ENG 3U1
Writer’s Guide
Introduction
As grade 11 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 should be on the
improvement in writing and development of ideas and insights for
the remainder of the semester.
The following are symbols that can be used to edit
your own or others work.. This is to also help you
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:
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.
Revising (Editing)
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.
(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
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.)
awk: Awkward Phrasing. This could include any
number of the stylistic errors. It is often a
combination of errors creating a lack of clarity
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 3U1
Writer’s Guide
Style and Conventions
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.”
Whose: Belonging to whom; Who’s: “who is” or “who has”
Your: belonging to you; You’re: you are
ENG 3U1
Writer’s Guide
Using Primary and Secondary Sources
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
ENG 3U1
Writer’s Guide
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).
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).
To improve your writing, see the activities on the following pages.
ENG 3U1
Writer’s Guide
Task: The following are examples from student writing assignments. To improve your writing
for your next assignment, read each sentence carefully. Identify the error(s) using the
proofreader’s marks AND correct the sentence or passage in the space provided.
1. “In our society today self respect is either earned or given to you but it all comes down
to how you carry yourself and how much respect you have for yourself as an individual
and confidence comes with how much self respect you have for yourself.”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
2. “There are 2 different device use by the author in the story.”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
3. “Imagery has an effect on the story because it helps the readers visualize the scene
more better.”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
4. “The part on the story when Clovis witnessed Ambroise catch the whale so that he could
impress Gabrielle, Clovis who supposable was the most honest man in town, denies
Ambroise by saying “Ambroise is a liar”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
5. She was so impressed with him because of all the stuff he has been through for her.
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
ENG 3U1
Writer’s Guide
________________________________________________________________________
6. “…no matter how trustworthy a person can be, they will benefit themselves over you.”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
7. Person vs. Self is a main concept in the passage because he had a not to think of being
the head officer.”
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
________________________________________________________________________
8. “I am going to point out two of the literacy terms and the point of view of the story
Error(s): ________________________________________________________________
________________________________________________________________________
Suggested correction: _____________________________________________________
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