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Essay Lesson 5: Extended Definition Essay
OBJECTIVES: use the writing process to write an essay using extended definition. Write an effective thesis statement; develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions. Develop critical reading skills; Use responsible research methods to locate appropriate secondary sources; Use Modern Language Association citation and documentation style to reference secondary source material correctly and appropriately; Quote, paraphrase, and summarize secondary source material correctly and appropriately. use the conventions of standard written American English to produce correct, well-written essays.
INTRODUCTION: As our culture evolves, the language we use to express ourselves changes too. To fully understand the world in which we live, it’s important to fully comprehend the depth and breadth of the words that we use to describe it. Words that have more than definition or more than one meaning enrich not only our vocabulary, but also our lives.
Topic: Write a 1,500–1,700 word extended definition essay using either the word friend or the word family.
Purpose: To make a point about how the meaning of the word has evolved to follow historical, social, and cultural changes over time. Methods: To use at least four secondary sources to support your extended definition of the term you choose, including,
- An etymological dictionary
- A standard or traditional dictionary
- An article from Expanded Academic ASAP Audience: Junior and senior-level distance education students enrolled at Penn Foster College.
THE WRITING PROCESS Prewriting:
- Before you decide on the specific word you’ll write your essay about, take time to freewrite to determine where your interest lies. This exercise should help you to decide which word you have more of your own ideas and opinions about and give you a good place to start.
- Once you’ve chosen your word, either friend or family, review the model definition essays in your textbook, Goodwin’s “Freegans” (434) and Crissey’s “Dude” (438).
- Return to your freewriting to add additional information a.Research i. Standard definitions of the word (431) ii. Etymological dictionaries 1. www.Etymonline.com 2.www.oed.com iii. Traditional dictionaries 1. www.merriam-webster.com 2. www.dictionary.com iv. Expanded Academic ASAP 1. Expanded Academic ASAP is a subscription- only database available in Penn Foster’s digi tal library. You can access the database by clicking on the Library Services link in your Student Portal. See the “Academic Support and Online Resources” section in the intro duction to this study guide. b.Use negation to explain what your word doesn’t mean and to address misconceptions (433).
- Review your freewriting to write a thesis statement that makes a claim about your words based on all of the content you’ve developed.
- Prepare a graphic organizer or outline (438) to organize your main points before you begin writing your essay. Consider using other patterns of development as you plan your body paragraphs to illustrate meaning, offer contrasts, and provide examples (432–433).
Drafting 6. Use your outline or graphic organizer to draft your essay. a. Introduce the term, provide any necessary background information, and include your thesis statement in your introduction. b. Start each body paragraph with a topic sentence that supports your thesis. i. Remember that topic sentences are never questions or quotations. c. Use transitions to end paragraphs and to guide readers to the next idea. Graded Project 103 Revision
- Use the chart on pages 447–448 in your textbook to help you revise your essay. a. Consider your essay from the readers’ perspective. i. Do you have a thesis statement? ii. Have you adequately identified the distinguishing characteristics of your term? b. Employ the recommended revision strategies if you’ve answered no to any of the questions on the flowchart.
