Chapter 1—Good Writers Are Good
Readers
• Writing and Reading are active
and they must be analyzed and
interpreted.
• Good readers often preview the
text, ask questions, and
make personal connections
Ch. 2--The Writing Process
Page 12, Cooley
• Writing is a recursive process; that is, it
involves repetition.
– Plan
– Draft
– Revise
– Edit
Good writers rarely turn in their first draft!
Why Write? What is Your Purpose?
• to inform (most common)
• to persuade (to encourage action)
• to express yourself
(creative writing
fiction/diaries)
• to entertain
Who is Your Audience?
It is important that you take into
consideration who it is you want to
reach. Words carry the message (and
can be misunderstood) so assess your
audience before writing!
Rhetorical Situation: Page 15, Cooley
Think Critically
Make sure you organize and refine your ideas
before submission. Effective writers rarely
submit their first drafts. Good writing
requires time, revision, and reflection.
Getting Started
( Page 19)
Before you start writing, it helps to organize
your thoughts. Two common methods:
Brainstorming:
focusing intently on a
subject and listing every
idea and detail that
comes to mind.
Organizing Thoughts
(Page 20)
• Clustering: Free word association
emphasizing the relations between ideas by
using nonlinear drawing/connections.
Activity
• Cluster some ideas (at least six) that focus
around the following topic:
There are several challenges students face
when they enter their first year of college.
Once you have some ideas the next step is to
use the technique of Questioning—What type
of essay will you be writing?
•
•
•
•
•
A useful way to generate information is to ask
questions about your topic, audience, & purpose
WHO?
WHAT?
WHERE?
WHEN?
WHY?
ESSAY PATTERNS (page 25)
•
•
•
•
•
•
•
•
Narration:
How did it happen?
Description: How does it look, sound, feel?
Illustration: What are the reasons?
Analysis:
What are its parts?
Classification:Into what groups can it be sorted?
Compare/Contrast: Similarities vs. Differences
Cause-Effect: Why did it happen?
Process Analysis: How does it work?
Parts of an Essay (p. 28)
• All essays—no matter how long or how
short—must always have a beginning
(introduction), a middle (the body), and an
end (the conclusion).
• See graphic organizer on board***
Paragraphing
• An effective paragraph focuses one central
idea and maintains unity.
• The general idea --topic sentence--must then
be supported with specific details (facts,
evidence, reasons, examples)
One of the most enjoyable restaurants to
take “that special someone” out to dinner is
___________.
• The details must be coherent—the sentences
flow together logically and smoothly.
• Transitional expressions (34-35)
Help to connect ideas and forge fluency
between sentences.
Give detail to your supporting sentences—
never be vague! Use your senses.
• 1. The food was delicious.
• 2. The accident was horrific.
• 3. The instructor had no idea what she was
doing.
• 4. The dog behaved badly and was in need of
training.
• 5. The economy is crippling the average
family.
Homework:
• Review the topic you previously
brainstormed: There are several challenges
students face when they enter their first year
of college.
• Compose three separate paragraphs based
on the topic above. Make sure you are
detailed and focus on one main point per
paragraph.
The Introduction
*Grabber or
attention
getter
*General
description of
topic
*Thesis (what
specifically is
your essay
mainly
about?
Most introductions
follow a basic format.
Begin with an attention
getter or “grabber” to
get the reader’s
attention. Then provide
a sentence or two giving
a general description of
the topic. Then provide
the thesis which
highlights the main point
(s) of your essay.
Opening Paragraphs of an Essay (p.30)
• Opening paragraphs announce the topic and he
writer’s approach to that topic.
Common strategies:
Interesting anecdote
Thought-provoking question
Background information
Common view the writer and readers share
Forecast the rest of the essay
THE THESIS
The thesis announces the main point, major
claim, or controlling idea in an essay. It prepares
readers for what they will be reading.
Example:
Why would anyone enter politics? Politicians, after all,
have to give up their privacy and devote their entire
lives toward service. Politicians, once elected, are
obliged to consider the moral and social standards of
those who elected them, and their behavior must
reflect those standards. In fact, there are three
important rules of behavior to observe if one wishes to
succeed in politics.
Concluding Paragraphs
• Restate your main point (the thesis)
and remind readers of your key points.
• Emphasize the significance of
your perspective on the topic.
• Bring your piece to closure.
Revising(36)
• Looking at your draft and making necessary
changes in content, organization, or
emphasis.
• Asking questions: Is there enough detail? Is it
organized well? Is there a good variety of
sentence length?
Editing & Proofreading
• This is when you add your finishing touches to
correct minor errors in grammar, spelling,
sentence structure, etc.
• Review the checklist on
page 45 before turning
in your essays.
• Review Ch. 3 for Academic Essay examples
Descriptive Writing p. 121
It’s important to paint an image in the
reader’s mind by using great detail.
• Sensory Approach:
utilizing details from all 5
senses (smell, sight, touch,
taste, sound)
• Spatial Approach: describing in terms
of physical dimensions and its relationship
to the objects around it.
Beginning With Details
P. 128
• Begin a description with specific details and
let your readers form an impression.
Create a dominant (overall)
impression: You don’t have
to give equal attention to
all the senses; you can
appeal to a single
sense.
Use Figurative Language
• Make comparisons (by using similes and
metaphors, personification) to allow the reader
to make connections to your piece.
• Stay consistent in the vantage point (the
perspective in which the piece is written)
• Watch out for vague “empty” words:
wonderful, fun, things, big, small, etc.
Reader Response
In class:
• Hurston’s, “How It Feels to Be Colored Me” p.
157
• Discuss selected questions: 1, 2, 3 in
corresponding sections on page 162.
At home:
• E. B. White’s “Once More to the Lake” 2., 1, 4
Example / Exemplification
Chapter 6, p. 173
• Providing a “for instance” or illustration
• It provides abstract concepts more concretely
• Two parts:
1. A general statement
Everything was on sale.
2. Specific items illustrating the general statement.
Shoes, pants, glasses, etc.
Always consider your audience!
• What if you are describing your fantasy man
or woman? You would describe that person
very differently to your grandmother than
you would to your best friend!
• Grandma: He’s so charming and sweet!
• Best friend: She’s hot! She’s got the finest….
Your audience may be professionals in which
you are using technical terms of the job.
Preplanning—p. 176
• Generate ideas/brainstorm
• Develop a clear thesis your details will
support
• Provide specific examples to back up your
supporting statements
• Use transitions between examples
• Review the check list on page 181.
• Read p. 190 The Onion
Formal Essay 1
Compose an exemplification essay of 500-700 words which
incorporates descriptive elements. You may choose one of the
topics below:
Discuss three people in your life (you may include yourself)
who are guilty of one of the seven deadly sins. Provide specific
examples to support your discussion. Please use first names
only.
The economy’s downward spiral has had a negative impact on
various individuals. Discuss this (first person or third person is
okay) in detail providing examples to back up your discussion.
Make sure to follow MLA formatting
•
•
•
•
•
•
See page 725 in text
Double space
Heading top left hand corner
Centered title
Proper margins
Paging with last name on top right hand
corner
Comparison and Contrast
Ch. 8 p. 269
• Discussing the similarities and differences of
a particular topic
• Think about this:
Do you shop
around before you
buy a car, a home,
or clothes?
Why do you do this?
• Always compare subjects that are truly
comparable (apples to apples). Your subjects
should have enough in common to provide a
solid basis of comparison.
Always choose your
purpose carefully.
Are you writing merely
to inform or to evaluate?
• See page 272
Planning the Essay
• Brainstorm some ideas that are comparable
and then list their similarities/differences.
• Possible topics: restaurants, clothing stores,
make-up, athletic teams, pets, vehicles
• ACTIVITY: Choose a topic a brainstorm
similarities/differences. See p. 273
Choosing an Organization
• Point by point: discuss each point of
similarity or difference between your two
subjects before going on to the next point.
See p. 274
• Individual points: discuss each subject
separately indicating both similarities and
differences
• Review checklist: 279-280
Homework
• Compose a Comparison/Contrast essay draft
(500-700 words) on a subject of your
choosing. Have this ready by next class to
discuss.
• Complete reader response sections on Kristof
& Sapra in journal: questions 1 & 2 of
corresponding sections.
Classification
Page 316
Breaking a subject into categories by sorting
them into groups
Step1: Divide your subject into appropriate
categories
Step2: Examine important attributes
Step 3: Organizing ideas
Organization of Essay
p. 319
• Introduction: This should tell the reader what
you are classifying and why and also explain
your system.
review past essays
• Body: Choose the significant characteristics to
categorize.
Example: Three types of parents: The
overachievers, the “I’m never there,” and the
“my kid can do no wrong” parents.
• Conclusion: Review your discussion, bring
essay to close
• Review Checklist, p. 326
• Discuss student example, p. 328
• Brainstorm ideas & begin drafting
Formal Essay 2
• The Classification
ASSIGNMENT:
Choose a topic you can classify into three
parts(restaurants, movies, cars, music, pets,
occupations, etc.) and use strategies of
descriptive writing to make your paper clear
and detailed. 500-700 words.
Bring in draft to next class!
Writing to Explain Causes & Effects
Chapter 11, p. 451
Causes: Reasons why something occurs (the action)
Effects: The result or consequence of the action
Because Mary didn’t study, she failed the test.
Cause-Effect Examples
• Why does the cost of attending college seem
to increase?
• Why does the freshmen failure rate at
universities increase each year?
• What causes low morale in the workplace?
• What are the effects of rudeness at work?
Rhetorical Considerations
• Audience: Who would be likely to accept your
claims?
• Purpose: To convince readers that a cause-effect
relationship exists.
• Voice/Point of View: What are your attitudes
toward the topic and audience? How will you
convey this attitude?
• Context: What is the most effective way to present
your information?
Organizing the Cause-Effect Paper
Options for organizing the paper p. 455:
1. Identify an effect & determine its causes
2. Identify a cause & determine its effects
3. Determine a series of causes & effects
Activity
• Brainstorm some ideas for a topic.
• Complete a clustering or mapping activity
in which you branch relationships among
your topic.
• Prepare a brief outline highlighting the
organizational pattern that would work
best for your topic..
• Introduction strategies—Remember to grab
the reader’s attention!
You can do one of the following:
– Vividly portray how/why the topic is important
Picture this: It is midnight and your car just broke
down. You are in the middle of nowhere and you
have no idea where the nearest service station is.
What do you do? How will you get help? Thanks
to technology and the invention of the cellular
phone problems such as this are rare.
– Make a statement that suggests the unexpected
– Examine a surprising causal relationship
• Essay Body: Choose the strategy that suits
your topic
• Conclusion: Reinforce the connections
between the causes/effects. Bring closure to
your discussion.
Revising
•
•
•
•
Put aside your draft for a day or two
Is the thesis clear?
Will the reader be interested?
Are all explanations
and connections clearly defined?
Editing & Polishing
•
•
•
The final stage in perfecting the essay
Review grammar, sentence structure,
punctuation, etc.
Make minor changes
• Activity: Review Varian essay on page 500
and discuss.
Writing Scenarios
Issues which you feel need
to be addressed:
• Community (pollution, speeding laws)
• Campus (tuition, parking)
• Political (employment, healthcare)
• Educational (class size reduction, uniforms)
• Media (violence on TV, news ethics)
• Occupational (dangers in the workplace)
Formal Essay 3
• Discuss some type of problematic issue in
society and its causes/effect. You must cite
two outside sources to solidify your
discussion. The essay must be 700-1000
words and include a works cited page. Draft
due next class and final due next Wednesday.
Using Research in Writing
• Unless your paper is exclusively focused on
your personal experiences, you will usually
need to include information gained from
outside research. This strengthens your piece.
• Statistical data
• Expert testimony (interviews)
• Examples
The Body
Provide all of the information you want your
readers to know. Present data (details,
quotations, graphs, charts, etc.)
The Conclusion
This ties your paper together and brings closure
– Summarize your main points
– Explain the subject’s most critical part
– Outline/review the most important aspects
DO NOT INTRODUCE NEW
MATERIAL!
MLA Documentation
• Whenever you use information from a source
and put it in your paper, you must give credit
to that source: PARENTHETICAL
DOCUMENTATION
Citation formats must provide enough
information for the reader to locate
1. the source in your works cited page
2. the place in the source where the borrowed
material appears
Ways to document your sources
1. Provide the author’s last name & page
number (Jones 220).
2. Provide the author’s name in the text and
page in parenthesis. According to Bob
Jones….. (220).
3. If work doesn’t have an author, list the title
of the work (“The Dangers of Plagiarism”).
Works Cited Page
• Whenever you use a source of information you
must provide a works cited page which provides
details about your source. The type of source
you have will determine the formula you will
follow for your works cited page.
• Citation Machine is helpful.
• Review page 713 in text.
• Final formal essay due Wednesday!
Using Strategies for Argument
Chapter 12, P. 513
The Academic Argument
• To debate about an issue
• The means of persuasion
• To convince others to accept
your point of view—or at least understand it
Rhetorical Appeals
Appeal: a means of convincing your audience
to agree with your argument
1. Logical Appeals: Solid reasoning & appropriate
evidence (statistics, testimony)
2. Ethical Appeals: Communicating you are
credible, fair (present both sides), &
knowledgeable (give credentials)
3. Emotional Appeals: Using emotion to help
readers connect to your ideas
Effective Arguments combine all
rhetorical appeals:
Message (Logos)
Audience
(Pathos)
Writer (Ethos)
Approaches to Argument
1. Classical Strategy (Aristotle’s): Known as the
deductive way to reason. You state your
claim and support it.
• Introduction
• Main claim
• Evidence
• Present other perspectives
• Conclusion
or the Inductive approach: Presenting reasons
and evidence first then draw your conclusion
(your main claim). Page 520
Introduction: gain attention of audience
& establish credibility
Narration: explain issue and why it
should be important to your readers
Confirmation: Main body of argument–
Provide evidence to support claim
Refutation: The counterargument considering
opposing viewpoints
Conclusion: Summarize your argument and
possibly call for action
2. Toulmin Strategy: Provide the claim (thesis)
and give your data (the because supporting
the claim) p. 523
Three components:
1. Claim: the conclusion/point you will argue
2. Data: reasons to support your claim
(because statements)
3. Warrant: connection between the claim &
data
3. Rogerian Strategies: negotiating differences
and cooperating to reach a resolution
acceptable to both parties p. 528
Components:
• Introduction: description of issue in positive
tone and invitation for others to help
develop a solution
• Summary of opposing views (be neutral)
• Statement of understanding
• Statement of writer’s position
• Statement of context & benefit
Flaws in Arguments p. 524
logical fallacies (flaws in reasoning):
Appealing to
• irrational fears (swine flu)
• Pity: If I get another speeding ticket, I’ll loose my
license.
• Preexisting Prejudice: positive or negative
(American flag bumper sticker supporting a car
dealership)
• Tradition: “We’ve always done it this way”
• Bandwagon: “Everyone else is doing it.”
• Attacking opponent’s character(ad hominem)
an attempt to distract from the logic of a
case
• Attributing false causes (post hoc, ergo
propter hoc) — “After this, therefore because
of this”
• Begging the question (circular reasoning):
My friend would never cheat because he is an
honest person.
• Overgeneralization: Reaching a conclusion
with insufficient evidence (stereotyping)
• Red Herring / Non Sequiter: Introducing
irrelevant material to divert attention to
issue
The Research Paper
• Choose a controversial issue in society today
and defend your position on that issue.
• 2000-2500 words (approximately 6-8 pages)
• Cite/document a minimum of 7 sources.
• Mix your sources and
techniques (paraphrase,
direct quotations,
summarize).
• Follow MLA format
The paper must include the following:
–Cover sheet
–Outline
–Research (6-8 pages)
–Works cited page
Note: Your handbook reviews
Research techniques on pages
82-135
STEP 1: Choosing a Topic
Let your purpose guide your
research & let your interests guide
your choice of a topic.
Topics to Avoid
* Those based entirely on personal opinion -these can’t be supported by library research.
* Those fully explained in a single source
* Those that are brand new--can’t find
sufficient material
* Those that are overly broad--limit your topic.
STEP 2: Assembling a Working Bibliography
• Once you have your topic, you need to see if
you can find enough resources you will need
to complete the project (library activity).
• Make sure to copy down all appropriate
bibliographical info. of sources you will use
• Note: Upon your initial search for sources,
you may need to adjust the scope and
emphasis of your topic
• Save the last 15 pages of your journal to jot down
notes from the sources.
• Use separate pages for
EACH source.
• At the top of the page, write out the bibliography
of the source.
• Skip a line and then jot down notes from source.
• If applicable, place the author’s name and pg. at
the bottom of the paper.
Types of notes
• Summary: Condenses material, presents core
ideas in YOUR OWN WORDS!
• Paraphrase: Restates material in your own
words without condensing it.
• Direct Quotation: A direct copy of original
material. Make sure to use “ “ when copying in
your journal.
STEP 3: Organizing / Outlining
• See formal outline structure (22-24).
1. Determine main divisions of paper.
2. Determine if further subdivisions are
needed.
3. Develop outline
Topic outline: presents short phrases &
clauses
Sentence Outline: presents complete
sentences/ more detail
STEP 4: Writing the First Draft
– Plan your thesis - Reveal your
main idea/organizational plan
in your introductory section.
– Stick to your outline and use
transitions to connect your
ideas.
Rubric
• Library activity:
5 points
• Research Journal
(5 sources & notes from those sources):
10 points
• Final outline (attached to final paper):
5 points
• The research portion of paper:
– method of argumentation
– Use of sources and documentation
– Organization of material
– Format
– grammar/mechanics
20 points
20 points
10 points
10 points
10 points
• The works cited page:
10 points
TOTAL POINTS
100
Using Research
• When conducting research, it is imperative to
use the most relevant and reliable sources in
your writing.
• Effective research can be conducted
– Library catalogues
– Online databases
– Reference books/online sites
– Academic Journals
– Newspapers/Magazines
BE CAREFUL!
• Blogs
• Wikipedia
• Outlets Sensationalizing Information
(advertisements, web sites, etc.)
• Outdated resources
Primary vs. Secondary Sources
• PRIMARY SOURCE: firsthand accounts
(letters, speeches, eyewitness reports)
• SECONDARY SOURCES: report and analyze
information drawn from other sources
(historian’s account of a battle, a reporter’s
summary of a controversial issue).
Evaluating Web Sites-
Not all sources are worthwhile or relevant to
your subject. You must evaluate them with a
critical eye!
Questions to ask when evaluating
sources:
• Who is the author—is he/she an expert?
• What is the suffix at the end of the web
address?
• What is the purpose of the site?
• How professional is the tone?
• Is the date of publication recent?
• What kinds of links does the site provide?
Types of Sites
•
•
•
•
Scholarly: Suffixes edu and org
Informational: Suffixes edu, org, gov, com
Advocacy: Suffix org
Commercial: Suffix com
Gathering Information From Sources
• When gathering information, you must keep
accurate records of what your sources say and
synthesize this information appropriately.
– Summary
– Paraphrase
– Direct Quotations
NOTE: All require source citations!
Quotations
Using another author’s exact words
– Use when the exact words are important
– Use when you are analyzing primary sources
– Use when you take issue with the author’s
statement or he/she seems especially
authoritative
ENCLOSE IN YOUR TEXT IF THE QUOTATION IS
SHORTER THAN FIVE LINES. IF LONGER, SET
APART FROM THE REST OF THE TEXT.
Paraphrase
• When you put someone else’s ideas into your
own words & sentence structure
• You must credit the source even though you
are using your own words—you are still
borrowing the source’s ideas.
Summaries
• Condensing the material
by another author into a
briefer form.
• Most useful when you want
to record the gist of an author’s
idea without the background evidence.
Punctuation
• Ellipses . . . If you want to condense a lengthy
quotation place an ellipsis in place of the
omitted words.
• Brackets [ ] If you find something within a
quotation is not clear and you need to add
information so your readers will understand it
better, use brackets.
MLA Style Citations
• Every source cited within the body of the paper
must appear in the works-cited list.
• The in-text citations work in conjunction with the
list of works cited to provide readers detailed
information about the sources.
Using Visuals in Your Paper
Visuals should be used to enhance the process
of communication and should follow specific
principals:
• PROXIMITY
– Utilizing space and order between and around
text (using borders, columns, colors, etc.)
• CONTRAST
– Using coloring, highlighting, underlining, etc. to
make important points stick out from the text.
• ALIGNMENT
 Utilizing placement of the text: justifying margins,
centering, blocking text, etc.
• REPITITION/CONSISTENCY
• Using similar functions, fonts, headings, etc. when listing
information. Notice how this page is inconsistent with the
bullets and coloring of text.
Using Graphics
Photographs, charts, diagrams, cartoons, etc.
To achieve consistency you need to consider
– What you want to accomplish
– The overall look of the image
– How the graphic will work with text
– How you should introduce the graphic
Tables: Organizes info. in columns/rows
Graphs: Presents numerical info. (usually to
compare info. Or show changes)
Charts: Shows relationships among different
items (pie and flow)
Photographs: Used to portray vivid detail
Drawings: Helps readers visualize a subject
Diagrams: Explain the arrangement &
relationships among parts of a system
Maps: Presents geographical info.
Cartoons: Often used with satire
Always consider
• Your purpose—the visual must serve a
purpose (a reason) and be useful
• Your audience—do readers need the visual to
better understand the material?
Sample Research Paper
p. 725
• Use MLA style—not APA
• Follow format EXACTLY as shown in text.
• Provide a works cited page as the last page of
your paper. See example, page 732.
PLAGIARISM
• Using language and/or sentence structures
that are too close to the original. Plagiarism
is considered cheating!
• Reminder: ALWAYS credit your source of
information, even if the idea is put into your
own words.
Making Effective Oral Presentations
Oral presentations are rhetorical acts. Ask yourself
• What do I want to accomplish?
• Who is my audience &
what do I want them to know?
• What kind of visuals will
be most effective?
Developing the Presentation
Organization
Introduction:
Attention grabbing!
Overview of main points:
Forecast the main topics you will cover
Provide evidence:
Support each of your claims—this helps your
credibility
Point back:
Repeat your main point so
listeners can understand your
purpose.
Visual aids:
These should complement your discussion.
PowerPoint slides should outline your main
points.
Conclusion:
Summarize & emphasize your main points
Ineffective PowerPoint Presentation
• Using small type & too much info. on one slide
• Merely reading the slides without adding new
information or examples
• Using the same effects, colors, or pictures in
every slide
Make sure to do the following:
• Be clear, upbeat & energetic—don’t bore us!
• Speak to the group! Don’t turn your back on
your audience.
• Practice in front of a mirror.
Revised schedule
Week 12 (Monday):
• Turn in research papers
• Notes: How to prepare for oral presentation
• Review for punctuation quiz
(Wednesday)
• Punctuation Quiz
Week 13, 11/14 (Monday)
• Review research papers (returned)
• Grammar: Proper Usage
• Q & A for oral presentations—begin next
class!
(Wednesday)
• Oral Presentations
Week 14, 11/21 (Monday)
• Finalize Oral presentations
• Off on Wednesday!
Week 15
• Course Review (for Final Exam)
• Notes: How to respond to an essay question
• Review journal entries—to be turned in
during exam!
• Week 16:
FINAL EXAM!

In college, essay exams are common in
various classes: English, History,
Humanities, etc.

These can be stressful because you do not
have much time to figure out what you
want to say and to revise it. You also can’t
get immediate feedback from your
instructor.
Strategies
• Be prepared! Understand the information the
exam will cover.
• Be able to relate the information to other
topics discussed in class.
• Analyze the questions
you are asked to address
and stay focused on the
topic! (Don’t “BS” your
way through).
• Try to predict what the instructor will ask.
• BREATHE! Do not stress yourself out. Remind
yourself you are prepared.
• Instructors don’t expect you
to remember every detail & fact,
but make sure you understand main
concepts and relate them to other ideas.

Reading strategy: Annotate what you
read/list main points and jot down comments
or questions in the margins. Develop ideas
and positions about the topic.
History class: Discuss events that led up to
the second Iraq war.
Determine what the prompt is asking you to do!
• Analyze: to explain how the parts make up the
whole.
• Evaluate: Make a judgment or critique
• Compare/Contrast: Show similarities and
differences of concepts
Note the amount of time given
• If you have 30 minutes,
your response will have to
be condensed but provide
ample detail to provide a
good response.
• If you have 90 minutes, take a few minutes to
brainstorm ideas and outline your method of
organization. This will keep you focused.
1. State your position
 Provide first piece of evidence connecting it to the
main point
 Provide second piece of evidence
 Provide third
2. Briefly outline objections to main point &
explain why those objections are incorrect
3. Summarize your position and restate your
main points.

You make evaluations—judgments based on a
certain criteria—every day.
 Professional Life: A boss evaluating the
performance of an employee
 Civic Life: Voting on candidates, laws, etc.
 Personal Life: emailing a friend about your
choice of restaurant, movie, book, etc.


What are the rules? Evaluate the rules of the
communal setting in which you live or lived in
at one time.
Evaluate a cultural subject: Examine a
cultural subject you have a personal
connection to and evaluate it based on the
criteria you set.
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Audience: In addition to the instructor,
consider whether your audience will agree
with you. Do you need to convince them?
Purpose: Evaluate the subject & set criteria
Tone & Point of View: Use this to establish
credibility so readers will believe you
Context: Consider the most effective way to
present your evaluation
Focus on the outcome. You want to make a
reasoned, thoughtful and justifiable
judgment.
 A. Outline the criteria on
which you will base your
evaluations
 B. Explain how the subject fits the criteria.
Make it clearly defined and explained
 Make comparisons
(How do McDonald’s fries
compare to Burger King’s?)
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Provide Evidence supporting your claims
(testimony, statistics, details)
Clearly stated judgment (make your readers
understand how you arrived to your conclusions)
IN YOUR NOTEBOOK:
 Brainstorm a topic you may want to
evaluate—see page 289 in text
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Produce a list constructing and supporting
criteria—see page 290
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Explore your ideas with research- see page
291 (come up with two sources of research)
1.
Inductive Approach:
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2.
Discuss the subject you are evaluating
Explain the strengths/weaknesses
Explain how your subject fulfills criteria
Deductive Approach
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Begin with conclusion you have reached
(thesis)
Explain how you reached the conclusion
I. Introduction: Grab the reader’s attention!
Potential Methods:
 Explain why you are making the evaluation
 Indicate your conclusion at the beginning
 Set the scene for the evaluation by describing
your subject
II.
Body: Use the inductive or deductive
approach
III. Conclusion: Make sure your evaluation is
clearly stated. Your ultimate conclusion is
your thesis statement (main point) but
also summarize how each piece of
evidence supports your main point.
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Set the draft aside for a day or two—return
with fresh eyes
Do you have the following:
 Full explanation of criteria
 Effective research or reasoning
 Clearly defined terms readers
might not know
The final phase before you publish your final
work—check the following:
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Sentence structure
Grammar/mechanics
Punctuation
Spelling
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Compose a draft of an evaluation from one
of the writing scenarios
500-700 words, typed
We will peer edit during next class
You do not need to include a works cited
page—yet!