Ms. Betty Davis
Instructor
Page 1
THE WRITING PROCESS
***Effective writing is 90% planning (includes planning page, sentence outline, & essay’s 1st draft) and 10% actual
writing (includes: essay being revised, proofread, and edited; all final drafts). Each step below must be approved.
I. PLANNING PAGE STEPS (Each step depends on the previous step, so do not skip any steps):
1. Select a broad topic.
2. Narrow your broad topic by answering: which one? or what type/kind? Your answer will be your narrow topic.
Write the narrow topic as a NOUN PHRASE, not as a complete sentence.
3. Thesis: The noun phrase in Step #2 will be the actual subject in your thesis statement, which must contain three
controlling points (do not select the first, second, or third point that pops into your mind). The three controls must
be noun phrases. ***Read this third step again; then, follow the thesis sentence pattern below:
Thesis: Subject + action verb +________, _______, and _______ + participial phrase(s) or infinitive phrase(s) [For all literature analysis
essays: at the end of this formula, please attach the following: within + title of that literary work, + by + author’s name].
4. Create your brainstorm list to provide two specific characteristics for each of the three controlling ideas in step #3
by answering which one? or what kind? Each specific characteristic must be created as Noun Phrase or Gerund
Phrases, not as complete sentences. See the Planning Page format template below. (The final draft of your
Planning Page must be typed after all four steps are approved).
*********************************************************************************************
***SAMPLE PLANNING PAGE TEMPLATE***
(Use: double spacing, Times New Roman font, and size 12)
David Smith
Ms. Davis
English 101, Section 150
October 26, 2016
Planning Page
1.
2.
3. Thesis:
4. Brainstorm List:
I.
A.
B.
II.
A.
B.
III.
A.
B.
Ms. Betty Davis
Instructor
II. THE
Page 2
SENTENCE OUTLINE: (Use a separate page. Type final draft of outline)
Directions: Using step #4 from your Planning Page, place each noun/gerund phrase in its
corresponding “subject” slot in the outline template below. Next, you must create sentences
by following each sentence pattern in the outline template below. Use only present tense
action verbs (see pg. 5). Do not underline your title; do not use quotation marks around your
title. Outlines must be approved before you complete your essay.
Title (Create your title)
Thesis: (Use your same thesis statement from step#3 in your Planning page; make sure you do not change it).
I. Subject + action verb + __A__ and __B__ + participial phrase(s)) or infinitive phrase(s).
A. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
II. Subject + action verb + __A__ and __B__ + participial phrase(s) or infinitive phrase(s).
A. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
III. Subject + action verb + __A__ and __B__ + participial phrase(s) or infinitive phrase(s).
A. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object (noun phrase, noun, or gerund phrase) + participial phrase(s) or infinitive phrase(s).
*********************************************************************************************
TYPING GUIDELINES:
1. Type essays only on the front side of the paper using MLA style format (check the textbook for the correct typing
format).
2. Do not create a cover page for MLA style format. However, some professors might require you to create one.
3. Use the double-spacing setting for your planning page, sentence outline, and essay.
4. Use 12-size font and Times New Roman font only.
5. Top margin must be half inch; left and right margins must be one inch; bottom margin must be one inch. Do not
JUSTIFY right margins. In other words, do not create an even alignment for your right margins.
6. Do not use bold type. Use a staple to bind your pages.
7. Essays must be at least two full pages long (Down to the bottom margin) to three and half pages long.
(2-3 ½ pages). Do not put page numbers on your Planning page and outline. See Format on page four.
8. Use your textbook’s grammar rules and the grading chart to proofread, revise, and edit your planning page,
outline, and essay before turning them in.
9. Turn in the following: planning page, sentence outline, and essay; staple these three items together.
10. Printer or computer malfunctions will not be used as excuses for turning in late essays. Therefore, do not
wait until the day/night before or until the due date to type and to print your essay.
DO NOT PROCRASTINATE!
Ms. Betty Davis
Instructor
Page 3
ESSAY FORMAT
Essays must contain five paragraphs. Use the same title from your outline. Follow all directions below:
INTRODUCTORY PARAGRAPH (Indent paragraph only once): (Total: 5 sentences)
1.
2.
3.
Create one opening sentence to get your reader’s attention: use one simple sentence form.
Create three general overview information sentences about your general topic (do not include information
from outline): use complex, compound, or compound-complex sentence forms.
Type: For example, followed by a comma; then, write your same thesis statement from your outline.
THREE BODY PARAGRAPHS (Indent each body paragraph only once; do not leave spacious gaps):
Note: All four supporting sentences must be written as compound, complex, or compound-complex sentence
forms only. Do not create lead-in sentences; immediately begin to explain the subject of each “A” and “B” topic
sentence in the supporting sentences. Use the three diagrams below to create your three body paragraphs:
THE FIRST BODY PARAGRAPH
[I] ---------------------------------------------------------------------------------------------------------------------------------------------------.
For example, [A]----------------------------------------------------------------------------------------------------------------------------------------.
1.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
2.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
3.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
4.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
In addition, [B]-------------------------------------------------------------------------------------------------------------------------------------------.
1.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
2.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
3.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
4.-----------------------------------------------------------------------------------------------------------------------------------------------------------.
** (In the last clause of this last 4th supporting sentence, make sure you include the exact subject phrase
from Roman Numeral II to serve as a lead-in transition to the second body paragraph).
THE SECOND BODY PARAGRAPH
[II]-----------------------------------------------------------------------------------------------------------------------------------------------.
For instance, [A] ---------------------------------------------------------------------------------------------------------------------------------------.
1.---------------------------------------------------------------------------------------------------------------------------------------------------------.
2.---------------------------------------------------------------------------------------------------------------------------------------------------------.
3.---------------------------------------------------------------------------------------------------------------------------------------------------------.
4.---------------------------------------------------------------------------------------------------------------------------------------------------------.
In addition, [B] -----------------------------------------------------------------------------------------------------------------------------------------.
1.----------------------------------------------------------------------------------------------------------------------------------------------------------.
2.----------------------------------------------------------------------------------------------------------------------------------------------------------.
3.----------------------------------------------------------------------------------------------------------------------------------------------------------.
4.----------------------------------------------------------------------------------------------------------------------------------------------------------.
th
*** (In the last clause of this last 4 supporting sentence, make sure you include the exact subject phrase
from Roman Numeral III to serve as a lead-in transition to the third body paragraph).
The Third Body Paragraph
[III]-------------------------------------------------------------------------------------------------------------------------------------------------.
To illustrate, [A]----------------------------------------------------------------------------------------------------------------------------------------.
1.----------------------------------------------------------------------------------------------------------------------------------------------------------.
2.----------------------------------------------------------------------------------------------------------------------------------------------------------.
3.----------------------------------------------------------------------------------------------------------------------------------------------------------.
4.----------------------------------------------------------------------------------------------------------------------------------------------------------.
In addition, [B] -----------------------------------------------------------------------------------------------------------------------------------------.
1.----------------------------------------------------------------------------------------------------------------------------------------------------------.
2.----------------------------------------------------------------------------------------------------------------------------------------------------------.
3.----------------------------------------------------------------------------------------------------------------------------------------------------------.
4.----------------------------------------------------------------------------------------------------------------------------------------------------------.
Ms. Betty Davis
Instructor
Page 4
CONCLUDING PARAGRAPH: (indent paragraph only once); (Total: 5 sentences)
1. Your concluding paragraph must sound as if you are truly ending your essay or providing awareness to cause
your reader to reflect or to take action.
2. Your conclusion must contain five sentences: use complex, compound, or compound-complex sentences forms.
3. These five sentences must contain present tense action verbs.
4. Do not use the following pronouns: I, me, we, my, mine, our, you, your, yourself, or myself.
5. Use The Do not use List and The Remember to Use List and grammar rules in your textbook when you
proofread all five of your paragraphs.
PROOFREAD ALL FIVE PARAGRAPHS AT LEAST
3-100 TIMES!
Page-numbering Format
Put page numbers on your essay; use the MLA format (Smith 1; Smith 2; Smith 3;
Smith 4): Use the Header or Page Number feature.
No page numbers for your planning page and outline. Only number your essay
pages
THE DO NOT USE LIST: Do not use the following at any time:
Contractions, the future tense, the past tense, the imperative mood (command sentences), you, your, yourself, I, me,
my, mine, our, we, us, one slang, profanity, informal usage, should, could, would, the following pronoun
combinations: he or she, her or him, his or hers, he/she, her/him, his/hers, more than six linking verbs (is & are),
the words “thing: something, everything, nothing, anything,” white-out , pencil or pen, and fancy/plain folders. Do
not use a Cover page. Do not use bold type. Do not email any assignments unless Ms. Davis instructs you to do
so.
THE REMEMBER TO USE LIST: Perform the following at all times:
Action verbs throughout (thesis, outline, essay), the third person pronouns (he, she, his, her, it, they, them), use only
a limit of six linking verbs (is & are), the present tense, the indicative mood, formal usage, concrete nouns, vivid
adjectives, a staple to bind your pages, self-proofreading only (plagiarism still also occurs when allowing someone
to proofread/edit your essay without Professor’s permission: students will never be given this permission in this
class), type planning page/outline/essay (use MLA style): use only the double spacing setting and size 12 font:
Times New Roman, the correct margin settings, read textbook for correct grammar rules, and use grading chart to
proofread essays or term papers; use a gerund phrase as the subject for a few of your supporting sentences; place a
participial phrase, infinitive phrase, or a prepositional phrase in front of the subjects for a few of your supporting
sentences; come for tutoring regularly if you are having problems with grammar rules or with The Writing Process.
Do not use the Internet and any other sources (i.e., books, magazines, journals, newspaper,
and manuals) to avoid plagiarism. Always use your own words whenever you create essays for
this course.
**Turn in final drafts of your typed planning page, typed sentence outline, and typed essay on time to
avoid earning the three-letter grade reduction for lateness. (My “red ink” comments/marks should not
be on any of your final typed drafts).
Ms. Betty Davis
Instructor
Page 5
SAMPLE ACTION VERBS (These are only a few; try to create your own as well):
(These verbs are all singular because they end in “s” or “es”. To make verbs plural, drop the “s” or
“es”; drop the “ies” and add the “y”)
[You may also use the Action Verbs List Handout]
creates, suggests, shows, indicates, reveals, illustrates, speculates, describes, considers,
expresses, exposes, discloses, uncovers, unveils, demonstrates, provides, unmasks, divulges,
gives, clarifies, explains, paints, portrays, elucidates, depicts, draws, represents, characterizes,
pictures, signals, establishes, exhibits, confirms, presents, erodes, examines, develops, deepens,
promotes, prepares, allows, influences, infects, bends, calculates, expedites, incorporates,
integrates, includes, embraces, contains, analyzes, questions, explores, discovers, denotes,
intensifies, endorses, advances, helps, supports, expands, contemplates, reflects, observes,
detects, delivers, impedes, hinders, obstructs, falters, weakens, strengthens, assures, promises,
declares, holds, grips, initiates, informs, showcases, offers, touches, serves, transfers, unfolds,
violates, utilizes, surrenders, tosses, tracks, redeems, teases, spreads, placates, receives, poses,
stifles, raises, unifies, unites, subdues, smears, submerges, undoes, undertakes, untangles, strikes,
smears, provokes, stifles, elevates, formulates, fixes, accelerates, compiles, abandons,
commands, accuses, consolidates, ascertains, mocks, moves, instigates, monitors, gathers, marks,
manages, manipulates, controls, berates, assembles, assesses, attacks, attains, brightens, discards,
distributes, grasps, expels, penetrates, divert, parades, guides, pauses, switches, regains, seizes,
recommends, shapes, rallies, purchases, sidesteps, resists, processes, studies, supplies, moves,
withdraws, reforms, reports, surveys, scares, slashes, summons, duplicates, vanquishes, treats,
shields, reviews, isolates, defines, calculates, orders, passes, extends, arranges, judges, displays,
dissects, dominates, computes, endures, influences, launches, prompts, suspends, protects,
sways, snares, updates, watches, teaches, targets, measures, avoids, shatters, salutes,
mobilizes, obtains, inspires, injects, obfuscates, mystifies, swindles, packs, perceives, extirpates,
solves, salutes, shortens, severs, anticipates, achieves, glorifies, improvises, induces,
underscores, wants, needs, foreshadows, targets, throws, trounces, symbolizes, flaunts,
communicates, consolidates, unpacks, merges, redirects, allocates, determines, reproduces,
resolves, prohibits, exhibits, questions, leads, immunizes, strains, drains, outlines, modifies,
signifies, implements, puts, retains, updates, groups, highlights, encounters, surpasses, reduces,
overcomes, affirms, ponders, transmits, denounces, expresses, mitigates, softens, forces,
Ms. Betty Davis
Instructor
Page 6
GRADING CHART FOR ESSAYS
CONTENT SECTION:
EXCELLENT
(5 points)
BETTER
(4 points)
GOOD
(3 points)
FAIR
POOR
(2 points) (1 point)
a. Outline (form, margins, indentation, neatness, title,
sentence from)
b. Planning Page: margins, format, name
c. Essay’s title, margins, neatness, spacing, name
d. Thesis statement
e. Organization (paragraph formatting; last name with
page numbers)
f. Introduction
g. Conclusion
h. Consistency with outline: follow same order
i. Adherence to subject and central idea
j. Development of ideas
k. Topic sentences
l. Unity
m. Coherence
n. Logical thinking
o. Order of movement
p. Transitional Phrases/devices
q. Supporting sentences (clear; correct sentence forms:
cx, c, or ccx)
r. Typed according to MLA Style Format
s. Length (2 full pages – 3 ½ )
t. Revision/Proofreading/Editing
TOTALS
GRAMMAR SECTION:
Value Point
a. Subject-Verb Agreement
b. Linking verbs (only allowed to use 6 total)
c. Shifts in verb tense or person
d. Fragments
X
Number of Errors
TOTAL
5
Fixed: 7 pts
2
5
e. Run-on Sentence/comma splice sentences
3
f. False or vague reference of pronouns
g. Pronoun-Antecedent Agreement
3
3
h. Misspelled words; informal/slang words
i. Dangling/misplaced Modifiers
2
3
j. Faulty Parallelism
2
k. Faulty Punctuation and capitalization
2
l. Contractions
2
7 or more
subtotal: [
]
______________________
Grammar
Grade:
FINAL GRADE FOR THIS ESSAY: __________________________
(cs + gs = sum ÷2)
Alziyadi 1
Saad Alziyadi
Ms. Davis
English 101, Section 150
(Date)
Sentence Outline
Thesis: Bright Riyadh shows cases fancy living, strong community and powerful economy to
demonstrate the wonder rich culture of Saudi Arabia.
I. The city of Riyadh presents fancy living to accommodate the needs of her population.
A. The city has beautiful facilities that continue to attract tourists and the business
community.
B. Saudi Park provides enough recreational space that allows individuals to enjoy
the ambience of the city.
II. The strong community of business allows for fast growth to attain international
competitiveness.
A. The Oliya residence displays the nature of modern architecture that motivates
influx of tourists into the city.
B. The Makkah Tower hosts the core of modern day hotel industry facilities that
accommodates the needs of the business class.
III. The powerful economy fosters development to ensure business flows smoothly.
A. The oil imports nudge Riyadh towards economic reform that elevates the GDP of
the city at a global level.
B. Planet cultivation follows sustainable environmental that allow for protection of
natural resources from overexploitation.
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