Essay Writing Guide

Organized, written, and prepared by Dr. Marian Muldrow after a decade of practice, trial
and error, and experience.

Copyright © 2012, 2019. All rights reserved. Except as permitted under the United States Copyright Act
of 1976, no part of this publication may be reproduced or distributed in any form or by any means,
including, but not limited to, the process of scanning and digitization, or stored in a database or retrieval
system, without the prior written permission of the author who you can contact at
Marian.Muldrow@gmail.com.
 Contents
 Thesis Frames………………………………………………………………………3
 Paragraph Writing
o Descriptive Paragraph……………………………………………………...5
o Compare and Contrast Paragraph with a Secondary Source……………….6
o Definition Paragraph……………………………………………………….7
o Definition Paragraph with a Secondary Source…………………….…...…8
o Analytical Paragraph with a Primary Source………………………………9
o Analytical Paragraph with a Primary and a Secondary Source……..…….10
o Persuasive Paragraph…………………………………………………..….11
 Introductions
o Descriptive Essay.………………………………………………………...13
o Compare and Contrast Essay...…………………………...……………….14
o Basic Introduction………………………………………………………...15
o Analytical Essay...……………………...………………………………....16
o Persuasive Essay.…………………………………………………………17
 Conclusion
o Basic Conclusion………………………..……………………………..….19
 Word Choice
o Dead Words and Phrases………………………………………………….21
o Active Verbs………………………………………………………………22
o Adjectives………………………………………………………………....23
o Adverbs…………………………………………………………………...24
o Transitions Words……………………………………………………...…25
o Sentence Variety………………………………………………………26-28
 MLA
o Quotation Integration……………………..………………………………30
o MLA Quick Tips……………………………………………………....31-32
 Editing Checklist…………………………………………………………………..33
 Rubrics
o In-class Rubric………………...…………………………………………..35
o Out-of-class Rubric………………………………………………….……36
 Template for Writing Assignments……………………………………………37-38
 Notes………...…………………………………………………………………39-40
 Thesis Frames
 
Basic Frames:

X and Y Frames (choose one)

1. (The author) uses            X            to expose           Y             .

2. Through the use of          X             (the author) demonstrates (how)            Y         

3. The development of              X            reveals              Y          .

 
 
Early paragraphs in your essay should focus on the information in space x, and later
paragraphs should focus on the information in space y.  Each new paragraph should
either develop a new portion or expand a point made in a previous paragraph.

Sophisticated Frames:

3-1-2 Thesis Frame

1 – Make a statement: Fiction mimics reality.

2 – Central focus: Books are the key to understanding who people are.
3 – Contradiction: Although not all people read

Ex: Although not all people read, fiction mimics reality, and books are the key to
understanding who people are.

Four Part Frame 

Your thesis statement should contain four basic elements that will all converge in
a single, defining sentence. The four elements are: (a)the author, (b)the work,
(c)your claim or position and (d)your central focus.

* Any of the verbs in the frames and the information in parentheses can become whatever best fits the
writing assignment.
Paragraph Writing
 Descriptive Paragraph
Topic Sentence

In the topic sentence, present some portion of the thesis to be proven in the
paragraph. Each new paragraph should either develop a new portion or expand a point
made in a previous paragraph.

Narrow Down Sentence(s)

 
The narrow down sentence(s) should point the reader’s attention to a specific element
that supports your topic sentence.  Consider an aspect of the topic sentence to describe in
great detail.

Explanation Sentences
 
Describe the narrow down, and explain how that aspect supports the topic sentence,
which is a portion of the thesis.   Refer to specific parts that carry special meaning or
extra importance and how those parts give rise to the interpretation.  This is analysis.
 
Concluding Sentence(s)
 
Restate the topic and provide a transition to the next paragraph.
 Compare and Contrast Paragraph with a Secondary Source

Topic Sentence

In the topic sentence, present some portion of the thesis to be proven in the paragraph. 
Each new paragraph should either develop a new portion or expand a point made in a
previous paragraph. Direct the reader’s attention to a specific trait (trait by trait) or one
of the subjects (subject by subject).

Narrow Down Sentence(s)

 
The narrow down sentence(s) should point the reader’s attention to a specific explanation
of the first subject’s connection to the trait (trait by trait) or begin the discussion of the
first subject (subject by subject).

Explanation Sentences
 
Describe a trait (trait by trait) of the first subject or all of the traits of the first subject
(subject by subject).
 
Transition Statement and Secondary Source Quotation

Provide a sentence that introduces the secondary source. Then use a quotation from the
secondary source text pertinent to supporting your explanation. Provide a direct
quotation, using a lead in, or paraphrase the information. Include parenthetical
documentation.

Explanation Sentences

Explain the meaning of the passage just quoted, and explain how that passage supports
the topic sentence and what you stated about the topic.  Refer to specific words in the
passage that carry special meaning or extra importance and how those words give rise to
the interpretation.  This is analysis.

Concluding Sentence(s)
 
Restate the topic and provide a transition to the next paragraph, which will either be the
same trait applied to the next subject and how it compares/contrast the first subject (trait
by trait) or the second subject (subject by subject).

*The secondary source part of the paragraph depends on the assignment. If the instructor does not require
outside sources, eliminate steps four and five.
 Definition Paragraph

Defining a Term or Phrase

Topic Sentence

Introduce the term or phrase.

Definition Sentence(s)

For a formal definition of the term or phrase, define the term using a dictionary source
and provide the parenthetical documentation for the definition. For an informal
definition, use a personal experience or your prior knowledge of the term.

Explanation Sentences

Explain the definition from the formal source or offer an extended definition. For the
informal definition, extend your anecdote.

Concluding Sentence(s)

Restate the topic and provide a transition to the next paragraph, which is usually an
example, function, or negation paragraph.

Example, Function, or Negation

Topic Sentence

Introduce the example, function, or negation of the term.

Narrow Down Sentence(s)

State the context of the example, function, or negation.

Explanation Sentences

Explain the example, function of the term in everyday life, or how the current word or
phrase negates the original term or phrase.

Concluding Sentence(s)

Restate the topic and provide a transition to the next paragraph, which is usually an
example, function, or negation paragraph. You want to aim for a variety of paragraphs
instead of all of one type.
 Definition Paragraph with a Secondary Source
Topic Sentence
 
In the topic sentence, present some portion of the thesis to be proven in the paragraph. 
Each new paragraph should either develop a new portion or expand a point made in a
previous paragraph. Provide the reader with an example, function, or negation of the
term.
 
Narrow Down Sentence(s)
 
State the context of the example, function, or negation.
 
 Explanation Sentences

Explain the example, function of the term in everyday life, or how the current word or
phrase negates the original term or phrase.

Transition Statement and Secondary Source Quotation

Provide a sentence that introduces the secondary source. Then use a quotation from the
secondary source text pertinent to supporting your explanation. Provide a direct
quotation, using a lead in, or paraphrase the information. Include parenthetical
documentation.

Explanation Sentences

Explain the meaning of the passage just quoted, and explain how that passage supports
the topic sentence and what you stated about the topic.   Refer to specific words in the
passage that carry special meaning or extra importance and how those words give rise to
the interpretation.  This is analysis.

Concluding Sentence(s)
 
Restate the topic and provide a transition to the next paragraph.
 Analytical Paragraph with a Primary Source
 
Topic Sentence
 
In the topic sentence, present some portion of the thesis to be proven in the paragraph. 
Each new paragraph should either develop a new portion or expand a point made in a
previous paragraph.
 
Narrow Down Sentence(s)
 
The narrow down sentences should point the reader’s attention to a specific passage that
supports your topic sentence.  Do one or two of the following: Name the source of the
passage. Who is speaking here? In what context is the character speaking? Describe the
content of the passage. Who’s doing what?  What is the speaker saying?
 
Primary Source Quotation
 
Use a quotation from the primary text pertinent to an aspect of the thesis that is present in
the topic sentence.
 
Explanation Sentences
 
Explain the meaning of the passage just quoted, and explain how that passage supports
the topic sentence.   Refer to specific words in the passage that carry special meaning or
extra importance and how those words give rise to the interpretation.  This is analysis.
 
Conclusion Sentence(s)
 
Restate the topic and provide a transition to the next paragraph.
 Analytical Paragraph with a Primary and a Secondary Source
Topic Sentence
 
In the topic sentence, present some portion of the thesis to be proven in the paragraph. 
Each new paragraph should either develop a new portion or expand a point made in a
previous paragraph.
 
Narrow Down Sentence(s)
 
The narrow down sentences should point the reader’s attention to a specific passage that
supports your topic sentence.  Do one or two of the following: Name the source of the
passage. Who is speaking here? In what context is the character speaking? Describe the
content of the passage. Who’s doing what?  What is the speaker saying?
 
Primary Source Quotation
 
Use a quotation from the primary text pertinent to an aspect of the thesis that is present in
the topic sentence.
 
Explanation Sentence(s)
 
Explain the meaning of the passage just quoted, and explain how that passage supports
the topic sentence.   Refer to specific words in the passage that carry special meaning or
extra importance and how those words give rise to the interpretation.  This is analysis.
 
Transition Statement and Secondary Source Quotation

Provide a sentence that introduces the secondary source. Then use a quotation from the
secondary source text pertinent to supporting your explanation. Provide a direct
quotation, using a lead in, or paraphrase the information. Include parenthetical
documentation.

Explanation Sentences
 
In these sentences, explain the meaning of the passage just quoted, and explain how that
passage supports the topic sentence and what you stated about the topic. Refer to specific
words in the passage that carry special meaning or extra importance and how those words
give rise to the interpretation.  This is analysis.

Conclusion Sentence(s)

Restate the topic and provide a transition to the next paragraph.

 Persuasive Paragraph
Topic Sentence
 
In the topic sentence, present some portion of the thesis to be proven in the paragraph. 
Each new paragraph should either develop a new portion or expand a point made in a
previous paragraph. Each topic sentence should provide a reason why the reader should
take the same stance as the writer.
 
Narrow Down Sentence(s)
 
The narrow down sentences should point the reader’s attention to a specific fact or
example as to why the reader should side with the writer.
 
Primary or Secondary Quotation
 
Provide a quotation from a primary or secondary source text pertinent to the fact or
example in the narrow down sentence(s). Provide a direct quotation, using a lead in, or
paraphrase the information. Include parenthetical documentation.
 
Explanation Sentences
 
Explain the meaning of the passage just quoted, and/or explain how that passage supports
the fact or example you mentioned.   Refer to specific words in the passage that carry
special meaning or extra importance and how those words give rise to the interpretation. 
This is analysis.
 
Transition Statement and Quotation

Provide a sentence that introduces the secondary source. Then use a quotation from the
secondary source text pertinent to supporting your explanation. Provide a direct
quotation, using a lead in, or paraphrase the information. Include parenthetical
documentation.

Explanation Sentences
 
In these sentences, explain the meaning of the passage just quoted, and explain how that
passage supports the fact or example.   Refer to specific words in the passage that carry
special meaning or extra importance and how those words give rise to the interpretation. 
Connect the quotation to an aspect of the thesis. This is analysis.

Conclusion Sentence(s)

Restate the topic and provide a transition to the next paragraph.

* The writer can also do a body paragraph that is a counter-argument and/ or possible solutions to the
problem. In addition, using two quotations is optional and does not have to be in every paragraph.
Introductions
 Descriptive Essay
• Attract the reader’s attention.

 Let the reader know what event, person, place, or idea he or she will read
about in the essay.

• You can follow with a discussion of the event, person, place, or idea.

 Be brief.

• Present the general the focus or argument about the event, person, place, or idea.

 Explain the problem or issue.

 Form a question. (Optional, but it must be answered by the end of the

essay).      

• Present your thesis.

*Avoid broad generalizations such as: “Throughout history,” Everyone,” and “Society.”
 Compare and Contrast Essay
• Attract the reader’s attention.

 Let the reader know the two entities the essay will compare and contrast.

• Follow with a discussion of the two subjects.

 Be brief.

• Present the general similarities and differences between the two subjects.

 Explain the problem or issue.

 Form a question.  (Optional, but it must be answered by the end of the

essay).  
  

• Present your thesis.

*Avoid broad generalizations such as: “Throughout history,” Everyone,” and “Society.”
 Basic Introduction
• Attract the reader’s attention.

 State the purpose for writing.

• Follow with a discussion of the topic.

 Be brief.

 Provide an anecdote.

 Make a personal connection.

 Form a question.  (Optional, but it must be answered by the end of the

essay).  

• Present your thesis.

*Avoid broad generalizations such as: “Throughout history,” Everyone,” and “Society.”
 Analytical Essay
 

 The reader is already familiar with the text, so DO NOT retell the entire plot or
text at length.

 In the first 1-2 sentences, introduce the author and title of the text.

 Follow with a discussion of plot, characters, theme, or historical background.

 Be brief.

 Remember, the audience has read the text(s).

 Present the general problem and/or issue. Establish the issue in ONE of several
ways:

 Explain the problem or issue.

 Open with a question which the writer will develop in the next paragraph
(Note: it should be a theoretical question that cannot be answered in 1 or 2
short statements, not “have you ever thought about…?”).

 Use a passage from a critic to illustrate the potential for

misunderstanding.         

 Use a passage from the text to illustrate the problem or issue.

 

 Finally, present the thesis. 

*Avoid broad generalizations such as: “Throughout history,” Everyone,” and “Society.”
 Persuasive Essay
 

 In the first 1-2 sentences, hook the reader about the topic.

 Make the audience and purpose clear to the reader.

 Follow with a discussion on background on the topic.

 Present the general problem and/or issue. Establish the issue in ONE of several
ways:

 Explain the problem or issue.

 Open with a question which the writer will develop in the next paragraph
(Note: it should be a theoretical question that cannot be answered in 1 or 2
short statements, not “have you ever thought about…?”).

 Use a passage from a critic to illustrate the potential for

misunderstanding.         

 Use a passage from the text to illustrate the problem or issue.

 

 Finally, present the thesis or claim statement.

*Avoid broad generalizations such as: “Throughout history,” Everyone,” and “Society.”

Conclusion
 Conclusion
 
 Bring all of the thesis points together, which are in the topic sentences.
  
 Provide a feeling of closure to the essay by answering “So what?” or “Why is this
important?” or “Why should the reader care?” in terms of the entire essay and all
of the points discussed.
 
 Refer to an example, fact, statistic, or question in the introduction.
 
 Leave reader with an understanding of what to think, do, or believe about the
essay’s subject matter or comment about the future. In other words, what action
should the reader take?
 
 Revisit the thesis statement. Do not copy and paste the thesis from the
introduction. Rather, reword the thesis in an interesting or clearer manner to allow
for a little more detail and complexity.

 In a persuasive essay, include a call to action.

 
Word Choice
 Dead Words and Phrases
good someone am + past tense verb

like there is is + past tense verb

fun there are are + past tense verb

bad there was was + past tense verb

a lot there were were + past tense verb

thing well be + past tense verb

very said being + past tense verb

nice stuff been + past tense verb

much okay uh

great something society

anything everyone Well, I think . . .

due to no one um

anyone nothing

things in conclusion

Avoid starting sentences with pronouns.

 Active Verbs
 
 
indicates
suggests selects
discusses
expresses interprets
gives
uses represents
clarifies
gathers modifies
adjusts
identifies varies
tells
demonstrates conceives
distinguishes
analyzes writes
imparts
supports corrects
organizes
recognizes calculates
records
seeks responds
shares
makes explores
performs
evaluates differentiates
estimates
articulates plans
combines
strives for detects
appraises
establishes contrasts
prioritizes
finds perseveres
instigates
examines connects
pursues
maintains justifies
predicts
monitors cooperates
integrates
develops structures
devises
assesses adjusts
adapts
acknowledges lists
considers
participates offers
stays
contributes inspects
shows
challenges evokes
synthesizes
helps questions
utilizes
creates proposes
solves
works operates
anticipates
applies defines
searches
employs demands
invents
exhibits initiates
incorporates
reflects justifies
produces
explains displays
encourages
describes takes
practices
constructs avoids
serves
revises designs
keeps
conducts engages
controls
 
 
 Adjectives
afraid  defeated gorgeous  mammoth repulsive successful
agreeable  defiant  greasy  many  resonant  sweet
amused  delicious  great  massive  ripe  swift
ancient  delightful  green  melodic  roasted  tall
 angry  depressed  grieving  melted  robust  tame
 annoyed  determined  grubby  mighty  rotten  tan
 anxious  dirty  grumpy  miniature  rough  tart
 arrogant  disgusted  handsome  moaning  round  tasteless
 ashamed  disturbed  happy  modern  sad  tasty
 average  dizzy  hard  mute  salty  tender
 awful  dry  harsh  mysterious  scary  tender
 bad  dull  healthy  narrow  scattered  tense
 beautiful  dusty  heavy  nasty  scrawny  terrible
 better  eager  helpful  naughty  screeching  testy
 big  early  helpless  nervous  selfish  thirsty
 bitter  elated  high  new  shaggy  thoughtful
 black  embarrassed  hilarious  nice  shaky  thoughtless
 blue  empty  hissing  nosy  shallow  thundering
 boiling  encouraging  hollow  numerous  sharp  tight
 brave  energetic  homeless  nutty  shivering  tiny
 breezy  enthusiastic  horrible  obedient  short  tired
 brief  envious  hot  obnoxious  shrill  tough
 bright  evil  huge  odd  silent  tricky
 broad  excited  hungry  old  silky  troubled
 broken  exuberant  hurt  orange  silly  ugliest
 bumpy  faint  hushed  ordinary  skinny  ugly
 calm  fair  husky  outrageous  slimy  uneven
 charming  faithful  icy  panicky  slippery  upset
 cheerful  fantastic  ill  perfect  slow  uptight
 chilly  fast  immense  petite  small  vast
 clumsy  fat  itchy  plastic  smiling  victorious
 cold  few  jealous  pleasant  smooth  vivacious
 colossal  fierce  jittery  precious  soft  voiceless
 combative  filthy  jolly  pretty  solid  wasteful
 comfortable  fine  juicy  prickly  sore  watery
 confused  flaky  kind  proud  sour  weak
 cooing  flat  large  puny  spicy  weary
 cool  fluffy  late  purple  splendid  wet
 cooperative  foolish  lazy  purring  spotty  whispering
 courageous  frail  light  quaint  square  wicked
        
         
 

Adverbs
angrily generously recklessly
anxiously greedily rightfully
awkwardly happily roughly
badly hard rudely
beautifully hastily sadly
blindly healthily safely
boldly honestly selfishly
bravely hungrily sensibly
brightly hurriedly seriously
busily inadequately sharply
calmly ingeniously shyly
carefully innocently silently
carelessly inquisitively sleepily
cautiously irritably slowly
cheerfully joyously smoothly
clearly justly so
closely kindly softly
correctly lazily solemnly
courageously loosely speedily
cruelly loudly stealthily
daringly madly sternly
deliberately mortally straight
doubtfully mysteriously stupidly
eagerly neatly successfully
easily nervously suddenly
elegantly noisily suspiciously
enormously obediently swiftly
enthusiastically openly tenderly
equally painfully tensely
eventually patiently thoughtfully
exactly perfectly tightly
faithfully politely truthfully
fast poorly unexpectedly
fatally powerfully victoriously
fiercely promptly violently
fondly punctually vivaciously
foolishly quickly warmly
fortunately quietly weakly
frankly rapidly wearily
frantically rarely well
really wildly
wisely
 Transition Words
Words that show location:
Above behind by near throughout
across below down off to the right
against beneath in back of onto under
along beside in front of on top of
among between inside outside
around beyond into over

Words that show time:

While first meanwhile soon then
after second today later next
at third tomorrow afterward as soon as
before now next week about when suddenly
during until yesterday finally

Words that compare:

likewise also while in the same way
like as similarly

Words that contrast:

but still although on the other hand
however yet otherwise even though

Words that emphasize a point:

again truly especially for this reason
to repeat in fact to emphasize

Words that conclude or summarize:

finally as a result to sum up in conclusion
lastly therefore all in all because

Words that add information:

again another for instance for example
also and moreover additionally
as well besides along with other
next finally in addition
 Sentence Variety

IC = independent clause and DC = dependent clause

Compound Sentences

Option 1- Coordinating Conjunction- FANBOYS

IC, for IC.

IC, and IC.
IC, nor IC.
IC, but IC.
IC, or IC
IC, yet IC
IC, so IC.
Option 2- Semicolon
IC; IC.
 
Option 3- Conjunctive Adverb
IC; accordingly, IC.
IC; also, IC.
IC;  anyway, IC.
IC; as a result, IC.
IC; besides, IC.
IC; certainly, IC.
IC; consequently, IC.
IC; finally, IC.
IC; furthermore, IC.
IC; hence, IC.
IC; however, IC.
IC; incidentally, IC.
IC; indeed, IC.
IC; in fact, IC.
IC; instead, IC.
IC; likewise, IC.
IC; meanwhile, IC.
IC; moreover, IC.
IC; nevertheless, IC.
IC; nonetheless, IC.
IC; now, IC.
IC; otherwise, IC.
IC; similarly, IC.
IC; specifically, IC.
 IC; still, IC.
IC; subsequently, IC.
IC; suddenly, IC.
IC; then, IC.
IC; therefore, IC.

Complex Sentences

Option 4- Subordinating Conjunction

After + DC, IC.

Although + DC, IC
As + DC, IC.
As if + DC + DC.
As soon as + DC, IC.
As though + DC, IC.
Because + DC, IC.
Before + DC, IC.
Even after + DC, IC.
Even if + DC, IC.
Even though + DC, IC.
Even when + DC, IC.
For as much as + DC, IC.
If + DC, IC.
In order that + DC, IC.
In order to + DC, IC.
In that + DC, IC.
Once + DC, IC.
Rather than + DC, IC.
Since + DC, IC.
So that + DC, IC.
Sooner than + DC, IC.
That + DC, IC.
Though + DC, IC.
Till + DC, IC.
Unless + DC, IC.
Until + DC, IC.
When + DC, IC.
Whenever + DC, IC.
While + DC, IC.

Option 5- Subordinating Conjunction

IC after + DC.
IC although + DC.
 IC as + DC.
IC as if + DC.
IC as soon as + DC.
IC as though + DC.
IC because + DC.
IC before + DC.
IC even after + DC.
IC even if + DC.
IC even though + DC.
IC even when + DC.
IC for as much as + DC.
IC if + DC.
IC in order that + DC.
IC in order to + DC.
IC in that + DC.
IC once + DC.
IC rather than + DC.
IC since + DC.
IC so that + DC.
IC sooner than + DC.
IC that + DC.
IC though + DC.
IC till + DC.
IC unless + DC.
IC until + DC.
IC when + DC.
IC whenever + DC.
IC while + DC.

Compound-Complex Sentences

Option 6

IC, FANBOYS, IC+ Subordinating

Conjunction DC.
Subordinating Conjunction DC, + IC,
FANBOYS, IC.
IC + Subordinating Conjunction DC, + IC.
MLA
 Quotation Integration

Every quotation must have a lead-in and documentation.

He says, she says

He says/she says, “quote” (Author #). 
“Quote” (Author #) he says/she says.     

If you don’t have a PDF with page numbers, use n. pg. to show that
you have an Internet source that isn’t numbered.  Says can become
ANY verb.      

Blended
Your words “quote” (Author #).
“Quote” your words (Author #).

You seamlessly combine the quote with your own words to make a
coherent sentence.

Sentence
Your sentence: “quote” (Author #).
“Quote” (Author #): your sentence.

Form a complete sentence and include the quote. The sentence you
form must make sense in the context of the quote. Think of it as a
semicolon sentence.

Paraphrase
Your words (Author #).

Restate the information into your own words.

            

MLA Quick Tips

Works Cited Page

This list, alphabetized by the first word in each entry (usually the author’s name), should
appear at the end of your essay. The Work(s) Cited page provides the information
necessary for a reader to locate and be able to read any sources you cite in the essay.
Each source you cite in the essay must appear on your Work(s) Cited page.

Basic Rules

• The first line of each entry in your list should be against the left margin. The
next lines in the same citation should be indented one-half inch (hanging indent).

• All references should be double-spaced within and between sources.

• Invert authors’ names (last name first): if a work has more than one author,
invert only the first author’s name, follow it with a comma. Then continue listing
the rest of the authors, first name before the last.

• Alphabetize letter by letter, ignoring spaces and punctuation marks. If no author

is given, alphabetize by the title of the piece.

• Capitalize each word in the titles of articles, books, etc. Don’t capitalize short
parts of speech such as articles, prepositions, or conjunctions (unless one is the
first word of the title or subtitle).

• Use quotation marks around the titles of articles in journals, encyclopedias,

magazines, television episodes, poems, and songs. Use italics for books, movies,
television shows, newspapers, and journal titles.

In-text Quotations

MLA format follows the author-page method of citation. This means that the author’s last
name and the page number(s) from which the quotation is taken must appear in the text,
and a complete reference should appear in your works-cited list. The author’s name may
appear either in the sentence itself or in parentheses following the quotation, but the page
number(s) should always appear in the parentheses, not in the text of your sentence.

Author mentioned in the lead in:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of

powerful feelings” (263).

Author not Mentioned in the lead in:

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”

(Wordsworth 263).
Book

Last Name, First Name of Author. Title. Edition. City of publication: Publisher, copyright
year. Format.

Wheeler, Keith. The Fall of Japan. Alexandria: Time-Life Books, 1983. Print.

Book without author

The Fall of Japan. Alexandria: Time-Life Books, 1983. Print.

Book with multiple authors

Woods, Michael and Mary B. Woods. Ancient Agriculture. Minneapolis: Lerner, 2000.
Print.

Encyclopedia

Last Name, First Name of Author. “Title of Article.” Encyclopedia Title. Edition.
Copyright year.

Format.

Petrakis, Peter L. “Zygote.” Grolier Multimedia Encyclopedia. 2009. Grolier Online. 19

Nov. 2009. Web.

Magazine

Last Name, First Name of Author. “Title of Article.” Title of Magazine Day Mo. Year:
pages. Format.

Compton, Karl T. “If the Atomic Bomb Had Not Been.” Atlantic Monthly 28 Dec. 1946:
56. Print.

Scholarly Journal

Last Name, First Name of Author. “Title of Article.” Title of Journal Volume. Issue
(Year): pages. Print.

Piper, Andrew. “Rethinking the Print Object: Goethe and the Book of Everything.”
PMLA 121.1 (2006):

124-38. Print.

Article in an Electronic Database

Last Name, First Name of Author (if given). “Title of Article.” Title of Encyclopedia,
Book,

Magazine or Newspaper. Day Mo. Year of publication: Section or Pages in print

version.

Title of Database. Format. Day Mo. Year of access.

Yang, Jia Lynn, Nina Easton, and Maha Atal. “Obama & GOOGLE (a love story).”
Fortune 11

Nov. 2009: 104-112. Academic Search Premier. EBSCO. Web. 19 Nov. 2009.

Editing Checklist
First:
 Check all verbs to avoid the passive voice.
 Check all titles for correct formatting.

Highlight:
 Highlight all primary source quotes (if applicable).
 Highlight all secondary sources another color (if applicable).
o Are they the first or last sentence of the paragraph? They shouldn’t be.
 Highlight all topic sentences and answer whether or not all topic sentences
relate to the thesis.

Pen or Pencil:
 Circle all lead-ins and transitions. EVERY QUOTE must have a lead in.
 Circle all parenthetical documentation.
 Draw a line through all dead words and replace them with words from the
lists.

Content:
 Two quotes in each paragraph – one from primary and one from secondary (if
applicable)
 Quotes are excellent choices to support the topic sentence.
 Quotes support the topic sentence and follow with valid explanations.
 Transitions help the ideas flow from to the next.
 Explanations DO NOT paraphrase the quote.

Style
 Strong word choice
 Remove there is, there are, there was, there were.
  Use active voice and active verbs.
 “IT” - look at every instance of “it” Do you know what “it” is?

Grammar / Mechanics
 Big 5: Comma splice, fragment, run-ons, agreement problems, misuse of
possessives (apostrophes)
 Audience – Does the writing maintain a consistent viewpoint? Does the
writing match its intended audience? Does the writing conform to its
purpose?
Rubrics
 In-Class Writing Assessment

A 4 response demonstrates exemplary development and mature style governed by a clear

understanding of audience and task. It is insightful and persuasive, using convincing
examples, illustrations, or analogies and demonstrating a thoughtful awareness of
rhetorical technique(s). Sophisticated word choice and sentence structure demonstrate the
writer’s clear and effective command of academic English, the mechanical conventions
of which are observed here almost without exception.

A 3 response demonstrates a sensible approach to the prompt governed by a clear

awareness of the rhetorical task. It displays clear organization and logic and draws on
appropriate examples, illustrations, or analogies. While less compelling than a 4
response, a 3 response nonetheless shows an awareness of audience and an ability to
choose words and vary sentences accurately. The writer demonstrates a good grasp of
academic English, the mechanical conventions of which are here generally observed.

A 2 response is satisfactory, although it is sometimes marginally so. It demonstrates an

adequate response to the writing task, a reasonable sense of organization, and sufficient
examples, illustrations, or analogies. While the style of a 2 response will be less fluid and
its development less thoughtful than that of a 3, the writer will nonetheless demonstrate a
reasonable ability to vary sentence structure and choose vocabulary appropriate to the
context. The conventions of academic English will here be observed with no distracting
patterns of error.

A 1 response is clearly unsatisfactory in one or more of the following ways: it may be

illogical, simplistic, or lacking in structure and organization; it may lack appropriate
development or sufficient examples, illustrations, or analogies; it may reflect a significant
misunderstanding of audience or rhetorical task. It will frequently display poor word
choice, little sentence variety, occasional major errors in syntax, and a pervasive pattern
of minor mechanical errors.

A 0 response suggests serious difficulty in conceiving a position and presenting it in

conventional academic English. It may be incoherent, fragmented, profoundly simplistic,
lacking any sense of the demands of the task, or inappropriately brief. It will often be
characterized by pervasive patterns of syntactical and mechanical error.
Grading: 4=95%; 4/3=92%; 3/4=88%; 3=85%; 3/2=82%; 2/3=78%; 2=75%; 2/1=72%; 1/2=68%; 1=65%;
1/0=62%; 0=50%

Out-of-Class Writing Assessment

To earn an A on an essay, a student must:
1. Respond to the constraints of the assignment.

2. Complete each of the following:

a. Focus on the topic.

b. Order the parts logically.

c. Divide the whole into logical paragraphs.

d. Develop one clear assertion in each paragraph. 

3. Provide strong opening and closing paragraphs, with a clear purpose and a sophisticated
thesis.

4. Support all points with appropriate, fully analyzed examples and compelling, insightful
arguments.

5. Maintain a distinctive voice and consistent viewpoint.

6. Have interesting, varied, and logical sentences.

7. Have nearly error-free writing.

8. Have one or no errors in MLA.

To earn a B on an essay, a student must:

1. Respond to the constraints of the assignment.

2. Complete each of the following:

a. Focus on the topic.

b. Order the parts logically.

c. Divide the whole into logical paragraphs.

d. Develop one clear assertion in each paragraph. 

 3. Provide strong opening and closing paragraphs, with a clear purpose and a sophisticated
thesis.

4. Support most points with appropriate, well-analyzed examples and intelligent arguments.

5. Varied and logical sentences.

6. Have few errors.  If present, they must not interfere with communication.

7. Have one to three errors in MLA.

To earn a C on an essay, a student must:

1.  Respond to the constraints of the assignment.

2. Complete each of the following:

a. Focus on the topic.

b. Order the parts logically.

c. Divide the whole into logical paragraphs.

d. Develop one clear assertion in each paragraph. 

3. Provide a clear, basic thesis.

4. Have a beginning, middle, and end.

5. Provide enough elaboration with appropriate examples and analysis to make the intent
understandable.

6. Have sufficient control of standard written English, but has errors with grammar,
punctuation, and spelling.

7. Have three to five errors in MLA.

To earn a D on an essay, student:

1. Fails to clearly respond to the assignment, or

2. Lacks one or more of the qualities in 1 and 2 above, or

3. Writes with so many errors that the essay is confusing or incoherent and has more than
five errors in MLA.

To earn an F on an essay, a student must: Have two or more of the faults listed in D above.

Grading: A+=98; A=95%; A-=92%; B+=88; B=85%; B-=82%; C+=78; C=75%; C-=72%; D+=68;
D=65%; D-=62%; F=50%
Your Name

Instructor’s Name

Course Name and Number

Day Month Year

Template for Writing Assignments

                 Use this template as a guide to write all essays in this class including in-class

writing assignments.  If you need to set up a template from scratch, be sure to check these

guidelines, which are for Microsoft Word.  Before you type anything on the page, change

your font to Times New Roman and size 12. Under the Page Layout tab, check that all

the margins are set to one inch.  At the Home tab, click the dropdown box to the right of

the Paragraph box. Change the line spacing to double, and be sure to check the box that

states, “Don’t add an extra space between paragraphs of the same type.” The entire paper

will be double spaced, including between paragraphs and between title and body of

paper.  

Set up the header as follows:  Click the Insert tab, page number, and choose top of

the page and the right. Type your last name and a space. Be sure to set the font to Times

New Roman and size here as well. Close the header. Type your essay. Do not bold or

underline the title.

The last page is a Work(s) Cited page, which is necessary for all essays with

outside sources but not needed for in-class writings or essays without outside sources.  

Notice that it always starts on a new page.  If you have one entry, you use Work Cited.  If

you have more than one, you use Works Cited.  

 To submit your essay for grading, do the following:  Click on the File tab and

choose save as.  Save the file name as your first and last name followed by essay and the

number (ex.First_Last_essay#) using the underscore instead of spaces.  In the drop down

menu underneath the file name, choose Rich Text Format (RTF) as the file type.
 Work Cited

Muldrow, Marian.  Essay Writing Guide.  Charleston, SC:  Amazon, 2012. Print.
Notes
Notes