By: T. Ma.

Teresa Walang

“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) 1. Watching TV 2. reading 3. playing computer games Doctor teacher pilot Group B (PROFFESSIONS)

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 Provides background information Contains the thesis statement

Should have 2 or more paragraphs depending on the number of sub-topics


Develops the thesis statement Provides details, examples, supporting information

Concludes all the ideas without repetitions


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.

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 writeups. 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.

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.

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 Saturday, Sunday ... Today Yesterday Next week/month/year Last week/month/year Finally Eventually Already Soon Just Still Example I am going to the shops on Monday. I've been to the shops today. I went yesterday. I am going next week. I went last year. I finally went. I eventually went to the shops. I've already been to the shops. I'm going to the shops soon. I'm just going to the shops. 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 I Verb (s) will tell Indirect Object you Direct object the story Time tomorrow.

Time Tomorrow

Subject I

Verbs will tell

Indirect object you

Direct Object 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)
cooler leaves change brilliant colors precedes winter death

Subject B (Spring)
warmer flowers bloom trees bloom precedes summer 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 second third one important equally important most important a significant another significant of greatest significance first next last in the beginning toward the middle at the end one also in addition

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

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