1. ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. The importance of sentence grammar when teaching writing. 2. The writing process when teaching essay writing. 3. Various techniques for using a model essay to teach essay writing. You will be able to: 1. Plan and teach writing lessons that make use of the writing process to teach essay rhetorical patterns.

2. ACE TESOL Diploma Program – London Language Institute ACADEMIC WRITING Making an argument, or expressing a point of view about a subject and supporting it with evidence is the primary goal of academic writing. An argument is a main idea, usually called the “thesis statement”. It is an idea that is supported by facts and details. The writer wants to develop a position and prove why it is reasonable for a thinking person to support it. Moreover, academic writing shows that the students understand the material, and demonstrates the students’ ability to apply the material beyond what was read or heard. Like creative writing, which focuses on content, academic writing focuses on developing and supporting a thesis statement. Not only is content important in academic writing, but accuracy also becomes essential. It is necessary to help students develop their critical thinking skills so that they can produce strong support, but it is equally necessary to develop their mechanical skills to produce coherent and accurate sentences.

3. ACE TESOL Diploma Program – London Language Institute SENTENCE GRAMMAR A sentence is also called an independent clause. A sentence shows a complete thought and always contains a subject and a predicate (verb). A sentence is made up of phrases (a group of related words that has no subject or verb) and clauses (a group of words that contain a subject and a verb). The number and type of clauses in a sentence determine what type of sentence it is. There are four basic types of sentences: 1. simple 2. compound 3. complex 4. compound-complex

4. ACE TESOL Diploma Program – London Language Institute SIMPLE SENTENCE A simple sentence is an independent clause. It can have more than one subject and more than one verb.  The man ate. (one subject and verb)  The man ate and drank. (one subject and two verbs)  The man and the woman ate. (two subjects and one verb)  The man and the woman ate and drank. (two subjects and two verbs)

5. ACE TESOL Diploma Program – London Language Institute COMPOUND SENTENCE A compound sentence is made up of two independent clauses connected by a coordinating conjunction (and, or, but, nor, so, yet, for)  I like reading, but biographies are my favourite.  I don’t like snow, nor do I like rain. Notice that the coordinating conjunction comes between the two sentences, and that it is preceded by a comma. Never begin a sentence with a coordinating conjunction:  But, I am tired. X Instead, write:  I would do my homework, but I am tired. √ The clauses of a compound sentence may also be joined by a semi-colon without a conjunction:  Summer vacation is over; we go back to school tomorrow.

6. ACE TESOL Diploma Program – London Language Institute COMPLEX SENTENCE A complex sentence is made up of one independent/ main clause and one dependent (subordinate) clause. Remember that a dependent clause needs the main clause to complete its meaning.  I will telephone you before I go home today.  I know that man whom you were talking to. The dependent clause is separated from the main clause by a comma when it comes before the main clause. The comma is not used when the main clause comes before the dependent clause:  Because I have a lot of free time, I can help you today.  I would love to help you after I finish watching this TV show. The following words are examples of subordinating conjunctions used to begin a dependent clause: after /before / which(ever) / whom / since / as / while / that / because / if / where(ever) / until

7. ACE TESOL Diploma Program – London Language Institute CONNECTORS Writers use coordinating conjunctions, subordinating conjunctions and transitions to link sentences and ideas. 1. Coordinating conjunctions use the following punctuation rule: Independent clause, coordinating conjunction independent clause. 2. Subordinating conjunctions use the following punctuation rules:  Subordinating conjunction + dependent clause, independent clause.  Independent clause subordinating conjunction + dependent clause. 3. Transitions use the following punctuation rules:  Independent clause; transition, independent clause.  Independent clause. Transition, independent clause.  Independent clause. Subject, transition, verb…  Independent clause. Subject + verb + object, transition. There are some exceptions to these general rules, but they should generally be memorized by students.

8. ACE TESOL Diploma Program – London Language Institute SENTENCE FRAGMENTS No matter how long or short a sentence is, the basic structure must contain a subject and a verb. When a sentence fragment occurs, it is just an incomplete piece of a sentence. Fragments can be caused by many incorrect structures. The most common is when either the verb or subject is missing. FRAGMENT TYPE 1: MISSING SUBJECT Incorrect sentence: Janis was late for work. Ran as fast as she could to the bus stop. Corrected Sentence: Janis was late for work. She ran as fast as she could to the bus stop. FRAGMENT TYPE 2: MISSING VERB Incorrect sentence: Vicky and Andy next to each other. Corrected Sentence: Vicky and Andy are sitting next to each other.

9. ACE TESOL Diploma Program – London Language Institute FRAGMENT TYPE 3: VERBAL PHRASE Incorrect sentence: Driving happily down the road. Corrected Sentence: Driving happily down the road, Mark played his radio loudly. FRAGMENT TYPE 4: DEPENDENT CLAUSES AS SENTENCE Incorrect sentence: After the snow storm was over. (All the children went out to build a snowman.) Corrected Sentence: After the snow storm was over, all the children went out to build snowmen.

10. ACE TESOL Diploma Program – London Language Institute RUN-ON SENTENCES There are two simple reasons for run-on sentences, (sentences which continue on and on). The first reason is when a comma splice occurs, which is two or more sentences joined together by only a comma: Susan loves skiing, Martin prefers sailing. There are two independent clauses in this sentence;therefore, they cannot be separated only by a comma. The second reason is when two or more sentences are put together with no punctuation used at all: He studied Chemistry for three hours he also studied Math. There are two independent clauses, both with a subject and a verb, so they must have some form of punctuation to separate them.

11. ACE TESOL Diploma Program – London Language Institute CORRECTING RUN-ON SENTENCES There are four simple ways to correct run-on sentences: 1. Join the two independent clauses with a comma plus a coordinating conjunction such as - and, but, or, so, yet. 2. Separate independent clauses with a semi-colon, or a semi-colon plus a transition (connecting) word such as however, therefore, nevertheless, furthermore, in addition. 3. Make the independent clauses into separate sentences by using a period. Note: A transition may still be used but is now preceded by a period and followed by a comma.* 4. Change one of the independent clauses into a dependent clause by adding a subordinate conjunction such as before, after, while, because.

12. ACE TESOL Diploma Program – London Language Institute THE WRITING PROCESS 1. GENERATING IDEAS  The first question is: “What is the topic?”  The second question is: “What is the focus of the topic?” This limits the topic.  Brainstorming allows the writer to see his or her ideas on paper. Different techniques include listing, clustering, and mind maps.  Discussing ideas with a partner allows the writer to hear his or her ideas as well as someone else’s viewpoints. 2. FORM A THESIS STATEMENT  The thesis statement expresses the writer’s position on the topic. It focuses and narrows the topic to what the writer wants to discuss. 3. REVIEW AND ORGANIZE IDEAS  Select relevant ideas and add new ones.  Outline these ideas into the thesis statement, the topics (for each body paragraph), the points (for each topic) and the supporting details (for each point).

13. ACE TESOL Diploma Program – London Language Institute 4. ROUGH DRAFT  Focus mainly on writing the thesis statement and body paragraphs. Also, think of a way to focus the reader's attention on the thesis statement, (introduction) and leave a lasting impression, (conclusion). 5. REVISE AND EDIT  Look at the overall essay.  Look at the essay paragraph by paragraph.  Look at the essay for content. Are the topic sentences general statements? Are the points general examples of the topic? Is there support from specific facts and details? Are all of the sentences connected to the thesis statement?  Look at the vocabulary - are words chosen for precision?  Look at the sentence grammar - are there sentence fragments or run-on sentences?  Look at the sentence fluency - are there a variety of sentences? 6. WRITE THE ESSAY  Apply changes from the rough draft.  Revise and edit again.  Rewrite.  Revise, edit, and rewrite until satisfied with the draft.

14. ACE TESOL Diploma Program – London Language Institute ESSAY WRITING Think of a paragraph as a hamburger: The topic sentence is the top bun. The sentences that come next are the supporting details, (the lettuce, tomato, and hamburger patty in the middle). At the bottom, holding everything together, is the concluding sentence, (the bottom bun of the hamburger).

15. ACE TESOL Diploma Program – London Language Institute A paragraph is a group of sentences which focus on one topic, while an essay is a group of paragraphs which supports one idea, or thesis statement. Each paragraph discusses its own topic, but each topic supports the same thesis statement. The essay consists of an introductory paragraph, body paragraphs and a concluding paragraph. The general form of the essay is the same, regardless of the rhetorical pattern used: THE INTRODUCTORY PARAGRAPH The purpose of the introductory paragraph is to introduce the reader to the topic of the essay, outline the main points of the essay, and present a thesis statement. An important role of the introduction is to interest or “hook” the reader quickly, compelling the reader to read on. After catching the reader’s attention, the writer presents the thesis statement at the end of the introductory paragraph. The thesis statement expresses the writer’s position on the topic. It focuses and narrows the topic to what the writer wants to discuss. All the body paragraphs must support the thesis statement. THE BODY PARAGRAPHS The paragraphs which appear between the introduction and conclusion are body paragraphs, each with its own topic sentence and supporting points. Likewise, each point must be supported by specific details, called points and supports. The effectiveness of the writing depends on the quality and strength of the points and supports. THE CONCLUDING PARAGRAPH The purpose of the concluding paragraph is to remind the reader of the main points expressed in the body of the essay, summarize these points and leave the reader with a satisfied feeling. It is acceptable to offer an evaluation or recommendation about the ideas given, but it is important not to introduce new information at the end of the essay.

16. ACE TESOL Diploma Program – London Language Institute USING A MODEL ESSAY IN CLASS A model essay can be used to look at format, language, and content. Model essays should be written at a level that the students could achieve. A model essay could also be cut into sentence strips which the students have to logically put back together to create an essay. They can also be used to go from the complete essay to the outline form. Samples of a strong and weak model essays can be used to compare and contrast the differences, which can aid in the analysis of what makes an effective piece of writing.

17. ACE TESOL Diploma Program – London Language Institute Complete Task Journal question 2 and submit via email to jenrjones@rogers.com or jennifer@llinstitute.com (preferred) or print and hand in. jenrjones@rogers.com