1. Week 2

2.  Chapter 14 – Planning the essay  Chapter 15 – Developing essays  Chapter 16 – Revising essays  Vocabulary

3. Planning the essay

4.  An essay is a multi-paragraph composition that has a clear focus and a defined purpose.  An essay ◦ Has a clear goal ◦ Addresses a specific subject ◦ Logically organizes supporting detail  Formal essays inform or persuade readers to understand an issue or accept a point of view.  Informal essays share a writer’s personal feelings, thoughts, or experiences.

5.  The most important part of the essay  Explains the controlling idea of the essay  Presents the writer’s position  Serves as the essay’s mission statement  Expresses a point of view  Declares purpose

6.  The thesis statement forms the core of the essay – It states the writer’s main idea  Thesis statement are usually a single sentence.  Thesis statements help limit the topic.  Thesis statements organize supporting details. It gives an idea of the topics that will be covered and the amount of parts the essay will have.  Thesis statements indicate the kind of support that will follow.

7.  P. 186 Exercise 1 Developing a Thesis Statement

8.  All essays have three main parts ◦ Title and Introduction ◦ Body ◦ Conclusion

9.  Title ◦ The title does not need to be the first thing you write. ◦ Sometimes it is best to save the title until later in the essay. You might find an interesting word or phrase that captures the essences of your essay and can serve as an effective title. ◦ Needs to match purpose, audience, and context ◦ Creative titles might not be appropriate for a business report (depending on the nature of the business – if it is a creative services type of business it might be acceptable). ◦ Depending on the course and the instructor, creative titles might be viewed as a negative for academic writing as well.

10.  Title ◦ One of the most important parts of the paper. ◦ Concisely conveys the topic of the essay ◦ Peaks a reader’s curiosity ◦ A good title can sell a bad work of writing and a bad title can kill a good work of writing.

11.  Write your essay: It is hard to sum up what you wrote before you write it.  Determine your audience: You should have done this when you wrote your essay, but think about your audience again when deciding on a title. Your title may change depending on the audience.  After you have determined your audience, imagine yourself as one of them. What would draw you to read your essay? Good content? Humour? Pick a few things your audience looks for in an essay.

12.  Reflect the things the audience looks for in the title.  Re-read your essay and see if any good titles come to mind: If you find anything, you are finished. If you don't, move on to the next step.  Try picking a few key words of your essay topic and entering them into a quotations search Web site like Bartlett's quotations: You may find a relevant quote. If you do, pick a fragment of it and use it as your title.

13.  Do any television shows or songs come to mind when you think about your essay? If so, try imitating the TV show title or select a phrase from the song to use as your title.

14.  Begins with an interesting opening sentence: This peaks the readers’ interest. The opening sentence can be ◦ The Thesis statement ◦ Fact or Statistic ◦ A question ◦ An example ◦ A narrative  It needs to make a strong, clear statement that arouses the readers’ attention and prepares them for the details that follow.  It introduces the topic

15.  Each paragraph introduces a new topic.  Always finish discussing a topic before moving on to a new topic.

16.  By Time ◦ As a chain of events ◦ Chronological ◦ Reverse Chronological ◦ Start in present and flash back to some point  By Parts ◦ Group into parts ◦ Example:  Sports essay  Football  Baseball  Hockey  Basketball ◦ Good for complex issues

17.  By Importance ◦ Some ideas are more significant than others ◦ Three different ways of organizing by importance 1.Emphatic Order 2.Reverse Emphatic Order 3.Sandwich Order ◦ Avoid placing most important details in the middle of the body

18.  Gives a snowball effect  This is great for Rhetorical Essays (persuasive essays)  You start with your least important idea and snowball to your most important idea

19.  Starts with the most important and trickles down to the least important idea  This is great for Rhetorical Essays (persuasive essays)  This is good if your essay is rather long

20.  Works well when you have several strong and several weak points.  You place weak points between two strong points.  People generally remember the first and last ideas more than those in the middle.

21.  State a memorable fact, final thought, or observation  Pose a question  Call for action  In a long essay you want to summarize the paper ◦ Do NOT repeat everything ◦ Do NOT repeat the introduction word for word

22.  An outline breaks down the parts of your thesis in a clear, hierarchical manner. Most students find that writing an outline before beginning the paper is most helpful in organizing one's thoughts. If your outline is good, your paper should be easy to write.  The basic format for an outline uses an alternating series of numbers and letters, indented accordingly, to indicate levels of importance.

23. Developing essays

24.  Description  Narration  Comparison & Contrast  Division/Classification  Process  Cause and Effect  Argument

25.  Presents facts, observations, & impressions about people, places, objects, or ideas.  It records what you see, hear, feel, taste, or touch.  The goal of description is to explain a subject to readers by providing meaningful details.  Good descriptions bring the subject to life.

26.  Planning  Writing the first draft  Revising

27.  Determine your purpose  Consider your readers  Narrow your topic  Select key details  Organize details in a clear pattern

28.  Create dominant impressions  Show rather than tell  Include dialogue to add action to descriptions of people

29.  Does my essay have a thesis or controlling idea, or is it only a loose collection of facts and observations  Do I create dominant impressions supported by interesting and accurate details  Are there details that should be deleted because the are repetitive or off topic  Are details clearly arranged so readers can follow my train of thought  Can I add action or dialogue to bring life to my description  Does my essay tell readers what I want them to know

30.  Tells stories or relates a series of events  Usually in chronological order  Goal is to tell a story  Could relate a personal experience, highlight thoughts and feelings, or present an accurate an objection narrative of a historical event or scientific experiment  Written in 1 st or 3 rd person

31.  Define the purpose  Consider your readers  Limit the scope  Select key details  Create a clear time pattern to organize events and details

32.  Use transitional statements to show passage of time & advance the narrative  Add dialogue to advance the narration  Avoid awkward shifts in tense

33.  Does my narration have a thesis or controlling idea, or is it only a list of events  Do I spend too much time on minor incidents or fail to develop important events  Am I trying to cover too much in an essay  Should I narrow the focus of the narrative  Are there details that can be deleted because they are repetitive or off topic  Can I add action or dialogue to bring life to my narration  Does my narration create the impact I want

34.  Illustrate ideas, issues, events, or personality types by describing one or more specific events, objects, or people.  Remember: examples differ from descriptions or narrations, which provide details about a single subject or tell one story.  Examples can be real or hypothetical

35.  You can plan an example essay in two ways. ◦ Examine a specific person, situation, object, or event and explain how it illustrates something larger. ◦ Select a topic and use one or more examples to illustrate it or provide evidence for your point of view.  Consider your readers  Determine if your essay would benefit from one extended example or a series of examples  Develop a well stated thesis statement that links the specific example(s) with the general subject it illustrates  Organize examples in a clear pattern.

36.  Create a strong thesis statement that explains the purpose of your essay and what the examples illustrate  Introduce examples with phrases such as for example, for instance, consider this, or to illustrate  Highlight the important details of examples and delete minor details that do not directly support your thesis

37.  Definitions explain or limit the meaning of words or ideas  The goal is to establish meaning, to prevent confusion, or to influence the way readers interpret or understand a subject.  Forms of definition: ◦ Standard definition  Explains a widely accepted understanding of a term or concept, much like an encyclopedia article ◦ Personal definition  Expresses your individual interpretation of a subject ◦ A persuasive definition  Influences readers to share your interpretation of a subject. ◦ Invented definition  Explains the meaning of a previously unnamed attitude, behavior, or situation that you have observed.

38.  Determine the purpose  Develop a clear thesis statement summarizing your definition  Consider your reader  Organize details in a clear pattern.

39.  Make sure you define and not describe your topic  Clear up misconceptions by explaining what your topic is not.  Use comparisons, examples, and descriptions carefully.

40.  Does my essay have a clearly stated thesis statement summarizing my definition  Do I use examples readers can understand  Are there details that can be deleted because they are repetitive or off topic  Are details clearly arranged so readers can follow my train of thought  Does my essay tell readers what I want them to know

41.  Examines similarities and difference  Need to take care in organization so that readers know when you are talking about which item  Two standard patterns for organizing comparisons ◦ Subject by subject: divides the essay into two parts, fully describing the first subject, then showing how it differs from the second ◦ Point by point: divides the essay into a series of comparisons, discussing both subjects in each paragraph

42.  Planning  Writing the 1 st draft  Revising

43.  Determine your purpose.  Select key details about both subjects  Determine the best way to organize your comparison – subject by subject or point by point  Consider your readers

44.  Write clear, concise descriptions of both subjects  Choose words carefully. Be aware how connotations can shape meaning. Make sure the words reflect your point.  Use similar patterns to organize comparisons. Comparisons are easier to follow if you present facts or ideas in the same format.  Include a conclusion only if it adds new information or makes a final point. Your essay may not need a conclusion that simply summarizes what readers have just read.

45.  Are my two topics clearly described or defined  Do I devote sufficient attention to both subjects or is my essay lopsided, devoting eight paragraphs to one subject and two to the other  Is my essay easy to follow  Are there details that can be deleted because they are repetitive or off topic  Does my comparison essay tell readers what I want them to know

46.  Division & Classification separates a subject into parts or measures subjects by a standard.  Division makes complicated or abstract subjects easier to understand or work with by separating them into parts.  Classification essays rank subjects by one standard. For example you might classify terrorist risks from the most to least destructive.

47.  Determine your purpose. ◦ Are you dividing your subjection into parts or ranking subjects on a scale.  Consider your readers  In division - Establish clear types. Each item should be fully explained.  In classification – establish clear categories on a well-defined scale.

48.  Develop a clear introduction explaining your purpose and method of division or classification  Explain possible exceptions – if not all items can fit in the categories you establish, point this out to the readers.  Explain possible changes.  Use examples to illustrate each type

49.  Does my essay establish clear categories  Is my thesis clearly stated  Are there any categories that are not clearly defined or could be confused with others  Are my categories clearly organized by paragraph breaks and transitional statements?  Do I explain possible exceptions  Does my essay tell readers what I want them to know

50.  Explains how something occurs or provides step-by-step instructions to accomplish a specific task

51.  Determine your purpose – are you explaining or instructing  Consider your readers  Separate the process into logical steps  Consider using numbered steps, especially in giving instructions Process essays do not have to be written in standard paragraph form.

52.  Create a clear introduction that announces the subject and explains your purpose.  Use transitional statements to advance the essay.  Make sure instructions are self-contained. Directions should include all the information that readers need to accomplish the task, not refer readers to another document to complete the process.  Give negative instructions. To prevent readers from making common mistakes, tell readers not only what they should do but what they should not do.

53.  Provide complete instructions. Avoid vague directions.  Warn readers of any hazards to their health, safety, or property.

54.  Does my essay clearly explain a process or provide clear instructions  Would numbered steps make my essay easier to read  Have I included all relevant information  Have I warned readers of any possible dangers  Are there details that can be deleted because they are repetitive or off topic  Does my essay tell readers what I want them to know

55.  Explains reasons and results  Be sure to avoid the following errors: ◦ Hasty generalizations or jumping to conclusions ◦ Mistaking a time relationship for a cause-effect relationship ◦ Confusing an association for a cause-effect relationship

56.  Determine your purpose. Will you discuss the cause, the effect, or both.  Plan a clear thesis statement that expresses the goal of your essay.  Explain the methods of establishing causes or measuring results.  Organize cause or effect from least to most important or most to least.  Offer logical, accurate evidence.

57.  Develop a strong introduction outlining the goal of your essay and providing background information.  Use example, comparison, process, and definition to explain causes and effects.  Use transitional statements and paragraph breaks.  Point out possible exceptions or alternative interpretations.

58.  Does my essay have a thesis or controlling idea  Do I explain causes and results clearly with comparisons, examples, and narratives  Do I provide enough evidence to convince readers  Do I avoid making mistakes in critical thinking such as hasty generalizations or mistaking a time relationship for a cause  Are there details that can be deleted because they are repetitive or off topic  Does my essay tell readers what I want them to know

59.  Argument directs readers to accept a point of view or take action  The goal is the influence the way readers think about something or motivate them to change their behavior  There are three appeals to influence readers: ◦ Logical Appeal ◦ Emotional Appeal ◦ Ethical Appeal

60.  Uses facts, statistics, scientific evidence, expert opinions, surveys and interviews  Advantages of logical appeal ◦ Provides compelling, objective support ◦ Offers evidence needed for major or group decisions  Disadvantages of logical appeal ◦ Requires a high degree of reader attention ◦ Can be boring and undramatic

61.  Uses images, sensations, or stories to stir readers to respond based on their fears, loves, dislikes, biases, and hopes.  Advantages ◦ Has instant impact ◦ Requires little reader preparation or attention  Disadvantages ◦ Depends on readers sharing writer’s values ◦ Provides no hard evidence

62.  Uses shared values, ideals, and beliefs  Advantages ◦ Provides compelling motivation ◦ Calls upon readers’ core beliefs  Disadvantages ◦ Depends on readers sharing the writer’s values ◦ Provides no hard evidence for major decisions

63.  Determine your purpose – to persuade readers to accept your opinion or motivate them to take action.  Consider your readers’ existing beliefs, attitudes, and knowledge.  Determine which appeals best suit your purpose.  Don’t confuse propaganda with persuasion.  Organize ideas from most important to least import or least important to most important  Develop an introduction that arouses attention, establishes your approach, and uses persuasive appeals that create a favorable relationship with your readers.  Create a conclusion that ends the essay with a final thought, meaningful fact, call to action, or thought- provoking question.

64.  Present facts in ways readers can understand. Explain what statistics mean or the qualifications of people you quote.  Use a variety of appeals.  Use paragraph breaks and transitional statements to signal shifts between main points.  Recognize and comment on possible alternative opinions.  Address possible reader objections to your views.

65.  Does my essay have a clearly states thesis  Do I provide enough support to convince readers  Is my argument easy to follow  Are there details that can be deleted because there are repetitive or off topic  Does my essay tell readers what I want them to know

66. Revising essays

67.  Let your writing cool  Print your draft  Review your goal ◦ Look at samples of the essay you are writing ◦ If your essay does not fit the assignment, it may be easier to review your notes, create a new outline, and write a new essay than to rewrite a failed attempt.  Examine the big picture ◦ Is the thesis clearly states ◦ Is the supporting evidence sufficient ◦ Are paragraphs logically organized ◦ Does the introduction arouse interest and prepare the reader for what follows ◦ Does the conclusion leave readers with a strong final impression, question, or call to action ◦ Are section off topic or repetitive ◦ Does your essay meet the requirements of the assignment ◦ What are the strong and weak points of the essay

68.  Read the essay with a readers eye  Are readers likely to be supportive, indifferent, or hostile to your views  Do you expect reader objections  Do readers need background information to understand your ideas  Will readers respond favorably to your essay’s style and tone  Read your essay out loud  Have others read you draft  Revise and rewrite

69.  Understand the role of the editors.  Understand the writer’s goal and the assignment  Review the essay globally, then look at specifics. ◦ Before looking at grammar and spelling, look at the big picture  Does the topic suit the assignment  Does it need to be more clearly focused or limited  Does the paper have a clear thesis  Are there irrelevant details that can be deleted  Do paragraph breaks adequately organize the paper  Can you detect sentences that are unclear, illogical, or awkward  Does the paper need proofreading for spelling and grammar mistakes  Be positive  Ask questions  Seek advise of editors

70.  Does the introduction clearly announce the topic  Does the opening paragraph arouse interest  Does it limit the topic, preparing readers for what follows  If the thesis appears in the opening, is it precisely stated  Does the language of the opening paragraph set the proper tone for the paper  Does the introduction address reader concerns, correct misconceptions, or provide background information so readers can understand and appreciate the evidence that follows

71.  Does the paragraph have a clear focus  Is the topic sentence supported with enough evidence  Is the evidence easy to follow  Does the paragraph follow a logical organization  Are there irrelevant ideas that should be deleted  Are there clear transitions between ideas and within paragraphs  Do paragraph breaks signal major transitions  Should some paragraphs be combined or broken up

72.  Does the conclusion end the paper on a strong note  Dos the conclusion simply repeat the introduction  If your purpose is to motivate people to take action, does the conclusion provide readers with clear directions

73. Homework  Finish essay assigned last week.  There is a vocabulary list posted to the Web site. You must define the words in the list.  You will have a test next week, there is a review posted.  I will post the answers from last week's homework assignment. If you have any questions about the answers, please call my cell at 215-767-3884 (I do not know if I will have email access).