writing the definition essay what is an american?
TRANSCRIPT
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
WRITING THE DEFINITION ESSAY
WHAT IS AN AMERICAN?
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
• The Definition Essay• Often students are asked by instructors to define terms that either
relate a specific subject or field. These definitions come in a variety of shapes, designs, and purposes.
• The writers will offer an expanded definition that of a specific term that is well thought out and one that reflects the subject or field of study.
• Definitions essays do no rely on Webster's Dictionary or any other standard dictionary, nor do these definitions rely on Wikipedia. Student writers might consult dictionaries or encyclopedias (especially ones that are subject specific--biology, for example--);
• instead they will understand the prompt for writing assignment and write an essay that addresses the instructions for the assignment.
• Here are the guidelines for writing a definition essay from Steps to Writing Well:
• How can a definition be used?• To clarify an abstract term such as "loyalty," 'courage," or "honesty."
In this instance the writer will define what the term may mean on a personal level.
• To offer a personal interpretation or explanation to clarify the meaning of a after, for example "Going Green."
• To explain a new term used in pop culture: pod cast, phishing, blog.• To explain terminology or jargon unique to a specific area of study:
mitosis, solarization, wind power• To explain terminology unique to a specific group or audience, such
as Medicare Plan B to a group of senior citizens• To explain or clarify historical terms or or events: the Boxer
Rebellion, the Age of Aquarius
• Four Elements• to
• Developing an Essay • of Definition
• (adapted from http://www.unco.edu/english/aerasmu/122/definitionessay.htm)
• Know your purpose for the essay (see the 6 ways definition can be used)
• YOUR MISSION: DEFINE AN AMERICAN– define terms clearly and objectively– goal for essay: to convince the reader that your
definition or point of view is best, that your audience understands and accepts your definition
• Give readers a reason to read your essay: (often done in the introduction)– introduce your term or topic by first explaining
what it is not: Going Green does not mean that you will dress like Kermit the Frog. Include misunderstandings and misuses of the term.
– EX: An American is not one who refused to day the pledge, exercise their right to vote, or appreciate the freedoms set forth by the U.S. Constitution.
– prepare the reader to accept your definition
• Keep audience in mind to anticipate and avoid problems of clarity:– know who your audience is– know what your audience already believes or
understands about the field of study or subject– use terminology in your definition that your
audience will understand
• Use multiple strategies to clarify or develop your definition– description or characteristics– give examples– compare/contrast– offer explanation– use synonyms– use cause/effect– identify terms or places– associate term with easily recognizable people, places, or
thing: analogies, similes, metaphors
• Avoid these Pitfalls of definition– a topic that is too broad or general– avoid a standard dictionary or Wikipedia definition– avoid vague generalizations• be specific• use picturesque language (write in active voice)
– avoid a circular definition: a poet is one who writes poetry.
• In summary use clear specific language; use analogy, metaphor, simile, provide many examples, explain, describe, compare, contrast, have a specific audience in mind
• Suggestions to Preparing for an Essay Exam• Read the required course material• Attend class and take good notes• Participate in class discussion• Participate in group study sessions (organize a study group if there is not one)• Write practice essay questions and write practice essays. Have a friend, upper
classman who has already taken the course, or instructor read the practice essay)
• Practice spaced repition: review notes and readings on a regular schedule so that you don't have to cram at the last minutes, so that you have learned, remembered, and retained difficult information
• Ask instructors to explain what you do not understand, either in class or in a conference. Avoid email if the question is lengthy or requires great explanation
• Suggestions for Taking an Essay Exam: What to do with test in hand• Read the question or prompt and follow instructions• Understand the question. Don't be afraid to ask for clarification• formulate a strategy for answering the question: this requires you to do some
thinking before writing.• Develop a thesis and a brief outline• Present 3 examples, 3 main points, 3 reasons• Be sure to include terminology or vocabulary specific to subject or test question• Write clean, clear, direct sentences (active voice helps)• Decide on a timetable for writing the essay:
– so many minutes for planning– so many minutes for writing– so many minutes for proofreading– Carefully write each sentence so that you do not have to do much rewriting or editing
• Write a thesis that is an answer to the question or that directly reflects the prompt.
• Why Do Instructors give Essay Exams?• So that students understand concepts that
provide the basis for the course• So that students use those concepts to
interpret specific material• So that students can make connections
between concepts• So that students can learn and practice critical
analysis skills• SO HOW DO I BEGIN?
• First, you must effectively define your topic.• You must choose a type of person.• Consult me if you are not sure you have chosen a good
topic for the paper.• Definitions from dictionaries or beliefs held by the
general population are not appropriate. They are boring!
• The definition should be your unique perspective on the person you have chosen.
• DETERMINE specific examples that illustrate your definition.
• Choose people whom you know really well and can discuss in a convincing fashion.
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• SECOND Choose people whom you know really well and can discuss in a convincing fashion. THIS TIME _ YOUR TOPIC IS ASSIGNED
• These people can come from your everyday life or from books, television, or film.
• You can even create people from your own imagination if they are believable and interesting!
• THIRD : Pick a topic that really interests you. Your enthusiasm for the project will infect the reader.
• Your boredom for a topic will, however, make a bad impression.
• Pick a topic that you have experienced.• Bring something new to the table. Safe is
boring.
• PATTERN A: • Pattern A will explore one quality
instrumental in defining your type of person. It will give three people as examples.
• The thesis statement will look something like this:
Person A, Person B, and Person C all have Quality X, so they qualify as __________ .
AN AMERICAN EXAMPLE: A Marine, a voter, and a mailman all perform their
civic duty for the good of all; therefore, they are Americans.
• Pattern B • …will explore three qualities instrumental
in defining your type of person. It will give one person as an example.
• The thesis statement will look something like this:
Person A has Quality X, Quality Y, and Quality Z, so he [or she] qualifies as __________ .
EXAMPLE:• A Marine is Loyal, strong and proud, so a
Marine is a perfect example of an American.
• THE PROCESS:• This essay will require the following stages:– Thesis statement drafts– A do-the-laundry list – A sentence outline– A handwritten draft produced in class– A typed rough draft that we edit in class
• Prewriting is like washing your clothes before getting dressed for an important occasion.
• You are readying all of the information that you might use to “dress” the essay.
Consider your possibilities.
• First, write a thesis statement using Pattern A.• Then write a second thesis statement using Pattern B.• Both thesis statements can be on the same topic, or
they can be on different topics. • The important thing is that you consider both options
before committing to a pattern of organization.• Bring the thesis statements to me. • Decide which one you want to use and fill out the
appropriate side of the “Laundry” sheet.• A detailed and complete “Laundry sheet is worth 10
points.
MAKE A LIST……
After you have finished the grouped list, make these important decisions:
• Select the best material from the list, and then organize it in the best fashion.
• Start in a way that will engage your reader. Do this by choosing information that your reader will recognize and/or agree with.
• Sandwich the material you like least in the middle. This material isn’t bad, just what you like the least.
• End with your best point so that you make a strong last impression.
Complete your sentence outline, the second stage of prewriting.
• Include a working thesis statement at the top of the outline.
• Outline only the body paragraphs of the essay.• All items on the outline must be complete
sentences.• In terms of length and looks, follow the format of
the samples.
Write the third stage of prewriting—the rough draft of your essay.
• A full rough draft is due by the end of this class.• Include a heading and title.• Remember that rough drafts can be messy.• Use what you learned from your first essay to
produce the best possible draft.• Your homework is to type and print a hardcopy for
our next class.• Sample essays for Pattern A and Pattern B
exist at the course blog.
Proofread the rough draft for these common errors:
• Look for mistakes that you often make.
• Carefully check for misspelled words. Be sure that you haven’t typed affect, for example, when you mean effect, etc.
• Do not use informal abbreviations: & for and, St. for street, w/ for with, cause for because, or—God forbid—gonna for going to or wanna for want to.
• Do not use second person [you, your, yours, etc.] unless you are addressing me, the reader.
• FIRST DRAFT INSTRUCTIONS:• DUE DATE: ______________2014• FIRST DRAFT should be 500-800 words and be a
general idea of what you will finalize by editing.• EDIT CORRECTION LOG: after your first draft is
graded, you will complete an EDIT CORRECTION for major errors in sentence structure. The log will be due with the FINAL
• FINAL COPY DUE DATE: • This is an edited and rewritten version of the
original proofread for the final grade per the RUBRIC
• Here is the outline for the sample definition paper on patriotism:• • I. Introduction
– A. Attention getter: Traditional definition of patriotism (as perceived in an image)– B. Thesis: Patriotism is speaking out when a person feels the country is right or wrong, voting,
campaigning, and respecting others.• II. Body • A. Speaking out when country is wrong
• 1. Vietnam• 2. Slavery• 3. Women’s right to vote
– B. Speaking out when country is right• 1. Afghanistan• 2. Health care
– C. Voting• 1. Making a choice based on one’s needs• 2. Being involved in the voting process
– D. Campaigning• 1. Finding a candidate who represents country’s needs• 2. Barbara Boxer from California
– E. Respecting others• 1. Paying taxes.• 2. Respecting others’ points of view• 3. Arab-American prejudice after 9/11.
• III. Conclusion– A. Review of patriot as protestor, voter, and respectful citizen.– B. Closing attention getter: return to introduction's image of patriot
• Definition Essay Scoring Rubric• • Author:__________________________________________________________________• • _____ of 10 The definition is well-focused & identified by its term, class, and
distinguishing characteristics.• • _____ of 10 The essay is powerfully organized and developed for purpose and audience.• • _____ of 20 Each paragraph/section is clearly identified by a topic sentence(s) & flows well
with good transitions.• • _____ of 20 Each topic of the definition is well-developed with examples, illustrations,
explanations, &/or descriptions.• • _____ of 10 The essay maintains a clear and consistent tone.• • _____ of 20 The essay’s style is interesting with intelligent sentence and diction variety.• • _____ of 10 The essay is virtually free of surface errors and is in proper MLA style.• • _____ of 100 Total • • Comments:
