Using the Writing Process to
Compose A+ Essays
Notes based on Ch. 3 & 4 in Focus textbook
Use with Study Guide for Test #1
What’s your
point?
Have you ever listened to a
friend ramble on and thought to
yourself, “does this person have
a point to make?”
It can be difficult to understand
a person if you can’t understand
the point they are trying to
make.
. . . and then he said he
would call, but I work on
Mondays and I hate
Mondays, and plus it’s the
summertime and I prefer the
winter and . . .
What’s your
support?
Likewise, have you ever heard someone
make a broad statement and then fail to
back it up with any specific evidence?
Why is your boss so great?
Why is New Jersey the greatest state?
How are dogs better pets than cats?
It’s hard to believe or agree with
someone’s point if they don’t provide
evidence to support it.
I have the best boss!
New Jersey is the greatest state.
Dogs are better pets than cats.
Our job as writers . . .
1. To make a clear point.
2. To back up our point with specific details.
What is an essay?
• An essay is a group of
paragraphs about one subject.
• An essay is like a paragraph in
longer, fuller form: Both have
an introduction, a body, and a
conclusion. Both explain one
main idea with details, facts,
and examples.
• An essay is not just a padded
paragraph, however. An essay
is longer because it contains
more ideas.
Typical Essay Structure
Introductory
Paragraph
• Capture readers’ attention (“Hook”)
• Provide background info
• State THESIS = Main idea
First Body
Paragraph
• Topic sentence (1st point of thesis)
• Major/minor supporting details
Second Body
Paragraph
• Topic sentence (2nd point of thesis)
• Major/minor supporting details
Third Body
Paragraph
• Topic sentence (3rd point of thesis)
• Major/minor supporting details
Conclusion
Paragraph
• Summarize thesis and main supporting points
• Provide additional insight on topic
Types of Professors
I was day-dreaming in my English class one day about the various types of professors I’ve
had since I started at Salem Community College. Some of my professors have been down-right
boring, whereas others have been really lively and interesting. Some have also been easy graders,
while others have been so tough,that I had to study around the clock just to get a “C” in their class.
When it comes down to it, I can basically categorize all the professors I’ve had at SCC into the
following types: those who give easy A’s, those who are challenging, and those who are
impossible to please.
First of all, I’ve had several professors who give easy-A’s. For instance, during my first
semester here at SCC, I took Math 092 with Professor Smith. He was so laid back and carefree that
he barely taught his classes. He would lecture for five, ten minutes maybe, and then let his whole
class leave early. Mr. Smith rarely assigned homework, and when he did, he never collected it or
checked it the next day. Then, on test days, Mr. Smith would give us most of the answers. Acing his
course was so easy. I also had another easy professor during my first semester: Dr. Allen. I took Dr.
Allen’s sociology class and just as long as I participated in class discussions, I was guaranteed an A.
The second kind of professor that I’ve encountered at SCC is the challenging type.
Challenging professors are the ones who make students do a lot of work both in and out of the
classroom. I had one particularly challenging professor last spring. Her name is Mrs. Lee and she
teaches biology. Professor Lee expects all of her students to read at least three chapters of the
textbook every night and she gives quizzes every other class session. Even though I didn’t like all
the work I had to do in Mrs. Lee’s class, I can say that I learned a ton from her. Actually, I learned so
much in Mrs. Lee’s biology class that the anatomy and physiology class I am taking this semester
seems easy.
In addition to professors who give easy-A’s and those who are challenging, there is a third
kind of professors that I’ve encountered here at SCC, and they are the ones who are impossible to
please. One such professor, Dr. Jones, teaches history. I took Dr. Jones’s class last semester and it
was beyond hard. One of Dr. Jones’s requirements is to write a fifteen-page paper on the American
Revolution. I worked on that assignment for three weeks, and when I finished, my paper was
seventeen pages long; however, I only earned a C-. In addition, the final exam in Dr. Jones’s class
was the hardest test I’ve ever taken; it included over 150 multiple-choice questions and three short
essay questions. Despite the fact I studied for this final exam for really hard, I only got a 78%.
I know I haven’t taken every professor here at SCC, but I am willing to bet that they can all
be categorized into the groups I mentioned above. Regardless of which types of professors I have
this year or next, I know they will all help me get one step closer to graduation.
Thesis
Topic
Sentences
Transitions
Conclusion
Parts of an essay
• Title
• Introduction with a clear thesis statement
• Body paragraphs where supporting
information/evidence is explained (Note: Each body
paragraph should begin with a clear topic sentence)
• Transitional words and phrases
• Conclusion
See “Becoming Chinese American”
on pages 63-64 for another example
Another Sample Essay
See “The Dangers
of Social
Networking” by
Amber Ransom
(student essay) on
pp. 6-7
Using the writing process to
write A+ essays
Step
1:
Plan
Step
2:
Organize
Step
3:
Write a
First Draft
Step
4:
Revise &
TEST
Step
5
Proofread
& Edit
Step 1: Planning
Understand the assignment
• Read assignment instructions carefully
• Consider your purpose and audience
• Narrow general instructions into topic/focus
for your essay
What can Americans
do to improve the
environment?
Three things Americans
can do to improve the
environment include . . .
Step 1: Planning
Generate Ideas
• Know your topic . . . really well.
• Know what point you want to make about
your topic. (This will become your thesis.)
– Keep in mind your purpose for writing and
who your audience is.
• Think of ways to support your point.
– Reading about your topic, freewriting,
journaling, brainstorming , and creating
cluster maps are all good techniques
for generating ideas.
Step 1: Generating Ideas
Let’s practice . . .
Let’s say our topic is childhood
obesity. There are a lot of questions
we have to consider before we can
begin drafting our paragraph:
• What general point do I want to
make about childhood obesity?
• What is my purpose for writing
this essay?
• Who is my audience? That is,
who will be reading my essay?
• What details (evidence) do I
have to support my point?
Step 1: Generating Ideas
Let’s practice . . .
• What general point do I want to
make about childhood obesity?
Childhood obesity is a serious
problem in America.
• What is my purpose for writing this
essay? To inform my readers of the
reasons why childhood obesity is
such a big problem.
• Who is my audience? That is, who
will be reading my paragraph? My
professor, classmates, friends,
maybe parents.
• What details (evidence) do I have to
support my point? The ideas I
generate from brainstorming.
Brainstorming:
high obesity rates in children . . .
affects them socially . . .
bullying . . .
low self-esteem . . .
may have long-term health effects . . .
diabetes, heart disease . . .
obese children may not live as long . . .
Step 2: Organizing Ideas
Let’s practice . . .
Childhood obesity is a serious
problem.
High rates
(1 out of 3 kids)
Can cause social
problems
Can lead to longterm health
problems
Step 2: Organizing ideas in a map
Let’s practice . . .
Main idea = Thesis
Childhood obesity is a serious
problem in America.
Major supporting details
High rates
Can cause social
problems
Can cause long-term
health problems
Minor supporting details
CDC says rates have
tripled in 20 yrs.
Kids are bullied in
school
Heart disease,
diabetes
1 out of 3 kids
considered OW or
obese
Kids don’t participate
in sports/make less
friends
Shorter life
expectancy
Or you can create an outline
• See page 83 in your textbook for an example
of a formal outline for an essay.
Thesis: ______________
I.
First body paragraph
A. Supporting details
B. More supporting details
II. Second body paragraph
A. Supporting details
B. More supporting details
III. Third body paragraph
A. Supporting details
B. More supporting details
IV. Conclusion
Step 3: Writing a first draft (the rough draft)
You can then use the map or outline
you created to draft the essay.
Essentially, your map (or outline) is
the skeleton of your essay.
See how the outline on page 83
was turned into a first draft of an
essay on pages 85-86
Step 3: Drafting
(writing the rough draft)
Start by drafting the thesis statement
TOPIC
+
MY MAIN
POINT
=
THESIS
STATEMENT
Childhood obesity + it’s a serious problem = Childhood
obesity is
a serious problem.
Childhood obesity is currently a serious problem
in America with dire consequences.
List phrases: several reasons . . . various factors . . . a number
of effects . . . a variety of advantages/disadvantages
Tips for writing your thesis statement
• Your thesis is your main point of your essay.
• Your thesis should be a single, clear, and complete
sentence that states your topic and your position on
your topic.
– Example: Playing on a college sports team has many
advantages but also several drawbacks.
• Your thesis cannot be a question.
• Your thesis should not be a statement of fact (has
nowhere to go).
• Your thesis should not be too vague.
• Your thesis should not be an announcement.
– Example: In this essay, I will discuss the advantages and
disadvantages of playing sports in college.
Practice with thesis statements
• Read pages 74-76 for tips on writing effective thesis
statements. Pay close attention to the FYI box
“Evaluating Your Thesis Statement” on page 75.
• Complete Practice 3-6 and 3-7 on pages 76-77 and
label the example thesis statements as either:
F = Statement of fact (ineffective)
A = Announcement (ineffective)
VS = Vague statement (ineffective)
ET = Effective thesis (Yay!)
Drafting Introductory Paragraphs
1. “Hook”
reader—
capture
reader’s
attention
2. Provide
background
information on
your topic
3. State your
thesis
Did you know that a common plant is
considered illegal in America? The
marijuana plant is grown, dried, and
smoked by many, yet this plant is
considered an illegal drug. However,
marijuana is not as dangerous or addictive
as alcohol and tobacco, which are legal
drugs. It costs the United States millions of
dollars to prosecute and detain people
who grow and possess marijuana when
the government could instead make
money by taxing the substance. The
argument for the legalization of marijuana
is a strong one and all Americans should
support a law that would take this action.
Techniques for Writing “Hooks” for
Introductory Paragraphs
Ask a
provocative
question
What would you do if you were sound asleep
and woke to find a burglar in your bedroom?
State a
startling fact
or statistic
Every seven minutes someone dies from
alcoholism.
Begin with a
story or
example
It was 7:00am on March 1st when I went into
labor with my first child. I was only sixteen years
old and terrified of becoming a parent. . . .
Use a
quotation
Gandhi famously said, “if everyone lived by the
premise of an eye for an eye, then the world would
be blind.”
Drafting Body Paragraphs
• The body paragraphs of your essay is where you will provide
evidence to support your thesis.
• You may choose to include any of the following types of evidence in
your body paragraphs: facts, reasons, examples, definitions,
descriptions, effects, and statistics and direct quotations from
source material.
• Each body paragraph must begin with a clear topic sentence that
supports the thesis.
– Example: The first advantage of playing sports in college is the
opportunity for scholarships. (This paragraph would then detail—
provide evidence—how an opportunity for scholarships can be an
advantage.)
• Often, writers like to begin their body paragraph topic sentences
with transition words and phrases:
– First of all, . . .
– In addition, . . .
– A second consideration is . . .
In the first place, . . .
Another reason why . . .
A final example of . . . is . . .
R.E.N.N.S. = adding more specific
details to your writing
• REASONS: Why? What specific reasons support your main idea?
• EXAMPLES: Think of specific examples from your own life or a friend’s
life. Personal examples can provide strong support to your main idea.
• NAMES: Instead of writing general terms like “stores,” be specific and
name specific stores (e.g. “Best Buy,” “Acme,” “Lowes”)
• NUMBERS: Include specific numbers whenever possible. For instance,
instead of writing, “My low G.P.A.” be specific and write, “My 1.5
G.P.A.”
• SENSES: Try to appeal to your readers’ senses by describing in detail
how something looks, feels, smells like or sounds like. For example,
“My messy room has so many clothes scattered on the floor that I
can’t even see my carpet and it smells of three-day old sweat socks.”
General vs. Specific
• EXAMPLES
• General: I like all types of soda.
• Specific: I like Pepsi, Coke and Mountain Dew.
• General: I had problems in that course.
• Specific: I couldn’t understand my math instructor’s accent and I fell
behind on my homework assignments.
• General: My friends like to hang out on the weekends.
• Specific: My friends Tony and John like to get together on Friday
and Saturday nights to play X-Box games like “Call of Duty.”
B.S.!
Be Specific!
Adding Transitions
When writing your rough draft, use transition words and phrases to connect
your major supporting details.
Addition words are especially helpful transitions when you are
listing details to support your topic sentences:
one, first (of all), for one thing, to begin with, another, also,
second, in addition, next, moreover, last of all, finally
The last time you were at a mall or shopping center, did you notice
an increased amount of overweight and obese children? Childhood
obesity is currently a serious problem in America with dire consequences.
For one thing, the number of children who are considered
overweight or obese has dramatically risen in recent years. In fact, the
Center for Disease Control has reported that the rate of childhood obesity
has tripled in the last twenty years and now a whopping one-out-ofevery-three children is considered overweight or obese. Moreover . . .
Writing Your Concluding Paragraph
• The final, concluding paragraph of your essay has
two functions: (1) it should emphasize your thesis
statement, and (2) it should draw your essay to a
close.
• Here are a few effective ways to write a conclusion:
1. Restate your thesis (in different words)
2. Summarize your main points
3. Look ahead—consider consequences or outcomes in
the future
4. Suggest a new direction for future thought or action
Drafting Your Title
Your title should identify the topic of your essay in an
interesting way. You want to capture your reader’s
attention with your title.
Here are some tips for writing titles:
1. Write a question that your essay answers
Why Change Minimum Wage?
2. Use key words that appear in your thesis statement
Reasons College Students Drop Out
3. Tie your title into your introduction or conclusion
paragraph
4. Brainstorm! Write 3 or 4 titles and ask your friends
which one they like best.
Four suggestions for drafting an essay:
1. Stay focused on your thesis
statement (revise it, if necessary)
2. Stay organized—look at your
outline or map as you write
3. You don’t have to write
paragraphs in order
4. Leave time between your drafts
5. Think of drafting as a chance to
experiment
6. Focus on ideas, not correctness
7. Be prepared to make major
changes
Step 4: Revising
What is revising?
Revising is making decisions about how you want to improve your
writing. When you revise, you’re picking places where your writing
could be more clear, more interesting, more informative and more
convincing.
The TEST Method of Revising
•THESIS STATEMENT: Does your thesis statement clearly state your main idea?
•EVIDENCE: Do you need to add more evidence in the body paragraphs and
delete some irrelevant details?
•SUMMARY STATEMENT: Does your conclusions include a summary statement
that sums up the idea expressed in your thesis statement?
•TRANSITIONS: Do you have enough transition words and phrases to effectively
connect your ideas?
Revising your first draft
• Read your first draft slowly and carefully to yourself.
• Underline trouble spots, draw arrows, and write in the
margins to straighten out problems.
• Here are some questions to keep in mind as you revise:
 Is my thesis statement clear?
 Does the body of the essay fully support my thesis statement?
 Does the essay have unity; does every paragraph relate to the
thesis statement?
 Does the essay have coherence; do the paragraphs follow a
logical order?
 Are my topic sentences clear?
 Does each paragraph provide good details, well-chosen
examples, and so on?
 Is the language exact, concise, and fresh?
 Are my sentences varied in length and type?
 Does the essay conclude, not just leave off?
Revised Sample
• See pages 91-92 to see how the
“Going Back to School” essay was
revised.
• See the final draft of this essay on
pages 96-97 with evidence of TEST
Step 5: Proofreading & Editing
•PROOFREAD! It is often helpful to read your writing
backwards (that is, last sentence first) in order to
catch any mistakes.
•Also, try reading your writing out loud – does it
sound clear?
•Your point will be lost if your writing is full of
spelling, grammar and mechanical errors.
See editing checklist
on pages 92-93
Step
1:
The Writing Process
Let’s Review
Plan
Step
2:
Organize
Step
3:
Write a
First Draft
Step
4:
Revise &
TEST
Step
5
Step 1:
Decide on your point and generate supporting details
Step 2:
Organize your ideas
Step 3:
Draft your thesis statement; draft your supporting (body) paragraphs
—use transitions to connect details
Step 4:
Reconsider your writing—what could be changed to improve it?
Step 5:
Find and fix any mistakes in spelling, grammar, and mechanics
Proofread
& Edit
Practice
Complete for homework
• Complete the essay
“Preparing for a Job
Interview” on pages
99-100
• Must be typed in
Google Docs and
correctly formatted
(see page 95 and your
green syllabus for
format samples)
• Be sure to carefully
proofread and edit
your writing