07/29/14

Francis Dae A. Pelayo

1.

What is writing process?

The writing process involves a series of steps to follow in producing a finished piece of writing.
Source: Retrieval Date: 07/23/14 | Text Title: The Writing Process: The Steps to Writing Success | Website:
http://www.time4writing.com/writing-resources/writing-process/

2.

3 major processes of writing

Prewriting:

Prewriting is everything you do before you begin to draft the paper. Look over an assignment
handout, choose and narrow your topic, and assess your audience and purpose. Research is also
an important aspect of prewriting.
You can use certain prewriting strategies to help you to choose and develop a topic:

Make lists of ideas on a topic

Read and take notes on a topic
Make a cluster, which is a visual map of ideas and concepts related to your topic
Ask questions about a topic
Discuss ideas about a topic with others and take notes
Make an outline of your paper

You may also need to consider your audience before you begin to write. To make sure that your
writing will fit the audience you are addressing, you need to consider who they are. To do that you
might want to assess your audience by considering the following:

How much does my audience know about my topic?

How do they feel about my topic: enthusiastic, neutral or hostile?
What are their personal characteristics that might affect their views on my paper: age,
gender, culture, socioeconomic background, values, politics, etc.?

Your audience, typically, will be the professor who assigned the paper, but occasionally
classmates may read it. Once you have thought about your topic, developed your ideas on the
topic, and taken into account your purpose and audience, you are ready to draft the paper.

Drafting:

Drafting is the stage when you begin to put the paper in paragraph form. When you begin to draft
your writing, you need to keep in mind five separate writing techniques that will help your reader
to understand your paper:
1. Thesis statement: At the end of your introduction, write a one-sentence statement that is
the basis for your entire paper. A good thesis statement lets the reader know what your
paper will cover. For example, you might write this thesis statement: There are four
possible causes for alcoholism, yet not all alcoholics drink for these reasons. The
paragraphs that follow should support this statement, and each paragraph should focus on
one of the possible causes.
2. Topic sentences: Each paragraph should begin with a topic sentence that states the main
idea of that paragraph. Just like the thesis statement, the topic sentence lets you know
what the paragraph contains. For the first paragraph on the causes of alcoholism, you
might write a topic sentence that states, The most compelling cause of alcoholism is
genetics. From this, the reader will know that you will cover the concept of heredity and
alcoholism within this paragraph.

3. Sufficient support: While your opinions thoughts are important, they cannot be the legs
your paper stands on. You need to support you topic ideas by developing the paragraphs
with evidence from credible sources. Support comes in many different forms: statistics,
researched information, observations, descriptions, case studies, interviews, personal
experience, hypothetical situations, definitions, etc. The more specific the information, the
more interesting the paragraph. So instead of writing about all alcoholics, you might want
to write about one particular alcoholicsomeone you know, someone you observed,
someone you interviewed, someone you researched.
4. Coherence: This means it all comes together. If an essay is coherent, all the paragraphs
relate to the one before it and all the sentences relate to the one before it. Transitional
words and phrases help to create bridges between sentences, words such as: however, for
example, in other words, in contrast, nevertheless, etc. You set up the key words to an
essay and a paragraph within the thesis statement and the topic sentences.
5. Unity: The idea here is not to veer off into the woods. Stay on the path. Make sure all
sentences relate to the topic sentence and all paragraphs relate to the thesis.
As you draft your paragraphs, you want to try to include all these effective writing
techniques.

Revising:
1.
2.
3.
4.
5.
6.
7.

Check to see if the essay fits the thesis.

Make sure each paragraph has a topic sentence.
Make sure there are smooth transitions between paragraphs.
Check for digressions.
Do you have sufficient support in all paragraphs?
Is your paper logical in order?
Do you have an introduction and a conclusion?

Source: Retrieval Date: 07/23/14 | Text Title: Stages of the Writing Process| Website:
http://www.luc.edu/media/lucedu/firstandsecondyearadvising/pdfs/writing_process.pdf

3.

What is paragraph?

A paragraph is a group of sentences that fleshes out a single idea. In order for a paragraph to be effective, it must
begin with a topic sentence, have sentences that support the main idea of that paragraph, and maintain a
consistent flow.
Source: Retrieval Date: 07/23/14 | Text Title: Paragraphs| Website:
http://www.monmouth.edu/uploadedFiles/Resources_for_Writers/The_Writing_Process/Paragraphs2013.pdf

4.

What is a sentence?
A sentence is a group of words which expresses a complete thought. A sentence must contain
a subject and a verb

Source: Retrieval Date: 07/23/14 | Text Title: What Is a Sentence? | Website: http://www.grammarmonster.com/glossary/sentences.htm

5.

What is a clause?
A clause is a statement or a question that generally consists of a subject and a verb phrase
and constitutes a complete thought.

Source: Retrieval Date: 07/23/14 |Authors Name: Mark Nichol |Text Title: What Is a Clause? | Website:
http://www.dailywritingtips.com/what-is-a-clause/

6.

What is a phrase?

A phrase is two or more words that do not contain the subject-verb pair necessary to form a
clause. Phrases can be very short or quite long.
Source: Published Year: 1997 |Authors Name: Robin L. Simmons |Text Title: The Phrase | Website:
http://www.chompchomp.com/terms/phrase.htm

7.

Different kinds of phrases. Cite some examples.

Noun Phrases

A noun phrase includes a nouna person, place, or thingand the modifierseither before or afterwhich
distinguish it. The pattern looks like this:
optional modifier(s) + noun + optional modifier(s)
Here are some examples:

The shoplifted pair of jeans

Pair = noun; the, shoplifted, of jeans = modifiers.

A cat that refused to meow

Cat = noun; a, that refused to meow = modifiers.

A great English teacher

Teacher = noun; a, great, English = modifiers.

Noun phrases function as subjects, objects, and complements:

The shoplifted pair of jeans caused Nathaniel so much guilt that he couldn't wear them.

The shoplifted pair of jeans = subject.

Jerome adopted a cat that refused to meow.

A cat that refused to meow = direct object.

With her love of Shakespeare and knowledge of grammar, Jasmine will someday be a great
English teacher.

A great English teacher = subject complement.

Verb Phrases

Sometimes a sentence can communicate its meaning with a one-word verb. Other times, however, a sentence will
use a verb phrase, a multi-word verb, to express more nuanced action or condition. A verb phrase can have up to
four parts. The pattern looks like this:
auxiliary verb(s) + main verb + verb ending when necessary
Here are some examples:

Had cleaned

Had = auxiliary verb; clean = main verb; ed = verb ending.

Should have been writing

Should, have, been = auxiliary verbs; write = main verb; ing = verb ending.

Must wash

Must = auxiliary verb; wash = main verb.

Here are the verb phrases in action:

Mom had just cleaned the refrigerator shelves when Lawrence knocked over the pitcher of orange
juice.

Sarah should have been writing her research essay, but she couldn't resist another short chapter
in her Stephen King novel.

If guests are coming for dinner, we must wash our smelly dog!

Prepositional Phrases
At the minimum, a prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or
clause, the "object" of the preposition.
The object of the preposition will often have one or more modifiers to describe it. These are the patterns for a
prepositional phrase:
preposition + noun, pronoun, gerund, or clause
preposition + modifier(s) + noun, pronoun, gerund, or clause
Here are some examples:

On time
On = preposition; time = noun.

Underneath the sagging yellow couch

Underneath = preposition; the, sagging, yellow = modifiers; couch = noun.

From eating too much

From = preposition; eating = gerund; too, much = modifiers.

A prepositional phrase will function as an adjective or adverb. As an adjective, the prepositional phrase will answer
the question Which one?
Read these examples:

The spider above the kitchen sink has just caught a fat fly.

Which spider? The one above the kitchen sink!

The librarian at the check-out desk smiles whenever she collects a late fee.

Which librarian? The one at the check-out desk!

The vegetables on Noel's plate lay untouched the entire meal.

Which vegetables? The ones on Noel's plate!

As an adverb, a prepositional phrase will answer questions such as How? When? or Where?

While sitting in the cafeteria, Jack catapulted peas with a spoon.

How did Jack launch those peas? With a spoon!

After breakfast, we piled the dirty dishes in the sink.

When did we ignore the dirty dishes? After breakfast!

Amber finally found the umbrella wedged under the passenger's front seat.

Where did Amber locate the umbrella? Under the passenger's front seat!
Infinitive Phrases

An infinitive phrase will begin with an infinitive [to + simple form of the verb]. It will often include objects and/or
modifiers that complete the thought. The pattern looks like this:
infinitive + object(s) and/or modifier(s)
Here are some examples:

To slurp spaghetti

To send the document before the deadline

To gulp the glass of water with such thirst that streams of liquid ran down his chin and wet the front of his
already sweat-soaked shirt

Infinitive phrases can function as nouns, adjectives, or adverbs. Look at these examples:

To avoid another lecture from Michelle on the benefits of vegetarianism was Aaron's hope for their date at
a nice restaurant.

To avoid another lecture from Michelle on the benefits of vegetarianism functions as a noun because it is the
subject of the sentence.

Cheryl plans to take microbiology next semester when Professor Crum, a pushover, is teaching the course.

To take microbiology next semester functions as a noun because it is the direct object for the verb plans.

The worst thing to happen during the severe thunderstorm was a lightning strike that fried Clara's
computer.

To happen during the severe thunderstorm functions as an adjective because it modifies thing.

Ryan decided to mow the long grass on the front lawn to keep his neighbors from complaining to the
homeowners association.

To keep his neighbors from complaining to the homeowners association functions as an adverb because it explains
why Ryan mowed the lawn.
Participle Phrases
A participle phrase will begin with a present or past participle. If the participle is present, it will dependably end in
-ing. Likewise, a regular past participle will end in a consistent ed. Irregular past participles, unfortunately, conclude
in all kinds of ways [although this list will help].
Since all phrases require two or more words, a participle phrase will often include objects and/or modifiers that
complete the thought. The pattern looks like this:
participle + object(s) and/or modifier(s)
Here are some examples:

Flexing his muscles in front of the bathroom mirror

Ripped from a spiral-ring notebook

Driven crazy by Grandma's endless questions

Participle phrases always function as adjectives, adding description to the sentence. Read these examples:

The stock clerk lining up cartons of orange juice made sure the expiration date faced the back of the
cooler.

Lining up cartons of orange juice modifies the noun clerk.

Elijah likes his eggs smothered in cheese sauce.

Smothered in cheese sauce modifies the noun eggs.

Shrunk in the dryer, the jeans hung above John's ankles.

Shrunk in the dryer modifies the noun jeans.

Gerund Phrases

A gerund phrase will begin with a gerund, an -ing word, and will often include other modifiers and/or objects. The
pattern looks like this:
gerund + object(s) and/or modifier(s)
Gerund phrases look exactly like present participle phrases. How do you tell the difference? You must determine the
function of the phrase.
Gerund phrases always function as nouns, so they will be subjects, subject complements, or objects in the
sentence. Read these examples:

Washing our dog Gizmo requires strong arms to keep the squirming, unhappy puppy in the tub.

Washing our dog Gizmo = subject of the verb requires.

A good strategy for avoiding dirty dishes is eating every meal off of paper towels.

Eating every meal off of paper towels = subject complement of the verb is.

Susie tried holding the slippery trout, but the fish flipped out of her hands and splashed back into the
stream.

Holding the slippery trout = direct object of the verb tried.

Absolute Phrases
An absolute phrase combines a noun and a participle with any accompanying modifiers or objects. The pattern
looks like this:
noun + participle + optional modifier(s) and/or object(s)
Here are some examples:

His brow knitted in frustration

Brow = noun; knitted = participle; his, in frustration = modifiers.

Her fingers flying over the piano keys

Fingers = noun; flying = participle; her, over the piano keys = modifiers.

Our eyes following the arc of the ball

Eyes = noun; following = participle; arc = direct object; our, the, of the ball = modifiers.

Rather than modifying a specific word, an absolute phrase will describe the whole clause:

His brow knitted in frustration, Thomas tried again to iron a perfect crease in his dress pants.

Francine played the difficult concerto, her fingers flying over the piano keys.

We watched Leo launch a pass to his fullback, our eyes following the arc of the ball.
Source: Published Year: 1997 |Authors Name: Robin L. Simmons |Text Title: The Phrase | Website:
http://www.chompchomp.com/terms/phrase.htm

8.

Different kinds of clauses. Cite some examples.

There are two major types of clauses main (or independent) clause and subordinate (or dependant) clause.

Main Clause and Subordinate Clause Comparison

He is buying a shirt which looks very nice.
The above sentence has two clauses He is buying a shirt and which looks very nice. The clause He is buying a
shirt expresses a complete thought and can alone stand as a sentence. Such a clause is called main or
independent clause.
While the clause which looks very nice does not express a complete thought and cant stand as a sentence. It
depends on another clause (main clause) to express complete idea. Such a clause is called subordinate or
dependent clause.

Main or Independent Clause

Main (or independent) clause is a clause that expresses a complete thought and can stand as a sentence.
Examples
I met the boy who had helped me.
She is wearing a shirt which looks nice.
The teacher asked a question but no one answered.
He takes medicine because he suffers from fever.
He became angry and smashed the vase into pieces.
In the above sentences each underlined part shows main clause. It expresses complete though and can stand as a
sentence that is why a main or an independent clause is normally referred as a simple sentence.
Subordinate or dependent Clause
Subordinate (or independent) clause is a clause which does not express complete thought and depends on another
clause (main clause) to express complete thought. Subordinate clause does not express complete idea and cant
stand as a sentence. A sentence having a subordinate clause must have a main clause.
Example
He likes Chinese rice which tastes good.
The clause which tastes good in above sentence is a subordinate clause because it does not express complete
thought and cant stand as a sentence. It depends on main clause (he likes Chinese rise) to express complete
thought.
Examples
I met the boy who had helped me.
I bought a table that costs $ 100.
He takes medicine because he suffers from fever.
The teacher asked a question but no one answered.
Subordinate (or dependent) clauses are further divided into three types: Noun Phrase, Adjective Phrase, and Adverb
Phrase
(See Table 1.1)

(Table 1.1)
Source (Kinds of Clauses): Retrieval Date: 07/27/14 |Text Title: Types of Clauses | Website:
http://www.studyandexam.com/types-of-clause.html
Source (Kinds of Dependent Clauses (Table)): Retrieval Date: 07/27/14 |Text Title: Types of Clauses | Website:
http://www.yale.edu/graduateschool/writing/forms/Types%20of%20Clauses.pdf

9.

Differentiate Independent clause and dependent clause

An independent clause is a group of words that can stand on its own as a sentence: it has a subject, a verb, and
is a complete thought.
Examples:

He ran. (Notice that while this sentence only contains two words, it is still a complete sentence because it
contains a one word subject and a one word predicate that is also a complete thought.)

He ran fast.

I was late to work.

The paper does not specify which type of format it must be in.

The instructor spent the class period reviewing the difference between independent and dependent
clauses.

A dependent clause is a group of words that also contains a subject and a verb, but it is not a complete thought.
Because it is not a complete thought, a dependent clause cannot stand on its own as a sentence; it is dependent on
being attached to an independent clause to form a sentence.
Examples:

Because I woke up late this morning (what happened?)

When we arrived in class (what occurred?)

If my neighbor does not pay his rent on time (what will happen?)

Dependent clauses can often be identified by words called dependent markers, which are usually subordinating
conjunctions. If a clause begins with one of these words, it is dependent and needs to be attached to an
independent clause. (Common dependent markers: after, as, although, because, before, even though, if, once,
rather than, since, that, though, unless, until, when, whenever, whereas, while, among others.)
Note: Just because an independent clause can stand on its own doesnt mean it has to. For instance, one or more
independent clauses can be added together to form a compound sentence, and independent clauses can be added
to dependent clauses to form complex sentences.
Source: Retrieval Date: 07/27/14 |Text Title: Independent vs. Dependent Clauses | Website:
http://www.aims.edu/student/online-writing-lab/grammar/independent-vs-dependent

10. Kinds of Sentences According to Structure

A sentence may consist of one clause (independent clause) or more clauses (independent and dependent clauses).
An independent clause is also called main clause. A dependent clause is also called subordinate clause.
On the basis of numbers of clause and types of clauses present in a sentence, sentences are divided in to four
kinds.

Simple Sentence

A simple sentence consists of only one independent clause containing a subject and a verb and it expresses
complete thought. There is no dependent clause.
An independent clause (also called main clause) is called a simple sentence.
Examples
He laughed.
She ate an apple.
They are sleeping.
I bought a book.

Compound Sentence

A compound sentence consists of at least two independent clauses joined by coordinating conjunctions. There
is no dependent clause in compound sentence. The coordinating conjunctions use to join independent clauses are
for, and, nor, but, or, yet, so. Independent clauses can also be joined by a semicolon (;). A comma may or may not
be used before the conjunction in compound sentence.
Examples
I like an apple but my brother likes a mango.
I helped him and he became happy.
He failed two times yet he is not disappointed.
I asked him a question; he replied correctly.

Complex Sentence

A complex sentence consists of one independent clause and at least one dependent clause joined by
subordinating conjunction (because, although, since, when, unless etc) or relative pronoun (that, who, which etc).
Examples
I met the boy who had helped me.
She is wearing a shirt which looks nice.
You cant pass the test unless you study for it.

If a complex sentence begins with an independent clause, a comma is not used between clauses in a complex
sentence. If a complex sentence begins with dependent clause then a comma is use after dependent clause in a
complex sentence. See the following example.
He is playing well although he is ill.
Although he is ill, he is playing well.

Compound-Complex Sentence

A complex-compound sentence consists of at least two independents and one or more dependent clauses. It
is also sometimes called compound-complex Sentence.
Examples
1. He went to college and I went to a market where I bought a book.
2. I like Mathematics but my brother likes Biology because he wants to be a doctor.
In the first sentence of above sentence, there are two independent clauses he went to college and I went to a
market, and one dependent clause where I bought a book.
Source: Retrieval Date: 07/27/14 |Text Title: Kinds of Sentences According to Structure | Website:
http://www.studyandexam.com/sentence-types.html

11. Kinds of Sentences According to Purpose

Sentences have different purposes. Some make statements. Some ask questions. Others give commands,
and still others express strong feelings. Here are the four types of sentences by purpose:

A declarative sentence makes a statement or expresses an opinion. Use a period at the end of
a declarative sentence.
Andy Murray has a great will to win.
The commentator laughed at his own mistake.

An interrogative sentence asks a question and ends with a question mark.

Are you using the saw today, Mitch?
May the other people come along with us?

An exclamatory sentence expresses strong feeling and ends with an exclamation mark.
This is just the way to do it!
That is great news!

An imperative sentence gives a command (strong emotion) or makes a request (mild emotion).
Use an exclamation after the imperative sentence that contains a strong emotion, and a period
after one that contains a mild emotion.
Stop that foolish talk now!
Please take the empty plate away now, Ira.

Source: Retrieval Date: 07/27/14 |Text Title: Grammar Lesson: Types of Sentences According to Purpose | Website:
http://www.education.com/reference/article/types-sentences-purpose/

12. 3 main parts of a paragraph and its function

Topic Sentence
The topic sentence tells the reader what the paragraph is going to be about. It also helps you keep your writing
under control. This is why a topic sentence is sometimes called the "controlling idea" of a paragraph. Below you will
find a sample topic sentence and a simple formula for writing good topic sentences:

Topic sentence: Mr. Brown must have been a drill sergeant before he became our gym teacher.
Formula: A specific subject (Mr. Brown, our gym teacher) + a specific feeling or attitude (must have been a drill
sergeant before) = a good topic sentence.

Body
The body is the main part of the paragraph. This is where you tell the reader about your topic by including specific
details. All of the sentences in the body must relate to the specific topic of the paragraph and help it come alive for
the reader. That is, all of the sentences in the body should contain details that make the topic more interesting or
help explain it more clearly. These sentences should be organized in the best possible order.
Concluding Remarks
The closing or clincher sentence comes after all the details have been included in the body of the paragraph.
The closing sentence reminds the reader what the topic of the paragraph is really all about, what it means. For
example, let's say the topic sentence of a paragraph is "Mr. Brown must have been a drill sergeant before he
became our gym teacher." A closing sentence for this paragraph could be something like the following:

Closing sentence: I'm surprised that Mr. Brown doesn't make us march into the shower room after each class.

Sample Paragraph:
My Dog Romeo is so much fun to play with. One reason hes fun is because he loves to play catch. Whats
also fun is that he follows me around the house with a toy and drops it on my foot, so I will kick it. Additionally, he
can catch just about anything, but his favorite thing to catch is a Frisbee. Finally, he loves it when I pretend like Im
falling dead, and he runs over to lick me. All these reasons show why I really have fun playing with Romeo.
Source: Retrieval Date: 07/28/14 |Text Title: The Basic Parts of a Paragraph | Website:
http://www.occc.edu/mschneberger/howtoparagraph.htm

13. Techniques in making a good introduction

Beginnings are everything
There are many ways to begin an essay, but there are not very, very many. We begin in ways that are familiar to
the reader, but we begin in ways that are not too overly familiar. Variety and familiarity, this is what we expect in all
of our writing; especially in the way we write introductions.

The suggestions listed below are "tried and true." They work. And they also are infinitely expandable because they
are not determined by content. They are formal techniques. Use one of these forms, but use your own content. If
you don't believe that these techniques work, examine an essay that you like and see if the writer does not use one
of the techniques listed below. And if the writer doesn't, what technique is being used? Add it to the list.
1) Tell a story. Begin your essay with a short story. Everyone loves a story. Once upon a time....
2) Open with a question. A question demands an answer. It matters little what the question is, if you ask it, the
person you ask will try to answer. In writing, it is the reader who will try, and by making that attempt the reader has
entered into your writing. Now you have to keep the reader interested.
3) Use a quotation. A quotation is usually a good beginning because you have chosen the quoted material just
because it is important to your story; therefore, the reader will also probably find it important. The reader may also
recognize the quote and feel comfortable about it, sharing some of your insight. This is why politicians use quotes
all of the time in their speeches.
4) Use an outrageous statement. The reader will probably not agree with the statement, but at least you have
gotten the reader's attention. After that you can qualify your statement.
5) Use facts. There is something about facts that appeal to most readers. We live in an "Information Age." If the
facts are especially startling, then you have an even stronger grip on the reader's attention.
6) State your main point, your thesis. Sometimes it is best to just come right out with what it is you are concerned
with. Most people admire directness.
7) Use an anecdote, even if you don't agree with it, usually if you don't agree with it.
8) Begin with a dramatic scene. Drama means conflict, and conflict gets our interest.
9) Begin with a descriptive scene. Descriptive detail acts like a photograph. It appeals to us. This is why magazines
use photographs to attract our attention.
10) Start with dialogue. Dialogue is the way we get the human voice into our papers.
Source: Retrieval Date: 07/28/14| Authors Name: Joe Napora |Text Title: Introductory Techniques | Website:
http://webs.ashlandctc.org/jnapora/hum-faculty/syllabi/introtechniques2.htm

14. Techniques in making a good conclusion

Conclusions are often the most difficult part of an essay to write, and many writers feel that they have nothing left
to say after having written the paper. A writer needs to keep in mind that the conclusion is often what a reader
remembers best. Your conclusion should be the best part of your paper.

A conclusion should

stress the importance of the thesis statement,

give the essay a sense of completeness, and

leave a final impression on the reader.

Suggestions

Answer the question "So what?"

Show your readers why this paper was important. Show them that your paper was meaningful and useful.

Synthesize, don't summarize

o

Redirect your readers

o

Don't simply repeat things that were in your paper. They have read it. Show them how the points
you made and the support and examples you used were not random, but fit together.

Give your reader something to think about, perhaps a way to use your paper in the "real" world. If
your introduction went from general to specific, make your conclusion go from specific to general.
Think globally.

Create a new meaning

o

You don't have to give new information to create a new meaning. By demonstrating how your
ideas work together, you can create a new picture. Often the sum of the paper is worth more than
its parts.

Strategies

Echoing the introduction: Echoing your introduction can be a good strategy if it is meant to bring the
reader full-circle. If you begin by describing a scenario, you can end with the same scenario as proof that
your essay was helpful in creating a new understanding.
Example

Introduction
From the parking lot, I could see the towers of the castle of the Magic Kingdom standing stately against the blue
sky. To the right, the tall peak of The Matterhorn rose even higher. From the left, I could hear the jungle sounds of
Adventureland. As I entered the gate, Main Street stretched before me with its quaint shops evoking an oldfashioned small town so charming it could never have existed. I was entranced. Disneyland may have been built for
children, but it brings out the child in adults.
Conclusion
I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing time, leaving the front gates
with the now dark towers of the Magic Kingdom behind me. I could see tired children, toddling along and struggling
to keep their eyes open as best they could. Others slept in their parents' arms as we waited for the parking lot tram
that would take us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that in a couple of days I
would be leaving California, my vacation over, to go back to my desk. But then I smiled to think that for at least a
day I felt ten years old again.

Challenging the reader: By issuing a challenge to your readers, you are helping them to redirect the
information in the paper, and they may apply it to their own lives.
Example
Though serving on a jury is not only a civic responsibility but also an interesting experience, many people
still view jury duty as a chore that interrupts their jobs and the routine of their daily lives. However, juries

are part of America's attempt to be a free and just society. Thus, jury duty challenges us to be interested
and responsible citizens.

Looking to the future: Looking to the future can emphasize the importance of your paper or redirect the
readers' thought process. It may help them apply the new information to their lives or see things more
globally.
Example
Without well-qualified teachers, schools are little more than buildings and equipment. If higher-paying
careers continue to attract the best and the brightest students, there will not only be a shortage of
teachers, but the teachers available may not have the best qualifications. Our youth will suffer. And when
youth suffers, the future suffers.

Posing questions: Posing questions, either to your readers or in general, may help your readers gain a
new perspective on the topic, which they may not have held before reading your conclusion. It may also
bring your main ideas together to create a new meaning.
Example
Campaign advertisements should help us understand the candidate's qualifications and positions on the
issues. Instead, most tell us what a boob or knave the opposing candidate is, or they present general
images of the candidate as a family person or God-fearing American. Do such advertisements contribute to
creating an informed electorate or a people who choose political leaders the same way they choose soft
drinks and soap?
Source: Published Year: 1997| Authors Name: Randa Holewa |Text Title: Strategies for Writing a Conclusion | Website
http://leo.stcloudstate.edu/acadwrite/conclude.html

15. Differentiate Topic Sentence and Thesis Statement

A thesis statement tells what the entire essay is about. It is usually located at the end of the introduction.

A topic sentence tells what a body paragraph is about. It is usually located at the beginning of a body
paragraph.

(See Question no.1)

Source: Retrieval Date: 07/28/14 |Text Title: English FAQs | Website:
http://mcckc.edu/pennvalley/success/includes/englishfaq.pdf

16. What is Outline?

An outline is a blueprint or plan for your paper. It helps you to organize your thoughts and arguments. A good
outline can make conducting research and then writing the paper very efficient. Your outline page must include
your:

Paper Title

Thesis statement

Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.)

Support for your major points, indicated by capital Arabic numerals (i.e., A, B, C, D, E, etc.)

Roman numeral I should be your Introduction. In the introduction portion of your paper, youll want to tell your
reader what your paper is about and then tell what your paper hopes to prove (your thesis). So an Introduction
gives an overview of the topic and your thesis statement.
The final Roman numeral should be your Conclusion. In the conclusion, you summarize what you have told your
reader.

Following are 3 sample outlines, from actual student papers. YOUR outline can be MORE detailed, or might be LESS
detailed. Remember that a good outline makes writing easier and more efficient.

Sample Outline
Title: Frederick Douglass
Thesis: Frederick Douglass played a crucial role in securing the abolition of slavery and equality of AfricanAmerican rights through his actions, ideas, and efforts as a lecturer, author/publisher, and politician.
I.

II.

Introduction
A.

Thesis

B.

Roles/Arguments

2)
III.

Encourage activism

Douglass as Author/Publisher
A.

Narratives success and

effect

Douglass as Lecturer
1)
A.

B.

Goals/hopes for paper

1)

He experienced
slavery

C.

Garrison set-back and

significance

2)

Literacy allowed
expression

D.

Significance of Paper

IV.
B.

C.

Springboard for paper

History as slave and

acquisition of education

Early lectures, including

initial speech before
Garrison
1)

Success of initial
speech

2)

Goals for future

speeches

Effect of lectures on society

1)

Open eyes

Douglass as Politician
A.

Key trait for success

B.

Goal of political activism

C.

Efforts for Republican Party

1)

Significance of efforts

D.

Black soldier enlistment

crusade

E.

Joining of Republican party

1)
V.

Significance of efforts

Conclusion

A.

Summarize arguments and

efforts

Source: Retrieval Date: 07/28/14| Text Title: Writing an Outline | Website: http://www.austincc.edu/tmthomas/sample
%20outline%201.htm