Name ___________________________
Graduation Year ____________
Types of Sentences:
Sentences in a Body Paragraph
Topic Sentence (TS)
The main point or topic of your paragraph.
Example:
Miss Strangeworth can be explained through her personality.
Linking Topic Sentence (LTS)
A topic sentence which links the main idea of the last paragraph to
the idea of the current paragraph by using a transitional phrase.
Example:
Besides her personality, Miss Strangeworth can be described through her
interests and hobbies.
As well as __________ ,
Besides ___________ ,
In addition to ____________ ,
Along with _____________ ,
Support Sentences:
Sentences that provide specific examples or details and explain how the
examples/details support the topic sentence and the overall thesis.
Example:
She is very paranoid about evil. She thinks that it is
everywhere and that it is her job to warn people of it.
Finishing Line:
Draws a conclusion or sums up what has been said in the paragraph.
Example:
All of these things explain Miss Strangeworth’s personality.
(4)
Types of Sentences:
Sentences in an Introduction
Context/Background:
Opening sentences about the topic of the essay that are indirectly related to the specific
story.
Example:
People can be explained through their character traits.
Thesis Statement:
States the concept of the essay you are writing, what you are trying to prove.
Example:
In “The Possibility of Evil” Miss Adela Strangeworth was explained through her
many characteristics, such as physical features, personality, and lifestyle.
(5)
Types of Sentences:
Sentences in a Conclusion
Reworded Thesis Statement:
The same idea as your thesis statement, but in different words to add variety.
Example:
Miss Adela Strangeworth was best described through her various traits.
Summary Sentences:
A sentence in the conclusion of an essay which sums up the information from one of the
body paragraphs in a new way. NOT a repeat of the topic sentence.
Example:
She thought that writing letters to people warning them of evil was doing the right
thing.
Analysis Sentences:
Sentences that explain how the information in the essay proves the thesis.
Example:
By writing letters warning people of evil, she showed how narrow minded she
was.
Final Finishing Line:
Draws a conclusion about the entire essay. Usually very similar to the thesis statement.
Example:
Her need to rid her town of evil and her few friends show Miss Strangeworth’s
personality traits.
(6)
Basic Essay Structure
INTRODUCTION
Context: provides general information and background on the topic.
Thesis statement: identifies the specific topic and gives direction for the body areas.
BODY ¶ 1
Topic sentence about the paragraph’s topic.
Support sentences with examples and explanations (analysis).
Finishing line (optional).
ALL OTHER BODY ¶’s
Linking topic sentence, connecting last paragraph’s topic to this paragraph’s topic.
Support sentences with examples and explanations (analysis).
Finishing line (optional).
SUMMARY CONCLUSION
Reworded/restated thesis.
Summary sentences for each paragraph’s main point.
Final finishing line (not optional).
OR
ANALYSIS CONCLUSION
Specific thesis: states what your essay proved precisely.
Support evidence from the essay.
Final finishing line, if needed.
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Writing Process
1. Pre-writing:
Generate ideas in different formats to give direction to the writing.
Types of pre-writing:
• Maps
• Outlines
• Worksheets
• Free writes
2. Rough Draft:
Using prewriting ideas as a guide, create paragraphs that develop a beginning,
middle, and an end for the assignment.
3. Self-evaluation:
Read through paragraphs for concept development with appropriate support and
explanation. Check for consistent verb tense, redundant word choices, grammar,
mechanics, and spelling. Make changes where necessary.
4. Peer-evaluation:
Have one or more peers read through your self-evaluated rough draft, checking for
concept development, appropriate format, consistent verb tense, redundant word
choices, grammar, mechanics, and spelling.
5. Revision and Editing:
Make necessary changes as suggested by peers. Re-evaluate the writing, making
necessary changes for flow, style, and clarity.
6. Final Draft:
Produce a draft that is error free, meets the assignment guidelines, and
showcases excellent writing.
(8)
Writing Process Checklist
Structure:
1.
Is there an introduction that has context/background as well as a clear thesis?
2.
Do the body paragraphs develop the thesis with specific support and
explanations?
3.
Does each body paragraph have a clear topic sentence?
4.
Is there a conclusion that either summarizes or analyses the essay’s concept?
5.
Does the conclusion have a specific TS followed by ideas that support it?
Usage and Mechanics:
1.
Have transitions been used to link the ideas?
2.
Is the language and sentence style appropriate for either a formal or informal
paper?
3.
Is the essay correctly spelled, capitalized, and punctuated?
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Formal Writing Guidelines
1.
Choose language that shows a more serious tone to the writing topic. Use longer and more
complex sentences with a more formal word choice that shows a non-conversational style.
2.
Use a consistent verb tense. Choose either past or present, but do not mix them.
3.
Do not use I, me, or my in an essay.
4.
Do not use you or your (references to the reader) in an essay.
5.
As much as possible, avoid using contractions. Instead of don’t, use do not; instead of
could’ve use could have; and so on. Contractions can be used for more informal writings.
6.
Avoid evaluating the story as a whole, i.e. “This was a good story.” Or, “This story was
boring, but the action was good.”
7.
Give specific examples from the reading to support ideas. Then explain how the example
develops the idea. Avoid summarizing portions of the reading.
8.
Avoid personal comments about the reading, such as “This was a good story.”
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Informal Writing Guidelines
9.
Choose language that shows a less serious tone to the writing topic. The use of
shorter and simpler sentences with more informal and conversational wording is
appropriate.
10.
Use a consistent verb tense. Choose either past or present, but do not mix them.
11.
Using I is acceptable in informal writing.
12.
Using you or your (references to the reader) is still not acceptable in informal writing.
13.
Contractions are acceptable.
14.
Avoid personal comment about the reading, just as in formal writing, unless the
purpose of the writing assignment is to give personal comments.
15.
Give specific examples from the reading to support ideas. Then explain how the
example develops the idea. Avoid summarizing portions of the reading.
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Format for Final Copy:
Handwritten Essays
1.
Write your full name and class hour on the first page of your paper.
2.
Writing must be legible. Either printing or cursive is acceptable.
3.
Write on only one side of the paper.
4.
Use blue or black ink only.
5.
Use white-out for errors—do not cross out words.
6.
Double space—skip every other line.
7.
Indent your paragraphs.
8.
Check your spelling, punctuation, and grammar.
(12)
Format for Final Copy:
Typed Essays
1.
Use 12 point font in an easily readable style, such as Times, Bookman, and
Century.
2.
Double space—set your program to do this for you. For Microsoft Word, go under
Format on the tool bar, then to Paragraph, then to Line Spacing, then select
Double and click OK.
3.
Use one inch margins for the top, bottom, and right and 1 ½ inch margin for the
left. Microsoft Word has already set the margins for you. Don’t change them.
4.
Indent your paragraphs. Do not skip extra lines between paragraphs.
5.
Check your spelling, punctuation, and grammar. Do not rely on Spell Check to
find your errors for you.
(13)
MLA Style
Modern Language Association (MLA) Style is widely used for identifying research
sources. In MLA style writers briefly credit sources by using parentheses within the text
of their papers and give a complete description of each source used in their Works Cited
list, also known as a Bibliography.
In-text Citations
1. Use parentheses containing the author’s last name and the page number from the
source after the information obtained from the source. For example:
In the text of an essay with one author:
The hero of the story must sacrifice an old habit or belief (Vogler 216).
With two authors:
The hero learns a lesson from a wise man (Campbell and Fitzgerald 158).
2. If the author’s name is used within the sentence, only the page number is required in
the parentheses. This is also true if only one author is used throughout the entire essay.
In the text of an essay:
Jack McDougal believes that cloning will change the way doctors perform transplants
(124).
3. If a website is used, no page numbers are available. Use only the name of the author
in this instance.
In the text of an essay:
Hunting with hawks was a favorite pastime of Queen Elizabeth I (Maxwell).
(14)
Works Cited / Bibliography
1.
A list of works cited, which appears at the end of the paper, gives full publishing
information for each of the sources cited in the paper.
2.
The Works Cited should be given on a new page titled “Works Cited.”
3.
The sources used should then be listed alphabetically. Alphabetize the list by the last
names of the authors. If a work has no author, alphabetize by the first word of the
title other than a, an, or the.
4.
Do not indent the first line of each entry in the list of works cited, but indent any
additional lines five spaces. This technique highlights the names by which the list has
been alphabetized.
5.
Below is the appropriate Works Cited list for the authors referenced on the In-text
Citations page of this guidebook.
Campbell, Edward and Isaiah Fitzgerald. The New World
Hero. New York: Houghton Mifflin, 2003.
Maxwell, Gretchen Elaine. “Elizabethan Sports.”
Elizabethan England. 23 May 2005
<http://www.springfield.k12.il.us/schools/springfield/
eliz/sportsandentertainment.html>.
McDougal, Jack. “Cloning.” Time January 2001:
122-124.
Vogler, Christopher. The Writer’s Journey.
California: Michael Wiese Productions, 1998.
.
(15)
Formatting for Different Source Types
This page contains formatting examples for books, magazine articles, newspaper
articles, and websites
BOOKS
Author’s Last Name, First Name. Title of the Book. City of
publication: Publishing Company, year of publication.
Example:
King, Stephen. On Writing. New York: Scribner, 2000.
MAGAZINE
Author’s Last Name, First Name. “Article Title.” Title of the
Magazine day Month year: pages of the article.
Example:
Rushin, Stephen. “Don’t Mess with the Ballpoint Pen.” Sports Illustrated 15 Mar. 2004:
15.
NEWSPAPER
Author’s Last Name, First Name. “Article Title.” Title of the
Newspaper day Month year: Section and pages.
Example:
Kolata, Gina. “Men and Women Use Brain Differently, Study Discovers.” New York
Times 16 Feb. 1995: A1+.
WEBSITES
Author’s Last Name, First Name. “Title of the Page.” Title of the
Site. day Month year of electronic publication <URL listing>.
King, Stephen. “Why I Wrote the Green Mile.” Stephen King
Home Page. 21 April 1999 <http://www.stephenking.com>.
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Plagiarism
1.
By definition, plagiarism is using another person’s ideas or words without giving credit
to the person in the writing. This means a writer cannot take anyone’s ideas, written or
spoken words and use them in an essay without using a citation that gives him/her
credit. Referencing portions of a story or novel need only include the name of the
character so long as the name of the story or novel is in the introduction of the essay.
2.
Copying another person’s writing whether it is a Simley student, a parent, a relative, a
person from the internet, or a portion of a book is cheating, regardless of it being
intentional or not.
3.
Consequences: A discipline referral will be written for any work a teacher considers to
be copied from another source. The writer also will receive no credit
(17)
Transitions
Commonly Used:
accordingly however
moreover
besides
furthermore nevertheless
indeed
instead
consequently
otherwise
meanwhile therefore
as a result for example in spite of
in conclusion
in fact
in other words
Comparing Ideas:
Another
in addition
besides
similarly
Contrasting Ideas:
yet although
in spite of
instead otherwise
still
however
nevertheless
Showing Cause and Effect:
as a result
thus
for
consequently
so
therefore
because
Showing Time:
after
before
at last
then
eventually
at once
meanwhile
Showing Importance/Relation:
first
then
next
last
mainly
more importantly
(18)
finally
since
Sentence Structure: Four Sentence Types
The two basic types of clauses are dependent and independent. A dependent
(subordinate) clause does not express a complete thought and cannot stand alone. An
independent clause expresses a complete thought and can stand by itself. These two
types of clauses can be combined to form four sentence structures: simple, compound,
complex, and compound-complex.
Simple Sentence:
contains one independent clause only. The parts of the sentence may be compound,
but it may not contain a dependent clause or an additional independent clause.
Freshman and sophomores faced one another on School Spirit Day in a tug of war.
Both teams struggled and strained in the mud.
Compound Sentence:
contains two or more independent clauses that are joined together.
The pitcher threw a fast ball, and the batter swung but missed.
The activities bus was crowded, but we piled in anyway.
Complex Sentence:
contains an independent clause and one or more dependent clauses.
Clara purchased an iPod, although she wanted a Playstation.
After she paid her bills, mother bought a DVD player.
Compound-Complex Sentence:
contains two or more independent clauses and one or more dependent clauses.
When Dick and Jane heard the news, they ran home, but the fire was out.
The instructor explained how a splint is made, and we practiced the technique on
one another.
(19)
Using Commas Appropriately
1.
Use a comma after two or more prepositional phrases at the beginning of a
sentence.
At the top of the tree, the eagle perched.
2.
Use a comma to separate two independent sentences.
The Dodgers won the pennant, but they lost in the seventh game of the World
Series.
3.
Use commas with nonessential clauses, but not with essential clauses.
Nonessential:
Hal Smith, who left his wallet here yesterday, should come to the lost-and-found
department.
Essential:
The gentleman who left his wallet here yesterday should come to the lost-andfound department.
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Using Semicolons Appropriately
A semicolon creates a stop without ending a sentence.
1.
Use a semicolon to join the parts of a compound sentence if no
coordinating conjunction is used.
The overseas operator interrupted the call; our time was up.
2.
Use a semicolon to separate items in a list that contain commas.
In the Olympics the first place winner gets a gold metal; second place, a silver
metal; and third place, a bronze metal.
3.
Use a semicolon before a conjunctive adverb (such as therefore, however, and
besides) that joins the independant clauses of a compound sentence.
Tamika is good at batting; however, her pitching is weak.
(21)
Using Colons Appropriately
1.
A colon introduces a list after a noun, but never after a verb or preposition.
The FBI investigates the following federal crimes: spying, treason, kidnapping,
and counterfeiting. (A noun precedes the colon.)
The term mass media refers to television, radio, newspapers, magazines, and
books. (No colon is needed because the list begins after a preposition.)
2.
A colon can be used between two sentences when the second explains or
summarizes the first.
It’s obvious why you’re tired: you stayed up late three nights in a row.
3.
Colons can also introduce long or formal quotations.
Horace Mann had this to say about dealing with those who disagree with you:
“Do not think of knocking out another person’s brains because he differs in
opinion from you. It would be as rational to knock yourself on the head because
you differ from yourself ten years ago.”
(22)
Punctuating Titles Appropriately
Use quotation marks for “shorter” works or those that are parts of a greater whole.
Newspaper Article
“Stock Market Crashes”
Chapter Title
“The New World”
Short Story
“The Most Dangerous Game”
TV Episode
“The One with the Trifle”
Essay
“The Dog That Bit People”
Poem
“The Raven”
Song
“The Star-Spangled Banner”
Use underlining for “longer works.”
Newspaper
Pioneer Press
Magazine
Teen People
Book Title
The Giver
Play
Romeo and Juliet
Movie
Star Wars
TV Series
Friends
Work of Art
Mona Lisa
Long Musical Composition The Pirates of Penzance
Ship or Plane
Spirit of St. Louis
(23)
Punctuating Dialogue Appropriately
1.
Use quotation marks at the beginning and end of a direct quotation.
Quotation marks are used to show that a speaker’s exact words are
being stated.
Linda said, “Someone is following me.”
2.
Quotation marks are not used with indirect quotations. The word
that often signals an indirect quotation.
Linda said that someone was following her.
3.
Explanatory words can come at the beginning, end, or in the middle
of a quotation. Use commas directly after explanatory words which
come in the beginning.
The flight attendant announced, “Fasten your seatbelts.”
4.
Use commas inside the quotation marks if the explanatory words
come after the quotation.
“Fasten your seatbelts,” the flight attendant announced.
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5.
Use commas appropriately, following the rules above, when the
explanatory words come in the middle of a quotation. Be mindful of
the beginnings and endings of sentences within the quotations.
“There is entertainment at halftime,” Toby stated. “The marching band will
perform.”
“By the way,” Mario said, “there’s spicy chicken for lunch today.”
“First, we put the dog in the tub,” Ginger said. “Then we rinse him down.”
(25)
Words Often Confused
all ready
everyone is ready, as in When Jake arrived we were
all ready.
already
previously, as in Sharon has already gone.
affect
verb, to influence
effect
noun, consequence or result
all right
This is the only acceptable spelling.
Alright
is not acceptable usage.
a lot
There is always a space.
Alot
is not acceptable.
among
refers to a group of three or more
between
refers to two people or things
choose
present and future tense, to select
chose
past tense
farther
distance, as in Anna and Josh went farther into the desert.
further
in addition, as in Mr. Olmos had further comments to make.
good
always an adjective which describes a noun, never a verb
well
always an adverb which describes a verb or adjective
(26)
have
often made into a contraction, as in could’ve, should’ve, would’ve
of
never should follow could, would, should; never should be used as a verb
its
possessive of it
it’s
contraction of it is
lay
to place or put
lie
to rest or recline or remain in a lying position
than
used for comparisons, as in Jimmy enjoys swimming more than golf.
then
an adverb used to mean at that time or next
their
possessive of they; shows ownership
there
a place, as in over there
they’re
contraction of they are
to
preposition, as in to the store
two
one + one
too
also; more than enough
who
a subject, as in Who was traded to the Twins?
whom
an object of a preposition or direct object, as in Whom did the Steiners
see? or To whom was the message directed?
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