Definition Essay
Effective Writing
Type 4
Overview:
For this assignment, you will write an essay in which you think and write in a systematic order for the
purpose of explaining. You’ll begin with an abstract word or phrase, funnel it down to its narrowest
classification, brainstorm your ideas, and organize these ideas into a logical, yet interesting structure.
Purpose:
To practice communicating ideas or concepts thoroughly by using multiple methods
To define an idea so others will understand it
Form: This is an essay of three parts – introduction, body paragraphs, and conclusion, consisting of at
least six paragraphs. Your essay must address the following:
the formal definition of the word and its distinguishing characteristics;
specific examples of the word;
functions of the word;
negation (what your word is not);
comparisons of the word using like or as;
synonyms of the word;
and history or evolution of the word.
Each of these does not need to necessarily be a separate paragraph. They can be addressed in various
places in your essay. For example, you might use negation of the term for the attention-getter.
Word Options: America, gossip
apathy
conceit
conscience
dilemma
duty
evil
failure
feminine
freedom
heaven
honor
horror
justice
masculine
morality
nostalgia
peace
peer pressure
pride
service
sportsmanship
success
workaholic
OR – come up w/ an abstract term and have it approved!
Special Considerations:
By the time your reader finishes your essay, s/he will know you understand your term
thoroughly because you have considered the characteristics of your term. In fact, your definition
should be so complete there will be no doubt what your word means.
Your essay can be amusing and playful but must definitely be memorable.
Definition Essay Help
Tips
•
The earlier forms of a word are given in italics, and their definitions, when different from the
meaning of the modern English form, are given in ordinary (roman) type
•
Here are some of the dictionary's most common abbreviations:
OE - Old English, 7th to 12th centuries
ME - Middle English, 12th to 15th centuries
ON - Old Norse
OHG - Old High German
MF - Middle French
L - Latin
Gk - Greek
Skt – Sanskrit
•
The abbreviation fr stands for "from" and indicates that a word came from an earlier form. The
phrase akin to is used before words that are related to the original entry, although they are not its
direct ancestors.
•
Many English words have their origins in other languages. By finding words with similar sounds and
meanings in other languages, it's often possible to trace the history of a word back through many
centuries. The history of a word, called its etymology, is often a good clue to its most essential
meaning.
Resources
Dictionaries:
http://www.yourdictionary.com/
http://www.merriam-webster.com/dictionary.htm
Bible Search:
http://www.ibs.org/
Shakespeare Search:
http://www.opensourceshakespeare.org/concordance/
WHS Databases:
http://www.waunakee.k12.wi.us/high/high_school_databases.cfm
Visual Thesaurus—You gotta try it:
http://www.visuwords.com/
Words in more depth—Origins, etymologies, and anecdotes
http://www.takeourword.com/arc_logi.html
http://www.etymonline.com/
Definition Essay Rubric
Conventions: 10
Sentence Fluency: 30
Word Choice: 30
Idea Development: 30
FCA’s
++
Mastering
30-29-Achieves a level 5: piles
on clear, specific, and
accurate details to develop a
focused, enlightening
definition of the abstract
term. Elaborates thoroughly
and carefully to clearly
represent the term’s meaning.
Each supporting point is
driven by a clear, concise
topic sentence and connects
back to the thesis statement.
30-29-Achieves a level 5:
Implements precise, vivid,
natural language through
strong verbs and concrete
nouns while avoiding
intensifiers, overuse of
adjectives, and clichés.
30-29-Creates an easy flow,
rhythm, and cadence by
varying sentence beginnings
and structure. Implements
properly punctuated phrases
and clauses. Uses proper
parallel structure. Strong
sentence structure indicates
combining and rearranging.
10-Shows evidence of
proofreading since few errors
if any distract reader. Is sure
to eliminate all forms of “I”
and “you” along with all
contractions and spelling
mistakes.
+/-
Developing
26-25-Achieves a level 3:
Identifies some clear and
accurate details of the
definition but needs to focus
on moving from general to
specific examples, providing
more examples, and
providing more explanation
of how each aspect/example
helps demonstrate what the
term means. Topic
sentences, too, may need
more direction. Purpose of
essay, too, may need to be
more direct.
26-25-Achieves a level 3:
Communicates ideas in a
clear and correct but routine
manner. At points, shows a
developing ability to create
memorable images through
strong verbs or concrete
nouns, but needs to
implement these more
consistently throughout.
May need to revise for a
cliché or two, several “be”
verbs, overuse of adjectives,
or intensifiers.
26-25- Creates steady,
businesslike flow to the
paper. Attempts some
variety in sentence
beginnings and structure, but
must make a more
consistent effort throughout.
May need to combine and
rearrange more carefully for
the desired sentence
structures.
8-Needs to take more care
when proofreading since
enough errors slow reader,
but they are not
overwhelmingly distracting.
+/-
Emerging
22-21-Achieves a level 1:
presents limited, loosely
focused definition of the
term. Needs to focus the
definition more carefully
through clear topic
sentences and many
clear, specific supporting
details and explanations
regarding the term’s
meaning, negation,
history, etc.
22-21-Achieves a level 1:
Uses vague words and
phrases to describe
general aspects of the
person. Needs to revise
for clichés, incorrect
word choice, intensifiers,
overuse of adjectives,
“be” verbs, etc.
22-21- Implements
sentences with little
sense of rhythm or
cadence. Sentences
mostly begin the same
way, and little effort was
made to combine and
rearrange sentences.
Combining, rearranging,
and implementing the
required sentence
structures would
improve the sound and
flow of this essay.
6-Shows little evidence
of proofreading since
several errors repeatedly
distract reader