WRITING

Resources
• MEL-Con Format & Templates
• Transitions
• Words to Avoid
• A.W.E. Quote Examples
• ACTS Introductions & STAC Conclusions
• Types of Writing

KEEP THIS PACKET IN YOUR BINDER AT ALL TIMES

Adapted from John Hersey High School EFA Department [1]

 MEL–Con Writing
What does MEL-Con mean?

• M – Main idea. What is your topic?

• E – Evidence/ Example to support your main

idea; something specific (an event, a quote,
etc.)

• L – Link. Explain why and/or how your

evidence supports your main idea. It’s your
own original thoughts, ideas, and
connections!

• Con – Conclusion. A sentence summing up

your main points.

Adapted from John Hersey High School EFA Department [2]

 SAMPLE MEL-Con OUTLINE
M—main idea (topic sentence)

E—evidence/example of your main idea; something specific (an event, a quote, etc.)

L—link explains how and/or why your evidence supports your main idea; it’s your own thinking

Con—concluding sentence sums up your main points

Remember that outlines use phrases, NOT SENTENCES.

I. Main idea/topic I.

A. Transition, Evidence/Example 1 Transition:

1. Link/explanation A.

2. Link/explanation 1.

2.
B. Transition, Evidence/Example 2

1. Link/explanation Transition:

2. Link/explanation B.

C. Transition, Evidence/Example 3 1.

1. Link/explanation 2.

2. Link/explanation Transition:

II. Concluding points C.

1.

2.

II.

Adapted from John Hersey High School EFA Department [3]

 SAMPLE MEL-Con SUMMARY FRAMES
Main Idea (Topic Sentence)
Evidence/Example (Your writing goes in the empty boxes)
Link Evidence/Support to Topic Sentence
Concluding Sentence (Recap/ Summary)
M
Topic
Sentence
(transition to 1st example) E
First
Example
or
Evidence
L
Links to
topic
(Explain)
(transition to 2nd example) E
Second
Example
or
Evidence
L
Links to
topic
(Explain)
(transition to 3rd example) E
Third
Example
or
Evidence
L
Links to
topic
(Explain)

(transition to conclusion) Con

Concluding
Statement
Recap 3
examples

Adapted from John Hersey High School EFA Department [4]

 TRANSITIONS
To separate items within a paragraph:

FIRST (to replace the overused “first”)

• One good example is
• An interesting fact is
• First of all
• Initially
• One piece of evidence that points to this is
• It is important to note that
• The first good piece of evidence is
• One way to look at this is through
• One example that proves this is
• One example that suggests this is
• There are several examples that show this and one of them is
• There are several examples that show this, the first is
• First and foremost
• A good first example of this is
• It is important to first note that
• One notable example is
• The first indication of this is
• To begin with
• When looking over the evidence, it is clear that the first
• One reason is
• On way this is true is
• In the beginning
• On one hand, there is
• A great example is
• One example that stands out is
• Probably the best example to begin (start) with is
• The best place to begin is
• This can first be seen when
• For example
• For instance
• The first instance that comes to mind is when
• This can be clearly seen when

These are only some generic examples. Transitions can be more specialized around your own topic as well.
Example: You are writing a paper on the “no hat policy” … you can customize your transitions like this:
A good first example of the hat policy in action was when…

Adapted from John Hersey High School EFA Department [5]

SECOND (to replace the overused “second”)
• Another good example is • Another example that stands out is
• Another interesting fact is • Similarly
• Second of all • Likewise
• Secondly • Along with that, there is
• Furthermore • Moreover
• A great second example is • In addition
• Another good piece of evidence is • Adding to that
• Another way to look at this is through • In addition to that
• Another example that proves this is • Still another great example is
• Another example that suggests this is • Then again, another stronger example is
• Another great example that helps support • Of course
this is • Also
• Second and even more important is • In the same light
• The second good example is • Even more interesting is
• Yet another good reason (example) is • Adding to the first example is
• Yet another piece of evidence is • Beyond the first example is
• Still another indication of this is • Making an even stronger case, there is
• Still • An even better example of this is
• Even so • Equally as interesting was
• In the same way • To add even more fuel to the fire
• Next • While the first example is good, an even
• The next example (idea, reason, piece of better one is
evidence) is • To add another even more interesting fact
• On the other hand, there is • To add another even more powerful fact is
• Even more compelling is • An additional fact is
• In the same way • Another strong indication is when
• Another quote that supports this is

Adapted from John Hersey High School EFA Department [6]

THIRD or FINAL (to replace the overused “third” and “finally”)
• A final example (fact, reason) • The last example that stands out is
• And finally • Most importantly
• Lastly • Accordingly
• Last of all • Along with the first two examples, there is
• A final great example is • In addition to these two reasons,
• The third and final example is • Moreover
• The final good piece of evidence is • In addition to the first two
• The best way to look at this is through • Adding to those
• The final example that proves this is • In addition to those
• The last example that suggests this is • Still another great example is
• The last (final) example that helps support • Then again, the strongest example is
this is • The strongest example is
• Third and even more importantly • Of course
• Third and most importantly • But most conclusive is
• The third good example is • In the same light
• Yes the best reason (example) is • A perfect final reason (example, fact) is
• Yet the best piece of evidence is • Adding to the first to examples is
• The last (final) indication of this is • Making an even stronger case is
• Most compelling is • An even better example of this is
• Even so • The last place this can be seen is when
• The best and final reason is • While the first two examples are good, an
• On top of that even better one is
• On top of all this • To add even more fuel to the fire
• The last example (idea, reason, piece of • To add a final, even more interesting fact
evidence) is • A good way to really show this is true is
• Best of all • The best way to really show this is true is
• The final example to note • This is best seen in the part where
• Yet the best quote to show this is

Adapted from John Hersey High School EFA Department [7]

IN CONCLUSION (the “CON” part of MEL-Con)
(to replace the overused “in conclusion” or “all in all” at the end of a paragraph)

• So, it is clear to see that • Together

• Summing this whole thing up • Taken together, we must believe that
• Accordingly • One can see that
• In summary • The evidence is clear
• Consequently • No one can argue that
• Thus • And so it is
• As a result • Yes, it is evident that
• In short • Yes! It is truly evident
• Therefore • Truly
• So • To reemphasize
• The evidence clearly points • To repeat
• All of this together means • Again
• Put it all together and • Indeed
• The best way to sum it up is • Of course
• With all of this • There is no doubt that
• The three examples, …….., prove that… • There is no argument that
• And so therefore • With all of these examples
• For all of these reasons, ……., one can see • In total
that… • When looking at all of the possibilities
• This all adds up to one conclusion • Clearly
• So, when studying all of the reasons • Yes, it is true then
• With all of this in mind • So, when looking at the facts, it is evident
• Due to all of these reasons that

Adapted from John Hersey High School EFA Department [8]

 OTHER USEFUL TRANSITIONS
To separate items and ideas within a paragraph:
To show location
above away from by on top of
across back of down outside
against behind in front of over
along below inside throughout
alongside beneath into to the right
amid beside near to the left
among between off under
around beyond onto

To show time

about till soon when

after until later whenever
at meanwhile afterward in the future
before today immediately daily
during tomorrow finally weekly
first yesterday then monthly
second next week next yearly
third next month in the meantime
prior to next year as soon as

To add information

again and likewise as well

also besides moreover together with
additionally equally important further along with
in addition for instance next plus
another furthermore finally adding to that

To compare

in the same way likewise similarly in comparison

also like as comparatively

Adapted from John Hersey High School EFA Department [9]

To contrast

in the meantime however yet although

nevertheless otherwise on the contrary on the other hand
even though conversely still counter to
but even so as opposed

To emphasize

again in fact clearly undoubtedly

indeed to repeat to emphasize
with this in mind truly for this reason

To clarify

that is put another way to clarify

in other words stated differently for instance

To conclude

as a result thus due to undoubtedly

finally therefore in summary so
consequently accordingly in short

Adapted from John Hersey High School EFA Department [10]

 TRANSITIONS for within an ESSAY
To separate items within an essay:

To set up your thesis statement, try:

This essay asserts…
The purpose of this paper is…
I purport that…
The main assertion of this paper is…
This paper examines…
I intend to examine the idea that…
The central theme of this document is…
This paper forwards the idea of…
This essay posits…

To set up your restatement of your thesis, try:

From this discussion it is clear that…
With all that has been reviewed, it is evident that…
The central theme of this paper has been to prove…
The cumulative affect of this research proves…
In reviewing all the evidence, it is plain to see…
Having reviewed the major issues relating to _______ we must now agree that…
The net affect of these arguments is…

To move from your introduction to your first body paragraph, try:

In order to understand (put key idea of these here) we must first look at…
The first way in which (put key idea of these here) is…
One way to look at (put key idea of these here) is to examine how…

To move from the first body paragraph to the second, or from the second to the
third, try:
Now that we have examined (key idea of last paragraph) we must next look at…
From this understanding of (key idea of last paragraph) we can now examine…
Having seen how (key idea of last paragraph) it is imperative to examine…
While understanding how (key idea of last paragraph) is important, …
(Key idea of last paragraph) is not the only way in which (key idea from thesis), another important rationale
is…

Adapted from John Hersey High School EFA Department [11]

 WORDS TO AVOID
The Vague / Generic Words
• things • many • some • few • then
• stuff • several • kind of • often

• any one i.e. someone

• every Combined with where i.e. anybody
• no thing nothing
• some body everywhere

The Exaggeration Words

• so • most • almost
• very • great • everyone
• really • a ton • everything
• super • way

The Vague / Generic Words

• to start • suddenly • a lot
• to begin • all of a sudden • all
• never • all of the time
• always • forever

The Helping Verbs

• to have (had, have, has)
• to be (is, are, am, was, were, been, being, be)
• to get (get, got, getting, gotten)
• to do (do, does, did, doing, done)

The Pronoun “You”

Alternatives to the use of the second person pronoun “you”:
Indefinite Pronouns: Generic Nouns:
- Most - Anyone - People
- All - Someone - Students
- Few - Everyone - Community
- Some - Audience
- Any - The reader
- Many

Adapted from John Hersey High School EFA Department [12]

 QUOTES as EXAMPLES in essays (A.W.E. FORMAT)
• When you use a quote from a reading, you cannot just ‘put it in’ your essay.
• A quote must use the Author’s Words Exactly (A.W.E.)
• A quote (A.W.E.) must be preceded by context and a signal phrase (also known as a tag).
• Choose a signal phrase that fits well with the type of evidence you have.

Example Signal Phrases:

When writing about fiction / literature (i.e. a quote from within story):
• A great example of this is when (character) comments (says, shouts, notes, etc.), …
• (Character) explains this clearly when he/she says, …
• This is supported by (character) when he/she remarks, …
• This is demonstrated when the narrator shows…

When writing about non-fiction:

• This idea is outlined well in (author’s name)’s article “(title of article)” when he/she notes, …
• Author (author’s name) recognized this in his/her article “(title of article)” when he/she stated, …
• This is supported by (author’s name) in the article “(title of article).” (Last name) points out that, …
• A great example can be found in “(title of article)” when the (author’s Last name) comments, …
• (Author’s name) explains this idea clearly when he/she remarks…
• Another place this can be seen is when (Author’s name) writes, …
• An instance that demonstrates (topic) can be easily found in (Author’s name) when he/she notes, …

When in doubt, follow this formula:

Context + Signal Phrase + A.W.E. (your quote)

= One Example in your essay

These are just a few examples. You can customize your own signal phrase to meet the
needs of your paper and topic. Try writing one using one of the verbs listed here:

comments notes observes recommends

summarizes writes recognizes implies
outlines infers discusses advocates
says suggests proposes recounts

Adapted from John Hersey High School EFA Department [13]

 Writing an In-text (Parenthetical) MLA Citation

Definition: An in-text, or parenthetical, citation is put in the body of your paper to refer to one of the sources listed
in your Works Cited.

WHEN TO CITE: You MUST use in-text citations whenever you are quoting or paraphrasing someone
else’s work. The full citation for your source must be on your works cited page.

WHAT TO INCLUDE: In parentheses, place the author’s name followed by one space and the page number, and a
period at the end. *THE PERIOD ALWAYS GOES OUTSIDE OF THE PARENTHESES*
If your citation follows a quote, the citation goes AFTER the quotation marks.

Example: (Friedman 3).

“You are quoting something here” (Friedman 3).

No author listed: Use the first word or two of the title in quotation marks.

Example: Many Chinese families abandon their baby girls, hoping to have boy babies in the
future (“Missing Girls” 5).

Web site without In MLA format, use paragraph numbers if given. If your website doesn’t have paragraph
Page numbers: numbers (most do not), put ‘n. pag.’ for ‘no pagination.’

Example: “This web site has no paragraph numbers listed” (Author n. pag.).

Two or more The in-text citation would include the author’s last name, the first word or two of the title
sources by the same and the page number.
author:
Examples: journal article (Smith, “Common Errors” 7).
Book (Smith, Library Fun 227).

Two or more If the authors have different first names but the same last name, the reference would
authors with the include the first initial of the first name with the last name (J. Smith 23).
same last name: If the first initials are the same, you would use the first names (Jonathan Smith 23).

What if I’m paraphrasing information when I’ve found the same ideas in more than one source?
Your citation should mention each source. This shows the reader that you have done thorough research on
the topic.
Example:
Researchers have found that high school students believe their skills in doing research are better than they
actually are (Smith 34; Jones 567).

What if I’m talking about my own idea, but I find the same idea in an article?
Make a reference to the work of the other person, using the term ‘see also.’ Otherwise the reader may think
you have plagiarized that person’s work.
Example:
My experience with students has led me to conclude that the lack of ability to create a visual image as they
read greatly hinders reading comprehension (see also Jones 65).

Adapted from John Hersey High School EFA Department [14]

What if I want to use information from a person, but I found it quoted in a source written by someone else?
You would include the information, with your citation showing the source it was originally from and also
where you found it cited.
Example:
Research done by John Smith found that 46% of high school students are not effective at doing online
research (Smith, cited in Miller 789).

What if the quote is printed on more than one page of the book or article?
You would list the entire page number of each page with a hyphen between (Smith 396-397).

What if a quote is good, but I want to leave part of it out?

You would quote as you normally would, but use3 spaced periods, called ellipsis points, to show that a part
was omitted.
Example:
“You would quote as you normally would, but use three spaced periods … to show that a part was omitted”
(Smith 45).
“You would quote as you normally would, but use three spaced periods…” (Smith 45).

What if the material I’m quoting already has quotation marks in it?
You would put the quote you’re using in quotation marks and change the part that was quoted within your
larger quote to single quotation marks.
Example:
“You would put quotation marks around the quote you are using, and ‘use single quotation marks, the
librarian said, around quotations within your quote’” (Smith 678).

What if the author’s name is already stated in my text?

Since the author Harvey Teacher’s name is already stated in the text of the paper, it is omitted from the in-
text citation and only the page number or paragraph number is used (39).

What if the quote is long?

If the quote is 3 lines or longer, you need to use a “block quote” format, indent the entire quote one inch
from each margin, single space it, and use no quotation marks. In most cases a quote like that would be
introduced with a colon.
Example:

According to John Smith, an MLA expert, a long quote is usually introduced in this way:

A long quote begins on a new line and is indented one inch or 10 spaces. The entire quote is single
spaced. There are no extra indentations and quotation marks are left off. If the quote includes two
paragraphs, each is indented an additional 3 spaces. The reference information comes at the end of
the quote, just as it would in a shorter quote. It includes the last name of the author and the page
number (Smith 5).

Following this block quote and citation, you would continue writing your paper by explaining the quote in
the same paragraph.

Additional Questions?
Please ask your teacher or a librarian!

Adapted from John Hersey High School EFA Department [15]

Adapted from John Hersey High School EFA Department [16]
Adapted from John Hersey High School EFA Department [17]
 8 COMMON MODES OF RHETORIC (WRITING)
Narrative These are two common types that have different uses than the ones
Descriptive discussed below. The 8 types below are commonly used for more
academic papers.

Comparison / Contrast How is the subject similar and/or different from something else?

Use this mode to explain or evaluate how two items/ideas/people are alike or different or both. You may also
argue that one is better than the other with this method.
Ex. American football versus rugby.
How nursing has changed in the last ten years.
Drug addicts versus casual users.
Useful Verbs:
compare explore consider point out differ
contrast highlight realize regard vary
identify determine review inspect match
investigate search note observe observe

Cause and Effect Why did the subject happen? What were or may be its consequences?

Use this mode to determine and analyze how certain events lead to certain results. Or, how certain events
resulted because of certain occurrences. Analyze why something does or does not happen.
Ex. Why the football team was so successful this year.
Why is traffic so bad in Chicago?
What does it take to be a good student?
Useful Verbs:
look at examine analyze explore acknowledge
understand highlight clarify grasp be aware of
identify determine perceive demonstrate inquire
investigate confront note seek out probe

Argument / Persuasion Why do I believe as I do about a subject? Why do others have different opinions?
How can I convince others to accept my opinion or belief as I do?

This method aims to find agreement with readers or change the minds of readers, or get readers to take action
on an idea. This method often relies on the other methods for parts of it. You may have to define, explain a
cause and effect, classify an idea, etc. in various parts of your paper…but the main focus is to convince.
Ex. Social media websites should be banned from schools.
The driving age should be raised.
Professional athletes should not be paid such high salaries.

Adapted from John Hersey High School EFA Department [18]

Argument / Persuasion Useful Verbs:
analyze note remind convince satisfy
understand grasp resolve acknowledge consider
beware of accept verify regard think over
be aware of urge change critique inspect
respect know ponder contemplate reconsider
adopt utilize learn from respond act (upon)
react model institute introduce follow

Example How can the subject be illustrated? What are instances of it?

Use this mode to entertain a reader, demonstrate why something should be, or to counter a prevailing view
about a subject. This method is also good for showing how a policy or change in ideas would benefit a group of
people (a company, teenagers, women, Americans, etc.). Example is a mode which uses evidence to support a
general statement.
Ex. Grandparents relate better to their grandchildren than their own children.
Rudeness is on the rise.
Crime mimics TV and movies.
Useful Verbs:
look at highlight see give examples of
understand determine note illustrate
identify take a glimpse point out clarify
investigate explore review explain
discuss provide demonstrate

Division or Analysis What are the subject’s parts and what is their relationship or
significance?

Use this method to take apart and reassemble a topic or idea. Peer into the insides of an object, an institution, a
work of art of literature, a policy or rule. Identify the parts and analyze how the parts relate. A good method for
criticizing, identifying flaws, or arguing that something is good or bad.
Ex. The perfect vacation spot.
Personality of a friend or relative.
The impact of a book/poem/story.
Useful Verbs:
look at expose explore point out know
understand summarize accept study provide
identify determine uncover realize
investigate consider distinguish divide

Adapted from John Hersey High School EFA Department [19]

Process – Analysis How does the subject work, or how does one do it?

This mode is great to explain how a sequence of actions leads to an expected result. Use this when you want the
reader to understand how something works, or how to do something. The important part of this method is the
analysis of the process.
Ex. How to prevent weight gain.
How to design a webpage.
How to follow a new procedure.
Useful Verbs:
look at discuss explore review
understand appreciate perceive know
identify determine see search
investigate take a glimpse note grasp

Definition What are the subject’s characteristics and boundaries?

Use this mode to specify what something is and what it is not. This method is used to explain the meaning of an
abstract idea or complicated subject or controversial idea.
Ex. The meaning of the phrase family values.
What is success?
What does it mean to be a good sport?

Classification What groups or categories can the subject be sorted into?

Use this method to write about people/ideas/objects which share at least one characteristic (writers, computer
users, a low or rule, motorcycles) and arrange them into groups or types. This method is like breaking up a topic
into parts the way you see it.
Ex. Types of customers in a store.
Four styles of email.
Types of high school courses.
Useful Verbs:
classify analyze sort distribute
categorize highlight arrange break up
separate determine order stratify
identify place divide assign

Adapted from John Hersey High School EFA Department [20]