EWC4U – The Writer’s Craft

(Revised Feb. 2007)

English – EWC4U Introduction

ENGLISH – EWC4U

Introduction

Welcome to The Writer’s Craft

University Preparation

This course emphasizes consolidation of literacy, critical thinking, and communication

skills. Students will analyze informational texts and literary works from various time pe-
riods, countries, and cultures; write research reports, summaries, and short analytical
essays; complete an independent study project; and analyze the interactions among
media forms, audiences, and media industry practices. An important focus will be on
establishing appropriate style and using business and technical language.

How to Work Through This Course

Each of the units is made up of five lessons. Each lesson has a series of assignments
to be completed. In this course you must complete ALL assignments. Be sure to read
through all the material presented in each lesson before trying to complete the assign-
ments. You may send in the assignments for each lesson as soon as you have com-
pleted them or wait until you have completed the unit and then submit the unit as a
package. You will complete the assignments in a workbook or on your own paper as
directed in the assignment.

Begin work on your next lesson(s) right away! Do not wait until you receive your evalu-
ated assignments from the marker.

Important Words
Important words are highlighted in boldface type throughout each unit. You may wish to
keep a separate notebook to list and define any important words or concepts throughout
this program.

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English – EWC4U Introduction

What You Must Do To Get a Credit

In order to be granted a credit in this course, you must

; Successfully complete the Key Questions for each unit and submit them
for evaluation within the required time frame.
; Complete the mid-term exam after Unit 2.
; Complete and pass a final examination.

Important Symbols

Questions with this symbol are Key Questions that give you an opportunity
to show your understanding of the course content. Ensure that you complete these
thoroughly as they will be evaluated.

Your Final Mark

• Each Unit has 5 lessons each worth 2% (10% per Unit x 4 Units) 40%
• Midterm Test 30% Term

• Final Examination 30%

Table of Contents

Unit 1: Trainee Programs

Lesson One The Writing Process
Lesson Two Forms of Writing
Lesson Three Research Techniques
Lesson Four Style & Mechanics, Researching
Lesson Five What is Classic Literature?

Unit 2: Non-Fiction Department

Lesson Six The Literary Essay
Lesson Seven Writing a Research Paper
Lesson Eight Writing a Position Paper
Lesson Nine The Writing Assignment #1
Lesson Ten The Writing Assignment #2

Unit 3: Entertainment and Media Department

Lesson Eleven Reviews and Profiles
Lesson Twelve Mini-Magazine
Lesson Thirteen Creating an Educational Package
Lesson Fourteen Writing Your Own
Lesson Fifteen What is Journalism?

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English – EWC4U Introduction

Unit 4: Business Department

Lesson Sixteen Business Letters and E-mails
Lesson Seventeen Finding a Writer
Lesson Eighteen Writing to Your Writer
Lesson Nineteen Investigating University and College Courses
Lesson Twenty The Cover Letter and Resume

Assessment
A general assessment of the work you have completed for each unit will be based on the following rubric.

Level 1 Level 2 Level 3 Level 4

Categories 50 – 59% 60 – 69% 70 – 79% 80 – 100%
Knowledge/
Understanding The Student:
Knowledge of Demonstrates lim- Demonstrates Demonstrates Demonstrates
forms of texts ited knowledge of some knowledge considerable thorough and in-
(e.g., novels, forms, conven- of forms, conven- knowledge of sightful knowledge
plays, essays, po- tions, terminology, tions, terminology, forms, conven- of forms, conven-
ems), conventions, as strategies. as strategies. tions, terminology, tions, terminology,
terminology, and as strategies. as strategies.
strategies (e.g., for
reading and writ-
ing)

Understanding of Demonstrates lim- Demonstrates Demonstrates Demonstrates

information, ideas, ited understanding some understand- considerable un- thorough and in-
concepts, and of information, ing of information, derstanding of in- sightful under-
themes ideas, concepts, ideas, concepts, formation, ideas, standing of infor-
and themes. and themes. concepts, and mation, ideas,
themes. concepts, and
themes.

Understanding of Demonstrates lim- Demonstrates Demonstrates Demonstrates

relationships ited understanding some understand- considerable un- thorough and in-
among facts, of relationships ing of relationships derstanding of re- sightful under-
ideas, concepts, among facts, among facts, lationships among standing of rela-
and themes ideas, concepts ideas, concepts facts, ideas, con- tionships among
and themes and themes cepts and themes facts, ideas, con-
cepts and themes

Understanding of Demonstrates lim- Demonstrates Demonstrates Demonstrates

the uses and effect ited understanding some understand- considerable un- thorough and in-
of rhetorical ele- of the uses and ing of the uses and derstanding of the sightful under-
ments (e.g., stylis- effect of rhetorical effect of rhetorical uses and effect of standing of the
tic devices, voice) elements elements rhetorical elements uses and effect of
in literary and in- rhetorical elements
formational texts

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English – EWC4U Introduction

Level 1 Level 2 Level 3 Level 4

Categories 50 – 59% 60 – 69% 70 – 79% 80 – 100%
Thinking/
Inquiry The Student:
Critical and crea- Uses critical and Uses critical and Uses critical and Uses critical and
tive thinking skills creative thinking creative thinking creative thinking creative thinking
(e.g., reflecting, skills with limited skills with moder- skills with consid- skills with a high
analysing, hy- effectiveness ate effectiveness erable effective- degree of effec-
pothesizing, ex- ness tiveness
plaining)

Inquiry skills (e.g., Applies few of the Applies some of Applies most of Applies all or al-
formulating ques- skills involved in the skills involved the skills involved most all of the
tions; planning; an inquiry process in an inquiry proc- in an inquiry proc- skills involved in
selecting strate- ess ess an inquiry process
gies and re-
sources; analys-
ing, interpreting,
and assessing in-
formation; forming
conclusions)

Communication The Student:

Communication of Communicates Communicates Communicates Communicates
information and information and information and information and information and
ideas (e.g., ideas with limited ideas with some ideas with consid- ideas with a high
through logical clarity clarity erable clarity degree of clarity,
organization) and with confi-
dence

Communication for Communicates Communicates Communicates Communicates

different audiences with a limited with some sense with a clear sense with a strong
and purposes sense of audience of audience and of audience and sense of audience
(e.g., choice of and purpose purpose purpose and purpose
language and
style)

Use of various Demonstrates lim- Demonstrates Demonstrates Demonstrates ex-

forms of communi- ited command of moderate com- considerable com- tensive command
cation (e.g., es- the various forms mand of the vari- mand of the vari- of the various
says, narratives, ous forms ous forms forms
debates, poems,
reports)

Application The Student:

Application of re- Uses the required Uses the required Uses the required Uses the required
quired language language conven- language conven- language conven- language conven-
conventions (e.g., tions with limited tions with some tions with consid- tions accurately
grammar, usage, accuracy and ef- accuracy and ef- erable accuracy and effectively all
spelling, punctua- fectiveness fectiveness and effectiveness or almost all of the
tion) time

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English – EWC4U Introduction

Level 1 Level 2 Level 3 Level 4

Categories 50 – 59% 60 – 69% 70 – 79% 80 – 100%

Application The Student:

Application of oral Uses oral commu- Uses oral commu- Uses oral commu- Uses oral commu-
communication nication and media nication and media nication and media nication and media
and media con- conventions and conventions and conventions and conventions and
ventions and tech- techniques with techniques with techniques effec- techniques effec-
niques limited effective- some effective- tively tively and crea-
ness ness tively

Application of Uses reading Uses reading Uses reading Uses reading

reading strategies strategies with lim- strategies with strategies with strategies with a
(e.g., rereading ited competence some competence considerable com- high degree com-
closely to identify petence petence
specific informa-
tion, scanning,
using cues from
context)

Application of the Uses the writing Uses the writing Uses the writing Uses the writing
writing process process with lim- process with mod- process with con- process with a
(e.g., choice of ited competence erate competence siderable compe- high degree com-
topic, revision, use tence petence
of resources)

Application of Uses technology Uses technology Uses technology Uses technology

technology (e.g., with limited appro- with moderate ap- with considerable with a high degree
choice of tools and priateness and propriateness and appropriateness appropriateness
software, ethical effectiveness effectiveness and effectiveness and effectiveness
use)

Making connec- Makes connec- Makes connec- Makes connec- Makes connec-
tions (e.g., be- tions with limited tions with moder- tions with consid- tions with a high
tween English and effectiveness ate effectiveness erable effective- degree effective-
other subjects, ness ness
between English
and the world out-
side the school,
and between ex-
periences and
texts)

This college preparation level course is authorized under The Ontario Curriculum, Grades 11 and 12,
English by the Ontario Ministry of Education.

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 Unit 1
Trainee Orientation Program
English – EWC4U Unit 1

Welcome to the DCE Publishing House!

As one of our new trainee employees, we would like to take this opportunity to give you
“tour” of our facilities. During this tour, you will learn about the various aspects of our
publishing company; you will learn about the different forms of publication that we deal
with in terms of style and format and how each is created. You will learn from other ”ex-
perts” in the field and you will “research” the various aspects of form, style and content
that is related to each type of publication. In order for you to be hired on as a “full time”
employee of our company, you will be expected to turn in a publishable version of your
best work for evaluation.

Throughout your training period, you will be asked to explore various web sites, read
various articles and publications and to analysis various models of “good writing”. You
will be given a series of short tasks to complete throughout the training period that you
will submit for evaluation.

Work your way through each training program listed below in this section.

Here is a list of each of the “Trainee Programs” you will find in this Unit and each Les-
son has a task that must be completed.

Lesson 1 The Writing Process

Lesson 2 Forms of Writing
Lesson 3 Research Techniques
Lesson 4 Style and Mechanics, Referencing
Lesson 5 What is Classic Literature?

Expectations that will be covered by this section:

IW1.02 - describe the distinctive elements and conventions of a range of forms

within specific genres

PW1.02 - write frequently for various purposes, including exploring ideas, feelings,
and experiences; responding to the writing of others; and making infer-
ences about the craft of writing

PW1.03 - write on both assigned topics and topics of their choice, with and without
time constraints, for various purposes and audiences

PW1.05 - use information and ideas generated by research, discussion, reflection,

reading, viewing, and exploratory writing to develop the content of written
work

PW1.06 - use an inquiry process to elaborate and refine the content of written work
by reviewing what is already known, posing inquiry questions, analysing
information, making inferences, thinking divergently, and testing hypothe-
ses

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English – EWC4U Unit 1

PW1.07 - organize information and ideas effectively to suit the form, purpose for
writing, and intended audience

PW1.08 - select appropriate techniques, diction, voice, and style and use them ef-
fectively to communicate ideas and experiences

PW1.11 - produce thoughtful, effective publications and prepare them for distribu-
tion to wider audiences

PW1.12 - use group skills effectively during the production of written work

PW2.01 - assess the creative choices made in producing their written work

Evaluation:

Key Question #1 Completion Mark Knowledge/Understanding

Key Question #2 Writing Samples Form Communication
Key Question #3 Rubric All Categories
Key Question #4 Style and Mechanics Check List Knowledge/Understanding
Key Question #5 Completion Mark Knowledge/Understanding
Key Question #6 Completion Mark Thinking/Inquiry

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English – EWC4U Unit 1 – Lesson 1

Lesson 1: The Writing Process

The next few pages introduce you to the concepts of the writing process and related
background information.

Key Question #1
Read carefully the pages that follow and complete the chart show below in point form
for each section that is discussed in the following pages. The chart includes a column
for you to compare your existing writing process with the one you will read about. The
chart should be completed in your notes and will be assigned a completion mark out of
15 (Knowledge/Understanding). Make sure you recreate the chart structure in your
notes to make it easier to complete this exercise.

The Writing Process Chart

Writing Process Feature What is it? How does this feature

(describe in point form) and its various charac-
teristics compare to your
own personal writing
process? (What do you
do that is the same?
What do you do that is
different?)
Step One: Pre-writing
Step Two: Drafting
Step Three: Revision
Step Four: Polishing
Purpose and Audience you do not have to com-
plete this section for this
feature
Choosing a Topic How do you choose a
topic?
Organizing Information you do not have to com-
plete this section for this
feature
Outlining What method of Outlining
do you use most fre-
quently?
Taking Notes How do you take notes?

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English – EWC4U Unit 1 – Lesson 1

Writing an Effective Begin- you do not have to com-

ning plete this section for this
feature
Drafting Tips you do not have to com-
plete this section for this
feature
Revising Tips you do not have to com-
plete this section for this
feature
Editing Tips you do not have to com-
plete this section for this
feature
Proofreading Tips you do not have to com-
plete this section for this
feature

The Writing Process

[ taken from The Writer’s Workshop by John F. Parker, Addison-Wesley Publishers,

1982]

Overview

The writing process involves four general steps. As you examine these steps, however,
realize that you do not necessarily move from Step One to Step Two to Step Three,
ending up very comfortably at Step Four. Writers often back-track, leap forward, and
backtrack again. But knowledge of the steps will help you to develop your personal writ-
ing process.

Step One: Pre-writing

The writing process begins with the generation of ideas.

You might:
a) develop an idea that you have been thinking about (the think/write method)
b) brainstorm a topic by talking with other people (the talk/write method)
c) read until an idea of your own comes (the read/write method)
d) simply write until an idea comes (the write method)
e) be told what to write about (the assign/write method).

At some point during the pre-writing stage, you should begin to control and limit your
piece of writing according to four main writing variables: topic, format, purpose, and au-
dience.

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English – EWC4U Unit 1 – Lesson 1

Once you have specified your writing variables, you will then be able to draft your as-
signment from a solid foundation.

Step Two: Drafting

The drafting stage of the writing process involves the composing of your assignment,
shaping and organizing it so that it communicates exactly what you want to say.
At this stage of the process, you will be considering the selection and organization of
your information, your sentence structure, and your word choice.

As you compose, you will probably make many changes, perhaps even writing several
drafts, before you proceed to Step Three.

Step Three: Revision

Revision and evaluation is an ongoing process for every writer. In fact, most writers re-
vise their work many times before and after they show it to others.

Although you can and should revise your work by yourself, modern research has shown
that receiving feedback from your peers is even more beneficial. Although at first you
may be reluctant to show your fellow students your writing, you will soon discover that
this kind of sharing can create a happy working situation; not only will you learn a great
deal from your fellow students, but you will be able to share with them what you know.

Step Four: Polishing

Once you are satisfied with the content and general organization of your work, you
should polish it by proofreading and editing for specific errors in spelling, punctuation,
and word usage.

When you have polished your paper, it is ready to be presented to your intended reader.
What the writing process should have helped you accomplish is a publishable paper
with an appropriate title. Publishable simply means that, in your opinion, your work is
ready to be given to a final reader. If this reader finds any difficulty in understanding
what you have written, the writing process on that particular piece is not over, and you
may have to take more time to bring it to the publishable stage.

Purpose and Audience

[taken from Canadian Student Writer’s Guide by Chelsea Donaldson, Gage Educational
Publishing Company, 2000]

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English – EWC4U Unit 1 – Lesson 1

Before you begin to write, make sure you have a clear idea of the purpose for your writ-
ing and the audience for whom you are writing. This will help you to determine the form
of writing you should use. Some possible purposes for writing include the following:

to persuade
to defend
to explain
to respond
to question
to describe
to express
to compare
to analyse
to report
to amuse
to entertain
to inform
to educate

Start by writing a sentence to remind you of your purpose, your audience, and your
topic as you write. For example:

I am writing ... to describe to my teacher and classmates how I felt when our team won
the soccer championship.

I am writing ... to persuade readers of the Daily Herald to donate emergency supplies
to the disaster relief fund.

The audience you are writing for will also influence what you write and how you write it.
If, for example, you think your readers will agree with you on a certain issue, the words
you choose, the tone you adopt, and the order in which you present your ideas will
probably be different from a piece written for people who you think will disagree with
you.

Choosing a Topic

There are many ways to find a topic for your writing. Try reading books or magazines
browsing the Internet or scanning an encyclopedia watching videos or television shows
flipping through your journal rereading your class notes brainstorming with a group of
four or five classmates talking with a friend or family member drawing an idea web using
general key words

Once you have found a possible topic, use the following questions to check that it is ap-
propriate:

Is it a topic you find interesting?

Do you know (or can you find) enough information about the topic?
Can you narrow down the topic enough so that you can write about it in the

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English – EWC4U Unit 1 – Lesson 1

space and time you have available?

Does the topic meet any special requirements set by your teacher?

Organizing Information

How you arrange your information or ideas depends on what you are writing (the form),
why you are writing (the purpose), and for whom you are writing (the audience). Here
are some common patterns of organization:

Outlining

An outline is like a map to help guide you through your writing. Several ways of creating
an outline for your writing follow. Use the text outline or tree diagram for most non-fiction
writing, such as reports and essays; use a time line for narratives, such as short stories
or biographies.

Text Outline

I. Main Idea
A. Supporting Idea
1. Detail or example
a) specific information
b) specific information
2. Detail or example
a) specific information
b) specific information
B. Supporting Idea
1. Detail or example

... etc.

Taking Notes

If you need to gather information from books or other sources before you write, follow
these guidelines for taking notes:

Focus on your purpose. It is easy to become interested in areas that are not relevant
to your needs. Remind yourself often of your purpose for writing.

Look for the structure. Look for clues that show how the information is organized.
Headings and key phrases such as “There are three main reasons why ...” or “The main
stages in the process are ...” signal that the reasons or stages will be explained in the
paragraphs that follow.

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English – EWC4U Unit 1 – Lesson 1

Make connections. Try writing your notes in outline form to show how the ideas are
related. You might also use a web to record main ideas and supporting details, or other
graphic organizers, such as a Venn diagram or mind map. If you’re taking notes directly
into a computer, you can group related information by using simple formatting, such as
boldface or italic headings, or bulleted or numbered lists.

Write in your own words. Avoid repeating word-for-word what you have read. If you
want to use a direct quote from a source, put it in quotation marks and note the source
(title, page number).

Identify the source. Write the name of the author, the title of the source, and the date
of publication. For a book, also include where it was published and the name of the pub-
lisher. This information can be found on the copyright page near the beginning of the
book. If you are using only one section of a longer work, write down the page numbers
as well.

Remember, no matter what you are using – a book, a magazine, the Internet, or a CD-
Rom – it’s much easier to record the source information as you go than it is to try to re-
trieve it later on.

Use few words. Skip small words such as the altogether, and develop your won short-
hand to save you time.

Use cue cards. If you’re taking notes from several sources, try recoding each fact on a
separate card. By sorting and re-arranging groups of cards, you can experiment with
different ways of organizing the information. (You can follow this method if you are tak-
ing notes on a computer by cutting and pasting until you find an arrangement that
works.)

Write a shortened form or abbreviation of the source on the top of each card and record
the full source information on a separate sheet. What follows is a sample note card
showing one fact taken from this source: Alexander Graham Bell: An Inventive Life by
Elizabeth MacLeod.

Writing an Effective Beginning

The first paragraph of an essay or research report tells your readers what you are writ-
ing about, and what you want to say about it. It should also catch your audience's inter-
est and make them want to read on. Here are some suggestions for creating interest in
your topic:

Present a scene that illustrates the topic or raises a question related to it ("Imagine wak-
ing up one morning to feel the floor shaking and see your books falling off your
shelves").

Present an interesting or amazing fact that leads into your thesis.

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English – EWC4U Unit 1 – Lesson 1

Relate the topic to the lives of your readers ("We usually think of earthquakes as hap-
pening elsewhere, to other people, but according to experts, one could happen here at
any time").

Tell a joke or funny story that is related to your topic – unless humour is out of place be-
cause your topic is serious or tragic.

Promise to reveal something later on in the essay ("Later, I'll discuss what you can do to
prepare for an earthquake").

For a narrative, you might try creating interest in one of the following ways:

Begin at an interesting or suspenseful moment in the middle of the story and fill in the
details later.

When Grandmama died at eighty-three our whole household held its breath. She had
promised us a sign of her leaving, final proof that her present life had ended well. My
parents knew that without any clear sign, our own family fortunes could be altered,
threatened. My stepmother looked endlessly into the small cluttered room the ancient
lady had occupied. Nothing was touched, nothing changed. My father, thinking that a
sign should appear in Grandmama's garden, looked at the frost-killed shoots and
cringed: no, that could not be it...

~from "The Jade Peony" by Wayson Choy

Begin with some dialogue that establishes characters, introduces conflict, and/or pro-
vides background information. In the following example, we get an immediate impres-
sion of the three girls and of Cindy, based on a few lines of dialogue.

"Cin, Gin, Cindy!" the three girls call out. "Cindy! Will you help me put up the decora-
tions for the dance?" Agnes says. "Could you find my scissors, Cindy?" Marybeth
chimes in. "We need more cups!" Dara cries. "Cindy, where are the cups?" Cindy hur-
ries over. "Here I come, Agnes," she says in a low voice. "Okay, Marybeth. I'll find them,
Dara."...

~ from "The Transformations of Cindy R." by Anne Mazer

Begin with a startling image or description.

The flying saucer landed on Fred Foster's back lawn at three o'clock on a Saturday af-
ternoon. Fred's oldest daughter, Mona, answered the door. There was a little green man
standing there; he had a bald head, bulbous eyes, huge ears, and a pair of antennae
protruding from his forehead. He was wearing a goldfish bowl on his head. She recog-
nized him at once as a Martian....

~ from "The Day the Martian Landed" by Pierre Berton

If you are having difficulty writing the beginning of a piece, try writing it after you have

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English – EWC4U Unit 1 – Lesson 1

written everything else. Many writers find that writing the beginning last is easier be-
cause they know exactly what they have said and can see how it all fits together.

Drafting Tips

Once you have chosen a topic and gathered information, you need to write a first draft.
This may seem overwhelming – lots of writers will tell you that starting to write is the
biggest hurdle they have to overcome. Here are some suggestions to help jump-start
your writing:

Don't worry too much about the quality of your writing—yet. Although it's important, it's
not the main focus at this stage. For now, just concentrate on getting your ideas down
on paper.

Start wherever you feel most comfortable. If you find it difficult to write the first para-
graph, begin with another section and fill in the blanks later.

If you get stuck and don't know what to write next, try recopying what you have written
(print it out if you're working on a computer). You might also try explaining to a friend
what you want to say, or move on to another section or paragraph.

Just before you start to write, read something. If you choose a piece of writing in the
same genre that is well written, and that has the tone you want to create in your own
work, you'll probably find yourself imitating that style. For example, if you are writing a
newspaper article, try reading the front section of a well-respected newspaper before
you begin.

Try to follow your outline as much as possible, but make changes to it if necessary. You
may find, for example, that you have so much information to include in a section that
you need to expand that section into two parts; or, you might discover as you write that
a different order works better.

Revising Tips

Revising your first draft means looking at the big picture, then adding, deleting, and re-
arranging as necessary. If possible, set aside your draft for a day or two before you be-
gin revising it. Doing so will allow you to see your work with fresh eyes. Here are some
guidelines to follow when you come to the revision stage:

Check that everything you have written relates to your purpose.

Make sure you have included enough background information for your audience.

Re-arrange paragraphs and sentences to create a logical flow.

Cut or add information to get your message across in the best way possible.

Add connecting words to make the relationships among your ideas clear.

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English – EWC4U Unit 1 – Lesson 1

Make small stylistic changes (for example, changing words or phrases, adding and de-
leting sentences, correcting mistakes) as you notice them, but don't spend too much
time looking for these. They will be your focus in the editing stage, the next step in the
writing process.

If possible, get feedback on your work from other readers. Consider their comments and
suggestions, and decide what changes you need to make.

Editing Tips

The revising and editing stages of the writing process may overlap, but they are not the
same. Generally, revising deals with focus, con- tent, and organization, while editing
looks in more detail at words, sentences, and the flow of the writing.

When you edit, follow these guidelines:

Look for ways to say what you want using as few words as possible.

Fine-tune your choice of words to suit your purpose and your audience. Pay attention
not only to what the words mean, but what they connote.

Check that you have used a consistent voice (first person, third person), tense (present
or past), and style (level of formality, reading level, flow, and so on).

Correct any mistakes in grammar, mechanics, or spelling as you notice them. Avoid
spending too much time looking for these errors, however; there will be plenty of time for
that at the proofreading stage of the process.

Proofreading Tips

Proofreading is the final stage in the writing process. It involves preparing your work to
be published. Editing and proofreading tend to overlap, just as revising and editing do;
nevertheless, set aside some time at the end of the process to focus on proofreading
alone. When you proofread, try to do the following:

Read slowly, focusing on each word. (If you used a computer to prepare your written
piece, proofread a hard copy rather than reading your work on screen.)

Check for errors in capitalization, punctuation, and spelling. Double-check items that
have been troublesome in the past.

Check that all place names and proper names are spelled correctly.

Make sure you have used quotation marks correctly.

Spend extra time checking lists, charts, and tables to make sure the content is accurate
and set up properly.

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English – EWC4U Unit 1 – Lesson 1

Check that each paragraph is indented, and that each sentence begins with a capital
letter.

Acknowledge all your sources correctly and completely.

Recopy or print your work in a suitable format (for example, using correct letter style for
a business letter, adding a title page for an essay or report, and so on). Ask a class-
mate to proofread your work again to make sure you haven't missed anything.

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English – EWC4U Unit 1 – Lesson 2

Lesson 2: Forms of Writing

The following pages will introduce you to the four forms or modes of writing (Narrative,
Descriptive, Expository, and Persuasive).

Key Question #2
Read the following pages and then go through your own “writing files” (i.e. past writing
you have done and saved) and find one good example of each of these four forms of
writing. Take out excerpts (of one to two paragraphs each) that you feel show clearly
your ability to write in each of the forms. You may also include a newly written piece if
you cannot find an example from your previous writings.

Polish these examples and submit them for evaluation. Your writing samples will be di-
agnostically evaluated by the marker using the Writing Samples Evaluation Form which
you may review below. (20 marks - Communication)

WRITING SAMPLES EVALUATION FORM

FORM PROPER STYLE MECHANICAL CON- CREATIVE TOTAL MARK
AND ORGANIZA- SIDERATIONS CONTENT
TION ( i.e. grammar, spell- (Out of 30
ing, paragraphing, (out of 10 marks)
(out of 10 marks) punctuation) marks)

(out of 10 marks)
NARRATIVE
DESCRIPTION
EXPOSITORY
PERSUASIVE
TOTALS
FINAL MARK (Converted to a mark of 20)

Forms or Modes of Writing

[taken from Canadian Student Writer’s Guide by Chelsea Donaldson, Gage Educational
Publishing Company, 2000]

The Four Forms or Modes

There are four major categories for forms (modes) of writing. Within each of these cate-
gories are several different types or genres of writing (i.e. the short story, poetry, essay,
memo, business letter, biography, etc.)

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English – EWC4U Unit 1 – Lesson 2

Each of the four forms or modes of writing are described in the following with an exam-
ple of each.

Narrative Writing

Narrative writing tells what happened. Some types of narratives are novels, short sto-
ries, records of events, ballads, folk tales, myths, legends, biographies, autobiographies,
and plays.

Purpose

The purpose of narration is to tell a story.

Organization

Narratives usually have a beginning, in which the characters, setting, and conflict are
introduced; a middle, in which the conflict intensifies; and an end, in which the conflict is
resolved.

Details are usually arranged in chronological (time) order. Storywriters often begin at an
exciting point somewhere in the middle of the action, and use flashbacks – scenes from
an earlier time that are either remembered by a character, or simply related by the nar-
rator – to fill in information about what has already happened.

Style

Most narratives are written in the first or third person. Choose the point of view for your
narrative carefully.

Remember that a first-person (I) narrator can move the reader to sympathize with the
character that is telling the story, but can also give a limited – and not always reliable –
view of what is happening. Third person [she, he, they, it] narrators can be more objec-
tive and may have a broader view of the action, but they may also be less sympathetic
to the characters' feelings.

One way to heighten the suspense and create a sense of unity in a story is to use fore-
shadowing: words, images, or events that give clues about what is going to happen. For
example, if something bad is about to happen to your characters, you might describe a
cloud suddenly blocking out the sun, or a sinister movement in the shadows.

Try to tell your story, at least in part, through dialogue (the words of the characters).
Dialogue adds interest and variety to narrative writing.

The pace of a narrative – how fast or slow the action moves along – is crucial to getting
and holding the reader's attention. If the plot moves too slowly, readers will lose interest.

The following anecdote relates a simple comic incident. The writer has included enough
detail ["backed away and swallowed hard") to make the scene vivid and realistic, and to

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English – EWC4U Unit 1 – Lesson 2

emphasize the astonishment of the main character. However, unnecessary information

– anything that might make the punch line at the end lose its humour – has been omit-
ted.

Notice how the story is told, in part, through dialogue.

Sample Narrative Piece

MacWilliams was driving along a narrow country road when his engine limply stopped
running. He got out of the car and opened the hood. Since he was anything but an ex-
pert on cars, he stared at the engine for several seconds. Suddenly, he heard a voice
behind him.

“It’s the fuel-injection system," the voice said.

McWilliams turned and saw no one. The only sign of life was a cow standing on the
other side of a fence. McWilliams looked around. Then the cow repeated,

"It's the fuel-injection system."

McWilliams stared, his eyes widening and his mouth dropping open.

“Why are you standing there looking like a fool?" the cow said. "Check the fuel injec-
tors."

McWiliiams backed away and swallowed hard. Then he ran up a path that led to a
farmhouse at the top of a hill. He pounded on the door until a man opened it.

“Calm down, mister," the man said. "What seems to be the trouble?"

“My car..." McWilliams stammered. "My car broke down. I got out to look at the car..."

“Yes?" the man said impatiently.

“Your cow!” McWilliams sputtered. "Your cow said to me, 'It's the fuel-injection system'!"

“Ignore it," the man said calmly. "That animal doesn't know a thing about cars.”

(from The Random House Book of Jokes and Anecdotes: For Speakers, Managers, and
Anyone Who Needs a Laugh, edited by Joseph Claro)

Description Writing

Description is often included in longer pieces of writing, such as narratives. Examples of

descriptive writing include character sketches, setting or place descriptions, and trave-
logues. Many poems are also descriptive.

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English – EWC4U Unit 1 – Lesson 2

Purpose

Generally, the purpose of descriptive writing is to create a single overall image or im-
pression of a person, a place, a thing, or an idea.

Organization

One way to organize a description is spatially. For example, you might describe a room
by imagining what you would see if you were standing in the doorway, looking from the
left-hand side to the right. More often, however, you would begin with some obvious,
striking, or important feature (for instance, an impressive fireplace directly opposite the
door of the room) and then describe what surrounds it. This arrangement is still spatial;
it just begins from a different place.

Descriptive details can also be arranged in order of importance, or prominence. If, for
example, you are describing someone's face, you might begin with a general comment
and then select features that back up your assessment, as the author of the sample de-
scriptive piece has done. Note that the features the author selected are not in any clear
spatial order; instead, she focuses on details here and there, almost as they would
strike you if you were looking at the subject yourself.

Style

The words and images in a description should appeal to as many of your readers'
senses as possible: sight, hearing, touch, taste, and smell.

Similes, metaphors, and other forms of figurative language can help to evoke clear im-
ages in the minds of your readers.

Descriptive writers choose details that help to create the overall impression they want
the reader to experience. Don't leave out important details in your description, but do try
to relate them to the theme or impression you are trying to create.

Notice how the author of the following description lets the physical details of the
mother's face tell us something about her character. Details such as the "firm chin line"
and the fact that she looks "as though she were loosely clenching her teeth" give the
impression that she is strong-willed, and has perhaps had a hard life, without the narra-
tor actually telling us so. On the other hand, her full lips and the fact that she "did not
exactly frown," coupled with her compassion toward her children, imply that, although
she may not be happy, she has a generous heart.

Sample Descriptive Piece

... Ma was a tall, rangy woman. She had a strong handsome face, with high cheekbones
and a good firm chin line. Her lips were full. Her teeth were her own, although she
smiled so rarely that you seldom saw them; her mouth tended to be held in a set straight
line. She did not exactly frown; it was more as though she were loosely clenching her
teeth. Her eyes were veiled, as if she had shut herself off from her surroundings and

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English – EWC4U Unit 1 – Lesson 2

was thinking either private thoughts or nothing at all. Oh, she was kind enough and gen-
tle enough when we needed it, though perhaps we needed it more often than she knew.
But when we had cut knees or tonsillectomies, or when friends broke our hearts, she
would hold us and hug us. Her mouth would lose its hard tight shape and her eyes
would come alive with concern and love. Her lovely crisp auburn hair was short and un-
shaped making her face look uncompromising and austere.

She wore baggy slacks over her excellent legs, and she owned two shabby grey sweat-
ers and two faded graceless blouses. I did not ask myself why my mother looked this
way, or why she had retreated behind her frozen face. One accepts one's parents for a
long time, without theory or question. Speculation comes later, with adolescence and all
the uncertainty and confusion it brings....

(from "The Leaving" by Budge Wilson)

Expository Writing

Expository writing is writing that gives the reader information. You use exposition when
you write instructions, lab reports, explanations, news stories, or research reports.

Purpose

The general purpose of expository writing is to present information. The more specific
reason for writing an expository piece may be to explain, to instruct, to report, to ana-
lyse, to compare, to define, to evaluate, or to inform.

Organization

Expository pieces use logical patterns of organization. News reports present the most
important information first; instructions are arranged step-by-step; scientific explanations
usually move from cause to effect, or vice versa.

When you are deciding how to organize your expository writing, ask yourself what ar-
rangement would be most useful to your reader. Consider including a summary or over-
view of the most important information at the beginning of the piece, then fill in the de-
tails in later sections. Use headings to help make the information easier to find.

Style

Expository writing focuses on facts, not your own opinions. However, the opinions of
other people –especially experts or authorities – are acceptable. (If the experts dis-
agree, be sure to include all sides of the argument.)

Expository pieces are usually written in the third person [she, he, they, it]. Instructions,
however, use the second person (you).

The tone of an expository piece is usually objective. Avoid words that have strong con-
notations – either positive or negative.

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English – EWC4U Unit 1 – Lesson 2

The language you use in expository writing should be geared to the level of understand-
ing of the audience.

If your intended readers are familiar with your topic, then you are free to use technical
terms as necessary.

In writing aimed at a more general audience, however, either explain technical terms or
avoid them altogether.

Notice how the writer of the following excerpt from a magazine article explains the con-
cept of saturation diving and describes the technical process of decompression by com-
paring them with something familiar to his readers (a sponge and a balloon losing air,
respectively).

Sample Expository Piece

The concept of saturation diving explains how aquanauts can live inside Aquarius for
extended period. Your body tissues, muscle and fat are like a sponge. No matter how
long a sponge stays in a bucket of water, it only absorbs a certain amount of liquid. The
same goes for your body tissues. Saturation divers only absorb a certain amount of ni-
trogen and other inert, or slow dissolving, gases in their tissues no matter how long they
stay submerged at a certain depth. That’s why aquanauts only need to decompress at
the end of their mission.

Aquanauts are required to undergo a seventeen-hour decompression period after com-

pleting a ten-day mission in Aquarius. While the actual lab never leaves the bottom, the
air pressure inside Aquarius is gradually adjusted until the lab's pressure is the same as
air pressure at the surface. This allows the inert gas bubbles to dissolve out of body tis-
sues without causing any problems.

Think of it like this: if you have a balloon with a small leak in it, and you step on it, softly
at first and then gradually harder, the air will seep out at a nice even pace. If you stomp
on the balloon, however, you'll probably cause some serious physical damage.

(from "Undersea Science" by Thomas Potts)

Persuasive Writing

Persuasive writing tries to convince the reader to do or believe something. We are sur-
rounded by persuasive messages in the form of advertisements; you may have written
persuasive essays, speeches, book or movie reviews, editorials, or letters to the editor.

Purpose

The purpose of persuasion is to convince the reader to believe something or to take

some action.

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English – EWC4U Unit 1 – Lesson 2

Organization

Persuasive writing is usually arranged to emphasize the most important or strongest ar-
guments in favour of the thesis.

If your audience is likely to disagree with what you have to say, and you think you need
to win them over, try beginning and ending with your strongest arguments. Put weaker
arguments in the middle.

If your readers are likely to agree with you, build enthusiasm by moving from your
weakest points to your strongest.

Style

Writers of persuasive pieces don't try to include every possible argument in their writing;
instead, they choose the ones that they feel will be most convincing to their intended
readers.

The tone you choose in a persuasive piece helps to establish how trustworthy and be-
lievable you are. If readers dislike your attitude, they will be less likely to accept your ar-
guments. The tone of a persuasive piece can be humorous, rational, angry, serious, in-
sistent, indignant, sarcastic, and enthusiastic – it all depends on how you wish to come
across.

While strong arguments backed up by facts or logic are essential, appeals to emotion
are also important, especially if you want to rouse your readers to action. You can ap-
peal to emotion by using loaded words – words that have strong good or bad associa-
tions (connotations).

Emotional appeals can also be created by citing universal needs, wants, and values
("We all agree that war is a terrible thing..."), or by including personal experiences,
made-up scenarios, or specific examples. The model that follows begins by appealing to
our need for a winter holiday. It later uses specific examples of what might happen on
Rest Day to make the idea seem more appealing (and humorous!) to the reader.

Sample Persuasive Piece

Canadians often complain about the lack of a long weekend between New Year’s Day
and Easter. It is paradoxical that the longest period of the year without a break is also
the most difficult one in terms of climate. In any case, Canada has fewer public holidays
than the U.S. and most countries in Europe. Therefore, it is high time that Canada cre-
ated a new holiday for the dead of winter, beyond half-baked innovations such as Flag
Day and Heritage Day that have not caught on.

We suggest that the last Monday of February be declared "Rest Day," a day dedicated
to sleep, relaxation, even laziness. On Rest Day, Canadians would be required to sleep
in late, spend an inordinate part of their day in their pyjamas, and have a late breakfast
or brunch. In the afternoon, many might enjoy a nap and perhaps an early bedtime that

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English – EWC4U Unit 1 – Lesson 2

evening. Rest Day Eve sleepovers would become de rigueur, at least for children old
enough not to wake up their parents in the morning. Grown-ups could be invited to at-
tend such activities, though many would elect to organize more formal brunches....

Another advantage of Rest Day is that it would cross religious, ethnic, linguistic, re-
gional, and class boundaries in honouring something common to all Canadians: the
need to rest...

Our politicians should establish Rest Day as the mid-winter break that Canadians need.
We don't need religious, civil, or historical justification for taking a day off in February.
Rather, the holiday should be honest and direct about its aim: keep Canadians in bed
longer that morning.

(from "Let's hear it (softly) for Rest Day" by Josie Marino and Jean-Francois Rioux)

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English – EWC4U Unit 1 – Lesson 3

Lesson 3: Research Techniques

The following pages introduce you to research techniques using the Library and the
Internet.

Key Question #3
As a trainee for our company, we would like you to research a writer that you think we
should add to our clientele base. You may pick a writer from any time period. Using the
library or the internet, seek out information on the following:

• The writer’s life (biographical information)

• What one critic says about this writer’s work (find a critical review and summarize
the main points in it)
• A small sample of the writer’s actual work (i.e. one or two paragraphs from one of
their published works) and comment on the appeal this writer might have to a
general audience
• Briefly explain your procedure for finding all the above information (after all we
want to know what kind of researcher you are)

Put all this information into a “creative report” (format is up to you so “wow” us!) and
submit it once you have completed all of Unit 1. Your report will be evaluated using the
“Rubric for Writer Research Presentation” (20 marks - All Categories)

You may review the “Rubric for Writer Research Presentation” following.

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 English – EWC4U Unit 1 – Lesson 3

RUBRIC FOR WRITER RESEARCH PRESENTATION

Criteria CATEGORY Below Level One (50-59%) Level Two (60-69%) Level Three (70-79%) Level Four (80-100%)
MARK Level
One 1L 1M 1H 2L 2M 2H 3L 3M 3H 4L 4M 4H
(OUT OF __) (0-49%)
50- 53- 57- 60- 63- 67- 70- 73- 77- 80- 85- 90-
52% 56% 59% 62% 66% 69% 72% 76% 79% 84% 89% 100%
KNOWLEDGE / UNDERSTANDING MARK OUT OF 5 Factual errors Some factual errors Few factual errors No factual errors

Are the basic facts understood? Limited use of specific facts and Inconsistent use of specific facts and Considerable use of specific facts Extensive use of specific facts and
evidence evidence and evidence evidence
• understanding of information, ideas, con-
cepts and themes
• understanding of relationships among facts,
ideas, concepts and themes

THINKING / INQUIRY MARK OUT OF 5 Development of ideas often weak: Development of ideas is inconsis- Development of ideas is consis- Development of ideas is thorough:
i.e., commonplace, irrelevant or tent: i.e., while some are fully ex- tent: i.e., most are fully explored; i.e., ideas are fully explored using
Are the basic facts used to develop ideas, analyse prob- based on little evidence or expla- plored, others display weaknesses others display only minor weak- extensive evidence and explana-
lems, form conclusions? nation of ideas seldom thorough in choice of evidence or in com- nesses in choice of evidence. tions.
pleteness of explanation.
• critical and creative thinking skills: reflecting,
analysing, hypothesizing, explaining
• inquiry skills: i.e., formulating questions;
planning; selecting strategies and resources;
analysing, interpreting, and assessing infor-
mation; forming conclusions

COMMUNICATION MARK OUT OF 5 Little sense of overall organization Some sense of overall organization Clear sense of overall organiza- Superior sense of overall organiza-
i.e. beginning, middle, end. i.e. evidence of beginning, middle, tion i.e. definite beginning, middle, tion i.e. seamless beginning, middle,
Are facts and ideas presented clearly? Lacks a clear statement of pur- and end. end. and end.
pose, thesis or topic. Vague statement of purpose, thesis Clear statement of purpose, thesis Clear and insightful statement of
• communication of information and ideas Transitions within and between or topic. or topic. purpose, thesis or topic.
through logical organization paragraphs seldom used. Transitions within and between Transitions within and between Transitions within and between
• communication for different audiences and Style inappropriate to audience. paragraphs inconsistent. paragraphs often used. paragraphs always used.
purposes: i.e. choice of language and style Style appropriate but inconsistent to Style appropriate to audience. Style appropriate and engaging to
• use of various forms of communication audience. audience.

APPLICATION MARK OUT OF 5 Frequent errors in grammar, Some noticeable errors in grammar, Few errors in grammar, spelling Only one or twp errors in grammar,
spelling and punctuation. spelling and punctuation. and punctuation. spelling and punctuation.
Is other learning used to explore the facts and ideas?
Little or no evidence of the writing Some but inconsistent evidence of Consistent evidence of the writing Thorough evidence of the writing
• application of required language conven- process. the writing process. process. process.
tions: i.e., grammar, usage, spelling, punc-
tuation Little or no citation of sources. Some citation of sources. Consistent and correct citation of Accurate and correct citation of all
• application of writing process (i.e. choice of sources. sources.
topic, revision, use of resources) Few connections made to other Some connections made to other
• making connections to other topics/issues related topics or issues. related topics or issues. Connections made to other re- Frequent and insightful connections
• application of media conventions and tech- lated topics or issues. made to other related topics or
niques (i.e. design, layout, use of vis- Ineffective application of media Inconsistent application of media issues.
ual/aural elements) conventions and techniques. conventions and techniques. Effective application of media
conventions and techniques. Engaging and insightful application
of media conventions and tech-
niques.

FINAL MARK/LEVEL MARK: LEVEL:

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English – EWC4U Unit 1 – Lesson 4

Lesson 4: Style and Mechanics

Understanding Style and Mechanics are two very important aspects of your job as a
trainee employee of our publishing house. As you work through the various sections of
this program, you will be expected to understand the principals of good writing style and
sentence construction. You have some of this basic knowledge already but we want to
make sure you understand it fully; therefore, your next task in the Trainee Orientation
Program is to create a “practical guide to the principles of style and mechanics” for our
company.

Key Question #4
To complete this task, you must select 5 items from the list below.

You must research the characteristics of each item. You must also create an example of
how each item is properly used in written format.

Also include the web address or print source you used for your information.

This task will be evaluated for detail, accuracy, clarity of explanations and overall format
(this means appearance of the final product). The “Style and Mechanics Manual” check
list will be used to determine your final mark for this task out of 20 (Knowl-
edge/Understanding). Submit the final product for evaluation.

You may review a copy of this evaluation form below.

List of Items to Explore (choose five):

Active and Passive Voice Irony

Satire Connotation and Denotation
Imagery Simile and Metaphor
Onomatopoeia and Alliteration Allusion
Personification Oxymoron
Hyperbole Comma Use
Semi-colon and Colon Use Run-on Sentences
Sentence Fragments
Parts of a Sentence (this will count as two items)
Parts of Speech (this will count as two items)
Sentence Types (this will count as two items)
Using Quotation Marks for Dialogue
Possessive Forms (using the Apostrophe correctly)

Below are several links to web sites that you may find useful for your research but feel
free to find other sources on the net and other places to complete this task and be sure
to include them with your final report.

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English – EWC4U Unit 1 – Lesson 4

Useful Web Sites:

Guide to Grammar & Writing http://ccc.commnet.edu/grammar/

English Usage, Style & Composition http://www.bartleby.com/usage/
Guide to Grammar & Style http://andromeda.rutgers.edu/~jlynch/Writing/
Modern English Grammar http://www.papyr.com/hypertextbooks/engl_126/book126.htm
Hypertext Guide to English Grammar
http://ei.cs.vt.edu/~cs5014/fall.95/courseNotes/WebPages/5.TechnicalCommunication/t
c_2_Usage.html

STYLE AND MECHANICS MANUAL CHECK LIST

ITEM: DETAIL ACCURACY CLARITY FORMATTING MARK

OUT OF 5 OUT OF 5 OUT OF 5 OUT OF 5 OUT OF 20
MARKS MARKS MARKS MARKS MARKS
1.
2.
3.

4.
5.
TOTAL MARK

FINAL MARK OUT

OF 20

Key Question #5
It is important that you know how to avoid plagiarism which means “stealing the work of
someone else and passing it off as your own work”. This is a serious crime and any
employee of our company caught in the act of plagiarism will be fired on the spot!

There will be times in this job where you will need to find information from other authori-
ties and sources; therefore, you must learn how to correctly reference this information.

In the next section, you will read information that explains how to properly reference (or
“cite” which is a term you will hear used for this) information from other sources in your
own writing. You will also learn how to properly set up a “Works Cited” page (this used
to be called a bibliography). As you view this information, photocopy (or reproduce in
some method) and complete the “MLA Chart” printed below.

Your completed chart will be assigned a completion mark out of 10 (Knowledge/ Under-
standing).

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English – EWC4U Unit 1 – Lesson 4

MLA CHART
Complete the instructions that appear in column #1 in column #2.

COLUMN #1 COLUMN #2
What does “MLA” stand for?
What is “Plagiarism”?
What are the two main parts of the MLA format?
Format the following quotation correctly (this quo-
tation is under four typed lines in size in the origi-
nal text):
(author is Steven Bland and comes from page 36)
There are many examples of “on-line” learning
environments in cyberspace. A great number are
very good while an equal or even greater number
are lacking in the basic elements that take an on-
line course and move it from a static to a dynamic
state.
Format the following quotation correctly (this quo-
tation is greater than four typed lines in size in the
original text):
(author is Steven Bland and comes from page 36)
There are many examples of “on-line” learning
environments in cyberspace. A great number are
very good while an equal or even greater number
are lacking in the basic elements that take an on-
line course and move it from a static to a dynamic
state. Dynamic here refers to a course that brings
the educational experience “to life” for the stu-
dents and in doing so, greatly enhances their cog-
nitive skills while increasing their overall rate and
level of success.
Illustrate how to use one form of “ellipses”.

Organize the following information into a correct

“Works Cited” entry:
Steven Bland
DurhamVC Publishing House
2002
My Life as an On Line Teacher
Dealing with Technical Problems
Oshawa
Organize the following information into a correct
“Works Cited” entry:
Fred Jones
Shakespearean Home Page
October 12 2001
http://www.fjones/shakespeare.htm
What is the full name of the reference text for the
MLA Method?

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English – EWC4U Unit 1 – Lesson 4

USING THE MLA METHOD

What is MLA?

MLA stands for the “Modern Languages Association.

They have set the “standard” and “form” for referencing research material in essays.

One must use the format established by the MLA in order to avoid “Plagiarism”

What is “Plagiarism”?

Plagiarism is a serious offence.

It can be explained as the “theft” of intellectual property and as fraud.

You “steal” when you take someone’s ideas, phrases, or lines of argument without
properly acknowledging the source.

Examples of Plagiarism

Buying, downloading, photocopying someone else’s work and calling it your own.

Using reference sources and not citing them.

Using wording, phrasing, sentences that are not your own and not citing them.

Using examples or quotations from another source and not citing them.

Using someone’s line of argument without acknowledging that you have used it.

How to Avoid Plagiarizing

To avoid committing the offence of “plagiarism”, one must understand how to “cite” a
source of information correctly.

To “cite” a source means to indicate the source of the information.

That is what the MLA Format does.

So when do you need to “Cite” a Source of Information?

To indicate the source of every quotation

To support an idea for which there is only one authority
To give cross references, or to refer to other parts of the essay
To direct attention to additional authorities or additional source materials

To acknowledge the source of a summary (even if it is in your own words) or a para-

phrase of another person’s ideas (in other words, an opinion that you did not reach on
your own)

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English – EWC4U Unit 1 – Lesson 4

Parts of the MLA Referencing System

There are two main parts of the MLA Referencing System:

- the reference in the body of the paper

- the “Works Cited” page

Referencing in the Body of the Paper

When you indicate the source of the information, quotation or idea in the body of your
paper, you must indicate for your reader:

- the name of the author

- the page number of the source

The information you are “citing” should be placed immediately after the information, quo-
tation or idea.

The information should be placed in brackets and include the last name of the author, a
space, then the page number)

Example of a Body Reference

Ancient writers attributed the invention of the monochord to Pythagoras in the sixth cen-
tury BC (Marcuse 197)

The reference above indicates that the information on the monochord comes from page
197 of the book by Marcuse.

When “citing” information, quotations or ideas in the body of your paper, the information
in brackets must clearly “point” to the more detailed information that will appear at the
end of your essay in the “Works Cited” page.

If one was to use two or more books by the same author in the same essay, then the
information in brackets would include the author’s last name, a comma, a shortened
version of the title of the book being cited, a space and the page number.

Example of a Body Reference for More than One Book by the same Author

(Frye, Double Vision 87)

Note: Titles of Books should be underlined or placed in italics (if using a word proces-
sor)

If there are two or more authors of one book that you are citing information from in your
essay, then the bracket information contains the last name of each author, a space and
the page number.

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English – EWC4U Unit 1 – Lesson 4

Example: (Marcuse, Frye 107)

The ideal “citing” technique is to keep only the “bare minimum” of information inside the
brackets for a reference.

Where possible, one should try to give enough information in the text of the body before
the reference.

For example, one could indicate the name of the writer and the title of the book in an in-
troductory sentence before the reference and the page number only in brackets after
the reference.

Example of a “Textual” Body Reference

In her famous book entitled Survival, Margaret Atwood suggestions that all Canadians
suffer from a “victim mentality” (102).

Setting up Quotations in the Body of a Paper

1. Quoted matter should correspond exactly with the original in wording, spelling and
interior punctuation.

2. Use a colon when a quotation is formally introduced.

Example: One can see a fine example of the duality in the main character’s person-
ality when the writer describes the following situation: (insert quotation here)

3. When the quotation is an integral part of the sentence, use punctuation appropriate
to the structure of the sentence.

Example: One can see a fine example of the duality in the main character’s person-
ality when the writer describes the situation as being “just the occasion Justin was
waiting for to exhibit her hidden talents.” (Bell 45)

Setting up “Prose” Quotations

If less than four typed lines in the original source, prose quotations should be enclosed
in double quotation marks and incorporated in the text.

Example: One can see a fine example of the duality in the main character’s personality
when the writer describes the situation as being “just the occasion Justin was waiting for
to exhibit her hidden talents.” (Bell 45)

If four lines or greater typed in the original source, prose quotations are set off from the
text by beginning a new line, indenting ten spaces from the left margin and typing it
double spaced with out adding quotation marks. A colon generally introduces a quota-
tion displayed in this way.

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English – EWC4U Unit 1 – Lesson 4

Setting up “Poetry” Quotations

When single lines or parts of lines of poetry are quoted, they should be enclosed in
double quotation marks and incorporated in the text; the same may be done for
pairs of lines, which must be separated by a virgule (/).

Example:

Having recognized the enormity of his crime, Coleridge's mariner warns the Wedding
Guest: "He prayeth well, who loveth well/ Both man and bird and beast."

Poetry quotations of more than three lines should begin on a new line. Unless the quo-
tation involves unusual spacing, indent each line ten spaces from the left margin and
double-space between lines, adding no quotation marks that do not appear in the origi-
nal.

Citing Quotations from Shakespeare

The key thing to remember is that your reader may be using an edition different from
yours. Therefore, you should:

(a) indicate in first citing the title of the play, and the edition, and
(b) indicate the act, scene and line (IV. ii. 24-34)

Page references will not help your reader.

When you are quoting from more than one play you must always identify the play as
well as indicate the act, scene and line.

Using Ellipsis

Ellipsis (a series of dots) indicate that you have left some material out of a direct quota-
tion For ellipsis within a quotation, use three spaced periods inside square brackets
i.e. [. . .] placed within the quotation marks.

i.e. “Hamlet can be clearly seen as a man of inaction [...]but later in the play, it can be
argued that he becomes a man of action.”

For ellipsis at the end of a sentence, use three spaced periods and the proper terminal
punctuation for the sentence.

i.e. “Hamlet can be clearly seen as a man of inaction [...].”

For large ellipses within an indented quotation or for the omission of a paragraph
or more of prose, use a single line of spaced periods extending as wide as the in-
dented text.

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English – EWC4U Unit 1 – Lesson 4

i.e.

The world is too much with us; late and soon, Getting and spending, we lay
waste our powers;
[. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .]
We have given our hearts away, a sordid boon!

Examples of a Referenced Quotation in the Body of a Paper

1. In any place where the text makes the source of the reference obvious, you may ac-
knowledge the source in simple brackets in the text of the essay.

Example:

In Shakespearean Tragedy, Bradley points out that the hero is [. . .] (164).

2. When using direct or indirect references from the source material, place the name
of the writer and the page number at the end of the reference enclosed in simple
brackets.

Example:

In Shakespearean Tragedy, Bradley points out that the hero is "a character with a
dual personality that contributes to both his success and failure as an individual."
(Bradley 164)

3. If you have used more than one book by the same writer, then use the writer’s
name and a short form of the book’s title.

Example:

In Shakespearean Tragedy, Bradley points out that the hero is "a character with a
dual personality that contributes to both his success and failure as an individual."
(Bradley, The Nature of Tragedy 164)

Setting Up a “Works Cited” Page

The Works Cited section of your paper should list all the works that you have cited in
your text. It simplifies documentation because it permits you to make only brief refer-
ences to these works in the text.

The list of works cited appears at the end of the paper.

1. Begin the list on a new page and number each page, continuing the page numbers
of the text.

2. Centre the title Works Cited one inch from the top of the page.

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English – EWC4U Unit 1 – Lesson 4

3. Double-space between the title and the first entry.

4. Begin each entry flush with the left margin, and if it runs more than one line, indent
the subsequent line or lines five spaces from the left margin. Double-space the entire
list, between entries.

5. In general, alphabetize entries in the list of works cited by the author's last
name, using the letter-by-letter system: MacDonald, George comes before McCull-
ers. If the author's name is unknown, alphabetize by the first word in the title
other than A, An, or The.

An entry in a list of works cited characteristically has three main divisions

--author, title, and publication information-- each followed by a period and two spaces.

In citing books, normally arrange the information in the following order:

1. Author’s name
2. Title of a part of the book
3. Title of the book
4. Name of the editor, translator, or compiler
5. Edition used
6. Number(s) of the volume(s) used
7. Names of the series
8. Place of publication, name of the publisher, and date of publication
9. Page numbers
10. Supplementary bibliographic information and annotation

Reverse the author's name for alphabetizing, adding a comma after the last (Porter,
Katherine Anne). Put a period after the name and leave two spaces before beginning
the next item. Apart from reversing the order, give the author's name as it appears on
the title page.

Never abbreviate a name given in full. If, for example, the title page lists the author as
Carleton Brown, do not enter the book under Brown, C. But use initials if the title page
does. If a second line of information is needed, indent five spaces from the left
margin and double-space.

Examples of “Works Cited” Page Entries

For a Book:

Verne, Jules. Michael Strogoff. New York: Lancer Books, 1968.

For a Story or Article from an Anthology:

Altov, Henrik. "Icarus and Daedalus." SF Inventing the Future. Ed. R. Duncan Apple-
ford. Scarborough: Bellhaven House Limited, 1972.

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English – EWC4U Unit 1 – Lesson 4

For Computer Software:

Walnut Creek. Project Gutenberg. Computer Software. Electronic Texts, 1997 Windows
95, CD-Rom.

For Encyclopedia:
"Shakespeare, William." Encyclopedia Britannica: Micropaedia. 1978 ed.

For Newspaper Articles:

Freeman, Alan. "Jelinek Says GST Will Fade As Issue." The Globe and Mail 5 January
1991: A1.

For a Web Site:

Dawe, James. Jane Austen Page. 15 Sept. 1998

<http://nyquist.ee.ualberta.ca/~dawe/austen.html>.

For More Detailed Information

For more detailed information about setting up references and a Works Cited Page, ob-
tain a copy of:

MLA Handbook for Writers of Research Paper by Joseph Gibaldi

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English – EWC4U Unit 1 – Lesson 5

Lesson 5: What is Classic Literature?

“Of all those arts in which the wise excel, Nature’s chief masterpiece is writing well.”
John Bartlett (1820–1905)

As a Junior Editor of our publishing house, we will depend upon you to determine what
is and what is not good writing. After all, we are in the business of publishing good lit-
erature.

But what is good writing? What makes a piece of literature a “classic” as opposed to a
piece of “pulp” writing?

Key Question #6
Explain in one well written paragraph what you feel makes a piece of writing a “classic”
example of good style as compared to “pulp” or “popular” style. Submit your response

You will be assigned a completion mark out of 10 for this task (Thinking/Inquiry).
Next Steps:
You have now looked at five fundamental areas that affect one’s writing: The Writing
Process, Form, Research Techniques, Style and Mechanics and Referencing. These
five areas will come into play with every section of this course.

Full speed ahead to Unit 2: The Non-Fiction Department!

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