“Easy Essays and Beyond” - iew.com · 2-3 Key Words Note: This would not be an intro or concluding paragraph. Goals for Unit 8 ¨ To teach the proper structure for formal essays

AndrewPudewaDirector, InstituteforExcellenceinWritingMarch28,2016

“Easy Essays and Beyond”Unit 8: Formal Essay Models

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Have handy your Teaching Writing: Structure and Style Seminar Workbook.Seminar Workbook, First Edition: Pages 59-66 and Tips and Tricks, 20

Second Edition: Disc 8 plus Seminar Workbook Unit 8: 125–146

Click here for more details about the new edition.Tips & Tricks

1: Note Making and Outlines

2: Writing from Notes

3: Retelling Narrative Stories

5: Writing from Pictures

4: Summarizing a Reference

8: Formal Essay Models

9: Formal Critiques

7: Inventive Writing

6: Summarizing Multiple

References

An Overview of IEW’s Nine Structural Models

Tonight’s Outline¨ What is an essay? ¨ Review of the Basic

Paragraph ¨ Unit 8: Goals and

Recommended Materials¨ Basic Essay Planning ¨ Student Sample - Philippines ¨ Expanded Essay Models¨ Purposes & Types of Essays¨ Other considerations ¨ Style Reminders¨ Questions

What is an essay?

Essay: a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative.Dictionary.com

What is the difference between an “Essay” and a “Report” ?

Reports Essay


Facts Opinion

Reports Essay


Facts#¶ = Topics

Opinion#¶ = Topics

Plus Intro & Conclusion

Reports Essay


Facts#¶ = Topics

Opinion#¶ = Topics

Plus Intro & Conclusion

Reports EssayMost Important Why

Force an opinion in the conclusion

Why is this model getting flack? “If You Teach or Write 5-Paragraph Essays--Stop It!”By Ray Salazar, Chicago Public Schools

Basic Essay Model

http://www.chicagonow.com/white-rhino/2012/05/if-you-teach-or-write-5-paragraph-essays-stop-it/

Let’s Review the Basic Paragraph (Units 4, 5, 6, 7. 8)

II. Topic1. 2.3. details4.5.6.

(7.)Clincher

Repeator

Reflect2-3

Key Words

Note: This would not be an intro or concluding paragraph.

Goals for Unit 8

¨ To teach the proper structure for formal essays of five, seven, or more paragraphs.

¨ To be able to express the difference between a report (facts) and an essay (opinion).

¨ To continue the proper use of an introduction and conclusion in a five paragraph composition.

¨ To use proper essay format in all research reports for other subjects.

¨ To provide a foundation for university writing and research assignments.

Recommended Materials

¨ Unit 8 Poster – PDF of Unit Posters in your Premium Subscription

¨ Body paragraphs from your Unit 4 or 6 assignments

¨ Source texts: Mini books, theme-based books, articles, library books (from children’s non-fiction shelves)

Some Reminders before You Begin

¨ Write from the Inside-Out (Body Paragraphs, Conclusion, Introduction)

¨ Begin by adding an introduction and conclusion to body paragraphs composed in Units 2, 4, or 6.

¨ Conclusion restates three topics and tells which is most significant and why.

¨ Since the analysis explaining why is crucial, most of the conclusion should be given over to it.¤ Discuss the power of the word most.¤ Explain the need for why.¤ Start young: Opinions cannot really be incorrect.

¨ Introduction contains opening hook, background (place, time), and three topics. (no clincher.)

¨ A title repeats words in the essay clincher. Remind students that the best titles are a little mysterious.

Step One: Determine the SubjectThe best subjects for essays will originate from a question.

What kinds of scorpions live in North America?

What are the main products of Nebraska?

How did India gain its independence?

Did Lincoln usurp powers not given to the presidency?

How was the Statue of Liberty constructed?

Are republican or democrat presidents more fiscally conservative?

How do LOTR characters represent archetypes?

Are current TSA security measures effective?

I. Introduction1. Attention getter2. Background Info/ (Thesis statement)3. State Topics

II. First Topic1.2.3. etc.

Clincher

III. Second Topic1.2.3. etc.

Clincher

IV. Third Topic1.2.3. etc.

Clincher

V. Conclusion1. Restate Topics/ (Thesis)2. Most Important & Why

Basic Essay Planning

Step One: SubjectStep Two: List Possible Topics (3 or more)


Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)


I. Introduction1. Attention getter2. Background/Thesis3. State Topics


Clincher


Clincher


Clincher

V. Conclusion1. Re-state Topics2. Most Significant3. & WHY

1st

Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶s

II. Imprisoned congressman Vallandigham1. V. critical, “King Lincoln”2. opposed, military, action3. maintain Constitution, restore U.4. arrested, military, court, 2 yr. prison5. Supreme Court, no habeas C.6. exiled, Confederacy7. L.’s method, oppose, “war powers”

Clincher

Basic Essay: 5¶(Subject:Lincoln)I. Introduction

1. Attention2.

Background/Thesis3. State Topics


Clincher


Clincher


Clincher


III. Newspapers, oppose L., harassed1. Philadelphia, New York2. union troops, vandalize3. intimidate, editors, publishers4. shut, presidential, order5. control, public, opinion6. no legal, authority, immune

Clincher

I. Introduction1. Attention2.



Clincher


Clincher


Clincher


Basic Essay: 5¶(Subject:Lincoln)

IV. Arrest Chief Justice Taney1. T’s court, opinion, embarrassed, L.2. L. determined, treason, arrest3. military, civilians, common4. no one, serve, elderly Taney5. total violation constitution6. Separation, Powers, Exec=dictator7. L: “right, any, measure, subdue”

Clincher




Clincher


Clincher


Clincher


Basic Essay: 5¶(Subject:Lincoln)



Clincher


Clincher


Clincher


1st

2nd

Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶sStep Five: Write Conclusion ¶,thenintroduction



Clincher


Clincher


Clincher


Last

1st

2nd

Basic Essay: 5¶Step One: SubjectStep Two: List Possible Topics (3 or more)Step Three: Choose Topics (# needed, related, appropriate)Step Four: Create KWO and write body ¶s. Step Five: Write conclusion.Step Six: Write introduction.

Level A Sample by Jessica The Philippines: Pearl of the Orient

I. Introduction1. Attention2. Background/Thesis

3. State Topics


Clincher


Clincher


Clincher


Clothing

Food

Language

1st

Download entire student sample here.

Level A Sample: The Philippines: Pearl of the Orient

Topic1:Clothing

Filipinoshavehadseveraltypesofclothing,manyofwhichoriginated fromtheSpaniardsandEnglish.Traditionally,menworesleevelessjacketsoverloose trousersbecausetheyneededcirculation,whileupperclasswomenworelongsleevesandskirtsformodesty.[2]Afterawhile,womenbegantowearaSpaniarddresscalledthe“MariaClara.” [6]Menquicklytriednewoutfits.[4]Enjoying thearrivalofmodernideas,theFilipinoscreateddifferentclothingdesigns.[3]Happily,theyembracedthemodern clothes.



Topic2:Food

Filipinofooddependsmainlyonwhatcanbegrownfromone’s surroundings.BecausethePhilippines isarice-producingcountry, itsresidentsoftenconsumedrice.[3]Surprisingly, whenitcomestosugar,Filipinos loveit!Amealisnevercompletewithoutatastydessert.[2]Throughout theyears,Filipinoshavedeveloped sweettooth.Coconut,whichisusedinmanyFilipinodishes, isalsoabundantinthePhilippines. [6]Itisamajoringredient. [4]Cookingwithcoconutmilk,Filipinosoftentimesmixitwithfish,meatorvegetables.Differentfood favoriteswereenhancedandenrichedbyinfluences fromtheMalay,Spanish,ChineseandAmericancultures.FilipinofoodisasmixedasFilipinoancestry.



Topic3:Language[2]DespitethefactthatmanyFilipinoshaveSpanishnames,thePhilippinesitselfisnotaSpanishspeakingcountry.[4]Speakingtheirownlanguage,theFilipinosencounteredproblems.ThePhilippineshasmorethan80uniquelanguagesanddialects,nineofwhichserveasmajorlanguages.Thesemajorlanguagesarespoken by89%ofthepopulation.However,becausethereareseverallanguages,theFilipinosdonotcomprehendeachotheriftheydonotknow theother’sdialect.Thisproblemincommunicatingwasfortunatelyaddressedwiththeintroductionofanationallanguage.[6]“Tagalog”becamethenationallanguage.[3]Generally,severalpeopleinthePhilippinesalsospeaktheEnglishlanguagesinceitisthelanguageofinstructioninPhilippineschools.PeoplewhospeakdifferentdialectsmayconversewitheachotherinEnglish.Ininformalsituations,peopleoftenuseacombinationoflanguagesresultinginwhatiscalled“Taglish” (Tagalog-English).TheFilipinolanguageisveryrichandinterestinglylacedwithSpanishwords.


Conclusion:[6]ThePhilippinesisveryinteresting.[4]Beamingwithpride,theFilipinoswhoareespeciallyknownfortheirhospitality,displaytherichnessoftheirculturethroughthedifferentclothing,foodandlanguagestheyhave.[2]AmongthemostsignificantinfluencetothecountryistheadoptionoftheTagalogandEnglishlanguagesbecauseithelpedsolvetheproblemofcommunication.[3]Clearly,theFilipinosareabletohaveabetterunderstandingofeachotherwhentheyhaveacommonlanguage.

I. Introduction1. Attention2. Background/Thesis

3. State Topics


Clincher


Clincher


Clincher



2ndDownload entire student sample here.




Clincher


Clincher


Clincher



Intro:[2]Among theclustersofSoutheastAsiancountriesisanarchipelagoofmorethan7,000islandschristened“ThePhilippines”. [6]ThePhilippines’terrainisvaried.[4]Attractingtheeyesofeverytourist,mountain rangesaresprawledthrough theentireislandchainwhichcontrastssharplywiththerichgreenslopesandcoastalplainssuitedtofarming.Earlytravelersrecognizedtheislandsasgemsandcalledthearchipelagothe“PearloftheOrient”.BecausethePhilippines wasinfluencedbydifferentcultures,theclothingofthepeople reflectsseveralinfluences.[3]Similarly,thefoodandthelanguagesarealsoasrichandasdiverseastheFilipinoculture.

Last


Essay Structures/Models1. Basic Essay (5¶)2. Expanded (6-7¶)3. Abbreviated – SAT type (4¶)4. Expanded with sub-topics (8-11¶)5. Super (12-16¶) 6. Super-Duper (17-23¶)

Expanded Essay Models

Introduction1. Attention2. Background/Thesis3. State Topics


Clincher


Clincher


Clincher

V. Fourth Topic1.2.3. etc.

Clincher

VI. Conclusion1. Re-state Topics2. Most Significant3. & WHY

Introduction1. Attention2. Background/Thesis3. State Topics


Clincher


Clincher


Clincher

V. Fourth Topic1.2.3. etc.

Clincher

VI. Fifth Topic1.2.3. etc.

Clincher

VII. Conclusion1. Re-state Topics2. Most Significant3. & WHY

Expanded Essay: 6¶ (4 topics) Expanded Essay: 7¶ (5 topics)

I. Intro1. attention getter (if possible)2. state opinion clearly (Argumentative)3. hint/allude to topics (avoid redundancy)

II. Topic Aone supporting example, reason, illustration from ROSEwith as much detail as time and space will allow

III. Topic B another supporting example, reason, illustration from ROSEwith as much detail as time and space will allow

IV. Conclusion1. Echo topics (avoid redundancy)2. Restate opinion clearly3. Significance/impact; make a call to action

SAT/ACT Essay (a 2-topic, 4¶ model works well)

Expanded Essay with Subtopics (10 paragraphs, 6 topics)

I. Intro. How India became independentII. Topic A East India CompanyIII. Topic B British government ruleIV. Subtopic C Violence: Rebellion 1857-1859V. Subtopic C Violence: Amritsar massacre 1919VI. Subtopic D Gandhi: March to the seaVII. Subtopic D Gandhi: Nonviolent non-cooperationVIII. Topic E Muslim-Hindu conflictIX. Topic F Division of India & PakistanX. Conclusion Most important factor and why?

Super Essay Model12–16 ¶

Super-Intro

Intro Essay 1

TopicTopicTopic

Concl Essay 1

Intro Essay 2

TopicTopic

Concl Essay 2

Topic

Super-Concl

Super-DuperEssay

Super-Duper Intro

Intro Essay 1

TopicTopicTopic

Concl Essay 1

Intro Essay 3

TopicTopic

Concl Essay 3

Topic

Super-Duper Conclusion

Intro Essay 2

TopicTopic

Concl Essay 2

Topic

Purposes/Types of Essays

Descriptive Essay¨Products of Nebraska; Types of scorpions

¨Gives facts

¨No thesis (or if required, “most significant” from conclusion becomes thesis)

Argumentative Essay¨Lincoln usurped powers; Pens are better than pencils

¨Has a thesis which states an opinion

¨Facts support opinion

Motivational Essay¨TSA Security Measures are intrusive

¨Reader probably already agrees with thesis.

¨Goal is to reinforce opinion, prompt people to take action

Pathway to Developing an Essayist

Stage I:AnimalsStates Topics should be RELATEDCountries

Easy to collect facts; hard to have an opinion.Force an opinion in the conclusion: “Most Significant”Learn to choose related topics

Stage II:PeopleThings Topics should be SELECTEDEvents to help create an impression or develop opinion

Harder to collect facts; easier to have an opinionSubjects range from simple to controversial.


Stage III:

Literary AnalysisDomain of English Teachers…Andrew Kern: Should x have done y?


Topics support a THESIS

Stage IV:

IssuesAcknowledge opposing view, argueAsks & answers a question!

Topics strategically chosen to PERSUADE


PersuasiveEssayModelIntroduction: backgroundinformation,statethemes,makesquestionsclear

FirstTopic:Con/Pro

SecondTopic:Con/Pro

ThirdTopicCon/Pro

Conclusion: Restatetopicsbyarguingpoints,stateopinion.

¨ Begin with Question (not Thesis)¨ Should our state income tax be

abolished?

¨ Con: Loss of revenue, other taxes increase, decrease services, etc.

¨ Pro/Con: Income tax currently provides only 10% of state revenues. Could be replaced, trimmed, etc., but req. effort

¨ Pro: Tremendous appeal, attract business, wealth, investment, boost economy, ultimately revenues increase.

¨ Argue: Loss of revenue only temporary, save 5-10% cut waste, long term revenue gain. Do it!

1. Types of Intros & Conclusions2. Transitional Topic/Clinchers3. Motivation & Relevancy4. Your Unit 8 Month

Other Considerations:

Introduction Conclusion

Funnel (b.g. & thesis) Broaden (revisit thesis)

Ask a question Ask or answer a question

Show a benefit to gain Show benefit gained

Unexpected, humorous Unexpected, humorous

Quotation/saying Suggested course of action

Dialogue Dialogue/Quotation

Start a story Finish the story

Note: Intro & concl. ¶s do not follow the Topic/Clincher rule.

1. Types of Introductions & Conclusions The Elegant Essay

Transitional Clincher Sentence:Repeats or reflects 2-3 key words of its topic AND repeats or reflects 1-2 key words of the topic sentence of the following paragraph. Example:

II. Topic: Recently, Lincoln historians have confirmed and documented an act clearly outside his authority—the arrest and detainment without warrant or writ of Ohio Congressman Clement Vallandigham..…details….Transitional Clincher: At the time, few people were aware of Lincoln’s order for the military arrest and imprisonment without trial of a sitting Congressman, many were aware of his attempts to squelch any negative press reports.

III. Topic: Undoubtedly believing he could use any means at his disposal to suppress opposition to his cause, Lincoln repeatedly instructed Union soldiers to harass any newspaper publisher publishing dissenting views.

2. Transitional topic or clincher sentences

Transitional Topic Sentence:Repeats or reflects 2-3 key words of its topic AND repeats or reflects 1-2 key words of the clincher sentence of the previous paragraph. Example:

II. Topic: Recently, Lincoln historians have confirmed and documented an act clearly outside his authority—the arrest and detainment without warrant or writ of Ohio Congressman Clement Vallandigham..…details….Standard Clincher: The president’s arrest and imprisonment without trial of a sitting Congressman clearly demonstrated his belief that he could use any means necessary to further his cause.

III. Transitional Topic: Not only did Lincoln use his power to deal with troublesome politicians, as Commander-in-Chief of the army he authorized the domestic use of military force to squelch dissenting views appearing in newspapers.

2. Transitional topic or clincher sentences (continued)

• Short, frequent assignments

• As much as possible, choose topics which are of strong interest to the student.

• Seek opportunities for students to share work (family or co-op website or newsletter).

• Have students enter essay contests (libraries, service organizations, causes such as Pro-Life, HSLDA, etc.)

• Be excited about students’ efforts!

3. Motivation & Relevancy

SAMPLE for first year: (Animal, Country)Week 1: choose subject, find 3 topics, take notes togetherWeek 2: write body paragraphs, then intro/conclusionWeek 3: choose subject, find topics, notes independentlyWeek 4: write basic essay

SAMPLE for second year students: (Person, Event)Week 1: choose subject, find 3 topics, take notes independentlyWeek 2: write body paragraphs, then intro/conclusionWeek 3: choose subject, find 4-5 topics, notes independentlyWeek 4: write expanded essay

SAMPLE for third year students: (Event, Current Issue)Week 1: choose subject, divide in 2 areas, find 3-5 topics per area, notesWeek 2: write body paragraphs, then intro/conclusion, ½ super-essayWeek 3: write other ½ super-essay, + super intro/conclusion.Week 4: research & plan persuasive essay on current issueWeek 5: write persuasive essay (5-6¶)

4. Schedule your Unit 8 month

Important Reminders

¨ No matter the age, start with stage I essays (animals, states, countries)

¨ It is usually okay to start with essays as young as 9 or 10 years old.

¨ Encourage the question, “What is the most important and why?”

¨ Citation – go slowly, be consistent.¤ Start with the bibliography, and build up to citation over time.¤ Encourage the use of a citation generator, such as easybib.com.

¨ The basic essay is the building block for Senior Papers, College Projects, Master’s Thesis, etc.

¨ Length Dictates Structure (if an assignment is given in words or pages, translate to # of ¶)

¨ Short, frequent assignments

A Few IEW Products to Assist You

¨ Any of our Theme-Based Books found at this link (Sampling below)¤ Note the stripe indicates the level

n Green = A (Grades 3–5)n Blue = B (Grades 6–8)n Purple = C (Grades 9+)

¤ Exception: Bible Heroes, All Things Fun & Fascinatingand Fables, Myths, and Fairy Tales as these only go to Unit 7

¨ The Elegant Essay: Building Blocks for Analytical Writing

¨ A Writer’s Guide to Powerful Paragraphs¨ Writing Research Papers

A Few IEW Products to Assist You

A Review of the Style Rules

u Once a stylistic technique is introduced, it should always be included on the checklist.

u Dress-ups u Minimum Rule: Each one in every paragraphu Indicator: Underline one of each in every paragraph.

u Sentence Openersu Minimum Rule: Each one in every paragraph as possible. No more

than two of the same in a rowu Indicator: Number in brackets before each sentence or in margin

(every sentence as possible)u Decorations

u Minimum Rule: One different decoration per paragraphu Indicator: Italics or “dec” in margin

EZ+1

Odd numbered units often lend themselves more easily to new “style” instruction.

UnitII

UnitIII

UnitIV

UnitV

UnitVI

UnitVII

UnitVIII

UnitIX

-ly w/w bec.sv qa www.asia #2 #3 #4 #5 #6 #1 simile quote.

Stylistic Techniques Pacing

¨ Techniquesshouldbe“dripped” inastheybecome________.

¨ Example:

EASY

Stylistic Techniques, cont.

Anexampleofpacingforslower,younger,orlessexperiencedstudents:

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Unit9

-ly w/wsv

qa www.asia #2 #3

EZ+1

bec.

Stylistic Techniques, cont.

Anexampleofpacingforfaster,older,moreexperiencedstudents:

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Unit8

Unit9

-lyw/w bec.

sv qa www.asia

#2 #3#4

#5#6

#1 simile/metaphorquote.

3sss. allit. dramatic open/close.

Triples

EZ+1

STUDENT SAMPLESW W W.MAGNU MOP U SMAGA ZINE .C OM/ SU B SC RIB E/

• Work samples based on the “Unit of the Month” delivered to your inbox each month

• A great place for your students to submit their best work

http://www.magnumopusmagazine.com/newsletter/unit-8/

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¨ Check out our Weekly Podcast! IEW.com/Podcast

¨ Subscribe to our monthly email newsletter here.

¨ Sign up for the Magnum Opus Magazine!

Documents

“Easy Essays and Beyond” - iew.com · 2-3 Key Words Note: This would not be an intro or concluding paragraph. Goals for Unit 8 ¨ To teach the proper structure for formal essays