  mskorner4teachertalk.com/writing/sixtrait/organiza
  tion/paragraphguide.html Guidelines to
  Paragraphing
• http//www.geocities.com/Athens/Aegean/6354/essay_
  structure.html
• Essay structure/ Paragraph Development

46
Main Idea and Details

• http//academic.cuesta.edu/acasupp/as/308.HTM
  Exercise at the bottom.
• http//www.nvcc.edu/home/lyoung/dogwood/MI.html
  main idea

47
Supporting Detail

• http//www.nvcc.edu/home/lyoung/dogwood/tranwordsa
  ct.html

48
Paragraph Coherence

• Natural or easily recognized order
• Transitional words and phrases
  http//www.studygs.net/wrtstr6.htm
  http//writing2.richmond.edu/writing/wweb/trans1.h
  tml http//www.wisc.edu/writing/Handbook/Tr
  ansitions.htm
• Repetition of key words
• Substitution of pronouns for key nouns
• Parallelism http//www.class.uidaho.edu/druker/par
  allelism.htm
• The order of time
• The order of space
• Deductive order http//www.comunicado.us/blog/2007
  /07/before-you-writ.html
• Inductive order http//wps.prenhall.com/hss_hennin
  gs_reading_6e/0,9118,1344053-content,00.utf8.html
• Interactive Activity
• Books Home Page http//wps.prenhall.com/hss_henn
  ings_reading_6e/0,9118,1343889-,00.html
• http//www.uottawa.ca/academic/arts/writcent/hyper
  grammar/parunif.html Ottawa Univ.
• http//www.mcsd.k12.ca.us/sections/strategies/DWA_
  teaching_guide Guide to Writing

49
Five Paragraph Essay

• FIVE PARAGRAPH ESSAY
• 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.
• 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 details. Below is an
  explanation of each paragraph.
• Lead Paragraph
• 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.
• Body Paragraph 1
• 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. 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.
• Body Paragraph 2
• 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 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.
• Body Paragraph 3
• 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 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.
• Conclusion Paragraph
• 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 must be at least three
  sentences long and directly relate to the body of
  the essay.

50
Chapter 3 summary

• Class Page 76 Practice D
• Each body paragraph usually contains one major
  point in the discussion promised by the thesis
  statement.
• Each major point is presented in the topic
  sentence of a paragraph.
• Each paragraph should be adequately developed by
  supporting detail.
• Every sentence should support the topic sentence.
• There should be orderly, logical flow from
  sentence to sentence.
• The sequence of the essays paragraphs should be
  logical and effective
• There should be a smooth flow from paragraph to
  paragraph.
• The body of the paragraph should be expressed in
  your thesis.

51
Chapter 4 Beginnings and Endings

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

52

• Make sure your lead in introduces your thesis.
• Keep your lead in brief.
• Dont begin with an apology or complaint
• Dont assume your audience already knows your
  subject matter.
• Stay clear of overused lead-ins.

53
Good Concluding Paragraph

• 1. Summary of the theses and the essays major
  points
• 2. An evaluation of the importance of the essays
  subject
• 3. A statement of the essays broader
  implications
• 4. A recommendation or call to action
• 5. A warning based on the essays thesis
• 6. A quotation from an authority or someone whose
  insight emphasizes the main point
• 7. An anecdote or brief example that emphasizes
  or sums up the point of the essay.
• 8. An image ore description that lends finality
  to the essay.
• A rhetorical question that makes the readers
  think about the essays main point
• 10. A forecast based on the essays thesis
• 11. AN ironic twist, witticism, pun or playful
  use of words.
• 12. Return to the technique used in your lead-in.
  Answer a question you asked or circle back to a
  story

54
Avoidin conclusions

• 1. Avoid a mechanical ending
• 2. Dont introduce new points
• 3. Dont tack on a conclusion
• 4. Dont change your stance
• 5. Avoid In conclusion
• 6. Dont insult or anger your reader

55

• http//www.palomar.edu/library/guide/conclusions.h
  tm

56
Chapter 4 summary

• Class Practice page 83881-3
• Essays will profit from a good lead in
• Essays should end convincingly.

57
Essay parts

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

58
Chapter 5 Drafting and Revising Creative and
Critical

• What is Revision?
• A thinking process that occurs any time you are
  working on a writing project. It means looking
  at your writing with a fresh eye

59
Hints in writing drafts

• 1. Write on one side of your papercut and tape
  portions of the draft.
• 2. Leave BIG margins on both side of handwritten
  pages or skip lines. Note is to leave room for
  jotting down new ideas as they occur.
• 3. Have a system of symbols (circles, stars,
  checks, asterisks, etc.) This will help you with
  changes you may want to make later.
• 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 you can fill it in later.
  
• 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.
• 6. soon change to a typed draft so you can have a
  better idea how your paper will look.
• 7. ALWAYS keep notes, outlines, rough drafts.
  Everything that you used up to the final piece.

60
A Revision Process for your Drafts

• http//home2.btconnect.com/centurystudios/proofred
  .htm
• Take a break from your drafts and revisit the
  draft with a fresh look.
• Dont look at all the parts of your paper, from
  ideas to organization to mechanics at the same
  time.
• Brake your revising process into manageable steps.

61
Manageable Steps to Revision

• I. Revising for purpose, thesis and audience
• Have I fulfilled the objectives of my assignment?
• Did I follow directions carefully?
• Did I understand the purpose of my essay?
• Does my essay reflect my clearly understood
  purpose by offering an appropriately narrowed
  thesis?
• Do I have a clear picture of my audience?
• Have I addressed both my purpose and my readers
  needs?

62
II. Revising for Ideas an Evidence

• Is there a clear relationship between my thesis
  and each of the major points presented in the
  body of my essay?
• Did I write myself into a new or slightly
  different position? If so , do I need a new
  draft?
• Have I included all the major points necessary to
  the readers understanding of my subject?
• Are my major points located and stated clearly in
  specific language so the reader can easily see my
  position?
• 1. Learn to distinguish fact from opinion
• 2. Support your opinions with evidence3.
  Evaluate the strength of your evidence.
• 4. Use enough specific supporting evidence
• 5. Watch for biases and strong emotions that may
  undermine evidence.
• 6. Check your evidence for logical fallacies.

63
III. Revising for Organization

• Am I satisfied with the organizational strategy
  selected for my purpose?
• Are my major points ordered in a logical, easy to
  follow pattern?
• Are my major points presented in topic sentences,
  clearly and specifically?
• IS there a smooth flow between my major ideas?
  Paragraphs etc.?
• Are any parts of my essay out of proportions? Too
  long or too brief?
• Do my title and lead in draw readers into the
  essay and toward my thesis?
• Does my conclusion end my discussion
  thoughtfully?

64
IV. Revising for Clarity and Style

• Are my sentences clear and precise as it could
  be?
• Are there any sentences that are unnecessarily
  wordy?
• Do any sentences run on for too long to be fully
  understood?
• Are all my words and their connotations accurate
  and appropriate?
• Can I clarify and energize my prose by adding,
  showing details and by replacing bland, vague
  words with vivid specific ones?
• Replace clichés and trite expressions with fresh,
  original phrases?
• Is my voice authentic or am I trying to sound
  like someone else? Is it my true tone?

65
V. Editing for Errors

• Correcting errors in punctuation, spelling, and
  diction.
• Read aloud
• Know your enemieswhat are you regularly bad at
  with writing?
• Read backwardsRead one sentence at at time
  reading backwards.
• Learn some tricks
• Use your tools dictionary, thesaurus, spell
  check, grammar book. Chapter 6 and 7 should help.

66
VI Proofreading

• Proofread the final draft several times.
• Look for the careless errors
• Does the paper look professional?
• Is the format correct?
• No stains or marks on the paper.

67
Peer Response

• http//www.accd.edu/sac/english/lirvin/wguides/pee
  response.htm
• 1. Develop a constructive attitude
• 2. Come prepared
• 3. Evaluate suggestions carefully
• 4. Find the good in bad advice
• 5. Develop a constructive attitude
• REVIEWER
• 1. Develop a constructive attitude
• 2. Be clear and specific
• 3. Address important issues
• 4. Encourage the writer
• 5. Understand your role as a critical reader

68
Chapter 5 summary

• Revision is an activity that occurs in all stages
  of the writing process.
• All good writers revise and polish their prose.
• Revision is not merely editing or last-minute
  proofreading it involves important decisions
  about the essays ideas, organization and
  development
• To revise effectively, novice writers might
  review their drafts in stages to avoid the
  frustration that comes with trying to fix
  everything at once.

69
Chapter 6 Effective Sentences

• Developing a clear style
• Give your sentences content
• Make your sentences specific
• Avoid over packing your sentences
• Fix fragments
• Pay attention to work order
• Avoid mixed constructions and faculty prediction
• PRACTICE page 125

70
Developing a Concise Style

• Avoid deadwood constructions
• Avoid redundancy
• Carefully consider your passive verbs
• Avoid pretentiousness
• PRACTICE page 131

71
Developing a Lively Style

• Use specific descriptive verbs
• Use specific, precise modifiers that help the
  reader see, hear, or feel what you are describing
• Emphasize people when possible
• Vary your sentence style
• Avoid overuse of any one kind of construction in
  the same sentence.
• Dont change your point of view between or within
  sentences
• PRACTICE page 136

72
Developing an Empathetic Style

• Word order
• Coordination
• Subordination
• PRACTICE page 140

73
Chapter 6 summary

• All good writers revise and polish their
  sentences
• You can help clarify your ideas for your readers
  by writing sentences that are informative,
  straightforward, and precise
• You can communicate your ideas more easily to
  your readers if you cut out deadwood,
  redundancies, confusing passives, and pretentious
  language.
• You can maintain your readers interests in your
  ideas if you cultivate an engaging style offering
  a variety of pleasing sentences construction.

74
Chapter 7 Word Logic

• Selecting the correct words
• Accuracy confused words
• Accuracy idiomatic phrases
• Levels of language
• Colloquial language, the kind of speech you use
  most often in conversation with your friends,
  classmates, and family
• Informal language is called for in most college
  and professional assignments
• Formal language is found in important documents
  and in serious, often ceremonial speeches.

75
Continued.

• Tone
• Invective
• Sarcasm
• Irony
• Flippancy or cuteness
• Sentimentality
• Peachiness
• Pomposity

76

• Connotation the emotional association
  surrounding its meaning.
• Example home residence
• denotation Literal meaning, meaning defined by
  the dictionary

77
Continued

• Selecting the best words
• Choose vigorous, active verbs and colorful,
  specific nouns and modifiers.
• Do not use Vague wordsex. Pg.153
• Do make your words as fresh and original as
  possible
• Dont use trendy expression or slang in essays
• Do select simple, direct words your readers can
  easily understand
• Do call things by their proper name
• Avoid sexist language
• Do enliven your witting with figurative language
  when appropriate
• Do vary your word choice so that your prose does
  not sound wordy, repetitious, or monotonous
• Do remember that wordiness is a major problem for
  all writers, even the professionals.
• PRACTICE pages 151 and 163

78
Chapter 8 Reading and Writing Connection

• http//www.palomar.edu/library/guide/conclusions.h
  tm

79
Part 2 Purposes, Modes, and Strategies

• Ch. 9 Exposition The writer intends to explain or
  inform
• Ch.10 Argumentation The writer intends to
  convince or persuade
• Ch.11 Description The writer tends to create in
  words a picture of a person, place, object or
  feeling.
• Ch.12 Narration The writer intends to tell a
  story or recount an event.
• Ch.13 Writing Essays Using Multiple Strategies
• http//www.studygs.net/index.htm

80
Chapter 9 Exposition

• http//www.studygs.net/wrtstr3.htm
• For a guide
• Most common example, process analysis,
  comparison and contrast, definition,
  classification, and causal analysis.
• Rarely developed by a single strategy.

81
Strategy one Example

• Here are the facts as I see them.
• The writer is not only informing the reader but
  also convincing them that this essay explains
  the subject matter in the clearest, most logical
  way.
• The writer wants to Support, clarify, interest,
  and persuade.
• One of the easiest to organize.
• Are all my examples relevant?
• Are my examples well chosen?
• Are there enough examples to make each point
  clear and persuasive?
• Do not be weak in detail
• And watch the lack of coherence.

82
Strategy two Process Analysis

• Identifies and explains what steps must be taken
  to complete an operation or procedure.
  Directional and informative
• Directional Tells the reader how to do or make
  something. Gives directions.
• Informative Tells how something is or was made
  or done or hwo something works. This form only
  tells and does not want one to do.

83

• Developing Expository essay
• 1. Select appropriate subject
• 2. Describe any necessary equipment and define
  special terms
• 3. State your steps n a logical, chronological
  order.
• 4. Explain each step clearly, sufficiently, and
  acurately.
• 5. Organize your steps efectively.
• 6. Dont forget to use enough transitional
  devices between steps to avoid the effect of a
  mechanical list.
• 7. Dont forget a thesis 1) your reason for
  presenting the process or 2) an assertion about
  the nature of the process itself. Dont omit it.
• 8. Pay special attention to your conclusion.

84
Strategy three Comparison and Contrast

• http//www.phschool.com/atschool/writing_grammar/g
  old/scored_model_essays/pdf/09WA0211.pdf Rubric
• 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.
• http//www.admc.hct.ac.ae/hd1/english/compare/comp
  are2.htm What is Compare and what is contrast
• Pattern One Point by point Compare and contrast
  first on point 1 than point 2 and point 3.
• I. Thesis
• II. Point 1
• A.
• B.
• III. Point 2
• A.
• B.
• IV. Point 3
• A.
• B.
• V.Conclusion

85

• Pattern Two The Block
• First discussion on subject A on points one, two
  and three. Than the discussion on subject B on
  the same points.
• I. Thesis
• II. Subject A
• A. Point 1
• B. Point 2
• C. Point 3
• III. Subject B.
• A. Point 1
• B. Point 2
• C. Point 3
• IV. Conclusion

86
Which pattern should you use?

• Not a simple decision.
• Choosing the appropriate pattern of organization
  involves thinking time in the prewriting stage,
  before beginning a draft. The subject matter
  itself will suggest the most effective method of
  development.
• Block method is good for a complete, overall
  picture of each subjects desirable.

87
Compare And Contrast Essay

• COMPARE AND CONTRAST ESSAY
• 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 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 might explain what a barometer is by
  saying it looks like a thermometer but measure
  atmospheric pressure instead of temperature. We
  also compare and 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 things are really
  quite similar in significant ways. For instance,
  it might be quite enlightening to discover that
  two very different cultures have some important
  things in common. We also compare and contrast to
  show how something or someone has changed, such
  as California before and after the earthquake in
  1994.
• 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 developing topics, it is important to
  write well-organized comparison and 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
  differences or advantages and disadvantages the
  purpose is to persuade, explain, or inform. Think
  of comparison and contrast as a method of
  development - not as a purpose for writing. When
  you are planning a comparison and contrast essay,
  there are several points to consider.

88

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

89
Comparison/Contrast

• Points of comparison
• 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 contrast about them? You could
  compare their looks, backgrounds, philosophies,
  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 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 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. 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 tastes in food because this
  point would be irrelevant.
• Emphasis on Comparison or Contrast
• 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 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 obvious
  dissimilar things, you should acknowledge the
  obvious contrasts but emphasize the similarities.
• http//leo.stcloudstate.edu/acadwrite/comparcontra
  st.htmlfirstcomp Comparison/contrast Essays
• http//www.odessa.edu/dept/english/mjordan/Compare
  -contrast.htm
• More informationCompare/Contrast

90
Strategy Four Definition

• What do you mean by that?
• Sometimes a dictionary definition or a one or two
  sentence explanation is all a term needs
• Frequently, you will find it necessary to provide
  an EXTENDED Definitiona longer, more detailed
  explanation that thoroughly defines the subject.
  

91
Why do we Define?

• 1. To clarify an abstract term or concept
• 2. To provide a personal interpretation of a term
  that the writer feels is vague, controversial,
  misused or misunderstood.
• 3. To explain a new or unusual term or phrase
  found in popular culture, slang, dialect or
  within a particular geographic area or cultural
  group
• 4. To make understandable the language or
  technical terms of a particular field of study r
  a profession or an industry .
• 5. To offer information about a term or an idea
  to a particu8aor 9hterstte audience.
• 6. To inform and entertain by presenting the
  colorful history, uses effects or examples of a
  word expression or concept.

92
Developing your Essay

• 1. Know your purpose
• One persons protest march can be another
  persons street riot. So have a goal or purpose.
• 2. Give your readers a reason to read explain
  the previous misuse, or misunderstanding of the
  term.
• 3. Keep your audience in mind to anticipate and
  avoid problems of clarity.
• 4. Use as many strategies as necessary to clarify
  your definition.
• A. Describe the parts or distinguishing
  characteristics.
• B. Offer some examples
• C. Compare to or contrast with similar terms
• D. Explain an operation or process
• E. State some familiar synonyms.
• F. Define by negation (that is, tell what the
  term doesnt mean)
• G. Present the history or trace its development
  or changes from the original linguistic meaning.
• H. Discuss causes or effects
• I. Identify times/places of use or appearance
• J. Associate it with recognizable people, places,
  or ideas.
• Example given on page 239 with the word
  crossover

93
Definition Essay

• Problems to Avoid
• Dont present an incomplete definition
• Dont begin the essay with a quote of the
  dictionary
• Dont define vaguely or by using generalities.
• Dont offer circular definitions.
• Ask yourself these questions
• What subject will your essay define?
• Why are you interested in this topic?
• Do you have a personal or professional connection
  to the subject?
• Is the topic of interest to others?
• Is your subject a controversial, ambiguous, or
  new term?
• Writers use a variety of techniques to define
  terms. List some techniques you will use.
• What difficulties do you foresee in the draft of
  this essay?

94
Strategy five Division and Classification

• Large or complex subjects are easier to
  understand if we use division or classification.
• Division separating something into its component
  parts so that it may be better understood or used
  by the reader. Breaking apart one subject into
  its parts to help people understand it more
  easily.
• Classification Groups a number of things into
  categories to make the information easier to
  grasp. (groups, types, kinds or categories.)
• 1. Select one principle of classification or
  division and stick to it.
• 2. Make the purpose of your division or
  classification clear to your audience.
• 3. Account for all the parts in you division or
  classification.

95
Strategy six Causal Analysis

• Cause and effect relationship between two or more
  elements. Some essays focus primarily on the
  cause(s) of something others mainly analyze the
  effect(s) still others discuss both causes and
  effects.
• 1. Present a reasonable thesis.
• 2. Limit your essay to a discussion of recent,
  major causes or effects.
• Organize your essay clearly.
• Convince your reader that a causal relationship
  exists by showing how the relationship works.

96
Expository Essay http//www.essaymall.com/Exposit
ory_essay.php

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

97

• Specific details
• The topic sentence "Going to college can be
  expensive" should yield a paragraph that provides
  some information or explanation about the
  controlling idea - expensive. The topic sentence
  might be developed as follows
• "Going to college can be expensive. Everyone
  knows that tuition and room and board aren't
  cheap, but there are other expenses that make
  going to college even more expensive. For
  instance, the cost of books and supplies is high.
  In addition, there are all kinds of special fees
  tacked onto the bill at registration time.
  Students usually have to pay for parking and even
  for adding and dropping courses after
  registration. The fees never seem to end."

98
Expository Essay Continued

• 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 writer has not provided
  the reader with enough hard evidence to support
  the 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
  description and make the description more vivid
  and interesting, specific details help "prove" or
  support the generalization in an expository
  paragraph. This paragraph can be improved by
  using specific details
• "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 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 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 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
  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 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."
• 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
  generalization.
• 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. Good proof is
  factual detail.

99
Chapter 10 Argumentive Essay

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

100

• Choose an appropriate topic
• Explore the possibilitiesand your opinions.
• Anticipate opposing views.
• Know and remember your audience.
• Decide which points of argument to include. (my
  side and my oppositions side)
• Organize your essay clearly.

101
Pattern A

• You devote the first few body paragraphs to
  arguing points on your side and then turn to
  refuting or answering the oppositions claims.
• I. Thesis
• II. Body 1. you present your first point and
  supporting evidence
• III. Body 2. you present your second point and
  its supporting evidence.
• IV. Body 3. you refute your oppositions first
  point.
• V. Body 4. you refute your oppositions second
  point.
• VI. Conclusion

102
Pattern B

• You wish to clear away the oppositions claims
  before you present the arguments for your side.
• I. Thesis
• II. Body 1. you refute your oppositions first
  point.
• III. Body 2. you refute your oppositions second
  point.
• IV. Body 3. you present your first point and its
  supporting evidence.
• V. Body4. you present your second point and its
  supporting evidence.
• VI. Conclusion

103
Pattern C

• You can argue to a refute in each paragraph.
• I. Thesis
• II. Body 1. you present your first pint and its
  supporting evidence, which also refutes one of
  your oppositions claims.
• III. Body 2. you present a second point and its
  supporting evidence, which also refutes a second
  opposition claim.
• IV. Body 3. you present a third point and its
  supporting evidence, which also refutes a third
  opposition claim.
• V. Conclusion

104

• You may feel that your topic has no opposition.
• Remember that almost all issues have more than
  one side, so try to anticipate objections and
  then answer them.
• COMBINATION
• I. Thesis
• II. Body Paragraph 1 A point to your side
• III. Body paragraph 2 One of your points, which
  also refutes an opposition claim.
• IV. Body paragraph 3 Your refutation of another
  opposition cliam
• V. Conclusion

105

• Argue your ideas logically
• 1. Give examples
• 2. Present a comparison or contrast
• 3. Show a cause-and effect relationship
• 4. Argue by definition
• Offer evidence that effectively support your
  claim
• 1. personal experience
• 2. Experiences or testimony of others
• 3. Factual information youve gathered from
  research
• 4. Statistics from current, reliable sources
• 5. Hypothetical examples
• 6. Testimony from authorities and experts.
• 7. Charts, graphs, or diagrams
• Find the appropriate tone.

106
Consider using Rogerian techniques, if they are
appropriate.

• Carl Rogers, psychologist, believed that people
  involved in a debate should strive for clear,
  honest communication so that the problems under
  discussion could be resolved. Not a win situation
• 1. Clear objective statement of the problem or
  issue
• 2. A clear. Objective summary of oppositions
  position
• 3. A clear, objective summary of your point of
  view, no threatening
• 4. A discussion that emphasizes the beliefs,
  values, and goals that you and your 0pposion have
  in common
• 5. A description of nay of your points
• 6. An explanation of a plan or proposed solution
  that meets the needs of both sides.

107
Common Logical Fallacies

• Hasty generalization
• Not a logical result of the facts
• Writer presents as truth what is not yet proven
  by the argument
• Introduction of irrelevant point to divert the
  readers' attention from the main issue
• Attaching the opponents' character rather than
  the opponents argument
• Faulty use of authority.
• Evades the issues by appealing to readers
  emotional reactions to certain subjects.
• Writer tries to conceive the readers that there
  is only a right way and a wrong way.
• Abstract concepts
• Tries to get reader to join with the bandwagon
  appeal
• Writer looks for the oppositions weakest point
  to argue against it.
• Writer uses an extended comparison as proof of a
  point
• Writer uses catchy phrases and empty slogans.

108
Persuasive Essay

• http//www.accd.edu/sac/english/lirvin/wguides/arg
  uebrainst.htm
• http//www.studygs.net/wrtstr4.htm

109
Chapter 11 Descriptive Essay

• Recognize your purpose inform, clarify,
  persuade, or create a mood.
• Describe clearly using specific details314, 315
• Select only appropriate details
• Make the descriptions vivid
• BE CAREFUL
• Remember your audience
• Dont jump around
• Avoid sudden changes
• http//ftp.ccccd.edu/andrade/1301/examples.htm
  examples of Descriptive Essays...

110
Descriptive Essay http//www.essaymall.com/Descri
ption_essay.php

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

111
Description of a place

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

112

• The arrangement of details in a descriptive
  paragraph depends on the subject. The selection
  and the description of details depend on the
  describer's purpose. Suppose that your cousin
  wrote and asked you to describe your room.
  Remember that your cousin is very interested in
  what you think about your life in United States .
  You might write your description like this
• "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 you
  enter the room straight ahead you will see two
  large windows with gold curtains. My bed, which
  is covered with a red and gold bedspread, is
  under the windows. On your left against 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 woven wastepaper
  basket underneath the desk. There are several
  posters on this wall. The one that is over the
  bookcase 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
  wall opposite the bookcase and desk, is a closet
  with sliding doors. Behind you on your right and
  somewhat behind the door is a dresser with a
  mirror over it."

113

• Examine the description Is the location of the
  objects in the room clear? Are the details
  arranged logically? The to both of these
  questions is yet. The objects are clearly