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W. F. West High School’s
Writing Style Guide
The difference between the right word and the almost right word is the difference between lightning and a lightning bug. ~Mark Twain You can’t wait for inspiration, you have to go after it with a club. ~Jack London A synonym is a word you use when you can’t spell the other one. ~Baltasar Gracián The act of writing is the act of discovering what you believe. ~David Hare Our admiration of fine writing will always be in proportion to its real difficulty and its apparent ease. ~Charles Caleb Colton Do not put statements in the negative form. And don’t start sentences with a conjunction. If you reread your work, you will find on rereading that a great deal of repetition can be avoided by re- reading and editing. Never use a long word when a diminutive one will do. Unqualified superlatives are the worst of all. De-accession euphemisms. If any word is improper at the end of a sentence, a linking verb is. Avoid trendy locutions that sound flaky. Last, but not least, avoid cliches like the plague. ~William Safire
Section I
Section IV Section V Section VI
- Introduction - Test Questions 2- Short Answers for Essay
- • Essay Modes Defined. Section II
- • Writing Variables.
- An Overview. Planning and Writing an Essay:
- How Your Essays Will Be Graded Section III
- Process Explained 7- • Steps in the Writing
- • Prewriting
- • Organizing.
- • Writing
- • Revising
- • Editing
- Writing Explained 9- • The Six Traits of
- • Idea Development
- • Organization
- • Transition List 9-
- • Voice.
- • Sentence Fluency
- • Word Choice
- • Conventions. - Academic Essay Outline for the Multi-paragraph - English Style Format. Section VII - • Sample Persuasive Letter .12- - Comparison/Contrast… .14- • Sample Expository Essay— - Brief Punctuation Guide Section VIII - Comma Rules - Common Spelling Errors. - Research Paper -- General Steps Section IX - • Select Your Topic - • Narrow Your Topic. - • Selecting Sources 20- - • Evaluating Sources. - • Read for Research - • Skim/Scan Entire Source - • Use Source Logs or Source Cards - • Note taking. - • Formatting Note Cards - • Notetaking to Avoid Plaigiarism - 1. Direct Quotation - 2. Summarizing - 3. Paraphrasing - 4. Combination - • Reading for Research - • Organizing Your Notes - • Writing Your Paper 26- - • Rules for Documenting Quotations - • English Paper Format. - • Sample Essay Page - • Sample “Works Cited”
staged nonviolent protests against laws that allowed African Americans to be banned from public places, education, or even sitting where they chose on city buses. His nonviolent actions led to the passage of new laws that opened educational and social opportunities to African Americans. The actions of Mohandas Gandhi and Dr. Martin Luther King, Jr., have proved that civil disobedience is a form of protest that works and can effect change. But civil disobedience requires a lot of patience. It means spending a lot of time quietly, passively resisting. This can be hard for people who want to see change happen quickly. Often people feel angry about the injustice or law they disagree with and want to see things change immediately. Civil disobedience takes discipline. It is hard work. However, many feel that it is worth the ef- fort and time because it is done peacefully, without bloodshed. Also, they feel that the time it takes to effect the change helps those who are content with the laws as they were to understand and subscribe to the changes. As a result of civil disobedience, laws can change and lives can be transformed. Little did Thoreau know back in 1849 that his words would influence an entire century of change. Undoubtedly, his essay will inspire other leaders in the years to come. ………………………………………………………………………………………………….. I. One essay question may ask: What is civil disobedience? If the essay is part of your test, the best answer is to quote exactly how the essay has defined it because the quotation is the best choice of evidence. You would skim the essay for the definition then write it using quotation marks. Quotations marks show that you know you are using someone else’s words and are not plagiarizing. Best answer: Civil disobedience is “a form of protest that invites citi- zens to withdraw their cooperation with their government or to stand up against injustice.” People who choose this form of protest do not use “battles, or weapons, or bloodshed,” but it “takes discipline” and “is hard work.”
- Another essay question may ask you to combine your prior knowledge with information from the essay. You may not know about Gandhi’s influence but you do know about King’s. Notice the following is a two-part question. You must answer both parts of the question to receive full points. Essay Question: How well did civil disobedience work? Choose either Gan- dhi or King, and using your own knowledge of him and his activities, give your opinion. Use at least three items from the essay as supporting evi- dence for your opinion. One answer that combines prior knowledge with information from the essay: A lot of people in a lot of cities demonstrated peacefully to change unfair laws. King was the organizer of the demonstrations and convinced people to not use violence. He was put in jail for disobeying the laws, but eventu- ally they were changed because now we don’t have a law that makes African Americans sit in the back of the bus. They can go to any school they choose, and they are not banned from any public places. So, although it took years, civil disobedience changed the laws in our country, and African Americans have the same rights as any other citizen now. This type of protest—civil disobedience—worked really well although it “takes discipline” and “is hard work.” (NOTE: The italicized words refer to the information in the essay and are supporting evidence.) Both essay questions require different thinking skills. From simply finding the definition in an essay to incorporating your own thinking with support- ing evidence from the essay to make a statement, you need to learn the skills required to show that you can think at an adult level for any short answer essay questions in any class.
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II. Essays: Modes, Writing Variables, Planning and Writing an Essay
“The pen is mightier than the sword.” Edward Bulwer-Lytton, 1839 Many changes in society began with an essay written by someone who believes that the general thinking needs to change because of an injustice. Thoreau’s essay, Civil Disobedience , is an example of this type of essay. Also, Thomas Jefferson wrote to Thomas Paine, author of The Federalist’s Papers , saying, “go on doing with your pen what other times have done with the sword.” Paine’s essays inspired and stirred colonists to fight for their freedoms. Essays are powerful tools. They have changed the course of our nation more than once. Writers who are committed to their topic and point-of-view influ- ence their audience. When you are committed to your point-of-view, your essay or research paper becomes more than an assignment; you will discover what you believe and you may influence your readers. An essay consists of your opinion on a topic with developed and elaborated thoughts, organized ideas in a specific format, and chosen words and sentence structure that best fit both the purpose and audience of your essay. Writers believe in what they are saying and are committed to what they write. Modes of Writing The four basic types of essays are narrative, descriptive, expository, and per- suasive. Most high school essays are either expository or persuasive.
- A narrative essay is usually a recalling of an event or certain experience and the writer purposely uses the pronoun “I.” A narrative essay makes a definite point.
- A descriptive essay describes an object, person, idea, or event in detail by creating images that appeal to all the senses. This type of essay also makes a point or focuses on an idea.
- A persuasive or argumentative essay states an issue, chooses a side, and argues to persuade the audience of the writer’s point of view. A persuasive essay also
- addresses the opposite argument, stating why it is not the better view.
- includes a call to action for the audience.
- Present logical, very well supported with developed, examples and reli- able evidence. ** This type of writing, if effective, shows strong thinking processes. The WASL re- quires that everyone must know how to write an effective, persuasive essay.
- An expository essay usually explains or informs the audience of a process, situation, set of facts, or an idea.
- Nonfiction books, magazine articles, scientific findings, historical infor- mation, business reports for coworkers, and customer reports are all examples of expository writing.
- Expository essays include: classification, comparison and contrast, cause and effect, example, and definition. ** This type of writing, if effective, shows strong thinking processes. The WASL re- quires that everyone must know how to write an effective expository essay.
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III. How Your Essays Will Be Graded: Read, learn and use the writing
rubric as a guide when writing essays. See explanations of the writing process and six traits in sections IV & V. Writing Score Form – W. F. West High School Name ___________________Assignment ___________________ Per. __ Section One – Writing Process 1 2 3 4 Process – shows steps in development prewrite, organize, first draft, peer edit, revision, final draft Few All Steps Steps Section Two – Six Traits of Excellent Writing 1 2 3 4 Idea Development Little Consistent Focus Focus Follows directions Sufficient main ideas Balance of support & elaboration Introduction Elaboration Narrow topic/clear position Anecdotes Effective conclusion 1 2 3 4 Organization Little Consistent Pattern Pattern Logical flow of ideas Clear, easy to understand Transitions Sense of completeness Makes the best case 1 2 3 4 Voice Little Consistent Voice Voice Shows commitment Creates a persona Figurative language Appropriate for audience and purpose 1 2 3 4 Sentence Fluency Little Consistent Variety Variety Varied length Active sentences Varied structure Flows 1 2 3 4 Word Choice Limited Effective Vocab. Language Specific words Words best describe, identify or fit context Words fit tone Appropriate language for audience and purpose 1 2 3 4 Conventions Many Few Errors Errors Correct spelling Follow rules of standard English Correct punctuation Complete sentences Section Three - Your Grade Points __________ Percent _________% Letter __________
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IV. Steps in the Writing Process Explained and Defined
Like changing the oil in a car or making a peanut butter and jelly sandwich, writing is a step-by-step process. If you complete each step in the correct order, you will write a much more effective essay than if you don’t. Step One: Prewriting or Brainstorming This process is the most important step in writing an essay. Prewriting means getting the ideas about the topic from your brain onto the paper. Take the time to prewrite or brainstorm; this step helps you elaborate or develop your ideas. The more thoroughly and specifically you complete this step, the easier it will be to put a well developed essay together. This is called idea development. Do NOT judge your brainstorm; any ideas may lead to other, bet- ter ideas. Jot down every idea you think of while you are brain- storming. The following are a few brainstorming techniques. Whichever technique you choose, be sure to elaborate, or thoroughly de- velop each idea as much as you can. If you do this, you will have the majority of the ideas you need to write your first draft. 1 ) Journal writing: Some people write a journal version of their essay, copying their ideas as they come to mind. Don’t mistake this journal for a rough draft of your essay, however. 2) Listing: Some people list their ideas as they brainstorm. 3) Bubbling, clustering or spiderwebbing: This process works well to get to specifics. Write an idea or topic, circle it, then draw a line to a new connected idea, and repeat the process until you have a huge web of connected ideas. 4) Freewriting: Brainstorm by writing nonstop for bursts of three to five minutes. It can be very effective. Look for the most important sentence or nugget; then begin another free- write with that one sentence to further focus your thinking on the topic. Then chose a few of your best and most developed ideas to use as the foundation when you write your first draft. 5) Questioning: You can also rely on the five journalistic ques- tions, who, what, when, where, why, and how to trigger more questions that will help expand your ideas. If you have very few ideas on the topic, you may need to read more information on the topic before you can effectively write about it. For example, you cannot write an effective essay about Romeo and Juliet if you haven’t read the play. Again, take time to fully develop this step; this is the foundation of your essay.
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V. The Six Traits of Writing
All teachers at W. F. West expect you to write clearly and effectively by following the essay rubric. In other words, your essay is easy to read, is fully elaborated, has few errors, and has a clear purpose or point for your audience. 1) Idea Development is the content, or what the writer chooses to say about the topic. Clear and effective writing focuses on the writer’s purpose and awareness of audience.
- Idea development, also called elaboration, is divided into two parts: concrete details and commentary.
- Concrete details include: examples, statistics, quotations, and facts and these items are the evidence that support the writer’s comments.
- Commentary explains, defines, analyzes, gives thoughtful and original insight, and draws logical conclusions.
- Elaboration also includes anecdotes, scenarios, and language that creates images and appeals to the senses. See Trait 3--Voice for an explanation. The usual ratio of concrete details to comments for each paragraph var- ies with the type of class. English = 1 concrete detail : 2 comments History = 2 concrete details : 1 comment Science = 3 concrete details : 0 comment Math = usually the same as science, check with teacher Read the prewriting section under the “Writing Process” section for more information on idea development. 2) Organization is how you put your ideas together. Divide the ideas into paragraphs, and connect the ideas with transitional words. Organization is like a skeleton; it holds the development of ideas together. Using transitional words and phrases helps your reader move from one idea to the next. Use them to connect ideas and improve the flow of your paper. Transitional Words Signal Words Addition also, too, in addition, moreover, and, besides, further, fur- thermore, equally important, next, then, finally Example for example, for instance, thus, as an illustration, namely, specifically Contrast but, yet, however, on the other hand, nevertheless, none- theless, conversely, in contrast, on the contrary, still, at the same time. Comparison similarly, likewise, in like manner, in the same way, in com- parison Concession of course, to be sure, certainly, naturally, granted Result therefore, thus, consequently, so, accordingly, due to this Summary as a result, hence in short, in brief, in summary, in conclu- sion, finally
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Transitional Words Continued Time sequence first, firstly, second, secondly, third, fourth, next, then, finally, afterwards, before, soon, later, during, mean- while, subsequently, immediately, at length, eventually, in the future, currently Place in the front, in the foreground, in the back, in the back- ground, at the side, adjacent, nearby, in the distance, here, there Read the organization section under “Writing Process” for more informa- tion. 3) Voice is the tone you choose to use. It can be serious, humorous, business-like, friendly, etc.
- The voice you choose should depend on your audience and your purpose.
- Voice connects the reader with the writer. It gives energy and individuality to writing.
- Voice shows you are committed to your writing. Voice makes the essay specifically yours. By using personal anec- dotes, scenarios, metaphors, similes, and imagery you give your essay voice. o Anecdotes: a short narrative inserted into an essay that de- velops an idea or argument. o Scenario: a hypothetical situation or event that develops an idea or argument. o Descriptions: a way to create vivid images for the reader. Use figurative language such as similes and metaphors for compari- sons. Use words to create an image that appeals to your read- er’s senses. 4) Sentence Fluency has a rhythm; sentences vary in length, and are pleasing to the ear as well as the eye.
- Writing for school assignments is more formal than most conver- sation; use complete sentences; don’t use slang.
- Vary sentence length for emphasis. Make some short and to the point; others longer and detailed.
- Vary your sentence beginnings.
- Strong fluency uses parallel construction, alliteration and is easy to read. 5) Word Choice is choosing the words that best describe, identify, or fit context.
- Use words that will best help the reader understand your point. Strong writing should create pictures or images in your reader’s mind.
- Be precise. The word “nice” may seem like the best word, but it has different meanings. Precise words create a better picture in the reader’s mind.
- Sometimes teachers will expect you to use the vocabulary that they are teaching. Be prepared to use subject-specific words.
- Use strong verbs: “shrieked,” not “cried”; “quaked,” not “shook”.
- Limit the use of the “to be” verbs to about one third of your pa- per’s verbs.
- Use all words correctly; as a standard rule, do not use clichés or jargon. 6) Conventions are the mechanics or correctness of the writing: spell- ing, punctuation, capitalization, noun/pronoun agreement, verb tense agreements, grammar, and word usage. See pages 16-18 for more specific information.
- Editing conventions is usually the last step a writer does before the final draft.
- Read the editing section under “Writing Process” for more infor- mation.
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May 16, 2006 Sample Persuasive Letter
Dear School Board Members,
I am a junior at W. F. West High School and I am writ-
ing as a representative of the student body about the dress
code issue. Those people who support the idea of a dress code
say it will solve some of the violence problems and inappropri-
ate dress in our schools, but we believe students will resist the
dress code because it limits our freedom of expression. We
value our freedom to dress as we want, within reason, in order
to express ourselves. Many of us already are required to wear
uniforms four or five days a week, and uniforms for school
would not allow us the opportunity to be individuals and to be
able to show our individuality. Instead, I’m suggesting that you
form a dress code committee which includes a few student
body representatives to develop solutions for this issue.
Parents, teachers, and others in favor of uniforms
believe it will solve problems of violence that exist in some of
the nation’s schools. In other schools there have been fights
over jackets and other name brand clothing, but I have re-
searched the records and I can find no record at our school of
any violent incident involving a student’s clothes. According to
the information I found, every violent outbreak was not due to
someone trying to take someone else’s clothes. I understand
the concern, but why create rules for something that is not
happening at our schools? Furthermore, people with violent
tempers will find ways to be violent even if everyone dresses
the same. The school board members should look into pro-
grams that deal with anger management to solve the violence
problem, rather than instituting a dress code.
Teens today feel we have few freedoms. We have to
go to school, obey our parents, and many upperclassmen even
hold a job which requires us to wear uniforms every day we
work, for many of us, four to five days a week. Students who
participate in sports also wear uniforms for every practice and
every game. Students in band and choir also are required to
wear uniforms for their performances. All the uniforms I’ve
thesis
main ideas
list
addresses
opposing
view
fact/concrete
detail
opinion
and/or
comment
fact/concrete
detail
elaboration
listed show that we are part of a team, and learning to work
as part of a team is very important, but so is the freedom to
dress as we want when we are not part of a specific team. By
taking this freedom away, you would be putting yet another re-
striction on us, and that restriction would feel like a straight
jacket. Instead, let’s work together to develop and implement
acceptable guidelines for our dress.
We have been told that school is our work, and the major-
ity of us will be willing to meet dress guidelines that reflect a
workplace. However, I speak for the student body when I say
that we would like a voice in decisions that affect us. When
I was discussing this issue with my mother, she told me that
when she was in middle school, any girl who wore pants to
school was immediately suspended and sent home for break-
ing the existing dress code. But, when styles changed to mini
skirts when she was in high school, the school board formed a
committee with a few student representatives. After much
discussion from all committee members, the school board de-
cided to change the rule and allow girls to wear pants to school
and set a limit on the length of mini skirts girls could wear. Be-
cause students were involved in the decisions, they were more
willing to follow the new guidelines and they believed that they
did not have to give up their individuality. They saw the solu-
tion as a good compromise. I know that we, too, can reach
decisions with which all of us can agree.
Dressing all students alike may seem like the perfect
solution for some of the problems in our schools. However,
students see this solution as limiting our freedoms and stifling
our individualism. Students need to be given responsibility
to make important choices. Give us the responsibility to be
part of a planning committee and help make the decisions that
affect who we are and what we wear.
Sincerely,
John Green
opinion/
commentary
1st call to
action
simile
fact
anecdote to
support an
argument
thesis
restatement
2nd call to
action
fers tours, Hanauma Bay offers excellent snorkeling, and the
outdoor markets offer shopping. There are other attractions
as well, but these attractions are most suitable for teenagers
and adults, as they are not designed specifically to entertain
the guests. Most people who vacation in Hawaii are there for
the sun and the beach, not for the entertainment.
A third consideration when planning a vacation is the
reputation of the proposed vacation destination. Parts of
California are crowded and noisy, with high crime rates. Traf-
fic is slow, no matter what time of day or night a family is
driving. On one trip to California, my family was trapped on
the freeway in rush hour traffic for almost two hours. It was
really hot, and our car was heating up so we had to turn off
the air conditioning. With sweat streaming down our faces and
arms, we were sticking to the seats like ants on super glue in
less than fifteen minutes. At the same time, we did not witness
any crimes; however, the local paper reported assaults and
violence everyday. This is true for south central Los Angeles,
but, according to their papers, it is also happening in Anaheim,
the location of Disneyland. Hawaii, on the other hand, has
the reputation of relaxing beaches, warm water, and friendly
natives. Any crime, noise, or crowding problems seems to be
kept hidden from proposed travelers.
Washingtonians flock to California and Hawaii during
vacation times. Each state offers something different for
vacationing families. Cost, variety of attractions, and reputa-
tion are all factors when making a decision. No matter which
of the two states a family chooses, they will probably find lots
of other vacationers as well as some added experiences they
hadn’t planned.
fact/
concrete
detail comments
3rd main
idea or topic
sentence
anecdote
to develop
voice and
supporting
evidence
rewording
thesis summary of
main ideas
closing
statement
VIII. Conventions: Common Rules for Writing
Brief Punctuation Guide: These guidelines cover the punctuation re- quired in most writing. For more complicated situations, a formal style book may be needed.
1. Periods conclude sentences which do not ask questions or express strong emotion. Use also in abbreviations: Dr. Mrs. Ave. P. M. W. F. West Exception: No periods are necessary if the abbreviation is accepted in place of the full name. FBI FCC U of W WSU Periods do not follow periods. If a sentence ends with an abbreviation, use only one period. He lived in Washington D. C. 2. Exclamation point: One and only one follows a word or sentence which expresses strong emotion. Wow! That is fantastic! My, oh my! 3. Question marks follow a direct question. What is the answer? A period follows an indirect question. He wondered what the answer was. 4. Semicolons function like a period. Use them when two sentences are closely related. The storm caused extensive damage; it destroyed an entire village. Semicolons separate word groups with contain commas. The following people were present: John Smith, the doctor; Paul Brown, the dentist; and Elmer Wilson, the psychiatrist. Semicolons separate sentences joined by subordinating conjunctions. The rain would not stop; consequently, the game was postponed. 5. Quotation marks enclose the exact words of the speaker in a direct quotation. Marvin said, “I am trying to do my best.” “I am trying to do my best,” Marvin said. “I am trying,” Marvin said, “to do my best.” Quotation marks are not used in indirect quotations. Marvin said he was trying his best. Periods and commas are placed inside quotation marks. Question marks and exclamation points are placed outside of the quo- tation marks when the entire sentence, not just the quotation, is a question or exclamation. Did you say, “I need some money”? For titles of any short writes not your own, use quotation marks or italicize. For titles of any long writes not your own, underline or italicize.
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Common Spelling Errors: The following lists the words most often misspelled by our students. Check this list if you are unsure of the correct spelling or usage. Contraction: Two words are combined to from one word; an apostrophe is used in place of the missing letter(s). Homonym: Words that sound alike but are spelled differently and dif- ferent meanings. their--shows possession there--is a place they’re--contraction for they are its--shows possession it’s--contraction for it is your--shows possession you’re--contraction for you are to--going somewhere too--also, in addition, degree two--the number Other Common Spelling Errors: The list is alphabetical by row. These words are either difficult to spell or exceptions to the common spell- ing rules. a lot (two words) absence accidentally acknowledge adequate advice advise ancient argument athlete awkward beginning believe benefit bookkeeper business calendar ceiling Centralia character committed committee congratulate deceive definite describe diesel disease eighth environment equipment executive existence expelled experience familiar February forty friend frontier grammar grieve guarantee guidance hygiene leisure library license maintenance mileage necessary ninety ninth occurrence perform personal pleasant prairie preference prejudice preparation privilege professor receipt receive recommend referred restaurant rhythm sandwiches schedule scissors separate similar sophomore succeed surprise synthetic technique tomorrow truly vein Wednesday weird yield Other common misspellings: weather—the climate; what nature is doing whether—to introduce an alternative affect—used to show action, emotion effect—the result of a cause which—particular one or ones; a circumstance witch—a woman believed to possess magical powers
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IX. Research Terms, Information and Instructions:
A General Guide to Research
Use this guide and the following pages in your Elements of Literature English Anthology as a resource and study guide for all steps of the research paper unless your teacher gives you different directions. Grade Research Handbook Writing a Research Paper 9th Pp 983-989 Pp 868- 10th Pp 1011-1018 Pp 448- Am. Lit. Pp 1207-1214 Pp 515- World Lit. Pp 1207-1214 Pp 773- Other Reference Sources Style guides: These guides are helpful for finding how-to information about works cited, footnotes and margins. Many even have grammar and punctuation sections for reference or review. The following are examples of some published style guides. MLA—published by the Modern Language Association; used for all English papers world-wide. APA—published by the American Psychological Association Strunk & White: Elements of Style General Steps to Research
- Select your topic: (your teacher may assign one to you) a) Make sure that your topic is genuinely researchable. b) Look over a topics book. c) Read an encyclopedia article for background information and help form research questions. d) Skim indexes, bibliographies, source lists. 2. Narrow your topic: a) Write baseline notes. Write what you know about the topic now. b) Think about where you received your information. Are you bi- ased? c) Read further background information in an encyclopedia. d) Use the reporter’s questions: who, what, when, where, why, how to begin your narrowed questions. e) State your purposes for writing on this topic. These may change as you research. f) Write a tentative thesis. Research may lead you to revise your thesis, but stating it now will focus your direction when re- searching. Begin your thesis this way: I expect to discover/prove/explain/demonstrate/show that [make an assertion about your subject].
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