Fairbloom’s Writing Booklet · PDF fileConclusion 30 – 31 Rules for Formatting...

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1 Fairbloom’s Writing Booklet Topic Page # Homonyms vs. Homophones vs. Homographs 2 Sentences, Sentence Fragments, Conjunctive Adverbs, Subordinating Conjunctions, and Run-On Sentences 3 – 7 Rules for Using the Comma, Comma Splices, Colons, and Semicolons 8 – 13 Tenses 14 Who OR Whom 15 – 16 Parts of Speech 17 – 19 Introduction to Essay Writing 20 – 21 Types of Essays 22 Essay Writing Breakdown 23 Choosing a Topic and Writing a Thesis 23 – 26 Creating an Outline and Editing Tricks 27 – 28 Writing an Introduction 28 – 29 Body Paragraphs 29 – 30 Conclusion 30 – 31 Rules for Formatting Your Essay 31 Transition Words 32 Embedding Quotations 33 – 35 Sample Works Cited Page 36

Transcript of Fairbloom’s Writing Booklet · PDF fileConclusion 30 – 31 Rules for Formatting...

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1Fairbloom’s Writing Booklet

Topic Page #

Homonyms vs. Homophones vs. Homographs 2 Sentences, Sentence Fragments, Conjunctive Adverbs, Subordinating Conjunctions, and Run-On Sentences

3 – 7

Rules for Using the Comma, Comma Splices, Colons, and Semicolons

8 – 13

Tenses 14 Who OR Whom 15 – 16 Parts of Speech 17 – 19 Introduction to Essay Writing 20 – 21 Types of Essays 22 Essay Writing Breakdown 23 Choosing a Topic and Writing a Thesis 23 – 26 Creating an Outline and Editing Tricks 27 – 28 Writing an Introduction 28 – 29 Body Paragraphs 29 – 30 Conclusion 30 – 31 Rules for Formatting Your Essay 31 Transition Words 32 Embedding Quotations 33 – 35 Sample Works Cited Page 36

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2Homonyms vs. Homophones vs. Homographs

HOMONYMS HOMOPHONES HOMOGRAPHS

Multiple meaning of words that are spelt the same

Words that sound alike, but are spelt differently

Same spelling, different pronunciation, different meaning

• the spruce tree… to spruce up…

• suit yourself… wore a suit…

• weigh on the scale… scale the wall…

• the price is fair… go to the fair…

• addition for math edition of a book

• I want to go I like it too One plus one is two

• capitol building state capital

• pick a flower bake with flour

• desert = abandon desert = area of land

• bass = fish bass = instrument

• close = nearby close = to shut

• bow = to bend down bow = ribbon

Other examples of Homophones to remember are: Accept – To agree or receive Except – Not included

It’s – It is Its – Possession

Affect – To make a difference Effect – A result

Lose – Misplace something or not win Loose – Opposite of tight

Aloud – Out loud Allowed – Permissible

There – Over there Their – Belonging to

Bare – Without covering Bear – Big animal or to carry

Than – Comparison Then – Point in time

Bazaar – A marketplace Bizarre – Strange

Through – In and out of Threw – Past tense of “throw”

Hear – Your ears Here – Location

To – Where it’s going Too – An excessive amount / also Two – The number

Heard – Past tense of “hear” Herd – A lot of cows

Wear – On your body Where - Location

Hole – A space Whole – Total / complete

Can you think of anymore?

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3Sentences

A sentence is _____________________________________________________________________ ___________________________________________________________________________________ A sentence has a subject and a predicate.

(1) Subject à _____________________________________________________________

(2) Predicate à ____________________________________________________________ A sentence can also be called a clause.

(1) Independent Clauses:

(2) Subordinate Clauses:

Sentence Fragments A sentence fragment is ____________________________________________________________ ___________________________________________________________________________________ How do you fix a sentence fragment?

(1) Add a predicate (verb or verb phrase) Fragment: The paper on the desk Fixed:

(2) Attach the sentence to the sentence before it or after it Fragment: Sam had a salad for lunch today. And yesterday. Fixed:

(3) Use a conjunctive adverb instead of a subordinate conjunction. Fragment: Jason never thought he could play baseball. Although, he eventually worked hard and started for his high school team. Fixed:

(4) Attach a clause with a relative pronoun to the sentence it belongs to. Fragment: Mom always asked me to walk the dog. Who never had to go out anyway. Fixed:

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4

Conjunctive adverbs

Accordingly Also

Besides Consequently

Conversely Finally

Furthermore Hence

However Indeed Instead Likewise

Meanwhile Moreover

Nevertheless Next

Nonetheless Otherwise Similarly

Still Subsequently

Then Therefore

Thus

Subordinating Conjunctions

After Although

As Because Before Even if Even

though If

In order that

Once Provided

that Rather than Since

So that Than That

Though Unless

Until When

Whenever Where

Whereas Wherever Whether

While Why

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5Fragment OR Sentence

If the group of words is a complete sentence, write the letter S next to the number. If the group of words is a fragment, write an F next to the number.

1. Yesterday when I got off the school bus.

2. My friend Sheila and I saw a brown toad hopping on the sidewalk.

3. Yelled and screamed when she saw it.

4. My friend Sheila, who is scared of all reptiles.

5. I picked up the toad and looked closely at it.

6. Had dry, bumpy skin on its body.

7. Sheila said, “I don’t want to see that ugly toad!”

8. Said, “Then close your eyes Sheila.”

9. Sheila was mad and she ran off.

10. I put the toad in my backpack.

11. Took it home to show my brother.

12. My brother wasn’t home from school yet.

13. Then I put the backpack on the living room soft.

14. The toad was still inside.

15. My mother opened the backpack to see what homework I had.

16. Hoped out of the backpack and began jumping around the living room floor.

17. Screamed loudly!

18. Do you think my mother will let me keep the little brown toad?

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6Run-on Sentences

A run-on sentence: Example à I like to dance Jane likes to sing. How do you fix run-on sentences? (Use the sentence above) 1. Separate the sentences using a period. 2. Make a compound sentence. 3. Connect the two independent clauses with a semi-colon.

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7Run-on Sentences Worksheet

Correct the run-on sentences: 1. The brain is surrounded by three membranes the skull encloses the brain and

these three membranes.

2. I enjoyed playing basketball with you today do you want to play again

tomorrow?

3. Can you teach me how to make a three-point shot I have trouble with those.

4. What time do you want to meet at the park can we play early in the morning?

5. The brain helps a person see, hear, touch, smell and taste it also makes it

possible for one to remember and forget, talk and write, and feel emotions.

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8Rules for Using the Comma

1. Use commas to set off unessential clauses, phrases, or words.

Jim, wanting to get selected, was waving his hands in the air.

2. Use a comma after yes or no at the beginning of a sentence. Yes, he did say that you won the writing contest. No, I haven’t completed my project.

3. Use a comma after a mild interjection such as oh or well. Well, how nice of you to hold the door for me. Oh, that is the best idea that I have heard today.

4. Use a comma to set off an interruption in the main thought of a sentence. I do not, however, agree with what you had to say. You are, of course, the most qualified for the job.

Edit the sentences for needed commas.

1. The lion roaring loudly scared the children at the zoo.

2. No I have never seen Elton John perform.

3. Well I don’t believe I have ever seen a painting quite like that one.

4. Mr. Jones of course is my favorite teacher this year.

5. Yes I think that you are qualified for the position.

6. No I don’t think however that you will be chosen.

7. Oh I didn’t know that you had won the contest.

8. The next person chosen of course will proceed to the finals.

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9Comma Splices

A comma is _______________________________________________________________________ ___________________________________________________________________________________ A comma splice ___________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Robert ate worms, Mary dislikes Robert.

How do we fix this sentence? New Sentence (1) Separate it into two sentences.

Robert ate worms. Mary dislikes Robert.

(2) Use a semi-colon (;).

(3) Use subordinating conjunctions (because, when, since, although…) ** Refer to the list of subordinating conjunctions

(4) Use a semi-colon plus a conjunctive adverb (therefore, then, however…) followed by a comma. ** Refer to the list of conjunctive adverbs

(5) Use a coordinating conjunction (for, and, nor, but, or, yet, so) after the comma.

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10Comma Splices Worksheet

1. Elvis Presley was a great singer, he was never really accepted by the country

music’s mainstream.

2. Brazil has won several world cups championships in soccer, they are always

considered a good team.

3. The stock market has moved in one direction lately, it has gone down.

4. Computer programs help us live saner lives, obviously the people who write them

should make lots of money.

5. Each sentence above is wrong, it has a comma splice.

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11The Colon

In writing, the colon has three major functions: 1. It introduces a list when the list follows an independent clause.

Ø Example: We had healthy snacks today: fruit, nuts, and carrot sticks.

2. The colon introduces a quotation when the quotation is not part of an

independent clause.

Ø Example: I will quote the words of the wise Aesop: “Little friends may prove great friends.”

3. The colon introduces an explanation when the explanation is proceeded by an independent clause.

Ø Example: She knew the right place to find the answer: the library. Below are a variety of sentences that need a colon. Rewrite each sentence and add a colon.

1. The opening phrases of Dickens’ “A Tale of Two Cities” are memorable “It was the best of times, it was the worst of times.”

2. Just a few colored pencils were available green, orange and purple.

3. It was useless to wait any longer the last bus had left.

4. No one knows me like my mother not my sister, my best friend, or my father.

5. Dr. Martin Luther King, Jr. closed his famous speech with the words from a spiritual “Free at last! Free at last! Thank God Almighty, we are free at last!”

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12Semicolon

What’s the point of a semicolon? The most common way to use a semicolon is to connect two independent clauses.

Ø Example: The ice cream truck man drove by my house today. He had big hairy knuckles.

The two statements are separated by a period. If read aloud, it would go something like this: The ice cream truck man drove by my house today. {take a breath} He had big hairy knuckles. With a semicolon, however, it would sound like this: The ice cream truck man drove by my house today; he had big hairy knuckles. Basically what we did was eliminate the pause between the two statements without using words such as and, but, nor, or yet. (coordinating conjunctions) How do I use a semicolon? If you have two independent clauses, meaning they could stand alone as their own sentences, it’s okay to use a semicolon.

Ø Example: My aunt also had hairy knuckles; she loved to wash and comb them. o My aunt also had hairy knuckles. = This is an independent clause,

meaning it could stand alone as a complete thought. o She loved to wash and comb them. = This is also an independent clause;

it could exist without being attached to its predecessor. Don’t use it with conjunctions. Conjunctions are words like and, but, or, nor, for, so, and yet. My aunt’s hairy knuckles are magnificent indeed, but I have no desire to stroke them. A comma is used because there is a but separating the two clauses. When should I use a semicolon? I gnaw on old car tires; it strengthens my jaw so I’ll be better conditioned for bear combat. Use a semicolon when you want to form a bond between two statements, typically when they are related to or contrast with one another. In the example above, the relationship between gnawing on tires and combatting bears is strengthened by using a semicolon. I fought the bear and won. Also, I never kiss a plague of rats on the mouth. In this sentence, your victory against the bear does not need to be connected to the plague rat, so a period is used.

Comma (brief pause) Semicolon (moderate pause) Period (complete stop)

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13Internal Use a semicolon to connect sentences that contain internal punctuation. When dinosaurs agree on something, they’ll often high five one another; dinosaurs are all about high fives. If you’d used a comma in this sentence it would have resulted in a comma splice. If you’d used a period you’d lose the connection between the two clauses. Super Use a semicolon as a super-comma. While searching for a good place to get a unicorn burger, I traveled to Seattle, Washington; Tokyo, Japan; and London, England. Use a semicolon if you need to make a list of items that are separated with a comma. This often occurs when listing locations, names, dates, and descriptions. My favorite people include Samuel Slaughterjaws, a famous unicorn hunter; my uncle Wilford, a world champion at mayonnaise eating contests; and Nikola Tesla, the most awesome dude to ever fire a lightning bolt at an angry peasant. The semicolon enables you to list and describe all three characters in the same sentence.

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14Tenses

Verb tense tells you when the action happens. There are three main verb tenses: present, past, and future. Each main tense is divided into simple, progressive, perfect, and perfect progressive tenses.

Present Past Future Simple Finish Finished Will finish

Progressive Am/is/are finishing Was/were finishing Will be finishing Perfect Have/has finished Had finished Will have finished Perfect

Progressive Have/has been

finishing Had been finishing Will have been

finishing Things to remember about simple tense:

• Present tense is the original verb form (i.e. finish). • Past tense has a few patterns. • Future tense needs will (shall) and a verb.

Run Eat See

• I run a marathon twice a year.

• I ran a marathon last year.

• I will run a marathon next year.

• I eat lunch in my office. • I ate lunch an hour

ago. • I will eat lunch in one

hour.

• I see a movie once a week.

• I saw a movie yesterday.

• I will see a movie tomorrow.

Know Learn Cook • I know it. • I knew it the day before

yesterday. • I will know it by

tomorrow.

• I learn English. • I learned English the

last two years. • I will learn English next

year.

• I cook my supper every night.

• I cooked our dinner already.

• I will cook breakfast tomorrow.

Fill in the blanks with the appropriate verb forms:

Ø I ____________________ a song at the concert yesterday.

Ø He ____________________ a letter to his girlfriend tomorrow.

Ø I _____________________ to the library to borrow some books this weekend.

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15Who OR Whom

Who and whom are pronouns. A pronoun is a word that takes the place of a noun. We would not say, “Jesse doesn’t like the principal Ms. Thomas was hired at his school.” The name Ms. Thomas is a noun. For this sentence to flow, we would write, “Jesse doesn’t like the principal who was hired at his school.” Why did we choose who? It all depends on case. In English grammar, we have a term called case, which refers to pronouns. The case of a pronoun can be either subject or object, depending on its use in a sentence.

Subject Object I Me

He Him She Her We Us

They Them Who Whom

The pronoun who is used as a subject; whom is used as an object. Who used correctly: Janise is the student who has read the most books. Whom used correctly: Janice is the student whom the teachers picked as outstanding. How do we determine which one to use? Break up the sentence into two parts. Janise is the student. She (Janice) has read the most books. Janice is the student. The teachers picked her (Janice) as outstanding. If you were to use I, he, she, we, or they, then the correct form is who. If you use me, him her, us, or them, then the correct form is whom. Rule of thumb: Generally, if you can omit the who/whom entirely, the correct form is whom. If you need it, then it’s who. Example: Janice is the student the teachers picked as outstanding. (Sentence makes sense without the who/whom structure, so the correct form is whom.) So what about questions? For questions, turn the question into a statement and follow the suggestion from above. Example: (Who, Whom) should I invite to the dance?

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16Ø I should invite – her – to the dance. Ø When you turn the question into a statement, you use the pronoun her, so

whom is correct. Example: (Who, Whom) is the president of the student government?

Ø She is the president of the student government. Ø Again, when you turn the question into a statement, you use she, so who is

correct.

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17Parts of Speech

Created by www.lechaimontheright.com The 9 Parts of Speech • Nouns, verbs, pronouns, articles, adjectives, adverbs, interjections, conjunctions,

and prepositions. Nouns – n. • Nouns: Person, place, or thing (tree, car, girl, dog, house, sandy) • Appositive: Noun that renames the subject. (Sarah, my teacher, is nice.

Renaming Sarah .) • Predicate Nominative: (PN) Noun that renames the subject via linking verb.

(Sarah is my TEACHER.) • Common: Nouns not capitilized (job, country, ice cream, duck) • Proper: Nouns that starts with a capital letter (Amy, Switzerland, The Chronicles

of Narnia, January, Tuesday) • Singular: Only one thing (dog, ship, eye, book, baby) • Plural: Multiple things (dogs, ships, eyes, books, babies) • Abstract: Nouns that you cannot see (love, patience, hope, courage) • Concrete: Nouns you can see (sidewalk, book, arm, soda) Verbs – v. • Verbs: Action word (walking, fade, run, to walk,) • Predicate: Basically another word for “verb.” • Linking: Not an action verb, but linking the subject + predicate adjective. (is, be,

was, am, are, seem, look, smell, grow, remain, have been, might be) • Participle: (part.) Verb used as an adjective. (WORKING woman, SWIMMING

team) • Gerunds: (ger.) Verbs that function as subjects. Such as, SWIMMING is my

favorite sport. • Active: Doing the action (Sam EATS pizza.) Sam is eating pizza. • Passive: Not doing the action (The pizza WAS EATEN by Sam.) The pizza isn’t

doing anything. • Infinitive: Normally “to” at the beginning (to walk, to jump, to slide) • The 23 Helping Verbs: Can, could, have, has, had, am, are, do, does, did, be,

being, been, shall, should, will, would, was, were, is, may, might, must o Base (work) o Past (worked) o Present participle (working) o Past participle (have worked)

Pronouns – pro. • Pronoun: (pro.) Word that takes the place of a noun (him, her, it, you, he, she,

they. some, each, few, any) • All Singular Pronouns: each, either, neither, everyone, no one, nobody,

everybody, anyone, anybody, someone, somebody, doesn’t, isn’t, wasn’t • All Plural Pronouns: both, few, several, many, don’t, aren’t, weren’t • Nominative Pronouns: I, he, she, we, they, who, whoever,

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18• Objective Pronouns: me, him, her, us, them, whom, whomever The last 6 parts of speech: • Article: (art.) A, an, the • Adjectives: (adj.) Words that describe nouns (beautiful, shiny, tasty, pretty,

colorful) o Predicate Adjective: (PA) Adjective that renames the subject via linking

verb. (Sarah is kind. Renaming Sarah .) • Adverbs: (adv.) Words that describe verbs, often ending in “-ly” (beautifully,

colorfully, quickly) • Interjections: (interj.) An exclamation often at a beginning of a sentence. Ah! Oh!

Eek! • Conjunctions: (conj.) Conjoining words (and, but, or, also, if, etc.) • Prepositions: (prep.) A word describing a noun’s relations (on, at, below, from, for,

beneath, above, against, until, before, etc. ON the rug, IN the car, BENEATH the chair, etc.

(Predicate Adjective) PA vs. PN (Predicate Noun): • Predicate adjectives rename the subject with an ADJECTIVE. (Sarah is kind.

Cinderella is good. • Predicate nouns rename the subject with a NOUN. (Sarah is a teacher. Cinderella

is a book.) • The noun is called the SUBJECT (sub.). The rest of the 8 parts of speech are

used. Object of prepositions - OfP

• The OfP is the subject following the preposition, for example: o Ex. beneath the CHAIR. under the TABLE. to MARY. from TYLER. until

DINNER. • Noun of Direct Address: (DA) Usually a name. When you want to talk to a

specific person, you call their name. o This is the noun of direct address: Please hurry, MARY. JEREMY, let the

dog out. • Direct Objects: (DO) The subject that describes the verb.

o The girl drank TEA. (The girl drinks what? Tea) The cat climbed a TREE. (The cat climbed what? (a) tree)

• Indirect Objects: (IO) The person effected by the DO. Most indirect objects will be names or pronouns.

o Mary gave EDITH a letter. Mary did not give Edith. Mary gave Edith a letter.

o Sarah handed CARSON the mail. Sarah did not hand Carson. She handed Carson the mail.

o John handed ME the dinner plate. John did not hand me. John handed me the plate.

THE CLAUSES (AND PHRASES)

• What is the difference between a cat and a comma? One has claws at the end of its paws and one is a pause at the end of a clause.

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19o CLAUS: A group of words WITH a subject (noun) and predicate (verb). o PHRASE: A group of words WITHOUT a subject (noun) and predicate

(verb). • Subordinate Clauses: Clauses that cannot stand alone as a complete

sentence. (Before the boy ate his • dinner…) • Independent Clauses: Clauses that can stand alone as a complete sentence.

(The girl drank her milk.) • PREPOSITIONAL PHRASE: The use of a PREP. and OfP. (BENEATH THE

TABLE is a prep. phrase) • PARTICIPLE PHRASE: The use of a PART, PREP, and OfP. (FALLING OFF A

CLIFF, SITTING ON A BRIDGE)

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20Introduction to Essay Writing

Adapted from “Introduction: The Act of Writing” in The Act of Writing Misconceptions

• Writing is like following a blue print: I figure it all out in advance and then just fill in the details

• If I don’t get it right the first time, I’ve failed • When I write, I am speaking on paper • The best words are the biggest words • I don’t like to write

The Writing Process

1. Prewriting Ø The beginnings of essays can be found by answering these questions:

o Why am I writing? o How big is my topic? o What message am I sending? o Who is my audience?

Ø Brainstorming Ø Free writing

2. The First Words

Ø Thesis statement Ø Background information Ø Anecdote Ø Quotation or allusion Ø Sense images Ø A striking comparison or contrast Ø Narrative Ø An unusual or puzzling statement Ø Figures of speech

3. The Body

Ø Narration Ø Example Ø Description Ø Cause and Effect Ø Comparison and Contrast Ø Analogy and Related Devices Ø Classification Ø Process Analysis Ø Argumentation and Persuasion

4. Transitions

Ø You know why one point follows another, but do your readers? o Ex. Although, but, on the other hand, because, as a result, since,

first, next, last, for example, in conclusion Ø At times writers devote a full sentence or paragraph to create a transition

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215. The Closing

Ø Reference to the opening Ø Contrast or reversal Ø Question Ø Quotation Ø Transition signals Ø Revealing the significance Ø Summary Ø Conclusion Ø Prediction

6. Revision

Ø Revise thesis Ø Reorganize Ø Cut out unnecessary material Ø Clarify points Ø Reword awkward sentences Ø Proofread

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22Types of Essays

Descriptive

Description Presents sensory details, (sight, sound, smell, taste, feel) about a person, place, event or thing

Author’s Purpose To create a strong impression and “paint” a picture with words in the reader’s mind

Text Elements Figurative language such as similes, metaphors, imagery; Focus on mood

Style Tends to be non-academic Sample Topics Sunlight sets the mood for my day

A day in the life of a smoker Snowshoeing in Nakina

Narrative Description Tells a story about an event or experience in the writer’s life Author’s Purpose To reveal a life lesson or insight Text Elements Conflict; Action and plot; Figurative language; Mood Style Tends to be non-academic Sample Topics Why I became a smoker

My week camping in the sun The time I got a concussion

Expository Description Objectively presents researched facts, statistics, expert

opinions, details and examples Author’s Purpose To inform, explain, describe, or define the subject Text Elements Thesis statement; Clear introduction; supporting body

paragraphs; and conclusion Style Can be academic or non-academic depending on context, (e.g.

university assignment or magazine feature) Sample Topics The effect of smoking on a person’s health

The effects of sunlight on a person’s health The effects of concussions on student learning

Argumentative / Persuasive

Description Presents evidence, reasoning, and arguments to support an opinion or point-of-view

Author’s Purpose To convince readers of an opinion or move readers to perform an action

Text Elements Thesis statement; Clear introduction; supporting body paragraphs; and conclusion

Style Can be academic or non-academic, depending on context Sample Topics It should be illegal for persons under 18 to use tobacco

products All schools should have a source of natural sunlight

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23Essay Writing Breakdown

What is an essay?

• A written argument • Analytical form of writing (uses logical reasoning) to provide evidence to

convince the reading of your side of the argument • An introduction, body, and conclusion • Sometimes a reference page • NOT a creative piece of writing

Before writing you must know…

• Your PURPOSE: Why you are writing? • Your AUDIENCE: Whom are you writing this for?

Steps to Essay Writing

1. Analyze the question 2. Research 3. Plan 4. Write 5. Edit à it is a cycle, return to step 1 until you feel the essay is the best version it can be

Another way to look at the cycle is…

1. Formulate a thesis 2. Create an outline 3. Write the essay 4. Edit. Edit. And edit some more 5. Format properly and submit

Choosing a Topic and Writing a Thesis Essay Topics: If an essay topic is provided, awesome – you can go right to generating a thesis. However, if you are responsible for developing your own topic, there is some thought involved in the process. Here is a way to help narrow the process down:

SOURCE OF IDEAS CONNECTING REFLECTING • Current Events • Social Issues • Experiences • Movies, Songs,

Novels • Relationships

• How does this make me feel?

• What does this remind me of?

• How are these things alike?

• How does my experience relate to this?

• Why does this matter to me?

• Why did I respond to this the way that I did?

• Why would this matter to other people?

CONDSIDER PURPOSE & AUDIENCE

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24A strong essay topic is:

• Something you are passionate about – or at the very least – interested in • Something you’re already knowledgeable about or that you can research in a

reasonable amount of time • Narrow enough to address adequately in an essay • Broad enough that you can write an entire essay on it

Thesis Statements Once your topic is narrowed down, you need a thesis statement. Will it be implicit or explicit? It’s always good idea to consider your thesis as it is the heart of your essay.

STRONG THESIS STATEMENTS: WEAK THESIS STATEMENTS: • Take a stand or make a claim

that could be reasonably disputed

• Has one main idea expressed clearly and precisely

• Clearly indicates the evidence the essay will provide to support it

• Ask a question • Simply state a fact • Just describe your subject or

the essay’s intention • Don’t have a “so what”

connection

EXAMPLES OF THESIS STATEMENTS: ORIGINAL THESIS

STATEMENT WHAT’S THE PROBLEM?

STRONGER THESIS STATEMENT

In this essay I will write about carbon emissions.

Smartphones such as the iPhone have revolutionized how we communicate.

From cartoons in the morning to adventure shows at night, there is too much violence on television.

SOME TIPS: Consider the following statement: The economic situation is bad.

Such weak thesis statements (broad noun, weak verb, vague modifier) can be put to the test for revision.

• Try a specific noun: The tax policies (of the current administration) [instead of “the economic situation”]

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25• Pick an active verb: threaten to reduce (the tax burden on the middle class)

[much better than “is”] • Choose a specific modifier: by sacrificing education and health-care programs

for everyone. [much more specific than “bad”]

Two strategies can help you write your way into a better thesis:

1. Specify—Replace the overly abstract terms—terms such as positive and negative (or similar and different)—with something specific; name something that is positive and something that is negative instead.

2. Subordinate—Rank one of the two items in the pairing underneath the other. When you subordinate, you put the most important, pressing, or revealing side of the comparison in what is known as the main clause and the less important side in what is known as the subordinate clause, introducing it with a word such as although.

The Thesis Examples • The thesis statement is a single, assertive sentence that announces the

writer’s position on the topic and states what the writer intends to prove. It must be arguable, provable, and worth proving.

o Arguable: could someone reasonably argue the opposing viewpoint? o Provable: is there reasonable evidence to support your position? o Worth proving: does it add something to the reader’s understanding of

the issue? • The thesis is the most important sentence in the whole essay because…

o If the thesis is accurate and forceful, the essay usually is as well o It offers guidelines to the essays’ content and organization for both the

reader and writer BAD GOOD A thesis should not state the obvious.

In Romeo and Juliet, the lovers meet an unhappy ending.

In Romeo and Juliet, the optimism of youth is destroyed by social forces of parents and institutional religion.

A thesis cannot be a fragment.

How life is in the inner city. Residents of the inner city tend to have higher death rates, higher disease rates, and higher psychosis rates than do any other residents of Canadian cities.

A thesis must not be in the form of a question.

Should the government pay mothers to stay at home?

The Canadian family is harmed by low unemployment insurance and maternity benefits, the short leave time for mothers and the two week unpaid period.

A thesis must not contain I think forest fires are the Forest fires are enormously

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26such phrases as “I think”. biggest danger facing our

natural resources. destructive because they ravage the land, create problems for flood control, and destroy useful lumber.

A thesis must not be expressed in vague language.

Some people do not think wage and price controls did too much for inflation despite the politicians saying it would.

Contrary to what politicians believed, wage and price controls did not stop inflation.

A thesis must be expressed clearly and concisely.

All students should not think that university is for everyone because for many people they have a career that high school was all they needed.

Students should realize that many people have good careers without having attended university.

A thesis should not be written in figurative language.

Love is the rose in the garden of our existence.

Love is the true basis of human happiness.

So remember… To formulate a thesis:

Your thesis should answer the following questions:

• WHAT: What claim are you making about the text?

• WHY: Why should we care? Why is your claim important?

• Your thesis should answer the “SO WHAT” question.

Your teacher assigns you a topic.

You develop a research question about the topic.

The answer to your research question is your thesis.

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27 Creating an Outline

• Essential to a good essay • Helps you organize your thoughts and supporting information before you

begin writing • Ensures that you have everything you need to write the essay

When you are ready to write your essay you should have…

1. A thesis 2. Supporting arguments 3. A complete outline 4. Resources

Once the above is organized, you can begin putting everything into sentences and essay format. Editing Tricks Print your essay and read through it by yourself looking for spelling, grammatical and punctuation errors. Fix them and print again. Continue this cycle until you feel the essay has reached its full potential. Give the essay to someone else; ask him or her to tell you what is wrong with it and what changes can be made. Then make the changes and print it out again. Read the essay aloud and edit the errors you hear. Make the changes and print it out. Add something to the writing. Remove something that confuses or repeats. Move a section of the text.

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28Substitute a word, phrase, sentence or example. Ask yourself…

• Does it make sense? • Is the topic clear? • Is the main idea clear? • Are there enough reasons / details to support the main idea? • Are there examples to support the reasons / details? • Are there details not connected to the topic and main idea? • Is there a closing sentence or conclusion?

Writing the Introduction

• Three main parts: the opening statement, main arguments, and thesis. o OR: set the context, thesis statement, and line of approach

• Guides the reader through the course of an essay • If the reader does not understand where the introduction is heading, they will

not be able to understand the purpose of the essay. Opening Statement

• The opening statement should grab the reader’s attention. It allows you to introduce your topic without mentioning the supporting arguments. It should be interesting and invite the reader to want to know more.

• GOOD à In the short story, “The Yellow Wallpaper,” Charlotte Perkins Gillman reveals the oppression women experience in a patriarchal society.

o In the (poem, novel, short story, etc.) (title of text), (author’s name) (start with a strong verb: demonstrates, investigates, explores, considers, illustrates, depicts, etc.) (then connect to your essay topic).

• GOOD à Shakespeare is a playwright who is known for his social commentary. • BAD à In my essay I will show you that Hamlet is a woman hater. • BAD à In today’s society, problems exist everywhere.

Main Arguments

• Following statements should identify the main arguments that you are going to use to prove your thesis. You introduce the factors without elaborating about your supporting points. They serve to highlight what the body of your essay will be about.

• Each main argument should be given a sentence to explain what they will be addressing. They should not be piled into one long run-on sentence.

Thesis Statement

• REFER TO THE ABOVE INFORMATION ON THESIS STATEMENTS • Often the final sentence of the introduction. This will tell the reader what

position you are taking and attempting to prove. It is your opinion on the topic. It should get straight to the point: clear and concise.

Strategies to Make Your INTRODUCTION Stronger Use an anecdote or scenario that relates the topic to your reader:

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29• Example(couragetopic):ThismanwasintheVietnamWar,andheadmittedthathe

wasterrifiedeverytimehehadtogointobattle.Evenso,peopleconsiderhimoneofthemostcourageousmentheyhaveeverknown.Itisnottheabsenceoffearthatdefinescourage,buttheabilityofonetoforceoneselftotakeactioninspiteoffear.

• Example(superficialitytopic):Themodelsthatgracethepagesofmagazinesseemtobebetterthananyoneonemightevermeet;theyseemelegant,untouchable,andperfect.But,justasmagazinecoversaremanipulatedtohideimperfections,people,also,sometimesfoolthemselvesintoignoringtheflawsofindividualswhomtheyhavebuiltuptobeperfectbeings.

Use a statistic, fact, or statement that is unusual, bizarre, interesting, or shocking that is related to your topic to catch the reader’s attention:

• Example(goodandeviltopic):Allhumanbeingsarecapableofthemostgruesomecrimesimaginable.Itisonlybecauseofthecustomsandcontrolsofcivilizationthatwedonotbecomebrutesavages.

• Example(depressiontopic):Onarecentanonymoussurvey,overninetypercentofhighschoolmalesadmittedtosecretlyenjoyingthemusicof‘NSyncandtopracticingtheir“hotdancemoves.”

• Note:Again,thefactorstatisticwouldhavetorelatetothetopicyouarediscussing.Itcouldbeamodern-dayfactorstatistic,orperhapsaninterestingfactfromShakespeare’stime.

Use a quotation, song lyric, or short poem related to your topic to relate to the reader:

• Example(leadershiporinsecuritytopic):“Ourdeepestfearisnotthatweareinadequate.Ourdeepestfearisthatwearepowerfulbeyondmeasure.Itisourlight,notourdarkness,whichmostfrightensus.”(NelsonMandela).

• Note:Thisdoesnotnecessarilymeanaquotefromthetext.Infact,itisrecommendedthatyousavetextualevidenceforyourbodyparagraphs.Canyouthinkofafamousquotethatrelatestoyourtopic?How?

Body Paragraphs

• Main arguments you will be using to prove your thesis • Discuss in the order that you introduced them in your introduction • Begin with your weakest argument and lead to the strongest • Each argument should have a topic sentence (a statement of your argument) • Context: indicate to your reader who said what it is you are using (the

evidence), when it was said and where • The evidence is the information you are using to prove your thesis • Analysis: the observations that you make of the evidence, which you are using

to prove your arguments, which is proving your thesis. It is not summarizing or paraphrasing. You must make the appropriate connections between the evidence and the point you are trying to prove.

• You should be telling the reader WHY and HOW the statements are true and WHY and HOW they are connected to the thesis

Methods of support may include:

• FACTS: Undisputable data from a reliable source that is also timely

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30• REASONS: Anecdotal support that explains WHY something has been or

should be done • EXAMPLES: Evidence that explains how something has been or could be

applied or affected You want the reader to SEE your point (Statement, Evidence, Explanation):

• Statement: Tell me what your argument is • Evidence: Provide a quote or fact from the text that demonstrates your

argument • Explanation: Connect the dots between your statement and your evidence. In

your own words, explain how your evidence (quotation) proves your statement Conclusion

• Restating the thesis, main arguments and closing statement • Revisit the central argument to remind your reader what the point of your

essay is • Do not repeat the thesis and main arguments word for word • The main arguments are there to remind the reader of the evidence that you

used to prove your thesis. You must revisit each one in the order in which you discussed them in your essay

• Closing statement: you want to leave the reader with a strong statement that is relevant but not expected

Strategies to Make Your CONCLUSION Stronger

• Play the “So What” Game: If you’re stuck and feel like your conclusion isn’t saying anything new or interesting. Whenever you make a statement from your conclusion, say “So what?” or “Why should anybody care?” Then ponder that question and answer it.

• Return to the theme or themes in the introduction: This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding.

• Synthesize, don’t summarize: Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made, and the support and examples you used, fit together. Pull it all together.

• Include a provocative insight or quotation from the research or reading you did for your paper.

• Propose a course of action, a solution to an issue, or questions for further study: This can redirect your reader’s thought process and help him/her to apply your info and ideas to his/her own life or to see the broader implications.

• Point to boarder implications: For example, if your paper examines Residential Schools or another part of Indigenous history, you could point out its impact on human rights in Canada as a whole. A paper about the style of William Shakespeare could point to his influence on other writers or on later playwrights.

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31Strategies to Avoid in Conclusions

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing”. Although these phrases can work in speeches, they come across as wooden and trite in writing.

• Introducing a new idea or subtopic in your conclusion. • Making sentimental, emotional appeals that are out of character with the rest

of an analytical paper. • Including evidence (quotations, statistics, etc.) that should be in the body of

the paper. MY RULES FOR FORMATTING YOUR ESSAY

• No contractions (don’t, won’t, can’t, shouldn’t etc.) • No pronouns (I, you) • Correct grammar, punctuation and citations • Specified verb tense • No abbreviations • Do not use slang • Do not overuse exclamation marks • No parentheses or brackets. If something is important enough to put in

brackets, then include it in the body of the essay. If it is not important enough to include in your essay, why are you including it in brackets?

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32Transitional Words Transitional expressions show relationships between thoughts and give a sense of direction and continuity. Consequently, they assist the reader in moving from detail to detail within a single sentence, from sentence to sentence, and lastly, from paragraph to paragraph. They are a necessary factor in coherence, especially regarding essays. Hoping these tables assist you with your future writing successes.

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33 EMBEDDING QUOTATIONS Embedding snippets of quotes is a more effective and sophisticated way to use quotations in your paper. They are often shorter than the original quote, allowing you to use your own words to paraphrase, summarize, or introduce the quote or idea. In addition, they improve sentence fluency. What is a snippet? It is a portion of the original quote. To embed a quotation, take part of your sentence and fuse it with the quotation you want to use in a way that makes sense grammatically and stylistically. Example: According to scholars, Sandra Gilbert and Susan Gubar, biographical information presents Gilman as “a rebellious feminist besides being a medical iconoclast” (1467). The following excerpts come from the novel Of Mice and Men by John Steinbeck: Original Quote: “I out to have shot that dog myself, George. I shouldn’t ought to have let no stranger shoot my dog.” Snippet of quote: “I ought to have shot that dog myself” (Steinbeck 27). Embedding a quotation at the beginning of a sentence using a snippet of the quote: “I ought to have shot that dog myself” laments Candy, as he reflects on how he should have performed this task (Steinbeck 27). Embedding a quotation in the middle of a sentence: Candy confesses to George and Lennie that he “ought to have shot that dog” himself, and further notes that he regrets allowing a stranger to do it (Steinbeck 27). Embedding a quotation at the end of a sentence (also referred to as using a lead-in phrase): Candy reveals to George his deep regret when he states, “I ought to have shot that dog myself” Steinbeck 27). Embedding a quotation throughout a sentence (embedding more than one snippet): Candy exclaims that he “ought to have shot that dog [himself]” and regrets letting a “stranger shoot [his] dog” (Steinbeck 27). USING BRACKETS AND ELLIPSES TO MAKE QUOTES FIT BETTER Brackets () allow you to do two things: 1. Change the author’s original wording (i.e., conjugating, changing tense, changing upper or lowercase, pronouns to nouns). 2. Add words for fluency and clarity. Ellipsis (…) allows you to delete a word or words from the middle of the original longer quote. Note: You do not need them at the beginning or end of a quote, even if you eliminate words. This is considered a snippet.

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34 STATISTICS, FACTS, AND OTHER INFORMATION Though not necessarily a quote, if you find other information, (such as a statistic) it must also be referenced in your essay. As you incorporate textual evidence into your discussion through the use of quotations, there are some rules you should keep in mind. 1. Avoid “floating quotes.”

Incorporate quoted phrases into your own sentence!

Hester Prynne was very radiant. "Her beauty shone out and made a halo of the misfortune and ignominy in which she was enveloped” (Hawthorne 2).

INCORRECT

Hester Prynne's "beauty shone out" and even in her shame, it "made a halo of the misfortune and ignominy” (Hawthorne 2).

CORRECT

"Darkened by the gloomiest of trees” (Hawthorne 7). This quote shows that the forest is a frightening place

INCORRECT

The forest, "darkened by the gloomiest of Trees” (Hawthorne 7), is a frightening place.

CORRECT

2. Two quotations in a row make you look shy. Hold on to that microphone (metaphorically speaking).

Chillingworthwasrottenfromthestart."Verysoon,howeverhislookbecamekeenandpenetrative"(Hawthorne55)."Alivinghorrortwisteditselfacrosshisfeatures,likeasnake”(Hawthorne56).

INCORRECT – TWO FLOATING QUOTES!

Chillingworth was rotten from the start, and had the penetrating appearance of a “living horror” twisting across his face (Hawthrone 55-56).

CORRECT

3. Line breaks are important in poetry. They can be preserved by using a slash (/) to show where they would go. Preserve the capitalization too!

The speaker notes that the bruised heart of the mourner wonders “was it He/that Bore/And Yesterday, or Centuries before?” (Dickinson 3-4).

CORRECT

4. Paraphrase can be used to clarify the text and to better suit your sentence structure, as long as you do not change meaning.

He was a gentleman from the sole to crown, Clean flavored and imperially slim.

INCORRECT – ORIGINAL LINES FROM THE POEM

Richard Cory, “clean flavored, and imperially slim,” was from head to toe a gentleman (Robinson 3-4).

CORRECT - ALTERED GRAMMAR TO FIT THE SENTENCE STRUCTURE

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355. Square brackets are

helpful when you want to alter a few words of a quotation for clarity, or to suit your sentence structure.

Hester Prynne claims that she “would willingly Have gone [with Hibbins] into the forest.”

CORRECT

Rodiguez comments that his education has “[c]arried [him] far” (5).

6. When you want to omit unnecessary or distracting material in the middle of a quote, you can use ellipsis (…) to show where something has been removed.

Dimmesdale argues that Pearl “was meant for a blessing… for a retribution to her mother” (Hawthorne 79).

CORRECT – UNNECESSARY WORDS REMOVED

7. Make your point before or at the same time as you give the evidence. Don’t put the evidence first.

Jenny says to Alice, “You are going out cheerleading now” (Coakley 18); this shows that Alice is trying new things now that she has a new body.

INCORRECT

Now that Alice has a new, more athletic body, she has the confidence to try new things. This is seen when Jenny says to her, “You are going out for cheerleading now” (Coakley 18).

BETTER

Now that Alice has a new, more athletic body, she has the confidence to try new things such as “going out for cheerleading” (Coakley 18).

CORRECT

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36SAMPLE WORKS CITED PAGE

Here are some examples of Works Cited entries. Notice the differences depending on the source. Websites – No Author:

"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund.

Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.

Wesbites – Author:

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New

York Times, 22 May 2007. Web. 25 May 2009.

Magazines:

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary

Economics of Sustainability." International Journal of Sustainable Development

and World Ecology 14.1 (2007): 27-36. Print.

Books:

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology.

New York: Springer, 2005. Print.

Scholarly Journal/Article:

Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global

Warming and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63.

Print.

Film/Television Show

An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount,

2006. DVD.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology.

New York: Springer, 2005. Print.

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