Paragraph and Essay Writing Guidelines for Academic Students, Assignments of English Literature

Download Paragraph and Essay Writing Guidelines for Academic Students and more Assignments English Literature in PDF only on Docsity! These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Instructor Notes for Paragraph Writing: Introducing Yourself Content: These lessons can serve as an introduction to the writing process and an introduction to U. S. academic paragraph form. The Writing Process Page 1 Prewriting: Brainstorming Page 2 Prewriting: Choosing a Topic Pages 3 and 4 Prewriting: An Outline Pages 5 and 6 Writing: The First Draft Page 7 Writing: The Concluding Sentence Page 8 Revising Page 9 Editing Pages 10 and 11 Publishing Page 12 Target Students: Intermediate to Advanced ESL students who are beginning writers. Objective: Students will be able to use the steps of the writing process to write a well-organized paragraph on a specific topic in U.S. academic form. Lesson Format: Lessons are divided into short segments so that a small amount of class time can be used over a period of two weeks. Alternatively, several segments can be grouped together for a shorter overall time frame. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 SUGGESTIONS: Before you begin the unit, it would be beneficial to explore with students the idea that there are many types of writing. Elicit from the students different kinds of writing such as stories, news reports, instructions, letters, messages, notes, memos, poems, song lyrics and academic writing. It is important to point out to students that this unit teaches only one type of paragraph writing: academic writing in the U.S. style. Students are not only learning to compose in English, but they are also learning how ideas are expected to be organized in our school culture. Though these pages are reproducible, you may feel that twelve pages are too many photocopies. It is not necessary to give Ss copies of each page. In order to reduce the amount of copies you have to make, several pages can be well utilized for presentation purposes on the OHP without distributing a copy to each student. Consider pages 1, 3, 5, 7, 9, 11 and 12 for this. Page 4 asks Ss to design a star about themselves with words or pictures. You may prefer to hand out large pieces of drawing or construction paper for this step. If possible, Ss enjoy adding color with markers or colored pencils after designing in pencil. It’s fun to photograph Ss with their stars or save the stars to display later with a completed paragraph. After completing this unit, it would be beneficial to repeat the steps of the writing process with new topics until your Ss have written at least three paragraphs organized in this format. A paragraph related to your current theme or reading would be easier to integrate into your class. Otherwise, the ‘star’ exercise provides for more topics about oneself or you could direct Ss to interview each other and write a paragraph about a classmate. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Prewriting: Choosing a Topic Now you have five possible topics for your paragraph about yourself. If you wrote about all of these topics, your paragraph wouldn’t be well organized. A paragraph should have only one topic. Spend some time thinking about your topics by designing a star about yourself. This will help you decide which topic to choose for your paragraph. Follow the model below. SOMETHING YOU ARE GOOD AT A FUTURE GOAL SOMEONE YOU LOVE THE NAME YOU WOULD LIKE TO BE CALLED IN CLASS A PERSONAL AN IMPORTANT QUALITY EVENT IN YOUR LIFE These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Prewriting: Choosing a Topic 1. Fill in your star with words or pictures according to the model. 2. In a small group, tell your classmates about your star. 3. Think about which topic you most enjoyed talking about. This might be the best topic to write about. Choose one of the five topics for your paragraph. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Prewriting: An Outline After you have chosen a topic, it’s important to organize your ideas. An outline is a list of your ideas written in order from first to last. Making an outline helps you to write a paragraph that includes all of your ideas and is easy for others to understand. This is what a paragraph outline looks like: Title: ____________________ Topic Sentence: ___________________________________ Support: _____________________________________________ Support: _____________________________________________ Support: _____________________________________________ Conclusion: ___________________________________________ Title: The title should be one or a few words that tell the reader the topic of your paragraph. Topic Sentence: The topic sentence is the first sentence of your paragraph. It must be a complete sentence that tells your reader what your paragraph is about. The topic sentence repeats the idea in your title, but it is a complete sentence. Please remember to indent (leave 5 spaces) the topic sentence. Support Sentences: The support sentences describe your topic. They include an explanation, a description, or examples of your topic. Each support sentence must relate to your topic. This outline has three support sentences. You may write more than three if you would like to. In an outline, you only write your ideas, not complete support sentences yet. Conclusion: The concluding sentence tells your reader that you have completed your message, and it repeats the main idea of your paragraph. Often it is not written into an outline. We will create a concluding sentence later in this lesson. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Writing: The First Draft, a Concluding Sentence The last sentence of a well organized paragraph should summarize, or repeat the main ideas, of the whole paragraph. The content is similar to the topic sentence, but it also signals to the reader that you have finished your message. New ideas should not be introduced in the conclusion. Look at Sara’s first draft again. (Remember, she’ll edit her errors later!) First Draft: Something I am Good at Hello, I would like to introduce myself. One of my talents is cooking. I also like to swim and play volleyball. I begin cooking with my Mother when I was a small child, and I have always enjoyed it I still make the dishes my mother teach me a long time ago, but I also try new resapees. My family frequently attends pot luck picnics where I get compliments that me make proud. So far it is incomplete because she doesn’t have a conclusion. Read the following sentences. Which ones would be acceptable concluding sentences for Sara’s paragraph? Discuss the options with a classmate. There are three good options. A) In brief, creating great food is something that I am good at. B) In the future, I plan to spend more time studying English. C) In sum, thanks to my mother and others, I enjoy being a good cook. D) Unfortunately, cooking takes too much time. E) Finally, I hope that I will continue to cultivate my culinary skills while sharing the joy of cooking with others. F) In conclusion, I’m sorry for my mistakes and I thank you very much for reading my paragraph. It’s your turn! Take out your rough draft. Write a concluding sentence for your paragraph. Below are ‘signal words’ that you may choose to begin the concluding sentence. In brief, In short, Indeed, In sum, In conclusion, Finally, These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Writing: Revise Your Work After writing a first draft, it is necessary to read it carefully and ask yourself if it is easy for another person to understand. Ask yourself these questions when you revise your work: “Does the paragraph begin with a sentence that tells me the main idea?” “Are all of the sentences about the same main idea?” “Are the sentences in an order that makes sense to me?” “Is there enough information to completely describe the main idea to me?” “Does each sentence contain important information?” Let’s practice revising with Sara’s first draft. Read it carefully. Ask yourself the questions above. Do you see any sentences that don’t belong? First Draft: Something I am Good at Hello, I would like to introduce myself. One of my talents is cooking. I also like to swim and play volleyball. I begin cooking with my Mother when I was a small child, and I have always enjoyed it I still make the dishes my mother teach me a long time ago, but I also try new resapees. My family frequently attends pot luck picnics where I get compliments that me make proud. In brief, creating great food is something that I am good at. There are two sentences that Sara should take out to improve her paragraph. Which ones do you think they are? It’s your turn! Read your first draft. Are there any sentences that you should take out? If you want to change the order of your sentences, you can draw circles or arrows to make notes for yourself. If you need to add some information, you can write additional sentences now. Save this page. You don’t need to rewrite your paragraph yet. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Writing: Edit Your Work After you revise your work for ideas, and organization, you need to ‘edit’ your work. Editing focuses on spelling, grammar, capitalization and punctuation. Let’s practice editing with Sara’s first draft. Read her first draft again. Ask yourself these questions: “Are all of the words spelled correctly?” “Are all of the verbs in the correct tense?” “Are there any problems with word order?” “Do all of the sentences begin with capital letters and end with periods?” First Draft: Something I am Good at Hello, I would like to introduce myself. One of my talents is cooking. I also like to swim and play volleyball. I begin cooking with my Mother when I was a small child, and I have always enjoyed it I still make the dishes my mother teach me a long time ago, but I also try new resapees. My family frequently attends pot luck picnics where I get compliments that me make proud. In brief, creating great food is something that I am good at. Can you identify six errors that Sara should correct to improve her paragraph? These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Writing: Publish Your Work The ultimate goal of writing is to share your thoughts and experiences with others. We must publish, or make public, our writing so that our work can be appreciated by others. You may have the opportunity to share your work with others by posting it on a bulletin board or reading it to small group. Newsletters, newspapers, and the Internet are also great ways to reach a larger audience. If you have revised and edited your work, it’s time to write your final draft to publish. 1.) Look over the comments and corrections you may have received from your classmate and/or instructor. If necessary, ask them to clarify their notes to be sure that you understand how to incorporate their suggestions. 2.) Ask your instructor if he or she has any preferences about line spacing, a title, illustrations, etc. 3.) Word process or handwrite your work. 4.) Share your work with others! These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Instructor Notes for Essay Writing: From Paragraph to Essay Content: These lessons briefly review paragraph structure and demonstrate how to expand a topic into an essay. The writing process is not taught explicitly in the lessons. The instructor needs to implement the steps of revising, editing and publishing. Student Introduction Page 1 Prewriting: Think and Talk Page 2 Paragraph Organization: Model Page 3 Paragraph Organization: Practice Page 4 Parts of an Essay: Diagram Page 5 Parts of an Essay: Model, Analysis Page 6 Introduction-Thesis Statement: Model Page 7 Introduction-Thesis Statement: Practice Page 8 The Body: Model Page 9 The Body: Practice Page 10 The Conclusion: Model and Practice Page 11 Putting it All Together Page 12 Target Students: Intermediate to Advanced ESL students who are high beginning writers. Students should have some experience writing individual paragraphs. Objective: Students will be able to write a well-organized essay on a specific topic in U.S. academic form. Lesson Format: Lessons are divided into short segments so that a small amount of class time can be used over a period of two weeks. Alternatively, several segments can be grouped together for a shorter overall time frame. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 INSTRUCTOR INPUT: Please keep in mind that this unit will require your input! Read through the entire unit so that you can anticipate areas that will require adaptations for your individual class and to strategize a time frame. We have provided some basic pieces to work with, but it will be up to you to provide additional support. You are also responsible for implementing a revision and editing process for each part of the essay. Peer and teacher review is referred to throughout the lessons but the writing process is not taught explicitly. SUGGESTIONS: Before you begin the unit, it would be beneficial to explore with students the idea that there are many types of writing. Elicit from the students different kinds of writing such as stories, news reports, instructions, letters, messages, notes, memos, poems, song lyrics and academic writing. It is important to point out to students that this unit teaches specifically how to write a traditional 5- paragraph essay for academic purposes. Students are not only learning to compose in English, but they are also learning how ideas are expected to be organized in our school culture. PHOTOCOPIES: Though all of these pages are reproducible, you may feel that twelve pages are too many photocopies. It is not necessary to give Ss copies of each page. In order to reduce the amount of copies you have to make, several pages can be well utilized for presentation purposes on the OHP only without distributing a copy to each student. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Paragraph Organization: A Model Paragraph Before writing an essay, let’s review paragraph organization. Paragraphs are the building blocks of an essay. Read the model paragraph. The Benefits of Living Alone Living alone has several important advantages. First, you can leave your things anywhere you want. You don’t have to keep all of your personal belongings put away. In addition, you can be noisy. You can play your music as loudly as you want no matter the time of day. Finally, you have privacy. No one will watch and comment on your personal life. With these benefits, it is sometimes preferable to live by yourself. Read the paragraph again with your instructor. Discuss the role of each sentence. Copy the sentences individually below. Topic Sentence ______________________________________________________ ________________________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Concluding Sentence ______________________________________________________ ________________________________________________________________________ Adapted from Tools for Writing, Fellag and Drean, pg. 94 These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 Paragraph Organization: Practice It’s your turn! Write a paragraph about the benefits of living with others. First, brainstorm ideas with your teacher and classmates. Then fill out the outline to organize your ideas. Finally, write your sentences in paragraph form on another piece of paper. You may look at the model for examples of sentence structure, vocabulary, spelling and grammar. The Benefits of Living with Others Topic Sentence ______________________________________________________ ________________________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Support ____________________________________________________________ ________________________________________________________________________ Detail ____________________________________________________________ Concluding Sentence ______________________________________________________ ________________________________________________________________________ These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 The Parts of an Essay Often we’d like to write more than a single paragraph. Students sometimes write essays. An essay is a developed discussion of a single topic. It is similar to a paragraph, but each part is expanded. Look at the comparison below. Paragraph Essay Topic Sentence Support Sentences Conclusion Introduction Thesis Statement Topic Sentence Support Close Topic Sentence Support Close Conclusion B O D Y Topic Sentence Support Close These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 The Parts of an Essay: Introduction and Thesis Statement, Practice It’s your turn! Now you can write an introductory paragraph too. Brainstorm general ideas about the benefits of living with others with your teacher and classmates. You may look at the models to help you think of ways to state general ideas. Write three sentences of general ideas that will lead to your thesis statement. The Benefits of Living with Others _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Look at your paragraph about the benefits of living with others. Use your topic sentence as a thesis statement. _____________________________________________________ _____________________________________________________ Now put it all together as one introductory paragraph. The Benefits of Living with Others ___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ General ideas Thesis statement These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 The Parts of an Essay: The Body The middle paragraphs of an essay are called ‘the body’. These paragraphs provide details, evidence, examples, etc. to support your thesis statement. The body can be two, three or four paragraphs long depending on how much information you have. In this lesson, the body of the model essay has three paragraphs. Each body paragraph follows this structure: • Topic Sentence • Support Sentences • Closing Sentence 1. Read the first body paragraph again. First, you can leave your things anywhere you want. For example, you don’t have to wash the dishes before you leave for work. You can leave your shoes wherever you take them off and forget about your dirty clothes until you feel like washing them. Snacks don’t have to stay in the kitchen, and mail doesn’t have to be put away. If you like to leave your keys on the kitchen table, you can do so. You can create your own chaos and no one will be disturbed. 2. Circle the topic sentence. Underline the sentences that give examples or explanations. Circle the closing sentence. 3. Repeat the steps in #2 for the second body paragraph. Another advantage of living alone is that you don’t have to worry about noise. For instance, you can wake up early to loud music on the radio. Then when you are making breakfast, you don’t have to be careful about banging dishes or running water. When you come home after school or work, you can turn on the TV. You can even go to sleep with the stereo still on if you prefer. No one will ask you to be quiet. These materials were developed and funded by a CalWORKs Grant awarded to the San Diego Community College District, Continuing Education CalWORKs Program, 2006 The Parts of an Essay: The Body, Practice It’s your turn! Now you can write body paragraphs too. Refer to the support sentences of your paragraph about the benefits of living with others. (pg. 4) You may look at the models to help you introduce examples. 1. Write the first body paragraph of your essay on another piece of paper... You can use the following phrases to introduce your first point. First, First of all, One benefit/advantage …. 2. Before you give your paragraph to your teacher, ask a classmate to identify these elements of your paragraph. • Topic Sentence • Support Sentences • Closing Sentence 3. Write the rest of your body paragraphs when your instructor asks you to proceed. You can use the following phrases to introduce your second and third point. Second, Another benefit/advantage…. Third, In addition, Most important,