1. education
2. teaching and classroom resources
3. lesson plans

Name ______________________________________
Period _______
Teacher Guide Part II: Practicing the Basics
It can be difficult finding a writing program that truly gives students enough time to practice
each necessary skill in the writing process. After preparation, students must practice and
practice (and practice!) the skills of good writing, as well as learn to recognize and evaluate
the elements of both good and bad writing. This section is designed to give adequate
practice on each of the elements of writing, in order to give numerous opportunities for
students to apply the terms and concepts learned in the previous section.
Throughout the process of Part II: Practicing the Basics, don’t worry so much about
grading each worksheet. You may want to be sure students have done the assigned work,
(i.e. credit/no credit) but this process should be viewed as a work in progress, rather than an
end result. Take some time to add comments such as “Interesting!” “Great idea!” “Unique!”
“Excellent!” “That works!” or “Too vague,” or “Try again.”
Additionally, have your students share their responses orally as much as possible in class.
It is crucial to create a safe environment to share ideas. Also, by having students share their
work and discuss their own and others’ work, it helps them to become more familiar with the
essay terminology, and what works and what doesn’t. This will help them become better
editors and ultimately, better writers, in the process.
The Part II: Practicing the Basics section of this guide will take approximately 6-8 days to
complete (depending upon the level of your students).
Day One:
1. Review elements of the essay as needed (have students refer to their notes on Essay
Writing Terms and General Essay Structure).
2. Work on Writing Effective Titles (p.36). As a class, complete one or two examples
together. Have students finish the worksheet, either individually or in small groups,
depending on your students. Once students have completed their worksheet, share
answers as a class.
3. Work on Writing Grabbers (p.37). As a class, complete one or two examples
together. Have students finish the worksheet, either individually or in small groups,
depending on your students. Have students share their best grabbers as a class.
Discuss which ones worked and which didn’t, and why. Be sure that students keep
their grabbers “short and sweet” for the most part—preferably only one sentence. Once
they become better writers, they will be able to expand their skills to one longer
sentence or possibly a few sentences. If students need more time to finish, they can
complete the work at home, and then be sure to make time tomorrow to discuss and
share answers as a class. (HINT: Be sure to check students’ work for completion as
they walk in the door, giving them credit or no credit for completion! Since you are
discussing in class, you don’t want students to get the idea that they can just wait until
the class discussion to get their work done, filling in answers as you discuss them.)
Day Two:
1. Work on Writing Focus Statements (pp.39-40). As a class, complete one or two
examples together. Have students finish the worksheet, either individually or in small
groups, depending on your students. Once students have completed their worksheet,
share answers as a class.
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Essay Architect™ Writing System
Name ______________________________________
2.
Period _______
Review and discuss Recognizing Thesis Statements (pp.41-44). As a class,
complete one or two examples together. Have students finish the worksheet for
homework.
Day Three:
1. Review and discuss students’ answers for Recognizing Thesis Statements.
2. Work on Types of Thesis Statements (p.45-47). Review and discuss, then have
students keep this reference handout in their Writer’s Notebooks.
3. Work on Writing “Better” Thesis Statements worksheet (pp.48-50). As a class,
complete one or two examples together. Have students finish the worksheet, either
individually or in small groups, depending on your students. Once students have
completed their worksheet, share answers as a class.
Day Four:
1. Work on Writing Topic Sentences (p.51-52). As a class, complete one or two
examples together. Have students finish the worksheet, either individually or in small
groups, depending on your students. Once students have completed their worksheet,
share answers as a class.
Day Five:
1. Work on Writing Powerful Challenges (p.53-54). As a class, complete one or two
examples together. Have students finish the worksheet, either individually or in small
groups, depending on your students. Once students have completed their worksheet,
share answers as a class.
Day Six:
1. Work on Using Appropriate Tone (pp.55-57). As a class, complete one or two
examples together. Have students finish the worksheet, either individually or in small
groups, depending on your students. Once students have completed their worksheet,
share answers as a class.
2. Work on Writing With Purpose (pp. 58-59). As a class, complete one or two examples
together. Have students finish the worksheet for homework.
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing Effective Titles
What is one of the very first things you notice on the page when you read an essay? The
title, of course! A title is the name of your essay, and should be what first captivates the
reader. Before we get into practicing writing some effective titles, it is important to note
some rules about writing titles.
An effective title SHOULD:
1. be centered on the top of your page
a. If hand written, it should be on the colored line at the top of your lined paper
b. If typed, it should be at the top of the paper, floating centered above the first
paragraph OR if a title page is used, it should be in the very center of the
page, along with your name, period, date, teacher, etc.
2. be memorable and intriguing, and make your reader want to continue reading your
paper
3. be capitalized throughout, except articles such as a, an, and the, and conjunctions
such as and, but, for, nor, unless it is the first word in the title
a. Example: Television: Has It Gone Too Far?
b. Example: Video Game Violence and Its Effect On Teenagers
4. mention the topic of the essay
An effective title SHOULD NOT:
1. include the word “essay,” or “paper,” or “assignment” in any part of the title (i.e.
Research Paper, Essay on Television, Mrs. Sanderson’s 5th Period Assignment)
2. be underlined, italicized, or put in quotation marks
3. be too long (generally 8 words maximum)
4. merely state the topic (i.e. School Uniforms, Television, Macbeth)
Directions: Now that you are familiar with the rules of writing an effective title, complete the
activity below. You can write a title in favor of the topic, against the topic, or in a neutral
position towards the topic. An example has been done for you.
Example
Essay Topic: writing a great essay
Title: The Challenges of Exemplary Writing
1. Essay Topic: books and television
Title:
2. Essay Topic: how to change a tire
Title:
3. Essay Topic: how parents can help their children succeed in school
Title:
4. Essay Topic: the first day of school
Title:
5. Essay Topic: honesty is not always the best policy
Title:
6. Essay Topic: violence, mature humor in cartoons
Title:
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing Grabbers
A grabber is the first sentence—and in some cases, the first few sentences—of an essay.
An effective grabber should grab the reader’s attention and make the reader want to
continue reading. A grabber can be in the form of a provocative question, exclamation, or
strong statement, and should always be interesting, thought-provoking, or even dramatic.
The most effective grabber can be a famous quote or familiar saying, a startling statistic, a
fascinating but little-known fact, or even a very brief anecdote with a surprising twist at the
end.
Directions: To practice writing grabbers, complete the following exercises. For each
prompt given, write a one-sentence grabber “for” the topic or “against” the topic as
indicated. An example of each type has been done for you. Although for a real essay you
would want to use the “real thing,” for this exercise you can use your imagination to create a
famous quote, statistic, fact, etc. Be sure to keep your grabber short, but powerful.
Ex. The topic of this essay is a longer school year.
FOR: Over 85% of students who attend school year-round do better on state and
national testing than those who attend traditional schools, according to the National
Education Committee.
AGAINST: Megan Brookes, a famous historian for American Schools once said:
“Take away a student’s summer break, and you take away a student’s childhood.”
1. The topic of this essay is an increase in weekly allowance.
FOR:
2. The topic of this essay is too much homework.
AGAINST:
3. The topic of this essay is allowance for daily chores.
FOR:
4. The topic of this essay is teens and body piercing/tattoos.
FOR:
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Essay Architect™ Writing System
Name ______________________________________
Period _______
5. The topic of this essay is lengthening the school day.
AGAINST:
6. The topic of this essay is public school prayer.
FOR:
7. The topic of this essay is smaller class size.
FOR:
8. The topic of this essay is violence on television.
AGAINST:
9. The topic of this essay fast food and its effect on health.
FOR:
10. The topic of this essay is state-wide standardized testing.
AGAINST:
Share it!
Once you have written all of your grabbers, go back and circle the number of your
best one to share with the class.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing Focus Statements
A focus statement is the topic or subject of your essay, written as a complete sentence.
For example, if your topic is healthy school lunches, you would need to take that topic and
make it into a general fact: Many schools are finding ways to provide healthy school
lunch selections for students.
The focus statement should not be confused with a thesis statement. The focus statement
should be a broad, general view of the topic, and should be a commonly held belief or fact.
Conversely, your thesis statement is your own opinion or position towards what the
focus statement says. Think of this concept as an upside-down pyramid, from broad to
narrow, as shown below.
From the given Topic,
you must make a general
statement of FACT. (No
one can argue that there
are many theories as to
the causes of the Great
Depression.)
Here is a very broad topic
(what your teacher may tell
you to write about)
Topic
Causes of the Great Depression
Focus Statement
There have been many theories as to the causes of the Great
Depression.
From the Focus Statement,
you must state your own
opinion or position.
(Notice that this statement
can be argued—some may
feel there were other
factors that caused the
Great Depression, while
others may argue that
these were not the causes
at all.)
Thesis Statement
The gap between the rich and the poor, exorbitant
spending during the 1920s,
and the Stock Market crash of
1929 all contributed to one of
the worst periods in
United States
history.
Directions: Now that you know the difference between the Focus Statement and the Thesis
Statement, complete the activity below. Remember your Focus Statement must be a
general fact or broadly accepted viewpoint. An example has been done for you.
EX. The topic of this essay is violence in cartoons.
Focus Statement: Violence and adult situations are becoming more typical, and therefore,
more accepted in cartoons produced today.
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Essay Architect™ Writing System
Name ______________________________________
Period _______
1. The topic of this essay is the difference between junior high and high school.
Focus Statement:
2. The topic of this essay is the effects of smoking.
Focus Statement:
3. The topic of this essay is use of animals in testing products.
Focus Statement:
4. The topic of this essay is the characteristics of a good friend.
Focus Statement:
5. The topic of this essay is the influence of the media on teenagers.
Focus Statement:
6. The topic of this essay is schools offering an after-school sports program.
Focus Statement:
7. The topic of this essay is the problems or advantages of an after-school job.
Focus Statement:
8. The topic of this essay is offering home economics or auto shop classes in school.
Focus Statement:
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Recognizing Thesis Statements
A thesis statement is one of the most important sentences in an essay. A thesis
statement is a statement of opinion or position on the topic of the essay. To qualify as a
thesis statement, it must:
•
•
•
state what you believe
mention the topic of the essay
clearly convey the point you want to make in your entire paper
For example:
Topic: body piercing/tattoos for teens
Thesis: Teens should not be allowed to get tattoos or body piercings.
Notice that the underlined part in the sentence above is an opinion. In other words, people
can disagree or agree with this statement. Some synonyms for the word thesis are
hypothesis, belief, theory, argument, and idea.
Here are some general rules to remember when writing a Thesis Statement:
•
Be sure that the thesis is an opinion or your position, and doesn’t just state the topic of
the paper.
§
For example: “Some schools require students to wear uniforms.” This proposed
thesis does not include an opinion.
Revision: Schools should not require students to wear uniforms.
•
Be sure that your thesis does not just state a general fact—remember, that is what the
Focus Statement is for.
§
For example: “Many students stress about homework and grades.” This
proposed thesis makes a broad statement that doesn’t give enough specifics,
and it does not express your opinion.
Revision: Grades and homework should be eliminated from schools.
•
Be sure that your thesis is not too broad.
§
For example: “Music has had a huge impact on fashion in the United States.”
Instead of trying to cover all music and all fashion, instead, focus on a smaller
idea.
Revision: Music of the 1940s reflected the patriotism felt by Americans during
World War II.
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Essay Architect™ Writing System
Name ______________________________________
Period _______
In order to write a decent thesis statement, it is important that you can recognize the basic,
yet essential parts of a good thesis statement. Once you are able to see what makes an
appropriate—or even a poor—thesis statement, you will be able to automatically recognize
those parts in your own writing.
Directions: Read each thesis statement. Complete the tasks for each statement,
identifying the aspects of a good or problematic thesis statement. An example has been
done for you.
Topic: Should school cafeterias remove all “unhealthy” foods and replace them with only
“healthier” options?
EX. Proposed Thesis: Because of growing concerns about obesity and health problems in
teens, school lunchrooms should replace fatty and sugary foods with healthier options such
as fruits and vegetables.
a. Is it an opinion or position? Yes If YES, underline the key words that indicate an
opinion or position.
b. What might the other side argue? The other side might argue that students should
have the choice to eat whatever they want, and that students themselves—rather
than schools—should be responsible for the choices they make.
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written? Argumentative or Persuasive
e. Which key words give you clues as to the type of essay this statement is for?
because, growing concerns, should replace, healthier options
f.
Is this a Thesis Statement, based upon your findings? YES
1. Topic: Shakespeare’s use of figurative language in Romeo and Juliet.
Proposed Thesis: In Romeo and Juliet, Shakespeare effectively used figurative
language such as similes and metaphors to highlight characters’ emotions, show the
intensity of Romeo and Juliet’s love, and to enhance the imagery used throughout the
play.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
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Essay Architect™ Writing System
Name ______________________________________
Period _______
2. Topic: offering free college to all who want to attend
Proposed Thesis: College should be free to anyone who has the drive, is willing to keep
their grades up, and agrees to complete their course of study within a given amount of
time.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
3. Topic: Explain how the media affects teens’ body image.
Proposed Thesis: Television, movies, and magazine images affect how teenagers
perceive themselves.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
4. Topic: Describe your favorite place.
Proposed Thesis: My family’s mountain cabin is located in Big Bear, California.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
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Essay Architect™ Writing System
Name ______________________________________
Period _______
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
5. Topic: Which is better: sleeping in late or staying up late?
Proposed Thesis: Some people prefer to sleep in late, while others like to stay up late to
get the most out of their day.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
6. Topic: causes of obesity in children
Proposed Thesis: Obesity in children is caused by a variety of factors: the massive
intake of fatty and sugary foods, too few fruits, vegetables, and other healthy foods, and
overall lack of exercise.
a. Is it an opinion or position?
indicate an opinion or position.
If YES, underline the key words that
b. What might the other side argue?
c. Highlight or circle the words that indicate or mention the topic.
d. For what type of essay is the statement written?
e. Which key words give you clues as to the type of essay this statement is for?
f.
Is this a Thesis Statement, based upon your findings?
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Types of Thesis Statements
As mentioned previously, there are many different types of essays, each with
specific requirements and rules. The following exercise will help you learn how to
write thesis statements for different types of essays. Let’s take a look at how to write
thesis statements for each type of essay. Once you know these simple rules, it will
be even easier to decide how to write a thesis statement that will fit well with the type
of essay you are writing.
Argumentative
In an Argumentative paper, you are trying to win the reader over to your side. Your
thesis statement must state which side you are on in the argument being presented.
For Example:
Topic: Should smoking be made illegal?
Argumentative Thesis: Smoking is a highly dangerous habit that should be
made illegal.
To test whether this thesis actually qualifies as a Argumentative thesis, we need to
check two things:
1. Does the thesis reflect an opinion or position?
YES, It is an opinion that smoking is a “highly dangerous habit that should be
made illegal.” In other words, there would be people who totally disagree with
this statement and believe that smoking should remain legal.
2. Does the thesis mention the topic of the essay?
YES, the topic –the legal issue of smoking—has been mentioned.
Cause/Effect
For a Cause/Effect paper, you are either explaining the causes or the effects of
something, and in rare cases, both. Your thesis statement must state 1) whether
you are looking at the causes or the effects, and 2) your position on the causes or
the effects.
For Example:
Topic: Gun control in the United States
Cause/Effect Thesis: Lack of gun control has caused thousands of deaths in
the United States alone.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
1. Yes; it is an opinion that gun control is to blame for thousands of deaths in the
United States. Some people would disagree, stating that the problem is not
gun control, but irresponsible people who get their hands on guns who are the
problem.
2. Yes, the topic of gun control in the United States specifically is mentioned.
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Compare/Contrast
Remember that in a Compare/Contrast Essay, you are finding similarities OR
differences OR BOTH between two or more things. For a Compare/Contrast thesis,
you must state whether you are comparing OR contrasting OR both.
For Example:
Topic: Compare and contrast the differences and similarities between having
a dog and a cat for a pet.
Compare/Contrast Thesis: Even though cats and dogs have different
personalities, they both can make excellent companions.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
1. Testing a thesis for this type of essay is a little more tricky. The opinion “they
both can make excellent companions” is truly something that can be argued.
People who love dogs and hate cats might disagree.
2. The topic of both cats and dogs is mentioned; by using the words “even
though” and “both” together, the reader knows that the essay will be
comparing and contrasting the two pets.
Descriptive (also Reflective or Narrative)
Remember that Descriptive essays describe something in detail. Your Descriptive
thesis should introduce your reader to the details they will read about in your paper.
For Example:
Topic: Describe your favorite vacation spot.
Descriptive Thesis: The sights, sounds, and smells of the beach make this
sandy destination my favorite vacation spot in the world.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
1. Testing a thesis for this type of essay is tricky. The opinion or position for this
type of essay comes mostly from the fact that it is YOUR OPINION that the
sights, sounds, and smells make the beach a “favorite” vacation spot. In
other words, someone else may feel that it is the surfing that makes the
beach a favorite spot; another person may feel that the beach is boring, and
prefer skiing in the mountains.
2. The topic of vacation spot is mentioned in the thesis.
Informative/Explanatory
In an Informative/Explanatory essay, you are explaining or teaching something to
your audience. For Informative/Explanatory thesis statements, be sure to tell your
audience what you are going to explain to them.
For Example:
Topic: How to make homemade ice cream.
Informative/Explanatory Thesis: Homemade ice cream is a delicious and
refreshing treat that can be made in just a few simple steps.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
1. The opinion that homemade ice cream is “delicious and refreshing” and can
be made with just a few “simple” steps can be argued. Your reader may not
know how easy it is, and will read the essay to see just how “simple” it is to
make homemade ice cream.
2. It is important to remember that the topic is “how to” and that the thesis
mentions that the reader will learn how to do something.
Response to Literature
In a Response to Literature Essay, you must show a connection between a text and
the topic of the essay. A thesis for this type of essay must specifically state what
you feel is most important about the topic in the specific text.
For Example:
Topic: The importance of the setting in Steinbeck’s Of Mice and Men.
Response to Literature Thesis: The era of the Great Depression and the
sparse California landscape each contribute to the loneliness felt by the
characters in Steinbeck’s Of Mice and Men.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
1. It is the writer’s opinion that both the era of the Great Depression and the
sparse California landscape contribute to the loneliness of the characters.
This is opinion and can be argued, since another student may feel that the
character’s homelessness or their poverty is what affected the characters.
2. The setting—in the mention of the era of the Great Depression and the
sparse California landscape—is addressed in this thesis.
Research
The thesis for a Research paper has its own challenges. For a research paper, you
are presenting information you gathered, and usually, analyzing or making a
judgment about this research. A thesis for this type of essay must specifically state
the research subject and your position on the findings of your research. Therefore,
you may start with one thesis statement, but after doing your research, you may alter
your thesis statement to reflect your findings.
For Example:
Topic: Cell phone use and teen accidents
Response to Literature Thesis: It is clear that the increased use of cell phones
and the accident rate among teen drivers has a direct correlation, and it is
crucial that teens become more educated on the dangers of driving while
distracted.
Let’s test this thesis. 1) Is it an opinion or position, and 2) Is the topic mentioned?
1. It is the writer’s opinion that there is a direct correlation or connection
between the accident rate and cell phone use in teen drivers, and the
research in the paper must support that.
2. Yes; cell phone use and teen accidents is clearly stated.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing “Better” Thesis Statements
Now that you are familiar with writing focus statements and are able to recognize different
types of thesis statements, it is time to practice producing thesis statements.
Remember, to qualify as a thesis statement, the thesis should:
• state what you believe
• mention the topic of the essay
• clearly convey the point you want to make in your entire paper
For example:
Topic: body piercing/tattoos for teens
Thesis: Teens should not be allowed to get tattoos or body piercings.
Let’s evaluate this thesis statement.
1. Does it state an opinion or position? Yes.
2. Does it mention the topic of the essay? Yes.
3. Does it clearly convey the point of the entire paper? Sort of. While the position
is clear—that teens should not be allowed to get tattoos or body piercings—it is a
bit dry and boring and does not entice the reader to keep reading on by giving
them a “taste” of what the paper will be about.
To take your thesis statements to the next level, include a “taste” of what is to come in the
essay by including support for your opinion.
Take a look at how to do this:
3 reasons:
teens should not get body piercing/tattoos because:
they may regret it later
it is only a “trend”
can cause infection, health
problems
Notice we have taken the basic thesis and included three very brief examples to support our
opinion.
NOTE: These 3 reasons are your thesis support, and will eventually become topic
sentences.
So, let’s take a look at our dry thesis statement again: Teens should not be allowed to get
tattoos or body piercings.
And here’s our “Better” Thesis Statement: Teens should not be allowed to get tattoos or
body piercings since this drastic expression of “individuality” is a trend which will eventually
go out of style, leaving teens with a permanent mark they may regret later—especially when
their body art results in infection or other unforeseen health problems.
Like it? As you can see, the opinion is given, but is taken beyond the dry, simple thesis to a
better thesis statement: one that includes a taste of what is to come later in the essay. This
sounds like a ton of work was put into the sentence, but it is simply an integration of the
three reasons combined with the simple thesis statement.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Part A
Directions: For each of the following topics, create a “better” thesis statement from the
thesis statement given. First, give 3 reasons or examples to support the given thesis, then
create a final “better” thesis statement. Remember that your final thesis statement must
follow the original rules of creating a thesis statement and must include the 3 examples or
reasons that support your opinion. An example has been done for you.
Ex. The topic of this essay is the effects of smoking.
Thesis: Smoking is harmful and should be made illegal.
3 Reasons: it is addictive, it can cause cancer, it can kill
“Better” Thesis: Smoking is a harmful, yet currently legal habit that is addictive, can
cause various forms cancer, and may eventually lead to premature death.
1. The topic of this essay is the use of animals in testing products.
Thesis: Animals should not be used to test products.
3 Reasons:
“Better” Thesis:
2. The topic of this essay is the characteristics of a good friend.
Thesis: Good friends are hard to find.
3 Reasons:
“Better” Thesis:
3.
The topic of this essay is free college for everyone.
Thesis: College should be free for everyone who wants to go.
3 Reasons:
“Better” Thesis:
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Part B
Directions: For each of the following topics, create a “better” thesis statement from the topic
given. First, write a basic thesis statement that includes your opinion, then include three
reasons to support your opinion, and finally, write a “better thesis” in a complete sentence
integrating the three reasons.
1. The topic of this essay is the influence of the media on teenagers.
Thesis:
3 Reasons:
“Better” Thesis:
2.
The topic of this essay is the benefits of after school sports.
Thesis:
3 Reasons:
“Better” Thesis:
3.
The topic of this essay is an important turning point in your life.
Thesis:
3 Reasons:
“Better” Thesis:
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing Topic Sentences
A topic sentence is the first sentence of each body paragraph. It expresses the main idea
of a paragraph, and all other sentences in the paragraph support that main idea. These
other sentences are called details. These details can be facts, statistics, examples,
quotations, incidents or anecdotes, or sensory images. To write topic sentences, you will
need to turn your thesis support phrases (which are used in the planning stages of your
essay) into complete sentences.
Directions: Read each basic thesis, then rewrite each thesis support phrase into a
complete topic sentence. An example has been done for you.
Basic Thesis: The legal driving age should be raised to 18.
Thesis Support: a) teens can be reckless b) they need more practice c) they like to show
off for friends
Topic Sentences:
a. Teenagers have a reputation for being reckless and dangerous when behind the
wheel.
b. Teens need at least three years of practice driving with a learner’s permit before
they are given a license.
c. Teens have been known to pack a car full of friends and drive too fast, often
without seatbelts.
1. Basic Thesis: Advertising alcohol and tobacco on television is irresponsible.
Thesis Support: a) promotes underage drinking b) glamorizes the use of alcohol and
tobacco c) kids/teens watch more TV than adults
Topic Sentences:
a.
b.
c.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
2. Basic Thesis: High school students should be required to volunteer as part of their
graduation requirements.
Thesis Support: a) promotes “giving back” to society b) teaches time management c)
kids/teens need to feel needed
Topic Sentences:
a.
b.
c.
3. Basic Thesis: Students should not be required to read Shakespeare in school.
Thesis Support: a) it is out of date b) students don’t understand it c) students have
enough to do
Topic Sentences:
a.
b.
c.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing Powerful Challenges
A challenge is a provocative (interesting) question, quotation, vivid image, call for action,
warning, or a suggestion to the reader. Like grabbers, challenges can be in the form of a
rhetorical question (see box below), exclamation, or strong statement, and should always be
interesting, thought-provoking, or even dramatic. The best challenges leave your reader
thinking about your essay, and make them want to take action.
A rhetorical question is a
question that is used for
emphasis or to make an assertion
about something. While rhetorical
questions ask a question, they
don’t really have a clear answer.
Instead, they leave the reader
thinking about what the answer
could or should be.
Directions: To practice writing challenges,
complete the following exercise. For each prompt
given, write a rhetorical question, exclamation, or
strong statement, as indicated. An example has
been done for you.
Ex. The topic of this essay is a longer school
year.
Rhetorical Question: Who wouldn’t want their child
to receive the best education possible?
1. The topic of this essay is weekly allowance.
Rhetorical Question:
2. The topic of this essay is the amount of homework students should be given daily.
Strong Statement:
3. The topic of this essay is whether or not children should receive payment for chores.
Exclamation:
4. The topic of this essay is teens and body piercing/tattoos.
Rhetorical Question:
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Essay Architect™ Writing System
Name ______________________________________
Period _______
5. The topic of this essay is length of the school day.
Exclamation:
6. The topic of this essay is public school prayer.
Strong Statement:
7. The topic of this essay is smaller class size.
Rhetorical Question:
8. The topic of this essay is the use of imagery in Of Mice and Men.
Strong Statement:
9. The topic of this essay is a turning point in your life.
Exclamation:
10. The topic of this essay is how to make your favorite after-school snack.
Rhetorical Question:
Share it!
Once you have written all of your challenges, go back and circle the number of your best
one to share with the class.
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Using Appropriate Tone
When writing anything—whether it is an essay, poem, novel, or even an email—how you
say something is just as important as what you say.
It is essential to know who will be reading your essay and why in order to determine which
words to use and how to arrange the path of your essay. Here are some terms to review:
•
Audience is the person or people who will be reading your essay
o Even before you write one word in the planning stages, ask yourself:
§
What do my readers know about my topic?
§
What will they want to know about my topic?
§
What level of language is most appropriate for this particular audience?
•
Tone is how something is said in a piece of writing
o Once you have determined your audience, you must decide on the tone of your
essay
o Your word choice can be divided into five levels:
1. very informal—like you talk to your friends
2. informal—like you talk (or should talk) to your parent or guardian
3. formal—like you talk (or should talk) to your teacher
4. more formal—like you talk (or should talk) to the principal or your boss
5. highly formal—like you would talk (or should talk) to a college professor or
the President
o Generally, the tone of your essay should be a 3, 4 or 5
Directions: For each of the examples below, identify the tone according to the scale above.
Then, modify the sentence(s) to fit the intended audience. An example has been done for
you.
Ex. Audience: the President of the United States
So, Mr. President, if I see a change soon, and my homies do too, then we definitely gotta
give you props.
a. What is the tone of this sentence? Level 1—like someone would talk to their friends
b. What should the tone be, based upon the audience? Level 5—since the audience is
the President, it should be at the highest level.
c. Modified Tone: “Mr. President, my colleagues and I would like to sincerely thank you
for your work with our organization. Thanks to you, we look forward to earning the
prestige our company deserves.”
1. Audience: your teacher
It ain’t fair to make kids go to school. Like, I could learn so much by just working at, like, the
mall, or something like that. It is totally stupid to make us sit in a stupid classroom all day.
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
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Essay Architect™ Writing System
Name ______________________________________
Period _______
c. Modified Tone:
2. Audience: your parent or guardian
A good friendship has 3 main things. One, you have to have trust. Don’t nobody wanna to
be friends with a liar.
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
c. Modified Tone:
3.
Audience: your best friend
In fact, it is vital that we as citizens of the United States of America achieve our greatest
potential in education in order to become the exemplary citizens we have the potential to be.
a. What is the tone of this sentence?
b. What should the tone be, based upon the audience?
c. Modified Tone:
4. Audience: your principal
It’s so not fair that I can’t go out with my friends. It’s not like we are doing bad stuff or
anything. I totally hate being the youngest.
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
c. Modified Tone:
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
5. Audience: your boss
So, if you want to get us working harder, Mister, then you better put a soda machine in the
break room, or else you gonna be sorry!
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
c. Modified Tone:
6. Audience: a college acceptance board
It would be wack to not be able to go to college. Right? It is important to me and my fam,
and I need to go to college b4 I can make a lot of dough. So, yah, please let me in!!!
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
c. Modified Tone:
7. Audience: a classroom of second graders
The process of making one’s favorite after-school concoction can not only be enjoyable, but
can also help you sharpen your culinary skills and foster a healthy eating habit that can last
a lifetime.
a. What is the tone of these sentences?
b. What should the tone be, based upon the audience?
c. Modified Tone:
©2012 Secondary Solutions
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Writing With Purpose
It is important for students to understand an author's purpose when reading a text or piece
of literature, but it is also important that you know how to write to write for a specific
purpose—to inform, to persuade, or to entertain.
Purpose is the reason behind what you do. When you work hard to get all your homework
done and turned in on time, the purpose is to get a good grade in your class. When you
clean your room without being asked, your purpose might be so that your parents will let you
go out that night.
As the author of an essay, you will also have to write with a specific purpose in
mind. Before you write, you will need to determine what you want your reader to do or feel
after reading. If you don’t have a specific purpose when writing, your reader will say, “So
what?” after reading your essay. It is important to recognize that the specific words you
choose and the way you choose to arrange those words on the page will have a significant
impact on the purpose of the text.
Read the passages below. Try to determine the purpose of each passage.
Tired of getting out of bed in the morning? Pressing snooze way too many times? Are you
feeling groggy, sluggish, and irritable? Then you need VitaJuice! VitaJuice has 1000 times
more vitamins and minerals than you will ever need in a day. Just drink one VitaJuice in the
morning, and you will be bright-eyed, yawn-free, and juiced-up all day!
What is the purpose of this passage?
VitaJuice, produced and distributed by the SL Martin Pharmaceutical company, has come
under fire recently, as the Federal Drug Administration has challenged its claims on
providing energy and nutrition. VitaJuice spokesperson Marta Rickman stated in a press
conference on Friday that “VitaJuice is made of powerful herbs, spices, and chemicals that
we do not wish to disclose at this time. If the FDA would like to come into our factories and
investigate, then we are happy to have them as our guests.” The FDA has declared that not
enough testing has taken place for distribution of the juice, and that reports of side effects of
vomiting, uncontrollable hair growth, and green-tinged skin are being investigated.
What is the purpose of this passage?
She sat quietly at her kitchen table. Her skin tingled with the excitement. The hair on the
back of her neck rose as she thought about the step she was about to take. Should she do
it? But what if all she has heard is true? Her hand reached out, trembling, then retracted
quickly. The bottle beckoned. Her heart pounded in her chest, and she felt her throat close
with fear. Without another thought, she grabbed the bottle, opened it, and poured the
VitaJuice down her throat. Now all she could do was wait.
What is the purpose of this passage?
Each of these three passages has a specific purpose. How do you know what the purpose
of each passage is? How can you tell? There are some telling signs that readers can look
for (and writers can use) to reveal purpose.
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Essay Architect™ Writing System
Name ______________________________________
Period _______
Persuasive writing wants to win the reader over to his or her way of thinking, or to
ultimately make the reader take an action. The best persuasive writers use words to make
the reader want to jump up and do something. Advertisements are aimed at persuading the
audience to believe a claim, take an action, or as in the first passage, buy a product. Such
writing makes strong claims, and often causes the reader to have a feeling of skepticism—
that feeling that something might be “too good to be true.” Writing that is persuasive often
uses vivid language, including the use of strong adjectives and verbs, backed up with
influential—attention getting—statements. The best persuasive writing—even though one
may feel the claims might be too good to be true—still makes the reader want the product,
or want to take the action.
Informative writing gives the reader information, including rules, statistics, facts, history,
examples, etc. When writers inform, they seek to give the audience information about the
topic that the reader may not know. Unlike persuasive writing, which seeks to influence you
to make a decision, informative writing gives the information in an unbiased manner.
Informative writing includes textbooks, newspaper articles, “how-to” manuals,
Informative/Explanatory essays, and research papers. Writing that seeks to inform is
straightforward, factual, clear, and (should be!) unbiased.
Entertaining writing seeks to entertain the audience. The writer does not particularly want
to make you do anything, and the writer is not necessarily trying to teach you anything.
Simply, the author wants to you enjoy what he or she has written. To entertain, writers use
imagery, figurative language, anecdotes, descriptive writing, humor, suspense, or anything
that is designed to capture the reader’s attention, stir emotions, and take the reader to
another place in his or her imagination.
Part A
Directions: Categorize each of the following statements (to persuade, to inform, or to
entertain). Write your answer on the line provided. Once you have determined the purpose,
underline the key words that helped you make your choice.
1. It was six o’clock and I roughly massaged my aching, throbbing fingers, hoping to find
some temporary relief from the pain.
Answer:
2. The okapi, a cousin of the giraffe, lives in the rainforests of Central Africa.
Answer:
3. This super-thin, lightweight phone with an 8MB camera and free carrying case will surely
make your friends and family jealous!
Answer:
4. An advertisement in a magazine showing an old grandmother holding her young
grandchild, with the words “Without ProVide, I wouldn’t be here to see my granddaughter
grow up. Thanks ProVide.”
Answer:
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Essay Architect™ Writing System