escriptive essay

User Generated

fnyru

Humanities

Description

PLANING PAGE.rtf 

outline fast food.rtf 

WritingProcessGuidelines .pdf 

Hello I've descriptive essay and I've had done the first step and second step  the planning page and outline sentence I just need some help to continue the rest of the essay Introductory Paragraphs , three body paragraph , and concluding paragraph.  and plz read carefully the Writing Process Guideline and u'll get on page3,4 

 from all the uploads I have provided, YOU  supposed to just complete an essay in regards to the outline and planing page that I have already completed that's what I'm trying to ask?

plz feel free to ask me if u have any questions 

best wishes 


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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
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