By: T. Ma.

Teresa Walang
 Preface

“The key to a better writing is to know the necessary tools needed to produce and develop
a simple paragraph towards long essays”

This module aims to equipped the students with the necessary technical skills in
Grammar in developing their writing activities. With the Grammar rules guiding the
students in writing they are expected to produce a better, well developed, and less error
output. Also the techniques guiding them will also enhance their confidence to write
knowing what they have to avoid, what they need to watch, and what they can use in
writing. As a whole this module creates a better and well structured writing, a less stress
on the writer on what to write and how to write, and most of all builds the students to be
better writers not only in writing class, but in all areas of study that require them to
write.

T. Maria Teresa Walang

Features of Paragraph/Essay Processes and Development

• Day 1
Topic: Definition of Terms
Objective: To be able to understand the terms commonly use in paragraph and essay
writing, to be able to write easily and accordingly.
Detailed Content
A. What is a Paragraph?
According to Gary Forlini, Prentice Hall, Grammar and Composition, p.460, a paragraph
is a series of related sentences that present a unit of thought. Marked by the indentation of
the first word of the first sentence. A standard paragraph explains the main idea, usually
presented in one sentence called the topic sentence. The rest of the sentences discuss the
main idea adding specific information for effectiveness.
B. Parts of a Paragraph
Topic Sentence-points out the topic of the whole paragraph, and tells about the
writer’s purpose. This is can be at the beginning, in the middle, or at the end of the
paragraph. In most paragraphs the topic sentence is at the beginning of the paragraph,
on this case it serves as an opening to what is the paragraph is all about it also guides
the writer in developing his/her paragraph.
Support-explains the main point of the writer, and completes the paragraph content.
Includes: Details, Facts, and Examples.
Unity and Coherence-These two factors bring together the writer’s ideas, and relate
the sequences of information in logical order.
Includes: Transitions and Conjunctions

• Day 2
Topic: Organization
Objective: To be able to decide on the content of the writing work thru:
1. exploration of different ideas
2. choosing the most appropriate topic
Detailed Content:
A: Generating Ideas– this includes enumerating, grouping, and initial planning.
Enumerating– it is easier to write if you will enumerate possible topics that you
would like to write on. To do this you need to ask you self the following Wh– H
Questions.
A. What is the reason I am writing?
B. Who will likely to read my work?
C. How interesting my topic is?
D. What examples and details I can write to support my topic?
Grouping– after enumerating all ideas you have in mind, you are now ready to group
them. To do this you can have ways on your own that would best suit your need to
write. You can also use common method like charting.
Example: watching TV, reading, playing computer games, doctor, teacher, pilot

Group A(HOBBIES) Group B (PROFFESSIONS)

1. Watching TV Doctor

2. reading teacher

3. playing computer games pilot

Initial Planning-with all the words grouped accordingly, you may now start planning
how you will begin your work. Based on the word groupings choose which exactly
you would like to write about, so that you can start writing details and information
you could use to form your work. You may start with short phrases to complete
sentences. The best way for an easy writing is to have as much information as you
could think of. As much as possible make use of the active voice in writing your
sentences for easier organization.

• Day 3
Topic: Coherence
Objective: To be able to arrange the ideas following a logical order. The topic sentence
should follow the main idea, and the supporting information following the topic sentence.
Detailed Content:
A: Being Logical– there are few ways to arrange the ideas in a logical way. Take note of
the following commonly used methods.
Chronological Order– this method arranges the supporting ideas in time order.
Commonly the use of transitions like; first, second, third, etc. or the use of specific
time expressions from the moment the story started to when it ended. This method is
best use to recall past events, like historical or experiences.
Spatial order-supporting ideas are logically arrange according to position. Here the
writer needs to be familiar with her/his prepositions use in locations. This method is
mostly use in giving directions.
Order of Importance– this method arranges the supporting idea from the least
important to the most important. This method is commonly use in advertising. Some
products contain directions on the usability of the items based on importance.
Comparison and Contrast Order– this method arranges the supporting information by
identifying the item or subject first. Next the writer points out all the similarities and
differences of the said item or object one by one. This method is commonly observed
in identifying abilities and capabilities of the subject. This is useful not only to one
item but to more.
B. Adding Clarity-to further make the writing work easy to follow and to make the
connections between ideas clearer, the use of conjunctions and transitions is necessary.
Transitions– are the guide marks signaling the readers what information is following
or what do they expect next. It is important to present the connection between each of
the idea and the ideas after and before it, this is the work of the transitions. Also
transitions are grouped according to their usage, transitions showing; time
relationship, spatial relationship, comparison or contrast, cause and effect, emphasis,
addition, examples, and the like.
Conjunctions– are also helpful in relating ideas one after the other. There are three
main kinds of conjunctions.
1. Coordinating Conjunctions-connect words or group of words, these
conjunctions relate words that are in the same part of speech.
2. Correlative Conjunctions– connect equal parts of the sentences, but they always
work in pairs.
3. Subordinate Conjunctions– connect two complete ideas by making the other
idea subordinate or dependent on the other.

• Day 4
Topic: Support
Objective: To be able to write a paragraph with not only enough examples but with
details and facts to present completeness of thoughts.
Detailed Content:
A. Support-completes the main idea of the paragraph. There are kinds of supporting
information to help the writer develop paragraphs.
Examples-particular ideas from the general idea, are use to break down what ideas are
presented in the topic sentence.
Details-are small pieces of information that make up something larger. These are
commonly descriptions of the subject in the paragraph.
Facts-are specific, accurate, and are established pieces of information proving the
ideas written in the paragraphs.
Reasons-answer the question why, show the cause and explain the main idea of the
topic.
Incidents-are events or situations that can be use to illustrate the main idea, these give
a picture in the mind of the reader what the writer wants to convey.
B. Adjectives-provide color and variation to the supporting information. These answer
the questions;
What kind?
Which one?
How many?
How much?
Who?
The uses of Adjectives make the details, facts, and the writer’s support more specific. In
writing the more specific the writer’s approach the easier and better it is understood by
the reader. Articles the, a, and a are the most common adjectives.

• Day 5
Topic: The Parts of an Essay
Objective: To be able to understand the parts of an essay, the ideas contained in each part,
the structure, and how each part is developed.
Detailed Content:
A: Essay-is a group of unified paragraphs which ideas are clearly connected. It contains
three major parts, introduction, body, and conclusion. Each plays an important role is
developing the whole essay, each too has different features. The essay is formed
following the sample structure below:

Essay Title

Introduces the writers tone (formal, informal,

serious, or casual)

Stimulates the readers attention

Introduction
Provides background information

Contains the thesis statement

Should have 2 or more paragraphs depending

on the number of sub-topics

Develops the thesis statement

Body
Provides details, examples, supporting
information

Concludes all the ideas without repetitions

Conclusion Includes end statements to reiterate the writers

main point on the essay

Note: The importance of Unity in Coherence in Essay writing should be given more focus
more than in paragraph writing, as it’s more difficult to maintain the relationship of each
idea in longer writing pieces just like essays. To maintain this said unity and coherence
take note of how each part of the essay is formed and to at all time relate the next idea to
the preceding ideas and the later to the thesis statement.

• Day 6

Concludes all the ideas without repetitions

Includes end statements to reiterate the writers

main point on the essay
Topic: Characteristics of a Good Title
Objective: To be able to write a well organized essay is to be able to understand fully the
following:
1. Interests in writing the essay
2. Range of knowledge towards the chosen title
3. Knowing how to make your title appealing to the reader
Detailed Content
Points of Consideration in Choosing the Title;
1. The title should be informative and appealing
2. It should speak of the writer’s main point
3. It should be original not too short and not too long
4. Make sure you title allows you to gather sufficient support in formation
B. Reminders in Gathering Supporting Details
1. Always consider the main point of the essay, not all information you have in mind
could be useful to support your essay.
2. In some instances, the link between the essay title and the body of the essay is not
in coherent due to the inappropriate information gathered.
3. Remember to use specific details that are easily understood by the reader,
although you are able to establish a good introduction and your title is appealing,
readers get bored when they don’t see the connection of your support ideas to
your title.
4. It is best that you always try to check the flow of your ideas in every paragraph.

• Day 7
Topic: Developing the Introduction
Objective: To be able to establish the introduction by knowing how to state key points
like essay tone, purpose, and thesis statement clearly to catch the readers interest.
Detailed Content
INTRODUCTION
Begin with an attention grabber-the attention grabber is up to the writer, here are few
ways on how to catch the readers’ attention
A. Factual Information-this does not need to be new, if the writer begins with
factual information this has to be followed by 2 or more sentences for thorough
explanation.
B. An Anecdote-is a short story illustrating the point of the essay. This has to be
short and related to the essay topic, this is a very effective attention grabber, but
the writer has to be careful in using this means.
C. A Dialogue-the dialogue need not to identify the characters, but has to clearly
show its point. Three exchanges of dialogues is enough to make a point. It is also
best to follow it with a sentence or two.
D. Summary of the Information-a few sentences summing-up all the details can
be use to catch the interest of the readers in the introduction. The sentence must
be gradually more specific as it reaches the thesis statement.
Other Attention Grabber:
*Begin with a Question
*Begin with a Prepositional Phrase
*Begin with a Quotation
*Begin with a famous sayings/proverb
If the attention grabber has only less than two sentences it is best to add more
sentences to elaborate the writers point, leading the opening to the thesis statement.
Remember to always maintain the interest of the reader in the introduction to keep
them in reading the whole essay.
Finish the introduction with the thesis statement.

• Day 8
 Topic: Developing the Thesis Statement
Objective: To be able to know the importance of the thesis statement to the whole
paragraph and to be able to write one.
Detailed Content
A: What is a thesis statement?
A thesis statement:
Tells the reader how you will interpret the significance of the subject matter under
discussion.
1. Is a road map for the paper; in other words, it tells the reader what to expect from the
rest of the paper.
2. Directly answers the question asked of you. A thesis is an interpretation of a question
or subject, not the subject itself. The subject or topic.
3. Makes a claim that others might dispute.
4. Is usually a single sentence somewhere in your first paragraph that presents your
argument to the reader. The rest of the paper, the body of the essay, gathers and
organizes evidence that will persuade the reader of the logic of the thesis statement.
B: How to generate the thesis statement?
After you’ve chosen the question your essay will answer, compose one or two complete
sentences answering that question.
For Example:
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR
A: “Using computers in a fourth-grade class promises to improve . . .”
C: Gauging the thesis statement
1. A strong thesis statement takes some sort of stand.
Remember that the thesis needs to show a conclusion about a subject.
2. A strong thesis statement justifies discussion.
The thesis should indicate the point of the discussion.
3. A strong thesis expresses one main idea.
Readers need to be able to see that your paper has one main point. If the thesis statement
expresses more than one idea, then it might confuse the readers about the subject of the
paper.
4. A strong thesis statement is specific
A thesis statement should show exactly what the paper will be about, and will help keep
the paper to a manageable topic.
• Day 9
Topic: Developing the Body
Objective: To be able to construct the central portion of the essay with enough and
relevant reasons, facts, details, and examples to support the main points stated in the
thesis statement.
Detailed Content
A: BODY OF THE ESSAY
The number of paragraphs in the body of the essay differs according to the number of
the subtopics given in the thesis statement and to how much supporting ideas the
writer can provide for each sub-topic.
Begin each paragraph by writing the main point first, if the main point in the
INTRODUCTION is enclosed in a complex sentence, write it down in a complete
sentence form.
Next, write the supporting ideas for that main point. Write as many details, facts,
examples, and reasons relevant to that point. Also make sure the last sentence will be
in connection to the next main point.
For reiteration purposes write the sentence summary for each paragraph. This is not
actually needed, but it is not also wrong to do so, although the writer must take extra
caution in doing this to avoid redundancy.

The Body of the Essay may look like this:

Main Point 1
Support Idea 1-examples, reasons, Facts, Details.
Support Idea 2-examples, reasons, Facts, Details
Support Idea 3-examples, reasons, Facts, Details

Main Point 2
Support Idea 1-examples, reasons, Facts, Details.
Support Idea 2-examples, reasons, Facts, Details
Support Idea 3-examples, reasons, Facts, Details

Main Point 1
Support Idea 1-examples, reasons, Facts, Details.
Support Idea 2-examples, reasons, Facts, Details
Support Idea 3-examples, reasons, Facts, Details
• Day 10
Topic: Developing the Conclusion
Objective: To be able to write the conclusion giving the essay a satisfying end by
knowing how to wrap up all the ideas presented in the INTRODUCTION and BODY
without being repetitive.
Detailed Content
A: CONCLUSION
The first thing the writer has to consider when writing the conclusion is not to repeat
all ideas or main points already presented.
The conclusion closes the essay, therefore just like the introduction is should leave the
reader a good impression of the essay. There are few things to consider to arrive to a
satisfying conclusion.
A) Do not just restate the main points in the thesis statement.
B) Think about the importance of the essay to the readers.
C) Write the conclusion is a striking way, you may give a final remark reminding
the readers of purpose of the essay, or may still elaborate on certain points not
mentioned in the body. But remember not to start a new idea in the conclusion.
D) It is best to write the last sentence using a smart statement. This statement can
be a famous quote, anecdote, or an excepts from a famous speech or news write-
ups.
E) The conclusion needs not to be very long, three or more sentences will do, it is
a common error for some writers, making their conclusion too long, resulting to
repetitive statements.
Mainly bear in mind when writing the conclusion; it should still unify all the
ideas and main points stated in the INTRODUCTION and BODY of the essay.
• Day 11
Topic: Expository Writing
Objective: To be able to establish and maintain informative, objective, and factual tone
that are verifiable from reliable sources.
Detailed Content
A: Pre-Writing
Since the main objective of this kind of essay is to inform and explain to the readers
certain facts and events, gathering of information should be given much concern.
Materials have to be reliable and verifiable.
Gather information from different sources to compare and contrast ideas to come up
with only the needed support information to develop the essay.
B: Writing Proper
1. Choose a topic that is appropriate to the length you have in mind that could be
treated factually.
2. Determine any secondary purpose and tone.
3. Know the audience knowledge of the topic you are writing.
4. Develop the main topic of the essay and then break it down to several factual
details.
5. Concentrate on explaining as the essay progresses.
C: Revising
1. Revise the essay for unity and coherence, and examine the word choice for an
objective, and informative tone.
2. Make sure the main idea is well established and followed by enough and concrete
details that could support the factuality of the essay topic.
3. It is also wise to ask other’s opinion on the essay especially those who are reliable
concerning the topic discussed.
In case of insufficiency of support always relate the added information to the ideas
already mentioned in the essay. This will help avoid redundancy or repetitive details
that are the common problem when trying to add information in revising.
• Day 12
Topic: Narrative Writing
Objective: To be able to achieve the purpose of a narrative writing which is to relate
series of events to the readers by means of mastering the use of graphic language to
capture both actions and sensory impression to get a picture of the events written in the
essay.
Detailed Content
A: Characteristics of a Narrative Writing
All events in the narrative writing should be arranged in chronological order. There
are times the writer begins with the end point, but still the writer should maintain a
normal flow from one point to another.
The language use should include colorful details showing actions. Besides exact and
vivid nouns the use of strong action verbs is recommended.
The uses of transitions make the story move along, linking one event to another.
B: How to Write a Narrative Writing?
a) Choose an experience either real or imaginative that you could relate into
clear and graphic language.
b) Choose which point of view you would like to tell your story. Be consistent by
not trying to change every time your point of view.
c) Determine other secondary purpose you would like to convey in your writing
work, such as amusing to the reader.
d) List down all the events you want to relate, making sure the consistency of
your point of view in each event.
e) Organize the events in chronological order.
f) As you progress in writing concentrate on the actions of the story as presented
from a consistent point of view.
g) Revise the paper for consistency of your main point. Reread you work after
revisions to check parts that may confuse the readers.
• Day 13
Topic: Evaluation Essay
Objective: To be able to develop an essay making a good judgment about people, ideas,
and possible actions, based on the given criteria.
Detailed Content
A: Features of an Evaluation Essay
1. Adequately described subject. The writer should describe the subject of the
essay in some detail, according to what he or she thinks the reader should know.
Writers usually provide only enough information to allow their readers to accept
their judgment. The emphasis, therefore, is on the reliable voice of the writer. In
evaluating a book, readers would need to know the author, the date of publication,
what it was about, and the like.

2. A judgment. The writer must assert him or herself by making a definitive

judgment. This judgment should be the writer's topic sentence. All other
paragraphs should ask to prove the topic, even if a writer must give a balanced
evaluation.

3. A convincing argument. After stating the judgment, present an argument based

on reasonable criteria. "Reasonable criteria" means using standards that are
generally used to describe something. Writers should also provide evidence to
make their argument. Evidence should include description, examples, facts,
statistics, and testimony of others.

4. Not biased, reasonable tone. Some writers go out of their way to avoid biased or
reasonable tone, especially when evaluating and sometimes it is desirable to allow
the importance of your topic to be reflected in your tone.

5. A clear pattern of organization. As with other types of essays, it is best to make

it clear where you are going. Start with a tight introduction, working from general
to specific. Your judgment should be your topic sentence and should lead into the
argument.

Note: The writer can also have his/her own idea in making the judgment, the set of
criteria would depend on what the writer wants to convey in the essay. The said
criteria should guide the essay all through out from the beginning till the end of the
work.
• Day 14
Topic: Explanation Essay
Objective: To be able to write and an essay showing a vivid picture of an event that
happens or that has happened.
Detailed Content
The main purposes of an Explanation essay are to clear the issue of the essay,
describe it and reveal the essence of the issue in a clear coherent way.
A good way to make the essay easier is to apply the following questions to the
thesis statement

What/Who?....Why?...What for?...When?...How?...

A: The Introduction:
The Introduction should tell what the writer is going to explain and why did the he/she
chose it. The thesis statement should reveal every bit of the writer’s plan, and the other
parts of the essay should explain the details and give examples.
B: The Body of the Essay
The Body of the essay consists of several paragraphs. Each point mentioned in the thesis
statement should be given attention is separate paragraphs. The body of the essay should
develop the writer’s thought supporting it with substantial evidence. This is due to the
main purpose of this essay which is to show the writer is knowledgeable on the topic
being discussed.
C: Conclusion
Try to be as objective as possible. Make sure the conclusion is solid and complete. To
make the essay nicer ask others to proofread your work. Remind the readers the most
important points you had mentioned in the thesis statement
• Day 15
Topic: Sequence Essay
Objective: To be able to describe series of events or processes in some sort of order or
manner.
Detailed Content
A: Time Expressions
Time Example
Saturday, Sunday ... I am going to the shops on Monday.
Today I've been to the shops today.
Yesterday I went yesterday.
Next week/month/year I am going next week.
Last week/month/year I went last year.
Finally I finally went.
Eventually I eventually went to the shops.
Already I've already been to the shops.
Soon I'm going to the shops soon.
Just I'm just going to the shops.
Still I'm still at the shops.
The use of adverbs of time is necessary to show a clearer organization to your essay
below are commonly use time expressions that will guide the writer to begin a sequence
type of essay.
B: Position of adverb of time
Adverbs of time are usually found at the end of the sentence.
Subject Verb (s) Indirect Object Direct object Time

I will tell you the story tomorrow.

Time Subject Verbs Indirect object Direct Object

Tomorrow I will tell you the story.

If you don’t want to put emphasis on the time, you can also put the adverb of time at the
beginning of the sentence.
• Day 16
Topic: Choice Essay
Objective: To be able to write a well organized essay stating different choices, and ideas
describing each option and then giving a fair opinion.
Detailed Content
A: Considerations when writing
A choice essay points out the advantages of the choice idea over the other. To establish
the choice strongly there are considerations the writer has to look deeply into, and they
are stated below.
a) classify: Into what general category/categories does this idea belong?
b) compare: What are the similarities among these ideas? What are the differences?
c) contrast: What are the differences between these ideas?
d) critique: What are the strengths and weaknesses of this idea?
e) define: What does this word or phrase mean?
f) describe: What are the important characteristics or features of this idea?
g) evaluate: What are the arguments for and against this idea? Which arguments are
stronger?
h) explain: Why is this the case?
i) identify: What is this idea? What is its name?
j) interpret: What does this idea mean? Why is it important?
k) justify: Why is this correct? Why is this true?
l) outline: What are the main points and essential details?
m) summarize: Briefly, what are the important ideas?

B: Writing the essay

Well Focused
Be sure to answer the question completely, that is, answer all parts of the question. Avoid
"filling." A lot of confused ideas is a sure sign that the writer doesn't really know what the
right answer is and hopes that somehow, something in that overgrown jungle of words
was the correct answer.
Well Organized
Don't write in a random "think-as-you-go" manner. Do some planning and be sure that
what you write has a clearly clear introduction which both states the point(s) you are
going to make and also, if possible, how you are going to proceed. In addition, the essay
should have a clearly indicated conclusion which summarizes the material covered and
emphasizes your thesis or main point.
Well Supported
Do not just assert something is true, prove it. What facts, figures, examples, tests, etc.
prove your point? In many cases, the difference between an A and a B as a grade is due to
the effective use of supporting evidence.
Well Thought of
People who do not use conventions of language are thought of by their readers as less
competent. To do away with this think hard on the choice prior to writing your essay.
• Day 17
Topic: Compare and Contrast Essay
Objective: To be able to write and state the similarities and differences between two or
more people, places, or things.
Detailed Content
A: Pre-Writing
• Choosing a Topic
In choosing a topic, be sure not to choose two totally unrelated subjects. You must start
with subjects that have some basic similarities. For instance, you could choose to
compare/contrast two movies, two authors, two modes of transportation, or two sports
figures.
• Brainstorming
The first thing to do is brainstorm everything you know about each subject and then go
back and look for connections that show similarities and differences, which might look
something like this:

Subject A(Autumn) Subject B (Spring)

cooler warmer
leaves change flowers bloom
brilliant colors trees bloom
precedes winter precedes summer
death birth
B: Writing Process
• Developing a Thesis
The thesis statement will evolve from the brainstorming. Look at your list and ask
yourself some questions.
"Is there something important, significant, or interesting in the similarities and
differences on my list?
• Organizing the Essay
The introduction of your essay should mention both subjects and end with a strong and
clearly defined thesis statement.
There are two primary ways to organize the body of your paper, the divided pattern and
the alternating pattern.
To follow the divided pattern, give all supporting details for one subject and then give all
supporting details for the other subject:
Paragraphs 1-3 in Body Discuss and give supporting details for subject 1 (A)
Paragraphs 4-6 in Body Discuss and give supporting details for subject 2 (B)

To follow the alternating pattern, alternate the details from one side of the comparison or
contrast to the other:
Paragraph 1 in Body Discuss and give supporting details for subject 1 (A)
Paragraph 2 in Body Discuss and give supporting details for subject 2 (B)
• Day 18
Topic: Description Essay
Objective: To be able to give the reader a clear picture of the essay thru vivid descriptions
of things, people, or places.
Detailed Content
A: General Ideas
I. A descriptive essay has one, clear dominant impression. If, for example you are
describing a waterfall, it is important for you to decide and to let your reader know
if it is threatening or lovely; in order to have one dominant impression it cannot be
both. The leading impression guides the author's selection of detail and is thus made
clear to the reader in the thesis sentence.
II. A descriptive essay can be objective or subjective, giving the author a wide choice
of tone, diction and attitude. For instance, an objective description of one's dog
would mention such facts as height, weight, coloring and so forth. A subjective
description would include the above details, but would also stress the author's
feeling toward the dog, as well as its personality and habits.
III. The purpose of a purely descriptive essay is to involve the reader enough so he or
she can actually visualize the things being described. Therefore, it is important to
use specific and concrete details.

B: Rules
I. The descriptive essay relies on concrete, sensory detail to communicate its point.
Remember, we have five senses, not one or two.
II. The author of a descriptive essay must carefully select details to support the leading
impression. In other words, the author has the license to omit details which are
different with the leading impression unless the leading impression is one which
points out the differences.
III. Description very often relies on emotion to convey its point. Because of this, verbs,
adverbs, and adjectives convey more to the reader than do nouns.
IV. Unless the description is objective, you must be sure that the leading impression
conveys an attitude.
C: Strategies

I. Try giving all the details first; the leading impression then is built from these details.
II. Check your details to be sure that they are consistent with the leading impression.
You might even want to write down the five senses on a scratch piece of paper and
check to see that you have covered them all.
III. Try moving your reader through space and time chronologically. For instance, you
might want to describe a bus ride from start to destination.
IV. Use a then-and-now approach to show decay, change, or improvement. The variations
on this strategy are endless.
V. Select an emotion and try to describe it. It might be more difficult to get started, but it
can be worthwhile.

• Day 19
Topic: Classification Essay
 Objective: To be able to classify ideas into specific categories and discuss each of them
by defining each and by giving examples for each classification.
Detailed Content
A: Guide to Classifying
1. Sort things into useful categories.
2. Make sure all the categories follow a single organizing principle.
3. Give examples that fit into each category.
B: Common Classification Transitions
1. The first kind, the second kind, the third kind
2. The first type, the second type, the third type
3. The first group, the second group, the third group
TRANSITIONS TO ENUMERATE/CLASSIFY

These transitions are to be used as sets;

more transitions can be added to each set as needed.

first one a significant first in the one

second important another next beginning also
third equally significant last toward the in addition
important of greatest middle
most significance at the end
important

C: The thesis statement

Includes the topic and how it is classified. Sometimes the categories are named.
D: How to Write an Effective Classification Essay?
I. Determine the categories. Be thorough; don't leave out a important category. On the
other hand, don't include too many categories, which will blur your classification. For
example, if your topic is sports shoes, and your organizing principle is activity, you
wouldn't include high heels with running and bowling shoes.
II. Classify by a single principle. Once you have categories, make sure that they fit into
the same organizing principle. The organizing principle is how you sort the groups.
Do not allow a different principle to pop up unexpectedly.
III. Support equally each category with examples. In general, you should write the same
quantity, i.e., give the same number of examples, for each category. The most
important category, usually reserved for last, might require more elaboration.

• Day 20
Topic: Definition Essay
Objective: To be able to write an essay defining a word, or concept in depth by providing
a personal comments on what the specific subject means.
Detailed Content
A: Setting up the definition essay
I. Select a subject carefully.
1. Since such essays are personal in nature, select your subject based on your own
need to clarify the term.
2. Select a term or subject that you know well enough so that you can provide
specific examples to show your definition.
3. Don’t select a subject either too broad or too narrow to fit the limits of your
essay.
II. Once you have selected a subject, outline your paper carefully before writing.
1. Outlining will help you determine the specific points you want to cover in the
definition and point out where you need examples.
2. Here are some suggestions for how to outline a definition paper:
I. Introduction
A. Attention getter
1. You may want to include the traditional or dictionary definition here to
provide a basis for your personal definition.
2. You may want to open with a contradictory image to what would be
your image to illustrate that definition.
B. Thesis: State how you define the term. If you can write the definition using
specific points, you will find the definition easier to follow when writing the
paper.
II. Body
A. Point one
1. The first part of your definition of the term.
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
B. Point two
1. The second part of the definition of the term.
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
C. Point three
1. The third part of the definition (if there is one)
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
III. Conclusion
A. Review your definition’s main points
B. Closing attention getter