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SOPHOMORE ENGLISH

WRITING PACKET

Name:________________________________________Period:__________

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Student’s Name

Teacher’s Name

Course Name

Due Date (ex. 15 August 2011)

Formatting Papers on Microsoft Word 2007 Using MLA Guidelines

In Word 2007, open a new document by clicking on the circular window in the top left-

hand corner and selecting “New” from the drop-down menu. Click on the arrow icon in the right

hand bottom corner of the “Font” bar. Select “Font” and change to Times New Roman. Select

“Font Style” and click on “Regular.” Select “Size” and click on “12.” Hit the “Default” on

lower left hand corner. Respond to “Microsoft Office Word” question with “Yes.”

Using the mouse select the “Page Layout” tab. Select the “Margins” icon, and make sure

all margins are one inch. Next, select the “Insert” tab, and click on “Header.” Choose “Blank

Header” from the drop down menu. Select the “Page Number” icon, scroll over “Top of the

Page,” and select “Plain No. 3.” Place cursor over the “1.” Delete the “1” and type in your last

name, insert a space, and page number. The header should be in the same font as the rest of your

paper and right-aligned.

To double-space, go to the “Home” tab, and find the section labeled “Paragraph.” Click

on the arrow icon in the bottom right hand corner. Locate “Line Spacing” and select “Double.”

In the “Spacing” section change the “After” point from 10 pt. to 0 pt. While in the “Paragraph”

section, check the box “Don’t add space between paragraphs of the same style.” Hit the OK

button.

Double click the mouse on the body section of the document below the blue header line

to assure typing is beneath the header. Locate the “Align Text Left” icon on the “Home” tab and

MLA FORMAT INSTRUCTIONS

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select this option. Type the four-line heading flush to the left margin. Your full name appears

on the top, your teacher’s name on the second line, the course title on the third line, and the due

date of the paper is on the last line. Be sure to write the date correctly with the day first, the

month second, and the year last.

Think of a title for your paper. To center the title, choose the “Home” tab, “Paragraph”

section, and select the “Center” icon. Type your title, and make it interesting. Your title should

not be “Essay” or “Paragraph.” Capitalize the first and last words of the title and all other words

except articles (a, an, the), prepositions (to, for, on, etc…), and coordinating conjunctions

(FANBOYS). Do not enclose your title in quotation marks; do not underline it; and do not

boldface it. However, if you are using someone else’s title within your own, you need to

punctuate it appropriately. To continue typing the rest of your paper, hit “Enter” and select the

“Align Text Left” icon from the “Paragraph” section.

Indent the first line of each paragraph one-half inch from the left margin by hitting the tab

bar once. Begin to type the text of the paper. Do not justify the right margin, and do not add

another line of space between paragraphs. Save your work every few minutes.

To use “Spelling and Grammar Check,” “Word Count,” or any other revising tools select

the “Review” tab, and choose the appropriate icon. “Word Count” is also at the bottom of the

computer next to “Page.” Be aware that everything highlighted may not be an error, and that

every error may not be highlighted. Spell check will not detect the misuse of a homonym. When

you are satisfied with your work, save it to a word document. You must include .doc at the end

of your saved title or it cannot be sent via email. Print your document with black ink on white 8

½ inch x 11 inch paper. Print only on one side of paper. Assemble pages with the final copy on

top, followed by previous rough drafts, other requirements and rubric.

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WRITING ESSAYS

INTRODUCTIONSThe first paragraph of every essay is considered an introduction. There are generally three necessary parts to the introduction. These parts include the attention getter, the background/transitional information, and the thesis statement.

Part I: Attention getterAn attention getter is a statement that opens your essay, hooking the reader. An attention getter should arouse the reader’s interest and set the tone. The following are some examples of effective attention getters. Remember that a one sentence attention getter is generally inadequate.

1. QuotationInclude source in parenthesisExample: “A flute,” wrote an early nineteenth-century British critic, “is a musicalweed which springs up everywhere” (Toff, 56).

2. Framing generalizationGeneral statement which includes the information to be presentedExample: Parents, teachers and students generally agree that A-hour classes are a valuable option in meeting credit requirements during high school.

3. Anecdote/event/scenarioPrescribe a specific event or scenario which relates to the topic you are exploring.Example: A parent-teacher meeting was scheduled on Friday for the struggling student. The mother arrived, impeccably dressed, but indifferent to the lack of effort her child was expending in his calculus class. Without commitment from either the mother or the student, the teacher was unable to provide assistance towards graduation.

4. DefinitionUse this only if the definition is not obvious and your essay topic is unfamiliar to a general

audience.Example: Oxford English Dictionary defines “apparition” as . . . (70).

5. Statistic or FactExample: The Center for Disease Control survey of more than 25,000 adults revealed that 55% do not exercise three times a week . . . (Runner’s World, 12).

6. DescriptionExample: It has a body of bronze and wings made from razor blades, and it behaves so much like a bee that it can convince real ones to leave their hive in search of nectar. It is a robot built by Danish and American researchers who study how bees communicate (Scientific American, 47).

7. Mystery/IntrigueTalk about the subject without specifically naming it.

8. Metaphor:Education is the backbone of society. Without it, the structure of a country will become arthritic and destined to be cared for and directed by stronger, more capable entities.

9. Contradiction:The traditional family is a fragile structure, but it is still a strong foundation for well-adjusted children. The familial structure needs a great deal of nurturing in order to survive the stresses placed upon it from the bombardment of daily impositions.

10. Dramatic or eye-opening statement (could include a statistic):High school is nothing more than an unnecessary stress imposed on teenagers by a conspiracy of adults. At least that is what many, if not most, teens infer when they rail on about the imposition of academia on their all too important social calendars.

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Part II: Background/Transitional InformationIt may be difficult to distinguish exactly where your attention getter ends and your transitional information begins, if the process has been done smoothly and correctly.

Connect your attention getter to your thesis sentence. Provide the author and title of the work. Identify unfamiliar terms.

Part III. Thesis statement A thesis statement focuses your writing Your thesis statement is a combination of the subject about which you are writing and your opinion. It

must be a complete sentence. (Thesis = subject + opinion) It can never be a question.A specific subject + a specific opinion = an effective thesis statementSample thesis statement: Changing the face of the world, the internet has become one of the most important inventions of the 21st century.

BODY PARAGRAPHSBody paragraphs contain the main structure of your essay, including your arguments and analysis of those arguments. Each body paragraph in your essay must include four parts.

Part I: Topic sentence/premise which includes a transition that smoothly links information from the introductory paragraph to the topic of the body paragraph and supports the thesis statement.

Part II: Specific concrete examples or details. This is your support or evidence proving that your topic is valid. You must include at least two concrete examples for each topic sentence. A transition must be used to introduce the second example in the body paragraph. Most frequently, you will also add a quote to support your example.

Part III. Discussion/Elaboration/Analysis comes next. Regardless of what you call it, this is the essential information that explains why the example is a good one and supports the topic sentence.

Part IV. A concluding sentence, which generally summarizes the information in the paragraph.

CONCLUSIONThe concluding paragraph must include the following three parts.

Part I. Restatement of the thesis statement. You should never use exactly the same words in your conclusion as you have used in your introduction. The conclusion must not introduce new material that you have not already discussed in your essay.

Part II. Do not restate all the points you have already made in your essay.

Part III. End with a clincher. The clincher is a statement at the end of your essay that leaves the reader with something to remember. It should also tie your ideas together, and it need not be only a single sentence, nor only one strategy. Examples of clinchers include the following:

A prediction A universal statement about the subject that applies to most people A recommendation or call to action A quotation that is relevant to your topic A conclusion or evaluation drawn from the essay An anecdote or metaphor (If you began your essay with this strategy extend it and finish your essay by

wrapping it up with the same thread.) A remaining problem—pointing to future issues if current circumstances are not addressed Do not ask the reader a question!

Transitional Expressions

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Transitional expressions help to connect your ideas so that the relationship between ideas is clear to the reader. Here are examples of these expressions.

USE: TRANSITIONAL EXPRESSIONS:

To show addition: also, and, and then, as well, besides, beyond that, first (second, third, last, and so on), furthermore, in addition, moreover, next, what is more, again, equally important, indeed, likewise, plus, together with, or, similarly, jointly, another, equally important, not only… but also

To show subtraction: but, nevertheless, still, however, on the other hand, it is true, on the contrary, instead of, against, or, either…or,less than, different from, other, neither…nor, separately, yet, with the exception, barely, hardly, just, almost, practically, not, in contrast to, instead, although, other than, individually, by groups, even though, after all, and yet, notwithstanding,( at the same time, however), although this may be true, otherwise, on the other hand

To show comparison: also, as well, both, in the same way or manner, likewise, neither, (similarity) similarly, in comparison,

To show contrast: although, be that as it may, but, even though, however, in contrast, (difference) nevertheless, on the contrary, on the other hand, yet, whereas, after all, at the

same time, conversely, for all that, in spite of that, nonetheless, notwithstanding, still yet,

To show concession of certainly, granted that, of course, no doubt, to be certain, to be sure,of a point or principle: surely, it is obvious that, after all, although this may be true, at the same time,

naturally,

To indicate emphasis: above all, especially, in fact, in particular, one such, indeed, probably, most likely, importantly, most important, of prime or major importance, specifically, mainly, in any event, particularly, specifically, the basic cause, the biggest advantage, the chief factor, principally, especially significant, valuable to note, a key feature, special attention should be paid, a major concern

To illustrate a point or idea: as a case in point, as an illustration, for example, for instance, in particular, one such, yet another

To demonstrate or describe above, beside, below, beyond, further, here, herein, inside, near, location: nearby, next to, on the far side, outside, to the south (west, east, north)

To qualify: perhaps, maybe, it is possible that, possibly

To give a reason: as, because, for, since, however, for this reason, for this purpose, to this end, with this object, in order that, ad that, another reason, in response to, why, for

To indicate effect or result: and therefore, because of ____, as a consequence, as a result, consequently, for this reason, hence, therefore, thus, accordingly, hence, in short, then, truly, for this reason, to this end, with this purpose, so that, as determined by, by this, satisfactorily, completely, partially, in part, a number of, there upon, thereby,

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To show summary: all in all, finally, in brief, in other words, on the whole, in short, thus, to conclude, to sum up, to summarize, on the whole, for this reason, perhaps, in general, as a result of, supposedly

To indicate a point in time: after a while, after, afterward, at last, at this time or at present, briefly, currently, momentarily, during, eventually, finally, gradually, immediately, in the future, later, meanwhile, now, recently, soon, suddenly, when, before, in the meantime, lately, shortly (after), soon, then, while, presently, since, temporarily, thereafter, until, yet at the same time, at length, when, as soon as, as often as, as long as, recently, from…to…, today, in the same period, sometimes, past, initially, erratically, daily, weekly, monthly, etc.

To indicate an example: for example, for instance, in particular, in this manner, namely, that is, to illustrate, in general, for… then, statistically, incidentally, specifically

To show reiteration: in other words, that is, to put it another way

To show frequency: always, constantly, several, usually, often, one or two, many, few, fewer, more, rarely, some, somewhat, only, throughout, each, never, alternately, all, every, any, most, frequently, infrequently, a percentage of

To show restriction or provided that, in case that, in the event that, even if, as if, as though, if uncertainty: only

To show place: beyond, in, at, (all prepositions), opposite to, first, second, third, in relation to, what, where, at first, at the inception (beginning), pre-, in the end, post-, finally, here, there, nearby, adjacent to, on the opposite side, contingent to, over, under, neighboring, juxtaposed/juxtaposition

DICTION:

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Instead of writing “said,” try:

accused continued grunted persisted snappedadded corrected harped persuaded snickeredad-libbed cried hesitated pleaded sniffledadmitted dared hinted pondered sobbedadvised declared hissed pouted speculatedaffirmed declined hollered prayed spokeagreed deduced howled preached sputteredannounced defended hummed predicted squeakedanswered demanded implied proclaimed squealedargued denied indicated pronounced stammeredasked denounced informed proposed statedassumed described insisted protested stutteredassured directed instructed presumed submittedbabbled discussed interrupted provoked suggestedbalked divulged interpreted questioned tattledbantered drawled inquired quipped tauntedbegged echoed jeered quizzed teasedbellowed elaborated joked quoted testifiedbet embellished justified ranted thankedblamed emphasized laughed realized thoughtblurted encouraged lamented recalled threatenedboasted exaggerated lectured refused toldbragged exclaimed lied relayed urgedcackled explained maintained remarked utteredcalled expressed mentioned reminded voicedcautioned exploded mimicked repeated volunteeredchimed fibbed moaned replied vowedchoked flaunted mocked reported wailedchuckled flirted mouthed responded warnedclarified fretted mumbled restated weptcoaxed fumed murmured roared whimperedcommanded gasped mused scoffed whinedcommented giggled muttered scolded whisperedcomplained grinned nodded screamed wonderedcomplimented griped noted shouted yawnedconcluded groaned objected shrieked yelledconfessed growled offered sighed yelpedconsoled grumbled ordered silenced

DESCRIPTIVE WORD BANK

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(FIVE SENSES)

TASTE:oily rich bland raw buttery heartytasteless medicinal salty mellow sour fishybitter sugary vinegary spicy bittersweet crispfruity hot sweet ripe tangy burnt

SMELL:sweet piney acrid sickly scented pungentburnt stagnant fragrant spicy gaseous mustyaromatic gamey putrid moldy perfumed fishymusky spoiled dry fresh sour dampearthy sharp rancid dank

TOUCH:cool wet silky sandy cold slipperyvelvety gritty icy spongy smooth roughlukewarm mushy soft sharp tepid oilywoolly thick warm waxy furry dryhot fleshy feathery dull steamy rubberyfuzzy thin sticky bumpy hairy fragiledamp crisp leathery tender

SIGHT:colorful round dotted tidy white flatfreckled handsome ivory curved wrinkled tallyellow wavy striped lean gold ruffledbright muscular orange oval clear sturdylime angular shiny healthy green triangularsparkling fragile turquoise rectangular jeweled paleblue square fiery sickly pink hollowsheer miniscule red wide muddy tinymaroon narrow drab huge lavender crookeddark massive purple lumpy ancient immensegray swollen worn attractive silver longmessy perky hazel wiry cluttered showybrown lopsided fresh lacy black shapelessclean elegant

SOUND:

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crash squawk crackle chime thud whinebuzz laugh bump bark clink gurgleboom bleat hiss giggle thunder braysnort guffaw bang blare bellow singroar rumble growl hum scream gratewhimper mutter screech slam stammer murmurshout clap snap whisper yell stomprustle sigh whistle jangle whir hush

QUOTATIONS IN WRITING

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Using QuotationsPart of writing a literary analysis essay is learning to insert quotations from the literature into paragraphs as support for concrete examples. The insertion of quotes requires a frame of reference for the quote as well as an explanation or elaboration for why the quote can be used as evidence supporting the example.

The frame of reference may include who says the quote, when the quote is spoken, why it is spoken or why the author writes the words, etc. In other words, provide enough of the story/plot before using the quote so that the reader understands the context. The frame of reference can come before or after the quotation.

The explanation or elaboration often includes language such as: o “The following shows . . .” o “This quote provides evidence . . .” o “When the (speaker) says these words . . .” o “Evidence of this is seen in . . .”

Citing QuotationsWhen quoting from any literary source, students must give credit. Because the majority of the essays written at the freshmen level list both author and title in the topic sentence or background information, all that is required for a proper citation is a page number. A quote is inserted in the following ways (the quotation is in bold italics):

1. One sentence: There is evidence that Wright is experiencing internal conflict when he writes, “My mother was telling me to fight, a thing that she had never done before” (108). Note that the period comes after the parenthesis; there is no period at the end of the sentence which is quoted.

2. A series of sentences in their entirety: “They closed in. In blind fear I let the stick fly, feeling it crack against a boy’s skull,” Wright describes as he writes of his response to the gang of boys who had stolen his money (108). Note that the page number comes at the end of the frame of reference which follows the quote. The punctuation is a comma following the quote and the period comes after the parenthesis at the end of the page number.

3. A quotation which leaves out part of what is being quoted: Wright’s anger is revealed when he says, “. . . I fought to lay them low, to knock them cold, to kill them so that they could not strike back at me” (108). Note the use of ellipses when leaving out a part of a quote. Ellipses can be used at the beginning, the end or in the middle of a quote, depending on what part you have chosen to delete.

4. A quotation when characters are engaging in dialogue: Wright’s confusion over his father’s role is evident in these lines, “‘Where’s your father?’ she asked me. I stared in bewilderment . . . it had never occurred to me that his absence would mean that there would be no food” (106). Note that the mother’s dialogue has single quotes around the words she is speaking. The double quotes are used in the same way any quotation would be cited.

5. A quotation when a sentence ends with a question mark: “How can we explain for the mother’s encouragement of violence in Wright’s autobiography?” (99). Note that the question mark is still retained, but a period is added after the parenthesis and page number.

Argumentation and Persuasion

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ArgumentationArgumentation is the use of logic to present a sensible discussion based on thorough research. A solid argument is built around a proposition or main idea and incorporates evidence to support the proposition as well as reasonable counters to opposing points of view. Effective argumentation enlightens a reader as much as it persuades. Arguments are composed of a conclusion and premises.

The conclusion is the statement of an argument that contains the point to be proven. Generally the conclusion is an opinion.

The premises are statements that set forth evidence or a reason which supports the conclusion. Premises are most effective when they are facts.

Constructing a Solid ArgumentThe ancient Greeks, who developed the basic concepts of logic or rational thought, isolated three appeals which are prevalent in most arguments: logos, ethos, and pathos.

Logos, Ethos, Pathos

Logos: The Greek word logos is the basis for the English word logic.  Logos is a broader idea than formal logic--the highly symbolic and mathematical logic that you might study in a philosophy course.  Logos refers to any attempt to appeal to the intellect through the construction of a "logical argument."  Everyday arguments rely heavily on ethos and pathos, but academic arguments rely more on logos. 

Ethos:  Ethos comes from the English word ethics and is based on the principle of character as it is influenced by an individuals’ sense of morality and an individual’s credibility.  Aristotle believed it consisted of three parts: moral character, competence, and empathy. One of the central problems of argumentation is to project an impression to the reader that you are someone worth listening to by using credible and reliable sources or personal experience and showing respect for opposing views by presenting opposing argument accurately. Ethos is effectively developed when a writer or speaker acknowledges values and beliefs shared by those on both sides of the argument.

Pathos: Pathos is related to the words pathetic, sympathy and empathy.  Accepting an argument based on how it makes you feel without fully analyzing the rationale behind the claim, is acting on pathos.  Pathos may invoke such feelings as love, fear, patriotism, guilt, hate or joy.  A majority of arguments in the popular press are heavily dependent on pathetic appeals.  Although pathos can be manipulative, it is the cornerstone of moving people to action.  Many arguments are able to persuade people logically, but an apathetic audience may not follow through on the call to action.  Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step towards action.

Recognizing Persuasive Appeals

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To Appeal to Logic (logos) To Develop Ethos To Appeal to Emotion (pathos)

Theoretical, abstract  language

Denotative meanings/reasons

Literal and historical analogies

Definitions

Quotations

Citations from experts and authorities

Informed opinions

Use of inductive or deductive reasoning which includes premises, conclusions, facts and data

Language appropriate to audience and subject

Restrained, sincere, fair minded presentation

Appropriate level of vocabulary

Correct grammar

Generally accepted societal standards 

 

   

Vivid, concrete language

Emotionally loaded language

Connotative meanings

Emotional examples

Vivid descriptions

Narratives of emotional events

Emotional tone

Figurative language

Effect

Evokes a cognitive, rationale response  

Demonstrates author's reliability, competence, and respect for the audience's ideas and values through reliable and appropriate use of support and general accuracy; establishes an idea as ethically right or wrong based on society’s view of the idea

Evokes an emotional response  

--Owl English Purdue

Fallacies

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The primary purpose of a persuasive essay is to convince a reader to accept yourposition on a subject. In order to do so, you must express an opinion and use validexamples to support and solidify your argument. Often a persuasive argument isweakened by fallacies.

Faulty Reasoning results in fallacies. When invalid arguments are used, your argumentwill become flawed and lose credibility.

Hasty generalization: coming to a conclusion on the basis of insufficient evidence.Example: Three of my friends prefer uniforms, so all tenth-graders would rather wear uniforms than faddish clothing.

Sweeping generalization: an statement that is presented as true in all circumstances

Example: Exercise is always good; therefore, everyone should exercise.

Name calling/Poisoning the Well: attacking the person who holds the view rather than the viewExample: Lawrence has been campaigning for school uniforms, but everyone knows what bad judgment he’s shown with his friends on the weekend.

Either/or: describing a situation as if there were only two choices when in fact there may be several

Example: Either the school board requires that students wear uniforms, or we face increased disruptions in the classroom and in the halls.

False cause and effect: asserting that because Event B followed Event A, A caused BExample: Since he began to wear a uniform, Jed has been getting better grades on English tests.

Bandwagon appeal: the “don’t miss out” or “don’t be the last person to have one” influenceExample: In this district, all but two schools have voted to require uniforms for students.

Testimonials: famous people who endorse products unrelated to their field of expertise are persuading by means of their talent, glamour, and fame.

Example: Lelia Lovelace, glamorous movie star, and Tyrone Washington, MVP quarterback, agree that they owe their success in life to wearing school uniforms as teenagers.

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Name _______________________________________________________Hour _______

Fallacies PracticeDirections: Select a topic: __________________________Using the topic as your theme, create fallacy sentences for each of the following examples.

Hasty generalization: coming to a conclusion on the basis of insufficient evidence.Example: Three of my friends prefer uniforms, so all tenth-graders would rather wear uniforms than faddish clothing.

____________________________________________________________________________________________________________________________________________________________

Name calling: attacking the person who holds the view rather than the viewExample: Lawrence has been campaigning for school uniforms, but everyone knows what bad judgment he’s shown with his friends on the weekend.

____________________________________________________________________________________________________________________________________________________________

Either/or: describing a situation as if there were only two choices when in fact there may be several

Example: Either the school board requires that students wear uniforms, or we face increased disruptions in the classroom and in the halls.

____________________________________________________________________________________________________________________________________________________________

False cause and effect: asserting that because Event B followed Event A, A caused BExample: Since he began to wear a uniform, Jed has been getting better grades on English tests.

____________________________________________________________________________________________________________________________________________________________

Bandwagon appeal: the “don’t miss out” or “don’t be the last person to have one” influenceExample: In this district, all but two schools have voted to require uniforms for students.

____________________________________________________________________________________________________________________________________________________________

Testimonials: famous people who endorse products unrelated to their field of expertise are persuading by means of their talent, glamour, and fame.

Example: Lelia Lovelace, glamorous movie star, and Tyrone Washington, MVP quarterback, agree that they owe their success in life to wearing school uniforms as teenagers.

____________________________________________________________________________________________________________________________________________________________