| Extended-Definition
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Writing
Skill
- Analyzing and writing about specific passages of
literature
Overview of the "Extended-Definition
Paper" Strategy
One form of expository writing is
the extended-definition paper. In it, the writer attempts
to define a concept by using examples, comparison/contrast,
illustrative description, or other methods. In this
writing exercise, the students will be defining the
concept of violence as it relates to greed.
In the novel Wish You Well,
several misdeeds by the Southern Valley Coal and Gas
Company are discovered. Tell the students that they
will be writing a carefully prepared essay in which
they outline the reasons why one person should be charged
with these misdeeds and that they will define the concept
of violence as it relates to greed. Show the students
a list of the five writing steps as you work through
the activity below.
Activity for the "Extended-Definition
Paper" Strategy
- Prewriting: This
is the thinking and planning part of the process.
Tell the students to begin by gathering information/evidence
from the book in preparation for formal charges against
a person responsible for the misdeeds. Ask: Who should
receive the warrant? Remind them to include the page
number(s) with each note they make. Have the students
make a list of examples of greed and violence in the
novel. Have them write next to each example the name
of the character who is involved. Who is the audience
for this essay?
- Organizing: In
this step, have the students arrange their facts and
ideas, putting a star next to the actions that are
in some way connected. Are the same people involved
in the conflict? In what order would you place the
actions? Ask the students to decide which person or
persons they want to use in their paper. Ask: Do you
have enough information on this person(s)? What tone
(e.g., serious, persuasive, humorous) do you plan
to use?
- Writing: In this
step, have the students compose and combine the facts
and ideas into clearly written sentences and paragraphs
and write the rough draft of the paper.
- Editing: In this
step, ask the students to examine the rough draft
to correct and improve their paper. Do you like the
order you chose for the paper, or do ideas need to
be moved to a different place or eliminated? Is there
a better way to express your idea? Do some words need
to be changed? Have them check for errors in grammar
and mechanics.
- Rewriting: In
this step, have the students use their revisions and
corrections to write a final draft of their essay.
Assessment
Use standard rubrics for assessment,
such as the trait-based assessment rubrics found in:
Richard J. Stiggins and Vicki
Spandel, Creating Writers: Linking Writing Assessment
and Instruction, 2nd ed. (Addison-Wesley Pub.
Co., 1996).
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