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H English IV Writing Resources

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Harris, Honors English IV Writing Resources

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Table of Contents

2 The Crime of Plagiarism

3 Turnitin.com Information

4 Proofreading Guide

5 Syntax

8 Punctuating Titles

10 Integrating and Using Quotations Properly

21 Practice Sentences for Quotation Integration

24 Writing Notes

25 Sample Thesis Statements

26 How to Write an Argument

27 MLA- Numbers

32 Parenthetical Citations- General vs. Specific References

33 Grammar Diagnostic

36 Writing Themes and Motifs

37 College Application Essay

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The Crime of Plagiarism

Many students do not take plagiarism seriously, but you should be aware of the serious nature of this act and its penalties. What is plagiarism? Not only is plagiarism another form of cheating, it is intellectual dishonesty in its purest form. The old saying, “You are only cheating yourself” is more than accurate in this situation. The following are examples of what constitutes plagiarism:

1. Not using quotation marks to identify a direct quotation from your source. ALWAYS use quotation marks around quotations taken from your text which are word for word. If you use quotation marks, you must also copy the text EXACTLY as written in the original. Only use direct quotations when it is important for the reader to know the exact words that the author used. You also need to cite the source of your information immediately after your direct quote.

2. Not citing the source of your information when using ideas and information taken from the text. Even if you put the information in your own words, you must still cite your source.

3. Not paraphrasing correctly. Simply changing one or two words in a sentence or rearranging the word order from your source is not acceptable even if you cite it. You must use your own sentence structure and ideas.

4. Use of others’ work and ideas as one’s own. The most obvious form of plagiarism is turning in work that you did not complete at all, but that you “borrowed” from another, and turned in as your own. Changing the name and some words does not make it yours.

How can I avoid plagiarism?

1. Use your brain; don’t sell yourself short by relying on others to do your thinking for you.

2. Take very careful notes when you read your sources so that you know exactly where you found all of your information.

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Turnitin.com Information

1. Remember that you can use the same e-mail address and password if you have ever used the site for another class, even if it was at another school. However, you are required to use your school system e-mail address now, so you will need to change the e-mail address associated with your account AND submit assignments using that account.

Class Class ID Password

S1 class 1 10279504 harris




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Syntax

• A phrase is a group of words with a relationship having no subject/verb combination. • A clause is a group of words with a relationship having a subject and a verb.

o An independent clause can stand alone as a complete thought. ! I was ill yesterday afternoon.

• A dependent clause cannot stand alone as a complete thought. o A dependent clause begins with a relative pronoun (e.g., that, which, who, whom, whose) or

a subordinating conjunction (e.g., because, as, although, if, while, since, when, before, after, though, even though, whereas).

! Because I was ill yesterday afternoon

Comma Rules 1. Use a comma before the coordinating conjunction (FANBOYS- for, and, nor, but, or, yet, so) to

separate two independent clauses in a compound sentence. a. I have become very interested in college, and I have decided to apply.

2. Use commas to separate three or more words, phrases, or clauses in a series. Use commas after

each item except the last one. a. We reached the Inca ruins by bus, by mule, and by foot.

3. Use commas to separate adjectives of equal rank, meaning that they could have the word “and” in

between them and still make sense. a. A tall, dignified woman rose to speak.

4. Use a comma after introductory words like well, oh, and yes.

a. Yes, I would like to come to the party.

5. Use commas to set off the name of a person to whom you are speaking. a. Bill, why are you so upset? b. I don’t understand, Mary, why you are so upset.

6. Set of common expressions with commas. Notice that these words are merely interrupters.

a. Of course, I want to be there. b. I will, in fact, be early.

7. Use a comma to set off an introductory adverb.

a. Frantically, we searched for my wallet. b. Swiftly, the canoes floated down the river.

8. Introductory prepositional phrases of 4 or more words always need a comma after them. Shorter

prepositional phrases need commas only if they could be misread. a. In the back of my jeans, you will find the keys to the car. b. Inside the house, walls began to crumble. (You can’t go wrong if you use the commas after

the short phrases.)

9. Introductory participial phrases need to be followed by commas. Also, the first word after the phrase MUST be what the phrase modifies. Participles look like verbs and are derived from verbs; however, they are used as adjectives.

a. Walking slowly, she reached home in two hours. b. Running uphill, the boy became exhausted.

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10. Commas follow introductory infinitive phrases. An infinitive looks like a preposition at first, but it is really an unconjugated verb.

a. To get to the store, the boy rode on the back of the stranger’s car. b. To pass this class, you must study every day.

11. Commas follow introductory dependent adverb clauses.

a. Because I was ill, I decided to go home. vs. I decided to go home because I was ill. b. If I were you, I would never repeat that story. vs. I would never repeat that story if I were you.

Remember:

D, I I no comma D

D = dependent clause I = independent clause 12. Words like however, moreover, therefore, and certain other conjunctive adverbs

(e.g., thus, consequently, then, nevertheless) are set off by commas in a sentence because they are interrupters. They interrupt the movement of the thought of the sentence. Notice also that they do not really add anything to the meaning of the sentence. These same adverbs need a semicolon before them and a comma after them when they are used to join together independent clauses (I; conjunctive adverb, I.).

a. I will, however, be there on time. b. You will, therefore, do what I ask of you. c. He will come to the party; therefore, I expect that you will treat him properly.

13. Use a comma to separate contrasting expressions.

a. I wore the red coat, not the blue one. b. English, not mathematics, is my favorite subject.

14. Nonessential material, not needed to make a sentence clear, is set off by commas. Essential

material, needed for full understanding of the sentence, is never set off by commas. a. The boy in the blue suit is my son. b. John Davis, in the blue suit, is my son. (Any information after a proper noun is considered

nonessential.) c. Henry Fonda, the very famous actor, played the part. d. Our church, a newly organized group, is having a barbeque Saturday night.

15. When a date is made up of two or more parts, use a comma after each item except in the case of a

month followed by a day. If dates contain only months and years, commas are optional. a. Thursday, September 26, is my birthday. b. On April 28, 1979, my brother was born. c. We visited Sweden in August 1991.

16. When a geographical name is made up of two or more parts, use a comma after each item.

a. We visited Des Moines, Iowa. b. My uncle in Clemmons, North Carolina, is a lawyer.

Semicolon Rules

1. Use a semicolon between independent clauses that are closely related in thought and are not joined by a coordinating conjunction.

a. Mary arrived at the party early; I was the last one there.

2. Use a semicolon between independent clauses joined by a conjunctive adverb or a transitional expression.

a. Mary is usually very punctual; however, today she was twenty minutes late. b. Denise plays baseball well; in fact, she would like to try out for a major-league team.

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3. Use a semicolon between items in a series if the items contain commas. a. This summer we traveled to London, England; Paris, France; Geneva, Switzerland; Florence,

Italy; and Rome, Italy. b. The president of the club has appointed the following to chair the standing committees:

Richard Stokes, planning; Rebecca Hartley, membership; Salvatore Berrios, financial; and Ann Jeng, legal. (Colon is used because the information before it is an independent clause.)

4. Use a semicolon (rather than a comma) before a coordinating conjunction to join independent clauses

that contain commas. a. Mary, the smartest girl in the class, asked Bill, the cutest boy in the class, to dance; but Bill,

shy person that he is, turned her down. b. Finally, when the bell rang, the class, which was already hyper, left for the weekend; and they

certainly did not look forward to Monday. Remember that you should strive for sentence variety in your writing and combine simple sentences with complex, compound, and compound-complex sentences.

• Complex sentences have 1 independent clause and at least 1 dependent clause. o I went to school even though I was sick. (I no comma D) o Even though I was sick, I went to school. (D, I)

• Compound sentences have 2 independent clauses joined together.

o I want to go to the beach, but I don’t want to take the dogs. (I, coordinating conjunction I) o Lucy isn’t very graceful, so she is always tripping over her ears. o George is not as tall as Lucy, yet he outweighs her. o The girls did well on the assignment; the boys did not. (I; I) o The freshman wanted to play football; however, the coach cut him from the team. (I;

conjunctive adverb, I) o My little brother didn’t finish his chores; consequently, he couldn’t go to the party. o My mother was sick; therefore, I made supper.

! Adverbs aren’t always conjunctive. Sometimes they are interrupters. • My mother, therefore, was in bed. • She isn’t, however, watching television.

• Compound-complex sentences have at least two independent clauses and one or more

dependent clauses. o Because my mother was sick, I made supper, but no one liked it. o Laura forgot her friend’s birthday, so she sent her a card when she finally remembered.

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Illinois Valley Community College

Integrating and Using Quotations Properly

Integrating Quotations (and Using Proper Punctuation)

You should never have a quotation standing alone as a complete sentence, or, worse yet, as an incomplete sentence, in your writing. IVCC's Style Book explains this concept well with a good analogy. The Style Book compares quotations with helium balloons. We all know what happens when you let go of a helium balloon: it flies away. In a way, the same thing happens when you present a quotation that is standing all by itself in your writing, a quotation that is not "held down" by one of your own sentences. The quotation will seem disconnected from your own thoughts and from the flow of your sentences. Ways to integrate quotations properly into your own sentences are explained below. Please note the punctuation: it is correct.

There are at least four ways to integrate quotations.

1. Introduce the quotation with a complete sentence and a colon.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods: "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau's philosophy might be summed up best by his repeated request for people to ignore the insignificant details of life: "Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity!"

Example: Thoreau ends his essay with a metaphor: "Time is but the stream I go a- fishing in."

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This is an easy rule to remember: if you use a complete sentence to introduce a quotation, you need a colon after the sentence. Using a comma in this situation will most likely create a comma splice, one of the serious sentence-boundary errors. Be careful not to confuse a colon (:) with a semicolon (;).

2. Use an introductory or explanatory phrase, but not a complete sentence, separated from the quotation with a comma.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says, "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: "We do not ride on the railroad; it rides upon us," Thoreau says as he suggests the consequences of making ourselves slaves to "progress."

Example: Thoreau asks, "Why should we live with such hurry and waste of life?"

Example: According to Thoreau, "We do not ride on the railroad; it rides upon us."

You should use a comma to separate your own words from the quotation when your introductory or explanatory phrase ends with a verb such as "says," "said," "thinks," "believes," "pondered," "recalls," "questions," and "asks" (and many more). You should also use a comma when you introduce a quotation with a phrase such as "According to Thoreau."

3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says that "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

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Example: Thoreau argues that "shams and delusions are esteemed for soundest truths, while reality is fabulous."

Example: According to Thoreau, people are too often "thrown off the track by every nutshell and mosquito's wing that falls on the rails."

Notice that the word "that" is used in two of the examples above, and when it is used as it is in the examples, "that" replaces the comma which would be necessary without "that" in the sentence. You usually have a choice, then, when you begin a sentence with a phrase such as "Thoreau says." You can add a comma after "says," or you can add the word "that," with no comma.

4. Use very short quotations—only a few words—as part of your own sentence.

Example: In "Where I Lived, and What I Lived For," Thoreau states that his retreat to the woods around Walden Pond was motivated by his desire "to live deliberately" and to face only "the essential facts of life."

Example: Thoreau argues that people blindly accept "shams and delusions" as the "soundest truths," while regarding reality as "fabulous."

Example: Although Thoreau "drink[s] at" the stream of Time, he can "detect how shallow it is."

When you integrate quotations in this way, you do not use any special punctuation. Instead, you should punctuate the sentence just as you would if all of the words were your own.

All of the methods above for integrating quotations are correct, but you should avoid relying too much on just one method. You should instead use a variety of methods.

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Quoting Poetry in linear form

In quoting short passages in linear form, you need to indicate line breaks when the author is writing in verse:

Othello recalls, "Upon this hint I spake: / She lov'd me for the dangers I had pass'd, / And I lov'd her that she did pity them" (1.3.166-68).

Be sure to put spaces before and after the slash marks.

Notice the Punctuation!

Notice that there are only two punctuation marks that are used to integrate quotations: the comma and the colon.

Notice as well the punctuation of the sentences above in relation to the quotations. Commas and periods go inside the final quotation mark ("like this."). For whatever reason, this is the way we do it in America. In England, though, the commas and periods go outside of the final punctuation mark. (I just thought you'd like to know.)

Semicolons and colons go outside of the final quotation mark ("like this";).

Question marks and exclamation points go outside of the final quotation mark if the punctuation mark is part of your sentence—your question or your exclamation ("like this"?). Those marks go inside of the final quotation mark if they are a part of the original—the writer's question or exclamation ("like this!").

Be Accurate with Quotations, and Indicate Changes

You should never change the words in a quotation without indicating the changes. The quotation marks you use around words indicate to readers that everything within those quotations marks appears in your writing exactly the same as it appears in the source you are quoting. To give you an idea of how important it is to copy quotations correctly, what do you think you would do if you are quoting a writer's words and you notice that there is an error in the writing, a typographical error, for instance? You copy the error! In your own reading, you

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may have seen [sic] within quotations; this expression is a Latin word meaning "thus found." If you find an error in words you are quoting, you copy the error followed by [sic], which is telling readers, "I didn't make the error. The error is in the original." The need to use [sic] seldom comes up in ENG 101 or ENG 102 courses, but it does suggest how important it is to copy someone else's words correctly. Before you submit a final draft of a paper, you should double-check all quotations to make sure they are accurate. Above, I state that you should never make changes to quotations "without indicating the changes." Actually, there is one exception and two ways in which you can make changes as long as you indicate the changes properly, explained below.

Removing Final Punctuation from a Quotation

Without indicating the change, you can and should remove the final punctuation from a quotation if the final punctuation does not make sense within your sentence and if the punctuation conveys no meaning in the original. In general, commas and periods do not convey any meaning, so they usually can be removed from a quotation if they appear after the last word you quote. Exclamation points and questions marks, though, do convey meaning, so they should not be removed from quotations. Note the examples below:

Incorrect: Annie Dillard says that Hollins Pond is "through the woods by the quarry and across the highway,".

Correct: Annie Dillard says that Hollins Pond is "through the woods by the quarry and across the highway."

Incorrect: Dillard says that she "might learn something of the mindlessness," of the weasel.

Correct: Dillard says that she "might learn something of the mindlessness" of the weasel.

Indicating Additions to Quotations with Brackets

You can use brackets within quotations to indicate material you have added to a quotation, but you should use brackets only when the meaning of the original might be unclear, most often because of a pronoun in the quotation with an

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unclear antecedent. Note the example below:

• Dillard was "stunned into stillness as he was emerging from beneath an enormous shaggy wild rose bush four feet away."

In the example above, the antecedent of "he" may be unclear to readers, so it's fine to use brackets to clarify the antecedent, as indicated below:

• Dillard was "stunned into stillness as [the weasel] was emerging from beneath an enormous shaggy wild rose bush four feet away."

You should use brackets sparingly since the overuse of brackets may cause readers to wonder why you are making so many changes to the words you quote. If the brackets are not necessary to clarify the meaning, don't use them. For example, in the example above, I most likely would not need to use brackets to clarify the antecedent of "he" if I used the word "weasel" just a sentence or two before the sentence in which I use the quotation. In this situation, readers should have no problem understanding what "he" refers to in the quoted words.

Another situation in which changes indicated with brackets might be necessary is when a pronoun or pronouns within a quotation you use could cause confusion for your readers. Can you recognize the possible confusion for readers if you used the quotation below?

• Dillard "startled a weasel that startled me, and we exchanged a long glance."

The problem above is with the pronouns "me" and "we." Typically, when a writer uses the pronoun "me," the writer is referring to himself or herself, and the use of "we" typically refers to the writer along with one of more other individuals. To eliminate the possibility of confusion, then, the writer might make the following changes to the quotation, indicated with brackets:

• Dillard "startled a weasel that startled [her], and [they] exchanged a long glance."

The example above is correct, but, again, writers should use brackets sparingly, and I would say that two changes with brackets to one short quotation is moving

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toward heavy use of brackets.

Is there any way that the writer could clarify the antecedents of the pronouns in the quotation above without making changes to the quotation? Could the writer clarify the pronouns in the quotations by making changes to his or her own words in the sentence to eliminate the need to make changes to the quotation? Yes, as the example below demonstrates.

• Concerning her encounter with the weasel, Dillard says she "startled a weasel that startled me, and we exchanged a long glance."

The example above might be a bit wordy, and further revision to the sentence might help the writer find a way to accomplish the same end with fewer words, but the revision at least eliminates the writer's need to make two changes to a short quotation.

Whenever possible, writers should make changes to their own sentences to accommodate quotations, and they should avoid making too many bracketed changes to quotations.

Occasionally, writers will also use brackets to indicate changes in the verb tense of a word in the original or changes to a verb in terms of its agreement with its subject. It's fine to do this occasionally if you do not change the meaning of the original, and there is the possibility of changing the meaning of the original if you start making these kinds of changes. However, notice how the verb in the first example below does not agree with the subject used in the writer's own sentence, so the word in the quotation should be changed.

• Dillard concludes her essay by saying that she "think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you."

She "think" is an error, a lack of subject/verb agreement. To eliminate this error, the writer could use brackets to change the tense of "think."

• Dillard concludes her essay by saying that she "think[s] it would be well, and proper, and obedient, and pure, to grasp your one necessity and not

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let it go, to dangle from it limp wherever it takes you."

Make sure you remember what brackets are and what brackets are not: [ ] brackets (also called square brackets) { } braces (or curly brackets) < > chevrons (or angle brackets) ( ) parentheses

Indicating Deletions from Quotations with Ellipses

An ellipsis ( . . . ) is three periods, with a space before and after each period (but no space if a period is next to a quotation mark). An ellipsis is used to indicate that material has been deleted from a quotation. It's all right to delete material from a quotation, as long as the deleted material is not vital to the meaning of the quotation and as long as the quoted words convey the same meaning as they do in the source. Note the example below:

Dillard says that the weasel "bites his prey at the neck . . . and he does not let go."

The ellipsis is used well in this example. The deleted material is "either splitting the jugular vein at the throat or crunching the brain at the base of the skull." Deleting the specifics of how the weasel kills its prey, as in the example above, does not change the meaning of the quoted words.

When you use an ellipsis, realize that, in terms of the grammar of the sentence, the ellipsis points are "invisible." In other words, the ellipsis is read in the same way that someone would read a single space between words. Therefore, you must make sure that the words before and after the ellipsis points make sense together, both logically and grammatically.

When should you use an ellipsis at the end or the beginning of a quotation? The simple answer is "seldom," but there are specific situations in which you should use an ellipsis in this way.

You should use an ellipsis if the words you quote, as they appear in your essay, constitute a complete sentence, but, in the original, the words you quote are only

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part of a longer sentence.

Because this concept often is not easy (for me) to explain, I will use a very simple example to demonstrate the idea.

Let's say the original is "I am here, and I am ready." Here's how I could quote the sentence or part of it:

• He said, "I am here, and I am ready." (no ellipsis)

• He said, ". . . I am ready." (ellipsis before the quoted words because the quotation appears as a complete sentence in my writing, but the sentence I quote is actually part of a longer sentence, with the words that I deleted from the original in front of the words I quote.)

• He said, "I am here. . . ." (ellipsis after the words I quote because the quoted words constitute a complete sentence as I present them, but the sentence actually extends beyond the words I quote in the original passage. Why four "periods" instead of three, and why is one of the periods right against the last word? Well, in this case, I am using an ellipsis (three periods) and a period for my own sentence (one period). The period for my sentence joins the ellipsis points within the quotation marks.

Other Guidelines

1. Avoid long quotations. When you use long quotations, you are giving up space in your paper to someone else, almost as if a guest speaker has entered your paper and is temporarily pushing you aside. Don't let that speaker take away the spotlight from your own writing. Besides, long quotations often contain material that is not necessary for the writer to make his or her point. It's almost always more effective to use shorter quotations, which help highlight the exact words that you feel are most important, the same important words that can be obscured if they are presented as part of a long quotation. However, there are rules for using block quotations when you must use them. See page 20 for those

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guidelines.

2. Always use single quotation marks to indicate a quotation within a quotation, as when you quote the words of a character who is speaking or when a quotation contains one or more words that are in quotation marks in the original, as in the following example: Thoreau complains that "hardly a man takes a half-hour's nap after dinner, but when he wakes he holds up his head and asks, 'What's the news?' as if the rest of mankind had stood his sentinels." In Thoreau's essay "What's the news?" appears in quotation marks, so, when I quote the sentence in which these words appear, I put my own quotation marks around the entire sentence and turn the quotation marks that are in the original into single quotation marks.

3. Avoid beginning a paragraph with a quotation. This is because paragraphs usually begin with topic sentences, and beginning a paragraph with a quotation may limit what the writer should talk about in the paragraph to only the quoted words. However, it's sometimes effective to begin an introduction with a thought-provoking quotation.

4. Avoid ending a paragraph with a quotation. This is because quotations, especially when they are used as supporting evidence, often require some explanation from the writer. Ending a paragraph with a quotation does not allow for this explanation. In addition, a quotation at the end of a paragraph often does not serve as an effective transitional sentence into the next paragraph.

5. Never quote out of context. In other words, be careful not to present quoted words in a way that gives the words a different meaning than what they convey in the original. An example of quoting out of context would be the following: Concerning the weasel, Dillard says that she "knows what he thinks." I have copied all of the words accurately, but I have still changed Dillard's meaning completely. In the essay, Dillard asks, "Who knows what he thinks?"

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Block Quotations

When a quotation is longer than four typed lines of prose (in your own paper) or longer than three lines of verse, set it off from the text by indenting the entire quotation one inch (usually 2 tabs) from the left margin. Double-space the indented quotation, and do not add extra space above or below it.

• For verse, remember to maintain original line breaks. • Do not put quotation marks around block quotations. The indenting alone

indicates to readers that the words are being quoted. • The final punctuation should be after the last word of the quotation, instead of

after the citation. • Block quotations must be introduced with a complete sentence and a colon

(Rule 1). • For an example of a block quotation in prose, see page 47 of the MLA

Handbook.

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Practice Sentences for Quotation Integration Correct each sentence, or mark it correct. If a question has additional information for you to consider, be

sure to use it when responding. Also, indicate the rule (1-4) used to complete each item. Include any

additional information to explain each item as necessary. There are 15 items.

1. Anne Elliot claims the following, “The deductions for the triple twist were

not extensive enough. She had bent knees and did not finish the twists.”

2. Rebecca requested her neighbor’s assistance with the following: “Will

you please do that thing I asked you to do? Be sure to include the really

important part that we discussed last weekend.”

3. It was obvious that Irene was unhappy. “I wish I did not have to deal with

this right now.”

4. Michelle argues that, “it is important to be sure that you have been

schooled in the basics before you move on to more advanced skills.”

5. She always instructs her athletes to “stay strong.”

6. When she says “Stay strong,” she is instructing her athletes to be both

mentally and physically tough.

7. “Never say that!” Margie screamed as she ran toward the house.

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8. Combining sentences requires much of the same process as learning language:

“The combining involves moving from deep structures through various

transformations to different surface structures, which, though much

oversimplified, is similar to the way in which we construct our first

language.” (Sanborn 67)

Here is what the quotation looked like before it was indented one inch:

“The combining involves moving from deep structures through various transformations

to different surface structures, which, though much oversimplified, is similar to the way

in which we construct our first language.”

9. Sharon told everyone that she was, “In love with Jack,” but everyone

knows she still loves Nick. She does not know who or what she wants.

(Assume that, in the original source, the I in “In” is capitalized.)

10. Jaime argues that “[W]ishes and dreams” are the only things that

really matter in life. (Assume that, in the original source, the W in

“Wishes” is capitalized.)

11. Jon tells Marcy about his relationship with his sister. “I never fight with

my sister. We never argue.”

12. “Wow” said Nora. “You are so lucky.”

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13. “My favorite show is Brothers and Sisters” said Winston.

14. “Jon Marsh does not love me,” Rebecca argued.

15. Kline writes that there has not been a major problem in years. “Over

thirty years have passed since there has been an arrest.”

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Writing Notes

1. Use present tense when writing about literature or film. This is done to convey the ongoing life of the work. The exception is if an event happens before the action of the work begins.

2. Thesis statement

a. A thesis statement is a strong statement that you can prove with evidence. It is not a simple statement of fact. A thesis statement should be the product of your own critical thinking after you have done some research. Your thesis statement will be the main idea of your paper. It can also be thought of as the angle or point of view from which you present your material.

b. Your thesis statement should be ONE sentence long. c. Your thesis statement should use PARALLEL structure. d. Your thesis statement should be at the END of your introduction. Make it the last

sentence. e. Your thesis statement should include ALL of your arguments.

1. E.g., Special effect technicians who showcase their work in motion pictures make the artificial look real through their skills in mixing proper ingredients, carefully applying their creations, and working with actors who will, in turn, help create a realistic scene.

f. See the sample thesis statements page (page 25) for practice with syntax. g. Each argument should be presented in at least one paragraph. Each page should have at

least one paragraph break.

3. Passive vs. Active Voice—Always write in the active voice. There are exceptions, so come see me if you have questions. The rule is, however, to use active voice in most cases. Wrong: The people are watched by the Thought Police. The people are watched. Right: The Thought Police watch the people.

4. There is, There was—displaced subject. Avoid starting a sentence with these words because you displace your subject.

5. It is, It was—Never use these words in combination unless you are certain that you have an antecedent for the pronoun “it.”

6. Spell out numbers that can be written out in one or two words. See pages 27-31 for more on numbers.

7. Do not start paragraphs with the words “First,” “Second,” Third,” “One,” “Two,” “Last,” “Finally,” “In Conclusion,” etc.

These are basic rules that apply in all instances of formal writing.

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Sample Thesis Statements

For each thesis statement, figure out the topic and number of arguments. Also, notice how these are long sentences but not run-ons. Use these to help you with the syntax and diction of your thesis statements. Hamlet – William Shakespeare

Hamlet’s death is not in vain, because he listens to his inner voice, mends his troubled relationship with Laertes, and

comes to terms with his role in the entire ordeal.

Moby-Dick – Herman Melville Ahab retains dignity through his attempts to understand the whale, his fascination with gaining greater knowledge

about the secrets of the cosmos, and his final concession that he is a mere human who is a victim of his fate.

Invisible Man – Ralph Ellison (Italicized text is the thesis statement. For this particular paper, the writer included one sentence after the thesis statement to end the introductory paragraph.) The circumstances of the narrator’s arrival, the making and use of the paint, his experience with Mr. Brockway, and

the ultimate result of his first and final day at the plant can be paired with specific events that occur after he leaves, as

his time there is both a foreshadowing and microcosm of his experiences in the greater society. The connections

between the two experiences show that inequality operates at every level of society, both literally and figuratively.

The Sound and the Fury – William Faulkner Quentin’s initial reactions, his accounts of the little girl’s actions, and his eerie methods of handling the circumstances

surrounding her reveal a relationship which, in Quentin’s mind, is not based solely on a normal display of kindness,

but a recreation of his relationship with Caddy, whom he feels he failed as a brother and a protector.

On with the Story and Galatea 2.2 – Richard Powers

On with the Story and Galatea 2.2 are similar in their use of two or more separate narratives that come together to

achieve one complete work of fiction, and in their creation of characters who acknowledge and discuss fiction as well

as live with the struggles associated with literary postmodernism; however, they differ in the ways in which they use

time and point of view in their creations of metafiction.

Mrs. Dalloway – Virginia Woolf Woolf’s use of indirect discourse and free indirect discourse creates a story in which illustrations of dialogue and

personal thoughts, diverse perspectives, and seamless transitions reject the idea of a dominant speaker by

presenting complete examinations of the various realities of several characters while engendering an intimacy

between reader and novel by minimizing devices that communicate the detachment of a distant narrator.

works by Margaret Cavendish (Italicized text is the thesis statement. The sentence before it is included for your understanding.)

Realizing that she need not completely reject the established forms of authority in order to assert her own

individuality, Cavendish decides to use her role within her traditional life to gain the legitimacy she feels she needs to

gain influence as a writer. Her constant references to her fine breeding, cultivated temperament, and loving marriage

give her a basis from which to stretch boundaries and show readers that she need not reject one idea to pay

deference to the other.

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How to Write an Argument

This is a very basic outline for how to write an argument. An argument needs at least eleven sentences and three quotations. Also, remember that your paper should have a balance of direct quotations, paraphrased material, and summarized material that is properly cited. Remember to use the proper materials for assistance.

I. Topic Sentence: a. Make sure you include the argument you are proving and any other information that is

necessary.

II. Presenting Evidence—Do these steps at least 3 times. a. Preparation Sentence

i. Say everything you have to say to prepare the reader for the quotation. State information as quickly as possible without omitting anything important. Cite all information properly.

b. Quotation i. Find a quotation that will work as evidence to prove your argument.

1. Ask yourself if the quotation you chose actually helps prove your argument. If not, find a better one.

2. Integrate your quotation into your sentence properly. ii. Cite the quotation in MLA format.

c. Explanation Sentences. Cite all information properly.

III. Concluding sentence

a. Recap the pieces of evidence you’ve explained and state your argument again.

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MLA Handbook for Writers of Research Papers 3.5. Numbers 3.5.1. Arabic Numerals Although there are still a few well-established uses for roman numerals (see 3.5.7), virtually all numbers not spelled out are commonly represented today by arabic numerals. 3.5.2. Use of Words or Numerals If you are writing about literature or another subject that involves infrequent use of numbers, you may spell out numbers written in one or two words and represent other numbers by numerals (one, thirty-six, ninety-nine, one hundred, fifteen hundred, two thousand, three million, but 2½, 101, 137, 1,275). To form the plural of a spelled-out number, treat the word like an ordinary noun (sixes, sevens). If your project is one that calls for frequent use of numbers—say, a paper on a scientific subject or a study of statistical findings—use numerals for all numbers that precede technical units of measurement (16 amperes, 5 milliliters). In such a project, also use numerals for numbers that are presented together and that refer to similar things, such as in comparisons or reports of experimental data. Spell out other numbers if they can be written in one or two words. In the following example of statistical writing, neither “ten years” nor “six-state region” is presented with related figures, so the numbers are spelled out, unlike the other numbers in the sentence.

In the ten years covered by the study, the number of participating institutions in the United

States doubled, reaching 90, and membership in the six-state region rose from 4 to 15.

But do not begin a sentence with a numeral.

Two!thousand!four!was!an!election!year!in!the!United!States.

Except at the beginning of a sentence, always use numerals in the following instances:

WITH ABBREVIATIONS OR SYMBOLS

6!lbs.! 8!KB! 4:20!p.m.! $9! 3%! 2"!

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IN ADDRESSES

4401!13th!Avenue

IN DATES

1!April!2007

April!1,!2007

IN DECIMAL FRACTIONS

8.3!

IN DIVISIONS

page!7!year!3!of!the!study!

For large numbers, you may use a combination of numerals and words.

4.5!million!

Express related numbers in the same style.

only!5!of!the!250!delegates!exactly!3!automobiles!and!129!trucks!from!1!billion!to!1.2!billion!

3.5.3. Commas in Numbers Commas are usually placed between the third and fourth digits from the right, the sixth and seventh, and so on.

1,000! !20,000! !!!7,654,321!

Following are some of the exceptions to this practice:

PAGE AND LINE NUMBERS

on!page!1014

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ADDRESSES

at!4132!Broadway

FOUR-DIGIT YEAR NUMBERS

in!1999

But commas are added in year numbers of five or more figures. !!!!!!!!!!!!!!!in!20,000!BC!

3.5.4. Percentages and Amounts of Money Treat percentages and amounts of money like other numbers: use numerals with the appropriate symbols.

1%!!!!!!!45%!!!!!!100%!!!!!!!$5.35!!!!!!!$35!!!!!!!$2,000!!!!!!!68¢ !In discussions involving infrequent use of numbers, you may spell out a percentage or an amount of money if you can do so in three words or fewer (five dollars, forty-five percent, two thousand dollars, sixty-eight cents). Do not combine spelled forms of numbers with symbols.

3.5.5. Dates and Times of the Day Be consistent in writing dates: use either the day-month-year style (22 July 2008) or the month-day-year style (July 22, 2008) but not both. If you begin with the month, be sure to add a comma after the day and also after the year, unless another punctuation mark goes there, such as a period or a question mark. Do not use a comma between month and year (August 1998).

Spell out centuries in lowercase letters.

the!twentieth!century!!Hyphenate centuries when they are used as adjectives before nouns.

eighteenthRcentury!thought!nineteenthR!and!twentiethRcentury!literature!

!Decades are usually written out without capitalization (the nineties), but it is acceptable to express them in figures (the 1990s, the ’60s). Whichever form you use, be consistent.

The abbreviation BC follows the year, but AD precedes it.

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19!BC!AD!565!

!Instead of BC and AD, some writers prefer to use BCE, “before the common era,” and CE, “common era,” both of which follow the year.

Numerals are used for most times of the day (2:00 p.m., the 6:20 flight). Exceptions include time expressed in quarter and half hours and in hours followed by o’clock.

a!quarter!to!twelve!half!past!ten!five!o’clock!

3.5.6. Inclusive Numbers In a range of numbers, give the second number in full for numbers through ninety-nine.

2R3!!!!!!!10R12!!!!!!!21R48!!!!!!!89R99!!For larger numbers, give only the last two digits of the second number, unless more are necessary.

96R101!103R04!395R401!923R1,003!1,003R05!1,608R774!

!In a range of years beginning in AD 1000 or later, omit the first two digits of the

second year if they are the same as the first two digits of the first year. Otherwise, write both years in full.

2000R03!1898R1901!!

In a range of years beginning from AD 1 through 999, follow the rules for inclusive numbers in general.

73R76!600R62!!

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Do not abbreviate ranges of years that begin before AD 1.

748R742!BC!143!BCRAD!149!

On the use of commas in numbers, see 3.5.3.

3.5.7. Roman Numerals Use capital roman numerals for the primary divisions of an outline (see 1.8) and after the names of persons in a series.

Elizabeth!II!John!D.!Rockefeller!IV!John!Paul!II!

!Use lowercase roman numerals for citing pages of a book that are so numbered (e.g., the pages in a preface). Write out inclusive roman numerals in full: xxv–xxvi, xlvi–xlix. Your instructor may prefer that you use roman numerals to designate acts and scenes of plays.

All content © 2009–2010 Modern Language Association of America

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Parenthetical citations – general vs. specific references This handout helps you figure out the best way to integrate quotations and ideas from your sources. Depending on what you want to accomplish in individual cases, you can use general references or specific references, which have their own guidelines when it comes to citing within your paper. Use this information in conjunction with your MLA handbook. !General reference. A general reference enables you to refer to the main ideas in a source or to information presented throughout the work, not in a single place.

Many species of animals have developed complex systems of communication (Bright).

Specific reference. A specific reference enables you to document words, ideas, or facts appearing in a particular place in a source.

Author’s name not included in discussion; all information in parenthetical citation: People have trouble recognizing sound patterns dolphins use to communicate. Dolphins can perceive clicking sounds “made up of 700 units of sound per second,” yet “in the human ear the sounds would fuse together in our minds at 20-30 clicks per second” (Bright 52). Author’s name included in discussion; only page number needed in parenthetical citation: According to Michael Bright, dolphins recognize patters consisting of seven hundred clicks each second, yet such patterns begin to blur for people at around twenty or thirty clicks each second (52). The page number is included even though the writer is not directly quoting because this information can be found on a specific page.

Use these questions to help decide whether to make general or specific references and whether to make them parenthetical or part of the sentence:

• Am I trying to weave broad concepts into my own explanations or argument (general), or am I looking for precise ideas and details to support my conclusions (specific)?

• Will this part of my paper be clearer and more effective if I draw on the author’s own words (specific) or if I merely point out that the author’s text as a whole presents the concepts I am discussing (general)?

• Do I wish to highlight the source by naming the author (part of discussion), or to emphasize the information itself (parenthetical)?

• Will this passage be more concise, emphatic, or effective if I put the author’s name in parentheses or if I work it into the discussion?

• Do I wish to refer to more than one source without distracting readers (parenthetical), or do the several sources I am citing need individual attention (part of discussion)?

Notes: If a paragraph contains only ONE source, you only need to mention the author’s name once in that paragraph. If you mention more than one source in a single paragraph, you need to include the author’s name whenever you switch sources and return to a previous one. Always repeat an author’s name when you move to a new paragraph unless you are only using one source throughout 2 paragraphs and have not mentioned another source, or if your paper only has one source. However, the general rule is to repeat authors’ names when you go to a new paragraph, in order to avoid plagiarism and to avoid confusing the reader.

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Grammar%Diagnostic%

Choose%the%correct%word%for%each%sentence.%1. He!can!!! ! !a!compliment!very!well!! a)!except! b)!accept!2. She!loves!every!dance!! !the!polka.! ! a)!except! b)!accept!3. The!! ! !of!the!drug!was!apparent!immediately.!a)affect! b)!effect!4. The!drug!could!! ! !her!breathing.! ! a)!affect! b)effect!5. I!could!! !died.! ! ! ! ! a)!of!! ! b)!have!6. You!should!! ! !seen!it.! ! ! a)!of!! ! b)!have!7. Will!you!tell!me!when!! !midnight?! ! a)!its! ! b)!it’s!8. The!statue!fell!off!! !base.! ! ! ! a)!its! ! b)!it’s!9. ! !hearts!were!heavy.! ! ! ! a)!They’re! b)!Their!10. I!wonder!how!! ! planning!on!getting!there.! a)!there! b)!they’re!11. Put!the!pizza!over!! ! .! ! ! a)!there! b)!their!12. ! !!!afraid!of!the!Big!Bad!Wolf?!! ! a)!Who’s! b)!Whose!13. ! !becoming!increasingly!difficult.! ! a)!Your! b)You’re!14. ! !!salad!is!perfect.! ! ! ! a)!You’re! b)!Your!15. The!school’s!! ! !is!new.! ! ! a)!principle! b)!principal!16. She!believes!in!the!! ! of!fair!play.! ! a)!principle! b)!principal!17. The!! ! !reason!she!left!was!because!of!the!noise.!!

a)!principle!!!b)!principal!!

18. I!doubt!he’s!smarter!than!! .!! ! ! a)!I! ! b)!me!19. When!my!motherRinRlaw!and!! ! !get!together,!we!have!a!wonderful!time.!

a)!I!! ! b)!me!20. The!Joneses!and!! ! !used!to!live!next!door!to!each!other.!

a)!us! ! b)!we!21. Every!one!of!the!men!took!off!! !hat.! ! a)!his! ! b)!their!22. It’s!important!to!Charlene!and!! !.! ! a)!I! ! b)!me!23. One!of!the!puppies!lost!! !collar.!! ! a)!her! ! b)!their!24. Both!of!the!boys!bought!! !book.! ! ! a)!his! ! b)!their!

!For%25833,%mark%A%for%complete%sentence,%B%for%fragment,%or%C%for%run8on.%

25. Turning!the!corner!on!two!wheels!without!tipping!over.!26. Determined!to!win!his!approval.!27. I!like!to!watch!all!the!soap!operas!it’s!so!stimulating.!28. She!grabbed!a!fly!swatter.!29. By!carrying!away!waste!products!efficiently!and!effectively.!30. To!study!harder!than!ever!before.!31. She!married!him,!when!Percival!heard!the!news,!he!fainted.!32. We!had!planned!an!allRday!picnic!in!a!pasture!near!the!river.!33. Where!are!Riff!and!Raff!those!cats!won’t!come!when!I!call!them.!!!

!

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For%34842,%mark%A%if%there%is%a%dangling%or%misplaced%modifier%or%B%if%the%sentence%is%correct.%

34. Walking!to!school!this!morning,!the!wisteria!vines!were!blooming.!35. After!scratching!his!fleas!for!a!while,!Fido!took!a!nap.!36. Encouraged!by!the!coach,!the!team!won!the!game.!37. To!gain!weight!quickly,!doughnuts!are!a!good!bedtime!snack.!38. Just!after!eating!my!lunch,!the!telephone!rang.!39. After!having!a!serious!heart!attack,!the!mayor!was!concerned.!40. Louise!yearned!to!see!the!Mississippi!river!while!in!Arizona.!41. I!read!about!the!kidnappers!who!were!found!in!this!morning’s!paper.!42. The!thief!was!arrested!after!the!store!had!been!robbed!by!the!police.!

!For%43853,%decide%which%punctuation%mark%belongs%and%mark%the%correct%letter.%

aR comma!bR semicolon!cR colon!dR quotation!marks!eR no!punctuation!

!43. The!best!months!of!the!year!are!! !September,!May,!and!June.!44. and!45.!In!the!morning!! !regardless!of!how!early!it!is!! ! !the!phone!

rings.!46.!I!have!three!hobbies!!!sewing,!cooking,!and!painting.!47.!Hank!made!a!touchdown!during!the!last!quarter! !we!won!6!to!0.!48.!and!49.!“I!believe,!! !said!Nell,!“that!you!can!save!this!dress.! !50.!I!like!roses!! !however,!impatiens!require!less!care.!51.!“Out!of!my!way!!! !John!yelled.!52.!Yesterday!morning!I!washed!the!dishes!and!swept!the!kitchen!! !then!I!went!to!the!grocery!store.!53.!We!visited!the!following!states!! !Wisconsin,!Minnesota,!Maine,!and!Oregon.!!

Choose%the%correct%word%for%each%sentence.%54.!The!topic!of!gender!differences!! !always!controversial.!! ! a)!is!! b)!are!55.!The!patterns!of!performance!in!math!! ! !a!long!history.! a)!has! b)have!56.!In!fact,!the!effects!of!birth!order!! !been!studied.!! ! a)!has! b)!have!57.!Both!birth!order!and!its!impact!! !important!in!this!study.! a)!was!b)were!58.!Everybody!! !the!right!to!succeed.!! ! ! ! a)!has! b)!have!59.!Each!of!the!boys!! !the!right!answer.! ! ! ! a)!has! b)!have!60.!! !!any!of!the!new!members!arrived!yet?! ! ! a)!Has!b)!Have!61.!Some!of!the!books!! !to!be!mended.! ! ! ! a)!need!b)!needs!62.!Each!of!the!speakers!!! !good!voice!control.! ! ! a)!has! b)!have!63.!Two!! ! !coats!are!hanging!in!the!hall.!! a)!girls!!!!!b)!girls’!! c)!girl’s!64.!! !!been!a!long!day!for!everyone.!! ! a)!Its! !!!!b)!Its’! c)!It’s!65.!The!! ! !meeting!will!be!held!in!the!assembly.!(athletes!is!plural)!!a)!athletes!b)!athletes’!c)!athlete’s!66.!After!! ! out!we!go!to!the!store.!!!!a)!schools!!b)!school’s!!!c)!schools’!

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67.!The!canary!didn’t!know!! ! !name.!! ! a)!its! b)!its’! c)!it’s!68.!! !still!learning.!! ! ! ! a)!Its! b)!Its’! c)!It’s!69.!The!! !wool!is!warm.! ! ! ! a)!sheeps!b)!sheep’s!!c)!sheeps’!!70.!The!! ! !toys!are!in!the!attic.! ! ! a)!babies! b)!babies’!71.!! !easy!to!forget.!! ! ! ! a)!Its! b)!It’s! c)!Its’!72.!Sometimes!I!forget!! ! !purpose.!! ! a)!its! b)!it’s! c)!its’!

!For%73882,%mark%A%for%complete%sentence,%B%for%fragment,%or%C%for%run8on.%73.!The!storm!that!frightened!my!dog!and!cat!late!yesterday!afternoon.!74.!Our!family!rescued!the!abandoned!puppy!from!the!animal!shelter.!75.!The!student!became!stressed!her!daily!schedule!was!hectic.!76.!Dr.!Scott!is!my!dentist;!he!is!a!very!pleasant!person.!77.!Just!as!I!closed!and!locked!the!back!door.!78.!The!pitcher!threw!the!ball!to!home!plate,!however,!the!runner!was!safe.!79.!Phil's!new!stereo!which!is!second!hand.!80.!Because!John!had!sprained!his!ankle!going!up!the!ladder.!81.!If!John!and!Alan!would!stop!talking,!I!could!get!some!work!done.!82.!I!thought!I!was!wrong,!I!was!obviously!mistaken.!!Subject8Verb%Agreement%%For%83892,%select%A%for%the%FIRST%choice%and%B%for%the%SECOND%choice.%!83.!Both!John!and!his!twin!(is,!are)!planning!to!attend!the!reunion.!84.!My!sister,!along!with!my!mother,!(plans,!plan)!to!tour!England.!85.!Inside!the!secret!panel!of!the!closet!(was,!were)!several!old!documents.!86.!Either!the!newspaper!or!the!magazines!(has,!have)!the!information!you!will!need.!87.!My!daughter's!favorite!food!(is,!are)!peanut!butter!sandwiches.!88.!Everyone!in!Mrs.!Brown's!biology!classes!(visits,!visit)!the!Learning!Lab!twice!each!!!!!!!!!!!week.!89.!Until!recently,!mumps!(was,!were)!a!dreaded!childhood!disease.!90.!SeventyRfive!dollars!(is,!are)!too!much!to!spend!on!that!dress.!91.!(Do,!Does)!John's!parents!realize!that!his!job!is!in!jeopardy?!92.!Visits!from!my!old!college!roommate!(is,!are)!few!and!far!between.! Pronoun/Antecedent%Agreement%For%938100,%select%A%for%the%FIRST%choice%and%B%for%the%SECOND%choice.%93.!Everybody!must!pay!(his!or!her,!their)!own!entrance!fee.!94.!I!became!annoyed!at!(his,!him)!snoring!during!the!meeting.!95.!Either!the!editor!or!the!reporters!will!correct!(her,!their)!mistake.!96.!Lisa,!(who,!whom)!dialed!the!wrong!number,!called!Susie!instead!of!Brad.!97.!Jason!wanted!to!do!the!assignment!(hisself,!himself).!98.!A!wife!and!mother!has!to!juggle!many!duties!in!(her,!their)!daily!schedule.!99.!Neither!of!the!students!had!(her,!their)!project!ready!by!the!deadline.!100.!Just!between!you!and!(I,!me),!I!think!most!celebrities!are!unhappy.!!!

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Writing%Themes%and%Motifs%%

When!you!are!asked!to!“write!a!theme,”!you!are!to!write!a!sentence,!not!simply!give!one!or!two!words!or!a!phrase.!The!same!goes!for!motifs.!You!can!find!the!definitions!of!both!terms!in!your!terms!packet.!!• To!write!a!theme,!write!a!sentence!in!your!own!words!that!applies!a!topic!(if!you!do!not!yet!know!how!it!is!thematic)!or!theme!(if!you!know!it!is!a!theme!and!just!need!to!explain!it)!to!a!work!and!shows!how!the!work!imparts!a!message!concerning!that!topic!or!theme.!Notice!that,!because!they!express!broad!ideas,!themes!do!not!include!the!name!of!the!work,!names!of!characters,!or!specific!plot!details.!o Example!from!The$Scarlet$Letter!for!the!theme!of!guilt:!The!spiritual,!mental,!and!physical!manifestations!of!guilt!present!themselves!in!powerful!ways,!showing!that!guilt!is!a!powerful!emotion!that!exposes!various!truths.!

! This!particular!theme!can!also!be!used!as!a!thesis!statement!in!an!essay—it!fits!the!definition!and!has!all!the!necessary!components.!The!three!manifestations!of!guilt!serve!as!three!arguments!to!support!the!final!(main)!part.!

!!!!!!!!!

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College Application Essay !

any of you will be asked to write a personal essay this year for either admission to a college/university or for consideration for scholarships. Typically, these assignments force you to focus on yourself, your values and beliefs, the experiences and people who have influenced you,

and your personal and professional goals. This information is meant to help you with the process of thinking about what you will write for your essays for college admission and/or scholarships. If you have not done so, go online to the school(s) to which you expect to apply and see whether or not there are essay requirements so that you can begin to think about what you will write. I will be glad to look over your essays and help you improve them.

o help you focus on your goal of writing effective essays, here is a list of the purposes of admissions essays—how admissions officers use essays:

1. To get to know the student in a more reliable, specific, and personal way than the numbers and the

recommendations provide

2. To provide a view of a special commitment to learning, school, etc.

3. To show something about what and how you think—your thought process

4. To show priorities, values, and the ability to synthesize and connect information

5. To show how you get something out of an experiences (see the meaning in an experience)

6. To explain grades or exceptional circumstances in your background (If there are very special

circumstances in your life—an illness, a family situation, a disability—this is something you will want

to address.)

7. To evaluate the fit between student and college

8. To show writing abilities—organization, analysis, interpretation—and your mastery of the conventions

of standard written English

a. Writing is important in college. Some schools require writing samples or that you take a

writing test to place you in classes. Since your ability to interpret, analyze, and express

yourself clearly, correctly, and vividly will be crucial in most of your college courses, your

college application essay will be looked at in these terms.

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ssay Writing Hints

1. Whatever other advice you receive, be yourself. Regardless of the question, the essay is about you.

2. Know yourself:

a. What are your preferences? What are your interests? If you don’t know, it’s time to figure it

out.

b. What are your values? What do you believe?

c. How do you think? Are you spontaneous or careful? Are you whimsical or methodical? Are

you a leader or a supporter?

3. Respond to the topic suggested and stay within the length recommended. Imagine yourself as the

admissions officer.

a. The essay should be precise. Be specific. Stay on subject.

b. Be vivid and clear.

4. Narrow your focus. Don’t tell EVERYTHING you know. Less is more. Select one thing about yourself

and focus on that. A small, interesting fact will shine most brightly.

5. Structure your essay: Tell them what you’re going to tell them, tell them, and then tell them what you

told them.

6. Use the essay to elaborate on something which is not otherwise evident in reading your application

(e.g., a talent, interest, political view, or achievement).

7. Don’t send your résumé in essay form. They already have an activities and previous work experience

list on the application. Trust that they read it. Think of something else. Deliver your message with

power. Write with certainty.

8. Address your weaknesses by making them implicit strengths.

9. If two schools should have similar topics, proof carefully to verify that your comments are generic or

you have changed the specifics (“My blood runs true blue” wouldn’t work for State or Clemson; “I feel

most energized in the cool of the mountains” won’t work well for UNC-Wilmington).

10. Generally speaking, admissions officers are looking for evidence of ability, motivation, creativity, self-

discipline, and growth potential.

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11. Don’t be too grave, but don’t be too cute either. This is not the time to attempt a comedy routine

unless you have some experience and success with humor.

12. Don’t procrastinate. Write this essay as though a small part of your life depended on it. Write a rough

draft, edit it, and edit it again. When you are ready to write the final copy, allow yourself plenty of time

so you don’t make careless mistakes.

13. Write your own essay. You don’t want to end up with a packaged product. Admissions officers can

tell!

riting Checklist

After writing and editing your rough draft, review again:

1. Scratch out any of the following words: a lot, very, really, nice, things, stuff, there is, there are, there

was, it is, it was, always, never.

2. Scratch out any words that seem like slang: hang out, cool, dude, etc.

3. Scratch out any clichés: e.g., last but not least, sad but true

4. Scratch out any generalizations, stereotypes, or vague statements: e.g., I had a normal childhood,

Everyone knows the feeling

5. Scratch out any words you know are too pretentious.

6. Scratch out any words you don’t know.

7. Eliminate all contractions.

8. Avoid passive voice.

9. You are allowed to use first-person pronouns (I, me, myself, my, mine).

10. Search for the subject and the verb in each sentence. Correct any sentence fragments.

11. Evaluate the length of your sentences. Don’t overuse either long or short sentences. Make sure you

do not have any run-on sentences. Use your comma rules packet.

12. Make sure any number under 100 is written as a word: e.g., twenty-two

13. Do not start paragraphs with the words “First, Second, Third, One, Two, Last, Finally, etc.

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etters of Recommendation

1. Ask someone who knows you well and who can communicate that knowledge. Recommendations

ask, “How long and in what capacity have you known this individual?” Knowing you for only a week or

two as a student in this class this year will not lead admissions people to trust the stated opinions.

Choose someone who has taught or coached or employed you for at least several months.

2. Ask well ahead of time, and ask whether the person feels he or she can be positive. If this person

hesitates, ask someone else!

3. Provide a stamped envelope along with the correct forms filled out fully for your part of the

information.

4. Provide a résumé of your accomplishments along with your interests, goals, and other pertinent

information so that the writer can add background to the letter.

5. Waive your rights. Teachers will write more.

6. Make sure you ask politely if the letter has been completed about a week before the deadline: “Mr. X,

I want to thank you for writing my letter to Skidless U. I’m just checking today to see if my file is

complete. Have you had a chance to get to the letter?”

7. Give appropriate thanks. Your writers usually spend hours composing these letters on your behalf,

and a thank you note or other small, tangible gift is a simple courtesy.

*On the following pages, you will be evaluating two essays to determine if they work or

not. Mark up the essays and write notes about the merits and/or shortcomings. This will

help you with your essays.*

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Evaluate the following using what you’ve learned to determine whether this is an effective essay. Mark it

up.

An Essay About Yourself. This writer was asked to provide a personal statement about herself.

If someone were to ask me to describe myself, I would have to say that I am a person of many

interests. I enjoy a simple life, yet I am not afraid to try new things.

I have been fortunate enough to become exposed to a variety of lifestyles at a very early age.

During my travels to Europe, I was able to visit Germany, Italy, and Switzerland. There, I learned about

different cultures and how other people live. Watching and meeting people is one of the many things that I

enjoy.

Since the age of four, I have been dancing with “Dance Capri,” a countrywide Italian-American

folk dancing group. My involvement in this organization has introduced me to people who are interested in

the same things I am. We enjoy learning about our Italian heritage and pride ourselves in keeping up the

folk dancing tradition.

Along with dancing, traveling, and meeting new people, I enjoy skiing and gymnastics. I usually

ski in Vermont during my vacations, but last year I had the opportunity to ski in Quebec, Canada, for a

week. I have always been on gymnastics teams, during the school year and the summer, and although I

never won any special honors, I enjoy competitive gymnastics meets, especially the balance beam. For

me, competing with a team has taught me what working for one common cause and reaching a common

goal are like.

One of the most relaxing hobbies I enjoy is cooking. When time permits, I bake and I prepare

special meals for my family. I learned how to cook through various cooking courses that I took when I was

younger. In high school, I could only fit one food preparation class into my program.

Along with this class, I enjoyed a variety of other courses in high school. However, the ones I

liked the most were jewelry, Italian, and history. I believe, though, that I made the most out of every

course I took in high school.

Out of school, I invest a good deal of time in various part-time jobs. My work experience includes

cashier and hostess work in an Italian restaurant, and my present job, which is working as a Gal Friday in

an insurance company. I also babysit when I have the time.

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High school was and still is a time of growing and maturing for me. Although working hard and

getting good grades has always been my first priority, I also established and set many of the values that

guide my life today. I can confidently say that in my senior year of high school I am ready to meet the

challenges of college. I am ready to move on, and I see a bright future ahead of me.

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