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Planning Page
1. Explain the cause for popularity of the fast food?
2. McDonnell’s Fast Food Restaurant.
3.McDonald’s fast food restaurant provides Cheap food , Modern Lifestyle , and
Children’s Play rooms causing people feel good about returning back more than once.
4.Brain storm
1.Cheap Food
A.Happy Meal
b.Chicken Sandwiches
2. Modern life style.
A. Professional customer
b. Young Student
3. Children’s playroom
A.Fun games
B. Exciting rides
topic ; Fast Food Restaurant
Thesis: McDonald’s fast food restaurant provides Cheap food , Modern Lifestyle , and
Children’s Play rooms causing people feel good about returning back more than once.
1. Cheap food describes Happy meal and Chicken Sandwiches to get cheap food pay
Happy meal from McDonald’s
A.Happy Meal explains kids’ love displaying their happiness from eating at McDonald’s
lunch.
B. Chicken Sandwiches provides full day course by eating happy meal and chicken
sandwiches.
2. Modern lifestyle means professional customer and young student to live a modern
lifestyle stay with young student.
A. Professional customer makes their day.
B. young student wants them to save money by eating fast food.
3.Children’s play rooms group fan games and exciting rides to live their happiness
moments at McDonald’s.
A.Fun games suggests parents for come than once and let their kids’ play.
B.Exiting rides displays their emotions showing the love for McDonald’s.
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 to one specific portion of itself. Do not select the first, second, or third idea that pops
into your mind. 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 details for each of the three controlling ideas in step #3. Do not
select the first, second, or third idea that pops into your mind). Each specific idea must be created as Noun Phrase
or Gerund Phrases, not as complete sentences. A sample for the brainstorm list will be provided for you either on
the board or as a handout sheet. (The final draft of your Planning Page must be typed after all four
steps are approved).
*********************************************************************************************
David Smith
Ms. Davis
English 101, Section 150
October 26, 2013
***SAMPLE PLANNING PAGE TEMPLATE***
(Use: double spacing, Times New Roman font, and size 12)
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: (On a separate page, type final draft of outline)
Directions: Follow the sentence patterns below: Place each noun phrase from step # 4 in its
corresponding “subject” slot found in each sentence formula format below. Use only present
tense action verbs (pg. 4). 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 + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object + 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 + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object + 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 + participial phrase(s) or infinitive phrase(s).
B. Subject + action verb + direct object + 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 (blocked-even alignment) right margins.
6. Do not use bold type.
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).
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 typed items: planning page, sentence outline, and essay.
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
1.
2.
3.
(Indent paragraph only once): (Total: 5 sentences)
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 supporting sentences (1- 4) 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!
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, the word
“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
six linking verbs, 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”)
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)
Ms. Betty Davis
Instructor
Page 7