English 9 CP

TABLE OF CONTENTS

Steps Sub-steps Pages

1. Before Starting Overview - Sequence 2

2. Creativity Generate ideas and key points 3

3. Rough Draft First paragraph suggestions 4 Body ideas to add depth 5 The Conclusion 6

4. Paper Format MLA 7 - 8

5. Works Cited Page MLA 9

6. Citing Sources How to Write Internet Research Sources 10How to Write Hard Copy Research Sources 11

7. Revision Thought Transitions 12 - 15 Using the 5 Senses 16 - 18 General to Specific Details 19 Hazy to Vivid Descriptions 19 Overused Words 20 Sick of Basically 21

8. Assessment Checklist for success 22

9. Editing Mechanics check-up 23

10. Editing Commonly Confused Words 24

11. Editing Eradicate these errors from your essay (find on Booklet page)

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BEFORE YOU START

Whether you are writing about literature, science, history, or health, a quality paper has certain elements. Be aware of what needs to be included in a quality paper. The more you understand each of the following points, the better your paper.

A quality essay:

Includes an obvious introduction paragraphHas information and details specific to the topicPresents content with examples and illustrationsIs logical - it follows a sequenceDeals with one key point each paragraphUses information that is accurateHas ideas that are consistent throughout the essayUses thought' transitions within sentences and paragraphsIncludes an obvious conclusionIs mechanically correct (spelling, punctuation, complete sentences)

SEQUENCE OF PRODUCING A QUALITY ESSAY

1. Understand the purpose of the assignment. Clarify! What am I trying to accomplish? How and for whom?

2. Generate ideas and key points. What am I going to write about?

3. Choose, three major points from generated ideas and list all appropriate sub-topics or minor points under each major point.

4. Prepare an outline listing all your major and minor points. Include a style of opening and conclusion. Does it flow?

5. Write a rough draft with emphasis on the first and last paragraph.

6. Revise sentences and paragraphs. Make the general more specific, add thought transitions, give examples, and have complete thoughts.

7. Edit. Spelling, grammar, and punctuation should be checked.

8. Assess. Use the Assessment Checklist to verify quality.

CREATIVITY - GENERATING IDEAS AND KEY POINTS

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**PURPOSE - List 12-15 ideas, facts, or key points related to your topic. There are two methods presented here for your use. Use one of these methods or use your own style of generating ideas. Once you have 12-15 relevant points, then choose the 3 most significant. Attempt to put the other (9-12) ideas under one of these 3 most significant points--to use as related sub-points in your paper.

Method One - How do the following relate to your topic?

MONEY - profit, expenses, costs, earnings, loss, savings, income, source, spendingADVANTAGES - benefits, gains, success, improvements, prestige, plussesWORK - jobs, salary, skills, professional, unemployed, unskilled, satisfactionEMOTIONS - love, hate, respect, anger, envy, sadness, jealousy, joyPEOPLE - Who is involved, affected, or influenced? Qualities (good or bad)?POLITICS - decisions, power, resources, voting, parties, influence, contactsEDUCATION - schools, jobs, teaching, knowledge, skills, access, competitionRELIGION - morals, structure, purpose, sin, authority, influence, politicsRACE - conflicts, diversity, perceptions, multi-cultural, discriminationSOCIETY - viewpoint, conservative, customs, tradition, liberal, laws, rejectFAMILY - support, background, income, relatives, structure, influenceHISTORY - origins, development, changes, background, evolution, the pastHEALTH - fitness, sickness, disease, hospitals, cost, medicine, insuranceETHICS - values, morals, beliefs, fairness, right & wrong, good and badDISADVANTAGES - obstacles, problems, frustrations, difficulties, losses

Method Two - Questions to stir your thinking about your topic?

What are the goals of all parties involved? What is trying to be accomplished? What are other alternatives or possibilities? What is the result or outcome of the action? Short term and long term. What don't you know about the issue or topic? How is your view different from the view of others? What are the costs or benefits of the situation, decision, or outcome? What other considerations are involved in this issue? (scientific, financial, academic, family, history, etc.) What is the purpose of the essay question? List some of the relationships involved in your issue. What are some obstacles or limitations in solving your problem? What are your feelings? What are the people involved feeling? Why?

**Use these methods or any other method available to you. Clustering, mapping, and other graphic organizers are effective in generating key points and ideas.

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FIRST PARAGRAPH SUGGESTIONS

STYLES OF OPENING TO CAPTURE INTEREST (all examples related to smoking)

1. State the problem clearly and whom it affects.Ex. - The major problem of smoking is the cost of health care. It affects anyone who smokes and the public pays too.

2. Use an example.Ex. - The Jones family spent thousands on Uncle Bob's hospital stay for lung cancer.

3. Offer an unusual or interesting fact.Ex. - According to the ADA, most people who smoke lose their teeth by forty.

4. Use a vivid, concrete description of a person, place, or object. Ex. - John walks in with a sickly look, yellow teeth, and a hacking cough.

5. Present a current event related to your issue.Ex. - Today, the Tobacco Industry is offering billions to settle court cases.

6. Introduce a significant past event. Ex. - Fifty years ago, smoking was part of the culture and was considered the cool thing to

do.

7. Use one of the 5 senses for descriptive detail. Ex. - He smelled of stale cigars. The old man's skin was scaly and rough to the touch. His

raspy voice and chronic cough told the story of his lifetime habit.

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BODY PARAGRAPHS

When writing a quality paper, the writer should attempt to add some depth and complexity to the topic or issue. The following methods can be used to go below the surface and get to the meat of the issue.

Please read all methods before you decide. You can use as many of these methods as you wish. Each paper has a different emphasis, so you will use different methods. However, some of these methods will become your favorites, and you will use them more often.

ADDING COMPLEXITY AND DEPTH TO THE BODY PARAGRAPHS

Each paragraph should have:(2) thought transitionsA clear exampleTwo sub-points

CHOOSE ANY OF THE FOLLOWING TO DEVELOP EACH PARAGRAPH

1. Give an anecdote2. Use a contrasting example3. State some history or background on the paragraph's main point4. Predict the future effect based on the main point5. Use a documented quote or statistic6. Use a comparison - metaphor, simile, or analogy7. Clearly define your main point and its connection to the issue8. Include a sequenced list of events or things to do9. Offer a short-term implication10. Offer a long-term implication11. Ask yourself: Who cares? and write the response12. Ask yourself: So What? and add in your response13. Give the pro and con14. Use data from other fields - economics, politics, law, education, etc.

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THE CONCLUSION

STYLES OF CLOSING

Every paper should have a strong ending. Read through and choose a style you like. Think about which style will work with your topic or issue. What did you do with the body of your paper? Where were you leading the reader? Which style would be appropriate to conclude your thoughts?

Styles of Closing - (It is assumed that a summary will be included.)

1. Argue against, deny, or ridicule a belief, myth, or statement of fact

2. Offer a new / unique solution

3. Ask a deeper, probing question about the issue / problem

4. Make an educated, insightful prediction

5. Call for a response / action by a group or individual

6. Use an appropriate quotation to create closure

7. Be creative. Finish the essay with humor or exaggeration

8. Quote the leading expert or organization and his/her current views

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Schmo 1

Joseph Schmo

Mr. Field

English 9 CP

16 Oct. 2018

Elroy Goes to English Class

Elroy Jetson glides into his computer-supported English classroom on his turbo skateboard. He

sits down at his workstation and checks his e-mail on his classroom computer. Along with a couple of

notes from his friends and his girlfriend is a message from his English teacher:

Above is a glimpse of how a computer-supported English classrooms may operate in the future.

I have a number of goals to achieve as a future English teacher (Nicholas 1255). First and foremost, I

intend to become the best possible English teacher I can. My second goal is to set up a computer-

supported writing lab for the specific use of the English Department (Guelzo and Johnson).

“A fully networked computer-supported writing has many advantages. With the full use of a

classroom network, the teacher could model brainstorming, outlining, writing, rewriting, and editing on

his or her computer while the students follow along on their monitors” (Schrener 3A). While students

were working on a writing assignment, the teacher could use his or her computer to browse his or her

various students' efforts (and ensure that no one was playing Solitaire or another computer game). A

network also can facilitate collaboration among the students and with the teacher because it is somewhat

easy to send essays and other writing samples to one another. If a student was struggling, the teacher

could offer some suggestions either through the network or in person. Hopefully, students would find

this less intrusive than having a teacher checking their work over their backs (Booth et al.

287-288). At the same time, I concede that this could create an Orwellian atmosphere in the classroom.

Students might be even more uncomfortable with the prospect of not knowing when Big

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Schmo 2

Brother or Big Teacher is watching. One solution could be a signal on the student's computer indicating

when the teacher is checking his or her work.

A fully networked computer-supported classroom would not be complete without access to the

Internet. The Internet can provide an unprecedented wealth of information for research on virtually any

topic being discussed and/or written about in class (“Salacia”). With the use of "hypertext," the teacher

and students could set up a class web page on which they could post the students writing samples. This

would go even further to meet the pedagogical goal of publishing by opening up a world-wide audience

to the students (Freedman 46).

In the current climate of budget cutting I realize that I would have to follow the example of a

colleague of mine who secured a grant for thirty thousand dollars to computerize her classroom. How-

ever, if as teachers we are sincere in our goal to prepare our students for the computer age then we must

teach them how to write and communicate via this technology.

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Schmo 3

Works Cited

Booth, Wayne, et al "Kenneth Burke's Way of Knowing." Newsweek, 19 February 2017,

pp. 27-38.

Freedman, Mary. The Little Drummer Girl, Random House, 2015.

Guelzo, Allen, and Martha Johnson. “1863: Abraham Lincoln Reminds America of Its Founding

Principles.” Time, vol. 192, no. 2, July 2018, p. 20. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=aph&AN=130382920&site=ehost-live.

Nicholas, Fred J., editor. An Anthology of Neo-Latin Poetry. Yale UP,

2014.

“Salacia: Goddess of Salt Water.” Encyclopedia Britannica. Encyclopedia Britannica, Inc. 27 September

2018, https://www.britannica.com/biography/Salacia. Accessed 18 October 2018.

Schrener, Joan. "The Future is Bright." USA Today, 2 June 2012, 3A.

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How to Write Internet Research Sources

Article with an author on a Web site

LAST NAME, FIRST NAME OF AUTHOR. “TITLE OF ARTICLE.” TITLE OF WEB SITE.

PUBLISHER. DATE OF ARTICLE OR COPYWRITE YEAR, URL. ACCESSED DATE.

Jacobs, Julie. “Salacia Facts.” Biography. A&E Television Networks, LLC. 19 April 2016,

https://www.biography.com/news/Salacia-biography-facts. Accessed 18 October 2018.

Article without an author on a Web site

“TITLE OF ARTICLE.” TITLE OF WEB SITE. PUBLISHER. DATE OF ARTICLE OR

COPYWRITE YEAR, URL. ACCESSED DATE.

“Salacia: Goddess of Salt Water.” Encyclopedia Britannica. Encyclopedia Britannica, Inc.

27 September 2018, https://www.britannica.com/biography/Salacia.

Accessed 18 October 2018.

Article with three or more authors on a Web site

LAST NAME, FIRST NAME OF AUTHOR, et al. “TITLE OF ARTICLE.” TITLE OF WEB SITE.

PUBLISHER. DATE OF ARTICLE OR COPYWRITE YEAR, URL. ACCESSED DATE.

Jacobs, Julie, et al. “Salacia Facts.” Biography. A&E Television Networks, LLC. 19 April 2016,

https://www.biography.com/news/Salacia-biography-facts. Accessed 18 October 2018.

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How to Write Hard Copy Research Sources

Book

LAST NAME, FIRST NAME OF AUTHOR. TITLE OF BOOK, PUBLISHER. COPYWRITE YEAR.

Freedman, Mary. The Little Drummer Girl, Random House, 2015.

Article in an encyclopedia or reference book

“TITLE OF ARTICLE.” TITLE OF ENCYCLOPEDIA OR REFERNCE BOOK, VOLUME NUMBER,

edited by FIRST NAME LAST NAME, PUBLISHER. COPYWRITE YEAR, NUMBER OF

VOLUMES.

“The Gettysburg Address.” Encyclopedia Britannica, Vol. 8, edited by William Smellie, Encyclopedia

Britannica, Inc., 2017, 15 vols.

Article in an anthology

LAST NAME, FIRST NAME OF AUTHOR. “TITLE OF ARTICLE.” TITLE OF ANTHOLOGY,

edited by FIRST NAME LAST NAME, PUBLISHER. COPYWRITE YEAR, PAGE

NUMBERS.

Achebe, Chinua. “Uncle Ben’s Choice.” The Seagull Reader, edited by Joseph Kelly, Holt McDougal,

2005, pp. 23-27.

Article in a magazine

LAST NAME, FIRST NAME OF AUTHOR. “TITLE OF ARTICLE.” TITLE OF MAGAZINE,

DATE OF ARTICLE, PAGE NUMBERS.

Booth, Wayne C. "Kenneth Burke's Way of Knowing." Newsweek, 19 February 2017,

pp. 27-38.

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THOUGHT TRANSITIONSThought transitions are to be used between thoughts, sentences, and paragraphs. A skilled writer will utilize the contents of these pages many times. On the following pages you will find words and phrases that should be used often. When you are stuck for a word or phrase, look over the list and choose an appropriate transition for your essay.

Important Note: You cannot go wrong if you begin each paragraph with a thought transition or data on your topic. These transitions guide the reader through the essay, help the flow of the essay, and improve the style of the writing. Use these transitions to show a relationship between sentences, to express your thoughts in a logical sequence, or to display the reasoning process. When you are finished with the paragraph, the reader should know:

What is the issue? What point is being made? What is the tone of the essay?

1. Some radicals claim 2. It seems to me that 3. I strongly feelAs evidence In support of this AlsoSimilarly Likewise ForemostIf ... then If ... then If ... thenIn effect As a result On account ofOn the other hand Despite Even thoughEspecially After all In some casesIn conclusion To close Last of all

4. The data suggests 5. It is my contention 6. I believe that In particular As we have seen For example As well as Next Besides that Regrettably For this reason This is caused by Still On the contrary As opposed to More important though It's evident Clearly This results in To close In summation

7. I question whether 8. Let's examine 9. From my point of viewFor instance That is PerhapsFurther For the reasons above MoreoverThis results in Therefore This is brought aboutRather than Unlike To sum upObviously CertainlyIn any case

10.I want to investigate 11. After close scrutiny 12. I assertAs evidence In support of this In particularIn addition Also FurthermoreThe responsibility lies Since As might be expectedNevertheless Not only Whether or not

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Unfortunately Recently PreviouslyIn short In essence On the whole

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1. TO SHOW A TIME or SEQUENCE

After Finally Subsequently In the near futureNext At the same time In the first place Immediately afterBefore then Then In the past Amid thisFirst of all In a few minutes Last year RecentlyDuring Meanwhile Next term PreviouslySuddenly Later Currently UltimatelyEarlier Presently Beyond That Just beforeAs soon as Initially Eventually Coming afterContinuously Afterwards Following At a later dateOriginally Sequentially Yesterday In the endAt the onset Chronologically Without letup From its inceptionPrimarily Opening with Let's set in motion Prior toBeforehand The secondary In progression In the course ofAll along Hitherto Heretofore For this occasionIn the course of Till now For the duration In an instantSpontaneously In the interim In the aftermath For a time

2. TO COMPARE (same)

In comparison In similar fashion Compared to All areIn like manner Similarly The same as As well asLikewise In the same vein Equally important... ... have in commonCoupled with Synonymous with Akin to Coinciding withEqually Parallel to In accordance As it wereThis resembles Everything in common Representative of Congruent with

Identical to Closely related to Corresponding to Comparable to Just the same This reflects Identically On equal terms Agreeable In the same way In the same way Coincidentally A constant is In unison In relation to To some extent

In tune with Consistent with In harmony with This concurs with

3. TO CONTRAST or TO CONCEDE A POINT or A COUNTERING POINT

Conversely However Notwithstanding Rather thanIn contrast Yet Even though StillInstead Although This is opposed to DespiteOn the other hand To the contrary A different version NeverthelessUnlike Not only Whether or not In spite ofAfter all Nonetheless Though In my view, however,What, though, if Now let's explain I doubt Some questionOf course Otherwise Surely others In this wayRegardless I disagree In another way At odds with thisContrarily Inversely Poles apart Another wayIn opposition To counteract In contractible A variationIn negation To refute In disharmony In conflictA divergent idea A dissimilar An incompatible

(NOTE: Many thought transitions will require a comma after them. Check your grammar text or with your teacher.)

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5. TO SHOW CAUSE, EFFECT, or RESULTS

As a result Because of This is caused by This results inConsequently On account of … is brought about … was responsible forHence Therefore Considering the This gives rise toIf … Then Accordingly … made possible As long asThus Since Due to For this reasonErgo In effect As might be expected InasmuchWhereas Then Subsequently ThereuponIt follows that In all likelihood Attributing toThereby Chances are This entailsNecessarily Owing to This implies

6. CONTINUING THE THOUGHT - A SIMILAR STATEMENT TO FOLLOW

Also Moreover What's more JointlyAs well as Too A supplement to On top of thatBesides Further Another point is Not to mentionNext In fact In conjunction with Apart from thatFurthermore Plus Let alone Beyond thatIn addition Again Aside from Additionally

7. TO EMPHASIZE A POINT - STATEMENT OF CLARITY

Indeed In fact Foremost Truly nowMost importantly It's vital It's evident The exactThe crucial Surprisingly Clearly In truthObviously In reality Surely CertainlyHonestly Undoubtedly Indubitably Beyond questionIt's imperative The eminent The prominent The urgentIt's essential The unique view The critical point The key elementThe overriding It's paramount To be sureIn particular To be specific Precisely

8. TO SIMPLIFY or STATE ANOTHER WAY

In other words Simply In short In briefIn essence Therefore To sum up ThusHence That is to say In all likelihood It's onlyIn a nutshell To be concise Putting it succinctly

(NOTE: Many thought transitions will require a comma after them. Check your grammar text or with your teacher.)

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9. TO INTRODUCE EXAMPLES or EXPLANATIONS

In support of this Namely As evidence In particularAs an illustration That is Inasmuch As we have seenFor example Perhaps After all As proofFor instance Consider Since

10. OPENING STATEMENTS

I believe that We affirm It was found that More than ever Before The study reported The theory is Harvard affirmsI assert She purports It seems that I question whetherI strongly feel The data suggests I maintain Let's examineMany claim From my viewpoint The data indicatesTo begin with It is my contention The papers stateThe test concludes The council proposes He alleges

11. AFTER THE PROBLEM IS STATED

Granted Many times It's assumed The premise isIn some cases Despite They postulated We surmisedInterestingly Nor The conjecture is Let’s proposeAfterwards Especially After all Equally importantMore than ever before Most importantly Keep in mind

12. ENDING STATEMENTS

Finally In conclusion In summation In any caseTo summarize Last of all To sum up For the reasons aboveTo conclude The result is In the long run As I have notedThe result of To close On the whole EventuallyUltimately At last Sooner or later

13. USE FEELINGS AND EMOTIONS

Sadly, Regrettable Angrily UnsuccessfullyTragically Unfavorable With disgust OminouslyWith hesitation Surprisingly With great joy HappilyWith satisfaction Enthusiastically With fervor Cruelly

(NOTE: Many thought transitions will require a comma after them. Check your grammar text or with your teacher.)

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APPEAL TO THE SENSES

Every paper can be improved by adding description. If you include details using the senses, your paper immediately rises to a higher level. Feelings, emotions, situations, things, places, people, implications, and assumptions can be enhanced with words, phrases, or sentences involving the senses. Some papers need multiple uses, while others need it included just once or twice for effect.

The following pages will help you choose some key words to include in your paper or to jog your memory so you can add more of your own.

SMELL/ODORS

How you smelled it - How it smelled - What you smelled

scent fragrance perfumed aromafruitiness deodorize freshness disinfectedsea air herbs flowery stenchpungent reek smelly faint smellexhaust rotting sour offensiverancid unwashed decaying over poweringboutique musk whiff foul-smellingstink sewer

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SOUND/HEARING

What you heard - How you sounded - How you made the sound

cry sob wail moan gasp quietweep whimper groan squeal ouch hum

squawk yelp scream shriek screech sighhowl yell noise echo bawling dronehooting shout yodel whoop uproar murmurracket bray outburst bellow pitch audiblepop tick purr babble gurgle muzzlerustle fizz sizzle heartbeat mutter mufflesquish whack thump thud zap earshotblast boom clap siren honk banglaughter snore rumble thunder gunfire cheerka-boom blare clang ring bells pealchime buzzer alarm crunch scrunch squeakguffaw yippee chuckle giggle smack chokeknock burp fart hiccup cough snortclick clank rattle plunk grunt drummingsplash boo hoot shush sneezed jeerlisp whisper yelp snarl growl barkwheeze woof chirp tweet cluck quackear-splitting eavesdrop explosion

TOUCH

How it felt - What you felt - How you touch it

prick soft spoil arthritis pounding throbsmooth twinge wound splitting tingle roughpang scratch burning tickle cuddle crampscrape cut itch hug spasm bruisepuncture shiver pet fondle ache bumpraw sprain bleeding gash stimulate headachesore suffer pamper ulcer stinging hurtbite rub kiss gnaw massage punchgrip stroke fever flushed pinch grabsweltering nip grasp balmy scald clutchsun-baked tear caress sweat slash gropeperspire maul brush blister blush blistergraze mangle skim chill batter tugfrost wring poke yank smash nippy

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TASTE

How you tasted it - How it tasted - What you tasted

delicious acid tart saltysweet sour bitter edibleappetizing succulent nibble drinkbland mild plain dullslop pulp gruel watered-downpepper smoked Cajun hot liquoricemustard honeyed vanillasip foul-tasting guzzlesavory stale spicy

LIGHT/VISION

How you looked at it - How it looked

stare blind dusk examine myopic smogscan inspect squint mist scrutinize gaudysteamy dusty study invisible cloudy surveywatch peer spy faint transparent see-

throughblurred glance glimpse hazy peep foggypeek gaze microscopic dim glare blindingleer ogle twinkling behold glittering noticewitness gleaming spot shiny perceive recognizetwilight shadowy

COLORS

white ivory brown foxy chalky beigecreamy khaki rust black ebony coalred pink jet coral inky rosycharred lobster gray powder blue skysteel navy ash baby blue azure

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GENERAL to SPECIFIC -- HAZY to VIVID

Here are some examples that will show you the difference between weak (general) and strong (specific) writing.

General Specific

car 2018 Chevrolet Camaro emotional sobbing in distresshouse four bedroom brick colonialcat six year old gray tomcatbad weather heavy downpour with hailstonesdrink extra dry martini with two olivescoat full length black leather with fur collar

Good writing is specific, clear, vivid, and detailed. William Strunk stated that "the surest way to arouse and hold the attention of the reader is by being specific, definite, and concrete." Each time you change a general word to a specific object, your paper becomes clearer, keeps the reader's interest, and increases the value and quality of the paper.

Hazy She was shy.Vivid Joan's head was down, like her spirits, and she hid in the shadows at the dance.

Hazy It was a terrific game.Vivid New York came from behind on Wilson's grand slam in the ninth.

Hazy My uncle doesn't trust me.Vivid Uncle Joe hides his change, locks his room, and always keeps an eye on me when I visit

Hazy My parents are strictVivid I have to be home by 9:30 and in bed by 10:00 on weekends.

Tells Shows

bored day dreams, sighs, doodles, slouchesrage throws fits, screams, veins popsorrow weeping, slumped, walk slowlylove sends flowers, caress, smiles, energetic

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GOOD WRITERS DON'T OVER-USE THESE WORDS OR PHRASES

Avoid empty words or tools of evasion

Basically Actually For the most part

Really Kind of Mainly

Generally Rather Mostly

Unusually Pretty much Somewhat

Probably Quite a bit By and large

Awfully More or less As you can see

Needless to. say As you know Very

Work toward specificity - Ask key questions.

How? Why? In what way?

Who did it? What is "it"? What "thing"?

What "stuff'?

Ask often:

So what?

Who cares?

Then explain it!

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Sick of Basically

I’ve heard things described from A to Z,

And they always start out, “Basically.”

It’s basically good or basically bad.

It’s basically happy or basically sad.

It’s swept through the nation like a great big flood.

Basically is basically in everyone’s blood.

When you get down to basics, basically for me,

I hear it and tune it out automatically.

Basically has become a boring refrain.

Basically, basically drives me insane.

basically anonymous

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ASSESSMENT CHECKLIST(to be used after your rough draft)

Your rough draft should be completed by now. At this time you should READ IT ALOUD to yourself, or even better, to someone you know who is a good student. After reading it aloud, ask yourself the following 26 questions. The questions shown below will focus on specific parts of your paper! You can fine tune or polish your paper. In other words, revise it where it needs it! The good part is these questions give you specific areas to examine. They enable you to focus on particular details.

(BASIC QUESTIONS) Does the writing make sense?1. Is any part of this essay unclear?2. Is the essay organized or does it go in circles?3. Can you follow the writer's reasoning? Is it confusing?

4. Are there any vague or general phrases or sentences?5. Are there enough "thought transitions"?6. Are the "thought transitions" used logically?7. Are any words used too often? Are too simple? Too complex?

(INTRODUCTION PARAGRAPH)8. Is the topic and specific issue made known in the first paragraph?9. Is the writer's viewpoint clear to you?10. Can you identify the writer's main point? 11. Can you recognize the style of the first paragraph?12. Are the three ideas as relevant and important to the specific issue?

(BODY)13. Are the three middle paragraphs focused on one main point each?14. Are there enough examples or illustrations? (One each paragraph)15. Are at least two sub-points mentioned in each paragraph?16. Are there two or three strategies to add depth and complexity?17. Are there enough details and description in the examples?18. Is there enough content (information) on each main points?

(CONCLUSION)19. Is there a conclusion?20. Can you recognize the style of the conclusion?21. Is the style of conclusion uncommon or extraordinary?22. Does the conclusion follow the main points and reasons?

(FUNDAMENTAL CHECKUP)23. Did you do a quick spell check? Is the spelling correct?24. Is there proper ending punctuation? Are commas used properly?25. Grammar? Have you checked singular, plural, and tense endings?26. Did you find any run-on sentences or incomplete sentences?

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MECHANICS CHECK-UP

(Finishing the product)

EDITING

Purpose: To identify and correct your errors.

YOU HAVE TO PROOFREAD YOUR ESSAY BEFORE COMPLETION!

1 . Spelling - If you are not sure, check it; use a dictionary. Circle every word that you are not sure of and look it up!

2. Punctuation - Watch your commas and ending punctuation.

3. Grammar - Singular, plurals, tense endings, etc.

4. Run-on Sentences - Chop them down to smaller sentences. Have only one thought per sentence.

5. Awkward phrases - Use a stronger word.

6. Adjectives - Move up to more detail and description.

7. Capitalization - In the beginning and with proper nouns.

8. Incomplete Sentences - Complete the thought with a verb.

9. Subject / verb agreement - Read the sentence back to yourself.

10. Pronoun agreement - Read the sentence back to yourself.

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COMMONLY CONFUSED WORDS

accept(to take, to receive)I hope the college

accepts my application.

except(to leave out)

She liked every poemexcept the last one.

affect(to influnce)This decision affects you.

effect(to bring about,

the result)The song had a

strange effect on him.

apart(to disassemble)

Mr. Henry took apart the phone book.

a part(a piece)

I found a part of a toy.

allowed(to permit)

Jane was allowed to go to the dance.

aloud(out loud)

Mr. Field read aloud to the class

cite(to quote a source)She cited her sources

in her essay.

site (a particular place)That is the site for

the new school building.

everyday(routine or ordinary)She wore her everyday

coat.

every day (every day)

I walk home every day.

new(opposite of old)

knew(knowledge)

no(opposite of yes)

know(knowledge)

our(possession)Our class isthe smartest.

are(to be)

You are my best friend.

sang(past tense: a verb that can be used on

its own)Dynasty sang at the Vocal Showcase.

sung(past participle: a verb that must be accompanied by a “helping” verb)

Jon had sung that verse so many times before that it became

his anthemn.

then(next)

I went home, then I called my friend.

than(comparison)

My car is faster than your car.

there(here and there)

their(possession)

they’re(they are)

threw(to propel)

I threw the ball in the air.

through(by way of, by means

of)She walked through the

door.

to(to be, to do)

too(too much, also)

two(2)

weather(climate)

The weather has been awful.

whether(if it is true)

I do not know whether or not to believe you.

where(location)

were(to be)

we’re(we are)

worse(comparing two items)Math is worse than

English.

worst(describing one item or comparing multiple

items)That was the worst

nightmare I ever had. While thunderstorms

and hail can be frigtening, hurricanes

are the worst .

your(possession)

you’re(you are)

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