English: Writing: Structure and Style
Active component (content knowledge)
Comprehend
• Difference between topic and thesis
• Difference between formal and informal writing styles
Learner outcomes
Sentence Level
• Uses various sentence structures in writing:
compound, complex, compound-complex,
parallel, repetitive, and analogous
• Uses correct words in sentences with varied
vocabulary to convey meaning
Essay Level
• Produce academic essays that contains:
○ A developed thesis
○ An organized structure for purpose,
audience, and context
○ Only pertinent information, avoiding
irrelevancy
○ Valid inferences
○ Evidence and concise details to support
thesis
○ A rational conclusion
• Perspective is supported by thesis statement,
relevant evidence, examples,
counterarguments
• Various methods are used to develop
arguments such as compare-contrast
reasoning, inductive/deductive logic, and shift
College Readiness Standards
Paragraph Level
• Structures and organizes writing with thesis
statement, introduction, body paragraphs,
conclusion, and uses transition sentences
• Paragraphs are logically and coherently structured
Professional Writing Level
• Produce work-related texts such as memos, emails,
correspondence, etc. that:
○ Meet audience needs, purpose, and context
○ Defines technical language when
appropriate
○ Avoids irrelevant information
○ Employs appropriate organizational writing
strategies such as containing facts, details,
analysis; explanation of benefits and
limitations; comparison and contrast; use
of illustrative examples
○ Foresees potential reader
misunderstandings
○ Uses appropriate formal language and tone
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 between general and specific
• Use of specific writing strategies for expository
essays such as differentiating primary and
secondary sources, utilizing illustrations and
table appropriately, anticipating reader bias,
and defining technical terms
• Use of specific writing strategies for fictional,
autobiographical, and biographical narratives
with a well-developed perspective and literary
elements while conveying ideas in a logical
sequence, unified theme or tone, and using
concrete or sensory language and pace
Writing Process: Planning and Editing
• Utilizes a variety of pre-writing strategies to
develop focus, determine purpose, plan
sequence, create structure
• Plans writing by note taking, creating outlines,
and researching materials
• Revises drafts based on reader feedback
related to support ideas, objections, and
transitional or logical errors
• Edits personal and other’s writing for grammar,
mechanics, clarity, style, spelling and tone
• Revises drafts improve depth of information,
logic, and organization
• Re-evaluates appropriateness of writing based
on genre, purpose, and audience
College Readiness Standards
Writing Process: Tone and Style
• Chooses appropriate language, structure, style, or
tone for purpose, audience, and context (formal,
informal, literary, or technical)
• Coherently and logically presents information using
appropriate techniques, transitions, and repetition
• Demonstrates a unique and controlled style and
voice in writing
• Consults and consistently applies writing
conventions based on a style manual such as the
Modern Language Association (MLA) or American
Psychological Association (APA) style manuals
• Correctly cites electronic and print sources based on
a style manual conventions when paraphrasing,
quoting, or using graphics
• Persuades readers through the use of rhetorical
devices and expressive style by expanding beyond a
mechanistic framework
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 Writing Process: Use of Technology

• Determines when to appropriately use particular software or media during writing process
• Able to use word processing and basic graphic software to present information

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(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

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Knowledge and Skills for University Success (KSUS)
English: Writing: Structure and Style
A. Successful students use writing conventions to write clearly and coherently.
B. Successful students use writing to communicate ideas, concepts, emotions and
descriptions to the reader.
C. Successful students both use and prioritize a variety of strategies to revise and edit
written work to achieve maximum improvement in the time available.

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Bibliography
Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

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