The document discusses the writing process for paragraphs, including prewriting, planning, drafting, revising, and proofreading. It covers generating and developing ideas, organizing those ideas, creating and editing drafts, and doing a final proofread. The goal is for students to learn how to write paragraphs that demonstrate unity, support, and coherence through effective use of topic sentences, details, and transitions.
This document provides an overview of how to write an essay. It discusses the basic components of an essay, including the introduction, body, and conclusion. The main point of an essay is called the thesis. Topic sentences support the thesis and are included in each paragraph of the body. The document outlines how to organize an essay, including developing a thesis and topic sentences. It also provides guidance on prewriting, planning, drafting, revising, and proofreading an essay.
This document provides guidance on writing different types of essays including classification, definition, cause and effect, argument, and multipattern essays. It discusses the key elements to include in each type of essay such as having a clear point for a classification essay and including a thesis with the term defined, its category, and distinguishing characteristics for a definition essay. It also provides tips for each essay type and outlines the steps to follow, including prewriting, planning, drafting/revising, and proofreading. Sample topics are given for each essay pattern.
An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task. Either way, your essay will have the same basic format. If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway. Learn more with this content
What is a Report?
A report is document that gives a reader information and requires the reader to do something with that information. Report can be used:
• To suggest new ideas and options.
• To ask people to accept a point of view.
• To influence decisions.
• To ask people to make choices between alternative recommendations.
This document provides strategies for effective academic writing at the university level. It recommends preparing for writing by planning and outlining. Students should set a regular writing schedule with dedicated time blocks and realistic deadlines that acknowledge all stages of the writing process from research to editing. When writing longer assignments, it may be best to start with the sections you are most familiar with. Taking breaks is important but set times to restart. Academic writing should be clear, reasoned, and based on robust evidence from reliable sources, with strengths and weaknesses critically examined. Materials for writing like articles and notes need to be well-organized for easy reference.
A purposeful, organized, mental process that we use to understand the world and make informed decisions. Critical Thinking involves asking questions to produce potential solutions to different problems.
Most assignment and examination questions are set to help you develop or test your understanding skills, analytical skills and your ability to present arguments effectively. Learn how to interpret and answer your assignment questions effectively.
This document provides advice on various aspects of academic writing such as developing arguments, organizing essays, using thesis statements, writing introductions and conclusions, taking notes, avoiding plagiarism, revising writing, and improving spelling. It addresses common errors and offers tips for using punctuation correctly. The document also discusses summarizing sources, using quotations and paraphrasing, and referencing sources using different citation styles.
This document provides an overview of how to write an essay. It discusses the basic components of an essay, including the introduction, body, and conclusion. The main point of an essay is called the thesis. Topic sentences support the thesis and are included in each paragraph of the body. The document outlines how to organize an essay, including developing a thesis and topic sentences. It also provides guidance on prewriting, planning, drafting, revising, and proofreading an essay.
This document provides guidance on writing different types of essays including classification, definition, cause and effect, argument, and multipattern essays. It discusses the key elements to include in each type of essay such as having a clear point for a classification essay and including a thesis with the term defined, its category, and distinguishing characteristics for a definition essay. It also provides tips for each essay type and outlines the steps to follow, including prewriting, planning, drafting/revising, and proofreading. Sample topics are given for each essay pattern.
An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task. Either way, your essay will have the same basic format. If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway. Learn more with this content
What is a Report?
A report is document that gives a reader information and requires the reader to do something with that information. Report can be used:
• To suggest new ideas and options.
• To ask people to accept a point of view.
• To influence decisions.
• To ask people to make choices between alternative recommendations.
This document provides strategies for effective academic writing at the university level. It recommends preparing for writing by planning and outlining. Students should set a regular writing schedule with dedicated time blocks and realistic deadlines that acknowledge all stages of the writing process from research to editing. When writing longer assignments, it may be best to start with the sections you are most familiar with. Taking breaks is important but set times to restart. Academic writing should be clear, reasoned, and based on robust evidence from reliable sources, with strengths and weaknesses critically examined. Materials for writing like articles and notes need to be well-organized for easy reference.
A purposeful, organized, mental process that we use to understand the world and make informed decisions. Critical Thinking involves asking questions to produce potential solutions to different problems.
Most assignment and examination questions are set to help you develop or test your understanding skills, analytical skills and your ability to present arguments effectively. Learn how to interpret and answer your assignment questions effectively.
This document provides advice on various aspects of academic writing such as developing arguments, organizing essays, using thesis statements, writing introductions and conclusions, taking notes, avoiding plagiarism, revising writing, and improving spelling. It addresses common errors and offers tips for using punctuation correctly. The document also discusses summarizing sources, using quotations and paraphrasing, and referencing sources using different citation styles.
This document provides advice on academic writing. It discusses planning an essay by organizing ideas, researching efficiently through critical reading and note-taking, using sources properly by avoiding plagiarism, revising for clarity, and understanding the standard parts of an essay such as the introduction, thesis, paragraphs, and conclusion. Specific tips are given for each part, such as including a thesis at the end of the first paragraph and using topic sentences to unify paragraphs around a central idea. The document emphasizes organization, argumentation, integrating evidence, and crafting an engaging overall argument.
This document provides advice on academic writing. It discusses planning an essay by organizing ideas, researching efficiently through critical reading and note-taking, using sources properly by avoiding plagiarism, revising for clarity, and understanding the standard parts of an essay such as the introduction, thesis, paragraphs, and conclusion. Specific tips are given for each part, such as including a thesis at the end of the first paragraph and using topic sentences to unify paragraphs around a central idea. The document emphasizes organization, argumentation, and properly citing sources in academic writing.
Paragraph 1 lacks coherence because it does not use linking words or phrases to connect the sentences. Paragraph 2 is more coherent because it uses signalling words like "because", "for example", and "moreover" to link the ideas and help the reader follow the logic and flow of the paragraph. Signalling words are important for developing a clear, cohesive paragraph.
This document provides advice for academic writing. It recommends developing an argument with a clear thesis, doing research by reading and taking notes, and organizing the essay in an effective order. Good writing practices include starting early, using writing for exploration, revising extensively, and proofreading. When developing reasoning, students should understand key concepts and terms, ask questions about the topic, and form a tentative thesis statement. Effective research involves note-taking methods like index cards and outlining, and planning to ensure a logical argument. The introduction should engage readers and provide context for the focus, while the conclusion should broaden the discussion and convey implications beyond the scope of the essay.
How to write custom essay – tips and suggestionsalice094
Custom essay hacks. Learn the simplest methods to write a custom essay. Enhance your essay writing skills with tips and tricks revealed by our essay writing experts.
This document provides advice on academic writing. It discusses developing an argument, proving claims with evidence and reasoning, formulating questions to answer, and considering counterarguments. It also offers tips for organizing an essay through outlining and reverse outlining. Additional sections cover using thesis statements, writing introductions and conclusions, developing paragraphs, critical reading and writing to avoid plagiarism, and revising. The document is intended to help students improve their academic writing skills.
The document provides tips for writing a research paper, including developing a clear thesis, choosing an interesting topic, doing preliminary research, managing time, taking detailed notes, and carefully revising. It discusses the importance of using sources to support your own ideas rather than relying on others' work. Different research methods like the library catalog, internet resources, interviews, and original research are described as having strengths and weaknesses for gathering information.
This document provides advice on developing writing skills. It recommends focusing on readers' needs, communicating an original contribution clearly and concisely. Basic writing rules are outlined, such as avoiding long sentences and using simple words. Signposts should guide readers, including a table of contents and introductory sections. Writing should tell a clear story and be fully referenced. Regular writing practice is encouraged to improve grammar, proofreading, and critical thinking skills. Feedback from professors is important for development.
This document provides advice on various aspects of academic writing such as essay structure, organization, research, and style. It recommends that essays have an argument, answer a question, try to prove something through reasoning and evidence, and develop a thesis. It also discusses developing an outline, writing an introduction and conclusion, organizing paragraphs, incorporating sources through summaries, paraphrases and quotations, revising, and proper formatting. The document offers tips for critical reading, evaluating online sources, and looks at common areas graded like following the assignment, quality of ideas, organization and writing skills.
This document summarizes techniques for identifying implied main ideas and central ideas that are not directly stated in passages but can be inferred from details and context clues. It defines implied main ideas and central ideas, and provides strategies for determining them such as analyzing an author's thought patterns, identifying topics and supporting details, and formulating summary statements. The document uses examples and questions to illustrate how to apply these skills of implied understanding.
The document discusses how to write an effective thesis statement. It explains that a thesis statement should announce the subject and scope of the paper in one or more sentences. It should include the main points that will be discussed and the order they will be presented. The document provides guidelines for developing a clear statement of subject and parallel main points to combine into a thesis statement. It also outlines the process for writing a thesis statement, including selecting a topic, identifying significant main points, and revising the statement for clarity.
The document discusses key features of effective body paragraphs in essays, including topic sentences, supporting sentences, and concluding sentences. It provides definitions and examples of each. A topic sentence should express the main idea of the paragraph in a complete sentence. Supporting sentences then provide additional details and explanation relating to the topic sentence. The paragraph concludes with a sentence that summarizes or leaves the reader with a final thought. Good paragraphs also demonstrate unity by keeping all sentences focused on the single topic or idea introduced in the topic sentence.
This document provides a basic guide to writing an essay. It explains that essays have the same basic structure regardless of their purpose, with an introduction, body, and conclusion. It then outlines the steps to writing an essay, including choosing a topic, organizing ideas with an outline or diagram, writing a thesis statement, composing body paragraphs, and writing the introduction and conclusion. The document stresses focusing on ideas as the important part and provides examples to illustrate the essay writing process.
This document provides guidance on writing effective paragraphs. It discusses starting writing through free writing, brainstorming, or clustering. It explains that the topic sentence is the main idea of the paragraph and should be discoursable. Supporting details can include examples, reasons, and personal observations. A paragraph should have unity, coherence in logical order, and variety.
This document is a PowerPoint presentation on topics, main ideas, and topic sentences from Chapter 5 of the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The presentation defines important terms, discusses strategies for identifying topics and main ideas in paragraphs, and provides tips for writing effective topic sentences. It includes review questions to help readers assess their understanding.
How to Write College Papers: Main Body ParagraphsStephen Beale
A detailed guide to main body paragraphs including topic sentences, supporting sentences and ideas, concluding sentences, paraphrasing and referencing.
This document discusses writing introductions and conclusions for essays. It provides guidance on crafting effective introductions, including using attention-getting techniques like questions or quotations, and including a clear thesis statement. It also discusses writing effective conclusions by summarizing main points and ending with a clinching statement. The document explores various strategies for openings and closings like questions, quotations, or predictions and emphasizes the importance of introductions and conclusions in engaging and satisfying readers.
This guide provides university students with information about effective assignment writing and referencing. It discusses the differences between writing at university compared to secondary school, including that university assignments typically require more in-depth research. The guide also offers guidance on reading strategies, note-taking, summarizing, paraphrasing, quoting, language and style, referencing, and avoiding plagiarism.
Guidance for aesthetic medicine qualificationssamantha murphy
This document provides guidance for candidates and assessors for an assessment that includes short answer questions (SAQs), objective structured clinical examinations (OSCEs), and observations of clinical treatments.
For candidates, it defines key terms used in SAQ questions, offers general writing tips, and provides SAQ-specific and OSCE-specific guidance. For assessors, it provides SAQ assessment guidance, instructions for releasing SAQ papers, OSCE assessment guidance, and instructions for releasing OSCE papers. Finally, it provides joint guidance for candidates and assessors regarding observing and assessing clinical treatments, and outlines the required portfolio contents for submission.
This document discusses different essay patterns and provides guidance on writing illustration, description, narrative, process, and comparison/contrast essays. It outlines the typical stages of the writing process - prewriting, planning, drafting, revising, and proofreading. For each essay type, hints are provided on the key elements to include. The stages of writing each type of essay in the typical process are also outlined.
The document discusses how to write an effective argument paragraph. It explains that an argument attempts to persuade readers by taking a stand on a topic and supporting it with reasons, while respecting the audience and acknowledging opposing viewpoints. The chapter then outlines the steps for writing an argument paragraph, including brainstorming topics, grouping ideas, outlining arguments, drafting and revising the paragraph, and proofreading.
The document provides guidance on writing narrative paragraphs, including defining narration as telling a story, providing hints for writing narratives, explaining the steps for writing narratives such as prewriting, planning, drafting, and revising, and giving examples of transitions commonly used in narratives. It emphasizes that narrative paragraphs should have a narrow focus, present details in clear order, and use effective transitional words.
This document provides advice on academic writing. It discusses planning an essay by organizing ideas, researching efficiently through critical reading and note-taking, using sources properly by avoiding plagiarism, revising for clarity, and understanding the standard parts of an essay such as the introduction, thesis, paragraphs, and conclusion. Specific tips are given for each part, such as including a thesis at the end of the first paragraph and using topic sentences to unify paragraphs around a central idea. The document emphasizes organization, argumentation, integrating evidence, and crafting an engaging overall argument.
This document provides advice on academic writing. It discusses planning an essay by organizing ideas, researching efficiently through critical reading and note-taking, using sources properly by avoiding plagiarism, revising for clarity, and understanding the standard parts of an essay such as the introduction, thesis, paragraphs, and conclusion. Specific tips are given for each part, such as including a thesis at the end of the first paragraph and using topic sentences to unify paragraphs around a central idea. The document emphasizes organization, argumentation, and properly citing sources in academic writing.
Paragraph 1 lacks coherence because it does not use linking words or phrases to connect the sentences. Paragraph 2 is more coherent because it uses signalling words like "because", "for example", and "moreover" to link the ideas and help the reader follow the logic and flow of the paragraph. Signalling words are important for developing a clear, cohesive paragraph.
This document provides advice for academic writing. It recommends developing an argument with a clear thesis, doing research by reading and taking notes, and organizing the essay in an effective order. Good writing practices include starting early, using writing for exploration, revising extensively, and proofreading. When developing reasoning, students should understand key concepts and terms, ask questions about the topic, and form a tentative thesis statement. Effective research involves note-taking methods like index cards and outlining, and planning to ensure a logical argument. The introduction should engage readers and provide context for the focus, while the conclusion should broaden the discussion and convey implications beyond the scope of the essay.
How to write custom essay – tips and suggestionsalice094
Custom essay hacks. Learn the simplest methods to write a custom essay. Enhance your essay writing skills with tips and tricks revealed by our essay writing experts.
This document provides advice on academic writing. It discusses developing an argument, proving claims with evidence and reasoning, formulating questions to answer, and considering counterarguments. It also offers tips for organizing an essay through outlining and reverse outlining. Additional sections cover using thesis statements, writing introductions and conclusions, developing paragraphs, critical reading and writing to avoid plagiarism, and revising. The document is intended to help students improve their academic writing skills.
The document provides tips for writing a research paper, including developing a clear thesis, choosing an interesting topic, doing preliminary research, managing time, taking detailed notes, and carefully revising. It discusses the importance of using sources to support your own ideas rather than relying on others' work. Different research methods like the library catalog, internet resources, interviews, and original research are described as having strengths and weaknesses for gathering information.
This document provides advice on developing writing skills. It recommends focusing on readers' needs, communicating an original contribution clearly and concisely. Basic writing rules are outlined, such as avoiding long sentences and using simple words. Signposts should guide readers, including a table of contents and introductory sections. Writing should tell a clear story and be fully referenced. Regular writing practice is encouraged to improve grammar, proofreading, and critical thinking skills. Feedback from professors is important for development.
This document provides advice on various aspects of academic writing such as essay structure, organization, research, and style. It recommends that essays have an argument, answer a question, try to prove something through reasoning and evidence, and develop a thesis. It also discusses developing an outline, writing an introduction and conclusion, organizing paragraphs, incorporating sources through summaries, paraphrases and quotations, revising, and proper formatting. The document offers tips for critical reading, evaluating online sources, and looks at common areas graded like following the assignment, quality of ideas, organization and writing skills.
This document summarizes techniques for identifying implied main ideas and central ideas that are not directly stated in passages but can be inferred from details and context clues. It defines implied main ideas and central ideas, and provides strategies for determining them such as analyzing an author's thought patterns, identifying topics and supporting details, and formulating summary statements. The document uses examples and questions to illustrate how to apply these skills of implied understanding.
The document discusses how to write an effective thesis statement. It explains that a thesis statement should announce the subject and scope of the paper in one or more sentences. It should include the main points that will be discussed and the order they will be presented. The document provides guidelines for developing a clear statement of subject and parallel main points to combine into a thesis statement. It also outlines the process for writing a thesis statement, including selecting a topic, identifying significant main points, and revising the statement for clarity.
The document discusses key features of effective body paragraphs in essays, including topic sentences, supporting sentences, and concluding sentences. It provides definitions and examples of each. A topic sentence should express the main idea of the paragraph in a complete sentence. Supporting sentences then provide additional details and explanation relating to the topic sentence. The paragraph concludes with a sentence that summarizes or leaves the reader with a final thought. Good paragraphs also demonstrate unity by keeping all sentences focused on the single topic or idea introduced in the topic sentence.
This document provides a basic guide to writing an essay. It explains that essays have the same basic structure regardless of their purpose, with an introduction, body, and conclusion. It then outlines the steps to writing an essay, including choosing a topic, organizing ideas with an outline or diagram, writing a thesis statement, composing body paragraphs, and writing the introduction and conclusion. The document stresses focusing on ideas as the important part and provides examples to illustrate the essay writing process.
This document provides guidance on writing effective paragraphs. It discusses starting writing through free writing, brainstorming, or clustering. It explains that the topic sentence is the main idea of the paragraph and should be discoursable. Supporting details can include examples, reasons, and personal observations. A paragraph should have unity, coherence in logical order, and variety.
This document is a PowerPoint presentation on topics, main ideas, and topic sentences from Chapter 5 of the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The presentation defines important terms, discusses strategies for identifying topics and main ideas in paragraphs, and provides tips for writing effective topic sentences. It includes review questions to help readers assess their understanding.
How to Write College Papers: Main Body ParagraphsStephen Beale
A detailed guide to main body paragraphs including topic sentences, supporting sentences and ideas, concluding sentences, paraphrasing and referencing.
This document discusses writing introductions and conclusions for essays. It provides guidance on crafting effective introductions, including using attention-getting techniques like questions or quotations, and including a clear thesis statement. It also discusses writing effective conclusions by summarizing main points and ending with a clinching statement. The document explores various strategies for openings and closings like questions, quotations, or predictions and emphasizes the importance of introductions and conclusions in engaging and satisfying readers.
This guide provides university students with information about effective assignment writing and referencing. It discusses the differences between writing at university compared to secondary school, including that university assignments typically require more in-depth research. The guide also offers guidance on reading strategies, note-taking, summarizing, paraphrasing, quoting, language and style, referencing, and avoiding plagiarism.
Guidance for aesthetic medicine qualificationssamantha murphy
This document provides guidance for candidates and assessors for an assessment that includes short answer questions (SAQs), objective structured clinical examinations (OSCEs), and observations of clinical treatments.
For candidates, it defines key terms used in SAQ questions, offers general writing tips, and provides SAQ-specific and OSCE-specific guidance. For assessors, it provides SAQ assessment guidance, instructions for releasing SAQ papers, OSCE assessment guidance, and instructions for releasing OSCE papers. Finally, it provides joint guidance for candidates and assessors regarding observing and assessing clinical treatments, and outlines the required portfolio contents for submission.
This document discusses different essay patterns and provides guidance on writing illustration, description, narrative, process, and comparison/contrast essays. It outlines the typical stages of the writing process - prewriting, planning, drafting, revising, and proofreading. For each essay type, hints are provided on the key elements to include. The stages of writing each type of essay in the typical process are also outlined.
The document discusses how to write an effective argument paragraph. It explains that an argument attempts to persuade readers by taking a stand on a topic and supporting it with reasons, while respecting the audience and acknowledging opposing viewpoints. The chapter then outlines the steps for writing an argument paragraph, including brainstorming topics, grouping ideas, outlining arguments, drafting and revising the paragraph, and proofreading.
The document provides guidance on writing narrative paragraphs, including defining narration as telling a story, providing hints for writing narratives, explaining the steps for writing narratives such as prewriting, planning, drafting, and revising, and giving examples of transitions commonly used in narratives. It emphasizes that narrative paragraphs should have a narrow focus, present details in clear order, and use effective transitional words.
This document discusses how to write an effective descriptive paragraph. It explains that description shows what a subject is like using vivid sense details. The chapter outlines how to generate ideas, organize a draft with a dominant impression as the topic sentence, and revise using specific language and transitions between ideas. It emphasizes using sensory details to help readers visualize the subject.
This document provides instruction on how to write an illustration paragraph. It defines illustration as using specific examples to support a general point. It outlines the steps to writing an illustration paragraph, including prewriting, planning, drafting, and revising. It includes examples of how to generate topic sentences and supporting details. It also provides practice questions to help understand the concepts of writing an illustration paragraph.
This document provides instructions on how to write a definition paragraph. It explains that a definition paragraph defines a term according to its distinguishing characteristics. It outlines the steps to take, including prewriting to generate ideas, planning the definition outline, drafting and revising, and proofreading. Specific techniques are described at each step, such as using questions to get details in prewriting or using transitions in drafting. Examples are provided throughout to illustrate the concepts and steps.
02.11.20 Understanding Performance - Summary of an articleLouise Douse
This document provides guidance on how to write a summary of an article in 4 steps: 1) Read the article thoroughly and take notes on key ideas. 2) Identify the main ideas and write sentences to describe them. 3) Construct the summary using your own words and including all important points. 4) Begin the summary by identifying the article and main point. The summary should be a brief account of the key ideas and main point in the author's own words without personal opinions.
The document provides advice to students on academic writing at the university level. It discusses developing an argument with a clear thesis, structuring essays with topic sentences and well-organized paragraphs. General writing tips include starting early, extensive revision, and proofreading. When researching, the document advises taking detailed notes and using sources critically to form your own analysis. It also reviews techniques like skimming, scanning, and summarizing to aid comprehension of academic texts.
College Writing 1 Summary and Response Essay Fall Semester 2018.docxmary772
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Writing essay has different stages which form the common phrases of essay. The phrases are planning, thinking, researching, writing and editing. This lesson guides you how to write essay through the understanding of these phrases.
This document provides guidance on academic writing. It discusses what constitutes academic writing, including developing an argument, being structured and referenced. It emphasizes the importance of breaking down questions and planning essays with clear introductions, bodies, and conclusions. The document offers tips for writing paragraphs with a topic sentence, evidence, analysis, and conclusion. It stresses applying critical thinking, using formal language, and properly referencing sources. Students are assigned an upcoming assessment requiring an argumentative essay on a controversial topic with a clear position, evidence, and consideration of alternative views.
This document provides an overview of how to write comparison and contrast essays. It defines comparison as pointing out similarities and contrast as pointing out differences. It discusses organizing paragraphs using either a subject-by-subject or point-by-point structure. The document also covers choosing a focused topic, using appropriate transitions, and the writing process of prewriting, planning, drafting, and proofreading for comparison/contrast essays.
The document discusses the concept of classification and provides instructions for writing a classification paragraph. It explains that classification involves dividing a topic into categories based on a clear basis or principle. The document then outlines the steps for writing a classification paragraph, including determining a topic and basis, developing three categories, outlining with details, drafting and revising the paragraph, and proofreading. Examples are provided to illustrate key points around choosing a basis and categories.
The document outlines the stages of the writing process, which include prewriting, writing (drafting), revising, editing, and publishing. It describes the key elements of each stage. Prewriting involves choosing a topic, determining the audience and purpose, exploring the topic, and making a plan. The writing stage is when a draft is composed. Revising is finding and correcting issues with content. Editing focuses on grammar, style, word choice, punctuation and "little picture" errors. Publishing releases the writing for others to read.
The document outlines the key stages of the writing process which include prewriting, drafting, revising, and editing. Prewriting involves choosing a topic, determining the audience and purpose, and developing a plan. Drafting is when the first full version is composed, and revising and editing involve improving content and fixing grammatical errors.
12 Effective Strategies to Improve Your Essay Writing Skills | Future Educati...Future Education Magazine
Here are 12 tricks to boosting essay writing skills: 1. Understand the Assignment 2. Plan Your Time 3. Research Thoroughly 4. Develop a Strong Thesis Statement 5. Create an Outline
This document is from a textbook chapter about writing comparison and contrast paragraphs. It discusses comparing and contrasting entities, demonstrates the subject-by-subject and point-by-point patterns of organization, and provides guidance on incorporating appropriate transitions into a process paragraph for comparison or contrast. The chapter covers prewriting, planning, drafting, revising and proofreading techniques for writing effective comparison and contrast paragraphs.
This document provides advice on various aspects of academic writing such as essay structure, research, and reading strategies. It recommends that essays have a clear argument, answer a question or thesis, and be logically organized to present the argument. Effective planning is important to produce a coherent paper. Strong introductions set up the topic and context while conclusions provide closure and further thought. Paragraphs should each focus on a central idea supported by topic sentences. Thorough research requires critical reading, note-taking, and evaluating sources. Previewing, skimming, and summarizing texts aid comprehension.
1. The document provides tips for writing effective development studies essays, focusing on research and interpretation as well as presentation.
2. Some key tips include conducting sufficient research to develop an original argument, using evidence to effectively support your thesis, and ensuring clear organization, structure, grammar and punctuation.
3. Development studies essays are multidisciplinary in nature, so writers must take care to stay focused on the topic and present their argument in a logical flow supported by academic critical thinking.
Due Date 1159 p.m. EST, Sunday, of Unit 7 Points 100MargaritoWhitt221
Due Date: 11:59 p.m. EST, Sunday, of Unit 7
Points: 100
Overview:
Over the course of the last few units, you have been working on crafting the argument
for your Argument Essay. You will now write an argument essay that answers one of
these questions.
The essay should answer ONE of these questions:
1. Should climate change be considered a real issue or a hoax?
2. Should the United States have universal health care?
3. Should employers have access to employee’s social media content?
Each of the above questions relate to one of the issues you have already written about
in the Unit 4 Assignment: Pro and Con of an Issue. Now, choose one side of the issue
to develop into an argument essay.
You should answer ONE of the above questions in a well-thought out and developed
argument essay with:
• A clear introduction that sets up the issue, explains your topics, and ends with your
thesis statement.
• Body paragraphs focusing on one topic in support of your argument in each paragraph.
o You need three reliable and academic sources for this assignment in support of
your argument. You should include evidence that is directly quoted, paraphrased,
or summarized to support each topic. The evidence should have appropriate in-
text citations.
o You will typically want to include one piece of evidence in the body of each
paragraph, as you did in the paragraph and pro/con assignment. You are not
required to include a source about the counterargument (other side of your
argument), but you may if you would like.
• Then, end with a conclusion that wraps up your essay’s argument and leaves the reader
with something to consider about your issue.
ENG110 – College Writing
Argument Essay
• Include a references page for the three sources you used in your essay.
You can use the ideas from your Pro/Con paragraphs in your argument essay, but
they should be revised and reworded so that you are not just resubmitting your
Unit 4 assignment.
Argument Essay and Third Person, Objective Writing
We have probably all had to argue for a position we held. What makes someone
receptive to your argument? Normally, the audience is more willing to listen to your
position if you argue for it objectively and avoid unreasonable, argumentative tactics.
Your argument needs to be logical and fair, giving people the ability to disagree with
you.
Your argument also should be written in the third person to show that you can be
objective, meaning you use “He,” “she,” “they,” “people,” “one” and do not use “I,” “me,”
“we,” “us,” “our,” “you,” and “your.”
Instructions:
• Create an argument essay that answers ONE of the above questions.
• You should have a well-articulated argument essay with an introduction, body
paragraphs (with evidence), conclusion, and a references page.
Requirements:
• Please submit a Microsoft Word document or PDF.
• The essay should be three to four pages in length ...
Writing research papers is an important skill that can be learned; focusing the paper on clearly communicating a single main idea through concrete examples and evidence helps ensure the reader understands the contribution. The introduction should preview the paper's structure and explicitly state the paper's contributions, which are then substantiated through evidence in the body of the paper.
This document provides guidance on developing and writing a research paper in 3 steps: 1) Choosing a topic and formulating a research question, 2) Conducting research using books, journals, and internet resources, and 3) Drafting and revising the paper. It discusses identifying assignment requirements, exploring the topic, taking notes, organizing research, avoiding plagiarism, getting help from tutors, and preparing the final version.
This document provides an outline and learning objectives for a chapter on spelling. It will teach the reader to distinguish vowels from consonants, apply basic spelling rules to determine correct word endings and variations, and recognize whether terms should be spelled as one or two words. The chapter covers topics like doubling consonants, dropping final e's, changing y to i, and lists commonly misspelled words.
This document is a chapter about punctuation from a textbook. It provides instruction on the proper uses of various punctuation marks including periods, question marks, commas, semicolons, colons, apostrophes, exclamation marks, dashes, parentheses, hyphens, quotation marks, capital letters, numbers and abbreviations. The chapter also includes examples and practice questions to test the reader's understanding of punctuation rules.
This document outlines a chapter about using pronouns correctly, including recognizing first-, second-, and third-person points of view. It discusses maintaining consistency with pronouns and using the appropriate case. For points of view, first person uses I/we, second person uses you, and third person uses he/she/it/they. Pronouns must match the number and case of the subject, object, or possession. Common errors are also addressed. The overall goal is to help readers correctly use pronouns in their writing.
The document is a chapter from a textbook about distinguishing between words that sound or look alike. It provides examples of common homonym pairs like affect/effect and advice/advise. It then presents sentences using homonyms to determine which is correct. The purpose is to help readers learn to distinguish between homonyms and use the right word in writing.
This document contains a Jeopardy-style game about parts of speech with categories such as adverbs, verbs, subjects, adjectives, and labeling all parts of speech. The game includes clues from sentences where players must identify specific parts of speech, such as identifying the subject, verb, or what an adverb or adjective is modifying. Players can wager points in different dollar amounts for each clue/question about parts of speech.
This document provides a lesson on prepositions and prepositional phrases. It begins by defining a preposition as a part of speech that shows the relationship between two things, such as location, timing, or direction. Examples of common prepositions like "on", "under", and "in" are given. The document then lists many common prepositions and provides examples of how prepositions relate two things in a sentence. It continues by explaining that a prepositional phrase starts with a preposition and ends with the object of the preposition, which must be a noun or pronoun. Multiple examples and tests are used to help the reader identify prepositions and prepositional phrases.
This document defines and provides examples of different types of verbs:
1. Action verbs describe actions and are always found in the predicate of a sentence. Common examples given are "ran", "coughed", "swallowed".
2. Present tense verbs describe actions that are happening now and often end in "s", "es", or "ies".
3. Past tense verbs describe actions that happened in the past and often end in "ed", "d", or "ied".
4. Future tense verbs describe actions that will happen and use helping words like "will", "going to", "shall".
5. Helping verbs work with main verbs to provide more information about the action
The document contains examples of run-on sentences that are corrected with punctuation like commas. It provides before and after examples of sentences that are run-ons and then corrected by adding commas or splitting into separate sentences. It aims to demonstrate how to fix issues with run-on sentences.
The document discusses adjectives and adverbs, defining them and providing examples of their correct usage. It explains that adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, and other adverbs. The document also covers comparative and superlative forms, absolute concepts, avoiding unnecessary adverbs, compound adjectives, and ensuring modifiers are placed close to the words they modify.
This document provides guidance on writing a statement of purpose. It explains that a statement of purpose should describe who you are, how you arrived at your current career path, your professional interests, and your future goals. It provides an outline of a sample statement of purpose about learning French, with paragraphs discussing the author's experience taking French in high school and college. The document clarifies that a statement of purpose can be on any topic and does not need to be exactly five paragraphs or 900 words. It is meant to convey your perspective on a subject through well-thought-out paragraphs.
The document provides writing style guidelines over 4 chapters. It recommends indenting new paragraphs and including 7-12 sentences per paragraph. Proper grammar rules are outlined, such as capitalizing the pronoun "I" and capitalizing proper nouns but not common nouns. Guidelines are given for simple sentences requiring a subject and verb, combining sentences using semicolons or commas with conjunctions, and how to identify and fix run-on sentences and comma splices.
The document discusses word choice in writing. It explains that writers should avoid wordiness, cliches, and slang and instead use precise language. The chapter teaches how to identify these issues and appreciate careful word choice. Examples are provided of wordiness, cliches, slang, and precise language to illustrate these concepts.
The document is a chapter from a textbook about distinguishing between words that sound or look alike. It provides examples of common homonym pairs like affect/effect and lead/led. The chapter aims to help the reader learn to distinguish between these similar-sounding words and use the correct ones in writing. It concludes with a short exercise asking the reader to identify the sentence using words properly.
This document contains a chapter on spelling from a 2012 Pearson Education textbook. The chapter outlines learning objectives to distinguish vowels and consonants, apply spelling rules to determine word endings and variations, and recognize one- or two-word spellings. It defines vowels and consonants, provides examples of spelling rules like doubling final consonants and changing y to i, and asks questions to test understanding of spelling concepts.
This document is a chapter from a textbook about punctuation. It provides information on how to properly use different punctuation marks like periods, commas, semicolons, colons, apostrophes, parentheses, hyphens, quotation marks, capital letters, numbers and abbreviations. The chapter explains the rules for using each punctuation mark and provides examples of their correct usage. It also includes practice questions to test the reader's understanding of punctuation skills.
This document discusses pronoun usage and case. It covers recognizing first, second and third person points of view based on pronoun usage. First person uses I/we, second person uses you, and third person uses he/she/it/they. It also covers choosing the correct case for pronouns based on their usage as subjects, objects of verbs/prepositions, or possessives. Common errors with pronoun case are also discussed. The overall goal is to learn to use pronouns correctly in terms of consistency, case, and point of view.
This document is from a chapter about using pronouns correctly. It discusses pronoun agreement with antecedents, indefinite pronouns that take singular verbs, and collective nouns that can be either singular or plural depending on whether the group or individuals are referred to. The chapter aims to help the reader recognize proper pronoun case, identify pronoun antecedents and types of pronouns, and correct errors involving pronoun agreement and reference.
This document is a chapter about subject-verb agreement. It covers identifying the subject of a sentence, singular vs plural verbs, pronouns as subjects, compound subjects, indefinite pronouns, and collective nouns. Examples and practice questions are provided to help the reader learn to identify correct subject-verb agreement and recognize different parts of speech that can impact agreement.
Model freewriting, brainstorming, and journal writing about a favorite city. After modeling, divide the class into three groups. Group 1 students will freewrite. Group 2 students will brainstorm. Group 3 will write journal entries. All three groups will engage in prewriting activities about a favorite or least favorite relative for fifteen minutes. Allow each group to share their freewriting, brainstorming, and journal writing.
Model narrowing a range of ideas by underlining ideas about your favorite city and then selecting a topic from the list. In the same three groups, allow students to narrow the range of ideas about their favorite/least favorite relative and select a topic from the list.
Demonstrateadding more details to your favorite city list. Allow students the opportunity to add more details to their favorite/least favorite relative lists.
Model mapping ideas about favorite city. Allow students to map ideas in groups about favorite or least favorite relative.
Model forming a good topic sentence about your favorite city by reviewing the contents of your prewriting activities. Allow students to write topic sentences about their favorite/least favorite relative. Share topic sentences in groups.
Review steps to prewriting a paragraph.
Modelconstructing an outline using the content from the prewriting activities about your favorite city. Allow students to complete outlines in groups about their favorite/least favorite relative. Discuss how to add details and eliminate details during the planning stage.
Discuss the checklist for an outline and have students use it as a guide for their outlines. Show examples of paragraphs that are good models of time order, emphatic order, and space order.
Modelwriting out the outline about your favorite city in paragraph form. Allow students to write out outlines about favorite/least favorite relative in paragraph form. Model revising the paragraph. Have students exchange papers in partner groups for a peer review of the newly constructed paragraphs about the favorite/least favorite relative. Once peer reviews are conducted, allow students to revise paragraphs based on suggestions from the peer review sessions.
Model using the revision checklist as a guide for your paragraph on your favorite city. Allow students the opportunity to usethe revision checklist with their paragraph about their favorite/least favorite relative.
Think-aloud to model selecting a good title for the newly constructed paragraph about your favorite city. Demonstrate proofreading for errors in the paragraph. Allow students to exchange papers with a different classmate. This exchange will provide a fresh set of eyes for proofreading each student’s paragraph. Have students proofread their new partner’s paragraph about their favorite/least favorite relative.
Review the stages of the writing process.
Discuss critical thinking and how it impacts the writing process. Explain that critical thinking and writing options will be at the end of each chapter.
Lines of Detail Assignment: Students choose one of three sentences: 1) The most frightening movie I’ve ever seen was _________________________ (fill in the title). 2) If money were no problem, the car I’d buy is ____________________ (fill in the name of the car). 3) The one food I refuse to eat is _____________________ (fill in the name of food). Once topic sentence is chosen, have students get in groups with students that also selected the same sentence. In each respective group, have students create 10 brainstorming questions about topic. Have students work independently to answer brainstorming questions. Have students draft an outline of the paragraph. Have students prepare a first draft. Allow students to return to groups and share drafts. Each group member should make one positive comment and one suggestion for revision about each student’s paragraph. Have students revise and edit their drafts taking group member’s suggestions into consideration. Allow students to prepare a final version of the paragraph for submission.
Assign topics for writing a paragraph and topics for critical thinking and writing for independent work.