The Writing Process1. Understand your assignment (know assessment

criteria)

2. Prewriting (generate ideas > select and discard > outline)

3. Drafting (write your first draft)

4. Sharing (get feedback from your classmates)

5. Revising (check logic, organization, and sentence style)

6. Editing (proofread for grammar, spelling, punctuation, and mechanical errors)

7. Publishing (write your final draft)

8. Assessing (see what you did well and what you need to work on)

Week 2 – Basic paragraphs

Topic sentence (topic + *controlling idea)

Supporting sentences (support the topic sentence)

Minor details (support the supporting sentences)

Transition signals (connecting words or phrases)

Concluding sentence (restates the topic sentence or makes an interesting final observation, prediction or suggestion – which is optional/not necessary)

*A controlling idea makes a point about the topic and expresses the writer’s opinion, attitude, or feeling.

Topic sentencesTopic = Subject (what or whom the sentence is about)

Controlling idea = Predicate (tells something about the subject)

To determine the subject of a sentence, first isolate the verb and then make a question by placing "who?" or "what?" before it -- the answer is the subject.

“The audience littered the theater floor with torn wrappings and spilled popcorn.”

The verb in the above sentence is "littered." Who or what littered? The audience did. "The audience" is the subject of the sentence. The predicate (which always includes the verb) goes on to relate something about the subject.

Topic sentences – Common errors1. Too broad (need to specify)

Sports are exciting.

Everybody wants to be loved.

2. Too specific (facts)

I bought a new computer yesterday.

Over one billion people live in India.

3. Announcements (no controlling idea)

I am going to write about the dangers of fast food.

The topic of this paragraph is global warming.

Supporting sentences and minor details

Unity: Every part of your paragraph relates to the main idea

Adequate support: Plenty of specific examples, reasons, and facts

Coherence: Ideas flow smoothly and logically

Style: Sentences are varied and interesting

Technical issues: All grammar, spelling, capitalization, and punctuation errors are corrected

Concluding sentences

Ways

Restate the topic sentence in a new, refreshing way

Make an interesting final observation

End with a prediction, suggestion, or quotation

Problems

Don’t introduce a contradictory idea or change the focus of the paragraph

Revising and editing

1. Revise for unity (all parts relate to the main idea)

2. Revise for adequate support (details support main idea)

3. Revise for coherence (ideas flow smoothly and logically; use transition expressions)

4. Revise for style (sentences are varied and interesting)

5. Edit for technical errors (grammar, spelling, punctuation, and mechanics; set aside your draft for a day or two; keep a list of your common errors in a grammar log – be are of and try not to repeat them in future writing)

Paragraph PatternsA paragraph pattern is a method used to express one of three purposes: to inform, to persuade, or to entertain. Once you know your purpose, you will be able to choose which writing pattern or patterns can help you express it.

Patterns can overlap, and it is possible to use more than one pattern in a single piece of writing. For example, imagine you are writing a paragraph about bullying, and your purpose is to inform the reader. You might use definition as your predominant pattern, but in the supporting details, you might use comparison and contrast to compare a bully and a victim. You might also use narration to highlight an incident in which a bully harassed a victim.

Week 4 – Illustration

Illustration: To illustrate or prove a point using specific examples

IllustrationInclude specific examples to clarify your main point (explain, analyze, narrate, or give an opinion about something)

Two ways: (1) series of examples, (2) extended example

Process: (1) generate ideas, (2) write a topic sentence (make a point that stresses both your topic and controlling idea), (3) organize your supporting ideas – emphatic order for a series of examples and time order for an extended example, (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Illustration Paragraph – Practice 1Across the country, lawmakers . . . > Topic sentence (topic/controlling idea)

(lawmakers/are coming up with inventive ways to punish criminals)

Some judges in New Orleans . . . > Supporting sentence 1

In 2003 . . . > Minor detail (New Orleans)

In Florida . . . > Supporting sentence 2

The stickers . . . > Minor detail (Florida)

A Kentucky judge . . . > Supporting sentence 3

The best . . . Santa Fe, New Mexico . . . > Supporting sentence 4

*No concluding sentence

Illustration Paragraph – Practice 2If there is a single trait . . . > Topic sentence (topic/controlling idea)

(a single trait that most distinguishes entrepreneurs/uncanny ability to anticipate and supply what large numbers of people want)

For example . . . Akio Morita . . . Sony Walkman > Example for topic sentence

He would go to the beach . . . > Supporting sentence 1

Morita asked himself . . . > Minor detail (beach)

And he wondered . . . > Minor detail (beach)

Morita told his engineers . . . > Supporting sentence 2

They obliged . . . > Minor detail (engineers)

*No concluding sentence

Week 5 – Narration and Description

Narration: To narrate or tell a story about a sequence of events that happened

Description: To describe using vivid details and images that appeal to the reader’s senses

Narration

Tell a story about what happened

Two types: (1) first-person – describe a personal experience from your point of view, (2) third-person – describe what happened to somebody else

Process: (1) generate ideas, (2) write a topic sentence (make a point that stresses both your topic and controlling idea – What did I learn?, How did I change?, How did it make me feel?, What is important about it?), (3) use “wh-” and “how” questions to come up with specific details, and then arrange your support in time order, (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Narration Paragraph – Practice 1There were eight . . . > Introduces the narrative

We had anticipated . . . > Topic sentence (topic/controlling idea)

(the throngs of staring palefaces/disturbed and troubled us)

Fair women . . . > Supporting sentence 1

Large men . . . > Supporting sentence 2

Directly in front of me, children . . . > Supporting sentence 3

Sometimes they took . . . > Minor detail (children)

Their mothers . . . > Minor detail (children)

This embarrassed me . . . > Minor detail (children)

*No concluding sentence for a sequence of events

Narration Paragraph – Practice 2 (1)

During the 1960s . . . > Topic sentence (topic/controlling idea)

(the 1960s/were profound social upheavals)

The period began . . . John F. Kennedy . . . > Supporting sentence 1

Idealistic civil rights workers . . . > Supporting sentence 2

The Reverend Dr. Martin Luther King . . . > Supporting sentence 3

Narration Paragraph – Practice 2 (2)

Soon, however . . . > Transition sentence (*still in chronological order)

President Kennedy . . . > Supporting sentence 4

The passage of the Civil Rights Act . . . > Supporting sentence 5

Riots broke out . . . > Supporting sentence 6

In 1968, both Martin Luther King and Robert Kennedy . . . > Supporting sentence 7

But the most . . . Vietnam War . . . > Supporting sentence 8

*No concluding sentence for a sequence of events

DescriptionCreate vivid images in the reader’s mind by portraying people, places, or moments in detail

Three main points: (1) create a dominant impression ( the overall atmosphere you wish to convey), (2) express your attitude toward the subject (positive, negative, neutral), (3) include concrete details (sight, sound, smell, touch, taste)

Process: (1) generate ideas, (2) write a topic sentence (convey a dominant impression – ask how or why the topic is important), (3) come up with supporting points (space, time, emphatic order; show, don’t tell; appeal to the five senses; vivid language), (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Description Paragraph – Practice 1 (1)*The first three sentences establish the context and set up the topic sentence

One winter, on our flight home . . . > Topic sentence (topic/controlling idea)

(our flight home from a trip to Mexico/sat in a window seat on the left side as we flew over the Florida Keys)

It was nearing sunset . . . seat belt sign . . . > Supporting sentence 1

That got my attention! > Minor detail (seat belt sign)

I at once went back to . . . > Supporting sentence 2

A few moments later . . . > Supporting sentence 3

All too soon . . . Supporting sentence 4

Again the plane banked . . . Supporting sentence 5

Description Paragraph – Practice 1 (2)

Some ten minutes later . . . > Supporting sentence 6

Becoming aware of my surroundings . . . > Supporting sentence 7

Writer’s attitude: Positive (…looking up ten thousand feet at a brilliant, silvery cloud top; …I gazed in awe; …made me gasp in wonder…glorious beauty; …gazing out at the glorious views)

Dominant impression: Wonder (*see above)

Senses: Touch (…gripping my wife’s hand), sight (*see above), sound (…plane leveled out; …plane banked; …several more turns > *inferred noises)

Week 7 – Process and Definition

Process: To inform the reader about how to do something, how something works, or how something happened

Definition: To define or explain what a term or concept means by providing relevant examples

ProcessExplain how to do something – a series of steps in time order

Two types: (1) complete a process (directions on how to complete a particular task), and (2) understand a process (how something works or something happens).

Process: (1) generate ideas, (2) write a topic sentence (state what process you will be explaining and what readers will be able to do or understand), (3) list the main steps that are necessary to complete the process in time order, (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Process Paragraph – Practice 1 (1)*The first sentence sets up the topic sentence.

Understanding and responding to a painting . . . > Topic sentence (topic)

does not have to be difficult > Topic sentence (controlling idea)

First, get up close. > Supporting sentence 1

When you approach . . . > Minor detail 1

Drink in its visual . . . > Minor detail 2

Next, take a step back . . . > Supporting sentence 2

Look at the arrangement . . . > Minor detail 1

Is there a story? > Minor detail 2

Process Paragraph – Practice 1 (2)Who are the human figures? > Minor detail 3

Are there symbols? > Minor detail 4

What feelings or ideas does it stimulate in you? > Minor detail 5

Then, think and apply what you know. > Supporting sentence 3

Study the picture in historical context. > Minor detail 1

This knowledge can help . . . > Minor detail 2

It can tell you . . . > Minor detail 3

Finally, respond with your own . . . > Supporting sentence 4

Look at what it shows you . . . > Minor detail 1

This personal reflection . . . > Minor detail 2

Process Paragraph – Practice 2

Alfred Mosher Butts, a quiet architect . . . New York . . . > Topic sentence (topic)

was employed when he . . . game. > Topic sentence (controlling idea)

Lexico was played . . . > Supporting sentence 1

By carefully analyzing . . . > Minor detail 1

Unable to interest game companies . . . > Minor detail 2

Then in 1938 . . . Criss-Cross . . . > Supporting sentence 2

Things finally changed . . . James Brunot . . . Scrabble > Supporting sentence 3

By 1953 . . . Minor detail 1

According to Mattel Incorporated . . . > Minor detail 2

DefinitionExplain the meaning of a word – what it means to you (illustrate through examples)

Two points: (1) choose a word you know something about, and (2) give a clear definition.

Process: (1) generate ideas, (2) write a topic sentence (include the term and provide a definition – synonym, category, or negation; express an attitude or point of view), (3) provide support that clarifies your definition in emphatic order, (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Definition Paragraph – Practice 1

Atmospherics is the use of color . . . > Defining the term

Marketers . . . > Topic sentence (topic)

manipulate . . . retail environment. > Topic sentence (controlling idea)

Kinney’s Colorado Stores . . . > Supporting sentence 1

The stores pipe . . . > Minor detail 1

Motion sensors . . . > Minor detail 2

The owners . . . Minor detail 3

Taco Bell . . . > Supporting sentence 2

To attract a wider range of customers . . . > Minor detail 1

Week 8 – Classification and Compare/Contrast

Classification: To classify or sort a topic to help readers understand different qualities about that topic

Comparison and Contrast: To present information about similarities (compare) or differences (contrast)

ClassificationSort a subject into more understandable categories (each one must be part of a larger group and distinct)

Two points: (1) use a common classification principle (one characteristic that unites different categories ), and (2) sort the subject into distinct categories.

Process: (1) generate ideas, (2) write a topic sentence (make a classification chart – categories should not overlap; clearly indicate what you will classify and include the classification principle that you will use; express an attitude, opinion, or feeling about the topic), (3) expand your classification chart (give details about each category), (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Classification Paragraph – Practice 1Hackers . . . > Topic sentence (topic)

come in three stripes . . . Axent Technologies. > Topic sentence (controlling idea)

There are the “newbies” . . . > Supporting sentence 1 (*category 1)

They try to break into targets . . . > Minor detail 1

“White hat hackers” . . . > Supporting sentence 2 (*category 2)

According to Williams, “They hack for a cause.” > Minor detail 1

White hat infiltrators . . . > Minor detail 2

Then there are the “black hat” hackers . . . > Supporting sentence 3 (*category 3)

They plunder bank deposits . . . > Minor detail 1

[audience > anyone interested in computer crime/purpose > to inform]

Classification Charts1. Cross out > Dobermans/Classification principle: dogs that are

trained

2. Cross out > fresh fruit/Classification principle: junk food

3. Cross out > best sellers/Classification principle: book formats

4. Cross out > spoiled/Classification principle: age

5. Cross out > new appliances/Classification principle: items to throw out

Comparison and ContrastDecide between options – similarities or differences

Specific purpose: (1) make judgments about two things or (2) describe or understand two familiar things.

Patterns: (1) point by point or (2) topic by topic

Process: (1) generate ideas, (2) write a topic sentence (indicate what is being compared or contrasted and express a controlling idea), (3) add supporting idea (examples that help clarify the similarities or differences), (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Comparison/Contrast Paragraph – Practice 1. . . teen fashion . . . > Topic sentence (topic)

is meant to shock. > Topic sentence (controlling idea)

According to my son, the girls in his school . . . > Supporting sentence 1

Their T-shirts are tiny . . . > Supporting sentence 2

Covering up the back is optional. > Minor detail 1

Oddly, it is my son who finds . . . > Supporting sentence 3

It is not a flattering fashion . . . > Supporting sentence 4

In high school, I wore a micro miniskirt . . . Supporting sentence 5

I seldom wore a bra . . . > Supporting sentence 6

So, when my son brings home his first near-naked . . . > Concluding sentence

Comparison/Contrast Paragraph – Practice 2

Women’s sports . . . > Topic sentence (topic)

lag behind men’s in media attention . . . salaries. > Topic sentence (controlling idea)

Some recent comparisons tell the story. > Supporting sentence 1

The Women’s Sport Foundation . . . > Supporting sentence 2

It has only been since 1991 . . . > Minor detail 1

On the money front . . . > Supporting sentence 3

There is a huge difference in salaries . . . > Supporting sentence 4

In professional basketball . . . > Minor detail 1

Well, I think you get the picture . . . more legitimate. > Concluding sentences

Week 9 – Cause and Effectand Argumentation

Cause and Effect: To explain why an event happened (the cause) or what the consequences of the event were (the effects)

Argumentation: To argue or take a position on an issue and offer reasons for your position

Cause and EffectExplains why an event happened or what the consequences of such an event were

Two points: (1) Indicate whether you are focusing on causes, effects, or both and (2) ensure that your causes and effects are valid.

Process: (1) generate ideas, (2) write a topic sentence (that focuses on causes, effects, or both), (3) add supporting ideas (examples that show the causes and/or effects; arrange in emphatic order), (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Cause and Effect – Practice 1When I played football, (I) . . . > Topic sentence

(topic)

learned to be an animal. > Topic sentence (controlling idea)

Being an animal meant . . . > Supporting sentence 1

If I saw an arm . . . > Minor detail 1

Whenever blood was spilled . . . > Minor detail 2

Broken bones . . . > Minor detail 3

The coaches taught me . . . > Supporting sentence 2

There were broken noses . . . > Minor detail 1

It was a long road . . . > Minor detail 2

ArgumentationTake a position on an issue and try to defend it

Four points: (1) Choose a subject that you know something about (experience with or have read about), (2) Consider your readers (reader’s background knowledge, agree or disagree, specific concerns – provide the most effective evidence for them), (3) Know your purpose (specific purpose beyond persuasion), and (4) Take a strong position and provide supporting evidence (facts, statistics, examples, and informed opinions).

Hint: Be passionate! If you care about your topic and express your enthusiasm about it, your audience will more likely care, too.

Argumentation

Process: (1) generate ideas, (2) write a topic sentence (directly state your position on the issue; debatable statement vs. fact or statement of opinion), (3) supporting ideas (examples, anecdote, facts, statistics, informed opinion, logical consequences, and answer the opposition; avoid circular reasoning; use research; consider both sides of the issue – offence and defense; avoid common errors – do not make generalizations, use emotional arguments sparingly), (4) make a paragraph plan, (5) write a first draft, (6) revise and edit carefully, and (7) follow the formatting guidelines when writing your final draft.

Argumentation – Practice 1

Ordinary families . . . > Topic sentence (topic)

would benefit . . . uninsured. > Topic sentence (controlling idea)

It is true that . . . > Supporting sentence 1

Over any given . . . > Minor detail 1

When a family . . . > Minor detail 2

Our inadequate insurance system . . . > Supporting sentence 2

If American families . . . > Supporting sentence 3

And even the affluent . . . > Concluding sentence

Argumentation – Practice 2

Passengers . . . > Topic sentence (topic)

should refuse . . . drinking. > Topic sentence (controlling idea)

First and most important . . . > Supporting sentence 1

The National Council . . . > Minor detail 1

Not only the drivers . . . > Minor detail 2

Second, riders might . . . > Supporting sentence 2

Dr. Burton Belloc . . . > Minor detail 1

Other riders . . . > Minor detail 3

Argumentation – Practice 2

Finally, by refusing to ride . . . > Supporting sentence 3

Marie Furillo . . . > Minor detail 1

When three friends . . . > Minor detail 2

Hearing Marie’s refusal . . . > Minor detail 3

Until the laws are changed . . . > Concluding sentence part 1

But there is one thing . . . > Concluding sentence part 2

Argumentation – Practice 3

American women . . . > Topic sentence (topic)

should stop . . . self-esteem. > Topic sentence (controlling idea)

First of all, publications . . . > Supporting sentence 1

Topics like . . . > Minor detail 1

The message . . . > Minor detail 2

Second, although many people . . . > Supporting sentence 2

One expert . . . > Minor detail 1

Alice, one of the women . . . > Minor detail 2

Argumentation – Practice 3

Finally, if women . . . > Supporting sentence 3

Sisters, seek wisdom . . . > Minor detail 1

Argumentation – Practice 4

This state . . . > Topic sentence (topic)

should offer . . . parent. > Topic sentence (controlling idea)

First and most important . . . > Supporting sentence 1

Every year . . . > Minor detail 1

Some of these tragedies . . . > Minor detail 2

Next, good parenting . . . > Supporting sentence 2

Dr. Phillip Graham . . . > Minor detail 1

The courses would not only . . . > Minor detail 2

Argumentation – Practice 4

Third, critics might . . . > Supporting sentence 3

However, the state . . . > Minor detail 1

Finally, if we do nothing . . . > Supporting sentence 4

We train our . . . > Minor detail 1

We must also . . . > Minor detail 2

Week 10 – Five-paragraph essays

Introduction

Body paragraphs

Conclusion

Introduction

Hook (capture reader’s interest)

Limiting sentences (connect hook to thesis statement)

Thesis statement (topic + controlling idea)

Common techniques: general to specific, anecdote, quotation, question, facts and statistics

Body Paragraphs

Topic sentence

Transition signals (used in the topic sentences of each body paragraph; helps guide the reader from point to point in your essay)

Supporting sentences (support the topic sentence)

Minor details (support the supporting sentences)

Conclusion

Reemphasize, restate, or summarize thesis statement

Final thoughts

Common techniques (to end the paragraph): ask a question, suggest a solution, make a recommendation or prediction

Week 11 – Illustration Essays Include specific examples to clarify your main

point (explain, analyze, narrate, or give an opinion about something)

Two ways: (1) series of examples (2) extended example

Planning: examine a specific person, situation, object or event and explain how it illustrates something larger (e.g. a power failure in your building illustrates our dependence on electric power).

Consider your readers: select examples they can relate to

Illustration Essays Hook: use a common technique to capture the reader’s interest

Thesis statement: link the specific example with the general subject it illustrates (e.g. power failure in your building with dependence on electric power)

Body paragraphs: start with a topic sentence, to include a transition signal, and provide an extended example or a series of examples to support it

Conclusion: restate, reemphasize or summarize your thesis statement and end with some final thoughts that make your reader think about your topic

Week 12 – Narration Essays Thesis statement: introduces the action that

begins in the first paragraph of the essay

Body paragraphs: contains most of the plot, usually in chronological order; each paragraph ends with a transitional sentence (to signal the end of action in one paragraph and to provide a link to action of the next paragraph – which helps give unity to your story and allows the reader to follow the action easily)

Conclusion: finish describing the action in the essay; deliver the moral of the story/tell what the characters learned from the experience or make a prediction or revelation about future actions that will happen as a result of the events in the story

Week 13 – Definition Essays

How: Give a personal definition of what something means

3 types of thesis statements: (1) Definition by synonym, (2) Definition by category, (3) Definition by negation.

Supporting ideas: Use a variety of writing patterns and specific examples to support the topic sentence of each body paragraph.

Week 13 – Classification Essays3 steps to effective classification: Sort things into

useful categories, make sure all the categories follow a single organizing principle, and give examples that fit into each category.

Thesis statement: Topic + how it is classified (e.g. Tourists in Hawaii can enjoy three water sports: snorkeling, surfing, and sailing.)

Writing an effective classification essay: Determine the categories, classify by a single organizing principle, and support each category with examples.

Common transition signals: The first kind/type/group, the second kind/type/group, the third kind/type/group