Pennington Publishing Blog

Split Infinitives

“Hey, James, Mr. Pomeroy is wrong about splitting infinitives! To occasionally split an infinitive is fine. Captain Kirk splits an infinitive when he states the mission of the Starship Enterprise at the beginning of each Star Trek episode.

“You’re talking about ‘to boldly go where no man has gone before’ where ‘boldly’ is placed between the two words of the infinitive, to go. That’s not Captain Kirk’s only grammatical mistake. Saying ‘man’ excludes both women and alien beings. He also ends the sentence with a preposition: ‘before.’ We should report him to Star Fleet Command.”

Definition and Examples

An infinitive usually consists of to plus the base form of the verb. Examples: to run, to hide

This infinitive form does not indicate past, present, or future verb tense and does not connect to the subject of the sentence. Example: Joseph liked to go to the mall. “Joseph” is the subject and “liked” is the predicate. The infinitive “to go” serves as a modifier of the verb, “liked,” but does not signal past, present, or future action.

A split infinitive occurs when the speaker or writer inserts one or more words between the to and the base form of the verb. Examples: To never walk is his goal. She wants to someday soon ski.

Read the rules.

Syntax in Reading and Writing

• Splitting infinitives is fine in casual conversation and in informal writing; however, avoid adding more than one word between the to and the base form of the verb.
• Avoid using split infinitives in formal writing, such as in essays.

Practice

Write the following sentences and [bracket] the split infinitives in the following sentences.

1. To seriously ask the question of the comic was his choice, alone.
2. Zoe wished to always be considered the expert, and she hoped to soon achieve her goal.
3. Why do you need to completely and totally abandon the plan to somehow defend your honor?
4. I did not expect to have to willingly go when I would have rather stayed at home.
5. Listening to music makes me happy to be alive and to often visit my friends.

Revise the split infinitive.

It is a mistake to ever split an infinitive.

Answers

1. [To seriously ask] the question of the comic was his choice, alone.
2. Zoe wished [to always be] considered the expert, and she hoped [to soon achieve] her goal.
3. Why do you need [to completely and totally abandon] the plan [to somehow defend] your honor?
4. I did not expect to have [to willingly go] when I would have rather stayed at home.
5. Listening to music makes me happy to be alive and [to often visit my friends].

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing composition rules, essay rules, essay structure, essay style, essay writing, essay writing rules, five paragraph essays, how to write an essay, Mark Pennington, split infinitives, splitting infinitives, Teaching Essay Strategies, writing programs

Prepositions Writing Style Rules

Jenna remarked, “I read in my history textbook that someone named Sir Winston Churchill got upset when an editor revised one of his sentences to avoid ending it in a preposition.”

“Yes,” responded Jenna’s English teacher. “Churchill said, ‘This is the sort of English up with which I will not put.’”

“That’s awkward. If Churchill ended sentences with prepositions, why can’t I?”

“When you write as many books as Churchill, you may write what you want, but not until.”

Definition and Examples

A preposition is a word that shows some relationship or position between the preposition and its object (a noun or a pronoun). The preposition is always part of a phrase and comes before its object. The preposition asks “What?” or “Whom?” and the object provides the answer.

Examples: He found it under the house. He found it under what? the house

Secrets were shared between friends (them). Secrets were shared between whom? friends (them)

Read the rules.

Syntax in Reading and Writing

• In formal writing, such as essays, prepositions and prepositional phrases never stand on their own. They always modify other words in the sentence, so Keep prepositional phrases close to the words they modify. Prepositional phrases act as adjectives to answer How Many? Which One? or What Kind? of a noun or pronoun or as adverbs to answer How? When? Where? or What Degree? of a verb, adjective, or another adverb.
• Avoid stringing together more than two prepositional phrases.
• Don’t use prepositional phrases instead of possessive adjectives.

Practice

Write the following sentences and [bracket] misused prepositions and prepositional phrases.

1. “Who will you go to?” she asked.
2. Down the road, through the gate, and past the fence rode the bicyclist.
3. I don’t know where you’re at.
4. Would you please hand me the coat of Sue.
5. The lady found my dog in a blue dress.

Revise the intentional fragment.

Prepositions are not good to end sentences with.

Answers

1. “Who will you go [to]?” she asked.
2. Down the road, through the gate, and [past the fence] rode the bicyclist. This sentence has one too many prepositional phrase strings.
3. I don’t know where you’re [at].
4. Would you please hand me the coat [of Sue]. Don’t use prepositional phrases instead of possessive adjectives, such as “Sue’s coat.”
5. The lady found my dog in a [blue dress]. Keep prepositional phrases close to the words they modify.

Check out this more detailed article, “How to Teach Prepositional Phrases,” to find out when to use to, in, and of.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

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Eliminate Adjective and Adverb Crutches

Syntax in Reading and Writing

“‘The amazing author profoundly utilizes many symbols to creatively symbolize his very meaningful ideas.’ What do you think of my concluding statement?”

“You sure use plenty of words to say what you mean, Marci.”

“I do try. My English teacher says that I’m in love with adjectives and adverbs. They are my most favorite and often-used parts of speech.”

Definition and Examples

Writers often use adjectives to make general nouns more interesting or specific. However, readers prefer writing with well-chosen, specific nouns. Example: Instead of absolutely, positively necessary, the writer might say essential. Also, writers may include useless adverbs when more concrete and specific verbs would serve better. Examples: Instead of the runner ran incredibly quickly, the writer might say the runner sprinted.

Read the rules.

• Writers should avoid using adjectives to make general nouns (people, places, things, or ideas) more interesting or specific. An adjective modifies a noun or pronoun and asks, “How Many, Which One, or What Kind?”
• Writers should avoid using useless adverbs. An adverb modifies an adjective, adverb, or verb and asks, “What Degree, How, Where, or When?”

Practice

Write the following sentences and [bracket] the useless adjectives and adverbs.

1. The huge sumo-wrestler entered the arena slowly to face his fighting opponent.
2. The well-trained and experienced navy pilot took off quickly and rapidly from the large aircraft carrier.
3. Meteorologists carefully studied the devastating impact of the swirling tornado.
4. He gently sifted the tiny grains of sand through his fingers into the bucket.
5. Sad mourners attended the funeral service and later after the service witnessed the burial.

Revise the sentence to eliminate useless adjectives and adverbs.

Avoid using very interesting, nice words that contribute little to a sentence.

Answers

1. The [huge] sumo-wrestler entered the arena [slowly] to face his [fighting] opponent.
2. The [well-trained and experienced] navy pilot took off [quickly and rapidly] from the [large] aircraft carrier.
3. Meteorologists [carefully] studied the [devastating] impact of the [swirling] tornado.
4. He [gently] sifted the [tiny] grains of sand through his fingers into the bucket.
5. [Sad] mourners attended the funeral service and later [after the service] witnessed the burial.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing composition rules, essay rules, essay structure, essay style, essay writing, essay writing rules, five paragraph essays, how to write an essay, Mark Pennington, Teaching Essay Strategies, unnecessary adjectives, unnecessary adverbs, useless adjectives, useless adverbs, writing programs

Avoid Generalizations

“Where do you want to go to lunch? Carlos asked.

“Wherever there’s food to eat and something to drink,” said Ella.

“Could you be a bit more specific? I’d like to narrow my search terms.”

“How about ‘Italian restaurants with deep-dish pizza and red and white checkered tablecloths’?”

“That might be a little too specific, but it sounds good to me.”

Definition and Examples

The hierarchy of an essay refers to the organizational structure and the relationship of ideas within that structure. The most common essay hierarchy is the general to specific organizational pattern. Ideas, groups, and patterns are general. Facts, examples, quotations, details, and statistics are specific. Examples of the General to Specific Organizational Pattern: Substance abuse has become the leading cause of preventable deaths. Last year, opioid deaths surpassed automobile deaths. More than 80,000 Americans died due to opioid overdoses.

Read the rule.

Essays usually begin with general statements and funnel down into a specific thesis statement. A narrow focus is much easier to argue, inform, or explain than a general one. Topic sentences should provide specific reasons to support the thesis statement in an argumentative essay or include specific information or explanation about the thesis statement in an informational/explanatory essay. Supporting evidence, analysis, and minor details must be even more specific. Your teacher may comment “too general” or “be specific” in your body paragraphs. The essay conclusion may return to more general applications of the proven thesis.

Practice

Write the following sentences and [bracket] the writer and essay references.

1. Some people need to understand the issues in this world.
2. Poisons in our waterways threaten our way of life.
3. Many solutions create more problems than they solve.
4. Overall, the citizens were basically happy.
5. All challenges can be overcome with everyone’s support.

Revise the “too general” sentence to eliminate the writer or essay references.

Generally be sport of specific in your writing.

Answers

1. [Some people] need to understand the [issues] in this [world].
2. [Poisons] in our [waterways] threaten our [way of life].
3. Many [solutions] create more [problems] than they solve.
4. [Overall], the [citizens] were [basically] happy.
5. [All challenges] can be overcome with [everyone’s support].

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing composition rules, essay rules, essay structure, essay style, essay word choice, essay writing, essay writing rules, five paragraph essays, generalizations, get specific, how to write an essay, Mark Pennington, Teaching Essay Strategies, too general, word choice, writing programs

How and Why Not to Say “I”

Tim said, “Let me read you my essay introduction: ‘In this essay my evidence, as detailed in the following four body paragraphs, will prove all I want to say to you by the time it ends.’”

“I thought the essay was supposed to be about fish.” replied Joni.

“I’ll get to that later. I thought I needed some bait to hook my readers first.”

“No, get to the essay topic of fish; don’t talk about you and your essay structure.”

“Okay, I catch what you’re saying.”

Definition and Examples

You are the writer of the essay, not the writer in the essay. Let’s understand How and Why Not to Say “I” in your essays.

Unlike a narrative (story), you cannot place yourself in the writing. Example: I understand this point of view, but for me as the writer… An essay uses objectivity (being fair to all points of view) to convince in an argumentative essay or to inform or explain in an informational/explanatory essay. Placing yourself in an essay inserts personal preferences and takes away from the objectivity of your evidence.

In a story you would never say things such as “In the next paragraph you will find out who the murderer is” or “as was previously stated in the last chapter” or “by the end of this book, you will learn.” Similarly, an essay should never talk about itself in terms of its parts or as a whole.

Read the rules.

• Don’t refer to yourself in an essay as the writer or use first person pronouns: I, me, we, us, my, mine, our, myself, ourselves. Additionally, do not address your audience as you.
• In your essays, don’t refer to parts of the essay or the essay itself. Use transition words to connect sentences and paragraphs to assist the reader’s understanding of your writing.

Practice

Write the following sentences and [bracket] the writer and essay references.

1. I’ll tell you everything you need to know by the end of this essay I wrote.
2. In the last paragraph, I proved that my evidence was convincing.
3. In the following paragraphs, I will show you why people should obey traffic signs.
4. Our goal by the end of this essay will be to give you reasons and evidence to persuade you.
5. In conclusion, we have proved that our position is correct throughout this editorial.

Revise the sentence to eliminate the writer or essay references.

I have shown that you should delete references to your own writing.

Answers

1. [I’ll tell you] everything [you] need to know by the [end of this essay I wrote].
2. In the [last paragraph], [I] proved that [my evidence was convincing].
3. In the [following paragraphs], [I will show you] why people should obey traffic signs.
4. [Our goal by the end of this essay] will be to give [you reasons and evidence to persuade you].
5. In conclusion, [we have proved that our position] is correct [throughout this editorial].

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing How and Why Not to Say "I"

Essay Word Choice

“Why are you using that thesaurus?” asks Lance.

“I need bigger words, so that everyone will see how smart I am,” replies Dawn.

“You are so pretentious,” says Lance.

“Is that a criticism or a compliment?” asks Dawn.

Definition and Examples

Precision (exactness) of meaning, the tone of the writing, and the audience should guide your selection of word choices in an essay. Using a word which doesn’t match what you mean to say or how you want to say it creates confusion for your readers.

Example: The comprehensive solution regarding cake and ice cream for the class party failed to address many of the students’ concerns.

Comprehensive means “thorough and complete” and suggests that nothing else is needed. A solution which failed to “address many of the students’ concerns” would not be comprehensive, so the word choice is imprecise. Also, the word choices, comprehensive, address, and concerns are formal and serious and don’t match the tone of the rest of the sentence with words such as “cake and ice cream” and “class party” and the audience of students preparing for a class party.

Read the rule.

If a simple word means exactly what you want to say and it fits the tone of your writing and your audience, use it. If a technical term or unfamiliar word must be used, define it or build writing context so that it is easily understood.

Practice

Write the following sentences and [bracket] the poor word choices.

1. She planned to enhance her drawing in the coloring book with a few stickers.
2. Frances exaggerated how badly she did on the math quiz.
3. The author suggested adding a mysterious villain and a clown to the children’s cartoon.
4. The cafeteria lunch included a burrito, fruit, and milk. The fruit was a tragic choice.
5. The witness statements, DNA, police report, and the defendant’s opinion were convincing.

Revise the poor word choices. Use a dictionary if necessary.

Avoid big words when more utilitarian words would suffice.

Answers

1. She planned to [enhance] her drawing in the coloring book with a few stickers.
2. Frances [exaggerated] how badly she did on the math quiz.
3. The author suggested adding a [mysterious villain] and a clown to the children’s cartoon.
4. The cafeteria lunch included a burrito, fruit, and milk. The fruit was a [tragic] choice.
5. The witness statements, DNA, police report, and the defendant’s [opinion] were convincing.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Study Skills, Writing composition rules, essay rules, essay structure, essay style, essay word choice, essay writing, essay writing rules, five paragraph essays, how to write an essay, Mark Pennington, Teaching Essay Strategies, word choice, writing programs

Avoid Intentional Fragments in Essays

“Wow! Look at all those FRAG comments Ms. Johnson wrote on your essay. You sure do love your fragments! Maybe consider writing a complete sentence once in a while,” suggested John.

“Ah… life’s too short to have to write all those words,” complained Lara. “I could type an entire essay in emojis.”

Definition and Examples

An intentional fragment is simply an incomplete sentence. It is intentional because the author chooses to use a fragment instead of a complete sentence. Writers use intentional fragments as substitutes for any of the four types of sentences: declarative (statement), imperative (command), or exclamatory (surprise or strong emotion) in narratives (story), poetry, texting, notes, and other forms of informal writing to reflect the authentic language used in everyday speech.

Examples: How dumb. Time to run. That’s amazing! Really?

Read the rule.

Write in complete sentences for all formal writing, including essays and reports, and do not use intentional fragments. A complete sentence expresses a complete thought and includes both a subject and predicate. The voice drops down at the end of a declarative (statement), imperative (command), and exclamatory (surprise or strong emotion) sentence and rises at the end of an interrogative (question) sentence.

Practice

Write the following sentences and [bracket] the intentional fragments.

1. How very strange. They would have expected him to put up less of a fight. Go figure!
2. Seriously? The author questions whether freedom of assembly should be a right. What a joke!
3. Ah, to be young and foolish once again. Who knows if they will return home.
4. Visiting the National Parks is amazing. Such beauty and wildlife! All in our protected parks.
5. She left her phone at the beach. So sad. No doubt the tide has come in by now. What a loss!

Revise the intentional fragment.

Avoid intentional fragments. Right?

Answers

1. [How very strange.] They would have expected him to put up less of a fight. [Go figure!]
2. [Seriously?] The author questions whether freedom of assembly should be a right. [What a joke!]
3. [Ah, to be young and foolish once again.] Who knows if they will return home.
4. Visiting the National Parks is amazing. [Such beauty and wildlife!] [All in our protected parks.]
5. She left her phone at the beach. [So sad.] No doubt the tide has come in by now. [What a loss!]

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing composition rules, essay rules, essay style, essay writing rules, how to write an essay, intentional fragments, Mark Pennington, Teaching Essay Strategies

How to Dissect an Essay Writing Prompt

Students often struggle with writing effective thesis statements. Often, their difficulties result from failing to know how to dissect the essay writing prompt and formulate their purpose (for informational/explanatory) or point of view (for argumentative) thesis statements from the writing task itself. Following are a few teaching tips and a FREE Download to help your students practice.

First, Dissect the Writing Prompt

1. WHO: Underline any words which identify the audience or the role of the writer.

2. WHAT: Circle any words which identify the topic, context, or purpose of the writing task.

3. HOW: Bracket any words which identify the writing format or the resources to use.

4. DO: Box any words which identify key writing direction words.

Need more details on the WHO, WHAT, HOW, DO strategy. Check out this article.

Next, Write a One-Sentence Thesis Statement

1. It will leave room for the WHO and HOW introduction strategies to flow into the thesis statement as the last sentence of the introductory paragraph. An essay introduction doesn’t use a hook or lead, as does a narrative introduction. An essay introduction builds reader interest and understanding of the thesis statement, but keeps a formal essay tone. So, avoid “It was a dark and stormy night.” Need help on teaching essay introduction strategies?

Get the Essay Introduction Strategies FREE Resource:

2. Include the key word from the WHAT of the writing prompt in a declarative statement about that WHAT. In essay that requires the writer to inform the reader, the thesis statement should state your specific purpose for writing. The thesis statement serves as the controlling idea throughout the essay. In an essay that requires the writer to convince the reader, the thesis statement should state your point of view. The thesis statement serves as the argument or claim to be proved throughout the essay.

3. It will directly respond to all components of the specific writing task and nothing beyond that task.

Following are the typical response comments I use to respond to student thesis statements. No sense in re-inventing the wheel. I use the alphanumeric codes to simplify comment insertions.

• e7 Thesis Statement does not respond to writing prompt. Re-read the writing prompt and dissect according to the WHO (the audience and role of the writer), the WHAT (the context of the writing topic), the HOW (the resource text title and author), and the DO (the key writing direction word).
• e8 Thesis Statement does not state the purpose of the essay. Dissect the writing prompt, focusing on the WHAT (the context of the writing topic), the HOW (the   resource text title and author), and the DO (the key writing direction word) to specifically state the purpose of your essay.
• e9 Thesis Statement does not state the point of view of the essay. Dissect the writing prompt, focusing on to the WHO (the audience and role of the writer), the HOW (the resource text title and author), and the DO (the key writing direction word) to clearly state your specific point of view.
• e10 Thesis Statement is too general. Get more specific in your thesis statement. Example: There were lots of causes to the Civil War. Revision: Although many issues contributed to problems between the North and the South, the main cause of the Civil War was slavery.
• e11 Thesis Statement is too specific. Your thesis statement needs to be a bit broader to be able to respond to the demands of the writing prompt. A good thesis statement is like an umbrella-it must cover the whole subject to be effective. Save the specificity for the body paragraphs.
• e12 Thesis Statement is inconsequential. The thesis statement must state a purpose or point of view that can be meaningfully developed in the essay.
• Example: People in France really enjoy their cheese. Revision: The French especially enjoy four types of cheeses.
• e13 Thesis Statement cannot be argued. An essay designed to convince a reader of the author’s specific point of view must provide a thesis statement that is arguable.      Example: Blue is the best color. Revision: Blue is the best color to complement a bright white background.
• e14 Split Thesis Statement Don’t write a split (divided) thesis. A split thesis includes two purposes or two points of view. Focus on only one purpose of point of view       throughout the essay. It may be necessary to reference or refute another purpose or point of view in the body paragraphs or conclusion.
• e15 Thesis Statement responds to only part of the writing prompt. Dissect the writing prompt according to the WHO (the audience and role of the writer), the WHAT (the context of the writing topic), the HOW (the resource text title and author), and the DO (the key writing direction word) and include each part.

Interested in more of these Essay e-Comments? Check out this video to get all 438 comments.

TEACHING ESSAYS BUNDLE

For more thesis statement and essay practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs), 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” remedial writing lessons, writing posters, and editing resources to differentiate essay writing instruction in this comprehensive writing curriculum.

Check out the FREE Download teaching summary of the WHO, WHAT, HOW, and DO strategy for dissecting writing prompts for display and practice.

Get the Dissecting a Writing Prompt Practice FREE Resource:

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