Chapter 14: Developing Compositions
This chapter of the text takes the time to guide students through structuring their composition piece and helping them through the concepts of paragraphs, theses statements, and creating unity within their topics. Some aspects are very subjective and left up to the teacher to decide which path they'd like to take with the lesson; however, others are very structured and formalistic, allowing little room for variation. It can be assumed that Language Network is really striving to educate students in academic writing; however, it does little justice to creative writing and perhaps, inhibiting students' skills as a whole.
Lesson 1: Structure of a Composition
1. From Paragraphs to Compositions
-"A composition is a group of paragraphs dealing with one main idea. A good composition has the same characteristics as a well-written paragraph:
-A main idea
-A variety of details that develop and support the main idea
-A logical flow from each part to the next
-A composition has three main sections: the introduction, the body, and the conclusion. In this chapter, you will see how to write a basic expository composition that explains an idea. For help with more specific kinds of compositions, such as persuasive essays, go to the Writing Workshops" (338).
This introduction to Chapter 14 discusses the definition of a composition. Although the layout seems pretty simple and straightforward, students get a problematic approach to the "proper structure" of a composition.
2. Parts of a Composition
This section of the lesson provides a detailed composition piece titled, Adventure Riders on the Alaska Range. As it outlines the piece into Introduction, Body, and Conclusion, it presents a very common and deceiving attribute to writing: Topic sentences and the 5-Paragraph format.
These traditional ideas regarding the structure of a composition are extremely problematic because they essentially set students up for a false and limiting approach to writing. As it can be understood that the intention is to help students with organization, it is still an issue of concern because as a tenth grade text, students should be learning how to expand their writing beyond the current-traditionalist foundations. Continuing their education around this idea that every beginning sentence of a paragraph must be their "topic sentence" (what their paragraph is going to talk about) can be very confusing, misleading, and restricting to their writing.
1. From Paragraphs to Compositions
-"A composition is a group of paragraphs dealing with one main idea. A good composition has the same characteristics as a well-written paragraph:
-A main idea
-A variety of details that develop and support the main idea
-A logical flow from each part to the next
-A composition has three main sections: the introduction, the body, and the conclusion. In this chapter, you will see how to write a basic expository composition that explains an idea. For help with more specific kinds of compositions, such as persuasive essays, go to the Writing Workshops" (338).
This introduction to Chapter 14 discusses the definition of a composition. Although the layout seems pretty simple and straightforward, students get a problematic approach to the "proper structure" of a composition.
2. Parts of a Composition
This section of the lesson provides a detailed composition piece titled, Adventure Riders on the Alaska Range. As it outlines the piece into Introduction, Body, and Conclusion, it presents a very common and deceiving attribute to writing: Topic sentences and the 5-Paragraph format.
These traditional ideas regarding the structure of a composition are extremely problematic because they essentially set students up for a false and limiting approach to writing. As it can be understood that the intention is to help students with organization, it is still an issue of concern because as a tenth grade text, students should be learning how to expand their writing beyond the current-traditionalist foundations. Continuing their education around this idea that every beginning sentence of a paragraph must be their "topic sentence" (what their paragraph is going to talk about) can be very confusing, misleading, and restricting to their writing.
Lesson 2: Thesis and Introduction
1. Crafting a Thesis Statement
-"Just as a topic sentence states the main idea of a paragraph, a thesis statement states the main idea of a composition. A thesis statement is usually a single sentence, but it may be two or more sentences. It is almost always located in the introduction" (340).
The text goes on to discuss thesis statement "should" and "should not" do's. It suggests that writers "tell the subject" of their composition, "show the point of view on the subject," compose a "statement that can be supported" and not compose a simple "statement of fact," "announcement," or "an opinion that can't be supported with facts" (340). It provides examples of various theses, a "Here's How" section that allows room for students to think about how to craft a thesis statement, and then an opportunity to put their thesis writing into practice.
The practice section is beneficial for students because it gives them four different examples of theses and asks them to identify one as strong or weak, giving a reason for their opinion. It then asks that they rewrite the weak ones. This exercise helps students because it fosters what NCTE refers to as "Developing Knowledge of Conventions" as well as "Developing Rhetorical Knowledge" ("Framework for Success in Postsecondary Writing"). Although it is a structured activity, it guides students in the conventions of a standard essay or piece of academic writing and creates this awareness of what's expected in an essay: A thesis.
2. Writing an Introduction
-"The first paragraph of a composition is the introduction. This section presents the thesis statement (which may appear anywhere in the introduction) and sets the tone for the composition. Although the introduction comes first, you don't have to write it first. You may draft your introduction at any time, even last" (341).
This opening paragraph regarding the introduction is really insightful because it suggests that writing doesn't have to follow a specific pattern, or "linear model" it also suggests that though is triggered through writing, a theory that... came up with.
The remainder of this section provides some guidelines in helping students create an introduction paragraph. Some of these tips include:
The lesson ends with a revision exercise that asks students to dive into their own writing portfolios and revise an introduction they have previously composed using an attention-grabbing technique. Asking students to utilize and reflect on their own writing provides better relevance and practice for them because they are analyzing and critiquing their own work. Within the "Framework for Success in Postsecondary Writing," this activity fosters students' responsibility over their own writing, engagement through the process of building upon and/or reconstructing thought based on new knowledge they've discovered, and flexibility based on their ability to apply conventions to their already existing compositions.
1. Crafting a Thesis Statement
-"Just as a topic sentence states the main idea of a paragraph, a thesis statement states the main idea of a composition. A thesis statement is usually a single sentence, but it may be two or more sentences. It is almost always located in the introduction" (340).
The text goes on to discuss thesis statement "should" and "should not" do's. It suggests that writers "tell the subject" of their composition, "show the point of view on the subject," compose a "statement that can be supported" and not compose a simple "statement of fact," "announcement," or "an opinion that can't be supported with facts" (340). It provides examples of various theses, a "Here's How" section that allows room for students to think about how to craft a thesis statement, and then an opportunity to put their thesis writing into practice.
The practice section is beneficial for students because it gives them four different examples of theses and asks them to identify one as strong or weak, giving a reason for their opinion. It then asks that they rewrite the weak ones. This exercise helps students because it fosters what NCTE refers to as "Developing Knowledge of Conventions" as well as "Developing Rhetorical Knowledge" ("Framework for Success in Postsecondary Writing"). Although it is a structured activity, it guides students in the conventions of a standard essay or piece of academic writing and creates this awareness of what's expected in an essay: A thesis.
2. Writing an Introduction
-"The first paragraph of a composition is the introduction. This section presents the thesis statement (which may appear anywhere in the introduction) and sets the tone for the composition. Although the introduction comes first, you don't have to write it first. You may draft your introduction at any time, even last" (341).
This opening paragraph regarding the introduction is really insightful because it suggests that writing doesn't have to follow a specific pattern, or "linear model" it also suggests that though is triggered through writing, a theory that... came up with.
The remainder of this section provides some guidelines in helping students create an introduction paragraph. Some of these tips include:
- Open with a lively description.
- Begin with an interesting or startling fact.
- Use a quotation.
- Ask a question.*
- Address the reader directly.
- State a strong opinion.
- Present a short anecdote.
The lesson ends with a revision exercise that asks students to dive into their own writing portfolios and revise an introduction they have previously composed using an attention-grabbing technique. Asking students to utilize and reflect on their own writing provides better relevance and practice for them because they are analyzing and critiquing their own work. Within the "Framework for Success in Postsecondary Writing," this activity fosters students' responsibility over their own writing, engagement through the process of building upon and/or reconstructing thought based on new knowledge they've discovered, and flexibility based on their ability to apply conventions to their already existing compositions.