9ESL Strategies
 

   
Writing Terms

Tutors should help ESL writers understand basic writing terms:

 


writing process­—the steps required to compose an essay, e.g., generating ideas, organizing ideas, writing, editing, revising, proofreading

thesis—purpose statement; statement of intent; major focus of written work

essay—a composition with a central focus, containing a method of organization consisting of a beginning, middle, and end, or an introduction, body, and conclusion

introduction—opening of a composition, sometimes limited to a single paragraph, that leads the reader in, establishes interest for the reader, provides a context for the topic, and states very specifically the purpose of the writing; is a more general starting point that is supported by specific details developed in body paragraphs

body—paragraphs that provide specific supporting ideas, examples, illustrations, etc.; each paragraph is distinct and separate, and supports the writing’s main purpose or thesis; body paragraphs usually begin with a topic sentence that connects paragraph’s purpose to thesis

conclusion—the end of the essay, usually the final paragraph, that ties ideas together and brings paper to graceful close

topic sentence—device used to create unity and coherence in a paragraph; serves the three-fold function of stating the purpose of the paragraph, relating directly to the thesis, and providing transition between paragraphs

transitions—words or phrases used to create links between ideas and paragraphs; they create the necessary qualities of unity and coherence in a piece of writing

unity—sense of single focus in a piece of writing

coherence—adhesive or bonding quality in a piece of writing; coherence indicates that connections have been made smoothly and logically

Helping ESL writers to understand the language of writing from an English speaker’s perspective will help them to better understand reader expectations and thus the writer’s responsibilities.

This diagram might be helpful when tutoring ESL students. 

Finally, be sure to work with students' writing in the following order:


 

 
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© 1999, 2000, 2002 Virginia Bower (Mars Hill College), Charlene Kiser (Milligan College), Kim McMurtry (Montreat College), Ellen Millsaps (Carson-Newman College), Katherine Vande Brake (King College). All rights reserved. This manual was made possible by a Culpeper grant from the Appalachian College Association; click here for information. If you encounter difficulties with these web pages, please notify kmcmurtry@montreat.edu.