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WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
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The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
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How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
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Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
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Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
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Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
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Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
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Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
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Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
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In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
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Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
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Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
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Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
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First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
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DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
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PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
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Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
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THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
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Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
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MAKE A LIST……
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After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
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Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
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Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
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Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
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WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
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The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
31
How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
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Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
33
Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
34
Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
35
Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
36
Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
37
Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
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In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
39
Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
40
Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
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Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
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First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
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DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
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PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
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Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
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THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
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Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
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MAKE A LIST……
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After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
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Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
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Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
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Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
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WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
58
The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
59
How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
60
Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
61
Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
62
Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
63
Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
64
Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
65
Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
66
In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
67
Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
68
Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
69
Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
70
First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
71
DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
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THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
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PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
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Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
77
THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
78
Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
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MAKE A LIST……
80
After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
81
Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
82
Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
83
Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
85
WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
86
The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
87
How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
88
Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
89
Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
90
Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
91
Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
92
Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
93
Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
94
In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
95
Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
96
Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
97
Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
98
First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
99
DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
100
Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
101
THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
102
PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
103
Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
105
THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
106
Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
107
MAKE A LIST……
108
After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
109
Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
110
Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
111
Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
113
WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
114
WRITING THE DEFINITION ESSAY WHAT IS AN AMERICAN?
115
The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
116
How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
117
Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
118
Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
119
Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
120
Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
121
Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
122
Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
123
In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
124
Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
125
Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
126
Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
127
First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
128
DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
129
Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
130
THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
131
PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
132
Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
134
THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
135
Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
136
MAKE A LIST……
137
After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
138
Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
139
Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
140
Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
142
The Definition Essay Often students are asked by instructors to define terms that either relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes. The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study. Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific-- biology, for example--); instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment. Here are the guidelines for writing a definition essay from Steps to Writing Well:
143
How can a definition be used? To clarify an abstract term such as "loyalty," 'courage," or "honesty." In this instance the writer will define what the term may mean on a personal level. To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green." To explain a new term used in pop culture: pod cast, phishing, blog. To explain terminology or jargon unique to a specific area of study: mitosis, solarization, wind power To explain terminology unique to a specific group or audience, such as Medicare Plan B to a group of senior citizens To explain or clarify historical terms or or events: the Boxer Rebellion, the Age of Aquarius
144
Four Elements to Developing an Essay of Definition ( adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
145
Know your purpose for the essay (see the 6 ways definition can be used) YOUR MISSION: DEFINE AN AMERICAN – define terms clearly and objectively – goal for essay: to convince the reader that your definition or point of view is best, that your audience understands and accepts your definition
146
Give readers a reason to read your essay: (often done in the introduction) – introduce your term or topic by first explaining what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term. – EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution. – prepare the reader to accept your definition
147
Keep audience in mind to anticipate and avoid problems of clarity: – know who your audience is – know what your audience already believes or understands about the field of study or subject – use terminology in your definition that your audience will understand
148
Use multiple strategies to clarify or develop your definition – description or characteristics – give examples – compare/contrast – offer explanation – use synonyms – use cause/effect – identify terms or places – associate term with easily recognizable people, places, or thing: analogies, similes, metaphors
149
Avoid these Pitfalls of definition – a topic that is too broad or general – avoid a standard dictionary or Wikipedia definition – avoid vague generalizations be specific use picturesque language (write in active voice) – avoid a circular definition: a poet is one who writes poetry.
150
In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
151
Suggestions to Preparing for an Essay Exam Read the required course material Attend class and take good notes Participate in class discussion Participate in group study sessions (organize a study group if there is not one) Write practice essay questions and write practice essays. Have a friend, upper classman who has already taken the course, or instructor read the practice essay) Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
152
Suggestions for Taking an Essay Exam: What to do with test in hand Read the question or prompt and follow instructions Understand the question. Don't be afraid to ask for clarification formulate a strategy for answering the question: this requires you to do some thinking before writing. Develop a thesis and a brief outline Present 3 examples, 3 main points, 3 reasons Be sure to include terminology or vocabulary specific to subject or test question Write clean, clear, direct sentences (active voice helps) Decide on a timetable for writing the essay: – so many minutes for planning – so many minutes for writing – so many minutes for proofreading – Carefully write each sentence so that you do not have to do much rewriting or editing Write a thesis that is an answer to the question or that directly reflects the prompt.
153
Why Do Instructors give Essay Exams? So that students understand concepts that provide the basis for the course So that students use those concepts to interpret specific material So that students can make connections between concepts So that students can learn and practice critical analysis skills SO HOW DO I BEGIN?
154
First, you must effectively define your topic. First, you must effectively define your topic. You must choose a type of person. You must choose a type of person. Consult me if you are not sure you have chosen a good topic for the paper. Consult me if you are not sure you have chosen a good topic for the paper. Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! Definitions from dictionaries or beliefs held by the general population are not appropriate. They are boring! The definition should be your unique perspective on the person you have chosen. The definition should be your unique perspective on the person you have chosen.
155
DETERMINE specific examples that illustrate your definition. DETERMINE specific examples that illustrate your definition. Choose people whom you know really well and can discuss in a convincing fashion. Choose people whom you know really well and can discuss in a convincing fashion. These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
156
Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED These people can come from your everyday life or from books, television, or film. These people can come from your everyday life or from books, television, or film. You can even create people from your own imagination if they are believable and interesting! You can even create people from your own imagination if they are believable and interesting!
157
THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader. Your boredom for a topic will, however, make a bad impression. Your boredom for a topic will, however, make a bad impression. Pick a topic that you have experienced. Pick a topic that you have experienced. Bring something new to the table. Safe is boring. Bring something new to the table. Safe is boring.
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PATTERN A: Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. Pattern A will explore one quality instrumental in defining your type of person. It will give three people as examples. The thesis statement will look something like this: The thesis statement will look something like this: Person A, Person B, and Person C all have Quality X, so they qualify as __________. AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their civic duty for the good of all; therefore, they are Americans.
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Pattern B Pattern B …will explore three qualities instrumental in defining your type of person. It will give one person as an example. …will explore three qualities instrumental in defining your type of person. It will give one person as an example. The thesis statement will look something like this: The thesis statement will look something like this: Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________. EXAMPLE: A Marine is Loyal, strong and proud, so a Marine is a perfect example of an American.
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THE PROCESS: This essay will require the following stages: This essay will require the following stages: – Thesis statement drafts – A do-the-laundry list – A sentence outline – A handwritten draft produced in class – A typed rough draft that we edit in class Prewriting is like washing your clothes before getting dressed for an important occasion. Prewriting is like washing your clothes before getting dressed for an important occasion. You are readying all of the information that you might use to “dress” the essay. You are readying all of the information that you might use to “dress” the essay.
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Consider your possibilities. First, write a thesis statement using Pattern A. First, write a thesis statement using Pattern A. Then write a second thesis statement using Pattern B. Then write a second thesis statement using Pattern B. Both thesis statements can be on the same topic, or they can be on different topics. Both thesis statements can be on the same topic, or they can be on different topics. The important thing is that you consider both options before committing to a pattern of organization. The important thing is that you consider both options before committing to a pattern of organization. Bring the thesis statements to me. Bring the thesis statements to me. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. Decide which one you want to use and fill out the appropriate side of the “Laundry” sheet. A detailed and complete “Laundry sheet is worth 10 points. A detailed and complete “Laundry sheet is worth 10 points.
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MAKE A LIST……
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After you have finished the grouped list, make these important decisions: Select the best material from the list, and then organize it in the best fashion. Select the best material from the list, and then organize it in the best fashion. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least. End with your best point so that you make a strong last impression. End with your best point so that you make a strong last impression.
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Complete your sentence outline, the second stage of prewriting. Include a working thesis statement at the top of the outline. Include a working thesis statement at the top of the outline. Outline only the body paragraphs of the essay. Outline only the body paragraphs of the essay. All items on the outline must be complete sentences. All items on the outline must be complete sentences. In terms of length and looks, follow the format of the samples. In terms of length and looks, follow the format of the samples.
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Write the third stage of prewriting—the rough draft of your essay. A full rough draft is due by the end of this class. A full rough draft is due by the end of this class. Include a heading and title. Include a heading and title. Remember that rough drafts can be messy. Remember that rough drafts can be messy. Use what you learned from your first essay to produce the best possible draft. Use what you learned from your first essay to produce the best possible draft. Your homework is to type and print a hardcopy for our next class. Your homework is to type and print a hardcopy for our next class. Sample essays for Pattern A and Pattern B exist at the course blog. Sample essays for Pattern A and Pattern B exist at the course blog.
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Proofread the rough draft for these common errors: Look for mistakes that you often make. Look for mistakes that you often make. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid— gonna for going to or wanna for want to. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader. Do not use second person [ you, your, yours, etc.] unless you are addressing me, the reader.
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FIRST DRAFT INSTRUCTIONS: DUE DATE: ______________2014 FIRST DRAFT should be 500-800 words and be a general idea of what you will finalize by editing. EDIT CORRECTION LOG: after your first draft is graded, you will complete an EDIT CORRECTION for major errors in sentence structure. The log will be due with the FINAL FINAL COPY DUE DATE: This is an edited and rewritten version of the original proofread for the final grade per the RUBRIC
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Here is the outline for the sample definition paper on patriotism: I. Introduction – A. Attention getter: Traditional definition of patriotism (as perceived in an image) – B. Thesis: Patriotism is speaking out when a person feels the country is right or wrong, voting, campaigning, and respecting others. II. Body A. Speaking out when country is wrong 1. Vietnam 2. Slavery 3. Women’s right to vote – B. Speaking out when country is right 1. Afghanistan 2. Health care – C. Voting 1. Making a choice based on one’s needs 2. Being involved in the voting process – D. Campaigning 1. Finding a candidate who represents country’s needs 2. Barbara Boxer from California – E. Respecting others 1. Paying taxes. 2. Respecting others’ points of view 3. Arab-American prejudice after 9/11. III. Conclusion – A. Review of patriot as protestor, voter, and respectful citizen. – B. Closing attention getter: return to introduction's image of patriot
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Definition Essay Scoring Rubric Author:__________________________________________________________________ _____ of 10 The definition is well-focused & identified by its term, class, and distinguishing characteristics. _____ of 10 The essay is powerfully organized and developed for purpose and audience. _____ of 20 Each paragraph/section is clearly identified by a topic sentence(s) & flows well with good transitions. _____ of 20 Each topic of the definition is well-developed with examples, illustrations, explanations, &/or descriptions. _____ of 10 The essay maintains a clear and consistent tone. _____ of 20 The essay’s style is interesting with intelligent sentence and diction variety. _____ of 10 The essay is virtually free of surface errors and is in proper MLA style. _____ of 100 Total Comments:
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