Unit of Study: DEFINITION ESSAY
Introduction:
Welcome to the Definition Essay! As the first unit of the course, this unit of study is designed to
introduce your students to the genre of expository writing. Students will learn how to define a
word beyond simply using the dictionary. They will make connections to their own values and
beliefs, while synthesizing professional writers’ definitions, and exploring cultural, social,
political, and religious uses of the word.
In addition to defining a word, students will hone their skills in academic essay writing as they
move through the writing process. They will incorporate evidence, personal experience, and
quotes from professional writers, work with other students in peer editing, and complete a final,
polished draft. In preparation for writing their essays, students will engage in a group discussion,
read and evaluate model essays written by professional writers, and learn academic and content
vocabulary.
Use all of the activities or choose the ones that are best suited for your students. There are three
different assignment options, though you may wish to create your own definition essay
assignment. The appendix also has many additional activities you might find helpful.
Purpose:
Students are encouraged to think critically by defining a selected word according to cultural
perspective and synthesize their understanding with one-two essays selected by the teacher.
Students should be encouraged to think about, discuss, and share their ideas about the social
construction of language, how specific words work in specific situations, how certain words are
contested, how words operate differently according to cultural context, how they are co-opted,
and how they might shift in meaning with each generation. In this light, students are encouraged
to view language as fluid and flexible, as a construction that they can and do contribute on a
regular basis; thereby, a goal for this unit is to help students understand how they contribute to
the social construction of language, to recognize what “professional” writers add to the
conversation, and comprehend what it means to add their “voice” to a conversation. Some points
to consider include but are not limited to:
How the word is shaped according to the media (films, television shows, cartoons, etc.)
How one’s background (what are some expectations that surround the word, how does it
shape their own identity/understanding) influences and shapes our understanding of a
word.
How the word has been used in specific social/cultural settings (school, home, church,
playground, etc.) and what this adds to our comprehension.
That we can challenge what an authority figure states about a word, that our point of view
is valid, and that we need to substantiate/support our point of view.
Students should be encouraged to challenge or add to a given conversation/context about a
selected word. For example, if a student works with the word “feminine” or “girl,” he/she might
define how/why Hermione Granger (of Harry Potter) is “feminine” or is an exemplary example
of a “girl.”
In pairing a reading with this assignment, a suggestion is to select two essays (perhaps 6-8 pages
in length) that will help students understand how professional writers/authors aim to define a
word. After reading and discussing the essays in class, students should work toward
integrating/synthesizing how their perspective might agree or depart from what the professional
writer offers. For example, students might define what the word “girl” means according to their
own cultural perspective. Then, after reading a short essay written by Jamaica Kincaid or Judith
Ortiz Cofer, they will need to synthesize their perspective along with the definition offered by
Kincaid.
Writing Definitions
A handout with suggestions and examples of writing definitions can be found at the
following address:
http://owl.english.purdue.edu/owl/resource/622/01/
Methods of definition include these techniques:
Defining through synonyms
Defining through description
Defining by example
Defining by comparison
Extended definitions
Part I. Criteria
STANDARDS
This Unit of Study addresses the following Common Core Standards for English Language Arts
for writing at grades 11-12. These standards correspond to the College and Career Readiness
(CCR) anchor standards. The CCR provide the broad standards and the Common Core Standards
provide grade-level specificity.
Common Core Standard: Text Types and Purposes
# 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content.
◦
Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
◦
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
◦
Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
◦
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
◦
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
◦
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Production and Distribution of Writing
#4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
#5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
Research to Build and Present Knowledge
#8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of
the task, purpose, and audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and over reliance on any one source and following a
standard format for citation.
#9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
#10 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.
KEY FEATURES
Writing a definition essay teaches students to synthesize, explore, and analyze various
representations of a given word so they may arrive at their own conclusions. Student might
begin with basic connotations/denotations while “evaluating their assumptions of its meaning.”
While assessing their own point of view regarding the given word, they are also expected to
articulate what the word represents along historical, cultural, social, and/or political lines.
An effective definition essay includes these key features (Blau et al., 1998):
Includes an interesting introduction that clearly states the subject to be explained and a
reason for explaining.
Conveys a dominant impression of its subject
Uses examples, comparisons, and figurative language, as appropriate, to present the
information in a lively manner
Presents information logically and effectively through the use of an appropriate
organizational strategy
Demonstrates an awareness and clear sense of audience through the use of appropriate
language and details
Key features also include:
Develops and clarifies a term, concept or idea by going beyond common assumptions and
basic definitions
Conveys a position that should be explicitly stated
Shares unique insight and knowledge that is relevant/significant
Shows personal connection to or understanding of the term
Should apply the term in different contexts/situations
Part II: The Writing Assignment(s)
Below are three options teachers can choose from for the definition essay:
1. The first task option is for students to pick a word that represents them. This word should be
an adjective that has a definite, easy to understand denotation, but has many connotations,
depending on a personal point of view. Ideally the word should be an adjective although nouns
can work. For example, the word “quick” can be used as an adjective in two ways, 1) as
something that moves quickly, i.e., “The quick rabbit ran…” or 2) As someone who is
intelligent, i.e., “The boy with quick wit outsmarted the villain.” Nouns tend to be too narrow
in their definitions, i.e., “boy”, “girl”. However, possibilities exist for these types of words
when they are used as adjectives, i.e., “I hate it when someone refers to me as a ‘girl.’” The
words they choose should have personal meaning for students that comes from an exploration
of their values, beliefs, and own life experiences.
2. The second task option is for students to choose a word from a thematic list provided by the
teacher. Examples include: An American problem or issue (homelessness, obesity, definition
of marriage, freedom of religion, etc.), social justice (classism, racism, sexism, homophobia,
etc.), etc. Students will choose a word and define it based on personal experience as well as an
examination of how the word affects people in different contexts and takes on varying
meanings in those contexts.
3. The third task option asks students to read the essay “The Story of My Body” by Judith Ortiz
Cofer and choose one of the words she defines to define in their own terms. They will write
how the essay defines the word and write how they personally define that word, while
including the social, political, religious and/or cultural uses of the word. Students must also
use examples from the essays as part of their definitions. Students will do annotating and
dialectical journals as a way to gather “evidence” for their definitions based on the essays.
This task should demonstrate an understanding of how the word is used within the essay and
the student should synthesize or differentiate what the essay states from their personal
representation of the word. In other words, students must analyze how the word is represented
with the selected essay and decide/discern how their personal understanding of the word is
different and/or similar.
*Teachers can have students read other essays. Suggested alternative essay titles can be found in
“APPENDIX.”
Part III: Instruction
Please refer to Unit Map.
Part IV: Activities
MENTOR TEXTS
•
•
•
“What is an American?” – Peter Ferrara (article):
http://old.nationalreview.com/comment/comment-ferrara092501.shtml
“We Love to Celebrate Notoriety” – Leonard Pitts Jr. (article)
“The Androgynous Man” – Noel Perrin (professional essay with annotations) is found in the
following book: Aaron, Jane, E. 40 Model Essays. Bedford: St. Martin’s 2005.
A link without annotations: http://www.jessakaj.8m.com/androgynous.html
• “American Patriots: Soldiers, Citizens, Voters” – (example definition essay)
http://northland.cc.mn.us/owl/Definition%20essay.htm
ACTIVITIES
Activity 1: Reading Mentor Texts
To help students understand what a definition essay is, students will read four mentor texts. For
each mentor text, have students read the text at least twice. The first reading of the essay is
intended to help your students understand the text on a basic level. You may decide to have them
complete one of the following metacognitive strategies at this stage:
o Book marks (see Burke for a description and classroom examples)
o Chunking (see Schoenbach et al. and Burke for a description and classroom
examples)
o GIST (see Cunningham et al. for more information on this strategy)
o Graphic organizers (see Schoenbach et al. and Burke for a description and classroom
examples)
o Quickwrites (see Fulwiler for a description and classroom examples)
o Reciprocal Teaching(see Schoenbach et al. and Burke for a description and classroom
examples)
o Say, mean, matter (see Blau for a description and classroom examples)
o SQP2RS (see Echevarria et al. Volt for a description and classroom examples)
o Talking to the text/annotating the text/highlighting (see Jordan, Jensen, and Greenleaf
and Burke for a description and examples of classroom use)
o Think aloud (see Schoenbach et al. and Burke for a description and classroom
examples)
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
“American Patriots: Soldiers, Citizens, Voters” and “The Androgynous Man” have first reading
activities given.
The second reading of the text should be done using the following activities for the specific
essays. You may decide to use some activities with different essays.
Vocabulary
“Before your students start reading the text, [you may decide to] assign several key words for
them to look for as they read. Choosing key words and then reinforcing them throughout the
reading process is an important activity for students at all proficiency levels. The following
options are useful for introducing key vocabulary:
Provide your students with the meanings of key words.
Ask your students to record in a vocabulary log the meanings of key words from the
context of the reading.
Assign your students to work in small groups to look up key vocabulary words.
Study key words as a class project.
Note: See [Additional Resources] for brief explanations of various vocabulary activities.”
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
“What is an American”
As your students reread the text, ask them to make marginal notations (e.g., asking questions,
expressing surprise disagreeing, elaborating, and noting any instances of confusion). The
following approach is one way to structure the assignment:
1. Ask your students to label the following points in the left-hand margin:
o Introduction
o Issue of problem being addressed (word being defined)
o Author’s main arguments
o Author’s examples
o Conclusion
2. Ask your students to write in the right-hand margin their reactions to what the author is
saying.
You may want to begin this activity by having your students work collaboratively as a class.
Then ask them to exchange their annotations and compare their labeling and responses in small
groups or pairs.
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
“We Love to Celebrate Notoriety”
The following activity is for students to complete during their second reading of “We Love to
Celebrate Notoriety” so students can see that not all essays follow the “typical essay” structure.
This activity calls for your students to map out the organization of the text by taking the
following steps:
o Draw a line across the page where the introduction ends. Is it after the first paragraph,
or are there several introductory paragraphs? How do you know?
o Draw a line across the page where the conclusion begins. Is it the last paragraph, or
are there several concluding paragraphs? How do you know?
o Discuss in groups or as a class why the lines were drawn where they were. In this
activity, thinking and reasoning about organizational structure is more important than
agreeing on where the lines should be drawn.
o Further divide the body of the text into sections by topics (what each section is
about).
o Write a short description of what each section is about, what is says about that topic,
and the rhetorical function of the section (why the writer put it there).
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
“The Androgynous Man”
Before students read the entirety of “The Androgynous Man,” have them read the italicized
introduction and the first three paragraphs. You will then ask your students questions that will
help them make predictions about the text on the basis of these three paragraphs. Help them
notice the annotations that are given for them. Ask your students to think about the character and
image of the writer, the nature of the audience, and the purpose of the writing. Be sure to ask
them to explain how they formed their predictions, having them give evidence from the text they
have surveyed. You might ask the following questions:
•
What do you think this text is going to be about?
•
•
What do you think is the purpose of this text?
Who is the intended audience for this piece? How do you know?
•
Based on the title and other features of the text, what information or ideas might this essay
present?
You might also create an anticipation guide (or a study guide) for the reading selection to help
your students navigate their way through the issues presented in the text. The best anticipation
guides require students to bring their experience to their reading and create a tutorial for the
selection.
After students have made predictions based on the first three paragraphs, have them read the text
in its entirety for the first time, reading the given annotations as well.
As your students reread the text, ask them to make marginal notations (e.g., asking questions,
expressing surprise disagreeing, elaborating, and noting any instances of confusion). The
following approach is one way to structure the assignment:
1. Ask your students to label the following points in the left-hand margin:
o Introduction
o Issue of problem being addressed (word being defined)
o Author’s main arguments
o Author’s examples
o Conclusion
2. Ask your students to write in the right-hand margin their reactions to what the author is
saying.
You may want to begin this activity by having your students work collaboratively as a class.
Then ask them to exchange their annotations and compare their labeling and responses in small
groups or pairs.
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
“American Patriots: Soldiers, Citizens, Voters”
Use this essay to help teach students about how to outline their own essays. During the second
reading, have your students to map out the organization of the text before creating an outline for
it by taking the following steps:
o Draw a line across the page where the introduction ends. Is it after the first paragraph,
or are there several introductory paragraphs? How do you know?
o Draw a line across the page where the conclusion begins. Is it the last paragraph, or
are there several concluding paragraphs? How do you know?
o Discuss in groups or as a class why the lines were drawn where they were. In this
activity, thinking and reasoning about organizational structure is more important than
agreeing on where the lines should be drawn.
o Further divide the body of the text into sections by topics (what each section is
about).
o Write a short description of what each section is about, what is says about that topic,
and the rhetorical function of the section (why the writer put it there).
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
During their third reading, have students write an outline of the essay. Have them outline the
introduction, body paragraphs, and conclusion. See the Outlining activity (Activity 15) that gives
the outline for this essay to help guide them in the right direction.
Activity 2 (for assignment #3 only):
“The Story of My Body” by Judith Ortiz Cofer found in the following text:
Judith Ortiz Cofer: The Latin Deli: Prose and Poetry, W.W. Norton and
Company, 1995.
Before students read this essay, have them read the introduction to the text and examine the text
structure, noting the different headings. They should also note that definitions are given for some
of the cultural words in the essay.
As they read the essay for the first time, they should take notice that most of her definition is
personal in nature. She uses personal narrative to explain what each of the words means to her.
While they read the text a second time, students will complete three activities.
Dialogue Journal/Dialectical Journal
To help your students incorporate quotes from the essay in their definition essays, students
should complete a dialogue or dialectical journal while they read the essay a second time. The
left side of the chart is for the quotes from the essay students choose and the right side is for their
thoughts, opinions, questions, and comments on each quote. You can decide how many quotes
you’d like them to get from the essay depending on how many you expect them to put in their
essays. Below is an example of a dialogue journal entry. You can create a blank version for your
students.
Quotes
(include pg. #)
“This was was when I learned to be
invisible” (393).
Thoughts, opinions, questions, and
comments
I think we’ve all wanted to be invisible at
some point in our lives. Adolescence is a
difficult time for most people. Our
insecurities make us want to try to fit in.
Some people do this by becoming
“invisible” by avoiding being different or
standing out.
Understanding Author’s Style:
The particular line of questioning presented here for analyzing stylistic choices is offered to help
your students see that the linguistic choices writers make create certain effects for the readers.
The questions are divided into two categories, words and sentences. Have students respond to
these questions.
Words
•
What are the denotative and connotative meanings of the key words? (You may decide to
teach Activity 5 first or briefly introduce/review denotative and connotative meanings
depending on your students’ current skill level.)
•
How do the specific words the author has chosen affect your response?
•
Which words or synonyms are repeated? Why?
•
What figurative language does the author use? What does it imply?
Sentences
•
Is the sentence structure varied?
•
What effects do the choices of sentence structure and length have on the reader?
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Thinking Critically
The following questions will move you through the traditional rhetorical appeals. You may not
have taught this to your students yet, but the questions are a good introduction to what you’ll
teach them in a later unit. “Using this framework will help your students progress from a literal
to an analytical understanding of the reading material” (“Assignment Template”).
Questions about Logic (Logos)
•
What are the major claims and assertions made in this reading? Do you agree with the
author’s claim that . . . ? (What is the author defining?)
•
Is there any claim that appears to be weak or unsupported? Which one, and why do you think
so?
•
Can you think of counter-arguments the author does not consider?
•
Do you think the author has left something out on purpose? Why?
Questions about the Writer (Ethos)
•
Does this author have the appropriate background to speak with authority on this subject?
•
Is the author knowledgeable?
•
What does the author’s style and language tell the reader about him or her?
•
Does the author seem trustworthy? Why or why not?
•
Does the author seem deceptive? Why or why not?
•
Does the author appear to be serious?
Questions about Emotions (Pathos)
•
Does this piece affect you emotionally? Which parts?
•
Do you think the author is trying to manipulate the reader’s emotions? In what ways? At
what point?
•
Do your emotions conflict with your logical interpretation of the arguments?
•
Does the author use humor or irony? How does that affect your acceptance of his or her
ideas?
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Activity 3: Audience, Purpose, Developing Voice
This activity requires students to read a short piece about audience and “voice.” Teachers might
select a short piece from Peter Elbow’s Writing With Power
1. After reading the article (or any suitable text that discusses audience and “voice”) have
students discuss what it means to write for different audiences.
2. Examples might include writing in a journal/diary, writing a letter to a friend versus a
mother/father, and writing for peers and an authority figure.
3. Once they have discussed writing for different audiences, list their responses on the board.
Ask students to discuss (as a large group) what it means to write for various audiences.
4. Teachers might consider categories such as a “safe” audience; in other words, what is a safe
audience and why?
5. Another question to ask students is how their writing shifts when writing for an audience they
do not consider safe and why? This might help them explain and/or understand writer’s block.
Developing Voice
This exercise is meant to help students weigh the difference between an informal voice and a
formal voice.
1. Have students read (out loud in class) a draft of a paper. This sample paper might have
numerous typos, awkward word choice, ambiguous phrasing, and it will probably lack insight or
overall clarity.
2. Having students work in pairs or small groups, ask them to discuss why the paper would be
considered informal.
3. Once the class identifies that the paper lacks insight or critical thinking skills, ask them to
identify what they would revise and why. Students should discern the difference between an
informal voice, a voice that might use colloquial language and a voice that is academic in tone.
Activity 4: Prewriting & Cubing
1. Choose word that represents them
2. Choose word from thematic list
3. Choose thematic word from the essay
During the initial generative part of the writing process it is important to provide students with
opportunities to dig up and explore their thoughts about possible writing topics. This activity
called Cubing, originally created by Cowan and Cowan Neld, asks to students to explore
different ways of looking at their chosen word.
First students must choose a word based on the assignment number you are working through for
this unit. See the “Additional Resources” section for examples of prewriting strategies. After
prewriting, they complete the Cubing activity.
Description of Cubing:
There are six sides to a cube and you will be asking students to address their chosen word in six
different ways. These are only sample prompts. You may decide to change the prompts.
•
Describe it- What are the qualities of “X?”
•
Compare it- How does he/she compare to another “X?” How does this word compare with
other words like it?
•
Associate it- Who do you that is “X” or who has experienced “X?”
•
Analyze it- How does “X” behave?
•
Apply it- Tell about a time you were “X.” Connect the word to your own life.
•
Argue for or against it - Do you believe this word is important? Why or why not?
You can either make this a handout or you may decide to make it more active by calling out the
ways and having students respond. You might actually use an origami cube with the ways
written on the sides, or pull slips of paper with the ways written on them from a basket, or have
the students decide the order. It is important to write about each way in order to stretch thinking
beyond daily understandings.
Allow students to write about each way for approximately three minutes. Keep an open attitude
toward the ideas students come up with. The purpose of this activity is to stimulate thinking;
resulting ideas will likely not fit under six neat prompts.
Allow students to share either during the process or after all six sides are done.
When students are done with all six prompts, ask them to highlight words and ideas they might
use for their definition paper.
Activity 5: Understanding Denotation & Connotation
Before students write their definition essays, it’s important they understand the difference
between denotation and connotation. The following activity will teach them what those terms
mean, help them identify both, and help them understand how to use those terms effectively in
their essays.
Understanding Denotation and Connotation
Denotation and Connotation are two principal methods of describing the meanings of words.
•
Denotation- the precise, literal definition of a word that might be found in the dictionary
•
Connotation- the positive and negative associations that most words naturally carry with
them
Consider the following example:
One of the denotative definitions of a “home” according to dictionary.com is “a house,
apartment, or other shelter that is the usual residence of a person, family, or household.”
The connotative meaning of a “home” may differ from person-to-person depending on their
personal relationship with that word. For a homesick college student, a home is family and a
sense of comfort. For someone who is homeless, perhaps a home is a place of safety and
security. For some, they might define a home as a dangerous place they don’t want to be.
We can see this even more when we start to think of different words for the denotative meaning
of a “home.” A “house” has the same denotative meaning as “home,” but usually not the same
connotative meaning. A house is less personal and most people would define it as the physical
house structure.
Denotation and connotation are not two separate things; they are two aspects of one word.
With a partner, rank the following groups of words in order from positive to negative (if
you don’t know the denotative meaning of a word, look it up in the dictionary):
Group 1: thin, slim, lanky, skinny, gaunt, slender
Group 2: aggressive, assertive, domineering, dynamic, pushy, forceful
Group 3: shrewd, egghead, bright, clever, brilliant, cunning, smart, intelligent, brainy
Each group of words has similar denotative meanings, but understanding the connotative
meaning is what enables you to rank them from positive to negative.
Now create your own list. For each word, add your own list of at least three other
connotative words. The first one is done for you:
Thin: slender, slim, skinny, lean, beanpole
Drug addict:
Handicapped:
Attractive:
Unattractive:
Words can also have a negative, positive, or neutral charge to them based on their connotations.
When you write, you decide which words to use and have to be careful of their connotations so
as so to not offend anyone. Consider the following example:
Negative
There are over 2,000 vagrants in the city. (A “vagrant” is a public nuisance)
Neutral
There are over 2,000 people with no fixed address in the city.
Positive
There are over 2,000 homeless in the city. (Worthy of our pity and charity)
Depending on your views, you might choose to frame your opinion in a negative, neutral, or
positive way. The words you choose should be chosen with their connotative meanings in mind.
Next, make a list of possible connotative meanings for the following word (hint: think of
how others might think of this word based on their own personal experiences):
Violence
You are now ready to consider your own word’s denotative and connotative meanings.
Adapted from: Connotation and Denotation. Csun.edu, n.d. Web. 23 December 2010.
Activity 6: Brainstorm Denotation and Connotations of their Chosen Word
My word is: _______________________
The dictionary (denotative) definition of this word is:
The connotative meanings I associate with this word are (based on personal experience):
The connotative meanings others associate with this word are (even if some are the same, list
them here):
Some differences I note between the connotative meanings I have and others have are:
Activity 7: Freewrite
To help your students understand their values, beliefs, and life experiences, and how they
influence their understanding of the word, you will have them respond to a freewrite. You can
give them five to ten minutes depending on how much time your students need.
Prompt: How do you define this word? What are some of your personal values, beliefs, and life
experiences in relation to this word?
Activity 8: Compare/Contrast Graphic Organizer (for assignment #3 only)
*Venn Diagram Here* (the one that is called Venn Diagram #3)
Activity 9: Web Search
Before your students have their group discussion, have them do a web search either for
homework or in the computer lab as a class. Lead them to the following website:
http://library.lakelandcc.edu/PDFs/research/websearchtips.pdf. This is a great resource to print
out and give to them to teach them how to search the internet effectively and gives links to
comprehensive and reliable search engines. Other resources that will help them evaluate their
websites include: http://library.lakelandcc.edu/PDFs/research/bias.pfd,
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pfd,
http://www.library.kent.edu/page/10475. You should encourage them to document their sources
in preparation for writing their essays so they can cite their information and complete the works
cited page.
Their web search ought focus on the topic of discussion: the social, political, religious, and/or
cultural uses of their chosen words. To help guide them in the right direction, they might choose
to put their word plus one of the following terms: America, religion, politics, cultures, media,
schools/education, sports, etc. The second term should be based on the specific direction they
plan to take with their definition. For example, if they are interested, culturally/socially about
how racism is used or appears in sports, they might type racism IN sports or racism AND sports
in the search engine. They will get a list of articles that will give them excellent information to
discuss and ultimately write about racism in sports.
Activity 10: Group Discussion
Teachers may choose to have students simply bring their web search findings in a discuss them
using guiding questions or teachers can choose to do the following activity to help students
understand the cultural and social connotations of a “loaded” and complex word.
This activity has two parts. In order to comprehend how a word might be misrepresented or
abused, students might need to understand how propaganda functions. If we ask them to define
the word “feminine,” we can easily obtain images of how the female body has been objectified
by society.
Part One
1. Using various magazines, ask students to look at how the female body is portrayed in the
media. Looking particularly at ads, ask them to note body language, facial expression, clothing,
and appearance.
2. Ask them to brainstorm/freewrite about their observations and use their freewrites to lead a
discussion about their observations.
Part Two
1. Ask students for quick responses about the word “feminist.” After a brief discussion about
their understanding of the word, ask them to consider how feminists are portrayed and perceived
in the media.
2. In order to highlight how this word still has negative connotations, students might look at
news clips, op-ed pieces, youtube clips, they might discuss how feminists who are also activists
are treated and portrayed.
Activity 11: Written Response to Group Discussion
After your students have their discussion, it is a good idea to give them a chance to process what
they just discussed. It will also give them time to organize their thoughts and form some ideas for
their essays. The prompt is given below.
Prompt: After your group has discussed the social, political, religious, and/or cultural use of your
words, write a response to what your group discussed, what new insight you were given,
opinions you hadn’t thought of, and ways you can incorporate what you discussed in your essay.
Activity 12: Compare/Contrast Graphic Organizer (Venn Diagram)
*Venn Diagram*
Activity 13: Evaluating Mentor & Student Models
Evaluating mentor and student models will allow the students to strengthen their own writing as
they note the strengths of the models and work to incorporate them in their essays. Students
should take the following steps in order to glean the most from the evaluations.
1. Double-Entry Journal: similar to Activity 2, students will find examples of the mentor or
student models’ ability to reflect, persuade, define, or use words effectively, etc.. You may
choose what they focus on. You decide how many essays they evaluate.
Quotes
Thoughts or comments (in terms of
the quote’s effectiveness)
(include pg. #)
“This was was when I learned to be
invisible” (393).
Using a short sentence can be effective
in drawing attention to the idea. It has a
powerful effect on the reader and seems
almost poetic.
2. In small groups, students should use their Double-Entry Journal to discuss what they notice
about the writer’s craft (what the writer did to make the piece effective) in the essays they
evaluating. They will compile a list of what they notice and write why they think an author
used a particular crafting technique.
3. Each group will then share their findings with the class. Create a combined class list of
crafting techniques and post in the room for them to reference.
*While students are drafting and revising their essays, they will continue to use the work from
this activity to improve their writing.
Activity 14: Thesis Statement
Developing Thesis Statements
Within the introduction, an explicit thesis statement is identifiable to the reader. The thesis
functions as the main idea of the essay and various approaches include:
The announcement: “This paper will address/argue…”
The three-point approach: In Rabbit In the Moon, Toyama identifies x,
y, and z…”
The enthymeme or because clause: His program marked several disturbing items
because…”
A basic activity to help students understand thesis statements is to catalog previous statements
and ask them to revise. For example, type up a list of thesis statements offered within student
papers and ask students to identify whether or not each statement offers the following:
Key words or a specific phrase
An identifiable jist or specific point
Specific or descriptive wording that guides the reader
You can also have students go back and identify the thesis statements in the mentor texts and
student models and have them discuss the wording of each thesis and identify which type of
thesis statement each one is. You can also discuss the effectiveness of each type of thesis based
on the content of the essay and how the thesis relates to the content of the essay.
In the Appendix, there is an additional handout teachers might find useful in teaching students
how to write their thesis statements.
Activity 15: Outline
Your students should now be ready to outline their ideas so they can begin writing. Outlining is
an important part of the writing process and should not be left out. A definition essay has a
slightly different outline than other essays, but the organizational idea is the same. Below is a
handout you might provide your students as they work on their own outlines.
Outlining
Writing an outline before you begin writing is an important step in the writing process. It helps
you organize your ideas and helps the reader follow your argument. Below is a template to help
you outline a definition essay. An example of an outline for a definition essay on patriotism is
also given so you can see how you might put your outline together.
I. Introduction
A. Attention getter
1. You may want to include the traditional or dictionary definition here to
provide a basis for your personal definition.
2. You may want to open with a contradictory image to what would be your
image to illustrate that definition.
B. Thesis: State how you define the term. If you can write the definition using specific
points, you will find the definition easier to follow when writing the paper.
II. Body
A. Background information:
1. Often unnecessary in this type of paper
2. However, you may need to provide some background about the term or
your connection to the term.
B. Point one
1. The first part of your definition of the term.
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
C. Point two
1. The second part of the definition of the term.
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
D. Point three
1. The third part of the definition (if there is one)
2. Example to illustrate that point.
3. Analysis of how the example illustrates the point.
E. Point four, etc.
III. Conclusion
A. Review your definition’s main points
B. Closing attention getter
1. Sometimes a reference back to the opening attention-getter is a good way
of unifying the entire essay.
2. You may want to close with an explanation of how your definition has
affected you.
Below is the outline for the mentor text “American Patriots: Soldiers, Citizens,
Voters.” Go back to that essay and compare the outline with the finalized essay
version. Note how the essay developed from this simple outline.
I. Introduction
A. Attention getter: Traditional definition of patriotism (as perceived in an image)
B. Thesis: Patriotism is speaking out when a person feels the country is right or wrong,
voting, campaigning, and respecting others.
II. Body
A. Speaking out when country is wrong
1. Vietnam
2. Slavery
3. Women’s right to vote
B. Speaking out when country is right
1. Afghanistan
2. Health care
C. Voting
1. Making a choice based on one’s needs
2. Being involved in the voting process
D. Campaigning
1. Finding a candidate who represents country’s needs
2. Barbara Boxer from California
E. Respecting others
1. Paying taxes.
2. Respecting others’ points of view
3. Arab-American prejudice after 9/11.
III. Conclusion
A. Review of patriot as protestor, voter, and respectful citizen.
B. Closing attention getter: return to introduction's image of patriot
Adapted from: Definition Essay. Northland.cc.mn.us, n.d. Web. 23 December 2010.
*At this point, before they start writing their rough drafts, students should be taught and/or
reminded of the importance of using a formal citation and formatting method in their essays. It’s
up to you which method you choose. See the Additional Resources section for handouts and
information on MLA style.
Activity 16: First Draft (rough draft)
The first draft of an essay provides a time for your students to discover what they think about a
certain topic. It is usually “writer-based,” meaning the goal is simply to get the writer’s ideas
down on paper. Your students should start with their brainstorming notes, informal outlines,
freewriting, or whatever other materials they have and write a rough draft of their essay.
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Continuing the work from Activity 13, when students are drafting their essays, they should go
back to the class generated list and work to incorporate the techniques in their own writing.
Activity 17: Peer Editing & Revising
There are many ways to have students peer edit. Students can read their drafts out loud to each
other in a small group and give feedback to the writer, students can exchange their drafts with a
partner and respond to a series of questions, or students can “grade” their partner’s essay using
the rubric.
Peer Editing Questions
Use the following checklist to help you evaluate your partner’s writing. Remember to offer 2
constructive suggestions and point out 2 parts you especially like. Explain all answers with
examples from the text or suggestions for the writer.
Your Name _________________________ Your Partner’s Name _______________________
Can you identify the main idea or thesis in this essay? Yes/No
If so, write the thesis here________________________________________________
Does the thesis contain the author’s topic and their opinion or stand on this
subject? Yes/No
Does this essay have an introduction? Yes/No
Does the introduction give an outline of what the author is going to talk about? Yes/No
Is the writing clear and understandable? Yes/No
Are there parts of the essay that are unclear? If so, underline them and put a question
mark next to the passage.
Does the essay have a clearly organized middle section, with ideas separated into
paragraphs? Yes/No
Does each paragraph begin with a topic sentence? Yes/No
Does each paragraph end with a transition sentence, smoothly connecting the ideas of
the previous paragraph to the next? Yes/No
Does the essay contain persuasive language and strong vocabulary? Yes/No
If the essay contains little persuasive language, circle 10 nouns, verbs, or adjectives that
you think could be changed for stronger words.
Does the essay contain facts to support the claims made? Yes/No
Does the writer define the word using personal experience, values, and beliefs, as well
as connect to social, political, cultural, and/or religious definitions of the word? If
applicable, does the writer use the essay as part of the definition?
Does the essay have a concluding paragraph? Yes/No
Does the conclusion restate the main points of the essay in a new way and give a sense
of completion to the essay? Yes/No
Continuing the work from Activity 13, students should choose one of the techniques on the class
list and rewrite a section of their own writing employing the technique when they are revising
their rough drafts.
Revising Questions
Your students should consider or directly respond to the following questions:
o Have I responded to the assignment?
o What is my purpose for this essay?
o What should I keep? What is most effective?
o What should I add? Where do I need more details, examples, and other evidence to
support my point?
o What could I omit? Have I used irrelevant details? Have I been repetitive?
o What should I change? Are parts of my essay confusing or contradictory? Do I need
to explain my ideas more fully?
o What should I rethink? Is my position clear? Have I provided enough analysis to
convince my readers?
o How is my tone? Am I too overbearing or too firm? Do I need qualifiers?
o Have I addressed differing points of view?
o Does my conclusion show the significance of my essay?
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Activity 18: Final Draft
Students are now ready to turn in their final drafts. Grade the essays using the provided rubric or
one you prefer as long as it addresses the needs of a definition essay.
Activity 19: Reflecting on Writing
When they turn in their final draft students should write a reflection about what crafting
technique they attempted in their essays.
When you return the graded essays, have students write a reflection on what they did well and
what they need to improve for the next essay.
APPENDIX
Additional Essay Options for Assignment # 3 (or to substitute any of the mentor texts)
•
“On Dumpster Diving” by Lars Eighner: students define a problem in American society as
revealed in Eighner’s essay
•
“Between the Sexes, A Great Divide” by Anna Quindlen: students define either boy or girl,
woman or man, or both (paying attention to the differences)
•
“On Being a Cripple” by Nancy Mairs: students define the word “cripple,” what it means in
our society, culture, etc.
•
“Black Men and Public Space” by Brent Staples: students define modern racism and explore
how it has evolved.
•
The Norton Reader is an excellent resource for essays. Many more, like the ones above, can
be found there.
Quickwrites
Use this strategy at the beginning of the class to get your students thinking about the topic. The
idea is to guide them to activating their prior knowledge on the topic addressed in the essays.
You can then read several quickwrites to the class to start a discussion, have your students read
their own quickwrites aloud, or have them turn to someone next to them and share.
Below are some example prompts for the unit:
•
At the beginning of the unit, before they have read any essays, you might ask them: What are
the different ways one can define a word? Is a word only defined by a dictionary or are some
definitions of words learned through experience and take on different meanings to different
people. Explain.
•
“What is an American?”- What is your definition of an American? How does that definition
change based on where you might live in the country? In the world?
•
“We Love to Celebrate Notoriety”- Why are celebrities so fascinating to us? What makes
someone a celebrity? Are reality stars “real celebrities?”
•
“The Androgynous Man”- Why do we as an American society feel the need to so clearly
define what makes a man and a woman? Are those terms loosening in America or are gender
roles still clearly defined? Give examples of how these roles are loosening and how they are
still in tack.
•
“American Patriots: Soldiers, Citizens, Voters”- What does it mean to be patriotic? Do you
think it’s important to be patriotic? Why or why not?
•
“The Story of My Body”- What parts of yourself to you celebrate? What do you not like
about yourself? Are there any parts of yourself that you like or don’t like that were given to
you by your culture or background?
Vocabulary Activities
Concept map. Teachers ask students to generate additional words, contexts, examples, and nonexamples for a new term, concept, or key vocabulary word.
Cubing. Originally created by Cowan and Cowan Neeld, students freewrite about a vocabulary
term, using each of the six ways to discuss the term: describe it, compare it, associate it,
analyze it, apply it, and argue for or against it. Allow students to write about each “side” of
the cube for roughly three minutes. After they have done all six sides, students can share or
develop their own definition of the term.
Denotation/connotation making. Students predict word meanings or look up words based on
their denotations (dictionary definitions) and connotations (personal meanings).
Frayer model. Students define the key concept, describe its attributes, compare and contrast it to
other related concepts, provide examples for it, and explain why the example is appropriate.
Using this model, the students can distinguish between examples and non-examples (Frayer,
Frederick, and Klausmeier).
Rich use of language. Reading research shows that the more experiences and richer experiences
students have with new words, the more likely they are to learn the word. Those experiences
include opportunities for oral and written use of the new words as well as identifying and
comprehending them in text. Teachers can provide students with more practice words by
having them use the new words to create scripts for performing commercials, skits, role
plays, poems, raps, songs, and so forth.
Self-assessment charts. These charts allow students to view key terms from the text to see
whether they know them and, if so, to what extent. Students can then learn the words they do
not know, and teachers will gain some insight as to which words may need direct instruction.
Semantic maps, webs, spiders. This graphic organizer is for categorizing, grouping, and
organizing information.
Sorting activities. Students sort words by derivation or by concept. For a sorting activity, the
teacher makes a list of words that are related either by root/derivation or by concept. The
words are then listed on a grid and manipulated with signs or symbols. The teacher may
choose to have an open sort (no headings stated) or a closed sort (the teacher tells the
students what the headings will be).
Synonym/antonym chart with examples. Students identify synonyms for the new word given,
increasing their list of words that are similar but also enhancing their own understanding of
the word in relation to other words that share the meaning. To promote even more
understanding and more words in their storage banks, students look at antonyms. Then they
provide examples of the word in sentences or give the context.
What Am I? This is an activity in which questions are asked about what the vocabulary term is
and what it is not on the basis of the meaning of the word. Students might explore one word
and “teach” it to the class, sharing the clues discovered while studying the word.
Word trees. These are used for derivations and to build similar words on the basis of meaning.
Vocabulary notebooks or logs. These are used for the indirect teaching of vocabulary. With
vocabulary logs, students direct their own learning as they identify and log unknown words
that they find in text.
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Prewriting Strategies
Brainstorming. Based on free association, this is the act of making a list of related words and
phrases.
Clustering/webbing. This is the process of mapping any ideas that come to mind on a specific
topic. It involves writing a key word or phrase at the center of a page and drawing a circle
around it, then writing and circling any related ideas that come to mind and drawing lines to
the words that prompted the new words.
Discussing. This is the act of talking with another person about one’s subject matter and
grappling aggressively with the ideas in the process.
Freewriting. Based on free association, this is the strategy of writing for a brief period of time
about anything that comes to mind.
Outlining. This is the listing of the main ideas and the details related to the subject in the order
in which they will likely be addressed.
Questioning. This is the process of asking questions that will generate new ideas and topics.
This process is often based on the five Ws and one H: Who? What? Why? Where? When?
and How?
Scanning. This is the process of scanning and spot reading specifically to generate ideas and
form opinions.
Source: “Assignment Template: Teacher Version.” Calstate.edu. The California Sate University
Task Force on Expository Reading and Writing, n.d. Web. 23 December 2010.
Please refer to MLA book for In-Text Citations: 7th edition
Works Cited
"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund.
Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times.
New York Times, May 2007. Web. 25 May 2009.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York
Times, 22 May 2007. Web. 25 May 2009.
Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim.
Rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009.
GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of
Sustainability." International Journal of Sustainable Development and World Ecology
14.1 (2007): 27-36. Print.
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006.
DVD.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New
York: Springer, 2005. Print.
Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming
and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming."
American Economic Review 96.2 (2006): 31-34. Print.
Venn Diagram
My Values & Beliefs About the Word
Similarities
Social, Political, Religious, and/or
Cultural Use of the Word
Venn Diagram #3
My Values & Beliefs about &
Experiences with the Word
Author’s Values & Beliefs about &
Experiences with the Word
Similarities