I. Critical Writing Packet (8/11/08)
A.
Specifications:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B.
Select the correct form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
C.
Write in third person.
Be consistent in using verb tenses; in general, use literary present.
Spell correctly; use spell-check or a dictionary.
Use appropriate diction.
Do not end a sentence with a preposition; do not split an infinitive.
Use appropriate prepositions to express relationships accurately.
Do not hyphenate a one-syllable word; refer to a dictionary or spellcheck.
Avoid contractions; do not use abbreviations, or shorthand devices.
Make sure pronouns have antecedents, are in the correct case, and
agree with antecedents and verbs.
Avoid passive voice and forms of the verb "to be"; use strong, active
verbs.
Do not repeat words or expressions.
Use capital letters only for proper nouns and the first word in a
sentence.
your - you're
their - there - they're
its - it's
choose - chose
lose - loss - loose
no - know - now
past - passed
through - threw - though - throw
then - than
to - two - too
where - were
a - an - and
who refers to a person. e.g. John is the one who did it.
that and which refer to inanimate objects. e.g. The chair that is in my
room tipped over.
Do not use incorrect forms:
1.
2.
3.
4.
5.
6.
7.
8.
'cause/ cuz
hisself
wich
gonna
alright
can not
theirselves
could of/ would of
because
himself
which
going to
all right
cannot
themselves
could have/ would have
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D.
Punctuation Tips:
1.
Use commas to signify a short pause or to list words in a series.
2.
Use commas before but and and or other coordinating conjunctions in
a compound sentence.
3.
Use semi-colons between two independent clauses and between
phrases in a series.
4.
Enclose commas and periods within quotation marks except when
using citations.
5.
Use single quotation marks only when writing a quote within a quote.
6.
Underline the title of a book, magazine, newspaper; use quotes for a
poem, short story, article.
7.
Use parentheses only for citations.
E.
Expressions to avoid:
1.
a lot — use only to identify a piece of land or property.
2.
really - real - to sum up - in other words - to begin with - in conclusion
3.
like — use only to compare two or more objects.
4.
thing — too vague
5.
hard - little — use little only when referring to size.
6.
got — got married - got to school - got tired - got an award - got sick.
7.
due to — use only as an adjective.
F.
Good sentences and paragraphs:
1.
Do not begin a sentence with and - but - well - so - then.
2.
Write sentences that contain a subject and verb and express a
complete thought.
3.
Do not write run-on sentences punctuated with a comma between two
independent clauses.
4.
Vary the beginnings of sentences and sentence patterns.
5.
Begin a new paragraph when changing the subject or when the
speaker changes in writing dialog.
6.
Employ appropriate transitional expressions and devices.
G.
Miscellaneous word-processing specifications:
1.
Frame the essay with one-inch margins at the top, bottom, and sides.
2.
Double space throughout the paper, including the heading and title.
3.
Use a legible10-point or 12-point font and keep the font size and style
consistent throughout the paper.
4.
Use one space after a comma, semi-colon, and colon; use two spaces
after a period.
5.
Indent at the beginning of each paragraph.
6.
Word-process the heading in the upper left hand corner—Name,
Class, Period, Date—in four lines.
7.
Center the creative title at the top of the paper, below the heading.
8.
Use plain, unpunched, white paper; print only on one side.
9.
If you have printer problems, email the essay as an attachment in
Word to [email protected], the night before the due-date.
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II. Writing Development
A.
Sentence Variety:
Variance in form and length can make writing clearer and more interesting.
Try revising or connecting simple sentences.
Subordination using subordinating conjunctions:
after
although
as long as
before
if
since
though
unless
as
because
before
in order that
until
whereas
whenever
where
wherever
while
as soon as
so that
as if
than
when
****When the sentence begins with a subordinate clause, use a comma after the
clause. Unless clarity requires, do not use a comma before the subordinate
clause, if the clause ends the sentence.
B.
Beginning sentences with various constructions:
1.
Participial phrase—a verb ending with ed or ing, used as an adjective.
A comma separates the phrase from the rest of the sentence
eg:
Expecting an exciting story, I was disappointed.
Amazed by his success, the scientist continued.
2.
Adverb—a word that modifies a verb, adjective, or another adverb.
A comma separates the adverb from the rest of the sentence.
eg:
Slowly, I climbed the stairs
Later, I understood his meaning.
3.
Prepositional phrase—a phrase which begins with a preposition and ends
with a noun or pronoun. Prepositional phrases can be used as adjective
phrases or adverb phrases.
eg:
Because of the weather, few people will visit Maine in the winter.
At the end of the concert, people in the audience cheered.
aboard
after
around
beneath
down
in
of
past
toward
upon
about
against
because of
beside
during
in spite of
off
since
under
upon
above
along
before
between
except
instead of
on
though
underneath
with
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according to
amid
behind
beyond
for
into
over
throughout
until
without
across
at
below
by
from
near
out of
to
up
within
4.
5.
Various constructions:
a.
article
b.
adverb
c.
adverb phrase
d.
adverb clause
e.
adjective(s)
f.
adjective phrase
g.
noun
h.
participle
I.
participial phrase
j.
infinitive
k.
infinitive phrase
l.
m.
pronoun
gerund
n.
o.
gerund phrase
noun clause
p.
parenthetical
expression
The thief crept stealthily down the hall.
Stealthily, the thief crept down the hall.
Down the hall crept the stealthy thief.
As if she were a cat, the thief crept slowly.
Bold and brazen, the thief crept down the hall.
On a mission, the thief crept down the hall.
Thieves creep stealthily down empty hallways.
Creeping, the thieves eluded the police.
Creeping stealthily, the thief eluded the police
in the hall.
To escape, the thief crept stealthily down the
hallway.
To escape from the police, the thief hid in the
closet.
She crept stealthily down the hall.
Creeping enabled her to escape from the
police.
Creeping stealthily enabled her to escape.
That she crept down the hall enabled her
escape.
On the other hand, he did promise to be
honest.
Types of sentences:
a.
Simple
b.
Compound
c.
Complex
d.
Compound-Complex
e.
Natural Order
f.
Inverted Order
She crept down the hall.
She crept down the hall, but the police
found her.
Because she crept down the hall, the
police never noticed her.
Because she crept quietly, the police did
not find her and she escaped easily.
Bold and brazen, the thief crept down
the hall.
Down the hall crept the bold and brazen thief.
C. Transitional Expressions:
In addition to the use of pronouns and the repetition of key words, the choice of
an appropriate connective often provides a useful clue to the relationship of
ideas. These transitional words and expressions can be conveniently grouped
according to the kind of relations they express:
1. Connectives that link similar ideas:
again
for example
also
for instance
and
furthermore
another
in addition
besides
too
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likewise
moreover
of course
similarly
in a like manner
n
2. Connectives that link ideas that are dissimilar or contradictory:
although
nevertheless
on the contrary
as if
but
on the other hand
conversely
otherwise
even if
provided that
however
still
in spite of
yet
instead
3. Connectives that indicate cause, purpose, or result:
as
hence
as a result
since
because
so
consequently
then
for
therefore
for this reason
thus
4. Connectives that indicate time or position:
above
finally
first
afterward
around
meanwhile
next
presently
before
thereafter
thereupon
eventually
across
here
at once
at the present time
beyond
The connectives listed above and others like them can help the reader only when
they are appropriately used. Transitional devices are like road signs: a sign that
points in the wrong direction is worse than no sign at all.
D. Transitional Devices:
1. Chronological transitions:
at last
at this point
before
at the same time
first
formerly
in the meantime
meanwhile
now
most importantly
since
2. Spatial transitions:
ahead
inside
outside
above
in the distance
to the left (right)
3. Result or Effect transitions:
as a result
because (of)
in one instance
for this reason
in response to
to begin with
in one case
in one example
5
afterward
eventually
furthermore
moreover
presently
after
finally
later
next
soon
beyond
near
in the center
behind
next to
consequently
in conclusion
thus
for instance
due to
therefore
as proof
to illustrate
4. Introductory transitions:
another
also
consequently
for example
however
in addition (to)
in conclusion
moreover
on the other hand therefore
as a result
for this reason
in fact
on the contrary
thus
besides
furthermore
in spite of
similarly
besides
also
in addition
first
finally
E. More Transitional Expressions:
1. Addition:
moreover
and
nor
additionally
second
in the second place
further
and then
too
equally important
third
last
furthermore
likewise
again
next
in the first place
lastly
2. Comparison:
similarly
likewise
in like manner
3. Contrast:
but
yet
still
nevertheless
on the contrary
notwithstanding
in contrast to this at the same time
although this may be true
and yet
on the other hand
for all that
nonetheless
4. Place:
here
opposite to
nearby
adjacent to
on the opposite side
5. Purpose:
to this end
for this purpose
with this object
6. Result:
hence
consequently
therefore
thereupon
accordingly
as a result
however
even so
otherwise
beyond
thus
then
7. Summary, repetition, exemplification, intensification:
to sum up
in brief
on the whole
in short
in other words
that is
to be sure
as has been noted for example
in fact
indeed
to tell the truth
in sum
in any event
for instance
8. Time:
meanwhile
afterward
after a few days
at length
later
in the meantime
in the past
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now
soon
F. Words for effective writing:
1. Qualifying words:
as a rule
often
in certain cases
2. Signal words:
too
second
later
also
nearly
sometimes
perhaps
almost
one of many
usually
several
another
many
finally
last
others
after
first
third
next
3. Texture words:
bristly
sandy
fuzzy
prickly
soggy
silky
4. Movement words:
transformed
trotted
crush
scramble
wrinkled
sticky
splintering
rough
gooey
slimy
coarse
slither
raced
crawled
scuttled
flowed
jerked
5. Tired words to avoid:
happy
look
said
sad
big
get
6. Other words for said:
announced
uttered
replied
retorted
explained
noted
cried
spoke
pronounced
revealed
mentioned
stated
answered
declared
remarked
responded
7. Sound words:
chatter
clamor
thud
whimper
bawl
gurgle
sigh
earsplitting
8. Order words:
later
always
then
before
after
earlier
during
since
next
9.
pretty
run
finally
now
last
Change-of-direction words:
still
but
however
although
unless
yet
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good
bad
second
third
until
first
instead of
on the other hand
nevertheless
10. Smelly words:
sour
fragrant
earthy
smoky
fishy
dank
rancid
acrid
musty
11. Color words:
ruby
navy
peach
royal
magenta
lilac
amethyst
kelly
bronze
turquoise
olive
rust
cardinal
apricot
snowy
emerald
mauve
cream
ivory
12. Touch words:
icy
velvety
prickly
sticky
gritty
tender
oily
sore
thick
bitter
spicy
delicious
burnt
delectable
crisp
bland
salty
sweet
tangy
tasteless
13. Tasty words:
rotten
sour
hot
You may wish to make a list of effective words you like and use them appropriately.
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III.
IV.
One-paragraph Essay
A.
Eye opener or lead to get the reader’s attention.
1.
Quote from the literary work
2.
Quote from another source
3.
Dynamic idea from novel
4.
Dynamic idea from another source
5.
Question
6.
Others
B.
Topic sentence which states your position on the topic—without
using “me” or “I”— in third person.
C.
Include the name of the literary work and the author if writing
about a literary work.
D.
Development - supportive sentences
1.
Provide specific details to support your position on the topic
sentence.
2.
Select incidents to confirm your position.
3.
Select appropriate quotes to back up your position.
E.
Include a clincher sentence at the end which wraps up the essay
effectively and also provides a new insight into the topic gained from
thinking through this paragraph.
Three-paragraph Essay
A.
B.
First Paragraph
1.
Eye opener to get the reader’s attention.
a.
Quote from the literary work
b.
Quote from another source
c.
Dynamic idea from novel
d.
Dynamic idea from another source
e.
Question
f.
Others
2.
Topic sentence which states your position on the
topic—without using “me” or “I”— in third person.
3.
Include the name of the literary work and the author if writing about
a literary work and something about the work which leads into your
second paragraph.
Second Paragraph
1.
Provide specific details to support your position on the topic
sentence.
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2.
C.
Select incidents to confirm your position and/or choose relevant
quote(s) to confirm your position.
When you use quotes, use them exactly as they appear in
the work and then explain how the quote supports your
position. Do the same with any reference made to a person
or event or passage in the literary work.
Third paragraph
Include a clincher sentence which wraps up the essay
referring back to the thesis statement and broadens it with
a new insight you have gained while exploring the topic in this
paper.
V.
Five-paragraph Essay
A.
B.
First Paragraph - Thesis and Plan of Development
1.
Eye opener or lead to get the reader’s attention.
a.
Anecdote
b.
Startling statement
c.
Question
d.
Example
e.
Quotation
f.
Others
2.
Thesis statement which states your position on the
topic—without using “me” or “I”— in third person.
Include the name of the literary work and the author if writing about
a literary work.
a.
Pose a question.
b.
Create an answer to your question.
c.
Come up with three points that you will use as an argument
to prove your thesis statement.
These three points will eventually become topic sentences in
the three body or supportive paragraphs of your essay.
Body Paragraphs and Transitional Devices
1.
Each body paragraph has a topic sentence and at least three
illustrations that prove the topic sentence.
a.
Discussion and examples can prove your point.
b.
Transitional devices make your paragraph “stick together.”
1)
Repetition
2)
Direct reference
3)
Connectives
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2.
C.
Selective incidents confirm your position along with the choice of
relevant quotes.
a.
When you use quotes, use them exactly as they appear in
the book and then explain how the quote supports your
position.
b.
Do the same with any reference made to a person or event
or passage in the novel.
Clincher
Refer back to the thesis statement but broadens it with a new
insight gained from exploring topic in this paper.
VI.
Citations:
A.
B.
Additional Technical Details:
1.
Parenthetical citations: author’s name and page number(s) in
parentheses.
2.
Brackets: Words that you add or change in a direct quotation
require [ ] not ( ).
3.
Ellipsis points (. . .): Use if you leave out a word or phrase from the
middle of a sentence. Use . . . . If the sentence ends.
4.
Words Cited: Add a works cited page, citing only the literary work
itself. Refer to the MLA Guide on the Internet.
Working quotations into your text using three techniques:
1.
Follow a word like says, claims, demands, reports, responds,
replies, shouts, pleads, etc., with a comma and then the quote:
Responding to Gene’s question, Phineas shouts, “I don’t
know, I must have lost my balance. It must have been that. I
did have this idea, this feeling that when you were standing
there beside me.... And this feeling doesn’t make any sense.
It was a crazy idea” (Knowles 66).
2.
Follow a full introductory clause with a colon and then the quote:
Gene starts to discredit his own memory of the incident and
realizes he is hurting Finny all over again: “Had I really and
definitely and knowingly done it to him after all? I couldn’t
remember, I couldn’t think. However it was, it was worse for
him to know it. I had to take it back” (Knowles 70).
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3.
Blend a quote in with your own words:
The opening of the Winter Session contrasts with that of the
Summer Session where “traditions had been broken, the standards
let down, all rules forgotten” (Knowles 73).
Either before or after the quote, you need to give some background information
about the quote or explain it in some way as it refers to the thesis without
referring to the fact that you are quoting.
DO NOT SAY, "in the quote" or "this quote means."
Instead, use something similar to the following:
Here, Phineus shows that he is…. OR Gene's words indicate that he wants
to…. OR Obviously, Leper intends to….
Do not use a monotonous pattern of quote - explanation - quote - explanation quote - explanation. You need to weave the quoted material skillfully into your
own written expression. Use enough of the quote to prove your point but do not
prolong the quote beyond three or four sentences. Keep the quotes in the same
format as the rest of the paper. Do not set off the quote or indent it and single
space. Blend it into the double-spaced text of your paper.
VII.
Writing Eye-openers:
A.
Write good eye-openers or leads so that people want to read what you
are writing.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B.
Allusion: literary historical, mythological, etc.
Anecdote
Atmosphere
Contrast
Exclamation
Parody
Question
Quotation
Rhyme
Shocker
Staccato
Suspended-interest
Vary the leads you use in your work.
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VIII.
Writing Check list
Assignment: ________________________________________________
Mark an X wherever corrections have been made on your paper
___
___
___
___
___
___
___
___
___
Heading, double spaced, in correct order
Creative title of four words or fewer than four words
Title centered on page with appropriate punctuation and font
Text double spaced throughout
One-inch margins at top, sides, and bottom (if more than one page)
Legible font in same size and style for heading, title, and paragraphs
Indentation of paragraphs
Correction spelling
Appropriate diction
___
___
Present tense
Third person
___
___
___
___
___
Eye opener
Name of literary work punctuated correctly
Name of author
Sufficient background
Thesis statement
___
___
___
___
___
___
Three pieces of supportive evidence: quote or reference
Adequate commentary on each piece of evidence
Correctly formatted citation given for each quote
Accurate wording of quote(s)
Correct punctuation of quote(s)
Focus on proving the thesis statement, not retelling the plot
___
___
New insights given in clincher
Adequate clincher paragraph
List corrections not identified in the checklist.
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