Essay-Writing Tips
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This document provides guidelines for writing a concise biography essay in 3 paragraphs: an introduction, body, and conclusion. The introduction should grab the reader's attention with an interesting fact or quote. The body should have 3-5 supporting details in varied sentence structures. The conclusion should restate the main points and leave the reader with a lingering thought about the person's impact. Formal language without slang or contractions should be used.
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Writing Tips
This document provides many tips for better writing from various experts. Some key tips include: practicing writing regularly, reading your writing aloud and revising it, keeping language clear and concise by using short words and sentences, avoiding unnecessary words, and knowing your intended audience. Overall it emphasizes the importance of practice, revision, clarity and focusing the writing for the reader.
Engaging the Reluctant Reader and Reluctant Writer: A teacher's resource
This is a resource for literature and communications instructors. It is part of a presentation Debbie Elicksen and Kim Greyson gave at the Palliser Teachers' Convention in Calgary.
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The document provides information about the 2001 film Harry Potter and the Sorcerer's Stone, including that it was directed by Chris Columbus and based on the novel by J.K. Rowling. The screenplay was written by Steve Kloves and it stars Daniel Radcliffe, Rupert Grint, and Emma Watson in the lead roles of Harry Potter, Ron Weasley, and Hermione Granger respectively.
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This document provides many tips for better writing from various experts. Some key tips include: practicing writing regularly, reading your writing aloud and revising it, keeping language clear and concise by using short words and sentences, avoiding unnecessary words, and knowing your intended audience. Overall it emphasizes the importance of practice, revision, clarity and focusing the writing for the reader.
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1. An agenda that covers reading about basic narrative essay features, a lecture on formatting dialogue, and an in-class writing exercise practicing dialogue.
2. Instructions on writing dialogue that show rather than tell, move the plot, and avoid boring conversations.
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Ben is comparing the Devildogs gang to the alien monster in Star Trek, suggesting they act as an unthinking collective rather than individuals. Luis argues with his father about his relationship with Romiette, bringing up points about respecting his choices, though it's unclear if they are good points. In her dream after using a soul mate system, Destiny sees a tall, dark-skinned man with kind eyes as her soul mate. Romiette and Julio realize the Devildogs threat against their relationship has escalated and they do not know how to stay safe without hiding their romance.
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1. An agenda that covers reading about basic narrative essay features, a lecture on formatting dialogue, and an in-class writing exercise practicing dialogue.
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This document provides instructions for Class #4 of an EWRT 1A course. It instructs students to:
1. Finish homework from the previous class which included reading chapters from two textbooks and answering analysis questions.
2. Read about the basic features of a narrative essay from upcoming lecture slides.
3. Learn how to properly format dialogue by including variations of attribution and using paragraphs to indicate changes in speaker.
4. Complete two dialogue writing exercises - one involving telling a story between two people and another with a short conversation between three or more people using minimal words per line.
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1. An agenda that covers reading about basic narrative essay features, a lecture on formatting dialogue, and an in-class writing exercise practicing dialogue.
2. Instructions on writing dialogue that show rather than tell, move the plot, and avoid boring conversations.
3. Guidelines for formatting dialogue with each speaker in their own paragraph, varied attribution, commas after attribution, and an example of properly formatted dialogue.
4. Two in-class writing exercises - writing a dialogue where one person tells a story to another, and a short conversation between multiple people using minimal dialogue.
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The document defines 20 vocabulary words from chapters 1-5 of Advanced Word Power, including affinity, fledgling, hackneyed, opulence, proximity, sagacious, supplant, unassailable, voluminous, brusque, dispassionate, effervescent, indefatigable, misanthrope, morose, nonchalance, progeny, stoic, voracious, coalesce, decadence, exemplary, exuberance, incidental, insolvent, parsimonious, prodigal, surreptitious, writhe, brevity, clemency, frivolous, heist, lampoon, querulous, reproach, resp
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1. Understand what makes native speakers hard to understand, such as similar vowels/diphthongs, shortened and linked sounds, contracted verbs/negatives, weak forms, and phonetic links.
2. Improve your pronunciation by being aware of common traps like the same spelling representing different sounds and identifying word stress.
3. Learn primarily with your ears rather than your eyes by focusing on listening rather than reading. This allows you to better comprehend native speech patterns.
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The document provides guidelines for formatting paragraphs and titles in academic writing in English. Titles should capitalize important words but not use quotation marks, periods, complete sentences or underlining. Paragraphs should have a space after the title, indent the first sentence, and have margins but no writing in margins. Properly formatted paragraphs in academic writing will have a topic sentence, followed by supportive sentences, and concluded with a final sentence.
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This document provides an agenda and instructions for a class on writing narrative essays and incorporating dialogue. It begins with an agenda that includes reading about basic narrative essay features, a lecture on formatting dialogue, and an in-class writing exercise practicing dialogue. It then provides guidelines on writing dialogue, including formatting dialogue with attributed quotes in separate paragraphs and using varied attributions. It provides two dialogue writing exercises for homework - writing a storytelling dialogue scene and a brief conversation between multiple characters using minimal words per line.
Narrative writing
This document provides guidance and exercises for students to practice writing narrative texts. It begins by reassuring students that the teacher will help them with creativity. It then defines narrative text and has students watch a 1 minute 50 second video about writing techniques. Students are asked to discuss difficulties in the chat and share the most helpful technique. They are given examples to begin a short story and asked to write a plan and beginning. Finally, students choose a classmate's story and give feedback, and prepare a graphic organizer to retell a story for an oral exam.
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How to impress everyone with your essay
To impress readers with your essay, begin with a creative introduction that draws them in. Reference an analogy, personal story, or unique perspective to attract attention. Additionally, add emotion through discussing hopes or personal experiences. Utilize consistent sentence structures and incorporate quotes, sayings, or references to enhance the narrative. Employ varied vocabulary while avoiding complex words that could be misused. The overall goal is to engage readers from the start through creative writing and emotional connection.
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This document provides an overview of different types of punctuation, including capital letters, full stops, commas, question marks, speech marks, and exclamation marks. It explains the purposes of each type of punctuation and provides examples of their proper uses in writing sentences and dialogue. The document concludes by instructing readers to check their own writing for correct punctuation using the punctuation check list.
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The document provides discussion questions about a novel. It asks the reader to summarize key parts of the story, including:
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Here are a few issues I see with this outline:
- The thesis/main point is not clearly stated. It's unclear if the writer is arguing cellphones do or do not cause problems.
- The subpoints under I and II are not parallel. One includes a cause and effect while the other just states a problem.
- Some points are not fully developed (e.g. "Cellphones cause more people to need glasses" lacks support/explanation).
- Grammar and spelling errors make some points unclear ("cellphones can develop addictions" and "rewire the b").
- No conclusion is included to wrap up the argument.
Overall, this outline would benefit from clarifying the thesis
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Essay-Writing Tips
- 2. • Think of it as a movie trailer. Get the reader’s attention so that they will want to read more. • Consider using an interesting fact or quote in your first sentence.
- 3. • Use a formal tone. • Avoid slang: • “tons,” “stuff,” “like,” “things,” “cool,” etc. • Spell out contractions. “didn’t” “did not” • Use 8th grade-level words! A thesaurus can help (or visit www.thesaurus.com)
- 4. • Make it vary! Have short and long sentences. Avoid choppiness by combining sentences with semicolons or FANBOYS. • Try to rearrange the order you naturally say things: • He became famous after posting a YouTube video.
- 5. • Topic sentence introduces the main idea. • 3-5 supporting details. • Closing sentence can either: 1. Restate the topic 2. Lead into the next paragraph
- 6. • Typically, new information is NOT introduced here. • Conclusions restate the main points from each body paragraph. • The last sentence should leave the reader with a lingering thought. • This is a good place to restate how this person impacted today’s world or society.
- 7. • Rough draft – Monday, December 10 • 2-4 pages typed or 3-5 pages handwritten • Final draft – Wednesday, December 19 • 2-4 pages typed. No handwritten essays will be accepted! DISCLAIMER: This biography essay was introduced on November 19. By the time your final essay is due, you will have had exactly one month to work on it. Because of this, late essays will lose one letter grade per day. Failure to turn in this essay on time = nearly guaranteed failure in class. Plagiarism = NO credit and NO chance to rewrite.
- 8. You will lose ALL CREDIT if you: • Copy someone else’s words exactly, without giving credit. You will lose points if you: • Don’t include a Works Cited page • Paraphrase poorly (sounds too close to the original text) • Use quotes to fill space • Quotes should be no more than a sentence or two.