ADJECTIVES AND ADVERBSgtcshipman.weebly.com/uploads/5/8/7/1/58710173/_sample_essay_… · Page 1 of 26 ADJECTIVES AND ADVERBS The Difference between Adjectives and Adverbs THE BASIC

GTC LEARNING SUPPORT ENGLISH 0096, 0097, 0988 GRAMMAR AND WRITING GUIDE

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ADJECTIVES AND ADVERBS The Difference between Adjectives and Adverbs

THE BASIC RULES: ADJECTIVES

Adjectives modify nouns. To modify means to change in some way. For example:

• "I ate a meal." Meal is a noun. We don't know what kind of meal; all we know is that someone ate a meal.

• "I ate an enormous lunch." Lunch is a noun, and enormous is an adjective that modifies it. It tells us what kind of meal the person ate.

Adjectives usually answer one of a few different questions: "What kind?" or "Which?" or "How many?" For example:

• "The tall girl is riding a new bike." Tall tells us which girl we're talking about. New tells us what kind of bike we're talking about.

• "The tough professor gave us the final exam." Tough tells us what kind of professor we're talking about. Final tells us which exam we're talking about.

• "Fifteen students passed the midterm exam; twelve students passed the final exam." Fifteen and twelve both tell us how many students; midterm and final both tell us which exam.

So, generally speaking, adjectives answer the following questions:

• Which? • What kind of? • How many?

THE BASIC RULES: ADVERBS

Adverbs modify verbs, adjectives, and other adverbs. (You can recognize adverbs easily because many of them are formed by adding -ly to an adjective, though that is not always the case.) The most common question that adverbs answer is how.

Let's look at verbs first.

• "She sang beautifully." Beautifully is an adverb that modifies sang. It tells us how she sang. • "The cellist played carelessly." Carelessly is an adverb that modifies played. It tells us how the cellist

played.

Adverbs also modify adjectives and other adverbs.

• "That woman is extremely nice." Nice is an adjective that modifies the noun woman. Extremely is an adverb that modifies nice; it tells us how nice she is. How nice is she? She's extremely nice.

• "It was a terribly hot afternoon." Hot is an adjective that modifies the noun afternoon. Terribly is an adverb that modifies the adjective hot. How hot is it? Terribly hot.

So, generally speaking, adverbs answer the question how. (They can also answer the questions when, where, and why.)


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AVOIDING COMMON ADJ/ADV USAGE ERRORS

1. Bad or Badly? When you want to describe how you feel, you should use an adjective So you'd say, "I feel bad." Saying "I feel badly" would be like saying you play football badly. "I feel badly" would mean that you are unable to feel, as though your hands were numb. Here are some other examples:

o "The dog smells badly." Here, badly means that the dog does not do a good job of smelling. o "The dog smells bad." Here, "bad" means that dog needs a bath.

- Sometimes people say "I feel badly" when they feel that they have done something wrong. Let's say you dropped your friend's favorite dish, and it broke into a million pieces. You might say, "I feel really badly about what happened."

2. Good or Well? Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. So:

"My mother looks good." This does not mean that she has good eyesight; it means that she appears healthy.

"I feel really good today." Again, this does not mean that I touch things successfully. It means rather that I am happy or healthy.

- Many people confuse this distinction in conversation, and that's okay. You will hear people say, "I feel well" when they mean that they feel good. However, if you're talking about action verbs, you'd say "well." "I did well on my exam." "She plays tennis well."

3. Sure or Surely? Sure is an adjective, and surely is an adverb. For example: o "He is sure about his answer." Sure describes he. o "The Senator spoke out surely." Here, surely describes how the senator spoke.

- Surely can also be used as a sentence-adverb. For example, "Surely, you're joking." Here, surely describes the entire sentence "you're joking." The sentence more or less means, "You must be joking."

4. Near or Nearly?

Near can function as a verb, adverb, adjective, or preposition. Nearly is used as an adverb to mean "in a close manner" or "almost but not quite." Here are some examples that demonstrate the differences between various uses of near and nearly.

o "I'll be seeing you in the near future." Here, near describes the noun "future." o "The cat crept near." Near is an adverb that describes where the cat crept. o "Don't worry; we're nearly there." Here, nearly describes how close we are.

Near can also be used as a verb and a preposition.

o "My graduation neared." Here, neared is the verb of the sentence. o "I want the couch near the window." Near is a preposition at the head of the phrase "near the

window."

https://owl.english.purdue.edu/owl/owlprint/536/


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COMMAS

COMMAS: QUICK RULES

The comma is a valuable, useful punctuation device because it separates the structural elements of sentences into manageable segments. The rules provided here are those found in traditional handbooks; however, in certain rhetorical contexts and for specific purposes, these rules may be broken.

The following is a short guide to get you started using commas.

1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.

5. Use commas to separate three or more words, phrases, or clauses written in a series.

6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.

7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.

8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion.

9. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.

10. Use a comma to shift between the main discourse and a quotation.

11. Use commas wherever necessary to prevent possible confusion or misreading.

https://owl.english.purdue.edu/owl/owlprint/607/


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MODIFIERS –DANGLING AND MISPLACED

RULES FOR FINDING AND FIXING MISPLACED AND DANGLING MODIFIERS

A modifier is a word or phrase that adds detail or description to a sentence. In the example sentences below, the modifiers are underlined.

• I walked in and out of dozens of stores yesterday, searching for the perfect purse. • Shopping with Lisa today, I found a great purse.

While modifiers add detail and interest to sentences, they must be used carefully so that the reader understands the details being added. Writers generally make two major modifier mistakes: dangling modifiers and misplaced modifiers. A dangling modifier occurs when the subject of the modifier is unclear. Most dangling modifiers occur at the beginning of sentences, but they can also occur at the end. Consider the sentence below and its revision (the modifiers are underlined).

• INCORRECT: Having looked through the whole music store, the CD I wanted just wasn’t there.

From the way this sentence is written, it actually looks like the CD has been looking through the whole music store. Even though readers can probably guess that it is the writer who has looked through the whole music store, the dangling modifier makes the sentence unclear. We can correct the dangling modifier and make the sentence clearer by adding a subject for the modifier.

• POSSIBLE REVISION: Having looked through the whole music store, I realized that the CD I wanted just wasn’t there.

Misplaced modifiers occur when the subject of the modifier is unclear because the modifier is poorly placed. The reader may be unsure of what word the modifier is describing. The reader may even think the misplaced modifier is describing a different word than intended. Consider the sentence below and its revision (the modifier is underlined).

• INCORRECT: The jacket was just too small in the store.

The placement of the modifier in the store implies that the jacket was too small in the store. If the writer wants to convey that the jacket suddenly changed sizes when worn in other locations, then the modifier’s placement in the sentence is correct. If the modifier is intended to specify that the author is talking about the jacket in the store, then this modifier should be moved.

• Possible revision: The jacket in the store was just too small.

https://owl.english.purdue.edu/engagement/engagementprint/1/


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PARALLELISM / FAULTY PARALLEL

STRUCTURE

Definition: Parallelism involves writing balanced sentences. Two or more ideas that are logically related

should be expressed in grammatically similar constructions. Parallelism is a similarity of form in words,

phrases, or clauses that have similar functions in a sentence or a paragraph. Faulty parallelism is the lack of

parallel structure—it creates sentences without a sense of balance.

Below are some guidelines for when to use parallelism:

1. Items in Lists: Words, phrases, or clauses in a list or series should all have the same grammatical structure.

(Ex: Erin likes surfing the net, working out, and visiting her family.)

2. Items Joined by Coordinating Conjunctions: Words or phrases joined by coordinating conjunctions should

have the same structure. (Ex: Chocolate and peanut butter taste great together.)

3. Elements joined by correlative conjunctions, such as " both/and, either/or, neither/nor, whether/or, not/but,

not only/ but also" should be parallel. (Ex: We could go fishing or go bicycling.)

4. Two elements that are compared or contrasted should be expressed in parallel structures. (Ex: I like blue

cars as opposed to red cars.)

Study the following examples.

Unparallel: Last summer I learned tennis, to swim, and riding a horse.

Parallel: Last summer I learned to play tennis, swim, and ride a horse.

Last summer I learned to play tennis, to swim, and to ride a horse.

Last summer I learned tennis, swimming, and horseback riding.

Unparallel: She was not only beautiful but also a spoiled child.

Parallel: She was not only beautiful but also spoiled.

She was not only a beautiful child but also a spoiled one.

Unparallel: A math book with practice problems and having a good index is useful.

Parallel: A math book with practice problems and a good index is useful.

A math book with practice problems and with a good index is useful.

A math book having practice problems and a good index is useful.

http://www.grammar-worksheets.com/worksheets/parallelism.php

https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/parallelism.pdf


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PRONOUNS

http://pixshark.com/pronoun-chart.htm

USING PRONOUNS CLEARLY

Because a pronoun REFERS to a noun or TAKES THE PLACE OF that noun, you have to use the correct pronoun so that your reader clearly understands which noun your pronoun is referring to.

Therefore, pronouns should:

1. Agree in number

If the pronoun takes the place of a singular noun, you have to use a singular pronoun.

If a student parks a car on campus, he or she has to buy a parking sticker.

(INCORRECT: If a student parks a car on campus, they have to buy a parking sticker.)

Remember: the words everybody, anybody, anyone, each, neither, nobody, someone, a person, etc. are singular and take singular pronouns.

Everybody ought to do his or her best. (INCORRECT: Everybody ought to do their best.)


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Neither of the girls brought her umbrella. (INCORRECT: Neither of the girls brought their umbrellas.)

NOTE: Many people find the construction "his or her" wordy, so if it is possible to use a plural noun as your antecedent and thus you can use "they" as your pronoun, it may be wise to do so. If you do use a singular noun and the context makes the gender clear, then it is permissible to use just "his" or "her" rather than "his or her."

2. Agree in person

If you are writing in the first person (I), don't confuse your reader by switching to the second person (you) or third person (he, she, they, it, etc.). Similarly, if you are using the second person, don't switch to first or third.

When a person comes to class, he or she should have his or her homework ready.

(INCORRECT: When a person comes to class, you should have your homework ready.)

3. Refer clearly to a specific noun.

Don't be vague or ambiguous.

INCORRECT: Although the motorcycle hit the tree, it was not damaged. (Is "it" the motorcycle or the tree?)

INCORRECT: I don't think they should show violence on TV. (Who are "they"?)

INCORRECT: Vacation is coming soon, which is nice. (What is nice, the vacation or the fact that it is coming soon?)

INCORRECT: George worked in a national forest last summer. This may be his life's work.

(What word does "this" refer to?)

INCORRECT: If you put this sheet in your notebook, you can refer to it.

(What does "it" refer to, the sheet or your notebook?)

PRONOUN CASE

Pronoun Case is really a very simple matter. There are three cases.

• Subjective case: pronouns used as subject.

• Objective case: pronouns used as objects of verbs or prepositions.

• Possessive case: pronouns which express ownership.

The pronouns This, That, These, Those, and Which do not change form.

Some problems of case:

1. In compound structures, where there are two pronouns or a noun and a pronoun, drop the other noun

for a moment. Then you can see which case you want.


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Not: Bob and me travel a good deal. (Would you say, "me travel"?)

Not: He gave the flowers to Jane and I. (Would you say, "he gave the flowers to I"?)

Not: Us men like the coach. (Would you say, "us like the coach"?)

2. In comparisons. Comparisons usually follow than or as:

He is taller than I (am tall).

This helps you as much as (it helps) me.

She is as noisy as I (am).

Comparisons are really shorthand sentences which usually omit words, such as those in the parentheses in the sentences above. If you complete the comparison in your head, you can choose the correct case for the pronoun.

Not: He is taller than me. (Would you say, "than me am tall"?)

3. In formal and semiformal writing:

Use the subjective form after a form of the verb to be. Formal: It is I. Informal: It is me.

Use whom in the objective case. Formal: To whom am I talking? Informal: Who am I talking to?

https://owl.english.purdue.edu/owl/resource/595/01/

SENTENCES & CLAUSES

Definition: A sentence is a set of words that is complete in itself, typically containing a subject and predicate,

conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes

one or more subordinate clauses.


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SENTENCE FRAGMENTS

A SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself. It does not

contain even one independent clause. There are several reasons why a group of words may seem to act like

a sentence but not have the wherewithal to make it as a complete thought.

It may locate something in time and place with a prepositional phrase or a series of such

phrases, but it's still lacking a proper subject-verb relationship within an independent clause:

In Japan, during the last war and just before the armistice. This sentence accomplishes a great deal in terms of placing the reader in time and place, but there is no subject, no verb.

It describes something, but there is no subject-verb relationship:

Working far into the night in an effort to salvage her little boat. This is a verbal phrase that wants to modify something, the real subject of the sentence (about to come up), probably the she who was working so hard.

It may have most of the makings of a sentence but still be missing an important part of a verb

string:

Some of the students working in Professor Espinoza's laboratory last semester. Remember that an -ing verb form without an auxiliary form to accompany it can never be a verb.

It may even have a subject-verb relationship, but it has been subordinated to another idea by a

dependent word and so cannot stand by itself:

Even though he had the better arguments and was by far the more powerful speaker. This sentence fragment has a subject, he, and two verbs, had and was, but it cannot stand by itself because of the dependent word (subordinating conjunction) even though. We need an independent clause to follow up this dependent clause: . . . the more powerful speaker, he lost the case because he

http://grammar.ccc.commnet.edu/grammar/fragments.htm

SENTENCE RUN-ONS / COMMA SPLICES

A RUN-ON SENTENCE (sometimes called a "fused sentence") has at least two parts, either one of which

can stand by itself (in other words, two independent clauses), but the two parts have been ‘smushed’ together

instead of being properly connected.


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It is important to realize that the length of a sentence really has nothing to do with whether a sentence is a

run-on or not; being a run-on is a structural flaw that can plague even a very short sentence:

The sun is high, put on some sunblock.

An extremely long sentence, on the other hand, might be a "run-off-at-the-mouth" sentence, but it can be

otherwise sound, structurally.

When two independent clauses are connected by only a comma, they constitute a run-on sentence that is

called a comma-splice. The example just above (about the sunscreen) is a comma-splice. When you use a

comma to connect two independent clauses, it must be accompanied by a little conjunction (and, but, for, nor,

yet, or, so).

The sun is high, so put on some sunscreen.

Run-on sentences happen typically under the following circumstances*:

a. When an independent clause gives an order or directive based on what was said in the

prior independent clause:

This next chapter has a lot of difficult information in it, you should start studying right away.

(We could put a period where that comma is and start a new sentence. A semicolon might also

work there.)

b. When two independent clauses are connected by a transitional expression (conjunctive

adverb) such as however, moreover, nevertheless.

Mr. Nguyen has sent his four children to ivy-league colleges, however, he has sacrificed his health working day and night in that dusty bakery.

(Again, where that first comma appears, we could have used either a period — and started a new

sentence — or a semicolon.)

c. When the second of two independent clauses contains a pronoun that connects it to the

first independent clause.

This computer doesn't make sense to me, it came without a manual. (Although these two clauses are quite brief, and the ideas are closely related, this is a run-on sentence. We need a period where that comma now stands.) Most of those computers in the Learning Assistance Center are broken already, this proves my point about American computer manufacturers. Again, two nicely related clauses, incorrectly connected — a run-on. Use a period to cure this sentence.

http://grammar.ccc.commnet.edu/grammar/runons.htm

So, how do we fix sentence fragments and run-ons?


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Check out the chart on the next page.

Use these methods of combining clauses and ideas!


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SPELLING & COMMONLY CONFUSED WORDS

Commonly Misspelled Words

“Are you quite quiet?”

English spelling is difficult. Words are often not spelled the way they sound.

Raccoon sounds like it should have a k but doesn’t. Threw sounds like through but

is spelled differently. Though, cough, and through look like rhyming words but are

actually not pronounced at all alike. Given that English has a vocabulary of over

400,000 words, it’s a wonder that we spell as well as we do. Some words—called

homophones—sound exactly alike but have different spellings and meanings.

Other words are not exactly homophones but are similar enough to be often

confused. Study the following examples:

Homophones: Altar (a raised platform in church) The minister stood at the altar.

Alter (to change) I can alter your jacket.

It’s (a contraction of “it is”) It’s getting late.

Its (possessive form of the pronoun “it”) The rabbit is in its nest.

Confusing Words: Accept (to receive with consent) I accept your money.

Except (excluded) Everybody left except Fred.

Advice (a noun) She asked for advice.

Advise (a verb) We advise you to study.

Homophones and Frequently Confused Words Learn the meaning and spelling of homophones and frequently confused words. Errors in spelling can drastically change the meaning

of writing. Angel spelled correctly will still confuse your reader if you really meant angle. English is riddled with many homophones

and confusing words. The examples on the following sheets are just some of the ones you are mostly likely to encounter. When in

doubt, use a dictionary to verify that the word you want to use really is the word that matches the context of your sentence.

Sole — only; the bottom of the foot I was the sole member of the team to go. The soles of my feet itch.

Soul — the spirit Music is good for the soul.

Whose — the possessive form of who I know whose coat that is.

Who’s — a contraction of “who is” Who’s she talking about?

Your — the possessive form of you This is your choice.

You’re — a contraction of “you are” You’re quite welcome.

Their — ownership This is their boat.

There — in that place My car is over there.

They’re — a contraction of “they are” They’re friendly people.

To — a preposition; part of any infinitive He went to the beach. I’m going to walk the dog.

Too — also, excessively First Julie wept; then Meg wept, too. Don’t eat too much ice cream.

Two — the whole number between one and three I have two dogs. Two round trip tickets to Paris cost $1,700.28.

Tip

Possessive pronouns have zero apostrophes (none).

Apostrophes are used with pronouns to form contractions.


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Commonly Misspelled Words

Frequently Misspelled Words

accidentally disappearance maintenance relieve

acquaintance embarrass mathematics relief

acquire environment medicine resemble

address especially million restaurant

already exaggerate miracle reverence

all right exercise miscellaneous ridiculous

answer existence mischief sandwich

anxious familiar necessary seize

arithmetic fascinate neighbor separate

athletics foreign noticeable several

attendance forty nuisance similar

awful fragrant occasion sincerely

awkward friend occur succeed

believe fulfill occurrence surprise

breathe government occurred temperature

business grammar offered than

calendar harass parallel thorough

cemetery height peculiar tragedy

changeable hindrance politics truly

chief incredible possess unnecessary

chosen independent practically until

conscience interesting proceed usually

daily irresistible receive vegetable

definite judgment recognize visitor

dependent library referred weird

design literature referring writing

device


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Frequently Confused Words/Phrases

a, an, and because of, due to everyday, every day nausea, nauseated, nauseating, nauseous

accept, except, expect beside, besides everybody, everyone, every one passed, past adapt, adopt breath, breathe farther, further perspective, prospective

adverse, averse but, however, yet few (fewer), little (less) precede, proceed

advice, advise can, may formally, formerly principal, principle affect, effect capital, capitol former, latter quotation, quote

all ready, already censor, censure good, well quiet, quit, quite

all right, alright choose, chose, chosen hanged, hung real, really, very all together, altogether cite, site, sight have, of so, so that

allude, elude clothes, cloths healthful, healthy some time, sometime, sometimes

allusion, illusion compare to, compare with hear, here stationary, stationery

a lot, much, many complement, compliment hoping, hopping supposed to, used to among, between conscience, conscious imply, infer than, then

amount, number continual, continuous in, into their, there, they’re

anxious, eager council, counsel its, it’s ‘til, till, until

anyplace, anywhere could have/could’ve, must have/must’ve lay, lie to, too, two

as, as if, like

should have/should’ve, would have/ would’ve

(not could of, must of, should of, would of)

lead, led usage, use

assure, ensure, insure device, devise loose, lose were, we’re, where awful, awfully different from, different than many, much which, who, that

awhile, a while disinterested, uninterested may be, maybe whose, who’s

bad, badly especially, specially moral, morale your, you’re Adapted from Writing Talk: Sentence and Short Paragraphs with Readings by Anthony C. Winkler and Jo Ray McCuen-Metherell,

Second Edition, pages 415-418; Writing Talk: Paragraphs and Short Essays with Readings by Anthony C. Winkler and Jo Ray McCuen-Metherell, Third Edition

Edition, pages 527-528; Passages: A Writer’s Guide by Richard Nordquist, Third Edition, pages 366375; and The Blair Handbook by Toby Fulwiler and Alan R.

Hayakawa, Fourth Edition, pages 902-917.

Armstrong Atlantic State University Writing Center

SUBJECT-VERB AGREEMENT

1. When the subject of a sentence is composed of two or more nouns or pronouns connected by and, use a plural verb.

She and her friends are at the fair.

2. When two or more singular nouns or pronouns are connected by or or nor, use a singular verb.

The book or the pen is in the drawer.

3. When a compound subject contains both a singular and a plural noun or pronoun joined by or or nor, the verb should agree with the part of the subject that is nearer the verb.


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The boy or his friends run every day.

His friends or the boy runs every day.

4. Doesn't is a contraction of does not and should be used only with a singular subject. Don't is a contraction of do not and should be used only with a plural subject. The exception to this rule appears in the case of the first person and second person pronouns I and you. With these pronouns, the contraction don't should be used.

He doesn't like it.

They don't like it.

5. Do not be misled by a phrase that comes between the subject and the verb. The verb agrees with the subject, not with a noun or pronoun in the phrase.

One of the boxes is open

The people who listen to that music are few.

The team captain, as well as his players, is anxious.

The book, including all the chapters in the first section, is boring.

The woman with all the dogs walks down my street.

6. The words each, each one, either, neither, everyone, everybody, anybody, anyone, nobody, somebody, someone, and no one are singular and require a singular verb.

Each of these hot dogs is juicy.

Everybody knows Mr. Jones.

Either is correct.

7. Nouns such as civics, mathematics, dollars, measles, and news require singular verbs.

The news is on at six.

Note: the word dollars is a special case. When talking about an amount of money, it requires a singular verb, but when referring to the dollars themselves, a plural verb is required.

Five dollars is a lot of money.

Dollars are often used instead of rubles in Russia.

8. Nouns such as scissors, tweezers, trousers, and shears require plural verbs. (There are two parts to these things.)

These scissors are dull.

Those trousers are made of wool.


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9. In sentences beginning with "there is" or "there are," the subject follows the verb. Since "there" is not the subject, the verb agrees with what follows.

There are many questions.

There is a question.

10. Collective nouns are words that imply more than one person but that are considered singular and take a singular verb, such as group, team, committee, class, and family.

The team runs during practice.

The committee decides how to proceed.

The family has a long history.

My family has never been able to agree.

The crew is preparing to dock the ship.

This sentence is referring to the individual efforts of each crew member.The Gregg Reference Manual provides excellent explanations of subject-verb agreement (section 10: 1001).

11. Expressions such as with, together with, including, accompanied by, in addition to, or as well do not change the number of the subject. If the subject is singular, the verb is too.

The President, accompanied by his wife, is traveling to India.

All of the books, including yours, are in that box.

https://owl.english.purdue.edu/owl/resource/599/01/


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WRITING

THE WRITING PROCESS

Revise your first draft, paying attention to

vocabulary, content and organization; the details that you need to change, that you need to

change, move, add or remove.


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ESSAY ORGANIZATION

INTRODUCTION PARAGRAPH

HOOK(ATTENTION-GETTER)

BACKGROUND INFO(INFO THAT LEADS READER FROM GENERAL HOOK TO SPECIFIC

THESIS STATEMENT) *DOES NOT INCLUDE WHAT WILL BE DISCUSSED IN THE BODY*

THESIS STATEMENT(THE SENTENCE THAT CONTAINS THE FOCUS OF YOUR ESSAY AND TELLS YOUR READER WHAT THE ESSAY IS GOING TO BE ABOUT. THE THESIS ANSWERS THE PROMPT QUESTION.)

BODY PARAGRAPH

TOPIC SENTENCE

SUPPORTING DETAILS (EXPLANATIONS, RESEARCH, FACTS, OPINIONS, EXAMPLES,

STORIES, ETC)

TRANSITIONAL SENTENCE(USUALLY IN LENGTHY ESSAYS)

CONCLUSION PARAGRAPH (NO NEW INFO!!!)

REPHRASED THESIS STATEMENT

SUMMARY OF MAIN DETAILS FROM BODY PARAGRAPHS

FINAL/LASTING THOUGHT FOR READER


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SAMPLE ESSAY TWO

Diane Woods

Professor Vazquez

ENGL 0988

12 September 2015

The Hazards of Moviegoing

I am a movie fanatic. My friends say that I know more movie trivia than any of them. For example, I can remember

every big Oscar award since I was in grade school. My buddies, though, have stopped asking me to go to the movies with

them. While I love movies as much as ever, the inconvenience of going out, the temptations of the concession stand, and the

behavior of some patrons are reasons for me to wait and rent the DVD.

To begin with, I just don’t enjoy the general hassle of the evening. First, I have to drive for fifteen minutes to get to

the nearest mall. The parking lot is always jammed because of the many stores in the shopping center, so I have to drive in

circles until I finally find an empty parking space. Then I have to stand in an endless line with the possibility that the tickets to

the show I want to see are all sold out. If we do get tickets, the theater will be so crowded that I won’t be able to sit with my

friends, or we’ll end up in the front rows looking up at the giant screen. My shoes will get stuck to a gooey floor with spilled

soda, bubble gum and crushed Raisinets. And all that for a whopping $11!

Second, the theater offers tempting snacks that I really don’t need. At home I can control myself because there is no

ice cream in the freezer, we don’t have sodas in the fridge and my snacks tend to be healthy, like fruits, nuts, and juices. At the

movies, however, even if I only buy a Diet Coke, the smell of fresh popcorn dripping with butter soon overcomes me. And

what about the Nachos with cheese and the Snickers and M&M’s? By the time I leave, I feel disgusted with myself!

Finally, many of the other patrons are even more of a problem than the concession stand. Little kids race up and

down the aisles, making lots of noise. Their parents are lost somewhere out in cyberspace. Teenagers try to impress their

friends by talking back to the actors on the screen, whistling, and making fools of themselves. The adults aren’t any better,

commenting loudly revealing the plot twists that are supposed to be a secret until the movie’s end. They also make strange

noises as they eat, coughing, burping, squirming endlessly in their seats, filing out repeatedly to the restrooms, and elbowing

me out of the armrest side of my seat. It’s pure martyrdom! What am I doing here, I ask myself.

After arriving home from the movies one night, I decided I had had enough! I was not going to be a moviegoer

anymore. I was tired of the problems involved in getting to the theater, resisting unhealthy snacks, and dealing with the

patrons. The next day, I arranged to have premium movie channels added to my cable TV service, and I also got a Netflix

membership. I may now see movies a bit later than other people, but I’ll be more relaxed watching box office hits in the

comfort of my own living room. There’s nothing like “Home, Sweet Home!”

UNDERLINED – the thesis statement and a three point plan of development, rephrasing of thesis statement.

BOLD – topic sentence at the beginning of each of the three supporting paragraphs. Each one consists of one of the three

points of the thesis statement.

ITALICIZED – transitional words and phrases (indicating order, time, change of direction, addition, etc.

https://ziggysroom.files.wordpress.com/2009/03/essay-the-hazards-of-moviegoing.pdf


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SAMPLE OUTLINE

Topic/Prompt: _____________________________________________________________________________________

I. Introduction

A. Hook _____________________________________________________________________________________

B. Background Info(general information related to or about the topic)

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

B. Thesis statement (Main Idea for the entire essay):

___________________________________________________________________________________________

___________________________________________________________________________________________

II. Body

A. First Major Supporting Idea (Topic Sentence- Main Idea for this paragraph only):

___________________________________________________________________________________________

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________

B. Second Major Supporting Idea (Topic Sentence- Main Idea for this paragraph only):

___________________________________________________________________________________________

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________

C. Third Major Supporting Idea (Topic Sentence- Main Idea for this paragraph only):

___________________________________________________________________________________________

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________

III. Conclusion

A. Reworded thesis (Main Idea for the entire essay):

___________________________________________________________________________________________

B. Summary of major details

C. Closing statement

___________________________________________________________________________________________


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ESSAY TIPS & REMINDERS

Do NOT use second person. Using second person in an essay refers to the use of the personal pronoun "you", “your”, “yourself”, or direct commands and suggestions to talk to either the main character of the story or the audience. Despite making the essay feel more "reader-friendly" and conversational, the use of second person can also have negative effects. Readers may have difficulty in keeping up with a second-person story, while a special audience (professors, supervisors) may find the essay excessively disrespectful. Confusing

• When writing a story in the second person, writers refer to the main character as "you," as if the writer is the voice of the character's conscience. "You need to get out of here John (the character). Your career is at risk and now you may also lose your wife." Second person narrative can give readers an insight of the character's motives at some parts of the essay, but it can also be confusing for readers. The audience may question if it is the main character or another person speaking or even if the writer is talking to them.

Problems With Generalization

• At some points of the essay you may want to provide a generalization and for this purpose use second person. For example: "When you don't know if your business venture is legal in a certain state, you should ask the authorities or a law office." However, this technique can have certain drawbacks, as it is not clear whether you refer to a specific audience (students, readers of a magazine) or the general population. To avoid such confusions, you can use the pronoun "one" instead of "you."

Disrespectful

• Essays you write may be targeted to specific people, such as university professors, supervisors at work or politicians. The second person refers to them and it cannot be a matter of confusion, but its use is inappropriate for another reason. As in your face-to-face interactions with these people, you need to show respect and acknowledge their ability to understand what you want to say. Second person is too patronizing and they may take it as arrogance on your behalf.

Authoritative Writing

• Essays are not marketing material and you must not use second person to make the reader feel engaged and involved. Whether it is a school project or part of a publication, the reader has chosen to go through your essay and does not need tricks to stay focused. Especially on occasions when you want to sound authoritative, such as explaining the attributes of steel or the hardships of soldiers in Iraq, second person can lighten the atmosphere and make your essay seem more friendly than serious.

Read more : http://www.ehow.com/info_8606927_problems-using-second-person-essay.html


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ESSAY DOS AND DON’TS

DON’T…

• Don't Ask Hypothetical Questions — Why would a person ask hypothetical questions in an essay? What

purpose would that serve? Does an essay really need to chart the writer's thought process? Is anyone ever

interested in reading about the stages of confusion? You get the idea. Hypothetical questions are annoying, and

they make an essay sound like you haven't figured out what you're trying to say.

• Don't Include the Definition of Anything — Sorry to rain on your quotation parade, but other people have used

this trick before. A lot, in fact. Definition openings sound prepackaged and phony. Even if an essay question asks

you to discuss "innovation," for example, or your understanding of what it means to be a "teacher," don't waste

space by spitting back the literal, dictionary entry.

DO…

• Start With an Outline — Make a blueprint of your essay before you start writing. Carve out 3 or more distinct

points that you'd like to address. These points should answer the question being asked. For example, if the

application asks you to explain why you want to attend XYZ University, you need to identify 3+ solid reasons.

Then, write 3+ distinct paragraphs that explain those reasons. Finally, frame your 3+ paragraphs — at the

beginning and the end — with an introduction and a conclusion.

• Start Your Paragraphs with Clear, Topic Sentences — A topic sentence cues readers into what the next

paragraph will discuss. If you start with a clear topic sentence, readers will be able to follow your line of thinking,

and you'll be better prepared to stay on point. Good topic sentences include lines like: I have always been

fascinated by science. My high school job as a camp counselor got me interested in teaching.

• Use a Thesaurus — The Internet offers some great tools, including writer's resources. If you find that your essay

repeats the same phrase/adjective over and over again (e.g. "I like" or "important"), find an appropriate

alternative. Just be careful that you don't select a synonym that is too fancy — one that doesn't match the tone of

your writing. If you wouldn't use the word in your natural conversation, you probably shouldn't use it in your essay.

• Write Several Drafts — Your first draft is never your best work. There's always room for improvement! Don't try

to write your essay in one day, either. You'll achieve better results if you look at your work with fresh eyes, after a

good night's sleep.

• Ask Friends and Family Members to Proof Read Your Work — Your own writing is a hard thing to judge. You

already know exactly what you're trying to say, so it usually seems pretty good. Other readers can tell you if your

points are actually translating on the page. If friends and family are confused or unconvinced by what you've

written, there's a good chance that admissions committees will be confused too.

• Pay Attention to Details — If you're not sure about a spelling or a word choice, look it up! Do not rely on your

computer's spell-check to catch all your typos and grammar mistakes! Many words can be spelled 2 or 3 different

ways (e.g. to, too, two; there, their.) Spell-check doesn't correct you if you're using an incorrect alternative. This

sounds nitpicky, but it's a good habit to adopt before your start writing college papers and reports.

- See more at: http://www.elearners.com/online-education-resources/degrees-and-programs/essays-and-statements-of-

purpose/#sthash.ODdfQdpi.dpuf


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Student’s Name: ___________________________________________

Essay grade: _____________ Date: _____________ Coach: _________________

Use this essay checklist to help with final essay revision.

Any boxes that the writing coach checks means your essay contains

errors/issues in that matter.

� 1. The intro includes a hook.

� 2. The intro includes background info/general info about topic that leads reader to thesis

� 3. A clear thesis statement that addresses one of the following topic questions

� 4. Each body paragraph begins with a topic sentence.

� 5. The conclusion includes a rephrasing of the thesis somewhere.

� 6. The essay is double-spaced and at least a whole page/1.5 pages.

� 7. Brainstorming or outline written on separate paper that clearly shows time was taken before writing

to gather ideas and organize details.

� 8. ______________________________________________________________________________

Essay Checklist: If any of these boxes are checked, your essay includes the error(s) indicated.

� The sentences seem to be in the right order and ideas flow logically and smoothly.

� Transitional words are appropriate.

� There are enough supporting facts and details.

� There is an opening and a conclusion.

� There is no wordiness or repetition.

� Tone and style remain consistent. (formal, informational, appropriate for audience)

� The essay appears to be well organized.

� Sentences are varied and interesting.

� Spelling is correct. Word choice is appropriate and correct. There are no commonly confused word errors.

� Capitalization is correct.

� There are no inappropriate shifts in tense.

� Pronouns are correctly used.

� Verb forms are correct.

� There is correct punctuation.

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ADJECTIVES AND ADVERBSgtcshipman.weebly.com/uploads/5/8/7/1/58710173/_sample_essay_… · Page 1 of 26 ADJECTIVES AND ADVERBS The Difference between Adjectives and Adverbs THE BASIC