1. In-class Writing and Writing for Tests Writing/Structure Level 4 Spring 2009

2. Writing from short prompts Describe or explain something (Descriptive essay) Express/support your opinion on an issue (Persuasive Essay) Discuss similarities/differences of 2 topics (Compare/contrast essay)

3. Requirements: No specialized knowledge Topics familiar to all test-takers Time limit: 30 minutes (TOEFL) or a class period (exam or placement test) Minimum 300 words (ca. 3 paragraphs) (500 for Comp 101 essay) Grading criteria: Quality of the writing Idea development and organization Quality/accuracy of language

4. Planning is essential! Read the prompt very carefully. Consider the topic thoroughly. Brainstorm ideas about the topic. Evaluate your ideas; select the best ones. Organize your ideas. Identify supporting information for each idea. Write. Revise, edit and proofread.

5. Step 1: Brainstorming Listing Gets lots of ideas on paper quickly. Clustering Allows you to begin organizing your ideas while listing Freewriting Put pen to paper and start writing!

6. Listing Gets lots of ideas on paper quickly. Note down every idea that comes into your head Don’t stop and consider each one – just write! The more the better! Rank, organize and re-arrange your list: Divide into positive and negative aspects Categorize your list (social, political, economic) Personal experience

7. Prompt: What are the most important impacts of the automobile on society? List expense smog traffic accidents can be beautiful fun to drive time spent commuting noise economic importance convenience

8. Clustering Begin with a few central ideas. Draw a picture map or “bubble map.” Link each new idea as you think appropriate.

9. noise smog commuting expense negativepositive convenience artistic merit economic importance fun ? Prompt: What are the most important impacts of the automobile on society? Clustering

10. air pollution time spent commuting socialpersonal convenience economic importance hobby Prompt: What are the most important impacts of the automobile on society? Clustering traffic accidents collecting recreation

11. Freewriting Note down whatever thoughts come into your head, in narrative form. Keep writing until your ideas take shape. Tell your “Inner Censor” to shut up! Don’t worry about grammar or spelling now. Experiment with phrases/sentences to use.

12. Prompt: What are the most important impacts of the automobile on society? Freewriting Impacts of automobiles on society, well there are lots, there’s the cost of ownership, fuel, insurance, and so on, there’s traffic accidents, noise from engines, noise from alarms beeping, all the time you have to spend in your car if you commute to work – but I’m only thinking of the negative things – let’s see, they’re sure convenient, and they can be fun to drive, and some them are really quite beautiful, and can be collector’s items, and building them sure provides a lot of jobs for people. But smog’s a real downside...

13. Step 2: Outlining A chart – or “blueprint” – for the essay. Organizes the ideas you generated in Step 1. Provides supporting details. Uses Roman Numerals to list Main Ideas. Uses the alphabet to list supporting details.

14. Sample Outline: I.Introduction II.Social A.Economic importance B.Traffic accidents C.Air pollution III.Personal A.Time spent commuting B.Convenience C.Hobby 1. Recreational driving 2. Collecting IV.Conclusion

15. Descriptive Essay Two main objectives: to provide information to present and explain the topic so the reader can easily understand it. NOT to argue a point or defend an opinion Describes an idea, process, or concept. Answers these questions: What is it ? What is it like ? What does it mean ? How does it work/happen ?

16. Recognizing Prompts for Descriptive Essays: Active verbs like consider, identify, describe, define, or analyze. Examples: What do you consider to be the qualities of a good student? Identify and describe the most interesting geographical feature of your country. Describe what, in your opinion, makes good art or literature. Define the important characteristics of a teacher.

17. Step 3: Write! Writing an Introduction An Introduction requires four parts: A “Hook Background information Thesis Statement which clearly states your position A “map” of the main points your essay will discuss

18. The “Hook” Two-fold purpose: Attract the reader’s attention Make the reader want to read more Can take several forms: Fascinating fact Provocative, emotionally-charged statement New interpretation of accepted fact Brief anecdote

19. Background information Provides enough information to introduce the topic. Not too much information! Tells the reader: why this topic is important; the meaning of any special terms used in the essay; what has motivated the writer to write about this topic.

20. The Thesis Statement Tells the purpose of essay. Makes clear your feelings, opinion or attitude about the topic. Should be expressed clearly, in a single sentence. The most important sentence in the entire essay!

21. The “Map” Tells reader what to expect from essay. Lists main ideas, in the order they will occur. Helps reader understand how essay is organized. Helps reader understand how description, argument, comparison, etc. will be constructed. Is either part of the Thesis Statement or in another sentence immediately after the ThSt.

22. Step 3: Write! Writing the Conclusion Function of Conclusion paragraph: Brings your writing to an end. Identifies the solution, resolution, or decision that is the logical outcome of the discussion in the body paragraph(s). Remember this about Conclusions: The logical message, lesson or decision expressed in the conclusion must agree with (confirm) your ThSt. The conclusion need not be long and must not introduce any new information.

23. Persuasive Essay Main Objectives: Choose a position on an issue Persuade reader to agree with you Express a strong opinion Support your opinion with reasons and examples

24. Recognizing Prompts for Persuasive Essays: Active verbs: choose, agree or disagree; phrases: propose a solution.., give/support your opinion questions: why or why not? Examples: Do you agree that funding the arts is the government’s responsibility? Why or why not? Do you think that the colonization of the moon is worthwhile? Explain why or why not. In your opinion, is money the key to happiness? Support your answer with examples and details. Do you agree that schools should require daily exercise? Explain why or why not.

25. Step 1: Brainstorming Use the same brainstorming techniques: Listing Clustering Freewriting In addition, set up a “balance sheet” and list each idea on one side or the other. Consider both sides of the issue carefully

26. Make a “Balance Sheet” Side A: FOR home-schooling Side B: against home-schooling Negative atmosphere in public schools Impractical (working parents) Expense of private schoolsCriticism from others Can teach to the individual child’s interests Parents might not be good teachers Can teach to the individual child’s learning style Flexible scheduling for family trips, etc. positive social environment

27. Choose your position Choose the point of view that is easiest for you to defend with the info you have available. Might not be the position you personally favor! There’s no right or wrong position! It’s all about how well you present and defend your position.

28. Write your Thesis Statement You can’t begin to organize (outline) until you know exactly what your position is. Remember: your ThSt must clearly and strongly express your position on the issue. The ThSt must be arguable. The ThSt should include or be followed by a Map of your essay.

29. Step 2: Outlining Like other essays, persuasive essay should have: an Introduction Paragraph at least two Body Paragraphs (three is better) a Conclusion Paragraph. Persuasive essays must also: Clearly express writer’s opinion Clarify the issue for the reader Identify and support strongest arguments for opinion Consider any strong opposing arguments

30. Sample Persuasive Essay Outline I.Introductory paragraph A. Hook: a device for capturing reader’s attention B. Background information: to help reader understand topic C. Thesis statement: clear statement of writer’s position D. Map II.First supporting argument A. Topic sentence: general factual sentence introducing paragraph B. Facts, examples, arguments to support, prove position III.Second supporting argument (as in II) IV.Third supporting argument (as in II and III) V.Strongest opposing argument (as in II, III, and IV) VI.Conclusion

31. Step 3: Write! Writing the Body Paragraphs Two parts: Topic sentence: tells the controlling idea of paragraph. Supporting details: develop the controlling idea in Topic Sentence : Describe Define Argue Exemplify Include only your strongest 2 or 3 arguments Build from weakest  strongest.

32. Compare/Contrast Essay Main Objectives: Discuss the ways that 2 topics are similar. (compare them) Discuss the ways that two topics are different. (contrast them) Identify your preference between options. Support your point of view using comparisons and contrasts.

33. Recognizing Prompts for Compare/Contrast Essays: May include the words compare and contrast; Words like advantages and disadvantages; preference(s); Comparative and superlative adjectives, e.g. better, less, more, etc. Examples: Would you prefer to work for a higher salary and spend less time with family, or earn less money and spend more time with family? Compare and contrast the benefits of learning from school versus learning from experience. Which do you think is better? Some people prefer to live in a large city, while other people prefer small towns. Explain your own preference by describing the advantages and disadvantages of each. Both fiction and non-fiction are important forms of literature. Which do you prefer to read and Why?

34. Step 1: Brainstorming Use the same brainstorming techniques: Listing Clustering Freewriting In addition, set up a “comparison chart” and list the features of both of the items in the prompt, and the similarities and differences between them. Be sure to cover all the points the [prompt requires you to discuss.

35. Sample Comparison Chart Item 1Item 2 Similarities Point A Point B Point C Differences Point D Point E Point F

36. Write your Thesis Statement If prompt requires you to choose your preference, you should express that choice in your ThSt. Sample prompt: Compare the advantages and disadvantages of using a car for transportation versus using a bicycle. Which do you think is better? Why? Sample ThSt: In many cases, the bicycle offers a healthy, low-cost and environmentally-friendly alternative to the car.

37. Writing your Thesis Statement However, if the prompt simply asks you to compare and contrast two things without stating a preference, your ThSt will simply be a map that shows three areas of differences. Sample prompt: Compare and contrast the business culture of your own country with that of another country. Sample ThSt.: Even social actions that might at first seem simple, such as greeting a new person, attending a meeting, or socializing after work can be very different.

38. Writing the Thesis Statement Either way, the ThSt must be clear statement of your point of view. The ThSt should include or be followed by a Map of your essay.

39. Step 2: Outlining There are two patterns of organizations that can be used to write a compare/contrast essay: Block Format: each of the two items being compared/contrasted gets its own half of the essay. Point-by-point format: each point of comparison gets its own paragraph of the essay.

40. Two Formats for Compare/Contrast Essays: Block Format: Paragraph 1: Apples a. Color b. Flavor c. Varieties Paragraph 2: Oranges a. Color b. Flavor c. Varieties Point-by-Point Format Paragraph 1: Color of Apples and oranges Paragraph 2: Flavor of apples and oranges Paragraph 3: Varieties of apples and oranges

41. Block Format Outline I.Introduction II.Topic 1: Apples A. Point 1: Color B. Point 2: Flavor C. Point 3: Varieties III.Topic 2: Oranges A. Point 1: Color B. Point 2: Flavor C. Point 3: Varieties IV.Conclusion

42. Point-by-Point Format Outline I.Introduction II.Point 1: Color A. Topic 1: Apples B. Topic 2: Oranges III.Point 2: Flavor A. Topic 1: Apples B. Topic 2: Oranges IV.Point 3: Varieties A. Topic 1: Apples B. Topic 2: Oranges V.Conclusion