Great Teaching Ideas

lesson & unit viewer

Writing the Definition Essay

published on: 1/28/2009

Contributing Teacher(s): Melissa Noel

Subject Area: Communication Arts/Writing/research

Grade Range: High School (9-12)

Materials Needed:

• Computer
• Data projector
• SmartBoard
• Document camera.
• Students will use paper and pens
• Students and I will use http://msnoel.com; as a resource
• Students and I will use The Bedford Reader for the essays we read

Objective:

1. Students will read and evaluate definition essays to determine the author's purpose and audience.
2. Students will go through the writing process and produce a definition essay. They will start by prewriting and planning the essay. Then they will write the essay, edit, and revise.

Essential Question:

1. What is a definition essay? How do you write one? Who's the audience? What's the purpose?

Instructional Strategy: Prior Knowledge & Connections

Process Standards:

• Goal 2.2 review and revise communications to improve accuracy and clarity
• Goal 4.5 develop, monitor and revise plans of action to meet deadlines and accomplish goals
• Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences

Content Standards:

• Communication Arts 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
• Communication Arts 1 - Speaking and writing standard English (including grammar, usage, punctuation, spelling, ...)

  Time Allowance: This lesson takes one week to teach. I give the students an additional week to get the essay written and turned in, but that additional week is outside of class.

  Technological Resources:
  

  1. Students can view the movie clip/vodcast at home on their own computers if they miss school, but I will show the clip in class during a lecture. Everything will be online on msnoel.com -- for them and for you.

  Extensions:
  When we write argumentative essays, students will have to define certain elements or concepts within their arguments, so the skills they learn now will be used later. For example, if they write an argument later about free speech, it will be necessary to define what free speech is -- or what it isn't. Essentially, we use elements of definition essays in everything we write, so these skills are critical. They will use these techniques in later.

  Differentiation:
  Students will be placed in groups according to High-Low writing abilities during peer editing. For example, a strong student (writer) will be paired with a weaker student and two medium students in a pod of four during the editing process. All students will be grouped this way. This method works great for peer editing because the students tend to help each other improve.

  Description: This unit is about definition essays. Students will start off by reading and analyzing several essays and understanding how important it is to consider audience and purpose before composing their own essays. After understanding professional essays, students will be asked to write their own essays and will be guided through that process. Finding a topic will be challenging, but students will eventually find a word or a concept to define and will write an essay that they can be proud of and that I can enjoy.

  Comments:
  

  ---

  Classroom Component:

  My notes will be given in a movie clip/vodcast to start the unit. This movie clip is located on: http://msnoel.com/Definition%20Essay/Definition%20Essay.htm

  Students will start off this unit by reading definition essays by Gloria Naylor and Christine Leong. Naylor's essay is entitled "The Meanings of a Word" and this is discussed in a Socratic Seminar to allow students to fully debate and discuss the essay. We will discuss Naylor's purpose in writing the essay and her audience. We will also look at the tone and diction. The next essay is by Leong and it's entitled "Being a Chink." It's a companion piece to Naylor's that allows students to fully explore the definition essays. (See the quiz I've included as a homework check.) We will also read a student essay that I've included called "It Must be Her Jeans."

  The assignment is for students to write a definition essay of their own, and I expect it to be at least two pages long, typed, double-spaced. A lot of time will be spent discussing words that have unique connotations and denotations, like terrific (which means "of terror") and fantastic (which means "of fantasy"). Approximately a day will be spent brainstorming ideas of things for students to write about. I've included a list of ideas, but students should be encouraged to select something original. A prewriting worksheet is included to get students to think before they start writing.

  Students will spend their time working on this essay outside of class. They will have one week to write the essay, and then we do peer editing before the final copy is due. The peer editing will be done in groups of four, and students will be grouped based on ability. I've included a Tips and Considerations handout that I give students, too. The final essay will be due three days later.

  ---

  Definition Essay Prewriting Activity
  

  Write your word/term here:  ____________________

  1. Consider different ways to describe the term you’re defining.
  2. What sorts of examples would best illustrate it?
  3. What kind of conflict might the word involve?
  4. What is it similar to?
  5. What metaphor could be used with this term?
  6. Are there any steps involved with this word?  Are they crucial?
  7. What conditions might cause your word?
  8. What connotations are associated with your word?
  9. What is the denotation of the word?  (Look it up in the dictionary and write the complete definition here.)
  10. List eight synonyms for your word:

  Audience
  
  Normally you can assume that your audience has had some experience with the term or event that you’re about to describe.  Your goal, therefore, will be to define the word in a new or different way that will bring about an additional appreciation and understanding of the word to the reader.  Your job is to tell the reader something new about your topic.

  Thesis

  Remember that your thesis is your assertion about the definition of your word.  We have spent this semester writing explicit thesis statements, those that are clear and direct.  For this assignment, however, you may opt to imply your thesis by writing an implicit thesis that subtly allows your reader to infer what you’re saying about your term.  Just to prevent me from having a headache, however, your thesis – whether implied or stated – must appear in your introduction.  By the time I reach your first body paragraph, I want to know what you’re trying to prove in your essay about your word.

  ---

  Name:   ____________________   

  Definition Essay Scoring Guidelines

  Structure

  1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
  					16	17	18	19	20

   lacks introduction /  body  / conclusion              clear introduction / body  / conclusion              interesting  introduction / body / conclusion                

  order doesn't make sense       progresses in a logical order (easy to follow) 

  some paragraphs seem too short            some paragraphs seem too long             all paragraphs seem to be the proper length        

   there is too much digression from the thesis          the writer rarely digresses from the thesis with useless information            the writer always supports the thesis   

  the thesis is weak         the thesis is average        the thesis is strong       the thesis is engaging/interesting

  Content

  1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
  					16	17	18	19	20

  fails to address thesis in some paragraphs       the thesis is addressed but not always clearly      addresses thesis with good concrete  details (reasons and examples)

  not interesting at all     a little interesting       provides adequate commentary and support     very interesting interpretation and explanation      
  
  topic was not well defined              topic’s definition  was confusing              topic was clearly defined, but not interesting     topic was well defined
  
  weak concrete details / commentary         good concrete details / commentary       excellent concrete details / commentary
  
  fresh, interesting conclusion that says something new       conclusion just re-states what has already been said

  ---

  Style

  1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
  					16	17	18	19	20

  
  Sentence variety:  none    some     a lot                           Clarity:  never    usually   sometimes    always   

  Writing seems “mechanical” or “forced”             doesn't write in an interesting, fresh way             provides unique perspective with a fresh voice      

  doesn’t use any interesting writing techniques and that hurts the essay        uses interesting writing techniques and that helps the essay uses elementary diction

           diction is average       uses sophisticated diction       used the thesaurus, but the diction is:  poor / ridiculous / sporadic  / effective / great!            

  excessive use of “to be” verbs           some “to be” verbs            writer uses good, active verbs instead of “to be” verbs

  Format, spelling and grammar

  1

  2

  3

  4

  5

  6

  7

  8

  9

  10

  contains repeated / frequent / some / few errors in grammar (conjunctions, connectors, etc.)

  contains repeated / some / few errors in  punctuation (commas, semicolons, etc.) 

  contains repeated / some / few errors in  capitalization 

  spell check was / was not used       spelling errors distracted the reader           spelling was fine              perfect spelling         

    poor /  good / perfect format in the paper

  Total Score: ____________out of 70

  Comments:

  ---

  Sample Essay
  
  Katie 
  

  It  Must Be Her 'Jeans'...
  

  A word of advice for the untrained fashionistas of the world: jeans have evolved. Two inch rises are in, pleats are out, and the only way those old Levis will fly is if they are the original, 501's bought at a trendy vintage store. Jeans are no longer pants made of heavy, twilled cotton for uniforms and work clothes (Dictionary.com); they are a subculture of style. Infinite brands, ever-changing styles, and rising prices create the world of denim.    
  

  Each pair is classified by the mood of the owner, saved for particular situations in which they will be perfectly utilized. Jeans have created their own definition; they are confidence, comfort, and contentment.

  Nelly raps about Apple Bottoms. The Black Eyed Peas sing about 7 for all Mankind and True Religion.  Certain jeans catch the attention of all those around and just beg for recognition. These jeans are tight in all the right places, and camouflage the problem areas. Crystals, paint splatter, and extravagant washes create a persona of wealth, individuality, and confidence. The "attention grabber" jean also makes the wearer feel self-assured. She knows others are checking out how the jeans make her butt look ten-times firmer, and how the wash shrinks her thighs. To the owner, these jeans are confidence in her closet, brought out only for wild nights on the town and first dates. When a girl wears jeans that make her feel good, she will reflect that in her personality.
  

  Unfortunately, there comes a time in everyone's life when chocolate is necessary and greasy French fries are undeniable. For days like these, enter the "fat day jeans". Fat day jeans are bought a size too large and always fit with a little extra room in the waist. Comfort is vital when a girl does not feel her slimmest. Paired with a sweatshirt and tennis shoes, the fat day jean allows the wearer to be at ease.  These jeans are perhaps the most hated in the dresser, but offer the best protection against the dreaded full-length mirror. Even if they are just a pair of pants, jeans can provide the comfort necessary for those body conscious days. 
  

  After cleaning out a closet, everyone finds a pair of jeans way past their expiration date; full of holes, stains, and unidentifiable substances. Throwing them away is sensible, but the thought is unbearable. These are the "favorite jeans". Memories have been established in these pants, and every hole or stain tells a story. The fit is way off; too tight in the waist and too short in the length, yet they will always hold a place in the heart and closet. Many favorite jeans started out in a different category, maybe they were "attention grabbers" or "weekend jeans", but they ended up being denim diaries. Their ventures outside of the closet may be rare, but knowing they will always be there makes the owner happy. The thought of jeans providing contentment seems unreal, but in all actuality is not that far-fetched.
  

  Jeans have transformed from simple work uniforms to a way of life. Yves Saint Laurent reflects, "I have often said that I wish I had invented blue jeans: the most spectacular, the most practical, the most relaxed and nonchalant. They have expression, modesty, sex appeal, simplicity - all I hope for in my clothes" (ThinkExist.com). Buried within the many brands and styles of jeans hides the perfect pair, ready to give the owner exactly what she is looking for in every situation. Jeans have defined themselves, and this definition will change as often as the top matched with them.

  Works  Cited

  • Dictionary.com.   08 Feb. 2006.  http://dictionary.reference.com/search?q=jeans
  • ThinkExist.com.   08 Feb. 2006. http://thinkexist.com/ (key word blue jeans)

  ---

  “The Meanings of a Word” and “Being a Chink” Reading Quiz
  Definition Essays – Fall 2006  ---

  1.	The audience for Gloria Naylor’s essay “The Meanings of a Word” is:
  	A.  students	B.  members of NAACP convention
  	C.  the Senate	D.  black women
  		E.  newspaper readers

  
  

  2.	What form of communication does Naylor find superior?
  	A.  spoken language	B.  written language
  	C.  educational language	D.  jargon
  		E.  body language

  
  

  3.	What was Naylor’s reaction the first time she heard the word “nigger”?
  	A.  one of shock and horror (“How dare you!”)	B.  one of sadness (the melancholy “ouch”)
  	C.  one of puzzlement (Huh?)	D.  one of anguish (she cried)
  		E.  one of anger (she punched him)

  
  

  4.	What was the “inevitable question that every black parent must face”?
  	A.  Why are white people careless?	C.  Why is “prejudice”?
  	B.  What does nigger mean?	D.  Aren’t black people just like white people?
  		E.  Why are people racist?

  
  

  5.	Everything was considered harmless for the children to hear except for conversations about:
  	A.  race	B.  sex
  	C.  death	D.  both A and B
  		E.  both B and C

  
  

  6.	The term “my nigger” is often used:
  	A. as a term of endearment	B.  to anger black men
  	C.  to anger black women	D.  as an insult spoken by a white man
  		E.  by a black man to a white man (as friends)

  
  

  7.	The “unforgivable sin” she mentions:
  	A.  lack of money	B.  lack of support
  	C.  lack of self-respect	D.  lack of affection for one’s children
  		E.  lack of affection for one’s family

  ---

  
  

  8.	“A token of respect for a woman”:
  	A.  H-O-N-E-Y	B.  G-I-R-L
  	C.  nigger	D.  nigga
  		E.  sugar

  
  

  9	When did she first “HEAR” the word “nigger”?
  	A.  when she overheard her mother talk	B.  when she tried out for a play
  	C.  when she watched a TV show	D.  when she went to high school
  		E.  when a boy said it

  
  

  10.	Naylor opted to be a writer because she
  	A.  wanted to write controversial literature	B.  knew she would be good at it
  	C.  felt like black women were underrepresented	D.  knew that the black culture was undergoing a “renaissance”
  		E.  needed to make money when she was a professor

  
  

  11.	Christine Leong wrote “Being a Chink” after
  	A.  she read The Good Earth	B.  a man called her that term when she was five
  	C.  her dad asked her what it meant	D.  she read “The Meanings of a Word”
  		E.  she played the role of a Chinese woman in a play

  
  

  12.	The most important thing:  “…language is the tool used to…”
  	A.  hurt	B.  belittle
  	C.  define us	D.  promote peace
  		E.  annoy

  
  

  13.	The first time she heard the word “chink” …
  	A. her father asked her about it	B.  she saw it written in a children’s book
  	C.  she heard it on the subway	D. she saw it written at her father’s restaurant
  		E.  her white mother called her father a “chink”

  
  

  14.	She thinks her father
  	A.  cried	B.  stole
  	C.  ignored the man	D.  kept it a secret to protect her
  		E.  wrote it down so he could look it up in a dictionary

  ---

  
  

  15.	In her town…
  	A.  there aren’t many Caucasians	B.  there aren’t many Asian families
  	C.  there is a mix of various cultures	D.  there are primarily African-American people
  		E.  there aren’t any people named Sam

  
  

  16.	She thinks he knows it is an insult because
  	A.  he never asked her about it	B.  he hid the piece of paper from his ailing wife
  	C.  he didn’t have a dictionary	D.  he kept crying from shame
  		E.  he quit shopping at the grocery store where the white man worked (the guy who called him a “chink”)

  
  

  17.	The first time that she was angry about the word “chink”…
  	A.  when she saw it in writing	B.  when the boy called her that in kindergarten
  	C.  when her dad asked her about it	D.  when the white man called her father that in anger
  		E.  when the man on the subway yelled it at her and her dad

  
  

  18.	She specifically references:
  	A.  Dave Barry	B.  Oprah Winfrey
  	C.  Gloria Naylor	D. Harvard professors
  		E.  the white man on the subway (George Michael)

  
  

  19.	In the end she determines
  	A.  that the word means NOTHING	B.  words hurt
  	C.  her dad needs more help	D.  it’s the common thread of racism that binds
  		E.  people are plain MEAN

  
  

  20.	Writing for Leong…
  	A.  is easy	B.  is fun
  	C.  is the hardest thing in the world	D.  is not her profession
  		E.  is her profession

  ---

  Tips and/or Considerations

  Audience:  Normally you can assume that your audience has had some experience with the term or event that you’re about to describe.  Your goal, therefore, will be to define the word in a new or different way that will bring about an additional appreciation and understanding of the word to the reader.  Your job is to tell the reader something new about your topic.

  Thesis:  Remember that your thesis is your assertion about the definition of your word.  We have spent this semester writing explicit thesis statements, those that are clear and direct.  For this assignment, however, you may opt to imply your thesis by writing an implicit thesis that subtly allows your reader to infer what you’re saying about your term.  Just to prevent me from having a headache, however, your thesis - whether implied or stated - must appear in your introduction.  By the time I reach your first body paragraph, I want to know what you’re trying to prove in your essay about your word.

  Introduction:  A definition essay usually starts with the common or dictionary definition, but here’s the trick:  Better writers don’t start by saying, “The dictionary defines ‘faith’ as belief beyond common sense.”  Less skilled writers mention the dictionary; others get around it with statements like:  “Many people would agree that ‘faith’ means…” or “Churchgoers and their friends would probably define “faith” as….”  So consider an artful way to begin your paper.

  Content:  Consider multiple situations or instances in which your word would be used, but try to think outside the box, too.  To stick with the preceding example, it’s easy to jump from “faith” to “church,” but couldn’t you have faith in your friends, your family, yourself?  Consider conditions and situations when your concept or word would be applicable.

  Organization:  You’ve been taught to write a trident - a three-pronged thesis that lists the three items you’re going to use for each paragraph.  Professors want to see students who have moved beyond this elementary formula, so fight the urge to rely on this when structuring your essay.  When pressured for time and/or when uncomfortable with the subject, you can always pull from that knowledge and resort to that formula and KNOW that it will serve you well enough to achieve a C - or even an A in a course that’s not in English; however, the humanities’ professors will expect (hope) to see a more sophisticated organization.  Think about it for a minute - How many essays in Patterns for College Writing are organized this way?  None.  You  may opt to organize your information chronologically if that’s applicable to your definition, or you may address situations in order of importance or significance.

  Title:  Try to be creative.  Don’t title your essay, “The Definition of Salt.”  The best titles make you think about what the subject could be before you’ve read the first word.  They must, however, relate to your topic!

  ---

  Diction:  Try to avoid the absolutes in composition.  What is “never” or “always” or “everyone”?  Nothing.  So don’t communicate with absolutes.  Another “dislike” among authors and professors is the use of intensity.  If the subject is trite or melancholy or exuberant, that’s great and you don’t need to be “very trite” or “very melancholy” or “very exuberant.”  It’s just too much.  Just eliminate “very” from your papers and I’ll be happy (since it’s very rare to be very happy, which I never am… I’m just exuberant when I’m very happy… get the point?).

  Pronouns:  Mature writers don’t use the indefinite “you,” for it is illogical and can be insulting.  Consider this for an introduction:  “What if you smoked three packs of cigarettes a day?”  I don’t smoke and, therefore, this is nonsensical. 

  Questions:  Don’t use them to communicate with the reader.  It’s ridiculous to ask a question when you’re writing to communicate your ideas.  Just tell me what to think and persuade me to believe you.

  ---

  Some Potential Topics:

  1. Define humanity
  2. Define integrity
  3. Define what it means to be a woman
  4. Define what it means to be a man
  5. Define “utopia”
  6. Define what we mean when we talk about a person’s “character”
  7. Define maturity
  8. Define perfection
  9. Define what it means to be a failure
  10. Define talent
  11. Describe the perfect Rams (or Cardinals fan, etc.)
  12. Define “gothic”
  13. Define joy
  14. Define what it means to be Jewish, Greek, Islamic, Baptist, Catholic, British, etc.
  15. Define “home”
  16. Define sin
  17. Define the ideal sport
  18. Define “apparition”
  19. Define winning
  20. Define losing
  21. Define being a Missourian
  22. Define prejudice

  ---

  What do you think of this lesson? SuccessLink needs to know. Click here to tell us.

  For additional information contact :
  Melissa Noel
  Lafayette Sr. High
  Rockwood R-VI
  (636) 458-7200
  EMAIL: noelmelissa@rockwood.k12.mo.us