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 Unit

7 Classification Essays

Nebraska State Museum holds a

collection of various eggs.

164
O B J E C T I V E S To write a classification essay
To understand connectors and transitions
To understand the passive voice
To understand adjective clauses

Can you write a classific

ation essay about things
found in nature?
 Classification Essays
A well-written classification essay includes all the categories that pertain to the main item that is being
classified. The most important element of a classification essay is its principle of organization. The principle
of organization is the method by which the writer analyzes and then presents the information in the essay. For
example, in writing a classification essay on types of movies, a writer can choose among several principles of or
ganization: genre or film type, period in which the movie was made, audience type, character roles, and so on.
Once a writer chooses how to classify the movies,
he or she can write a classification essay.

C h o o s i n g a Topic
Almost any topic can be used for a classification essay. The key is to select the best principle of or
ganization. It is fairly easy to classify cars into price categories: inexpensive, moderate, and expensive. Ho
wever, such a topic can become a much more interesting essay if the principle of organization is unique. In
stead of writing about the prices of cars, a writer can classify cars based on the gas mileage they get or on
the types of cars that appeal to young people.

166 U n I T 7 • Classification Essays

 ACTIVITy 1 C h o o s i n g A p p r o p r i at e Topics a n d Titles
Read these ten essay titles. Put a check mark (✓) next to the five titles that are the most appropriate for a classi
fication essay. Be prepared to defend your choices.
1. The Effects of Vegetarianism

2. Varieties of Technology Jobs

3. The End of the Day

4. The Many Types of Students

5. Beautiful Antarctica

6. An Argument against Nuclear Power

7. The Major Personality Types of Leaders

8. Lifestyles of the Rich and Famous

9. How to Live Like aMillionaire

10. Three Forms of Democracy

Organization of a Classification Essay

Organizing a classification essay is fairly easy. If you classify four types of ethnic restaurants, your essay wil
l contain four body paragraphs. Similarly, if you present three main types of computers, your essay will have thre
e body paragraphs. Make sure that each body paragraph contains the same types of supporting details; in other
words, the body paragraphs must be parallel.
Here is a classification essay outline on types of writing. Notice how the supporting details (A, B, and
C) are parallel in each body paragraph.

I. Introduction

A. Hook

B. Connecting information

C. Thesis statement: Most people, at some time in their lives, experience three major types of writi
ng: writing for pleasure, academic writing, and writing in the workplace.

II. Body Paragraph 1: Writing for pleasure

A. Detail 1: Who does it

Support

B. Detail 2: When it is done

C. Detail 3: What writing tasks are included

167
 III. Body Paragraph 2: Academic writing

A. Detail 1: Who does it

Support
B. Detail 2: When it is done

C. Detail 3: What writing tasks are included

IV. Body Paragraph 3: Writing in the workplace

A. Detail 1: Who does it

Support

B. Detail 2: When it is done

C. Detail 3: What writing tasks are included

V. Conclusion

S u p p o r t i n g D eta i l s
By adding specific examples to the existing general outline, the essay will be more detailed. Study the
details for Section II of the previous essayoutline.

II. Body Paragraph 1: Writing for pleasure

A. Detail 1: Who does it

1. Adults

2. Teenagers

3. Children

B. Detail 2: When it is done

1. During free time (weekends, holidays)

2. Late at night

3. Early in the morning

C. Detail 3: What writing tasks are included

1. Letters

2. Poems

3. Short stories

4. Personal journals

168 U n I T 7 • Classification Essays

 ACTIVITy 2 M a k i n g a n O u t l i n e f o r a Cl assi f i cat i o n E s s ay
Here is an outline for an essay that classifies different types of acting. (You may remember this classification
topic from Unit 1.) The outline is missing important pieces. Use the words and phrases below to fill in the
missing pieces. (If you need help, see Essay 7 on pages 172–173.)

boredom teleprompter form introduction

memorize lines no editing same set screenplay

stories change every week thesis statement TV acting Type/Category 3

Title: The Many Faces of Acting

I.

A. Hook

B. Connecting information

C.

II. Body Paragraph 1 (Type/Category 1):

A. Form

1. TV programs

2. Studio lots

B. Story/set

1.

2. Writers create new sets, dialogs, and scenes

Support

C. Actors’ responsibilities

1. Actors rehearse 5–6 days

2. Shooting on the last day

D. Advantages

1.

2. Director’s help

3. Filmed until it is just right

169
 III. Body Paragraph 2 (Type/Category 2): Stage acting

A.

1. Shakespeare’s plays onstage

2. Modern plays on stage

B. Story/set

1. Stories are repeated

2.
Support

C. Actors’ responsibilities

1. Study for months

2. Importance of understudies

D. Disadvantages
1.

2. Great one day/terrible the next

IV. Body Paragraph 3 ( ): Filmacting

A. Form
1.

2. Becomes a movie

B. Story/set

1. On location

2. Beginning, middle, and end

Support

C. Actors’ responsibilities
1.

2. Do not study in chronologicalorder

D. Advantages or disadvantages

1. Repeat scenes (advantage)

2. (disadvantage)

V. Conclusion

A. Restate the thesis statement

B. Summarize the main points

C. Concluding statement: A suggestion, opinion, or prediction

170 U n I T 7 • Classification Essays
 ACTIVITy 3 F r o m a n E x a m p l e Pa r a g r a p h t o a n E x a m p l e E s s ay
Answer the Preview Questions with a classmate. Then, read the paragraph and essay and answer the questions t
hat follow. These questions will help you to understand the content and organization of each one. You read the
paragraph on the left—on the topic of acting—in Unit 1. This paragraph has been expanded into a five-paragr
aph comparison essay on the right. The highlighted portions of the essay are the same as or similar to portions
of the paragraph. Notice that many of the supporting examples in the paragraph have become main ideas for t
opic sentences in the essay. In both Paragraph 25 and Essay 7 on pages 172–173, the writer discusses different k
inds of acting.

Preview Questions
1. Have you ever acted in front of an audience? If so, what was the experience like? If not, would you like t
o act? Why or why not?

2. Do you think that acting is hard work? Why or why not?

171
 3. Look at the photo of an actual movie set on the previous page. How does this photo differ from what you
imagined a movie set to look like?

4. What is your favorite type of entertainment that involves acting?

5. How do you think acting in a movie is different from acting in a television program?

6. How do you think acting in a movie is different from acting in a live theater setting?

Paragraph 25 Essay 7

The Many Faces of Acting The Many Faces of Acting

1 Acting has been a form of entertainment for

Modern acting comes in a variety millennia. Through the years, it has evolved to serve a
global audience. As recently as a few generations ago,
one of the most common forms of acting was found
of forms and can be classified in three on radio programs. During this time, listeners
had to imagine the sets, the scenery, and even the ph
ysical form of the performers. Nowadays, it is difficul
ways: television acting, stage acting, and t to imagine acting asa form of entertainment
without a visual format. Modern acting comes in a
variety of forms. Still keeping some of its roots from
film acting. Perhaps the best-known type Greek times, acting can be classified in three ways:
television acting, stage acting, and film acting.
2 Perhaps the best-known type of acting is
of acting is television acting. This type of television acting. This type of acting generally takes
the form of television programs produced on studio
lots The story lines change from week to week as
acting generally takes the form of television .
writers create new sets, dialogs, and scenes for the mai
n characters. Performers come to work five days a week
to rehearse their lines. On the final day, the TV camer
programs produced on studio lots. Another as are turned on and shooting begins. TV actors ha
ve the help of written notes from teleprompters or c
ue cards and off-camera directors who can help them t
form of acting is stage acting. In stage o deliver their lines. Television scenes can be recorded r
epeatedly until the actors get it right. With TVs in practi
cally every household, it is no wonder this is the most c
ommon form of acting.

172 U n I T 7 • Classification Essays

acting, the same performance is 3 Another form of acting is stage acting. Plays,
ranging from Shakespearean classics to modern tales, can
be performed in various places. In stage acting, the same
repeated, and the sets stay the same performance is repeated, and the sets stay the same for
each performance. Rehearsing for stage acting can take
for each performance. The shows are months because all the actors must memorize their lines. In
addition, stage acting is “live,” so the use of understudies— or r
eplacement actors—is crucial. If the star of a stage play is injure
performed in places ranging from d or cannot perform, the understudy fills in. Because there is no
way to edit the performance, stage performances can be excelle
nt one day and terrible the next. Many people say that there is
large halls to small theaters.Finally, nothing more entertaining than watching actors performing liv
e on the stage.
there is film acting. Film actingbegins 4 Finally, there is film acting. Film acting begins with a
screenplay, which includes all the written information about
the set and the actors’ dialog, and grows into a movie. It can
with a screenplay, which includesall occur anywhere in the world. For instance, ifthe story line of a fil
m happens to take place in Russia, the film crew and actors
can go on location in that country to film. While screenplays hav
the written information about the set
e a beginning, a middle, and an end, the filming of movies does
not have to be in chronological order. That is, actors may me
and the actors’ dialogs, and grows into morize their lines for the ending of the movie and film those s
cenes before working on the beginning. Because it is not a live p
erformance, directors may request that an actor repeat a scene unt
a movie. Whichever form it takes— il they are happy with the results. This can lead to boredom on t
he part of the actor.
television, stage, or film—acting is 5 Whichever form it takes—television, stage, or
film—acting as a form of entertainment ranks very highon
most people’s lists of favorite activities to watch. Still, it is
a form of entertainment that many interesting to note that different forms of acting have unique ch
aracteristics. Regardless of the type of acting one enjoys, it is saf
e to say that the audience appreciates the craft of acting and the
people enjoy.
many hours of enjoyment that it provides.

1 paragraph /9 sentences /130 words 5 paragraphs/34 sentences /564 words

a millennium: one thousand years
to evolve: to change, usually over time
to shoot: to film
a cue: a word or signal marking the moment for an actor
to speak
ranging: extending, going
a tale: a story, fable
that is: specifically, to be exact
to rank: to classify (usually by some type of hierarchy)
regardless of: no matter what, despite
a craft: a skill, an area of expertise

173
 Post-Reading
1. What principle of organization does the writer use to classify acting? (Circle one)

a. genre (comedy, drama, etc.)

b. method of delivery to audience

c. type of acting

d. difficulty

2. Circle the writer’s hook.

3. Underline the thesis statement. Is the thesis restated in the conclusion (Paragraph 5)?
If so, underline that sentence (or sentences).

4. In Paragraph 2, the author writes about the duties of TV writers. What three things are they respo
nsible for creating?

a.

b.

c.

5. Which paragraph talks about actors getting bored?

Explain why these types of actors might get bored while acting.

6. Reread the concluding paragraph of Essay 7. Does the writer offer a suggestion, an opinion, or a
prediction? Circle the appropriate word in bold and write the sentence from the essay.

Building Better Sentences: For further practice, g o to practice 19 and practice 20 on page 244 in
Appendix 1.

174 U n I T 7 • Classification Essays

 ACTIVITy 4 F i n d i n g Wo rd F o r m s i n E s s ays
Study the word forms below and fill in the missing forms. If you need help, refer to the Grammar for Writin
g in Unit 5 on page 124 and the essay “The Many Faces of Acting” on pages 172–173, to find the missing
word forms.

Noun Verb Adjective Adverb

1. evolution evolve evolving/evolved X

2. delivery delivered X

3. repetition repeat repetitive/repeated repetitively/

4. entertainment entertain entertainingly

/entertained
5. chronology X chronologically

6. bore boring/bored ra boringly/boredly

7. rank nked appreciativ X

8. appreciation e appreciatively

ACTIVITy 5 B r a i n s t o r m i n g a n d O u t l i n i n g Practice
In Activity 1, you chose the five best titles for good classification essays. Choose one of the titles and brainsto
rm some ideas for that topic. Use the brainstorming techniques from Unit 4, pages 103–104. Then with a par
tner, in a small group, or on your own, develop a general outline for an essay. (You will not write this essay.)

For additional practice, repeat this activity with one of the other four titles.

Topic:

Brainstorm area:

Principle of organization:

175
 Outline:

I. Introduction

Thesisstatement:

II. Body Paragraph 1 (Type/Category 1):

Details:
Support

III. Body Paragraph 2 (Type/Category2):

Details:
Support

IV. Body Paragraph 3 (Type/Category 3):

Details:
Support

V.Conclusion

Concluding statement:

Grammar for Writing

C o n n e c to rs a n d Transitions
Connectors and transitions are words or phrases that show the relationship between sentences or ide
as within a sentence. Study the chart of common connectors and transitions and their functions (in parenthe
ses) to use in classification essays. See the Brief Writer’s Handbook with Activities, pages 220–222, for more
information on connectors and transitions.

Listing and Giving Examples

Within a Sentence Between Sentences
this type of + noun (classifying) In addition, Subject + Verb (giving additional
another + noun (listing) information)
For example, Subject + Verb (giving an example)
For instance, Subject + Verb (giving an example)
Finally, Subject + Verb (giving the last example)
Relationship
Within a Sentence Between Sentences
during + noun (time relationship) That is, Subject + Verb (restating)
before + present participle (time relationship) Still, Subject + Verb (contrasting)
regardless of + noun (contrasting)
if + noun + verb (condition)

176 U n I T 7 • Classification Essays

 ACTIVITy 6 A n a l y z i n g C o n n e c t o r s a n d Transitions
Reread the essay “The Many Faces of Acting” on pages 172–173. Find the connectors and transition words
listed below. Complete each sentence from the essay. Then write the function of the phrase. (Hint: Use the
chart on the previous page for help.)
1. “This type of .”
Function:
2. “For instance, .”
Function:
3. “Another .”
Function:

4. “During .”
Function:
5. “That is, .”
Function:

Grammar for Writing

The Pa s s i ve Voice
In English sentences, the most important information is contained in the subject, which is usually near the
beginning of a sentence. In contrast, the passive voice is used to put more emphasis on the receiver of the action t
han on the subject (agent). In the passive voice, the subject (agent) of the sentence becomes the receiver of the a
ction. Study the four steps in forming the passive voice in the chart on the next page.

177
 Step 1: Switch the locations of the subject and the object.

Active Voice: Andre broke his new cricket bat.

Passive Voice: The new cricket bat was broken by Andre.

Step 2: Add a form of the verb to be. Keep the verb tense of the original active voice verb.

Active Voice: Andre broke his new cricket bat.

Passive Voice: The new cricket bat was broken by Andre.

Step 3: Change the main verb in the active voice sentence to the past participle in the passive voice.

Active Voice: Andre broke his new cricket bat.

Passive Voice: The new cricket bat was broken by Andre.

Step 4: Add the preposition by to show who performed the action. (Note: This step is used only when t
his information is new or important.)

Active Voice: Andre broke his new cricket bat.

Passive Voice: The new cricket bat was broken by Andre.

Using the Passive Voice

Be sure to use the passive voice only when it is necessary. If you have three consecutive sentences with t
he passive voice, it is a good idea to revise one or more of them to take an active verb.

ACTIVITy 7 The Passi ve Voice

Rewrite the following active voice sentences as passive voice sentences.

1. The students made mistakes.

2. My sister organized the anniversary party for my parents.

3. Ursula gave a gift to John.

4. Fire destroyed the forest near our home.

178 U n I T 7 • Classification Essays

Grammar for Writing
U s i n g A d j e c t i ve C l a u s e s
Writers often use adjective clauses to define special terms. An adjective clause consists of a relati
ve pronoun (that, which, or who) followed by a verb and sometimes an object. It describes the noun th
at comes before it.

Explanation Examples
Use that or which for things. (That Adjective Clause
is more common.)
Gumbo is a thick soup that contains seafood or meat.
noun relative verb objects
pronoun

Use who or that for people. (Who Adjective Clause

is preferred.)
A goalie is a player who protects his team’s goal.
noun relative verb object
pronoun

Use no commas if the information The city that we will visit last on our trip is located in central Florida.
in the adjective clause is necessary necessary information
to clarify who or what.
Use comma(s) to separate the Orlando, which we will visit last on our trip, is located in central
adjective clause if the information unnecessary information
Florida.
is not necessary to understand the
sentence.

179
 ACTIVITy 8 Prac t i c i n g w i t h t h e Passi ve Voice a n d A d j e c t i ve C l a u s e s
If an underlined part of a sentence is incorrect, write a correction aboveit.

1. My car was drive by my friend, and now the steering wheel is not working properly.

2. Everyone likes the professor which teachesthe introduction to psychology course.

3. Oil is produced mainly in the Middle East, but Venezuela, which lies in South America, also prod
uces it.

4. How many times have you eaten in the Italian restaurant who is located downtown?

5. The exam that we took last week was very easy. I am not sure that it was written by my teacher!

6. The skills that are needed by modern soldiers cannot be taught in a six-week crash course before these
soldiers sent abroad.

7. Before we continue the discussion that was interrupted yesterday, let me begin today by explaining that
pain is something is felt in your brain.

8. The Prague Zoological Garden, one of the most child-friendly zoos, are said to be the number one zoo i
n Europe.

180 U n I T 7 • Classification Essays

 ACTIVITy 9 Combi ni ng Sentences
Read the whole essay “Vacations for Everyone” (Essay 8) presented by paragraph on pages 181–184. Use the inf
ormation in sentences a. b. and c. that follow the paragraph to compose the second sentence for the paragrap
h below.

Essay 8

Vacations for Everyone

1 On hearing the word vacation, most people react positively.

Prospective travelers spend hours, if not days, researching their travel destinati
on. While the destination has a lot to do with the success of a trip, there are
other factors to consider. Seasoned travelers will argue that more important t
han where they go on vacation is who they go on vacation with. Vacations c
an be classified on the basis of travel partners. Vacationers can choose to trave
l with family, with friends, or alone.

a. It can be a weekend.
b. It can be a spontaneous getaway.
c. It can be a trip around the world.
181
 ACTIVITy 10 U s i n g C o n n e c t o r s a n d Transitions
Read the whole essay “Vacations for Everyone” (Essay 8) presented by paragraph on pages 181–184. Com
plete the sentences with the connectors and transitions from the box.

Another Finally For example For instance If Regardless of

Essay 8 (cont.)

2 Family travel is special. The success of a trip often depends on th

e relationship that the family members have with one another.
1 two brothers do not get along at home, chances are t
hat they will fight during a vacation. 2 potential
problem is transportation. 3 , it is much cheaper

for a family of four to travel by car than to buy four plane tickets.
4 , finding common sights of interest may be more co
mplicated with family groups. 5 , Dad might want
to see the alligator farm while Mom wants to go shopping, and the kids are
looking for a video arcade. 6 the problems, a fam
ily vacation usually does not change family relationships.

ACTIVITy 11 E d i t i n g f r o m Teacher ’s C o m m e n t s
Read the paragraph and the teacher’s comments. On the basis of these comments, rewrite this parag
raph on the blank lines.

Essay 8 (cont.)

3 Traveling with friends can be an unforgettable experience. Close

friends often have similar personalities, so there will probably not be

How is this sentence related
a lot of fighting during the trip. 1 Fighting is dangerous, especially
to thetopic? Fragment!
in foreign countries. 2 Because each person is paying for himself.
wrong word
Transportation costs tend to be lower as well. Good friends 3 which

know how to negotiate each other’s needs can also avoid fighting over
not parallel
what to see. Basically, the closer the friendship, the 4 easyit is to decide

182 U n I T 7 • Classification Essays

 on travel itineraries. If friends are close, even a terrible trip will not ruin
wrong transition
the friendship. 5 However, some friends bond even more when they
passive voice
experience travel emergencies together. A special closeness 6 is create
word form
during the trip. They share both the 7 goodness and the bad memories.

Now rewrite the paragraph with corrections.

ACTIVITy 12 E d i t i n g f o r Errors
This paragraph contains seven errors. They are in articles (two), passive voice (one), subject-verb agreement (t
wo), parallelism (one), and word form (one). Mark these errors and write the corrections above them.
Essay 8 (cont.)

4 Finally, people can choose to travel alone. It takes special person to feel
comfortable doing this. This type of individual feel comfortable being alone a
nd having limited company. As for transportation, single travelers are often a luc
kiest travelers. They have more chances of getting plane seats on stand-by, and s
ometimes their seats upgrade to first class. This would be impossible to do wit
h a larger group. Sightseeing is also not a problem for single travelers. They can
choose to wake up late in the day, sightsee at night, or skip lunch if they feel lik
e it. Conversely, they might experience feelings of lonely from not being able t
o talk to someone else about the wonderful things they are seeing, the great fo
ods they are eating, and the amazing experiences. Traveling alone can have oth
er benefits as

183
 well. Single travelers are more likely to meet others while on vacation. They
do not have anyone else to worry about, so they are free to strike up convers
ations with strangers. Many single travelers loves the solitary adventure and s
ay that they learn a lot about themselves while traveling.

ACTIVITy 13 U s i n g C o r rec t G r a m m a r
Key grammar points are practiced in this paragraph. Underline the correct word or phrase in parent
heses.

Essay 8 (cont.)

5 Different ( 1 form /forms) of travel are available to everyone. ( 2 P

erson /People) ( 3 who /which) are comfortable with relatives
enjoy family outings and ( 4 vacation /vacations). People who ( 5 wants / want)
to be sure to have the best time possible while avoiding petty arguments trav
el with ( 6 his /their) closest friends. People who

( 7 solitary /are solitary) but love the excitement of seeing new places
( 8 choose /are chosen) to travel alone. Whatever the personality, there is a tr
avel ( 9 choose /choice) for (10 every people /everyone).

ACTIVITy 14 A n a l y z i n g t h e E s s ay
Answer these questions about “Vacations for Everyone” (Essay 8).

1. What specific topic does the writer classify in this essay?

2. What principle of organization does the writer use: price, travel companions, or destination?

3. Underline the writer’s hook.

4. Circle the thesis statement. Is the thesis restated in the conclusion (Paragraph 5)? If so, underline that se
ntence (or sentences).

5. What is the topic of Paragraph 3?

6. Reread the concluding paragraph. Does the writer offer a suggestion, an opinion, or a prediction?
Circle the appropriate word in bold and write the sentence from the essay.

Building Better Sentences: For further practice, g o to practice 21 on page 245 in Appendix 1.

184 U n I T 7 • Classification Essays

Building Better Vocabulary
ACTIVITy 15 Wo rd A s s o c i at i o n s
Circle the word or phrase that is most closely related to the word or phrase on the left. If necessary, use a dicti
onary to check the meaning of words you do not know.

A B
1. tasks* duties, jobs people, leaders

2. crucial* unfriendly important

3. to clarify* to make clear to make happen

4. nowadays currently not at night

5. tend to cost never cost usually cost

6. acue assistance requirement

7. to rank to put in order to read one by one

8. to bond* to connect to persuade

9. practically dead almost dead used to be dead

10. seasoned experienced mentioned

11. an outing a complaint a trip

12. to rehearse to listen to practice

13. petty not important not likely

14. properly correctly rapidly

15. to evolve* to change to pretend

16. to ruin negative positive

17. no wonder surprising not surprising

18. fairly expensive $5 $500

19. to skip lunch to eat lunch to not eat lunch

20. a tale a flight a story

*Words that are part of the Academic Word List. See pages 224–225 for a complete list.

185
 ACTIVITy 16 U s i n g C o l l o c at i o n s
Fill in each blank with the word on the left that most naturally completes the phrase on the right. If ne
cessary, use a dictionary to check the meaning of words you do not know.

1. in /to to pertain

2. of /in two varieties plants rangin

3. from /to g Spanish to Arabic t

4. specific /task o provide a example

5. get /put to it justright

6. course /event acrash

7. in /on to perform a stage

to oversomething
8. destroy /fight
to classify books relevant categories y
9. into /over
our final
10. destination /travel

11. conversation /limitation to strike up a

an error the part of the bank
12. at /on
to along with someone
13. get /put

14. by /on the basis of

15. traveler /trip aseasoned

186 U n I T 7 • Classification Essays

Original Student Writing: Classification Essay
ACTIVITy 17 Wr i t i n g y o u r O r i g i n a l E s s ay
In this section, you will write a classification essay. Use a separate piece of paper for your work. Follow the sev
en steps in the writing process to complete your essay.

Step 1: Choose a Topic

Choose a topic from thislist:

• Classify jobs by type.

• Write about three study techniques.
• Classify clothing for different occasions and places.
• Classify a specific type of music into three or four subcategories.

Step 2: Brainstorm
Using a method that works for you, brainstorm ideas about your topic.

Step 3: Outline
Outline your essay using the classification essay outline modeled in Activity 5 on page 176. Then exch
ange outlines with a partner. Read your partner’s outline. Then use Peer Editing Sheet 13 on NGL. Cengage.co
m/GW3 to help you comment on your partner’s outline. Use your partner’s comments to revise your outline.

Step 4: Write the First Draft

Use the information from Steps 1–3 to write the first draft of your classification essay. Be sure to use at
least two of the vocabulary words or phrases presented in Activities 15 and 16. Underline these words and ph
rases in your essay.

Step 5: Get Feedback from a Peer

Exchange papers from Step 4 with a partner. Read your partner’s essay. Then use Peer Editing Sheet
14 on NGL.Cengage.com/GW3 to help you comment on your partner’s essay. Be sure to offer suggestions
and comments that will help your partner improve his or her writing.

Step 6: Revise the First Draft

Use your partner’s comments from Step 5 to help you revise your essay. Check to make sure that you us
e correct vocabulary punctuation, and clear language in your essay.

Step 7: Proofread the Final Draft

Use the following checklist to review your final draft. Use all the feedback that you have received, inclu
ding peer feedback, instructor comments, and self-evaluation. In addition, try reading your essay aloud. When y
ou finish, add a title to youressay.

If you need ideas for words and phrases, see the useful Vocabulary for Better Writing on pages 226–229.

187
 ✓ Final Draft Checklist
❒
❑ I included a thesis statement that contains a clear topic and points of development.
❑ My essay is clearly a classification essay. The purpose of my essay isclear.
❑ Each body paragraph has a clear topic sentence.
❑ All examples of this topic fit into one of the categories listed.
❑ Supporting details in the paragraphs are parallel.
❑ I used connecting transition words and expressions correctly.
❑ My use of punctuation is correct.
❑ The concluding paragraph has words and phrases that signal the end of the essay.
❑ The conclusion does not introduce any new ideas.
❑ I used at least two of the vocabulary words or phrases presented in Activities 15 and 16. I u
nderlined them.

A d d i t i o n a l Topics fo r Wr i t i n g
Here are five more ideas for writing a classification essay.
PHOTO
TOPIC: Look at the photo on pages 164–165. Classify a collection of something, such as pets or thin
gs found in nature, into distinct categories.
TOPIC 2: Classify different college courses that are available to students.
TOPIC 3: Write about different types of ethnic restaurants.
TOPIC 4: Classify parenting styles.
TOPIC 5: Write an essay classifying tourist attractions.

188 U n I T 7 • Classification Essays

Timed Writing
How quickly can you write in English? There are many times when you must write quickly, such as on
a test. It is important to feel comfortable during those times. Timed-writing practice can make you feel better
about writing quickly in English.
1. Take out a piece of paper.

2. Read the essay guidelines and the writing prompt.

3. Write a basic outline, including the thesis and your three main points.

4. Write a five-paragraphessay.

5. You have 40 minutes to write your essay.

Classification Essay Guidelines

• Remember to give your essay a title.

• Double-space your essay.
• Write as legibly as possible (if you are not using a computer).
• Select an appropriate principle of organization for your topic.
• Include a short introduction (with a thesis statement), three body paragraphs, and a concl
usion.
• Try to give yourself a few minutes before the end of the activity to review your work. Check for spell
ing, verb tense, and subject-verb agreement mistakes.

Classify types of television programs

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