Using the Writing Process to Compose A+ Essays

1. Using the Writing Process to Compose A+ Essays Notes based on Ch. 3 & 4 in Focus textbook Use with Study Guide for Test #1

2. What’s your point? . . . and then he said he would call, but I work on Mondays and I hate Mondays, and plus it’s the summertime and I prefer the winter and . . . Have you ever listened to a friend ramble on and thought to yourself, “does this person have a point to make?” It can be difficult to understand a person if you can’t understand the point they are trying to make.

3. What’s your support? I have the best boss! New Jersey is the greatest state. Dogs are better pets than cats. Likewise, have you ever heard someone make a broad statement and then fail to back it up with any specific evidence? Why is your boss so great? Why is New Jersey the greatest state? How are dogs better pets than cats? It’s hard to believe or agree with someone’s point if they don’t provide evidence to support it.

4. Our job as writers . . . • To make a clear point. • To back up our point with specific details.

5. What is an essay? • An essay is a group of paragraphs about one subject. • An essay is like a paragraph in longer, fuller form: Both have an introduction, a body, and a conclusion. Both explain one main idea with details, facts, and examples. • An essay is not just a padded paragraph, however. An essay is longer because it contains more ideas.

6. Typical Essay Structure

7. Thesis Types of Professors I was day-dreaming in my English class one day about the various types of professors I’ve had since I started at Salem Community College. Some of my professors have been down-right boring, whereas others have been really lively and interesting. Some have also been easy graders, while others have been so tough,thatI had to study around the clock just to get a “C” in their class. When it comes down to it, I can basically categorize all the professors I’ve had at SCC into the following types: those who give easy A’s, those who are challenging, and those who are impossible to please. First of all, I’ve had several professors who give easy-A’s. For instance, during my first semester here at SCC, I took Math 092 with Professor Smith. He was so laid back and carefree that he barely taught his classes. He would lecture for five, ten minutes maybe, and then let his whole class leave early. Mr. Smith rarely assigned homework, and when he did, he never collected it or checked it the next day. Then, on test days, Mr. Smith would give us most of the answers. Acing his course was so easy. I also had another easy professor during my first semester: Dr. Allen. I took Dr. Allen’s sociology class and just as long as I participated in class discussions, I was guaranteed an A. The second kind of professor that I’ve encountered at SCC is the challenging type. Challenging professors are the ones who make students do a lot of work both in and out of the classroom. I had one particularly challenging professor last spring. Her name is Mrs. Lee and she teaches biology. Professor Lee expects all of her students to read at least three chapters of the textbook every night and she gives quizzes every other class session. Even though I didn’t like all the work I had to do in Mrs. Lee’s class, I can say that I learned a ton from her. Actually, I learned so much in Mrs. Lee’s biology class that the anatomy and physiology class I am taking this semester seems easy. In addition to professors who give easy-A’s and those who are challenging, there is a third kind of professors that I’ve encountered here at SCC, and they are the ones who are impossible to please. One such professor, Dr. Jones, teaches history. I took Dr. Jones’s class last semester and it was beyond hard. One of Dr. Jones’s requirements is to write a fifteen-page paper on the American Revolution. I worked on that assignment for three weeks, and when I finished, my paper was seventeen pages long; however, I only earned a C-. In addition, the final exam in Dr. Jones’s class was the hardest test I’ve ever taken; it included over 150 multiple-choice questions and three short essay questions. Despite the fact I studied for this final exam for really hard, I only got a 78%. I know I haven’t taken every professor here at SCC, but I am willing to bet that they can all be categorized into the groups I mentioned above. Regardless of which types of professors I have this year or next, I know they will all help me get one step closer to graduation. Topic Sentences Transitions Conclusion

8. Parts of an essay • Title • Introduction with a clear thesis statement • Body paragraphs where supporting information/evidence is explained (Note: Each body paragraph should begin with a clear topic sentence) • Transitional words and phrases • Conclusion See “Becoming Chinese American” on pages 63-64 for another example

9. Another Sample Essay See “The Dangers of Social Networking” by Amber Ransom (student essay) on pp. 6-7

10. Using the writing process to write A+ essays

11. Step 1: PlanningUnderstand the assignment • Read assignment instructions carefully • Consider your purpose and audience • Narrow general instructions into topic/focus for your essay

12. Step 1: PlanningGenerate Ideas • Know your topic . . . really well. • Know what point you want to make about your topic. (This will become your thesis.) • Keep in mind your purpose for writing and who your audience is. • Think of ways to support your point. • Reading about your topic,freewriting, journaling, brainstorming , and creating cluster maps are all good techniques for generating ideas.

13. Step 1: Generating IdeasLet’s practice . . . Let’s say our topic is childhood obesity. There are a lot of questions we have to consider before we can begin drafting our paragraph: • What general point do I want to make about childhood obesity? • What is my purpose for writing this essay? • Who is my audience? That is, who will be reading my essay? • What details (evidence) do I have to support my point?

14. Step 1: Generating Ideas Let’s practice . . . Brainstorming: high obesity rates in children . . . affects them socially . . . bullying . . . low self-esteem . . . may have long-term health effects . . . diabetes, heart disease . . . obese children may not live as long . . . • What general point do I want to make about childhood obesity? Childhood obesity is a serious problem in America. • What is my purpose for writing this essay? To inform my readers of the reasons why childhood obesity is such a big problem. • Who is my audience? That is, who will be reading my paragraph? My professor, classmates, friends, maybe parents. • What details (evidence) do I have to support my point? The ideas I generate from brainstorming.

15. Step 2: Organizing IdeasLet’s practice . . .

16. Step 2: Organizing ideas in a mapLet’s practice . . . Main idea = Thesis Major supporting details Minor supporting details

17. Or you can create an outline • See page 83 in your textbook for an example of a formal outline for an essay. Thesis: ______________ • First body paragraph • Supporting details • More supporting details • Second body paragraph • Supporting details • More supporting details • Third body paragraph • Supporting details • More supporting details • Conclusion

18. Step 3: Writing a first draft (the rough draft) You can then use the map or outline you created to draft the essay. Essentially, your map (or outline) is the skeleton of your essay. See how the outline on page 83 was turned into a first draft of an essay on pages 85-86

19. Step 3: Drafting(writing the rough draft) Start by drafting the thesis statement + = Childhood obesity + it’s a serious problem = Childhood obesity is a serious problem. Childhood obesity is currently a serious problem in America with dire consequences. List phrases: several reasons . . . various factors . . . a number of effects . . . a variety of advantages/disadvantages THESIS STATEMENT MY MAIN POINT TOPIC

20. Tips for writing your thesis statement • Your thesis is your main point of your essay. • Your thesis should be a single, clear, and complete sentence that states your topicand your position on your topic. • Example: Playing on a college sports team has many advantages but also several drawbacks. • Your thesis cannot be a question. • Your thesis should not be a statement of fact (has nowhere to go). • Your thesis should not be too vague. • Your thesis should not be an announcement. • Example: In this essay, I will discuss the advantages and disadvantages of playing sports in college.

21. Practice with thesis statements • Read pages 74-76 for tips on writing effective thesis statements. Pay close attention to the FYI box “Evaluating Your Thesis Statement” on page 75. • Complete Practice 3-6 and 3-7 on pages 76-77 and label the example thesis statements as either: F = Statement of fact (ineffective) A = Announcement (ineffective) VS = Vague statement (ineffective) ET = Effective thesis (Yay!)

22. Drafting Introductory Paragraphs • “Hook” reader—capture reader’s attention • Provide background information on your topic • State your thesis Did you know that a common plant is considered illegal in America? The marijuana plant is grown, dried, and smoked by many, yet this plant is considered an illegal drug. However, marijuana is not as dangerous or addictive as alcohol and tobacco, which are legal drugs. It costs the United States millions of dollars to prosecute and detain people who grow and possess marijuana when the government could instead make money by taxing the substance. The argument for the legalization of marijuana is a strong one and all Americans should support a law that would take this action.

23. Techniques for Writing “Hooks” forIntroductory Paragraphs

24. Drafting Body Paragraphs • The body paragraphs of your essay is where you will provide evidence to support your thesis. • You may choose to include any of the following types of evidence in your body paragraphs: facts, reasons, examples, definitions, descriptions, effects, and statistics and direct quotations from source material. • Each body paragraph must begin with a clear topic sentencethat supports the thesis. • Example: The first advantage of playing sports in college is the opportunity for scholarships. (This paragraph would then detail—provide evidence—how an opportunity for scholarships can be an advantage.) • Often, writers like to begin their body paragraph topic sentences with transition words and phrases: • First of all, . . . In the first place, . . . • In addition, . . . Another reason why . . . • A second consideration is . . . A final example of . . . is . . .

25. R.E.N.N.S. = adding more specific details to your writing • REASONS: Why? What specific reasons support your main idea? • EXAMPLES: Think of specific examples from your own life or a friend’s life. Personal examples can provide strong support to your main idea. • NAMES: Instead of writing general terms like “stores,” be specific and name specific stores (e.g. “Best Buy,” “Acme,” “Lowes”) • NUMBERS: Include specific numbers whenever possible. For instance, instead of writing, “My low G.P.A.” be specific and write, “My 1.5 G.P.A.” • SENSES: Try to appeal to your readers’ senses by describing in detail how something looks, feels, smells like or sounds like. For example, “My messy room has so many clothes scattered on the floor that I can’t even see my carpet and it smells of three-day old sweat socks.”

26. General vs. Specific • EXAMPLES • General: I like all types of soda. • Specific: I like Pepsi, Coke and Mountain Dew. • General: I had problems in that course. • Specific: I couldn’t understand my math instructor’s accent and I fell behind on my homework assignments. • General: My friends like to hang out on the weekends. • Specific: My friends Tony and John like to get together on Friday and Saturday nights to play X-Box games like “Call of Duty.” B.S.! Be Specific!

27. Adding Transitions When writing your rough draft, use transition words and phrases to connect your major supporting details. Addition words are especially helpful transitions when you are listing details to support your topic sentences: one, first (of all), for one thing, to begin with, another, also, second, in addition, next, moreover, last of all, finally The last time you were at a mall or shopping center, did you notice an increased amount of overweight and obese children? Childhood obesity is currently a serious problem in America with dire consequences. For one thing, the number of children who are considered overweight or obese has dramatically risen in recent years. In fact, the Center for Disease Control has reported that the rate of childhood obesity has tripled in the last twenty years and now a whopping one-out-of-every-three children is considered overweight or obese. Moreover . . .

28. Writing Your Concluding Paragraph • The final, concluding paragraph of your essay has two functions: (1) it should emphasize your thesis statement, and (2) it should draw your essay to a close. • Here are a few effective ways to write a conclusion: • Restate your thesis (in different words) • Summarize your main points • Look ahead—consider consequences or outcomes in the future • Suggest a new direction for future thought or action

29. Drafting Your Title Your title should identify the topic of your essay in an interesting way. You want to capture your reader’s attention with your title. Here are some tips for writing titles: 1. Write a question that your essay answers Why Change Minimum Wage? 2. Use key words that appear in your thesis statement Reasons College Students Drop Out 3. Tie your title into your introduction or conclusion paragraph 4. Brainstorm! Write 3 or 4 titles and ask your friends which one they like best.

30. Four suggestions for drafting an essay: • Stay focused on your thesis statement (revise it, if necessary) • Stay organized—look at your outline or map as you write • You don’t have to write paragraphs in order • Leave time between your drafts • Think of drafting as a chance to experiment • Focus on ideas, not correctness • Be prepared to make major changes

31. Step 4: Revising What is revising? Revising is making decisions about how you want to improve your writing. When you revise, you’re picking places where your writing could be more clear, more interesting, more informative and more convincing. The TEST Method of Revising • THESIS STATEMENT: Does your thesis statement clearly state your main idea? • EVIDENCE: Do you need to add more evidence in the body paragraphs and delete some irrelevant details? • SUMMARY STATEMENT: Does your conclusions include a summary statement that sums up the idea expressed in your thesis statement? • TRANSITIONS: Do you have enough transition words and phrases to effectively connect your ideas?

32. Revising your first draft • Read your first draft slowly and carefully to yourself. • Underline trouble spots, draw arrows, and write in the margins to straighten out problems. • Here are some questions to keep in mind as you revise: • Is my thesis statement clear? • Does the body of the essay fully support my thesis statement? • Does the essay have unity; does every paragraph relate to the thesis statement? • Does the essay have coherence; do the paragraphs follow a logical order? • Are my topic sentences clear? • Does each paragraph provide good details, well-chosen examples, and so on? • Is the language exact, concise, and fresh? • Are my sentences varied in length and type? • Does the essay conclude, not just leave off?

33. Revised Sample • See pages 91-92 to see how the “Going Back to School” essay was revised. • See the final draft of this essay on pages 96-97 with evidence of TEST

34. Step 5: Proofreading & Editing • PROOFREAD! It is often helpful to read your writing backwards (that is, last sentence first) in order to catch any mistakes. • Also, try reading your writing out loud – does it sound clear? • Your point will be lost if your writing is full of spelling, grammar and mechanical errors. See editing checklist on pages 92-93

35. The Writing ProcessLet’s Review Step 1: Decide on your point and generate supporting details Step 2: Organize your ideas Step 3: Draft your thesis statement; draft your supporting (body) paragraphs —use transitions to connect details Step 4: Reconsider your writing—what could be changed to improve it? Step 5: Find and fix any mistakes in spelling, grammar, and mechanics

36. PracticeComplete for homework • Complete the essay “Preparing for a Job Interview” on pages 99-100 • Must be typed in Google Docs and correctly formatted (see page 95 and your green syllabus for format samples) • Be sure to carefully proofread and edit your writing