Always type your NAME (FULL First & FULL Last)
And Specific CLASS & INSTRUCTOR (English ______, Mr./Mrs./Ms.______)
And the DUE DATE in the upper left-hand corner of your essay. (Write it out. July 19, 2007)
(This part should be single-spaced, 12-point font, Times or Times New Roman.)
Five-Paragraph Essay Format
(Each essay should have an intriguing title. 14-point, Times or Times New Roman. Bold. Centered.)
Paragraph #1 – Introduction(12-point font, Times or Times New Roman, Double-Spaced)
Sentence #1 – Hook – A sentence about the topic to grab the reader’s attention.
Sentence #2 – Thesis Statement – A general statement that tells the reader what the essay will be about. Overview.
Sentences # 3 & 4 – Background information about the topic, relevant to the essay. Information not used again.(Possibly another sentence or two in this section. Keep it fresh; only information necessary to set the scene for the reader.)
Sentence #5 – Topic Sentence(s) – Gives a specific, narrow topic to be proven with evidence. Puts forth an arguable point to be maintained or proved, and tells the reader exactly which three ideas the essay will discuss. Concise.**
Sentence #6 – Transition – One sentence that links the Introduction to the first Body Paragraph.
Paragraph #2 – Body Paragraph (Explains Idea #1) (12-point font, Times or Times New Roman, Double-Spaced)
Sentence #1 – Cleverly restates and adds breadth/detail to idea #1.
Sentence #2 – 7– These six sentences give all of the information about and/or “proof” for idea #1.
Sentence #8 – Transition – One sentence that links this paragraph to the next Body Paragraph.
Paragraph #3– Body Paragraph (Explains Idea #2)(12-point font, Times or Times New Roman, Double-Spaced)
Sentence #1 – Cleverly restates and adds breadth/detail to idea #2.
Sentence #2 – 7– These six sentences give all of the information about and/or “proof” for idea #2.
Sentence #8 – Transition – One sentence that links this paragraph to the next Body Paragraph
Paragraph #4 – Body Paragraph (Explains Idea #3)(12-point font, Times or Times New Roman, Double-Spaced)
Sentence #1 – Cleverly restates and adds breadth/detail to idea #3.
Sentence #2 – 7– These six sentences give all of the information about and/or “proof” for idea #3.
Sentence #8 – Transition – One sentence that links this paragraph to the Conclusion.
Paragraph #5 – Conclusion (12-point font, Times or Times New Roman, Double-Spaced)
Sentences #1-2 – Concluding Idea – A sentence or two that summarizes the intent of the essay. This is where the writer truly comes to a conclusion about the topic, clearly shows that the thesis has been proven, AND extends the reader’s thinking on the topic.
Sentence #3 –5 – Reminder of and Reason for Thesis & Topic Sentence(s)– Reworded paraphrase of each of the three ideas discussed throughout the essay; showing how these ideas reveal, represent or support the new conclusion. Each idea is represented by one well-crafted sentence that briefly and cleverly reveals the value of the idea without being repetitive or “listy.” Should leave the reader satisfied that the topic had been thoroughly explored, and show how these ideas lead both the author and reader to the new conclusion presented in sentences one & two of the concluding paragraph.
Sentence #6 – Concluding Statement/Reverse Hook – A sentence about the topic to wrap up ideas, and leave the reader with something new or provocative to think about.
**In more complex, or advanced writing, the “Thesis Statement” and “Topic Sentences” are merged, and most often appear as the last sentence of the Introduction. Often, the complex Thesis is two or more sentences in length.
Six-Trait Writing -- The Six Trait Writing Model helps students understand what is working well and what needs to be improved in their writing. The traits give all a common language for talking about and celebrating writing. The Six Trait model breaks down writing performance into a manageable group of teachable and assessable skills.
Content/Ideas
This is the heart of the paper--what the writer has to say. It should be a topic that is important to the writer and should be small enough to handle in the paper. It should express the ideas clearly so every reader can understand and it should provide the reader with interesting insights. A solid, well-defined theme holds the paper together, giving a meaningful, focused, and detailed exploration of the topic.
Organization
This is the road map which directs the reader through the paper. It begins with a strong lead or hook and catches the reader¹s interest right from the beginning. The details along the way should add to that lead and should help build toward the conclusion, pulling the reader along right to the very end. It should use good transitions to move smoothly from one idea to the next, helping things fit together easily for the reader. Organization gives writing a sense of purpose and structure.
Voice
Voice is the personality of the writer coming through on the page. It is what gives the writing a sense of flavor, a uniqueness, and give the reader the feeling that the writer is talking directly to her. A strong sense of voice demands that the writer make a
commitment to the writing and write honestly with conviction. In a paper with strong voice, the reader
will get a sense that someone real is there on the page, whether the reader knows the writer or not.
Word Choice
Good word choice involves being able to look critically at verbs and select ones that are active, powerful and energetic. It means being able to choose just the right words to make the writing sound natural and precise. Word choice is what gives an exactness to details and helps the writer paint memorable pictures in the reader¹s mind.
Sentence Fluency
In any piece of writing, there are many possible ways to write any sentence correctly, but usually, of those correct versions, one or two will sound better than others. A writer who can pick out those versions and can use them frequently will have a strong sense of sentence fluency. This does not mean creating longer sentences, but means using long sentences when they would be best and short sentences when they would
suit better. It means creating a sense of rhythm with the sentences and a flow that the reader finds enjoyable to follow along. Good sentence fluency stands out when a piece of writing is read aloud.
Conventions
Conventions are the rules of a language. They are the common patterns of grammar, spelling, punctuation, paragraphing and capitalization that readers come to expect in good writing. They make writing easy to read and understand. A reader may not even notice when conventions are well done, but might be distracted from the good ideas that were so carefully planned if the conventions are poorly handled. This is the most mechanical of the six traits and requires writers to learn editing and proofreading skills.
BLOOM’S TAXONOMY
CATEGORY / EXAMPLES & KEY WORDSKnowledge: Recall data or information. / Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules.
Key Words: circle, cluster, define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, underline.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. / Examples: Rewrite the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.
Key Words: comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give examples, infer, interpret, paraphrase, predict, restate, review, rewrite, summarize, translate.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. / Examples: Use a manual to calculate employee vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. / Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gather information from a department and selects the required tasks for training.
Key Words: analyze, break down, classify, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, examine, identify, illustrate, infer, outline, rank, relate, select, separate.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. / Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrate training from several sources to solve a problem. Revise a process to improve the outcome.
Key Words: categorize, combine, compile, compose, connect, create, devise, design, explain, generate, imagine, invent, modify, organize, plan, predict, rearrange, reconstruct, relate, reorganize, revise, rewrite, speculate, summarize, tell, write.
Evaluation: Make judgments about the value of ideas or materials. / Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraise, argue, compare, conclude, convince, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, persuade, rate, recommend, relate, summarize, support, weigh.
BLOOM’S TAXONOMY
Name: ______Date: ______Period: ______
When you are asked to… / Be ready to…RECALL KNOWLEDGE
circle, cluster, define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, underline / Remember what you have learned
*collect information
*list details
*identify or define key terms
*remember main points
COMPREHEND
comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give examples, infer, interpret, paraphrase, predict, restate, review, rewrite, summarize, translate / Explain what you have learned
*give examples
*restate important details
*tell how something works
APPLY
apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use / Use what you have learned
*select most important details
*organize information
*explain a process
*show how something works
ANALYZE
analyze, break down, classify, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, examine, identify, illustrate, infer, outline, rank, relate, select, separate / Break down information
*carefully examine a subject
*group into important parts
*make connections and comparisons
SYNTHESIZE
categorize, combine, compile, compose, connect, create, devise, design, explain, generate, imagine, invent, modify, organize, plan, predict, rearrange, reconstruct, relate, reorganize, revise, rewrite, speculate, summarize, tell, write. / Shape information into a new form
*invent a better way to do something
*blend the old with the new
*predict or hypothesize
EVALUATE
appraise, argue, compare, conclude, convince, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, persuade, rate, recommend, relate, summarize, support, weigh / Judge the worth of information
*point out a subject’s strengths and weaknesses
*evaluate its clarity, accuracy, value, etc.
*convince others of its value/worth
Essay Response Terms
Name: ______Date: ______Period: _____
Classify – To classify is to place persons or things together in a group because they are alike or similar.
Compare – To compare is to use examples to show how things are similar and different, with emphasis on similarities.
Contrast – To contrast is to use examples to show how things are different in one or more important ways.
Define – To define is to give a clear, concise definition or meaning for a term. Defining can involve identifying the class to which an item belongs and telling how it differs from other items in that class.
Describe – To describe is to tell how something looks or to give a general impression of it.
Diagram – To diagram is to explain with lines or pictures –a flowchart, a map, or some graphic device. Generally, a good diagram will label the important points or parts.
Discuss – To discuss is to talk about an issue from all sides.
Evaluate – To evaluate is to make a value judgment, to give the plusses and minuses backed up with evidence (facts, figures, quotes, instances, etc.).
Explain – To explain is to make clear, to analyze, to show a process. (Although it is similar to the term discuss, explain, places more emphasis on cause-and-effect relationships and step-by-step sequences.)
Illustrate – To illustrate means to show the reader a law, rule or principle through specific examples and instances. A diagram or graphic aid may be part of your answer.
Justify – To justify is to tell why a position or a point of view is good or right. A justification stresses the advantages over the disadvantages.
Outline – To outline is to organize a set of facts or ideas by listing main points and subpoints. A good outline shows at a glance how topics or ideas fit together or relate to one another.
Prove – To prove means to bring out the truth by giving evidence and facts to back up your point.
Review – To review is to reexamine or to summarize the major points of the topic, usually in chronological order or in decreasing order of importance.
State – To state means to present a brief, concise statement of a position, fact, or point of view.
Summarize – To summarize is to present the main pints of an issue in a shortened form. Details, illustrations, and examples are usually omitted.
Writing Tips: Five Editing Principles
1. Replace "to be" verbs (is, was, were, etc.) with strong active verbs. Often this entails making your statement in active rather than passive voice.
Original sentence in passive voice: The ball was kicked by Bill.
Revised sentence in active voice: Bill kicked the ball.
This example is easy because the stronger verb is fairly obvious. In other situations, words ending with -tion are often verbs waiting to happen. For example, we can transform "frustration" into "frustrates," and "allocation" can become "allocates."
Also, collapsing compound verbs into a single verb ("are able to" into "can") rids your sentences of both dull verbs and a lot of clutter. For example, we can rewrite "I am hopeful that he will recover" as "I hope he recovers."
2.Eliminate strings of prepositions (often a symptom of passive voice).
Original sentence: Shakespeare's Hamlet is dominated by a sense of the main character's brooding over the nature of man in society.
Notice all the prepositional phrases: by a sense, of the main, over the nature, of man, in society. We may not be able to eliminate them all, but we can tackle a few.
Revised sentence: In Shakespeare's Hamlet, the main character constantly broods over man's place in society
3.Be concise. Eliminate clutter, which often appears in the form of prepositional phrases, but also watch out for the senseless and the redundant moments. Notice how, in the example above, "by a sense" adds nothing to the meaning of the sentence.
And beware of pairs of words which create a nice rhythm to your prose but say the sarne thing: "With careless nonchalance, she threw the bag over her shoulder." Clearly, either "carelessly" or "nonchalantly" will serve our purposes, but we don't need both.
Also, expletives (there are, it is) often launch weak sentences: "There are many people who find success intimidating." We have a couple options with this sentence: "Success intimidates many people" or "Many people fear success."
4. Vary the structure and length of your sentences. Your prose becomes choppy (and dull) when every sentence begins with the main subject followed by a verb, and when sentences are of uniform length:
Original sentence: "I stopped exercising. I gained 50 pounds."
Revised sentence: We could improve these sentences by combining them: "After I stopped exercising, I gained 50 pounds
5. Use transitional words and phrases to show relationships between sentences. Notice how, without any transitional words, we cannot be sure what the relationship is between "I stopped exercising" and "I gained 50 pounds." Did the speaker stop exercising because he had gained fifty pounds? Or did he gain fifty pounds because he stopped exercising? Did exercise or the lack thereof have anything to do with the speaker's weight gain? A revision should clarify this relationship.
Peer Editing FormAuthor & Title of Paper Being Edited: ______
______
constructive – (kon-struk’-tiv), adj. 1) Helpful toward building up, rather than destroying. 2) The process of building.
criticism – (krit’-i-siz-m) 1) A careful observation or review. 2) The art of judging expertly the beauties and faults of works of art or literature.