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W

hiteNoise."Arizon

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rterly,vol.50,no.3,1994,pp.127-53.

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TigerM

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ccessed10M

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Lund

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l,vol.6,no.2,200

8,

www.socwork.ne

t/sw

s/ar;cle/view/60/362.Accessed20M

ay2009.

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McG

onigal,Jane.“G

amingandProd

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© P

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Your

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In-TextC

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Robe

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Hedescribesth

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eabilityto

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Ifyou

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© P

rest

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ans

OTHER WORDS TO AVOID:Lots, a lot, well, fine, so, fun, great, very, said, got, very, nice, good, just, like, feel, kind of, sort of, for some reason, I think, I feel, personally, I believe, it seems to me, in which, maybe, seems, perhaps, thing, really

ACADEMIC DICTIONARY

Avoid these weak verbs:

It is important to maintain an intellectual voice! It pays to sound like you know what you are talking about. Try using some of these verbs instead when analyzing.

Use a thesaurus while writing! Don’t look up every word to change, but

choose key words that you think need to sound more formal and see if there is a better word choice you can make!

© Presto Plans

When you write formally, you want to try to avoid weak words and expressions. Although you can’t eliminate them all, if you use more formal

words and expressions in their place, your paper will sound much better.

Am, is, are, be, was, were (etc), gets, shows, makes, seems, uses, appears

Alludes Argues Asserts Clarifies

Compares Conveys Contrasts Creates

Expresses

Depicts Describes

Defines Demonstrates

Develops EmphasizesEstablishes

Explores Implements

Introduces Juxtaposes

Portrays Presents Proves Reveals Tackles

Transforms

Words that show the second idea ADD to the previous idea: also furthermore in addition first besides further again

Words that show a TIME or SEQUENCE relationship:

first next finally

Words that introduce an EXAMPLE:

For example for instance

Words that COMPARE ideas: However nevertheless in contrast on the other hand

yet in spite of this in comparison similarly likewise

Words that show EMPHASIS: by all means in fact indeed above all indeed of course

Words that show REASONS: because for this purpose

since for this reason

Words that show CAUSE and EFFECT: Consequently therefore hence thus resulting in as a result

USING TRANSITIONS

© Presto Plans

Transitions bridge the gap between ideas. They may be words or phrases used in the beginning, middle, and/or end of body paragraphs to lead the reader to a new idea and explain connections between the old and new ideas. Here are some transitions that you might find useful when you are writing your essay!

Transitional Words and Relationships:

© P

rest

o Pl

ans

BR

AI

NS

TO

RM

AWachthissheettoapieceoflooseleaf,cutalongthedoWedlinesbelow,flipupthetabs,andcompletetheoutlineforeachsec;onofyourfinalessaybasedontheinstruc;onsoneachtab!

INTRODUCTION:

BODYPARAGRAPH1:

BODYPARAGRAPH2:

BODYPARAGRAPH3:

CONCLUSION:

Yourintroduc;onshouldincludeahook.Thisisonesentencethatgrabsyourreader’saWen;onandmakesthemwanttokeepreading.Itshouldalso

includeyourthesisstatementwhichisthemainargumentyouaretryingtomakewiththisessay.

Eachofyourbodyparagraphsshouldincludeasuppor;ngargumentthatprovesthethesisstatementyoumadeinyourintroduc;on.Inthisparagraph,yourfirstsentencewilltellthereaderwhattheFIRSTsuppor;ngargumentis.Then,youwillprovidereasons,evidence,andquotestosupportyourpoint.Finally,youwill

writeaconcludingsentence.Belowthistab,writeanoutlineforthisparagraphinpointform.

Eachofyourbodyparagraphsshouldincludeasuppor;ngargumentthatprovesthethesisstatementyoumadeinyourintroduc;on.Inthisparagraph,yourfirstsentencewilltellthereaderwhattheSECOND

suppor;ngargumentis.Then,youwillprovidereasons,evidence,andquotestosupportyourpoint.Finally,youwillwriteaconcludingsentence.Belowthistab,writeanoutlineforthisparagraphinpointform.

Eachofyourbodyparagraphsshouldincludeasuppor;ngargumentthatprovesthethesisstatementyoumadeinyourintroduc;on.Inthisparagraph,yourfirstsentencewilltellthereaderwhattheTHIRD

suppor;ngargumentis.Then,youwillprovidereasons,evidence,andquotestosupportyourpoint.Finally.youwillwriteaconcludingsentence.Belowthistab,writeanoutlineforthisparagraphinpointform.

Yourconclusionshouldrestateyourthesisforyourreaderandclosetheargument.

© Presto Plans

INTERACTIVE ESSAY OUTLINE

5 PARAGRAPH ESSAY OUTLINE

© Presto Plans

Topic:

Introductory Hook:

Thesis Statement:

Body Paragraph Idea 1 Body Paragraph Idea 2 Body Paragraph Idea 3

Conclusion:

5 PARAGRAPH ESSAY OUTLINE

© Presto Plans

Thes

is S

tate

men

t (M

ain

idea

/arg

umen

t)

Paragraph #1

Introduction

Paragraph #2

Body 1

Paragraph #3

Body 2

Paragraph #4

Body 3

Paragraph #5

Conclusion

Hook

Main Idea

Detail 1:

Detail 2:

Detail 3:

Main Idea

Detail 1:

Detail 2:

Detail 3:

Main Idea

Detail 1:

Detail 2:

Detail 3:

Concluding Thought:

Performance Indicators Not Yet Yes

IntroductionDoes your lead sentence let the reader know the topic of your writing?

Did you avoid “I will be talking to you about...”?

Is your intro going to convince the reader to continue reading?

ThesisIs your thesis a statement you can support with facts and/or evidence?

Is it within your introductory paragraph?

Is your thesis clear and relevant to your topic?

BodyIs your body at least 3 paragraphs?

Does each paragraph begin with a topic sentence relevant to your subject?

Is each topic sentence followed by supporting info specific to that sentence?

Are there clear transitions between your paragraphs?

ConclusionDoes your conclusion offer a brief summary of your piece?

In your conclusion, do you indicate that your thesis has been proven?

Does your conclusion leave the reader with something to think about?

SELF EVALUATION: ESSAY STRUCTURE CHECKLIST

© Presto Plans

Student: ___________________________________________ Class: _______________

Period: ______ Date: ______________________________

Thesis Statement: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6 TRAITS REVISING & EDITING CHECKLIST

© Presto Plans

Content I selected a specific topic with a main idea. I included relevant ideas. I supported my ideas with effective details.

Organization I used my introduction to inform my readers of the topic. I put my ideas into a logical order and organized them into paragraphs. I used transitions between and within paragraphs to connect my ideas. I provided an appropriate conclusion.

Word Choice I included interesting words and specific language. I used figurative language (when appropriate).

Voice I made my reader interested in my topic. I showed that I care about my topic. I created strong individuality.

Sentence Structure I included a variety of sentence structures. I included a variety of sentence lengths and beginnings.

Conventions I included internal punctuation

(commas, semi-colons, colons, hyphens, parentheses, and apostrophes). I used correct spelling. I used correct grammar

(subject/verb, tenses, parts of speech, numbers, contractions, plurals).

MLA CRITICAL ANALYSIS CHECKLIST

© Presto Plans

Questionstoaskyourself Yes No

HaveIincludedmyfullname,myinstructor’sname,mycourseandthedatedouble-spacedintheupper-lefthandcorner?

Ismylastnameandthepage#onthetoprightofeachpage?

HaveIincludedacenteredtitleformyessay?

Doesmytitlehavecapitalletters?

HaveIunderlinedoritalicizedthenameofthestoryeverytimeitisusedintheessay?

IfIamwritingaboutastory,haveIincludedthetitleofthestoryandthefullnameoftheauthorinparagraph1?

Doesparagraph1haveaclearthesisthatmakesanargument?

Ismyintroductioninterestingandengaging?

HaveIchosensomethingspeciBicinthetexttoanalyze?

HaveIincludedabriefsummaryinparagraphtwowhichrelatestomyargument?

Doeachofmyparagraphsbeginwithatopicsentenceandendwithaconcludingsentence?

Doeseachparagraphdirectlyrelatetothethesisinparagraph1?

HaveIuseddetails,support,andquotestosupportmyclaims?

HaveIputtheauthor’slastnameandthepage#inbracketsaftereachquotation?

IfmyquotationislongerthanfourlineshaveItabbeditoneinchontheleftandtakenoutthequotationmarks?(blockedquotation)

HaveIincludedquoteswithinsentencessotheyaregrammaticallycorrect?

Aremyquotesrelevanttomyargument?

Ismylanguageandstyleacademicallyappropriate?

HaveIusedavarietyofsentences?

Arethereanyconventionproblems(spelling,grammaretc)?

HaveIrestatedmythesisintheconclusion?