This document provides guidance on writing cause and effect essays. It discusses identifying causes and effects, organizing the essay by importance or order of events, and developing a thesis statement. Examples of effective organizational structures are given. Transitional phrases for linking causes and effects are also listed. The document emphasizes analyzing the logic of causal relationships and avoiding false assumptions of causation.
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
Accurate use of punctuation is a foremost need of communication; However, for business communication the need arises much more than usual. These are the rules of punctuation marks which you must apply in order to use punctuation accurately. Each and every sign is included in it, if not, then let me know.
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
Accurate use of punctuation is a foremost need of communication; However, for business communication the need arises much more than usual. These are the rules of punctuation marks which you must apply in order to use punctuation accurately. Each and every sign is included in it, if not, then let me know.
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
13
CRACKING THE CODE
ENGL 101 Course pack
2020 – 2021
By Melinda Dewsbury
Trinity Western University
Module 1Review of Scholarly Writing
Expectations of Academic Writing
· It is formal.
· It has accurate grammar and vocabulary. It uses complete sentences.
· It is not usually a 5 paragraph essay!
· It follows all of the rules of formatting, such as margins, font, indented paragraphs, and page numbers.
· It does not require long, complicated sentences.
· It demonstrates your level as a scholar.
· It includes a lot of citations and references.
· It requires your own voice and your own thinking.
· It presents your argument directly and provides clear evidence.
· Different kinds of essays (genres) have different expectations.
· Different kinds of essays require different cognitive tasks.
· Each discipline has its own style and expectations.
What to avoid:
First person (I/me/my) unless you are writing a personal response.
Second person (you/your)
Contractions (don’t/can’t/won’t, he’s, they’re…)
Slang and informal expressions
Passive voice (“The problem was started by activists.”)
Sample of academic writing
Non-indigenous environmental activists are recognizing the rightful place of First Nations at the forefront of environmental fights. As activist Dave Ages (Unist'ot'en Camp) has said, expressing why non-indigenous activists are rallying behind First Nations leadership, these environmental fights are happening in First Nations territories, but their fights are all of our fights (2014). While perhaps these allegiances were in the past partially instrumental, there is now a deep intertwining of First Nations' indigenous rights struggles and environmental fights in BC. This is partially due the decades of intimate sharing of struggle and growing incorporation of indigenous rights within the environmentalist agendas. It is also at least as much due to learned strategies of First Nations leaders for maintaining their leadership of these collaborations by requiring participating NGOs and individual activists to commit to indigenous leadership as a precondition for participation (Frost, 2018). These strategies are exemplified by Unist'ot'en Camp (Huson & Toghestiy (Wet'suwet'en), 2014), the Lelu Island occupation (Brown, (Tsim-shian), 2016), the Burnaby Mountain WatchHouse in southern BC (George, (Tsleil-waututh), 2018) as well as the stance held by the Skeena Watershed Conservation Coalition in relationship to their collaboration with various Gitxsan houses (McPhail, 2015). Progress has been made in both attitudes of environmentalists toward First Nations and institutional structures for indigenous leadership, but there still exist tensions in many instances between some environmentalists' and First Nations' objectives. These protocols of sovereignty recognition serve to both structurally maintain First Nations leadership and educate environmentalists on environmental justice and indigenous rights.
Excerpt from p. 138: Fr ...
Rhetorical Analysis Prompt and Rubric Length 3-5 full .docxSUBHI7
Rhetorical Analysis Prompt and Rubric
Length: 3-5 full pages. Your "Works Cited" page does not count.
Due dates:
First draft due by Wednesday September 13 @ 11:55 PM (Online Peer Review)
Second draft due Friday September 22 @ 11:55 PM
All optional drafts of all essays are due by December 8 @ 11:55 PM.
Select and closely read one of the following essays from your textbook:
"Is Google Making Us Stupid?" by Nicholas Carr; page 735
"Our Fear of Immigrants" by Jeremy Adam Smith; page 750
“Anti-Intellectualism: Why We Hate the Smart Kids” by Grant Penrod; page 759
After selecting one, please follow the guidelines below, and articulate your argument of the
essay’s effectiveness. Use the following questions for analyzing an argument on pages 115-116
in your textbook as a guide:
• What is the claim? What is the main point the writer is trying to make? How does the
author qualify his/her thesis?
• What support does the writer offer for the claim? What reasons are used to support the
claim? What evidence does author use to back up those reasons (e.g., anecdotes, data,
statistics, etc.)? Are the reasons and evidence convincing?
• How does the author appeal to the audience? These discussions will require you to
demonstrate your knowledge of the rhetorical appeals we discussed in class.
o pathos – appeal to emotion
o ethos – appeal to credibility
o logos – appeal to logic
o kairos/“kairotic moment” – “of the time;” what motivated the author to write
the argument at the time?
• Is the argument balanced? Does the author address potential counterarguments? If so,
how? Does he/she respond to them reasonably and with respect, or is he/she dismissive of
them?
Be sure to properly cite your article, both in-text and on a "Works Cited" page. See the
Purdue OWL resource at the top of our Moodle page and/or pages 496-548 of your textbook for
MLA rules/guidelines.
Getting Started: Consider the following organization:
Paragraph One: Summary
Begin your essay with an effective, brief summary of the source text. The key here is
brevity.
Paragraph Two: Introduction of Purpose, Audience, Effectiveness of Source
Follow your summary paragraph with another brief paragraph that transitions from
your summary to your thesis and rhetorical analysis. This paragraph should introduce two
key components: the author’s intended purpose and intended audience. Most
importantly, this paragraph must end with a well-developed thesis statement arguing the
effectiveness or ineffectiveness of the source author’s argument.
Your thesis should clearly state whether the source essay was effective or ineffective (use
the "because clause") and should be the last sentence of your second paragraph.
Here are a few models:
Although [author]’s essay was intended to [purpose of essay], “[title of essay]”
is ultimately ineffective because [forecast major points of your analysis (reasons
for ineffectiveness)].
[Author’s] es ...
Understanding a Constructivist Prior to beginning this assignmen.docxshanaeacklam
Understanding a Constructivist
Prior to beginning this assignment, please review all the required readings, videos, and any relevant Instructor Guidance. It is suggested that you review the recommended resources for this week as a number of them may assist you in creating this written assignment with links to applicable articles.
Please note that for many of you, this might be the first time to write a paper about someone you have no current information about. Thus, it is very important that you know how to synthesize information so that it is your work, and not accidentally someone else’s. One suggestion as you begin to read about one of the researchers is to just jot down notes about them as you read. Be careful not to copy paste information into a document with intentions of re-writing it. Sometimes areas get forgotten and when your writing matches other sources, it can negatively affect not only your grade, but also your entire academic journey, so please heed this advice and ask for assistance from your instructor if you need it. Thus, we have included a link to a guide that could be very assistive in your success.
Over the past weeks, you have been introduced to Behaviorism, Cognitivism, and Constructivism in relationship to learning psychology. To further expand your knowledge and understanding of Constructivism and its theoretical components/principles, in this paper you will research and write about one of the prominent constructivists listed below:
John Dewey (1859–1952)
To successfully accomplish this assignment:
First, create the following headings and subheadings in your paper to indicate the organization of your information. (Note: The bullets will not be included in your paper and are included here only for organizational purposes.)
Introduction-
The introduction is based on the principle of introducing the topic of the paper. A good introduction explains what you will be addressing. In this paper it will specifically, in a broad way, clarify each area (below) that you will be discussing. Often, writer’s write this last to make sure nothing is forgotten. For more information please
click here
.
Researcher’s Biography/Background (Vygotsky’s Biography)
- Under this heading you will provide the important historical perspectives of your subject’s life and work and how these influenced his/her work in this field. Information on the subject’s personal and professional background should be logically presented.
Researcher’s Theoretical Perspectives-
Under this heading you will describe the theoretical perspectives and other major concepts pioneered or promoted by your subject.
Experiments and Findings
-Under this subheading you will provide a thorough summary of at least two empirical research projects your subject performed including the empirical findings of the research.
Historical Trends
- Under this subheading you will provide information on the trends which lead to your subject’s line of research.
Notable Characteri.
2. Academic Achievement
• While there are many reasons why students decide to go to
college, most students want to complete their classes and
chosen degree successfully.
• However, many factors can contribute to this success or help to
prevent it.
• The essays in this unit investigate what causes students to be
successful.
– To help parents understand the work their child will be doing throughout
the school year.
– To explain your expectations of their child.
– To share information about how parents can support their child’s learning.
3. Building Vocabulary
• In English, it is very common for certain verbs and particles
(prepositions) to occur together.
• Sometimes, these verb + particle combinations form a new verb,
which has its own meaning different from the original verb. These
new verbs are called phrasal verbs.
• Phrasal verbs are common in speaking and in less formal writing,
but you will encounter them in all kinds of writing.
– put on = to dress in
– put out = to extinguish
– put away = to clean up
– See list on page 228
4. Writing
• Everyday we try to figure out the causes for something.
• For example, when a problem arises, when any significant
change in our lives occur, when we identify emotional problems,
etc.
• Knowing the cause can help us cure a problem, prevent a
problem from reoccurring, or help us to repeat success.
• Likewise, we try to analyze results or effects.
• Therefore,the cause-and-effect analysis is an important
analytical skill to develop, and writing papers that analyze cause
or effects will help you develop this skill.
5. Multiple Causes with a Single Effect
• When we analyze the causes of something, we usually find that it
is a combination of causes that actually produces the result.
• Usually, there is not a single cause; rather, a combination of
factors.
• In analyzing a tropic, a writer could plan to spend about one
paragraph on each of the causes; each paragraph would have
to provide an explanation of the cause to show how it
contributes to the effect.
6. Organizing the Causal Analysis Essay
• Being aware of the types of causes you are analyzing can help
you to organize your essay effectively.
• Some common ways to organize information are:
o Order of familiarity: obvious to less obvious.
o Order of interest: less interesting to more interesting
o Order of importance: less significant to most significant
7. Organizing the Causal Analysis Essay
• However, causes are not always unrelated. In many cases, there
are immediate causes (direct causes) and remote causes, which
are further removed in time but are still important reasons behind
the effect being analyzed.
• In this case, you must analyze the causes and then choose the
organizational pattern that gives the most emphasis to the most
important causes.
• Sometimes the remote causes are actually the most important.
In other cases, the immediate causes are more important and
deserve the most attention in your essay.
8. The Thesis Statement for the Causal
Analysis Essay
• A thesis statement for a causal analysis essay can simply state
the causes to be discussed.
– Conflicts over money, interfering relatives, and career problems all
contributed to the demise of their relationship.
• Another option is to give a summary of the causes.
– Conflicts about several unresolved issues ultimately caused the demise of
their relationship.
– In both cases, the tropic is the demise of their relationship and the central
idea is reasons for its demise.
9. False Cause Reasoning
• When discussing causes and effects, be certain that your
analysis is logical.
• One of the logical fallacies –errors in reasoning- to avoid is called
the fallacy of false cause.
• This problem in logic occurs when the writer assumes that just
because an incident happened first, it caused something that
came after.
• When analyzing the relationship between two events, make sure
to look beyond the chronological order and ensure that other
events, facts, or actions support the causal relationship.
10. Single Cause with Multiple Effects
• Just as an effect can have multiple causes, so can a single
cause have multiple effects.
• When an analysis is primarily of effects, expect to devote a
paragraph to each effect.
• Each paragraph should explain the relationship between the
cause and the effect.
11. Organizing the Effect Analysis Essay
• As with causes, effects can be unrelated (causally) to each
other, even though they all stem from the same cause.
• Although effects can be of equal value of importance, usually
some are more important than others. In this case, like causes,
organize the paragraph dealing with the effects according to
order of importance.
• Effects –like causes- can also be immediate or remote.
12. The Thesis Statement for the
Effect Analysis Essay
• Like a causal analysis essay, the thesis statement for an effect
analysis essay does not have to be persuasive.
• The thesis statement can have a more simply stated central
idea.
– The tax increase will bring benefits to our city.
– Of course, the topic here is tax increase, and the central idea is that it will
bring benefits to the city.
13. The Causal Chain
• Another type of cause-and-effect analysis is the causal chain.
• In a causal chain, the causes and effects are always directly
related, in fact, they are linked.
• In the causal chain, one effect can become a cause of another
effect, which in turn can become a cause of another effect,
and so on.
• In fact, another name for the pattern is “the domino effect”
because the causes affect each other one after the other like
dominoes falling.
• The causal chain if often used in science to analyze various kinds
of cycles, such as biological or chemical chains.
14. Introductory Paragraph:
The Relevant Quotation
• Sometimes writers choose a quotation that is famous, clever, or
from an expert on their topic and work it into their introduction to
attract the reader’s attention.
• A quote from an authority can lend credibility to your essay and
catch the attention of people who have heard of this authority.
• A lighthearted, humorous quote can set the tone for an upbeat,
encouraging essay. Note that it is not always necessary to begin
the introduction with a quote for it to work as an attention-
getting device.
• Much like the funnel essay, the quote starts out looking at a
broad topic and then the author narrows it down to a specific
kind.
15. Transitions and Expressions for
Cause and Effect
Type Example
Phrases because of + noun
To introduce cause: as a result of + noun
Verbs 1) result from
To express cause: be caused by
To express result: 2) result in
cause
lead to
Coordinating Conjunctions so + result (informal)
for + cause (formal)
Introductory Adverbs therefore, consequently,
thus + independent clause,
as a result, for this reason
16. Additional Resources
• Writing cause and effect essays:
http://eslbee.com/cause.htm
• How Do I Write a Cause and Effect Essay?
http://www.wju.edu/arc/handouts/cause_effect.pdf
• The Cause and Effect Essay presentation
http://www.slideshare.net/julia_martinez/the-causeeffect-essay