Why do we write?
Writing as:
1.
social action:
communication; do something in the world (letter,
persuasion, research)
2.
3.
Expression/Creation: self-identity (narrative, journal, poetry)
Writing as means to understand: cognitive process (reading
responses, essay)
Expository Writing
Expository= to explain------Informational---to inform
Essay: a short literary composition on one particular theme or subject, usually in prose
and generally analytic, speculative, or interpretative.
Review of essay Vocabulary
Every essay should present the author’s position, thesis, whether it be explicit or implicit, and provide support
or evidence, such as analogy, anecdote, facts. In addition, an essay should also have commentary that
explains how the evidence and support relate to the thesis.
Terms for essay writing
Thesis: a subject for a composition or essay.
Text Evidence:
Evidence: that which tends to prove or disprove something; ground for
belief; proof.
Support:
to bear or hold up (a load, mass, structure, part, etc.); serve as a
foundation for.
Anecdote: a short account of a particular incident or event of an
interesting or amusing nature, often biographical.
Analogy: a similarity between like features of two things, on which a
comparison may be based: the analogy between the heart and a pump.
Commentary:
a series of comments, explanations, or annotations to illustrate a point,
prompt a realization, or exemplify a cause: Commentary analyzes the text
evidence and links it back to the thesis (ONION)
Let’s be empowered knowing what tools we need to write an essay! What are the tools?
Structure of formal expository essay:
Introduction paragraph
Lead---grabs readers attention
Context/background
Thesis statement
Body paragraphs
(usually 3 body paragraphs in a 5 paragraph composition)
topic sentence
Concrete detail (support—anecdote, analogy, evidence)
Commentary
TE
Commentary
TE
Commentary
Concluding sentence
Conclusion paragraph
restate thesis
Summary of information
Synthesizing information
Concluding sentence
Citations

The English department is currently using the Purdue Online Writing Lab as our resource for citations. You
can refer to rules for MLA or APA citations by using the following cite: http://owl.english.purdue.edu/
The students should be familiar with this resource starting in eighth grade
 Also consult Noodletools, EasyBib, or Citation Maker
 Each essay must have a works cited page attached to it and turned in.
_____________________________________________________________________________________
Prewriting Strategies& Process
Process is just as important as product. We must reiterate
this to students so they will feel more empowered!!!
“Honor Thy Process”
I: A writer should always know his/her audience and purpose. This must be identified before writing can begin
II: Organize thoughts and information:
A. Venn Diagram/http://www.graphic.org/goindex.html (helpful for compare/contrast essays
B. Double Cell Diagram/http://www.graphic.org/goindex.html---(helpful for compare/contrast essays)
C.
Reaction paper: Student reacts to one or two things in a reading and supports his reaction with
concrete details and commentary. This is an informal way to start to analyze information. I usually
make reaction paper one page, ds, and typed. (helpful to brainstorm ideas)
D. Outline: (for all essays)---see format below:
Outline to strengthen process
Get it?
Outline of a
tree!!! 
Outline Template to Organize Ideas
Introduction paragraph:
Lead_(hooks reader)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Background
information___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Thesis (3-part, parallel structure)
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Body paragraph I
Topic sentence_______________________________________________(frames body paragraph)
TE/ (supports topic sentence and relates back to the first part of the thesis.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Commentary (comments on the TE/CD and relates back to thesis)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
TE/
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Commentary
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Concluding sentence
_____________________________________________________________________________________
_______________________________________________________________________
Body paragraph II
Topic sentence_______________________________________________
TE/
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________
Commentary
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
TE/
_____________________________________________________________________________________
_______________________________________________________________________
______________________________________________________________________________
Commentary
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
Concluding sentence
_____________________________________________________________________________________
_______________________________________________________________________
Conclusion:
Restate thesis
_____________________________________________________________________________________
_____________________________________________________________________________________
Summarize____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Conclude (leave a lasting impression on audience)
_____________________________________________________________________________________
Continue to honor the process of writing
. Label: Students should label the components of their essay in the outside margins. This empowers
them to know the working “tools” of the essay are in their response/paper. This can also help the
teacher identify what they know about the structure and framework of writing and how to explain
something coherently. Lastly, it helps the instructor grade more quickly.
. Modeling: Show students model essays. Have a few strong ones for each assignment. Ask students to
send their student models via email and the class can work on them together. Then students can
witness the process and realize its importance.
. Review Rubric to make sure expectations have been met.
. Workshop with other/ 2nd or 3rd reader
. Schedule conference with instructor
Rubric for Expository Essay
CATEGORY
Introduction
4
The introduction creatively
invites and grabs the
reader’s attention, states
the main topic and
previews the structure of
the paper. Lead bridges to
strong, sophisticated (3part, parallel structured)
thesis.
A strong topic sentence
frames each body
paragraph. The structure
of each sentence is formal
and grammatically correct.
Relevant, impressive
evidence gives the reader
important information
that goes beyond the
obvious or predictable.
3
The introduction clearly
states the main topic and
previews the structure of
the paper, grabbing the
reader’s attention as well.
Lead bridges to a clearly
stated thesis.
Body Paragraphs
(Commentary/analysis)
Think of 5 whys
Commentary explains how
text evidence supports the
topic sentence showing
effective analysis and
moving to synthesis.
Commentary explains how
text evidence supports the
topic sentence showing
effective analysis.
Body Paragraphs
(Sequencing)
All details are placed in a
logical order (topic
sentence, TE commentary)
and the way they are
presented effectively
keeps the interest of the
reader.
Coherency
(Transitions)
Conclusion
Body Paragraphs
(Topic Sentences)
Body Paragraphs (Text
Evidence)
Mechanics
2
The introduction states
the main topic, but does
not adequately preview
the structure of the
paper and/or is it
particularly inviting to
the reader. Weak bridge
to thesis and/or an
underdeveloped thesis.
Some topic sentences do
not frame the paragraphs
well.
1
The introduction doesn’t
adequately state the main
topic, preview the structure or
grab reader’s attention. Weak
bridge to underdeveloped
thesis.
0
There is no clear
introduction of the
main topic or
structure of the
paper. No bridge.
No thesis.
Topic sentences are weak
and/or are missing from some
paragraphs.
No topic sentences
are given for the body
paragraphs.
Supporting evidence and
information mostly
support the thesis and
are relevant. Some
paragraphs need more
details to develop the
thesis.
Commentary is missing
for some text evidence
and/or is
underdeveloped. Some
commentary may be
irrelevant.
Supporting evidence and
information are weak or
irrelevant and scattered
throughout the piece.
No relevant
Supporting
evidence is
given.
Commentary is missing in
sections, underdeveloped,
and/or irrelevant.
No commentary
is given.
All details are placed in a
logical order which helps
the reader understand the
main idea of the essay.
Some details are
occasionally not in a
logical or expected order,
and this distracts the
reader.
Many details are not in a
logical or expected order.
There is little sense that the
writing is organized.
There is no
evidence of
organization of
ideas.
Impressive transitions are
used to connect
 the topic sentences to
the thesis,
 TE to topic
sentences/thesis, and
 commentary to
TE/topic
sentences/thesis.
Effective transitions are
used to connect
 the topic sentences to
the thesis,
 TE to topic
sentences/thesis, and
 commentary to TE/topic
sentences/thesis.
Few transitions are used to
connect ideas or most
transitions are ineffective.
No transitions
are used to
connect ideas.
The conclusion is
impressive:
 restates the thesis,
 summarizes the body of
essay and
 leaves the reader with a
synthesized statement.
The essay contains no
errors in capitalization,
punctuation, or spelling.
The conclusion is strong :
 restates the thesis,
 summarizes the body of
essay and
 ties all three stories to
prove the thesis.
Transitions are used, but
many do not effectively
make connections
between
 topic sentences and
the thesis, and/or
 concrete details and
topic sentences/thesis,
and/or
 commentary and
concrete details/topic
sentences/thesis.
The conclusion is missing
some elements of essay
but still ties almost all the
stories to the thesis.
The conclusion is
underdeveloped & missing 2 or
more key components. It does
not tie most of the stories to
the thesis.
There is no
clear conclusion,
the paper
just ends.
The essay 1-2 errors in
capitalization,
punctuation, or spelling
The essay 3-4 errors in that
distract the reader from the
content.
Multiple errors
distract the reader from
the content.
A topic sentence effectively
frames each paragraph.
The sentence is
grammatically correct.
Relevant, specific evidence
gives the reader important
information and are
sufficient in quantity to fully
support the thesis.
The essay contains no errors
that distract the reader
from the content.
that distract the reader
from the content.
Sentence Variety
Every paragraph uses an
impressive variety of
sentences.
Every paragraph has
sentences that vary in
length, type, & structure.
Some paragraphs have
sentences that vary in
length, type, & structure.
Sentences rarely vary in
length, type, or structure.
No sentence
variety.