ENG 2D1: Writer’s Guide
Introduction
As grade 10 students, your writing skills should be improving and a writing style should begin to emerge. At this
point in the semester you have completed formative writing tasks.
This package is to review expectations for the writing process,
forms of writing, style, word use and grammar. A major focus
The following are symbols that can be used to edit
should be on the improvement in writing and development of
your own or others work.. This is to also help you
ideas and insights for the remainder of the semester.
avoid some of the common errors found in your
writing.
sp: spelling error
Purpose and Audience:
Before you write, make sure you have a
clear idea of the purpose (ex. Persuade, defend, explain, analyze, inform,
compare etc.) as well as the audience for whom you are writing (in many
cases – me!)
Choosing a Topic:
Much of the time a topic will be given to you,
but often you will be able to select from a list of suggested topics. Begin
by brainstorming all you know about each topic.
Organizing Ideas: The Outline
An outline is like a map which
helps you organize your ideas. There are several ways to write an
outline, but if you are following a particular format for formal writing (ex.
paragraph or essay), try to work within that framework. Note: You will
also have to consider the patterns for organization (ex. chronological –
order of time; importance, compare/contrast or cause and effect)
Drafting a Rough Copy:
(a)gr: grammatical error. Often this is subject-verb
agreement (agr) (ex. One of the cars were damaged
– cars is not the subject, one needs a singular verb
One of the cars was damaged)
V.T.: verb tense. Keep in mind that your verb tense
needs to be consistent throughout your paper. In
formal writing, write in the present tense only. (ex.
The vampire is a mysterious character NOT was)
S.S: Sentence structure. This could be many things
This could be any number of conventional errors
that has affected the structure of your sentence
R.O: Run-On Sentences – When two or more
complete sentences are joined in a single sentence
oftentimes using conjunctions. Each idea should be
in a separate sentence
Once you have chosen a topic, gathered
information and ideas and organize these ideas, you need to write a first
draft. Don’t worry too much about the quality – yet. Concentrate on
getting your main ideas down and in the correct format.
S.F: Sentence Fragment – A group of words
punctuated as a sentence but is lacking either a
subject or a complete verb. (ex. Which was a
deceptive and manipulative move.)
Revising (Editing)
awk: Awkward Phrasing. This could include any
number of the stylistic errors. It is often a
combination of errors creating a lack of clarity
Revising your first draft is looking at the content
the adding, deleting and re-arranging where necessary. When possible,
leave your draft for a day or two so you can look at it with objective eyes.
When editing check: (1) fluency – organization of ideas and between
ideas (transitions) (2) stylistic changes such as vocabulary (diction);
deleting unnecessary words or phrases (3) correct errors in spelling,
mechanics, grammar (4) Check you have used consistent voice (1st or 3rd
person), tense (present or past); style (tone, formality etc.)
Proofreading:
This is the final stage in the writing process to finally
ensure your writing is ready for publication and final submission. While
proofreading, read slowly and read every word (print a hard copy if it is
already typed). Do a final check for errors in capitalization (names and
titles), punctuation and spelling. Make sure you have used quotations
correctly and cited all quotations in parentheses (MLA format). Double
check formats. Finally ask a classmate or another reliable person to
check you have not missed anything.
Style and Conventions
wordy – This includes the usage of unnecessary
words and phrases. When writing, every word must
count.
Rpt.: Repetition- repeating ideas. This is also
related to redundancy – Either directly or indirectly
saying the same thing.
Pron: Pronoun Usage - When writing formal
expository pieces such as essays, write in the third
person only. First person is for personal writing or
narratives. Avoid using the second person (the
informal and conversational “we” “you”)
new paragraph; paragraphing error
^ insert a word(s); could also indicate missing info
Trans - Missing transition. It is important for
you ideas to connect and writing to be fluent use
transitions and vary transitions
ENG 2D1: Writer’s Guide
Often you will be writing formal forms of writing (ex. Essays, letters, reports etc). Keep in mind the following
stylistic conventions of formal writing
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Write in the third person. Avoid the first person (I,
me) or second (you, we)
Vocabulary / Diction – use words that expand your
vocabulary, yet familiar and accepted
Avoid colloquialisms or slang (ex. He has his back;
She’s sick; last but not least)
Carefully follow conventions of grammar, avoiding
the errors often in informal language (ex. Sentence
fragments, improper use of pronouns and faulty
subject-verb agreement)
Commonly Confused Words
The following is a list of words that are often confused because
they sound the same or are related but have different uses.
Make it a habit to check for these when you write.
Accept: to agree to; Except: not including
Advice: (n)oun To counsel; Advise: (verb) “counsel”
All ready: completely ready; Already: “before this time
Anyway: correct; Anyways: incorrect grammar
Complement: to complete something; Compliment: to praise
Could / Should / Would followed by “have” NOT “of”
Good: adjective meaning “all right”; Well: adverb “In a
favourable manner”
It’s: means it is; Its: possessive, or belonging to
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Avoid using shorthand or shortcuts (lol, etc.) Spell
out all numbers unless it is a date
Passed: past tense of pass; Past: (noun) “a time before”
Principal: first in importance; Principle: fact
Avoid the use of contractions (can’t = can not;
won’t = will not)
Than: used for comparisons; Then: (adverb) “at that time”
Carefully follow conventions of punctuation,
especially when quoting or doing citations
To: (prep) “in the direction of; Too: (adverb) excessively; Two:
the number
Their: belonging to them; There: “in that place”; They’re: They
are
Weather: the conditions outside; Whether: “if”
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Try to vary sentence structures and length
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Avoid redundancy – saying the same thing
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Formal writing does not mean wordy. You can write concisely and still write formally and
articulately
Overly wordy: “Players should refrain from revealing their cards to other players until such time
as they are called upon to do so.”
Formal, clear and concise: “Avoid showing your cards to other players until you are asked to do
so.”
Using Primary and Secondary Sources
Whose: Belonging to whom; Who’s: “who is” or “who has”
Your: belonging to you; You’re: you are
ENG 2D1: Writer’s Guide
a. How to Insert Quotations in Writing
There are three main ways to insert quotations in your work.
Method
Examples
1.
To illustrate, when Josephine and her mother discuss Michael,
Josephine exclaims, “If you want to know what I think of Michael
Andretti, I think he’s a lovely man” (Marchetta 70).
a.
b.
2.
3.
State the context – in less than one sentence state when,
possibly where and under what circumstances the quote was
spoken or written
There are two ways to do this:
Introduce the quote with a complete sentence and a colon
Use an introductory phrase, but not a complete sentence,
separated from the quotations with a comma
Embed the quotation – Embedding quotations involved
paraphrasing half of the original, or embedding them into your
own analysis but mixing in a few direct sections from the
author. When you embed a quotation, be sure to blend in the
quotation with the grammar of your own sentence. The
sentence as a whole must flow smoothly.
Paraphrasing – If you do not plan on speaking directly about
certain diction or device used in a particular quote, you may
choose to simply paraphrase an example unless otherwise
directed.
In “Where I Lived, and What I Lived For,” Thoreau states directly his
purpose for going into the woods: “I went to the woods because I
wished to live deliberately, to front only the essential facts of life,
and to see if I could not learn what it had to teach, and not, when I
came to die, discover that I not lived.” (Thoreau 130).
In “Where I lived and what I Lived For,” Thoreau states directly his
purpose for going into the woods when he recounts “I went to the
woods because I wished to live deliberately, to front only the
essential facts of life, and to see if I could not learn what it had to
teach, and not, when I came to die, discover that I not lived.”
(Thoreau 130).
In “Where I Lived, and What I Lived For,” Thoreau states that his
retreat to the woods around Walden Pond was motivated by his
desire “to live deliberately” and to face only “the essential facts of
life” (Thoreau 130).
In one instance, Romeo kills Tybalt to avenge his Benvolio’s death.
Synonyms for the word “says”
The following are suggestions for introducing quotations using words other than “says”. Be sure
you use an appropriate synonym for the context of your paper.
adds
remarks
exclaims
announces
replies
declares
states
comments
responds
writes
estimates
suggests
predicts
argues
declares
proposes
complains
proclaims
notes
asserts
opines
observes
laments
reflects
denotes
Modifying Quotations
1. Editing quotations – If the quotation is too long, you may shorten it by replacing unnecessary words
or phrases using the ellipsis (. . .)
Example: “Whie reflecting on the state of America, Nick Carraway ponders, ‘AS the moon rose higher I
became aware. . . of the new world” (Fitzgerald 182).
ENG 2D1: Writer’s Guide
2. Sometimes when you use a quote, you must insert a word or two to clarify the quotation or to make
it grammatically correct. You may also need to change the verb tense of certain words to ensure your
writing is fluent. Any words or endings inserted are done so using square brackets. [ ]
Example: Josephine is hurt because her grandmother used to tell her “that [she] did not have a father
who had died. [Her] mother never lied to [her] that way” (Marchetta 35).
Formatting Quotations
1. Quotations that are three lines or less, types, are not indented. These are double spaced.
Example: After he murders King Duncan, Macbeth is shocked at the destructiveness of his own
actions and laments, “I am afraid to think what I have done; / Look on’t again I dare not
(Shakespeare 2.2.50-51).
* Note: with poetry and plays a “/” indicates a line break.
2. Quotations that are four lines or more are indented one inch from the body of your work from both
margins. These are also single spaced. The punctuation appears before the citation and your
paragraph continues with no indentation after the quote.
Example: Nick Carraway reflects on America, a once unspoiled continent:
As the moon rose higher I became aware of the old island here that flowered once
For Dutch sailors eyed – a fresh, green breast of the new world. Its vanished trees,
the trees that had made way for Gatsby’s house, had once pandered in whispers
to the last and greatest of all human dreams; for a transitory enchanted moment
man must have held his breath” (Fitzgerald 182).
MLA Format
a) First Page Setup
Assignments in MLA do not use title pages. Instead, in the top left hand corner of the page, type your
name, your instructor’s name, the course code, and the date, double spacing between lines.
John Doe
Mrs. Cole
ENG 2D1-01
06 September 2014
Doe 1
Romeo and Juliet: Star-Crossed Lovers
b) Parenthetical Documentation
The page number of the quotation is placed in parentheses () at the end of the quotation. If the author is
in unclear, especially when more than one source is quoted, put the author’s last name and the page
number, with no punctuation (Grisham 241). Web sites do not have page numbers, so they have to be
documented differently. Put the author’s name only in the parentheses if pages or paragraphs are not
numbered.
c) Works Cited
All sources should be listed on the “Works Cited” page at the end of the assignment.
Please see the St. Edmund Campion Assignment Guide for specific references.
Go to : http://www.dpcdsb.org/CAMPI/Learning/Library/ and click on the assignment Guide.
ENG 2D1: Writer’s Guide
Correcting Common Errors in Writing
Purpose: At this early stage in the semester, it is important to work on improving our writing
skills by correcting common errors evident in the first writing assignment.
Task: Read each sentence or passage carefully. Using you writer’s guide identify the error(s) in
the sentences below AND correct the sentence or passage in the space provided.
Language Conventions
1. In the story “who needs it” by Vilas Manivat the theme is: mankind is good.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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2. As it states in the story the robber was not in peace because he was angry with the word and hated
everyone and everything, he wanted to find out if he was doing the right thing in hating others so he
decided to rob Nai Phans store, but in the end the robber realizes that there still are good people in the
world.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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3. Second reason as to why the characters develop the theme of the story would be when the robber
realized what he was doing was bad.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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4. . . . It is up to society to learn from those mistakes to become a better person.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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5. Nai Phan . . . would rather leave his shop early to go home and spend time with his wife and get some
sleep. Which are both things that make him truly pleased.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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ENG 2D1: Writer’s Guide
6. The conflict between Nai Phan & the robber and the robber & himself help the theme.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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7. In conclusion, money and greed is not everything and should not rule one’s life.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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8. Naiphan does not mind to give the robber money because he could always gain that back and for the
robber to come steal from him there must be a something going on in his life, so Naiphan chooses to just
give him the money even though later on in the story he does not take it.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
9. After Nai Phan talked to the robber this is when he came to his senses and got arid of his gun and was no
longer a threat to Nai Phan.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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Style
10. Therefore, learning from your mistakes will allow you to gain happiness and wisdom in life.”
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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11. A quote to show this is. . .
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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12. Nai Phan understands that the person robbing him is in a bad spot and needs help.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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13. . . . the good of man comes from the man himself but not what the man buys to please himself or others.
Error(s): ________________________________________________________________
ENG 2D1: Writer’s Guide
Suggested correction: _____________________________________________________
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14. In the end it’s seen that everyone, even criminals, have some good inside themselves.
Error(s): ________________________________________________________________
Suggested correction: _____________________________________________________
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Reflection
Once your assignment is returned to you, read over your assignment and the comments
carefully. Write a reflection based on the cues below to begin the process of improving your
writing.
What I did well _________________________________________________________________
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What needs improvement ________________________________________________________
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What I will do next time to improve my writing _______________________________________
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