JUDITH C. HOCHMAN, Ed.D.
Teaching
Basic
WRITING
SKILLS
Strategies for Effective
Expository Writing
Instruction
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Copyright 2009 by Cambium Learning Sopris West
All rights reserved.
2 3 4 5 6 7 8 9 13 12 11 10 09
Except where noted, no portion of this work may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying or
recording, or by any information retrieval system, without the express
written permission of the publisher.
ISBN 13: 978-1-60218-501-2
ISBN 10: 1-60218-501-8
JDE #: 165948/06-10
Printed in the United States of America
Published and Distributed by
4093 Specialty Place Longmont, CO 80504 (303) 651-2829
www.soprislearning.com
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TEACHING BASIC WRITING SKILLS vii
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Challenge of Learning to Write . . . . . . . . . . . . . . . . . . . . . 1
The Role of Executive Functions . . . . . . . . . . . . . . . . . . . . . . 2
Effective Writing Instruction . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Manual . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Paragraphs and Compositions. . . . . . . . . . . . . . . . . . . . . . . . 5
Instructional Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 1: Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sentence Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.1 Sentences and Fragments . . . . . . . . . . . . . . . . . . . . . . . 12
Examples 1.1A to 1.1C
1.2 Scrambled Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . 14
Example 1.2A
1.3 Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Examples 1.3A to 1.3G
1.4 Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Examples 1.4A to 1.4E
1.5 Phrases and Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Example 1.5A
1.6 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Examples 1.6A to 1.6D
Resource 1.6: Sentence Starters . . . . . . . . . . . . . . . . . . 26
1.7 Sentence Combining . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Example 1.7A
1.8 Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Examples 1.8A to 1.8B
1.9 Sentence Expansion . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Resource 1.9: Sentences for Expansion . . . . . . . . . . . . . . 31
Examples 1.9A to 1.9F
1.10 Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Examples 1.10A to 1.10C
1.11 Grammar and Usage . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Subjects and Predicates. . . . . . . . . . . . . . . . . . . . . . . . . . 39
Examples 1.11A to 1.11E
Punctuation and Capitalization . . . . . . . . . . . . . . . . . . . . . . 42
Examples 1.11F to 1.11G
Number and Tense Agreement . . . . . . . . . . . . . . . . . . . . . . 43
Examples 1.11H to 1.11K
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Word Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Examples 1.11L to 1.11U
Active and Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . 51
Example 1.11V
Section 2: Paragraphs and Compositions. . . . . . . . . . . . . 52
Paragraph and Composition Goals . . . . . . . . . . . . . . . . . . . . 54
2.1 Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Compare-and-Contrast Writing . . . . . . . . . . . . . . . . . . . . . . 56
Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Descriptive Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Resource 2.1: Topics for Writing Assignments . . . . . . . . . . 60
Example 2.1A
2.2 Topic Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Resource 2.2: Sample Topic Sentences. . . . . . . . . . . . . . . 65
Examples 2.2A to 2.2F
2.3 Outlines: An Overview . . . . . . . . . . . . . . . . . . . . . . . . . 71
Examples 2.3A to 2.3B
2.4 The Quick Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Examples 2.4A to 2.4K
2.5 The Transition Outline . . . . . . . . . . . . . . . . . . . . . . . . . 86
Examples 2.5A to 2.5C
2.6 The Multiple Paragraph Outline . . . . . . . . . . . . . . . . . . . . 91
Resource 2.6: Categories for Organizing an MPO,
by Assignment Type . . . . . . . . . . . . . . . . . . . . . . . 93
Example 2.6A
2.7 Introductions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Examples 2.7A to 2.7E
2.8 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Example 2.8A
2.9 Writing Drafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Resource 2.9: Writing Activity Suggestions . . . . . . . . . . . . 102
2.10 Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Examples 2.10A to 2.10D
Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Resource 2.10: Transition Words and Phrases . . . . . . . . . . 108
Examples 2.10E to 2.10I
Conjunctions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Listening Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
2.11 Producing a Final Copy . . . . . . . . . . . . . . . . . . . . . . 114
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TEACHING BASIC WRITING SKILLS > Contents ix
Section 3: Writing Assessment . . . . . . . . . . . . . . . . . . . . 115
Resource 3.1: Suggested Grade-Level Assessment Objectives . . . 117
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Template A: Expository-Writing Terms . . . . . . . . . . . . . . . . . . 122
Template B: The 4 Types of Conjunctions . . . . . . . . . . . . . . . . 123
Template C: Sentence Expansion with 3 Question Words . . . . . . . . . 124
Template D: Sentence Expansion with 4 Question Words . . . . . . . . . 125
Template E: Symbols and Abbreviations for Outlining . . . . . . . . . . . 126
Template F: Quick Outline . . . . . . . . . . . . . . . . . . . . . . . 127
Template G: Quick OutlineBook Report . . . . . . . . . . . . . . . . 128
Template H: Sentence Summary . . . . . . . . . . . . . . . . . . . . . 129
Template H-A: Article Summary . . . . . . . . . . . . . . . . . . . . . 130
Template I: Transition Outline (2 Paragraphs) . . . . . . . . . . . . . . 131
Template I-A: Transition Outline (3 Paragraphs) . . . . . . . . . . . . . 132
Template J: Multiple Paragraph Outline (3 Paragraphs) . . . . . . . . . . 133
Template K: Multiple Paragraph Outline (4 Paragraphs) . . . . . . . . . . 134
Template L: Multiple Paragraph Outline (5 Paragraphs) . . . . . . . . . . 135
Template M: Multiple Paragraph OutlineBook Report . . . . . . . . . . 136
Template N: Revise and Edit Checklist . . . . . . . . . . . . . . . . . . 137
Template O: Proofreading Symbols. . . . . . . . . . . . . . . . . . . . 138
Template P: Listening Evaluation Checklist . . . . . . . . . . . . . . . . 139
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
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30 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences
1.9 Sentence Expansion Goals 1820
When theyre writing, students often assume that their reader has extensive prior knowledge
of the subject matter theyre covering. Sentence expansion encourages students to think
about what the reader knows already or may need, or want, to know to better understand
the students writing. Using this approach, students are able to provide information with
greater precision.
To have students practice sentence expansion, display a chart with the question words who,
what, when, where, why, and how. Then give students kernel sentences (simple sentences),
such as Jane ran or The candidates will debate. Select one, two, three, or more of the
question words, and ask the class to expand the kernel sentences by answering some or all
of those questions. When introducing this strategy, begin with where, when, or why.
Note that the kernel sentences must always be complete sentences. They seem or She enjoys
are not sentences because they do not express a complete thought. Resource 1.9 (next
two pages) lists some handy kernel sentences. Keep in mind, however, that students are
best able to expand sentences when they are given kernels that refect their experience or
their recent work in content areas.
Activities using kernel sentences and question words enable teachers to assess student
comprehension or knowledge in any subject area. The activities in this section can easily
be adapted to make such assessments. Templates C and D, in the appendix, are sentence
expansion forms that make sentence expansion assignments straightforward. Initially, you
should select the question words for students.
Sentence expansion is also a useful tool for
learning to summarize. Activities in 1.10
Summarizing help develop that skill.
In assigning this sections activities, instruct
students that their expanded sentences do not
have to answer the question words in the same
order in which they are presented. For example,
if students put the response to when at the
beginning of an expanded sentence, the sentence
will begin with a left-branching adverbial phrase.
This form is encountered more frequently in
written text than in speech. If students learn
to write complex sentences, their reading
comprehension will improve. (Scott, 2009)
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Who?
What?
When?
Where?
Why?
How?
Note: Tell students that when they see
a dotted line instead of a solid line on the
sentence expansion form, their writing should
take the form of words or phrasesnot
complete sentences.
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Resource 1.9: Sentences for Expansion
Volcanoes erupt.
Thelma will call.
The boys ran.
The bird few.
Mary went.
The soldiers fred.
The waves crashed.
Sarah entered.
The motors roared.
The Senate approved.
The cyclists pedaled.
The food was eaten.
The colt leaps.
Dad shaves.
The cars raced.
The customer complained.
The crowd cheered.
The man wondered.
The children are eating.
The boats are docking.
They screeched.
The men smiled.
The rebels attacked.
It was stolen.
The race ended.
A can was spilled.
The spectators departed.
The snow drifts.
The sky darkened.
She worked.
The couple emigrated.
The baby is crying.
Simon dreams.
The fsh swam.
The children understand.
Sam will dance.
The cat stretched.
The teacher refused.
(continued)
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Resource 1.9 (continued)
He studied.
They read.
People traveled.
Lincoln unifed the states.
Elmer works.
The children remained.
The student asked.
The horse stumbled.
The smell drifted.
The show closed.
The concert will begin.
John shivered.
They ambushed the enemy.
Washington led the troops.
They are writing.
Children are playing.
The table broke.
Everyone was awakened.
Atoms are tiny.
The smoke disappeared.
The girls appeared.
The Earth revolves.
Actors performed.
A bear scratches.
A girl danced.
The people searched.
Slavery was abolished.
The violinist will practice.
The judge will decide.
The air smelled.
The curtain is rising.
He promised.
He poured.
The offce closed.
The thief vanished.
The phone is ringing.
Bridges were built.
The war will be won.
The Pilgrims landed.
Columbus sailed.
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TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences 33
DIrECtIoNS:
Expand each kernel sentence.
The tadpole splashed.
Where? in the pond
When? this morning
Expanded sentence:
This morning, the tadpole splashed in the pond.
My dog hid.
Where? under the bed
When? during the storm
Why? because he was scared
Expanded sentence:
During the storm, my dog hid under the bed because he was scared.
They rebelled.
Who? theAmericancolonists
When? in1775
Why? becausetheyfelttheBritishtaxedthemunfairly
Expanded sentence:
In1775,theAmericancolonistsrebelledbecausethey
felttheBritishtaxedthemunfairly.
It sank.
What? theTitanic
When? April14,1912
Where? intheNorthAtlantic
Why? hitaniceberg
Expanded sentence:
OnApril14,1912,theTitanicsankintheNorth
Atlanticbecauseithitaniceberg.
Example 1.9A
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34 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences
DIrECtIoNS:
Expand the kernel sentence using any three of the question words: who, what, when, where,
why, how.
The boys ran.
when last Tuesday
how quickly
where in the park
Expanded sentence:
Last Tuesday, the boys ran quickly in the park.
Example 1.9B
DIrECtIoNS:
Expand the kernel sentence using any four of the question words: who, what, when, where,
why, how.
They worked.
who teachers
how feverishly
why tofinish
when beforetheweekend
Expanded sentence:
Theteachersworkedfeverishlytofinishbeforethe
weekend.
Example 1.9C
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TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences 35
DIrECtIoNS:
Does each word tell who, what, when, where, or how?
later when quickly how
rabbits what yesterday when
carefully how inside where
downtown where soon when
they who newspaper what
Example 1.9D
DIrECtIoNS:
Do the underlined words tell who, what, when, where, why, or how?
Christopher Columbus was born in Italy. where
The king and queen of Spain helped Columbus
by giving him three ships. how
King Ferdinand and Queen Isabella gave Columbus
three ships. who
In 1492, Columbus sailed from Spain to the New
World. when
The Santa Maria was one of Columbus three ships. what
Columbus wanted to fnd spices and gold so he could
become rich. why
Columbus named the natives Indians because he
thought he was in the Indies. why
The Santa Maria sank on the reef in the summer. when
Columbus never knew that he found the New World. what
Example 1.9E
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36 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences
DIrECtIoNS:
Identify the question word(s)who, what, when, where, why, and/or howthat were used to
expand each kernel sentence.
Kernel: Jenny hid.
Expanded sentence: During recess, Jenny hid behind the tree.
Question words: when/where
Kernel: The bird few.
Expanded sentence: The bird gracefully few into its nest.
Question words: how/where
Kernel: She won.
Expanded sentence: Kristen easily won her tennis match this morning.
Question words: who/how/what/when
Kernel: It exploded.
Expanded sentence: After Ryan shook the soda can, it exploded all over the
cafeteria.
Question words: when/who/what/where
Kernel: They cooked.
Expanded sentence: Tom and Rose cooked a delicious meal in their
smallkitchen.
Questions words: who/what/where
Kernel: Elizabeth jogs.
Expanded sentence: Every morning, Elizabeth jogs quickly through the park
so that she will not be late for work.
Questions words: when/how/where/why
Example 1.9F
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TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions 91
2.6 The Multiple Paragraph Outline Goals 2937
The Multiple Paragraph Outline (MPO) works for students who are ready to begin writing
unifed, coherent compositions of three or more paragraphs (see Templates J, K, and L in
the appendix). By using the MPO, students learn to construct a composition that includes an
introduction, body, and conclusion. The outline guides them through this process, helping
them maintain a consistent topic, purpose, and point of view by providing a clear diagram
of the entire work.
Here are two examples of Multiple Paragraph Outlines:
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Template K
Multiple Paragraph Outline (4 Paragraphs)
Name: _____________________________________________________________ Date: ___________
Topic:
Thesis Statement:
Main Idea Details
Introduction
1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3
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Conclusion
4
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
./ - -./. -1 --../
./1. // ../ -
./1. // ../ -
./ oo.1 1
&. ./-. 1...
: /-.o-. / /-./. .--..
/o/-. ./ ./
.o ./ - -/.. - .1
// 1 / ./.o/..
: /o ../. o
.o ./ ...
../.
.. -./.-/ -o -./
./.1/. 1 -/
... 1.-/
./ ./
--.-/.. //././ -
-. --.-/..
./ .//
.o/ /// -/..
/. 11 o-.
1....... 11
-1--. /./ < ....
.. ......
-.. ./-1-1.
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134
Template L
Multiple Paragraph Outline (5 Paragraphs)
Name: _____________________________________________________________ Date: ___________
Topic:
Thesis Statement:
Main Idea
Details Introduction
1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3
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4
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Conclusion
5
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1./..
.
- ..
/./..- -
-.
..
..
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./. -1./.o ...1 // o..1. -/
./1 /.-/
/ -1 --1 1.. // 2// ./.
./ o. / .../.
.! /2./S:S
...-/. SS
7/./../ -.
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165948_TBWSkills_book Rev 04-2012.indd 91 8/6/12 9:54 AM
92 TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions
Students need all of the following skills before they can be expected to develop an MPO
independently:
Ability to construct a coherent paragraph.
Ability to develop a topic sentence based on a category that refects the main idea of
each paragraph. Initially, encourage students to write T.S. under each category on
the left side of the MPO as a reminder to write a topic sentence for each paragraph.
(See Resource 2.6, next page, for examples of categories students can use to organize
different types of MPOs.)
Ability to write supporting details in brief, clear phrases. The details in a composition,
also called the evidence, must support the compositions thesis statement and the
paragraphs topic sentence.
Ability to generate a thesis statement that is a complete sentence and states the main
theme of the composition, and to incorporate it into the compositions introduction
and conclusion. In an MPO, unlike in a Quick Outline or a Transition Outline, the
thesis statement should be the only complete sentence.
Also, although it is a good idea initially to assign specifc topics to students who are
learning to create Multiple Paragraph Outlines, they should eventually learn to narrow a
broad concept into a more specifc topic on which to base their outline or essay. Students
will need practice before they can confdently refne a topic until it is neither too narrow
nor too broad to cover in an MPO of a given length.
165948_TBWSkills_book Rev 04-2012.indd 92 8/6/12 9:54 AM
D
R
A
F
T
EXCELLENT!
A+
TEACHING BASIC WRITING SKILLS
2009 Cambium Learning Sopris West
. All rights reserved. Permission is granted to reproduce this page for student use. 93
Resource 2.6: Categories for
Organizing an MPO, by Assignment Type
1. Biographical
1st Introduction
2nd Early life
3rd Later years
4th Accomplishments
5th Conclusion
2. Signifcant Event
1st Introduction
2nd Background
3rd Event
4th Result or signifcance
5th Conclusion
3. Problem or Issue
1st Introduction
2nd Background
3rd Problem
4th Solution or effect
5th Conclusion
4. Compare and Contrast
1st Introduction
2nd Similarities/
advantages/pros
3rd Differences/
disadvantages/cons
4th Conclusion
5. Persuasive
1st Introduction
2nd First reason
3rd Second reason
4th Third reason
5th Conclusion
6. Cause and Effect
1st Introduction
2nd Cause(s)
3rd Effect(s)
4th Solution(s)
5th Conclusion
7. Book Review
1st Introduction
2nd Plot Summary
3rd Confict/Characters
4th Resolution
5th Conclusion
165948_TBWSkills_book Rev 04-2012.indd 93 8/6/12 9:54 AM
94 TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions
Students need not progress in sequence from
three- to four- to fve-paragraph compositions;
the number of paragraphs should depend on
the topic. As with the Quick Outline and the
Transition Outline, provide abundant group
work and demonstrate many models before
expecting students to develop an MPO
independently.
When introducing students to the Multiple
Paragraph Outline, guide them through these
steps:
1. Select a topic.
2. Discuss the compositions purpose
and audience.
3. Develop the thesis statement.
4. In the left column of the MPO form
(Template J for a three-paragraph
outline, Template K for a four-
paragraph outline, or Template L
for a fve-paragraph outline), write
the main idea of each paragraph as
a phrase or a category. This helps
students avoid repetition and enables
them to plan the composition more
effectively. It also helps them ensure
that each paragraph relates to the
compositions overall theme.
5. After determining the main idea for
each paragraph, write the supporting
details in the right-hand column. Tell
students that they can include more
items in their outline than they end
up using in their draft. Remind them
that each supporting detail should
relate directly to the main idea of its
paragraph but that the sequence of
the details might change in the draft.
6. Develop the introduction and
conclusion only after entering the main
idea and details for each paragraph of
the body of the composition.
DRAFT
DRAFT
EXCELLENT!
A+
TEACHING BASIC WRITING SKILLS
2009 Cambium Learning Sopris West. All rights reserved. Permission is granted to reproduce this page for student use. 134
Template L
Multiple Paragraph Outline (5 Paragraphs)
Name: _____________________________________________________________ Date: ___________
Topic:
Thesis Statement:
Main Idea Details
Introduction
1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DRAFT
DRAFT
EXCELLENT!
A+
TEACHING BASIC WRITING SKILLS
2009 Cambium Learning Sopris West
. All rights reserved. Permission is granted to reproduce this page for student use.
134
Template L
Multiple Paragraph Outline (5 Paragraphs)
Name: _____________________________________________________________ Date: ___________
Topic:
Thesis Statement:
Main Idea
Details Introduction
1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ll in topic
write th. st.
g. s.
sp. st.
th. st.
details:
abbreviations/key words
& phrases only!
details:
abbreviations/key words
& phrases only!
details:
abbreviations/key words
& phrases only!
rephrase th. st.
sp. st.
g. s.
category
t.s.
category
t.s.
category
t.s.
165948_TBWSkills_book Rev 04-2012.indd 94 8/6/12 9:54 AM
TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions 95
For longer compositions, the most important step is to construct a thesis statement.
Developing writers usually place the thesis statement at the end of the frst paragraph, then
rephrase it in the fnal paragraph. Students can develop a thesis statement, or the main
theme of a composition, in several ways. They may frame an idea as:
A personal judgment on a topic. For example:
It is urgent that problems associated with global warming be addressed
immediately.
Advice or directions. For example:
There are a number of effective strategies to combat global warming.
A statement of consequences (cause and effect). For example:
If global warming is not taken seriously by governments, our planet will be
in danger.
An argument for or against an issue. For example:
Many scientists believe there is persuasive evidence that the issue of global
warming is extremely serious.
An interpretation (usually of fction or poetry). For example:
The endless legal morass described by Charles Dickens in Bleak House is
as relevant today as it was over a century ago.
Compare and contrast (similarities and/or differences). For example:
There are signifcant differences between the economic positions of the
candidates.
As the class works through Multiple Paragraph Outlines, show the more profcient students
that the topic sentence does not have to be the frst sentence in each paragraph. Also, teach
them that the last words in a paragraph or a composition will have the most impact on the
reader; therefore, the end of each paragraph should contain its key points. Emphasize that
the last sentence of a composition is just as important as the frst one.
DIrECtIoNS:
Write a thesis statement for each topic.
Topic: A Longer School Year
Enactingproposalstolengthentheschoolyearwould
havemanyeducationalbenefits.
Topic: Homelessness
Mentalillnessandsubstanceabusearetwoofthe
leadingcausesofhomelessness.
Example 2.6A
165948_TBWSkills_book Rev 04-2012.indd 95 8/6/12 9:54 AM
