Organization of Writing

When students write essays, whether on literary, persuasive, or research topics, they often are challenged by topic control. The MCAS ELA (English Language Arts) "long composition" in 4th, 7th and 10th grades has two sets of scores: up to 12 points for topic control and development and 8 points for "writing conventions." It is rare to see students earn 10 points on the topic control section, almost amazing to see scores of 11 and 12. Topic control is clearly an issue that affect young people.

Topic control is a learned skill. There are "aha!" moments in learning about it because it shows and requires clarity in thinking, purpose in expression, and craftsmanship in writing. Contrasting paragraphs with weak and strong topic control is revealing. There are a variety of approaches, of course.

I have a series of handouts to use in this regard to assist students in learning about topic control. One type of handout has a "scrambled essay" whose sentences have been scattered on a page. (I began creating these activities after reading the late Joseph Williams book Style. Williams was a professor at the University of Chicago who founded a writing program called The Little Red Schoolhouse.) Based on reading the thesis statement, and the thesis in these activities has three parts (called not surprisingly a "three-part thesis statement" or a "mapping sentence"), students can determine the necessary order of the essay's three subtopics. The first topic is presented first, the second, second, and the third, third. Students should mark up the thesis or mapping sentence with numbers representing the subtopics, and then mark up the sentences with numbers next. There are usually three or four sentences on each subtopic in these short essays. Once the sentences have been numbered for these subtopics, then students figure out the order of those "detail sentences." First up is the topic sentence, which introduces the topic and is relatively general and non-specific, but it needs to have an "umbrella effect" to cover the scope of the whole paragraph. Sentences that follow are more detailed and often convey "connecting threads" -- transitional words or echoes of ideas previously mentioned. I liken that to passing the baton on in a relay race -- you don't want to drop it or the flow of the topic.

One of the principal concepts of topic control is that the topic should be mentioned early in the sentence and paragraph, to help the reader be clear. Once that is established, new and detailed information follows. We see this more vividly in how paragraphs start with topic sentences, but it's not often clearly done on the sentence level. Then we have the "old-new" progression. The beginnings of subsequent sentences have an "echo" of the topic as it left off in a previous sentence, and then new information follows again. The old (that is known and consolidated) information, then new information, old...new, old...new. This way the essay builds on what is known and extends itself into the new. This is not always easy to achieve, but it's a goal for strong writing.

Below, here are some examples of these scrambled paragraphs I've written. The "Not So Funny Money" activity is color-coded, which makes it quite visual. When you work with clients on these, use the first one to show them how you would do it (a think aloud), then have them take the reins and do them more independently. Always have them recount how they did it, to increase the metacognitive quality of the activity. The idea that they can unscramble a paragraph based on cues regarding topic control empowers them to value those cues and employ them as they write. So these and similar activities should sharpen a student's awareness of topic control. -- John Chamberlain