For and against
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This document provides guidance on writing a for and against essay. It explains that a for and against essay considers a topic from opposing viewpoints by presenting both sides objectively and in equal detail. The basic structure includes an introduction, paragraphs presenting arguments for and against with justifications and examples, and a conclusion that balances the considerations or states an opinion. When writing, authors should use topic sentences, avoid informal style and personal opinions, and employ formal style and linking words to connect ideas and express causes, effects, and intentions.
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For and against essay
The document provides information on writing a for and against essay. It defines a for and against essay as a piece of writing that considers a topic from opposing viewpoints in a fair and objective manner. The essay structure includes an introduction stating the topic without opinion, a body with arguments for and against in equal detail, and a conclusion stating the writer's opinion or balanced consideration. Sample essay paragraphs and useful language for transitions are also provided. The document concludes with a self-assessment checklist for writers.
A For & a Against Essay
This document provides guidance on writing a for and against essay. It outlines the structure, which includes an introduction presenting the topic without opinion, a paragraph on points for the topic with examples, a paragraph on points against with justification, and a conclusion offering a balanced summary and optional personal opinion. Useful language is presented to discuss differing viewpoints on the topic using connectors to link ideas. The essay should use formal language and avoid informal terms.
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The document outlines key features of academic writing such as using a logical structure with clear paragraphs and linking words. It notes that the first paragraph should introduce opposing viewpoints and the essay plan. Subsequent paragraphs then present arguments to support the author's position and opposing positions, with the final paragraph concluding the essay. The document also provides examples of linking expressions, phrases for introducing examples and showing contrast, and concluding an essay. Finally, it discusses using an impersonal and passive style in academic writing.
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This document provides a 5-step process for writing a good reaction paper: 1) Read attentively and take notes, focusing on key ideas and the author's point of view. 2) Limit the paper to a short length by focusing on several main points. 3) Write a summary of the text, mentioning title, author, and main ideas. 4) Analyze several key points from the text in separate paragraphs, agreeing or disagreeing while citing evidence. 5) Conclude by expressing your overall attitude toward the text and differences from the author's views.
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For and against essay
The document provides information on writing a for and against essay. It defines a for and against essay as a piece of writing that considers a topic from opposing viewpoints in a fair and objective manner. The essay structure includes an introduction stating the topic without opinion, a body with arguments for and against in equal detail, and a conclusion stating the writer's opinion or balanced consideration. Sample essay paragraphs and useful language for transitions are also provided. The document concludes with a self-assessment checklist for writers.
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Discussion Essay
This document provides instructions for writing a discussion essay, which presents arguments for and against a topic before stating an opinion. It recommends choosing the strongest arguments from research, organizing the essay into an introduction, two body paragraphs presenting each side, and a conclusion stating the opinion. Useful language is also outlined to introduce ideas, contrast them, give examples, and state an opinion.
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How to write a for and against essay
This document provides instructions for writing a for and against essay in 6 steps:
1. Brainstorm ideas for both sides of the argument.
2. Organize the ideas into an introduction, two body paragraphs presenting each side, and a conclusion stating the author's opinion.
3. Focus the language on an academic level without colloquialisms or abbreviations, and support all ideas with examples and facts.
4. Write a first draft incorporating the organized ideas.
5. Check that the draft has a clear topic sentence, presentation of ideas, examples, justified opinion, and closing phrase in the conclusion.
6. Finalize the essay by editing for grammar, connectors, punctuation, spelling,
Writing a response paper
This document provides guidance on how to write an effective response paper. A response paper requires analyzing a work and articulating a thoughtful perspective, whether favorable or unfavorable. It should demonstrate understanding of the source material and communicate a personal viewpoint supported by specific examples and details from the source. The paper must have a clear thesis, well-developed body paragraphs using quotes and examples to back up claims, and a conclusion that addresses any criticisms of the perspective presented. Students are advised to focus on articulating their overall impression and the aspects of the work that shaped their response through examples and evidence from the source material.
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This document provides instructions for writing a discussion essay, which presents arguments for and against a topic before stating an opinion. It recommends choosing the strongest arguments from research, organizing the essay into an introduction, two body paragraphs presenting each side, and a conclusion stating the opinion. Useful language is also outlined to introduce ideas, contrast them, give examples, and state an opinion.
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The document provides guidance on writing a "for and against" essay, which considers a topic from opposing viewpoints in a balanced manner. It recommends including: (1) an introductory paragraph stating the topic without opinion; (2) a main body with separate paragraphs presenting points for and against with justifications; and (3) a closing paragraph stating the writer's opinion or a balanced consideration. It also provides transition words and phrases for presenting additional points or contrasting views on the same topic.
Definition essay
This document provides an overview and instructions for writing a definition essay. It defines a definition essay as one that defines a word, term, or concept in depth by providing a personal commentary on its meaning. It outlines the typical structure of a definition essay, including an introduction with a clear thesis, background information if needed, points with examples and analysis to support the definition, and a conclusion that restates the thesis. The document also provides tips for writing a strong definition essay, such as having a crystal clear thesis, solid examples, good transitions, and a strong conclusion. It assigns students to brainstorm and post a list of at least five terms they could define for their first definition essay.
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Style in Writing-Cut Wordiness
The document provides advice for improving writing style by eliminating wordiness and redundancy. It suggests cutting repetition, formulaic phrases, references to intentions, and redundant words. Other tips include using vivid verbs instead of "be" verbs or passive voice, putting the subject before the verb, placing new information at the end of sentences, and committing to a clear point of view with language of confidence.
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This document provides instructions for writing a for and against essay in 6 steps:
1. Brainstorm ideas for both sides of the argument.
2. Organize the ideas into an introduction, two body paragraphs presenting each side, and a conclusion stating the author's opinion.
3. Focus the language on an academic level without colloquialisms or abbreviations, and support all ideas with examples and facts.
4. Write a first draft incorporating the organized ideas.
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LING 281Template Sentences for Paper 1Templates for the au.docx
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
Author's purpose
The document discusses different types of author's purpose including to persuade, inform, entertain, and describe a personal experience. It also discusses point of view, different types of writing like persuasive, expository, narrative, and descriptive. Methods of organization covered include cause and effect, compare and contrast, spatial order, time order, flashback, bulleted lists, foreshadowing, question/answer, argument/support. Signal words for cause and effect are also listed.
L2-Evaluating-Written-Texts-by-Analyzing-Claims.pptx
This document provides guidance on critically analyzing written texts by evaluating claims. It discusses identifying explicit and implicit claims, distinguishing between claims of fact, policy, and value. Techniques for critically reading a text are outlined, including keeping a reading journal, annotating, summarizing, and questioning the text. The document also covers determining a text's evidence and context, formulating counterclaims, and paraphrasing information from the text.
engpatternsofdevelopment.pdf
The document discusses different types of paragraphs used in writing. It defines narration as telling a story through a sequence of events using transition words. Description provides details that appeal to the senses to describe people, objects, places, or situations. Definition explains a concept by identifying its class and distinguishing characteristics. The document also discusses comparison/contrast, exemplification, classification, cause and effect, persuasion, and problem-solution patterns of paragraph development.
Reflective writing
This document provides guidance on reflective writing for students. It explains that reflective writing requires both descriptive and analytical components. Students must describe events and experiences, but also critically analyze them by considering underlying reasons and implications. The document reviews examples of student reflective writing and identifies key features like using first person to describe experiences, third person for referring to literature, and hedging language. It emphasizes that reflective writing necessitates placing experiences in broader theoretical and policy contexts by synthesizing literature. Tools like reflective questions, models, and reading grids can help students structure and deepen their reflective analysis.
Essay Writing
This document provides guidance on writing different types of essays. It discusses analyzing the topic, outlining an introduction paragraph with a thesis statement, and using supporting paragraphs with facts and examples. It also covers prewriting steps like collecting facts and ideas, finding the main idea, and organizing the essay. Editing steps include checking grammar, spelling, style, and organization. Finally, it defines and provides examples of definition, classification, description, and compare/contrast essays.
Tips on writing a good essay na2
This document provides tips for writing a good essay, specifically for and against and opinion essays. It discusses the key components of an essay, including an introductory paragraph that states the topic, multiple body paragraphs that present and support different aspects of the topic, and a concluding paragraph that summarizes the main points. It also offers guidance on writing effective introductions and conclusions, structuring body paragraphs, using connectors to link ideas, and revising and proofreading essays. The document emphasizes supporting opinions with reasons, examples, and details while avoiding new information in the conclusion.
Writing a research paper
This document provides guidance on writing a persuasive research paper, including choosing a controversial topic, conducting credible research, constructing a thesis statement, outlining arguments, drafting the paper, and revising. Key aspects discussed are finding a topic that reasonable people could argue both sides of, using only facts and evidence from credible sources to make the argument, and having a clear thesis statement that is proved throughout the paper. The document outlines the entire research and writing process step-by-step.
Writing critically (self-study version)
1. Writing critically involves analyzing information, making judgements about its value, and presenting a supported point of view.
2. There are two approaches to presenting an argument - inductive which balances both sides, and deductive which states the viewpoint upfront and aims to convince.
3. Strong arguments provide evidence and reasons to support generalizable claims, while acknowledging other perspectives cautiously through language like "may" instead of definite statements.
WRITING GUIDE TRINITY.pdf
The document provides a writing guide that outlines different types of writing tasks and compositions. It discusses essays, formal letters, reports, reviews, and informal letters/emails. For each composition, it describes the characteristics, structure, tips, and examples. The guide also provides general tips for writing introductions, developing arguments, conclusions, and useful vocabulary.
Writing better essay
This document provides guidance on essay writing structure and types of essays. It explains that an essay has three main parts: an introduction, body, and conclusion. The introduction presents the topic and thesis. The body paragraphs develop the topic and support the thesis with evidence. The conclusion restates the thesis and main ideas. It also describes common essay types like descriptive, narrative, cause and effect, compare and contrast, process, expository, and persuasive essays. Each type has a distinct purpose and organizational structure.
Writing an essay
The document discusses the importance of drafting essays and provides steps for writing an effective first draft. It recommends starting the drafting process by becoming familiar with the topic through research and interviews to gather different perspectives. The key steps include narrowing the topic, creating a thesis statement, and systematizing ideas using outlining or clustering techniques. The document emphasizes that multiple drafts are essential to improving the essay and refining the content, structure, style and flow before it is ready for submission.
RequirementThis paper asks you to identify an argument’s cla.docx
Requirement
This paper asks you to identify an argument’s claim and reason. You will also need to explain the general context for the argument, the author’s purpose and audience and how you have been able to determine the context/audience/purpose based on clues from inside and outside of the text. It also asks you to describe the author’s (4) supporting evidence and (5) overall structure, and finally, evaluate the argument in terms of its purpose and audience.
Successful essays will include:
1. An introductory section that provides all the information the audience will need to understand your argument. This includes the topic of the writing project and your argument claim and reason about the author’s use of evidence and organization. Please read the sample paper 1 first, then following the paper format as sample paper 1 shows.
2. A statement of the claim/reason of “Students Have 'Dismaying' Inability To Tell Fake News From Real, Study Finds”
3. A discussion of the general context, author’s purpose and author’s audience, supported by evidence from inside or outside of the text
4. A description and evaluation of supporting evidence.
A. Do you find facts and evidence in the argument? Direct observation? Statistics? Interviews? Surveys? Primary sources such as eyewitness accounts? Secondary sources such as published research? Quotations from authorities? Hypothetical situations? Analogy? Allusion? Personal Experience?
5. A description and evaluation of the organizing structure. To evaluate the article’s structure, you may want to ask yourself these questions:
A. Is the information presented in a logical order? Does the author use chronological order, cause/effect, problem/solution, general to specific, or other ways of organizing information? Do those structures help make the argument more persuasive?
6. A conclusion that clarifies whether you believe the Camila Domonoske has written an effective argument based on the evidence and organization they chose to convince the audience of their purpose.
7. A “Works Cited” or “Reference” page.
Requirement
This paper asks you to
identify
an argument’s claim and reason. You will also need to
explain
the general context for the argument, the author’s purpose and audience and how you have been able to
determine the context/audience/purpose based on clues from inside and outside of the text. It also asks
you to
describe
the author’s (4) supporting evide
nce and (5) overall structure, and finally,
evaluate
the
argument in terms of its
purpose and audience.
Successful essays will include:
1.
An introductory section that provides all the information the audience will
need
to understand
your argument. This incl
udes the topic of the writing project and
your
argument claim and
reason about the author’s use of evidence and
organization.
Please read the sample paper 1
first, then following the paper format as sample paper 1 shows.
2.
A statement of the claim/reason of
“
...
Academic structure 2[1]
The document provides an agenda for an academic writing structures workshop that discusses what tutors look for in essays, ideas for structuring essays through logical and thematic thinking, and approaches for writing paragraphs and conclusions. It also covers developing critical analysis skills and balancing different perspectives in essays through acknowledging counterarguments. The workshop materials aim to demonstrate how to construct academic arguments through effective essay structure.
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RequirementThis paper asks you to identify an argument’s cla.docx
RequirementThis paper asks you to identify an argument’s cla.docx
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This document discusses different types of substitution and ellipsis that can be used in English grammar. It explains how pronouns like one, demonstratives, and quantifiers can substitute for nouns. It also discusses substituting verbs with forms of "do" and using "so", "it", or "that" to replace verb phrases. The document provides examples of substituting clauses with verbs like "expect", "think", and omitting words like nouns, verbs, and infinitives to avoid repetition.
Architecture warm up
The document lists famous landmarks ordered from earliest to latest construction date, with the Colosseum built around AD 80 being the oldest, followed by the Taj Mahal in 1648, the Eiffel Tower in 1889, Tower Bridge in London in 1894, the Empire State Building in 1931, and the Sydney Opera House completed most recently in 1973.
Demonstratvies
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Monologue
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Genitive
The document discusses the possessive 's rule, noting that it indicates possession with objects like Rebecca's car, personal information like Jame's email address, and family relationships like Eva's parents. It cautions that the possessive 's can be ambiguous in sentences with multiple nouns like "That is Carl and Olga's house" and when used with names versus job titles like "Tony's a waiter Vs I'm Tony's father." Additionally, with names ending in s, the possessive is either 's or just an apostrophe.
Quantifiers
This document summarizes various English quantifiers:
1. It defines the uses of "some" and "any" with uncountable and plural nouns. "Some" is used in questions expecting a positive response and when offering something. "Any" is used in affirmative sentences and conditional sentences.
2. It explains that "much" and "many" are used with uncountable and plural nouns respectively, especially in questions and negatives. "Many" is also used formally in affirmatives.
3. Expressions like "a lot of", "lots of", "plenty of", and "a great deal of" are used with both countable and uncountable nouns to
Objects and plurals
The document discusses objects and plurals. It asks what various objects are and contains conversations referring to singular and plural nouns, asking the reader to write down the nouns used. It also contains instructions to listen and say the plurals of given singular nouns, providing an example of turning "photo" into its plural form "photos".
Objects and plurals
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Demonstratvies
This document outlines the four demonstrative pronouns in English: this refers to something near the speaker in a singular sense, that refers to something farther away or previously mentioned in a singular sense, these refers to something near the speaker in a plural sense, and those refers to something farther away or previously mentioned in a plural sense.
Demonstratives
Este documento describe los pronombres demostrativos en inglés "this/these" y "that/those" y cómo se usan para indicar proximidad o distancia. Explica que "this/these" se usan para objetos o personas cercanas, mientras que "that/those" se usan para objetos o personas más lejanas o menos visibles. Proporciona ejemplos para ilustrar cómo elegir entre los pronombres demostrativos dependiendo de la proximidad física.
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Evaluaciones externas
El documento habla sobre las evaluaciones externas del sistema educativo. Estas evaluaciones miden el rendimiento de los estudiantes, docentes y escuelas y permiten comparar los resultados a nivel nacional e internacional para identificar áreas de mejora. Las pruebas más conocidas son PISA y TIMSS que miden las habilidades en lectura, matemáticas y ciencias de estudiantes de diferentes países.
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For and against_essay
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Common mistakes3
The document identifies 5 sentences with mistakes and provides the corrected versions. Each original sentence contains an error in verb tense, missing prepositions, or other grammar issues. The corrected sentences fix these mistakes by adjusting verbs or adding missing prepositions.
Intermediate mistakes7
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Formal letters
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Intermediate mistakes6
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Basic mistakes2
The document identifies 5 sentences with grammatical errors and provides corrections. The corrections change verb tenses and phrases to properly convey the intended meanings, such as changing "will arrive" to "arrive", "believing" to "believe", adding "old" after "15", and changing "has" to "is".
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For and against
- 1. For and against essay
- 2. Definition • A topic is considered from opposing points of view. • Both sides are presented in a fair way by discussing them objectively and in equal detail.
- 3. Basic structure • Paragraph 1: Introduction. • Paragraph 2: Arguments for & justifications, examples and reasons. • Paragraph 3: Arguments against & justification, examples and reasons. • Paragraph 4: balanced consideration / your opinion directly or indirectly.
- 4. Points to consider. • Topic sentences. • Avoid informal style. • Personal opinions (e.g. It seems that, I therefore feel…, etc.).
- 6. Useful expressions and linking words
- 9. • To express cause: owing to, due to (the fact that), on account of, given that, as, since. • To express effect: therefore, thus, as a result / consequence, consequently, for this reason. • To express intention: to, so as to, in order to, so that.