CEA 5Th Edition.Indb

Dallas, Texas Copyright © 1998-2012 by Michael Degen, Ph.D. No portions of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission from the publisher. Fifth Edition First Printing 2012 Telemachos Publishing PO Box 460387 Garland, TX 75046-0387 www.telemachospublishing.com Library of Congress Catalog Card Number: 2012935699 ISBN: 978-0-9853849-0-6 For my teacher and friend Sarah Greer Bush who not only taught me how to write, to examine language, and to admire well-crafted prose, but also taught me how to teach students—working with young writers individually, showing them how to improve sentences, paragraphs, and papers. Each time I meet with a student I remember Sarah’s gift— hours at her kitchen table and office desk explaining, guiding, and shaping my knowledge of prose. TABLE OF CONTENTS FOREWORD TO TEACHERS: ARGUMENTS AND APPROACHES Definition of Expository Argument ................................................................................................9 Quick Overview: What This Book Is About ....................................................................................9 Four Key Teaching Concepts ........................................................................................................10 Teaching Expository Argument ....................................................................................................10 Teacher’s Role ................................................................................................................................11 INTRODUCTORY REMARKS TO STUDENT WRITERS AND THEIR TEACHERS................................................ 14 Some Key Universal Writing Strategies and Concepts................................................................ 15 CHAPTER ONE: CLOSE READING STRATEGIES THAT DEVELOP AN ANALYTICAL VOICE The Chart: Developing an Analytical Voice .................................................................................19 Level One: Diction, Imagery, Details........................................................................................... 20 Level Two: Conceptual Associations.............................................................................................21 Level Three: Repetition..................................................................................................................23 Level Three: Contrast.................................................................................................................... 24 Level Three: Juxtaposition.............................................................................................................24 Level Three: Shift........................................................................................................................... 25 Implementation: Applying the Analytical Voice Chart to a Passage from a Novel................... 26 Implementation: Applying the Analytical Voice Chart to a Nonfiction Passage...................... 31 CHAPTER TWO: STRENGTHENING WRITING SKILLS Objectives .......................................................................................................................................37 WRITING TO SHOW.............................................................................................................................38 Extending Elaboration ..................................................................................................................41 Sample WRITING TO SHOW Compositions: Student-Written Models ...........................................42 The Revision Process When WRITING TO SHOW .............................................................................47 WRITING TO SHOW Assignments and Activities, Assignments 1–5 ...............................................47 WRITING TO SHOW List of Telling Sentences ...................................................................................51 Other WRITING TO SHOW Assignments ...........................................................................................51 CHAPTER THREE: THE EXPOSITORY PARAGRAPH Definitions .....................................................................................................................................53 One-Idea and Subordinate Paragraphs: Unity, Coherence, Style ..............................................54 Comparing a First Draft Expository Body Paragraph with its Revision.....................................56 THE WRITING PROCESS: THE BODY PARAGRAPH ..................................................................................59 Strategy One for Drafting Paragraph: Organize the Evidence ....................................................60 Strategy Two for Drafting Paragraph: Add Necessary Transitions .............................................64 Exercise: Adding Necessary Transitions ............................................................................66 Strategy Three for Drafting Paragraph: Maintain the Topic String ............................................66 Exercise: Maintaining Topic String ....................................................................................67 Strategy Four for Drafting Paragraph: Use Word Glue and Logic Glue ......................................68 Exercise: Working with Transitional Word Glue and Logic Glue ......................................70 Example Process 1 for Constructing a Paragraph (Essay Question) ..........................................72 Example Process 2 for Constructing a Paragraph (Thesis Statement) ......................................73 Example Process 3 for Constructing a Paragraph (Essay Question) ..........................................74 Revision Process: Questions to Ask About Paragraphs ...............................................................75 Complete Expository Paragraphs: Student-Written Models ......................................................77 Expository Paragraph Assignments and Activities .....................................................................88 Assignment #1 Putting a Paragraph Together ..................................................................88 Assignment #2 Revising for B (Blending Textual Support) ..............................................90 Assignment #3 Extend the Elaboration of an Idea E3, E4 ...............................................90 Assignment #4 Revise for A1, A2 (Adding Transitions) ....................................................90 Assignment #5 Revising for O/O2 (Off-topic) etc. ...........................................................91 Assignment #6 Destroying a Paragraph ............................................................................91 CHAPTER FOUR: CONSTRUCTING A PAPER Definitions .....................................................................................................................................93 How Does the Writer Generate a Topic for a Thesis? ..................................................................94 Option One: Ask and Answer Question about the Literature................................................94 Option Two: ARISTOTLE’S TOPICS ................................................................................................95 Argument by Definition............................................................................................................95 Argument by Classification.......................................................................................................96 Argument by Comparison: Similarity, Difference, or Degree.................................................97 Argument by Relationships: Contraries and Cause and Effect............................................100 Obtain Evidence that Supports the Thesis Statement...............................................................104 How does the Writer Formulate a THESIS STATEMENT? ................................................................104 After Writing the Thesis Statement, What Next? (Organize the Evidence) ..............................105 After Organizing the Evidence, What Does the Writer Do? (TOPIC SENTENCES) ........................106 Check the Diction of the Topic Sentences .................................................................................107 More Example Thesis Statements + Topic Sentences ...............................................................108 THE WRITING PROCESS: THE INTRODUCTORY PARAGRAPH The Showing-Telling Introduction ........................................................................................110 Methods for Selecting Analogous Material for the Introduction.........................................110 Sample Showing-Telling Introductory Paragraphs: Student-Written Models ...................112 THE WRITING PROCESS: THE CONCLUDING PARAGRAPH The Non-Summary Concluding Paragraph ..........................................................................116 Sample Non-Summary Concluding Paragraphs: Student-Written Models .......................116 Sample Papers: Student-Written Models Simon and The Tao ............................................................................................................120 Macbeth, Banquo, and the Initial Revelation of Character ............................................123 Chimney Sweepers.............................................................................................................125 William Wordsworth’s Appeal to John

Load more