Teaching

Basic
WRITING
SKILLS
Strategies for Effective
Expository Writing
Instruction

JUDITH C. HOCHMAN, Ed.D.

165948_TBWSkills_book Rev 04-2012.indd 1 8/6/12 9:53 AM

 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

165948_TBWSkills_book Rev 04-2012.indd 2 8/6/12 9:53 AM

 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

TEACHING BASIC WRITING SKILLS vii

165948_TBWSkills_book Rev 04-2012.indd 7 8/6/12 9:53 AM

 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

viii TEACHING BASIC WRITING SKILLS > Contents

165948_TBWSkills_book Rev 04-2012.indd 8 8/6/12 9:53 AM

 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 Outline—Book 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 Outline—Book Report . . . . . . . . . 136
Template N: Revise and Edit Checklist . . . . . . . . . . . . . . . . . 137
Template O: Proofreading Symbols . . . . . . . . . . . . . . . . . . . 138
Template P: Listening Evaluation Checklist . . . . . . . . . . . . . . . 139

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

TEACHING BASIC WRITING SKILLS > Contents ix

165948_TBWSkills_book Rev 04-2012.indd 9 8/6/12 9:53 AM

 1.9 — Sentence Expansion Goals 18–20
When they’re writing, students often assume that their reader has extensive prior knowledge
of the subject matter they’re 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 reflect 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— Who?
Summarizing help develop that skill.
In assigning this section’s activities, instruct
students that their expanded sentences do not
What?
have to answer the question words in the same
order in which they are presented. For example, When?
if students put the response to when at the
beginning of an expanded sentence, the sentence
will begin with a left-branching adverbial phrase. Where?
This form is encountered more frequently in
written text than in speech. If students learn
to write complex sentences, their reading Why?
comprehension will improve. (Scott, 2009)

Note: Tell students that when they see

How?
a dotted line instead of a solid line on the Teaching Basic Writing Skills

sentence expansion form, their writing should DR

AF
T
EXC
ELL ENT
!

take the form of words or phrases—not © 2009 Cambium Learning Sopris West . All rights reserved.
®

complete sentences.

30 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences

165948_TBWSkills_book Rev 04-2012.indd 30 8/6/12 9:53 AM

 TEACHING BASIC WRITING SKILLS
A+
T NT!
AF EL LE
DR EXC

Resource 1.9: Sentences for Expansion

Volcanoes erupt. The boats are docking.

Thelma will call. They screeched.

The boys ran. The men smiled.

The bird flew. The rebels attacked.

Mary went. It was stolen.

The soldiers fired. The race ended.

The waves crashed. A can was spilled.

Sarah entered. The spectators departed.

The motors roared. The snow drifts.

The Senate approved. The sky darkened.

The cyclists pedaled. She worked.

The food was eaten. The couple emigrated.

The colt leaps. The baby is crying.

Dad shaves. Simon dreams.

The cars raced. The fish swam.

The customer complained. The children understand.

The crowd cheered. Sam will dance.

The man wondered. The cat stretched.

The children are eating. The teacher refused.

(continued)

© 2009 Cambium Learning Sopris West®. All rights reserved. Permission is granted to reproduce this page for student use. 31

165948_TBWSkills_book Rev 04-2012.indd 31 8/6/12 9:53 AM

 TEACHING BASIC WRITING SKILLS
A+
T NT!
AF EL LE
DR EXC

Resource 1.9 (continued)

He studied. The concert will begin.

They read. John shivered.

People traveled. They ambushed the enemy.

Lincoln unified the states. Washington led the troops.

Elmer works. They are writing.

The children remained. Children are playing.

The student asked. The table broke.

The horse stumbled. Everyone was awakened.

The smell drifted. Atoms are tiny.

The show closed. The smoke disappeared.

The girls appeared. The curtain is rising.

The Earth revolves. He promised.

Actors performed. He poured.

A bear scratches. The office closed.

A girl danced. The thief vanished.

The people searched. The phone is ringing.

Slavery was abolished. Bridges were built.

The violinist will practice. The war will be won.

The judge will decide. The Pilgrims landed.

The air smelled. Columbus sailed.

32 © 2009 Cambium Learning Sopris West®. All rights reserved. Permission is granted to reproduce this page for student use.

165948_TBWSkills_book Rev 04-2012.indd 32 8/6/12 9:53 AM

 Example 1.9A
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? the American colonists
When? in 1775
Why? because they felt the British taxed them unfairly
Expanded sentence:
In 1775, the American colonists rebelled because they
felt the British taxed them unfairly.
It sank.
What? the Titanic
When? April 14, 1912
Where? in the North Atlantic
Why? hit an iceberg
Expanded sentence:
On April 14, 1912, the Titanic sank in the North
Atlantic because it hit an iceberg.

TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences 33

165948_TBWSkills_book Rev 04-2012.indd 33 8/6/12 9:53 AM

 Example 1.9B
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 1.9C
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 to finish
when before the weekend
Expanded sentence:
The teachers worked feverishly to finish before the
weekend.

34 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences

165948_TBWSkills_book Rev 04-2012.indd 34 8/6/12 9:53 AM

 Example 1.9D
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 1.9E
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 find 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

TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences 35

165948_TBWSkills_book Rev 04-2012.indd 35 8/6/12 9:53 AM

 Example 1.9F
Directions:
Identify the question word(s)—who, what, when, where, why, and/or how—that 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 flew.

Expanded sentence: The bird gracefully flew 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
small kitchen.
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

36 TEACHING BASIC WRITING SKILLS > SECTION 1: Sentences

165948_TBWSkills_book Rev 04-2012.indd 36 8/6/12 9:53 AM

 2.6 — The Multiple Paragraph Outline Goals 29–37
The Multiple Paragraph Outline (MPO) works for students who are ready to begin writing
unified, 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:

TEACHING BASIC WRITING SKILLS

A+
T
AF
T!
ELL EN
DR EXC

Template K

Multiple Paragraph Outline (4 Paragraphs)

Name: _____________________________________________________________ Date: ___________

Topic: 
Thesis Statement: 
 TEACHING BA
SIC WRITING SKILL
S
T A+
AF
DR ENT !

Main Idea Details

EXC ELL

L Template
Introduction . 
...................................... Multiple Par
. 
. . . . . . . . . . . . . . . . . . . . . . . . . . .
agraph Outl
........... ine (5 Parag
¶1 . . . 
....................................
Name: _________
____________ raphs)
____________
____________
.  Topic: ____________
......................................  ____ Date: _________
 __
. 
...................................... Thesis Statem
ent: 
. 
......................................  
. 
......................................  

¶2 . 
...................................... Main Idea
. 
...................................... Introduction Details
. 
. . . . . . . . . . . . . . . . .. . . . . 
.......................... . . . .. .  . 
. .
.. 
. . . . .
. . . . . . . . . . .
.  . . . . .. . . . .
...................................... ¶1 . . . .  . 
. . 
....
. . 
. . 
. . . . . . .. .. 
. .. . .. . . . .
. . . 
. . . . . ..
................................ ..........
..........
.......... ..........
. . . . . ..
................................ ..........
..........
..
.   .  
. . . . . . . .
.........
...................................... . . 
. .  
. . . . . ..
¶3 . 
...................................... . . .. . . .. . . . . . .
..........
.........
¶2 ..........
. 
...................................... . . .  . . . 
..........
..........
.....
..........
.   . . . . . . . . . . .. 
..........
...................................... . . . . . 
.   ...
.
. .
. .
. .
. .
. .
. .
..........
....................................... . .. . . 
. . . . 
. . .
.....
..........
Conclusion . 
 . . ..  . . .. 
..........
................... . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . .. . . . . . .
.  
. . . . 
 . . . . . .
. . ..........
................... . . . . . . . . . . . . . . . . . . . ¶3 . . 
. . . . . 
. . .
. . . .
¶4 .  . . . 
. . . . . .. 
..........
................... . . . . . . . . . . . . . . . . . . . . . 
. . .  . . 
. . 
..........
......
. 
................... . . . . . . . . . . . . . . . . . . .  . . . . . . . . . 
. .  .........
. . .. . . . . ..........
.  ..  . .. . . .  . .  ..........
................... . . . . . . . . . . . . . . . . . . . . . 
. . . . . .. . . . . . .
 ..........
 . . . ..  . . 
. . . . ....
. .. . . . . . . .
© 2009 Cambium Learning Sopris West®. All rights reserved. Permission is granted to reproduce this page for student use. 133
 . . ..  . . . . . 
. . . . 
..........
. . .
¶4 . .. .. . . . .. .
. . ...
 . . . . . . 
. . 
. .
. . . . .. . . . ..........
..........
 ..  . . . . . . . . .
..........
. . . .. . . .. . . .
.....
. . .  . ..  . . . . 
. . 
. . 
. . .
. .  
. . . .  . . . . . .. 
.....
Conclusion 
. . . . . . . . 
..  . . . . . .. . .
..........
..
. .. . .. . . . . . .
..  . .  
. . . . . . .
..........
¶5 . . . .. . . . . . . . ......
. . . . . . . . . .. 
..........
. . . . . . . . . . . . ......
. . . . . . . . . . 
..........
. . 
. . . . 
. . 
. . . . . .
......
. . . . 
. . 
. . . 
. . 
134
. . 
..
© 2009 Cambium
Learning Sopr
is West®. All righ
ts reserved. Perm
ission is granted
to reproduce
this page for
student use.

TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions 91

165948_TBWSkills_book Rev 04-2012.indd 91 8/6/12 9:54 AM

 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 reflects 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 composition’s thesis statement and the
paragraph’s 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 composition’s 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 specific topics to students who are
learning to create Multiple Paragraph Outlines, they should eventually learn to narrow a
broad concept into a more specific topic on which to base their outline or essay. Students
will need practice before they can confidently refine a topic until it is neither too narrow
nor too broad to cover in an MPO of a given length.

92 TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions

165948_TBWSkills_book Rev 04-2012.indd 92 8/6/12 9:54 AM

 TEACHING BASIC WRITING SKILLS
A+
T NT!
AF EL LE
DR EXC

Resource 2.6: Categories for

Organizing an MPO, by Assignment Type
1. Biographical 5. Persuasive
1st ¶ Introduction 1st ¶ Introduction
2nd ¶ Early life 2nd ¶ First reason
3rd ¶ Later years 3rd ¶ Second reason
4th ¶ Accomplishments 4th ¶ Third reason
5th ¶ Conclusion 5th ¶ Conclusion

2. Significant Event 6. Cause and Effect

1st ¶ Introduction 1st ¶ Introduction
2nd ¶ Background 2nd ¶ Cause(s)
3rd ¶ Event 3rd ¶ Effect(s)
4th ¶ Result or significance 4th ¶ Solution(s)
5th ¶ Conclusion 5th ¶ Conclusion

3. Problem or Issue 7. Book Review

1st ¶ Introduction 1st ¶ Introduction
2nd ¶ Background 2nd ¶ Plot Summary
3rd ¶ Problem 3rd ¶ Conflict/Characters
4th ¶ Solution or effect 4th ¶ Resolution
5th ¶ Conclusion 5th ¶ Conclusion

4. Compare and Contrast

1st ¶ Introduction
2nd ¶ Similarities/
advantages/pros
3rd ¶ Differences/
disadvantages/cons
4th ¶ Conclusion

© 2009 Cambium Learning Sopris West®. All rights reserved. Permission is granted to reproduce this page for student use. 93

165948_TBWSkills_book Rev 04-2012.indd 93 8/6/12 9:54 AM

 Students need not progress in sequence from
TEACHING BASIC WRITING SKILLS

three- to four- to five-paragraph compositions; DR

AFT EXC
A+
ELL ENT
!

Template L
the number of paragraphs should depend on Multiple Paragraph Outline (5 Paragraphs)
the topic. As with the Quick Outline and the Name: _____________________________________________________________ Date: ___________

Transition Outline, provide abundant group Topic: 


work and demonstrate many models before Thesis Statement:

expecting students to develop an MPO Main Idea Details

independently. Introduction .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
....................
....................
¶1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
When introducing students to the Multiple . . . . . . . . . . . . . . . . . . . ....................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Paragraph Outline, guide them through these . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
¶2  . . . . . . . . . . . . . . . . . . . 
. . . . . . . . . . . . . . . . . . . .
steps: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Select a topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Discuss the composition’s purpose ¶3  .

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

and audience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Develop the thesis statement. ¶4 

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. In the left column of the MPO form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Template J for a three-paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
¶5 . . . . . . . . . . . . . . . . . . . 
. . . . . . . . . . . . . . . . . . . .
outline, Template K for a four- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

paragraph outline, or Template L 134 © 2009 Cambium Learning SoprisTEA

WestCHI
®
. All NG
rights reserved. Permission is granted to reproduce this page for student use.
BASIC WRITIN
G SKILLS

for a five-paragraph outline), write DRA

FT A+
EXCE
LLEN
T!

Template
the main idea of each paragraph as Multiple Pa
ragraph Out
L

Name: _________ lin e (5 Paragrap

a phrase or a category. This helps Topic:
____________

fill in topic
____________
____________
____________
____ Date: ___
hs)
________
students avoid repetition and enables Thesis Statem
ent:
write th. st.
them to plan the composition more
effectively. It also helps them ensure Main Idea
Introduction Details
..........
that each paragraph relates to the ..........
..........
.......... g. s..........
¶1 ..........
.......... .......... sp. st.
.........
composition’s overall theme. ..........
..........
..........
. . . . . . . .th. st.
. . .........
..........
.........
 ..........
5. After determining the main idea for ¶2 category .......... 
..........
..........
. ..........
..........
details: ........
.......... abbreviations
.........
each paragraph, write the supporting t.s. ..........
..........
..........
. . . .
..........
. .......... /key words
& phrases only....
.......... !
.........
details in the right-hand column. Tell  ..........
..........
..........
.........

..........
.......... details:
students that they can include more ¶3 category ..........
..........
..........
. ..........
.........
abbreviations
........
..........
.......... /key words
items in their outline than they end t.s. ..........
..........
..........
. . . . ..........
.........
& phrases only
!.....
..........
..........
up using in their draft. Remind them  ..........
..........
.
details:
..........
.........

¶4 category ..........
.......... ........
that each supporting detail should ..........
..........
..........
.
..........
. . .
abbreviations
..........
.........
/key words
t.s. .......... & phrases only .....
relate directly to the main idea of its Conclusion
..........
..........
..........
..........
!
.........

..........
rephrase th. st
.........
paragraph but that the sequence of ¶5 ..........
..........
..........
.
.........
..........
..........
. . . . sp. st.
..........
.....
the details might change in the draft. ..........
..........
..........
..........
..........
g. s. .........
.........

6. Develop the introduction and

134
© 2009 Camb
ium Learning
Sopris West®.
All rights reser
ved. Perm ission is grant
ed to reproduce
this page for

conclusion only after entering the main

student use.

idea and details for each paragraph of

the body of the composition.

94 TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions

165948_TBWSkills_book Rev 04-2012.indd 94 8/6/12 9:54 AM

 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 first paragraph, then
rephrase it in the final 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 fiction 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 significant differences between the economic positions of the
candidates.
As the class works through Multiple Paragraph Outlines, show the more proficient students
that the topic sentence does not have to be the first 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 first one.

Example 2.6A
Directions:
Write a thesis statement for each topic.

Topic: A Longer School Year

Enacting proposals to lengthen the school year would
have many educational benefits.
Topic: Homelessness
Mental illness and substance abuse are two of the
leading causes of homelessness.

TEACHING BASIC WRITING SKILLS > SECTION 2: Paragraphs and Compositions 95

165948_TBWSkills_book Rev 04-2012.indd 95 8/6/12 9:54 AM