Posted: March 12th, 2023

Prewriting: Illustration

Prewriting: Illustration

Advanced Composition : Prewriting:
Illustration

Lesson 5 Overview

In this lesson, you’ll review

several patterns of

development for writing,

including description,

illustration, classification,

and definition. You’ve likely

studied these patterns in

other courses such as

English Composition. The aim of this lesson is to prepare you for

writing an illustration essay. As you review the material in each

assignment, note how each pattern of development serves specific

purposes, as well as how they can be effectively combined to write

more complex and interesting

essays.

5.1 Identify the goals and importance of descriptive
writing
Description

READING ASSIGNMENT

Page 1Copyright Penn Foster, Inc. 2019
Course Version: 2

Read this assignment. Then, read pages 261–275 and 280–284 of Chapter 12
in your textbook.

Introduction

Descriptive writing can create a vivid impression of a person, place, or

thing in the reader’s mind. Unlike other patterns of development,

descriptive writing immerses the reader in a rich experience of the

subject by using language that appeals directly to the senses. The

goal of descriptive writing is to show rather than tell, and the best

descriptive writing engages all of the senses—not only sight, but also

hearing, touch, smell, and taste.

Reading Highlights

Pages 261–266

Effective descriptive writing activates the imagination through using

active verbs, modifiers that accentuate sensory detail, connotation,

and figurative language. These elements must be used with care,

however. Relying too heavily on descriptive language can obscure the

point you’re trying to convey, cluttering a passage with too much

information instead of providing a clear, concrete picture. When using

descriptive language, bear in mind the dominant impression you wish

to create.

Pages 267–274

Read Rachel Maizes’s essay “Bad Dog,” looking closely at the

highlighted areas, which point out different characteristics of

Page 2Copyright Penn Foster, Inc. 2019
Course Version: 2

descriptive writing used throughout. When you’ve finished reading,

look at the sample graphic organizer in Graphic Organizer 12.1, which

offers a handy illustration of the development of a descriptive essay.

Then read Sam Quinones’s essay “Dreamland, Portsmouth, Ohio” and

review the graphic organizer (Graphic Organizer 12.2) that traces how

the different descriptive elements are used.

Page 275

This brief section offers helpful suggestions for integrating description

into an essay. The key points are to

Include only relevant details

Keep the description focused

Make sure the description fits the essay’s tone and point of view

Pages 280–284

Read the “Students Write” essay by Maia Nault. Notice that the topic

of her essay, “Sometimes, We Give” appears at the end of the first

paragraph. Like Rachel Maizes’s essay, the author’s topic sentences

and other elements have been highlighted, which allows you to see

how the author integrates thematic and descriptive elements along

with other patterns of development.

Key Points and Links

READING ASSIGNMENT

Key Points

Page 3Copyright Penn Foster, Inc. 2019
Course Version: 2

Descriptive writing creates a vivid impression or image of the

person, place, or thing in the reader’s mind.

Effective descriptive writing activates the imagination by using

active verbs and modifiers that accentuate sensory detail,

connotation, and figurative language.

You can integrate description into an essay by including only

relevant details, keeping the description focused, and making

sure the description fits the tone and point of view of the essay.

Discover More: Descriptive Writing: Goals

Respond to the following based on your reading.

Read or reread the essay by Maia Nault and complete the following

questions

1. Under “Analyzing the Writer’s Technique,” respond to all four

items.

2. Under “Thinking Critically about Description,” respond to all four

items.

Discover More Answer Key:

Discover More: Descriptive Writing: Goals

1. Analyzing the Writer’s Technique

1. Nault’s dominant impression is one of empathy. It is implicit, but

the last sentence in paras. 14 and 15 come close to making it

Page 4Copyright Penn Foster, Inc. 2019
Course Version: 2

explicit.

2. Answers will vary, but some strong examples include “squirmed

between a heap of blankets” (para.1), “threadbare, filthy clothes”

(3), and longer passages such as the description of the homeless

man (7).

3. Answers will vary, but students might point out “a hole the size of

my dog’s face” (para. 2) and “crumpled-soul” (3) as particularly

effective; some may find “my hair felt like a frizzy rat’s nest” (3)

and “a wave of calmness” (5) as somewhat cliched.

4. Other patterns include narration, comparison-contrast, and

illustration; they help convey a full and vivid picture of the narrator

and her encounter with the homeless man.

2. Thinking Critically about Description

1. The name of the city and neighborhood are omitted, but Nault

gives enough detail for the readers to envision the busy-ness of

the city.

2. Nault’s tone is sympathetic and compassionate as she describes

Michael and her encounters with him. Her tone elicits the reader’s

empathy.

3. It suggests that she was a heavy load, being pulled unwillingly

and then deposited in the right spot.

4. Answers will vary, but Nault seems to be comparing the young

homeless man with a discarded piece of paper. The essay would

lose a powerful, imaginative image.

Page 5Copyright Penn Foster, Inc. 2019
Course Version: 2

5.2 Describe the effective ways of using illustration in
composing engaging content
Illustration

READING ASSIGNMENT

Read this assignment. Then, read pages 298–318 of Chapter 13 in your
textbook.

Introduction

Writers use illustration to make a general idea specific, clarify an

unfamiliar concept, and engage a reader’s interest. As with descriptive

language, however, illustration is most effective when used selectively.

Examples must be appropriate and serve to reinforce your argument

or support your thesis. This section reviews the use of illustration as a

tool that can help readers follow your argument and influence their

thinking toward your point of view.

Reading Highlights

Pages 298–301

Illustration is generally used to support a generalization. Carefully

review the explanations and examples provided in the text in

preparation for reading and evaluating the essays included in this

assignment. As you read the essays in this chapter, notice that using

a generalization by itself isn’t an appropriate writing technique—a

Page 6Copyright Penn Foster, Inc. 2019
Course Version: 2

generalization must be developed using a pattern of development,

such as illustration, to provide specifics showing how the

generalization reflects your purpose.

Pages 301–306

Read the essay “What’s That Supposed to Mean?” by Deborah

Tannen. When you’ve finished reading, review the characteristics of

illustration described earlier in the chapter. Then study the sample

graphic organizer that follows and consider how you might use it as a

visual guide for analyzing Tannen’s essay.

Pages 306–309

As you read Martin Gottfried’s essay “Rambos of the Road,” note how

he uses specific examples to illustrate what he calls “auto macho,” or

road rage. After you’ve finished reading the essay, study the tips

provided in “Integrating Illustration into an Essay”.

Pages 310–315

Because your essay exam for this lesson will be based on illustration,

carefully study the steps outlined in the guided writing assignment

section in this chapter. The topic for your exam will be assigned, but

you may find it useful to practice using one of the topics suggested in

this guided writing section. Pay special attention to the editing,

proofreading, and revision tips as well.

Pages 315–318

Page 7Copyright Penn Foster, Inc. 2019
Course Version: 2

Read the “Students Write” essay “Conforming to Stand Out: A Look at

American Beauty,” by Nick Ruggia. Like the essays you read in the

previous section, select portions of the text have been highlighted to

point out the organizational elements as well as the illustrations the

author uses to support his theses. You might also want to check out

the Works Cited page that follows the essay for a good idea of how

the author references the evidence he’s gathered as part of his

research.

Key Points and Links

READING ASSIGNMENT

Key Points

Illustration is used by writers to make a general idea specific,

clarify an unfamiliar concept, and engage a reader’s interest.

Illustration is used to support a generalization.

Discover More: Usage of Illustration

Respond to the following based on your reading.

Read or reread the essay by Nick Ruggia and complete the following

questions

1. Under “Analyzing the Writer’s Technique,” respond to all three

items.

Page 8Copyright Penn Foster, Inc. 2019
Course Version: 2

2. Under “Thinking Critically about Illustration,” respond to all four

items.

Discover More Answer Key:

Discover More: Usage of Illustration

1. Analyzing the Writer’s Technique

1. Ruggia’s three main examples of the “drastic lengths” women in

America go to in order to achieve physical perfection include the

drive to be thin, the popularity of plastic surgery, and the fad of

body art. Examples of celebrities balance his discussion of the

impact of body art trends on men. Some may find that his last

example of “Americans’ obsession with physical appearance” is

more an example of self-expression than a negative or dangerous

behavior.

2. Ruggia combines two factual and scholarly sources with one

cultural source (Pew Research Center’s “A Portrait of ‘Generation

Next’”) and one popular source (the Toronto Star article). This

blend ensures reliable information and adds cultural relevance.

3. He could have used evidence from the local news or personal

examples.

2. Thinking Critically about Illustration

1. Ruggia explains his statistics for emotional effect: “millions of

women struggling with food disorders” (paragraph 2) and “5.2

million reconstructive plastic surgeries” (paragraph 3). He uses

Page 9Copyright Penn Foster, Inc. 2019
Course Version: 2

examples for a fact: “enormous fake breasts” (paragraph 3) and

“even ‘alternative’ piercings are now accepted: Amy Winehouse”

(paragraph 4). Ruggia conveys the superficiality and prevalence

of eating disorders and body

art.

2. The phrase connotes the artificiality of the blonde bombshell

stereotype.

3. Ruggia could have interviewed celebrities or body art aficionados

to give their perspective, or he might have quoted popular

magazines to show how these magazines portray body art trends.

4. It’s supported by the claims that a fear of aging and a desire to be

attractive drive body modifications. Since we all get older and

generally less attractive, misery is inevitable. But evidence

supporting the claim that fear of aging drives body modification

could be stronger.

5.3 Explain the ways of classifying and dividing topics
for essays and articles
Classification and Division

READING ASSIGNMENT

Read this assignment. Then, read pages 400–411of Chapter 16 in your
textbook.

Introduction

In your everyday life, you probably find it helpful and even comforting

Page 10Copyright Penn Foster, Inc. 2019
Course Version: 2

to keep things organized. By classifying objects, chores, and even the

food we eat into recognizable groups or dividing large entities into

manageable segments, we make sense of and keep track of the

various parts of our lives.

Classifying or dividing a topic for an essay can help you organize your

thoughts and ideas before you begin a draft, or it can be the pattern of

development you use to inform your readers about your topic. In this

assignment, you’ll review the principles of classification and division

and look at how classification and division can be effectively combined

with other patterns of development. While each method of

organization can be effective on its own, combining two or three will

give your essay more depth and allow for more sophisticated

approaches to your subject matter.

Reading Highlights

Pages 400–401

Classification is the sorting of items into specific categories for ease of

identification. It seems people are compelled to sort things: clothing,

office supplies, and library books are generally grouped together in

ways that help us find and use them more efficiently. Even people are

sorted into groups by family, job title, or personality type. If we divide a

large group, such as a business, into smaller categories, like

departments, we call that division.

Pages 401–403

Page 11Copyright Penn Foster, Inc. 2019
Course Version: 2

Your text discusses the characteristics of the classification or division

essay on these pages. First, remember your readers and be sure that

your categories make sense to them. Use a single principle for

classification or division. For example, if your topic was stars, you

could classify them by brightness, color, and mass, but if you divided

them, it would be by types of stars. Each element classified or sorted

into parts should be fully explained. An essay that employs

classification or division frames the parts and pieces with a thesis,

which identifies the topic.

Pages 403–407

Read the essay “My Secret Life on the McJob: Fast Food Managers”

by Jerry Newman. In his essay, Newman uses illustration to both

engage his readers and differentiate the management styles of

different store managers. As you enjoy reading this essay, consider

the following questions:

What was the most common managerial style the author

encountered?

What was the most common work attitude of mechanical

managers?

Why do you suppose relationship managers were so rare?

Which of these managerial types is characterized by quickly

letting employees know what is expected of them?

After you’ve read the essay, study the sample graphic organizer that

follows.

Page 12Copyright Penn Foster, Inc. 2019
Course Version: 2

Pages 408–410

Read “The Language of Junk Food Addiction: How to ‘Read’ a Potato

Chip” and study Graphic Organizer 16.2 to see how the article is

illustrated in a graphic organizer.

Page 411

Study the material on integrating classification or division into an

essay. Then take a close look at the guidelines for actively reading

and thinking critically about a classification or division essay. You’ll

find these guidelines useful when studying or writing a classification or

division essay.

Key Points and Links

READING ASSIGNMENT

Key Points

Classifying or dividing a topic for an essay can help to organize

your thoughts and ideas before you begin a draft.

It can also be the pattern of development that you use to inform

readers about your topic.

Use a single principle for classification or division in your writing.

An essay that employs classification or division frames the parts

and pieces with a thesis, which identifies the topic.

Page 13Copyright Penn Foster, Inc. 2019
Course Version: 2

Discover More: Essays and Articles: Classifying and Dividing

Topics

Respond to the following based on your reading.

Read the following passage carefully, then answer the questions.

1.

How Are Rocks Different from Minerals?

Geologists know the difference between rocks and minerals. Minerals

are natural chemical compounds, and their variety is enormous.

They’re sometimes classified according to their chemical properties.

The Dana classification system includes the silicate, carbonate,

sulfate, oxide, and element classes, among others. For instance, a

very common mineral in the silicate class, quartz, is mainly composed

of silicon dioxide. The element class comprises metals and

intermetallic elements, such as silver and gold.

In contrast, the three basic kinds of rocks are classified in terms of

how they were formed. Igneous rocks are hardened magma—the

molten rock found beneath Earth’s crust. Sedimentary rocks are

formed from layers of sand, clay, or the remains of marine creatures.

Compressed by the weight and pressure of ocean depths, sand can

become sandstone, clay can become shale, and the skeletons of

marine animals may be transformed into limestone. Finally,

metamorphic rocks can originate from either igneous or sedimentary

rocks. Over billions of years, convulsions of the Earth’s crust have

Page 14Copyright Penn Foster, Inc. 2019
Course Version: 2

pushed igneous or sedimentary rocks deep into our planet’s

subsurface to be transformed (metamorphosed) by unimaginable heat

and pressure. Over millions of years, granite may be transformed into

some form of gneiss or schist—rocks that are often found in the Alps

or the Rocky Mountains. Limestone may be transformed into marble,

shale into slate, and sandstone into glittering quartzite.

1. If the paragraphs are part of a short essay, what is a possible

working thesis for the essay?

2. Outline the classifications and divisions in the essay.

Discover More Answer Key:

Discover More: Essays and Articles: Classifying and Dividing

Topics

1. Possible thesis: Unlike minerals, which are natural chemical

compounds, rocks are categorized by the ways in which they’re

formed.

2. Classification: Minerals

Divisions: quartz

Classification: Rocks

Divisions: Igneous, sedimentary, metamorphic

Page 15Copyright Penn Foster, Inc. 2019
Course Version: 2

5.4 Summarize the link between classification and
definition related to content development
Definition

READING ASSIGNMENT

Read this assignment. Then, read pages 429–439 and 445–455 of Chapter 17
in your textbook.

Reading Highlights

Pages 429–434

A definition, which explains the meaning of a term or concept, should

be given directly and then may be explored through illustrations and

examples. For example, “Voice over: In a film or video, dialog spoken

off camera, generally in the context of a series of visual images” is a

direct definition. An extended definition explores the meaning of a

topic more completely. The essay by Jan Goodwin, which you’ll read

as part of this assignment, offers an extended definition through

explanations of who “freegans” are and how they live. In an extended

definition essay, you can expect to find one or more characteristics,

including

A brief explanation of the term: “Arachnid: A family of creatures

within the Arthropod phylum, which includes spiders, scorpions,

and horseshoe crabs.”

Page 16Copyright Penn Foster, Inc. 2019
Course Version: 2

Specificity and focus: In Jan Goodwin’s essay “Freegans”, the

focus is on urban foragers and their place in society.

A point: An extended definition makes its point by elaborating on

the definition. “With their compound eyes, treacherous webs, and

grasping mandibles, spiders are seen by some as prototypes of

some alien menace.”

Varying or mixed patterns of development: You might compare

and contrast spiders and horseshoe crabs or discuss the

evolution of spiders from ancestors of the horseshoe crab. Other

approaches would be to use details and distinguishing

characteristics, such as compound eyes, treacherous webs, and

grasping mandibles, or repudiate misconceptions—“Spiders play

a vital role in curtailing the populations of insect pests.”

Once you’ve reviewed the textbook’s examination of the

characteristics of extended definitions, read Jan Goodwin’s essay,

“Freegans: They Live on What We Throw Away.” Afterward, study the

sample graphic organizer for an Extended Definition Essay that

follows.

Pages 435–437

Read the essay by Mike Crissey, “Dude, Do You Know What You Just

Said?” As you read, imagine creating a graphic organizer for the

essay. Then study Figure 17.2 to see if your thoughts and ideas on

that objective match up with the organizer offered in your text.

Page 17Copyright Penn Foster, Inc. 2019
Course Version: 2

Pages 438–439

Pay close attention to the section “Integrating Definition into an

Essay,” because the instructions establish four kinds of terms you

should define no matter what the essay’s purpose or pattern of

development is. The need to define technical and abstract terms may

be obvious, particularly for an audience unaware of the jargon.

Though it’s not discussed in your textbook, another element to writing

an extended definition for an academic paper is to study its etymology,

which refers to the origin and history of the word. For example, as

detailed in Merriam-Webster’s Online Dictionary, the term etymology

comes from the Greek words etumos, meaning “true,” and logia,

meaning “word” and “reason,” to indicate a word’s literal meaning and

source. This fourteenth-century term worked its way from Greek into

the English language by passing through Latin, Anglo-French, and

Middle English.

Unabridged dictionaries provide the most information, usually including

the time period the word came into common use, the language(s) in

which some form of it was used, and the root word(s) for each of its

parts. With some, you may have to identify the root word for a term

and then look up that root word in the dictionary for the origin’s

definition. Be sure to read the section or appendix in the dictionary

that explains how to read the etymological information to gain full use

of this resource tool.

Why would anyone want to incorporate this type of information into a

Page 18Copyright Penn Foster, Inc. 2019
Course Version: 2

definition paper? Sometimes a term’s etymology is so basic, such as

when the root word means exactly the same as the term, no purpose

is served by discussing it. On the other hand, the word’s original

meaning can often shed new light on its current use and deepen your

understanding. Consider the term plagiarize, which involves using

someone else’s work and ideas as your own. Originally, the word

came from the Latin and Greek where it meant “kidnapping,” as well

as netting or trapping game (Merriam-Webster). Supplying this

etymological information in your definition can help you portray the

angry shock an author feels when his or her work is kidnapped or

taken hostage by another person. In addition, it can be used to

underscore the criminal connotations associated with plagiarism,

thereby supporting the severe punishments imposed for such an act.

In addition to examining the types of terms that require definition in an

extended definition essay, this section also offers guidelines for

reading actively and thinking critically about extended definition

essays.

Pages 445–455

The “Readings: Extended Definition in Action” section begins with a

“Students Write” essay by Kate Atkinson, “Guerilla Street Art: A New

Use of Public Space”. Note the highlighted words and passages in the

essay while you analyze the reading. The second essay, “Dating on

the Autism Spectrum” by Emily Shire, demonstrates the integration of

extended definition with other patterns.

Page 19Copyright Penn Foster, Inc. 2019
Course Version: 2

Key Points and Links

READING ASSIGNMENT

Key Points

A definition explains the meaning of a term or concept.

A definition should be given directly, and then maybe explored

through illustrations and examples.

Integrating definition into an essay requires you to explain certain

types of terms, including technical and abstract terms that may be

unfamiliar to the

reader.

Etymology refers to the origin and history of a word.

Discover More: Content Development: Definition

Respond to the following based on your reading.

Read the following passage carefully, then answer the questions.

How Are Rocks Different from Minerals?

Geologists know the difference between rocks and minerals. Minerals

are natural chemical compounds, and their variety is enormous.

They’re sometimes classified according to their chemical properties.

The Dana classification system includes the silicate, carbonate,

sulfate, oxide, and element classes, among others. For instance, a

very common mineral in the silicate class, quartz, is mainly composed

Page 20Copyright Penn Foster, Inc. 2019
Course Version: 2

of silicon dioxide. The element class comprises metals and

intermetallic elements, such as silver and gold.

In contrast, the three basic kinds of rocks are classified in terms of

how they were formed. Igneous rocks are hardened magma—the

molten rock found beneath Earth’s crust. Sedimentary rocks are

formed from layers of sand, clay, or the remains of marine creatures.

Compressed by the weight and pressure of ocean depths, sand can

become sandstone, clay can become shale, and the skeletons of

marine animals may be transformed into limestone. Finally,

metamorphic rocks can originate from either igneous or sedimentary

rocks. Over billions of years, convulsions of the Earth’s crust have

pushed igneous or sedimentary rocks deep into our planet’s

subsurface to be transformed (metamorphosed) by unimaginable heat

and pressure. Over millions of years, granite may be transformed into

some form of gneiss or schist—rocks that are often found in the Alps

or the Rocky Mountains. Limestone may be transformed into marble,

shale into slate, and sandstone into glittering quartzite.

a. Look up the term metamorphosis in a standard college dictionary

and write out several different definitions. Which one would apply

to rocks?

b. Using Merriam-Webster’s Online Dictionary at

http://www.merriam-webster.com/ (www.merriam-webster.com/) ,

investigate the etymology of metamorphosis. (Be sure to look up

the term meta- as well.) How does the information you find help

Page 21Copyright Penn Foster, Inc. 2019
Course Version: 2

http://www.merriam-webster.com/

you better understand the definition?

c. What words or concepts are defined in the paragraphs?

d. How does the discussion of rocks and minerals combine

definition with classification?

2. Read or reread Kate Atkinson’s essay, “Guerilla Street Art”.

1. Respond to all three items under “Analyzing the Writer’s

Technique.”

2. Respond to all five items under “Thinking Critically About

Definition”

Discover More Answer Key:

Discover More: Content Development: Definition

1.

a. Your definitions will vary, but the definition that applies to rocks

should refer to a change in its constitution caused by pressure,

heat, and water, making it more compact and more highly

crystalline.

b. Answers will vary, though should include that meta- in this

situation means “change” and that the root word morphë means

“form.” This word combination is also seen in the Greek

metamorphoun, to transform. Rocks are classified by the way

they form (morphë). In the process of metamorphosis, the

igneous or sedimentary forms actually change form; they

transform into a different kind of rock.

Page 22Copyright Penn Foster, Inc. 2019
Course Version: 2

c. Minerals, element class, igneous rocks, magma, sedimentary

rocks, and metamorphic rocks

d. The passage classifies minerals by their chemical properties and

rocks by how they were formed; each paragraph includes

scientific names and terms that needed to be defined for the

reader.

2. Analyzing the Writer’s Technique

1. It’s art taken “out of its traditional context”; it’s art that uses “public

space to create controversy and intrigue”; it makes art free and

accessible to a broad audience” (paragraph 1).

2. Title: introduces a new term; introduction: offers several

examples that prove the topic’s relevance; conclusion:

summarizes why guerrilla street art can be considered art

3. Judgment: “crude or offensive descriptions” (paragraph 4);

technical: “wheat pasting” (paragraph 2); abstract: “iconic image”

(paragraph 3); controversial: “guerrilla street art” (paragraph 1)

3. Thinking Critically about Definition

1. Atkinson appreciates guerrilla street art. The essay is, therefore,

more favorable than it would be if she saw it as an illegal act only

or as an actor produces artless work.

2. Atkinson might have included an article from an art magazine or

website. The sources she uses emphasize that her subject is

popular and political rather than illegal, academic, or concerning

the established art world.

Page 23Copyright Penn Foster, Inc. 2019
Course Version: 2

3. “Vibrancy” connotes positive energy; “blossoming” connotes

positive growth. Both support the affirmative tone.

4. The term is a euphemism if it means something rawer than the

words suggest. “Guerrilla” can connote either activity that’s illegal

and difficult to stop or activity that can be romanticized. If the

latter, it’s euphemistic. More direct language: unapproved street

art.

5. Similarities: posted in the same locations; unsolicited by the

venues; without official permission; may be eye-catching and

beautiful, promote a cause, be self-serving, irritate neighbors, be

costly to remove. Differences: primary purpose is pragmatic and

commercial rather than non-pragmatic and aesthetic.

5.5 Prepare an outline or graphic organizer for an
illustration essay using a specified topic
Graded Project: Prewriting: Illustration

READING ASSIGNMENT

Your project must be submitted as a Word document ( x, )*. Your
project will be individually graded by your instructor and therefore will take up
to a few weeks to grade. Be sure that each of your files contains the following
information:

Your name
Your student ID number
The exam number
Your email address

Page 24Copyright Penn Foster, Inc. 2019
Course Version: 2

To submit your graded project, follow these steps:

Log in to your student portal.
Click on Take Exam next to the lesson you’re working on.
Find the exam number for your project at the top of the Project Upload
page.
Follow the instructions provided to complete your exam.

Be sure to keep a backup copy of any files you submit to the school!

Illustration Prewriting

Effective illustration essays support a generalization, explain, and

clarify by providing examples that maintain readers’ interest and

achieve the author’s purpose.

Assignment

For this assignment, you’ll prepare an outline or graphic organizer for

a 1,600- to 1,800-word essay using the illustration pattern of

development. You’ll choose one of the assigned topics listed below

and begin your research; three to five secondary sources are

required. You are required to use American Psychological Association

(APA) citation and documentation format for parenthetical (in-text)

citation and your list of references.

Review Illustration, Chapter 13 in your textbook, and complete

exercises 13.1, 13.2, and 13.3 on developing and explaining

examples, and appealing to specific audiences. Refer to Graphic

Organizers 13.1 and 13.2 in your text to see the structure of an

illustration essay.

Page 25Copyright Penn Foster, Inc. 2019
Course Version: 2

You do not need to use text boxes or create flowcharts for your essay

assignment. Refer to the sample graphic organizer included in these

exam instructions and type your work in a word-processed document.

Topics

Choose one of the following topics:

A generalization about effective or ineffective parenting

A generalization about your current or future career

A generalization about your age group, Baby Boomers,

Generation X, Millennials, and so on

Research

You will need three to five reputable secondary sources for your

Illustration prewriting.

Review Chapter 22, “Finding Sources, Taking Notes, and

Synthesizing Ideas.” Evaluate your sources to ensure that the

information you’re using and passing on to your readers is accurate

and reliable.

Incorporate evidence from your secondary sources into your outline or

graphic organizer to plan your essay. You’ll need to use parenthetical

citation and include a list of references on the last page of your exam.

Refer to the APA style section in your text and the APA style guide in

the Writer’s Block (pflibrary.pennfoster.edu/writersblock/citationanddoc

umentation/apastyle) .

Page 26Copyright Penn Foster, Inc. 2019
Course Version: 2

http://pflibrary.pennfoster.edu/writersblock/citationanddocumentation/apastyle

Process

Follow the guided writing assignment in Chapter 13 of your textbook.

Steps one to six will help you develop, plan, and organize your ideas.

Sample Graphic Organizer

Avoid using text boxes, arrows, lines, or flowcharts for your graphic

organizer. Instead, use a basic informal outline for your ideas like the

one shown below.

You can see the structure of Gottfried’s “Rambos of the Road” in

Graphic Organizer 13.2 in your textbook, but you’ll need to write a

more in-depth outline or graphic organizer to create a strong

foundation for your 1,600- to 1,800-word essay.

Title: Career Paths for English Majors

Introduction

Background: Many people believe that English majors can only be

teachers, if they find jobs at all.

Thesis: Contrary to what people may think, English is a versatile

major that can lead to well-paying jobs in a variety of fields.

Body Paragraphs

Example 1: English majors find jobs in writing fields, such as technical

writer, copywriter, and editor.

Page 27Copyright Penn Foster, Inc. 2019
Course Version: 2

Profita (2019) claims that English majors can put their revising,

editing, and proofreading skills to work as social media

managers, technical writers, and public relations specialists.

Example 2: English majors find jobs in technical fields.

“PayScale is finding plenty of signs that humanities majors in

general—and English majors in particular—are making headway

in faster-growing areas related to digital content. Among the

bright spots: content strategists ($90,500), content marketing

managers ($82,100), content managers ($72,200), and web

producers ($69,900)” (Anders, 2016, para. 5).

Example 3: English majors find jobs in business and marketing fields.

English majors have found lucrative jobs as advertising

executives, human resources managers, employment recruiters,

and software developers (Laue, 2019).

Conclusion

There’s nothing wrong with loving to read and write or wanting to

become a teacher, but English majors aren’t locked in to teaching.

English is the perfect major for careers that demand good

communication, critical thinking, and problem-solving skills.

References

Anders, George. (2016). 14 jobs for English majors that pay at least

Page 28Copyright Penn Foster, Inc. 2019
Course Version: 2

$60,000. Forbes. Retrieved from

https://www.forbes.com/sites/georgeanders/2016/10/03/14-jobs-for-

english-majors-that-pay-at-least-60000/#68eb5c834f1d (www.forbes.c

om/sites/georgeanders/2016/10/03/14-jobs-for-english-majors-that-pa

y-at-least-60000/#68eb5c834f1d)

Laue, Christine. (2019). Best-paying jobs for English majors. Monster.

Retrieved from https://www.monster.com/career-advice/article/best-

paying-jobs-english-majors (www.monster.com/career-advice/article/b

est-paying-jobs-english-majors)

Profita, Mike. (2019). Career options to consider for English majors.

The Balance Careers. Retrieved from:

https://www.thebalancecareers.com/top-jobs-for-english-majors-

2059642 (www.thebalancecareers.com/top-jobs-for-english-majors-20

59642) .

Essay

Format

Format your prewriting and essay according to the following

instructions. Refer to the sample APA-style essay in your textbook.

1. Start with a title page that includes your

Title

Name

Student ID

Address

Email address

Page 29Copyright Penn Foster, Inc. 2019
Course Version: 2

https://www.forbes.com/sites/georgeanders/2016/10/03/14-jobs-for-english-majors-that-pay-at-least-60000/#68eb5c834f1d

https://www.monster.com/career-advice/article/best-paying-jobs-english-majors

https://www.thebalancecareers.com/top-jobs-for-english-majors-2059642

2. Use the header function to insert your page number in the top

right margin of your document.

You do not need to include your essay title in the header.

3. Begin your document on page 2 after the title page.

Start page 2 with your title

Do not include abstracts in your essays.

Use transitional words, phrases, and sentences to guide

your reader through your essay.

Do not use headings in your essay.

4. Include your references list on the last page of your document.

Do not submit it separately.

Grading Rubric

Skill

Realized

100-90

Skill

Developing

89-80

Skill
Emerging

79-70

Skill Not

Shown

69-0

Thesis, Ideas, and Content

-The thesis makes a focused claim
that can be sustained in a longer
essay.

-The outline/organizer provides a
detailed plan for the essay and
incorporates secondary sources to
support thesis and main points.

25-23 22-20 20-18 18-0

Page 30Copyright Penn Foster, Inc. 2019
Course Version: 2

Organization

-Ideas are arranged logically.

-Each proposed main point is
focused on one example and helps
support the thesis statement.

25-23 23-21 20-18 18-0

References

-Provided three to five potential
secondary sources for research.

-Incorporated borrowed information
from secondary sources using
parenthetical (in-text) citation.

-Properly formatted using APA
guidelines.

25-23 23-21 21-19 18-0

Conventions

-The outline/organizer has been
spell-checked and proofread to
check for errors in word choice and
typos.

-The paper is reasonably free of
errors that interfere with a reader’s
ability to understand the content.

15-13 13-11 11-9 9-0

Format

-The prewrite is developed as an
outline or graphic organizer.

– It includes all required information
in a properly formatted cover page.

10-8 8-7 7-6 6-0

Page 31Copyright Penn Foster, Inc. 2019
Course Version: 2

Page 32Copyright Penn Foster, Inc. 2019
Course Version: 2

• 351883_Cover
• 35188300