Dr. Webster’s Guide
How to
Write
Excellent
Essays
with Structure & Style
7 in
Easy
Steps
By
J.B. Webster, Ph.D. Bryan G. Rempel, M.A.
Video & Text
A+
A.D.V.A.N.C.E. Successfully master the techniques for writing the: • Basic Essay • Extended Essay • Narrative/Expository Essay • Persuasive Essay • Argumentative Essay • Super Essay
Webster’s Guide: How to Write Excellent Essays
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Dr. Webster’s Guide to
How to Write Excellent Essays Index Acknowledgements......................................3 How To Use This Booklet..........................4 The A+.D.V.A.N.C.E. Essay Formula
Anayze the Assignment.................................5 Analyze the Audience....................................8 Determine the Thesis & Structure...............10 Validate your Viewpoint...............................14 Assemble Structure and Add Style..............18 Notation: Cite Your Sources........................22 Conclusion & Introductions..........................26 Edit & Enunciate..........................................30
Structural Models for Essays
Paragraph....................................................33 Basic Essay.................................................34 Extended Essay..........................................36 Expository / Literary Essay..........................37 Literary Critique Model................................39 Critique Vocabulary.....................................40 Persuasive Essay........................................42 Persuasive Essay Advanced.......................44 Argumentative Essay A...............................46 Argumentative Essay B...............................48 Super Essay................................................51 Citation & Footnotes....................................54 Bibliography.................................................56
Stylistic Techniques
“Dress-Ups”.................................................61 “Clincher/Kickers”........................................62 Sentence Openers......................................65 Decorations.................................................66 Triples..........................................................67 Lead-Ins......................................................71 Extending the Basic Essay.......................... 77 Model Introductions.....................................79 Model Conclusions......................................81 Transitional Words & Expressions............... 84 Essay Checklist...........................................85 Advanced “-ly” Adverb Chart....................... 87 Preposition Chart.........................................88
Sample Essays
Video Link Pages Introduction...................................................4 The A+.D.V.A.N.C.E. Essay Formula
Anayze the Assignment.................................7 Analyze the Audience....................................9 Determine the Thesis & Structure...............13 Validate your Viewpoint...............................17 Assemble Structure and Add Style..............21 Notation: Cite Your Sources........................25 Conclusion & Introductions..........................29 Edit & Enunciate..........................................32
Structural Models for Essays
Paragraph....................................................41 Basic Essay.................................................41 Extended Essay..........................................41 Expository / Literary Essay..........................41 Literary Critique Model................................41 Critique Vocabulary.....................................41 Persuasive Essay........................................50 Persuasive Essay Advanced.......................50 Argumentative Essay A...............................50 Argumentative Essay B...............................50 Super Essay................................................53 Documenting and Extending.......................58 Model Introductions.....................................78 Model Conclusions......................................78
Stylistic Techniques
“Dress-Ups”.................................................64 “Clincher/Kickers”........................................64 Sentence Openers......................................64 Decorations.................................................64 Triples..........................................................64 Lead-Ins......................................................64
Phase I “Bare-Bones” Basic Essay............. 60 Phase II Dressing Structure........................ 63 Phase III Adding Flow.................................68 Phase IV Documentation............................. 71 Phase V Extension Paragraphs.................. 76
Resources..........................................................94
Webster’s Guide: How to Write Excellent Essays
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Acknowledgements The material in this booklet is based on the “Blended Structure and Style in Composition” program developed by Dr. J.B. Webster. His career in teaching creative and academic writing spans five years in elementary, six in junior-senior high and thirtyone at the university levels, the latter seventeen instructing Ph.D candidates in writing their theses. In “retirement” Dr. Webster continues to write instructional course materials and mentor a handful of Master Teachers, who further enhance his “Blended Structure and Style” writing system. This handbook is designed as a quick reference guide to the key concepts of writing effective, efficient and excellent essays as presented in DVD video format by The Institute for Excellence in Writing (www.excellentresources.net) and in live-online tutorial classes offered by Webster’s Academy for Excellence in Writing (www.webstersacademy.com). The Videos offered in this booklet are specifically designed to accompany this booket only. By clicking on the Video Links in this pdf format document, you will be able to view videos stored on line, and watch them on your computer. [If you are using this booklet as part of a Learnopia Course , the links have been disabled and you will refer to the Chapters within the Learnopia Course and click on the video links there.]This valuable resource plus the linked videos will bring to life the concepts outlined in this handbook. As you watch the videos, be sure to take notes on the pages at the back of this booklet to keep for handy reference. Live, Online courses offered by Webster’s Academy for Excellence in Writing will take you into much greater depth in learning how to write Excellent Essays. Bryan G. Rempel, M.A. Master Instructor Webster’s Academy for Excellence in Writing
For more writing resources be sure to visit our website at
www.excellentresources.net
Webster’s Guide: How to Write Excellent Essays
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How to Use this “How To” Book For students, essay-writing ranks near the top of their “least favourite” activities. This handbook is designed to provide practical “how to” models and examples which will take the mystery out of writing the dreaded essay. Since the teaching of this craft is best done live, the booklet includes links to a a series of online video presentations. Over 3 hours of video accompany this book. This added value combination will bring each concept to life, making this ebook even more valuable. Here’s what we would suggest:
Watch Video
“Introduction to Webster’s Guide How to Write Excellent Essays” Click HERE
Watch 1. Read through each chapter to familiarize yourself with the material. Then click the video link to get the full explanation of the concept of the chapter. It will become more meaningful to you as you see it presented on your screen. Notes 2. Take notes from the video on the pages provided at the back of the book. You’ll be able to refer to them as you prepare to write essays for your various subjects. Models 3. Use the models and structures in this book to serve as a framework for the assignments you are working on for your school & university assignments. Excel 4. Have fun watching your marks go up as your teachers will be amazed at the development of your writing skills! 5. Let’s get started!
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How to Write Excellent Essays In Seven Easy Steps
Step 1. Analyze the Assignment Key Words More often than not, the keys to unlocking a successful essay are the Key Words of the question. These key words should provide you with the possible Topics of each body paragraph in your essay (more about Topics in Step 4). Rather than aimlessly rambling about the assignment with some fuzzy filler, your essay should target the key words of the question like a laser beam. “Often the answer to the question is contained in the question itself.”
Tip
You should highlight the key words of the question to make sure your essay is on track with the expectations of the marker. He/she will be watching for how closely you stick to the Topics suggested in the question.
Sample Questions:
Assignment What do these texts suggest about the ways in which individuals struggle with honour and certainty? Support your idea(s) with reference to one or more texts presented and to your previous knowledge and/or experience.
Assignment Some people believe that governments should have the power to restrict civil rights during crisis situations. Others believe that there are no circumstances under which the suspension of civil rights is justifiable. Should governments have the power to restrict civil rights during crisis situations? In your essay, take and defend a position on this issue.
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How Long is the Essay? Typically essays are assigned either by word count or page length. These methods usually strike fear into the student with the enormity of the task. Most students treat an essay as a mathematical problem of counting down the number of words or pages demanded by the teacher. If you are continually referring to the “WORD COUNT” in WORD®, your slavish attachment to the numbers will drive you crazy and produce weak writing. The key here is to know your own writing style and break the essay into manageable chunks (i.e. paragraphs.) Once you have mastered the paragraph structure provided in the Second “A” of this formula (Step 4: Assemble the Structure and Style), you will have an accurate understanding of your typical paragraph length. Knowing your average paragraph length, you will divide that number into the total, giving you the approximate number of topics you can cover, with each paragraph covering one topic. Deduct the Introduction and Conclusion, which should be equal in length to your body or Topic paragraphs, and you can determine how many Topics to cover. Examples:
Essay Assignment: 750 words Your Average Paragraph length: 150 words Total number of paragraphs: 750 / 150 = 5 paragraphs Deduct Intro and Conclusion: 5 – 2 = 3 paragraphs = 3 Topics
Essay Assignment: 3 pages Average Word count per page: 250 = 750 words Based on 12 point Times Roman, 1 inch margins, Double spaced Total number of paragraphs: 750 / 150 = 5 paragraphs Deduct Intro and Conclusion: 5 – 2 = 3 paragraphs = 3 Topics KEY: Each Paragraph should only be about One Topic
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When is the essay due? Nothing annoys a teacher or marker more than late assignments. It puts them in a very precarious position of setting deadlines for the class, and then making exceptions for those who fail to meet the deadlines. Is the essay due in one hour, one week, or one month? If you have a month to write the essay, break down the task into bite-sized chunks (like those in the ADVANCE formula) and spread them out over the time available to complete the essay (more about this in later steps). WARNING: Do not be like most students who use the “I work better under pressure” excuse. Manage yourself and manage your time.
Watch Video The First A in ADVANCE, “Analyze the Assignment” Click HERE
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How to Write Excellent Essays In Seven Easy Steps
Analyze your Audience – Who is going to read this essay? While many writing instructors talk about “audience” and writing for, or to, a particular audience, the simple fact is there will only be one audience for your essay (unless you are a home school student) – the teacher or marker. If you are home schooled, you will likely add your mom to the list. In any case it is extremely important to understand the person who will be marking the essay. Face it, if you did not need the grade from them, you likely would not write any essay in the first place. Rarely does anyone write an essay past the ending of one’s formal education, whether that is high school or university. So understanding the marker is another key. You can do this by asking these questions: 1. Who will be marking the essay? Let’s take an extreme example. Say you are a first year university student at a large university taking a class where you are sitting at the back behind 300 other eager-toplease students, where the teacher or professor appears to be about the size of your pinky finger. Do you think that professor is the one who will read your paper? Hardly! It will likely be a third year student paid $10.00 per hour to mark papers. The professor will have instructed him to only present some of the best and some of the worst papers, otherwise he is free to use his discretion in marking. After twenty years of teaching the same subject to 600 students per year, you can be sure the professor has heard it all, and yours will just be one in the pile he would rather delegate. 2. When and where do you think the marker is marking your essay? These third year students also have a full course load themselves, and likely will be marking these papers late at night over a pizza and a case of Red Bull. Your job will be to get his attention and keep him awake. More on this in step 6.
3. How long do you think it takes a marker to assign a grade to a paper? Going back to the scenario, the marker has 300 papers to mark over the weekend. If he spends 5 minutes per paper, that’s 1500 minutes or 25 straight non-stop hours. Any more than five minutes and it is nearly an impossible task. Webster’s Guide: How to Write Excellent Essays
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4. Where in the essay do you think the marker looks to determine the grade? Most students will be shocked to find out…that is why we are saving that bit of information for Step 6. There is a key section in the essay found where students tend to do their worst writing. From there, the marker peruses the rest of the paper to confirm their original hunch of the grade and may adjust it accordingly by a “+” or a “-“, giving the student a “B+” or “B-“ if the paper seemed to be a “B” paper for example.
In summary of the first letter “A” in the acronym ADVANCE© , you need to Analyze the assignment and know your Audience. Your number one job in writing an essay for a teacher or marker is to grab their attention and make them like you by making their job easy! If you follow all seven steps of the ADVANCE© Formula, you will easily succeed at essay writing.
Watch Video The “+” in the first A of ADVANCE, “Analyze the Audience” Click HERE
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How to Write Excellent Essays In Seven Easy Steps
Step 2. Determine the Thesis and the Structure What type of Essay is required to complete the Assignment? The second step in writing an essay is to determine what type of essay the teacher or professor is assigning. Knowing the type of essay will help to determine the structure of the essay. You may have to chose from the following types: 1. The basic essay – with a typical five to seven paragraphs, including an introduction and conclusion.
2. An extended essay - with more than five to seven, paragraphs, including an introduction and conclusion 3. A super essay - which is really a compilation of several shorter essays, glued together with a super introduction and super conclusion, plus transitional paragraphs between the short essays.
4. An argumentative essay - which takes a position in the introduction (a thesis) and then defends that position throughout the remainder of the essay, reinforcing that thesis in the conclusion. 5. A persuasive essay - which has the goal of persuading the reader, without alienating the reader. The strategy of a persuasive is much different than the strategy of the argumentative. 6. A literary essay – favoured by English departments, which has different requirements in the conclusion than a basic essay. 7. – 10. There are a variety of other types of essays specifically required by varying faculties within a school or university. It is best to acquire a guidebook from these teachers and professors as to the type they prefer.
Each type of essay has its own characteristics, which when mastered, will remove the guesswork of accommodating the “audience” mentioned in Step 1. Be sure to make sure you have clarified these with your teacher or faculty member before beginning to write.
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HOT TIP: Write like they write! Get a sample our your teacher’s or professor’s writing and write like they do. You can analyze their writing style and duplicate it. Your writing will automatically be more appealing to them, and they may not even know why. The process is covered in more detail in some of the related material published by Excellent Resources. Another HOT TIP: Ask the teacher to show you an “A+” paper, and duplicate the style of that paper. (More on Style in Step 4)
Is a Thesis Statement required by the teacher?
Remember: Your #1 Job is to make the marker’s job easier. If your teacher is requiring a thesis statement, it is for two reasons: 1. To make sure you stay on track and answer the question. 2. To save valuable time for the teacher in helping them understand the point you are trying to make in the essay – early on – so they don’t have to guess or waste time searching for what you are trying to communicate. (Remember the profile of the marker from Step 1 – Make them Like You! Follow Their Directions!)
Determine How many Topics are required to complete the Structure of the Essay. Using the paragraph formula in Step 1, you should be able to determine the number of topics you need to cover to meet the word count or page expectation of the teacher or professor.
HOT TIP: Writing an Essay is a Finite Exercise. This means that you do not
have to know everything about a subject to write something or anything about a subject. If you are to write a thousand words about something, that translates to about seven paragraphs, five Topics and five to seven details per Topic – plus Introduction and Conclusion -- That’s it! - Endless research is not necessary to get the job done – Great News, isn’t it?
Decide which Topics best support your Thesis. Remember, you can’t write everything about your thesis, so chose those topics that best support your thesis and let the others go. Then focus on the details that best support each Topic.
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How to Write Excellent Essays In Seven Easy Steps
Step 6. Conclusions and Introductions Great Introductions and Great Conclusions = Great Essays If you are like most students, you will sit down to write an essay, start writing and keep going until you basically run out of gas. You become so tired of the process, that by the end you are producing your worst writing. Without a plan, you would be making the same serious error that plagues most student essay writers.
The Marker’s Biggest Secret - Revealed
Where do you think essay markers start to read your essay? What do they look at first to establish a grade for the paper? Most markers read the CONCLUSION FIRST. Then they read the INTRODUCTION. By the time they have read the Conclusion they have already formed an opinion of the grade the paper will receive. If the Introduction matches the Conclusion it confirms to the marker the grade they had in mind. The “body” of the essay may change their opinion by a + or - , giving the student a B+ or B-, A+ or A- and so on. Unfortunately for most students, their worst writing is in the conclusion!
This strategy works for the marker, but spells disaster for unsuspecting students. Writing a successful essay is like taking a successful airline trip. The first question the reservation attendant will ask is “Where are you going?” This assures that the flight you are booked for will take you to your ultimate destination. The test of a successful flight is when you land, and enter the airport at the destination you intended. A great flight to the wrong destination is not a successful flight. Like the flight analogy, an essay should take the reader to the place promised in the introduction. Anything less is a failure, even if the content between the Introduction and Conclusion is tremendous. Most students will spend 80% of their work on an essay in the body paragraphs where only 20% of the grade is, while ignoring the importance of the Introduction and Conclusion where 80% of the marker’s first impression is made. KEY IDEA: Write the Introduction and Conclusion last, after writing the body paragraphs.
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PERSUASIVE ESSAY MODEL - ADVANCED TITLE
I. INTRODUCE SUBJECT
1. Attention Getter 2. Background info (time, place, context) 3. State three topics: A, B, C – Make the question clear 4. End with the title.
II. TOPIC A – facts which are least supportive of your position
1. 2. 3. 4. 5. CLINCHER A
CON
PRO
III. TOPIC B – balanced, with facts supportive of both sides
1. 2. 3. 4. 5. CLINCHER B
CON
PRO
IV. TOPIC C – facts which most strongly support your position
1. 2. 3. 4. 5. CLINCHER
PRO C
V. CONCLUSION
1. Restate the 3 topics, but… 2. Argue: Discredit evidence against your position 3. Answer question authoritatively & definitely. Lead in with: “certainly,” “without a doubt”, “unquestionably”, “obviously”... 4. Never use “I think” or “In my opinion.” State your opinion as if it was a fact! 5. End with the title.
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Super Essay
Introduction Topic I Topic II Topic III Topic IV Topic V Conclusion
Title Introduction Topic I Topic II Topic III Conclusion
} }
Super Introduction
Theme A
Transition Paragraph
Super Essay Model
Title
Theme B
Super Conclusion
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A Practical Demonstration of the Essay Models The following pages demonstrate how the basic essay can grow from small five-line paragraphs to large twelve-line paragraphs, from an essay of 210 words to one with over 1000 words and, in its extended form, to 1450. Described in five sections, • One demonstrates the “Bare Bones of Structure;” the structure of introductions, structure of body paragraphs, and structure of conclusions. The main features of each structure printed in bold. (Following is a quick review of dress up and clincher kickers) • Two incorporates these features into the established structure in the essay entitled “Dressing the Structures.” A brief review of “Openers, Decorations & Triples” is followed by the •Three; the essay “Adding Flow” where these features are added. After “Footnoting & Quoting” those features are included in the • Four; an expansion called “Documentation.” • Five shows how to add two paragraphs to the body to create an Extended essay of about 1450 words. In a penultimate section (pp. 46-51) it is shown how by tweaking the structures, you can turn a basic or extended essay into an Expository, Persuasive or Argumentative one.
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I. The Three F’s of Norway: The Bare Bones of Structure Essay
Basic Essay Model Introduction ¶
• Time, place • Historical background • Introduce 3 topics • End with the title
Topic 1 ¶: fish
1. 2. Details 3. 5-7 Clincher: fish
Topic 2 ¶: fiords
1. 2. Details 3. 5-7 Clincher: fiords
Topic 3 ¶: fuel
1. 2. Details 3. 5-7 Clincher: fuel
Conclusion ¶
• Repeat three topics • Which is most important? • Why? • End with the title
Norway forms a very old country in Northern Europe. Long ago it was a land of the fierce Vikings and brave Norsemen. The nation has been famous for fish, fiords and fuel. Frequently, these have been called “the three F’s of Norway. At one time, Norway stood for fish. Most of the people were fishermen. Dotted along its rocky shores, stood thousands of small fishing villages. People ate, dried and canned fish for consumption and export. Fiords are narrow inlets for which Norway has been famous. Occasionally the walls of rock stretch straight up off the water. In these protected waterways, fishermen could operate without danger. Villages cling to rocks along the fiords. Norway has always exported fuel. Years ago she sold lumber and wood fuel to other countries in Europe. About twenty years ago, oil was discovered in the North Sea, off the coast of Norway. Today, the nation exports petroleum to fuel the fires and engines of the world. For visitors, the most important feature of Norway clearly was its beautiful fiords. For centuries, the fiords protected and promoted fishing and allowed tugs to bring wood fuel to the markets of the world. Today they earn tourist dollars. The most outstanding of the three F’s of Norway clearly involved the fiords.
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Dressing the Bare Bone Structure Read “The Three F’s of Norway: Dressing the Structure” on page 59 along with the following. Note that the words in boldface show the bare bones of the structure. To this structure has been added the six-point dress-up in every paragraph. “Dress up” is a phrase referring to the six features of style which every well-dressed paragraph should have. For convenience the dress up features have been underlined, which helps writers to be sure all six points are in the paragraph and assists writing teachers to correct more rapidly. The dress up features are:
Dress Ups 1. A “who-which” or adjective clause
Underline the who or which. e.g. The Vikings, who regularly raided and pillaged their neighbours, were masters of the sea.
2. A “because” clause
Underline because. Vikings raided because they wanted the plunder.
3. An adverb clause beginning with “when, while, where, as, since, if or although. (www.asia)
Must be used in every paragraph. Never used as a dress-up to start a sentence. e.g., The Vikings were master ship builders although they preferred sailing over building.
4. An “ly” word; adverb (See page 54 for an advanced “-ly” sample list)
Adverbs are fading in modern English. Hopefully a paragraph might have more than one “ly” word. Underline only one. The Vikings regularly raided northern Europe.
5. Strong Dual Verbs
Good writing is more a matter of strong verbs than of many adjectives. e.g. Twenty years ago oil was discovered and pumped from the North Sea.
6. Quality Dual Adjectives
Be careful of synonyms such as old ancient house. Adjectives can proliferate. Check them. e.g. ...the fierce and naked Vikings...
WARNING: NEVER COUNT A DRESS-UP AS A SENTENCE OPENER
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Model Introductions: Various Types of Essays Essay Subject Which is preferable, a home or an apartment?
Expository or Literary Essay
State the three topics:
“In deciding upon a dwelling one should consider 1) convenience, 2) finance and 3) lifestyle.”
Model Introductions
State the three topics: How does Shakespeare achieve the atmosphere of impending doom in the tragedy “King Lear?”
“Shakespeare achieved the atmosphere of impending doom by 1) the animal imagery or savagery, 2) the great storm scene and 3) the growing madness of the king.” State the three topics:
Examine the fundamental factors of Norway.
“Norway has become famous for its 1) fish, 2) fiords and 3) fuel.”
State the three topics:
Assess or critically discuss the life of John A. McDonald, founder of Canada.
“MacDonald 1) became the main architect of confederation, 2) guided Canada during its formative years and 3) united the country by pushing the railway from coast to coast.”
Every essay introduction must include a) an attention getter, b) historical background with time and place c) end with the title. To get the different kinds of essays, tweak the introductions as shown on these two pages.
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Model Introductions: Various Types of Essays (Continued)
Essay Subject
Which is preferable, a home or an apartment?
Persuasive Essay
Argumentative Essay
State the question and the
State the thesis (conclusion) and the
topics.
topics.
“What is the most important
“Choosing a dwelling is fundamentally a
in deciding where to live? Is
factor of age. Normally apartments appeal
it convenience, finance or life to the young and the elderly, while houses style?
are preferred by mature middle ages. Age
Model Introductions
determines convenience, finances and life
How does Shakespeare achieve the atmosphere of impending doom in the tragedy “King Lear?”
Examine the fundamental factors of Norway.
State the question and the
style.” State the thesis (conclusion) and the
topics.
topics.
“How does Shakespeare
“The play is exclusively about madness,
achieve the sense of
the growth of madness and the triumph and
impending doom? Is it
tragedy of madness. The impending doom
through animal imagery, the
pervades the tragedy through the animal
great storm or the growing
imagery, the ferocity of the great storm and
erratic behaviour of Lear?”
the peculiar behaviour of the king and others.
State the question and the
Finally, all are mad.” State the thesis (conclusion) and the
topics.
topics.
“What are the fundamental
“Norway has been shaped almost exclusively
factors of Norway? What has by geography. The geography of the fiords shaped her people? What
has shaped her major industries, fishing and
has been the role of fish,
fuel.”
fiords and fuel in the history of Norway?” State the question and the topics. Assess or critically discuss the life of John A. McDonald, founder of Canada.
“Which of the multiple achievements of MacDonald stand out most prominently? What has been his legacy? Was it his design of confederation, his guidance during the formative years of Canada or his railway building policies?”
State the thesis (conclusion) and the topics. “McDonald stands out as Canada’s most remarkable political opportunist and imperialist, designing always to enhance his personal status which he viewed as synonymous with that of the country. His search for power can be seen in his designs for confederation, his leadership of the country and the imperialism of his railway building.”
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Transitional Words and Expressions To add an idea: and, also, again, another, both, besides, beyond, that too, indeed, as well, further, especially, in addition, moreover, next, likewise, similarly, furthermore, in the same manner To compare ideas: like, similarly, in the same manner, equally, correspondingly, likewise, in like manner To contrast ideas: but, however, nevertheless, on the other hand, on the contrary, although, instead, conversely, otherwise To show result: therefore, thus, hence, consequently, as a result, for that reason, then
To show time: then, afterwards, later, during, meanwhile, at last, after a while, next, soon, subsequently, ultimately, finally, before, formerly, previously, presently, once, until, when, while, thereafter, eventually, gradually, suddenly, in the future, shortly
To indicate order: for example, for instance, in fact, as an illustration, in other words, this shown in, this exemplified by, as is evident in, in particular To indicate sequence: first, initially, at the outset, to begin, secondly, lastly, to summarize, in closing, above all, most importantly,
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Checklist for All Sizes and Types of Essays Paragraph
Presentation
Structure
I
II
III
Correct Format: Title underlined, name, date, spacing, margins
4
Correct Indicators
4
Eye Catcher (optional)
IV
V
Total
10
Introduction Attention Grabber
2
Time, place, background, (definition if req.)
4
Three Themes Stated
2
End with Title
2
Body Paragraphs ((Three for basic, Five shown (shaded) for extended)) Topic/Clincher
2
2
2
2
2
Clincher/Kickers
2
2
2
2
2
Conclusion Three themes re-stated
2
Most important & Why?
6
Final Clincher repeats the title
2 2
All paragraphs approx. the same length
Style
Decoration (one per paragraph, none repeated)
2
2
2
2
2
Extended Essay: Add two additional columns for style
Triples (one per paragraph, none repeated)
2
2
2
2
2
Dress-Ups (all six in each paragraph)
6
6
6
6
6
Sentence Openers (all six in each paragraph)
6
6
6
6
6
Content
Content of the Composition
10
Language Mechanics (2 points deducted for each error; up to maximum. -20 points) Complete sentences, capitals, ending marks, indentation
-2 each
Spelling: Canadian forms (if in Canada)
-2 each
Avoid “because”, “and”, “but”, “also”, “then”, “so”, and “also” as sentence openers
-2 each
Avoid contractions, except in conversation where they are compulsory; and v.s.s. (permitted)
-2 each
Never repeat a major word in a sentence.
-2 each
Avoid the verb “to be” alone (is, was, were, are)
-2 each
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Essays - Checklist Total
continued Quotations/Footnotes Single-spaced inset and integrated quotations
2x3 each
6
Three sources in correct footnote form
3x2 each
6
ibid. & op. cit. used
2x2 each
4
Lead Ins
2x2 each
4
Bibliography
10
Specialty Essays Expository: Stroke out “most important” factor in conclusion. Same marks as the basic or extended essay. Persuasive: Key words of the “essay question” in topic sentences. Answer “essay question” in the conclusion.
10
Argumentative A: Thesis - in the introduction - most important of the three topics. Key words of the topic and thesis in each topic sentence. In conclusion, thesis most important and why?
10
Argumentative B: In introduction, thesis is a fourth “over-arching” factor. Key words of the topic and fourth factor in each topic sentence. In conclusion, how topics relate to fourth factor.
10
Total Points Basic
132 +10 +20 +10 +10 Total
Intoduction & Conclusion only
56
Essay With (add below) Eye Catcher Quote / Footnotes Bibliography Specialty
Extended
Total Points
172 +10 +20 +10 +10 Total Total Possible
Your Points
Percent
Your Total Possible
86 Webster’s Guide: How to Write Excellent Essays
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