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SOPHOMORE ENGLISH
WRITING PACKET
Name:______Period:______
Student’s Name
Teacher’s Name
Course Name
Due Date (ex. 15 August 2011)
Formatting Papers on Microsoft Word 2007 Using MLA Guidelines
In Word 2007, open a new document by clicking on the circular window in the top left-hand corner and selecting “New” from the drop-down menu. Click on the arrow icon in the right hand bottom corner of the “Font” bar. Select “Font” and change to Times New Roman. Select “Font Style” and click on “Regular.” Select “Size” and click on “12.” Hit the “Default” on lower left hand corner. Respond to “Microsoft Office Word” question with “Yes.”
Using the mouse select the “Page Layout” tab. Select the “Margins” icon, and make sure all margins are one inch. Next, select the “Insert” tab, and click on “Header.” Choose “Blank Header” from the drop down menu. Select the “Page Number” icon, scroll over “Top of the Page,” and select “Plain No. 3.” Place cursor over the “1.” Delete the “1” and type in your last name, insert a space, and page number. The header should be in the same font as the rest of your paper and right-aligned.
To double-space, go to the “Home” tab, and find the section labeled “Paragraph.” Click on the arrow icon in the bottom right hand corner. Locate “Line Spacing” and select “Double.” In the “Spacing” section change the “After” point from 10 pt. to 0 pt. While in the “Paragraph” section, check the box “Don’t add space between paragraphs of the same style.” Hit the OK button.
Double click the mouse on the body section of the document below the blue header line to assure typing is beneath the header. Locate the “Align Text Left” icon on the “Home” tab and select this option. Type the four-line heading flush to the left margin. Your full name appears on the top, your teacher’s name on the second line, the course title on the third line, and the due date of the paper is on the last line. Be sure to write the date correctly with the day first, the month second, and the year last.
Think of a title for your paper. To center the title, choose the “Home” tab, “Paragraph” section, and select the “Center” icon. Type your title, and make it interesting. Your title should not be “Essay” or “Paragraph.” Capitalize the first and last words of the title and all other words except articles (a, an, the), prepositions (to, for, on, etc…), and coordinating conjunctions (FANBOYS). Do not enclose your title in quotation marks; do not underline it; and do not boldface it. However, if you are using someone else’s title within your own, you need to punctuate it appropriately. To continue typing the rest of your paper, hit “Enter” and select the “Align Text Left” icon from the “Paragraph” section.
Indent the first line of each paragraph one-half inch from the left margin by hitting the tab bar once. Begin to type the text of the paper. Do not justify the right margin, and do not add another line of space between paragraphs. Save your work every few minutes.
To use “Spelling and Grammar Check,” “Word Count,” or any other revising tools select the “Review” tab, and choose the appropriate icon. “Word Count” is also at the bottom of the computer next to “Page.” Be aware that everything highlighted may not be an error, and that every error may not be highlighted. Spell check will not detect the misuse of a homonym. When you are satisfied with your work, save it to a word document. You must include .doc at the end of your saved title or it cannot be sent via email. Print your document with black ink on white 8 ½ inch x 11 inch paper. Print only on one side of paper. Assemble pages with the finalcopy on top, followed by previous rough drafts, other requirements and rubric.
WRITING ESSAYS
INTRODUCTIONS
The first paragraph of every essay is considered an introduction. There are generally three necessary parts to the introduction. These parts include the attention getter, the background/transitional information, and the thesis statement.
Part I: Attention getter
An attention getter is a statement that opens your essay, hooking the reader. An attention getter should arouse the reader’s interest and set the tone. The following are some examples of effective attention getters. Remember that a one sentence attention getter is generally inadequate.
- Quotation
Include source in parenthesis
Example: “A flute,” wrote an early nineteenth-century British critic, “is a musical
weed which springs up everywhere” (Toff, 56).
- Framing generalization
General statement which includes the information to be presented
Example: Parents, teachers and students generally agree that A-hour classes are a
valuable option in meeting credit requirements during high school.
- Anecdote/event/scenario
Prescribe a specific event or scenario which relates to the topic you are exploring.
Example: A parent-teacher meeting was scheduled on Friday for the struggling student. The mother arrived, impeccably dressed, but indifferent to the lack of effort her child was expending in his calculus class. Without commitment from either the mother or the student, the teacher was unable to provide assistance towards graduation.
- Definition
Use this only if the definition is not obvious and your essay topic is unfamiliar toa general
audience.
Example: Oxford English Dictionary defines “apparition” as . . . (70).
- Statistic or Fact
Example: The Center for Disease Control survey of more than 25,000 adults revealed that 55% do not exercise three times a week . . . (Runner’s World, 12).
- Description
Example: It has a body of bronze and wings made from razor blades, and it behaves so much like a bee that it can convince real ones to leave their hive in search of nectar. It is a robot built by Danish and American researchers who study how bees communicate (Scientific American, 47).
- Mystery/Intrigue
Talk about the subject without specifically naming it.
8. Metaphor:
Education is the backbone of society. Without it, the structure of a country will become arthritic and destined to be cared for and directed by stronger, more capable entities.
9. Contradiction:
The traditional family is a fragile structure, but it is still a strong foundation for well-adjusted children. The familial structure needs a great deal of nurturing in order to survive the stresses placed upon it from the bombardment of daily impositions.
10. Dramatic or eye-opening statement (could include a statistic):
High school is nothing more than an unnecessary stress imposed on teenagers by a conspiracy of adults. At least that is what many, if not most, teens infer when they rail on about the imposition of academia on their all too important social calendars.
Part II: Background/Transitional Information
It may be difficult to distinguish exactly where your attention getter ends and your transitional information begins, if the process has been done smoothly and correctly.
- Connect your attention getter to your thesis sentence.
- Provide the author and title of the work.
- Identify unfamiliar terms.
Part III. Thesis statement
- A thesis statement focuses your writing
- Your thesis statement is a combination of the subject about which you are writing and your opinion. It must be a complete sentence. (Thesis = subject + opinion) It can never be a question.
A specific subject + a specific opinion = an effective thesis statement
Sample thesis statement: Changing the face of the world, the internet has become one of the most important inventions of the 21st century.
BODY PARAGRAPHS
Body paragraphs contain the main structure of your essay, including your arguments and analysis of those arguments. Each body paragraph in your essay must include four parts.
Part I: Topic sentence/premise which includes a transition that smoothly links information from the introductory paragraph to the topic of the body paragraph and supports the thesis statement.
Part II: Specific concrete examples or details. This is your support or evidence proving that your topic is valid. You must include at least two concrete examples for each topic sentence. A transition must be used to introduce the second example in the body paragraph. Most frequently, you will also add a quote to support your example.
Part III. Discussion/Elaboration/Analysis comes next. Regardless of what you call it, this is the essential information that explains why the example is a good one and supports the topic sentence.
Part IV. A concluding sentence, which generally summarizes the information in the paragraph.
CONCLUSION
The concluding paragraph must include the following three parts.
Part I. Restatement of the thesis statement. You should never use exactly the same words in your conclusion as you have used in your introduction. The conclusion must not introduce new material that you have not already discussed in your essay.
Part II. Do not restate all the points you have already made in your essay.
Part III. End with a clincher. The clincher is a statement at the end of your essay that leaves the reader with something to remember. It should also tie your ideas together, and it need not be only a single sentence, nor only one strategy. Examples of clinchers include the following:
- A prediction
- A universal statement about the subject that applies to most people
- A recommendation or call to action
- A quotation that is relevant to your topic
- A conclusion or evaluation drawn from the essay
- An anecdote or metaphor (If you began your essay with this strategy extend it and finish your essay by wrapping it up with the same thread.)
- A remaining problem—pointing to future issues if current circumstances are not addressed
- Do not ask the reader a question!
Transitional Expressions
Transitional expressions help to connect your ideas so that the relationship between ideas is clear to the reader. Here are examples of these expressions.
USE:TRANSITIONAL EXPRESSIONS:
To show addition:also, and, and then, as well, besides, beyond that, first (second, third,
last, and so on), furthermore, in addition, moreover, next, what is more, again, equally important, indeed, likewise, plus, together with, or, similarly, jointly, another, equally important, not only… but also
To show subtraction:but, nevertheless, still, however, on the other hand, it is true, on the contrary, instead of, against, or, either…or,
less than, different from, other, neither…nor, separately, yet, with the exception, barely, hardly, just, almost, practically, not, in contrast to, instead, although, other than, individually, by groups, even though, after all, and yet, notwithstanding,( at the same time, however), although this may be true, otherwise, on the other hand
To show comparison:also, as well, both, in the same way or manner, likewise, neither,
(similarity)similarly, in comparison,
To show contrast:although, be that as it may, but, even though, however, in contrast,
(difference)nevertheless, on the contrary, on the other hand, yet, whereas, after all, at the same time, conversely, for all that, in spite of that, nonetheless, notwithstanding, still yet,
To show concession of certainly, granted that, of course, no doubt, to be certain, to be sure,
of a point or principle: surely, it is obvious that, after all, although this may be true, at the same time, naturally,
To indicate emphasis:above all, especially, in fact, in particular, one such, indeed, probably, most likely, importantly, most important, of prime or major importance, specifically, mainly, in any event, particularly, specifically, the basic cause, the biggest advantage, the chief factor, principally, especially significant, valuable to note, a key feature, special attention should be paid, a major concern
To illustrate a point or idea:as a case in point, as an illustration, for example, for instance, in particular, one such, yet another
To demonstrate or describeabove, beside, below, beyond, further, here, herein, inside, near,
location:nearby, next to, on the far side, outside, to the south (west, east, north)
To qualify:perhaps, maybe, it is possible that, possibly
To give a reason:as, because, for, since, however, for this reason, for this purpose, to this
end, with this object, in order that, ad that, another reason, in response to, why, for
To indicate effect or result:and therefore, because of ____, as a consequence, as a result, consequently, for this reason, hence, therefore, thus, accordingly, hence, in short, then, truly, for this reason, to this end, with this purpose, so that, as determined by, by this, satisfactorily, completely, partially, in part, a number of, there upon, thereby,
To show summary:all in all, finally, in brief, in other words, on the whole, in short, thus, to conclude, to sum up, to summarize, on the whole, for this reason, perhaps, in general, as a result of, supposedly
To indicate a point in time:after a while, after, afterward, at last, at this time or at present, briefly, currently, momentarily, during, eventually, finally, gradually, immediately, in the future, later, meanwhile, now, recently, soon, suddenly, when, before, in the meantime, lately, shortly (after), soon, then, while, presently, since, temporarily, thereafter, until, yet at the same time, at length, when, as soon as, as often as, as long as, recently, from…to…, today, in the same period, sometimes, past, initially, erratically, daily, weekly, monthly, etc.
To indicate an example:for example, for instance, in particular, in this manner, namely, that is, to illustrate, in general, for… then, statistically, incidentally, specifically
To show reiteration:in other words, that is, to put it another way
To show frequency:always, constantly, several, usually, often, one or two, many, few, fewer, more, rarely, some, somewhat, only, throughout, each, never, alternately, all, every, any, most, frequently, infrequently, a percentage of
To show restriction or provided that, in case that, in the event that, even if, as if, as though, if
uncertainty:only
To show place:beyond, in, at, (all prepositions), opposite to, first, second, third, in relation to, what, where, at first, at the inception (beginning), pre-, in the end, post-, finally, here, there, nearby, adjacent to, on the opposite side, contingent to, over, under, neighboring, juxtaposed/juxtaposition
DICTION:
Instead of writing “said,” try:
accusedcontinuedgruntedpersistedsnapped
addedcorrectedharpedpersuadedsnickered
ad-libbedcriedhesitatedpleadedsniffled
admitteddaredhintedponderedsobbed
adviseddeclaredhissedpoutedspeculated
affirmeddeclinedholleredprayedspoke
agreeddeducedhowledpreachedsputtered
announceddefendedhummedpredictedsqueaked
answereddemandedimpliedproclaimedsquealed
argueddeniedindicatedpronouncedstammered
askeddenouncedinformedproposedstated
assumeddescribedinsistedprotestedstuttered
assureddirectedinstructedpresumedsubmitted
babbleddiscussedinterruptedprovokedsuggested
balkeddivulgedinterpretedquestionedtattled
bantereddrawledinquiredquippedtaunted
beggedechoedjeeredquizzedteased
bellowedelaboratedjokedquotedtestified
betembellishedjustifiedrantedthanked
blamedemphasizedlaughedrealizedthought
blurtedencouragedlamentedrecalledthreatened
boastedexaggeratedlecturedrefusedtold
braggedexclaimedliedrelayedurged
cackledexplainedmaintainedremarkeduttered
calledexpressedmentionedremindedvoiced
cautionedexplodedmimickedrepeatedvolunteered
chimedfibbedmoanedrepliedvowed
chokedflauntedmockedreportedwailed
chuckledflirtedmouthedrespondedwarned
clarifiedfrettedmumbledrestatedwept
coaxedfumedmurmuredroaredwhimpered
commandedgaspedmusedscoffedwhined
commentedgiggledmutteredscoldedwhispered
complainedgrinnednoddedscreamedwondered
complimentedgripednotedshoutedyawned
concludedgroanedobjectedshriekedyelled
confessedgrowledofferedsighedyelped
consoledgrumbledorderedsilenced
DESCRIPTIVE WORD BANK
(FIVE SENSES)
TASTE:
oilyrichblandrawbuttery hearty
tastelessmedicinalsaltymellowsourfishy
bittersugaryvinegaryspicybittersweetcrisp
fruityhotsweetripetangyburnt
SMELL:
sweetpineyacridsicklyscentedpungent
burntstagnantfragrantspicygaseousmusty
aromaticgameyputridmoldyperfumedfishy
muskyspoileddryfreshsourdamp
earthysharpranciddank
TOUCH:
coolwetsilkysandycoldslippery
velvetygrittyicyspongysmoothrough
lukewarmmushysoftsharptepidoily
woollythickwarmwaxyfurrydry
hotfleshyfeatherydullsteamyrubbery
fuzzythinstickybumpyhairyfragile
dampcrispleatherytender
SIGHT:
colorfulrounddottedtidywhiteflat
freckledhandsomeivorycurvedwrinkledtall
yellowwavystripedleangoldruffled
brightmuscularorangeovalclearsturdy
limeangularshinyhealthygreentriangular
sparklingfragileturquoiserectangularjeweledpale
bluesquarefierysicklypinkhollow
sheerminisculeredwidemuddytiny
maroonnarrowdrabhugelavendercrooked
darkmassivepurplelumpyancientimmense
grayswollenwornattractivesilverlong
messyperkyhazelwiryclutteredshowy
brownlopsidedfreshlacyblackshapeless
cleanelegant
SOUND:
crashsquawkcracklechimethudwhine
buzzlaughbumpbarkclinkgurgle
boombleathissgigglethunderbray
snortguffawbangblarebellowsing
roarrumblegrowlhumscreamgrate
whimpermutterscreechslamstammermurmur
shoutclapsnapwhisperyellstomp
rustlesighwhistlejanglewhirhush
QUOTATIONS IN WRITING
Using Quotations
Part of writing a literary analysis essay is learning to insert quotations from the literature into paragraphs as support for concrete examples. The insertion of quotes requires a frame of reference for the quote as well as an explanation or elaboration for why the quote can be used as evidence supporting the example.
- The frame of reference may include who says the quote, when the quote is spoken, why it is spoken or why the author writes the words, etc. In other words, provide enough of the story/plot before using the quote so that the reader understands the context. The frame of reference can come before or after the quotation.
- The explanation or elaboration often includes language such as:
- “The following shows . . .”
- “This quote provides evidence . . .”
- “When the (speaker) says these words . . .”
- “Evidence of this is seen in . . .”
Citing Quotations
When quoting from any literary source, students must give credit. Because the majority of the essays written at the freshmen level list both author and title in the topic sentence or background information, all that is required for a proper citation is a page number. A quote is inserted in the following ways (the quotation is in bold italics):
- One sentence: There is evidence that Wright is experiencing internal conflict when he writes, “My mother was telling me to fight, a thing that she had never done before”(108). Note that the period comes after the parenthesis; there is no period at the end of the sentence which is quoted.
- A series of sentences in their entirety: “They closed in. In blind fear I let the stick fly, feeling it crack against a boy’s skull,” Wright describes as he writes of his response to the gang of boys who had stolen his money (108). Note that the page number comes at the end of the frame of reference which follows the quote. The punctuation is a comma following the quote and the period comes after the parenthesis at the end of the page number.
- A quotation which leaves out part of what is being quoted: Wright’s anger is revealed when he says, “. . . I fought to lay them low, to knock them cold, to kill them so that they could not strike back at me” (108). Note the use of ellipses when leaving out a part of a quote. Ellipses can be used at the beginning, the end or in the middle of a quote, depending on what part you have chosen to delete.
- A quotation when characters are engaging in dialogue: Wright’s confusion over his father’s role is evident in these lines, “‘Where’s your father?’ she asked me. I stared in bewilderment . . . it had never occurred to me that his absence would mean that there would be no food” (106). Note that the mother’s dialogue hassingle quotes around the words she is speaking. The double quotes are used in the same way any quotation would be cited.
- A quotation when a sentence ends with a question mark: “How can we explain for the mother’s encouragement of violence in Wright’s autobiography?”(99). Note that the question mark is still retained, but a period is added after the parenthesis and page number.
Argumentation and Persuasion