Multiparagraph Essay Terminology
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This document defines key terminology used in writing multiparagraph essays, including: - Essay, introduction, body paragraph, concluding paragraph - Thesis, topic sentence, concluding sentence - Concrete details, commentary - Pre-writing, first draft, final draft, peer response - Chunks, weaving, ratios It provides explanations of each term and how they are used when writing an essay with an introduction, two body paragraphs, and conclusion.
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Basic guide to writing an essay[1]
This document provides a basic guide to writing an essay. It explains that an essay is a composition on a single subject presenting a personal view. It then outlines the steps to writing an essay, including choosing a topic, outlining ideas, writing a thesis statement, composing the main points and subpoints, and writing an introduction and conclusion. The guide stresses deciding on a topic, organizing ideas in an outline, crafting a thesis with the topic and point, writing body paragraphs to explain the main ideas, and adding finishing touches like formatting.
Writing Skills (Paragraph and Essay Writing)
The document discusses writing skills and provides tips for improving writing abilities. It defines writing and explains that writing skills allow for clear communication. Tips for strengthening writing include practicing regularly, reading widely, and getting feedback. The document also defines paragraphs and essays. It explains that paragraphs have a topic sentence, supporting details, and a concluding sentence. Essays consist of an introduction, body, and conclusion. Different types of paragraphs and essays are also outlined. Finally, the writing process of prewriting, organizing, drafting, revising, editing, and publishing is explained.
essay_writing_amsnd.pptx
This document provides guidance on writing an essay about William Shakespeare's play A Midsummer Night's Dream. It outlines the typical structure of an essay question with two parts - describe and explain. The suggested essay structure includes an introduction, describe paragraph, two explain paragraphs, and conclusion. Each paragraph should have a topic sentence, evidence from the text, and explanation linking back to the question. It provides an example essay question to plan for, describing an important character and explaining how they help understand a main idea. Students are instructed to choose a character, describe them, and plan the evidence and points they will make in each paragraph.
What is an essay
This document defines and explains the key elements of an essay, including its structure, components, and types. An essay is organized writing focused on a single topic, with an introduction, body, and conclusion. The introduction establishes the topic and thesis, while the body paragraphs develop the main ideas and details. The conclusion restates the thesis and can provide opinions. Other essay types include descriptive, narrative, cause/effect, classification, persuasive, problem-solving, and compare/contrast. Proper revision is also important, including multiple readings, editing, and outside feedback.
Detailed Overview Of Writing Process
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.
Brief Overview of the Writing Process
The document outlines the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as how to choose a topic, determine the audience and purpose, develop a thesis, write a draft with an introduction, body paragraphs, and conclusion, and then revise and edit the draft to improve content, organization, grammar, and style.
How to Write a Paragraph
Paragraphs are the foundation of an essay. Learning how to write a paragraph well will help you construct a strong, polished essay.
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Elmira little theatre
This document provides a timeline of productions from 1944 to 2015 by the Elmira Little Theatre in Elmira, New York. It began in 1944 when a group of 30 theater lovers came together with a shared love of live theater and each donated $1 to officially start the community theater organization. Over the decades that followed, the Little Theatre put on numerous musicals and plays each season, averaging around 5 productions per year. The timeline shows the plays and musicals produced during each two year period over the 71 years covered in the document.
Elt history
Elmira Little Theatre was founded in 1944 by a group of 30 theater lovers in Elmira, NY who wanted to promote live theater in their community. They held their first performances in borrowed spaces and moved around frequently before purchasing a permanent building in 1964. Since then, ELT has grown to perform regularly at the Clemens Center and other local venues, producing an average of four shows per season that explore a wide variety of themes and experiences. ELT has been volunteer-run since its inception and has involved thousands of community members through its performances and educational programs over the past 75+ years.
Trojan Tribune may 27 edition
The article summarizes the approved budget for the Corning-Painted Post school district, which cuts over 40 positions, closes two elementary schools, and combines junior varsity and varsity sports teams. It leads to annual savings of $2.5 million. The budget also includes a tax levy increase of 5.46% and an estimated average tax rate increase of 2.4%. The article discusses the impact of these changes, including students being transferred to new schools. It also notes that while savings are significant, the budget changes will be difficult for those affected.
Trojan Tribune April 8 Edition
The East High School drama club will be presenting the musical "Pippin" from April 8-11 in the East High Auditorium. Rehearsals have been ongoing since January and include dance rehearsals twice a week. The show is directed by Mike Hurd and musically directed by Judy Harriman-Carlson. It tells the story of Pippin's journey to find meaning in his life as he is guided by the Leading Player. Tickets can be purchased from drama club members or by calling the drama club box office. The senior class will also have various upcoming activities as part of the countdown to graduation, including an academic dinner and baccalaureate service.
Trojan tribune march 11 edition
This summary provides the key details about the upcoming March 16 vote on facilities improvements and the Community Critters club at Corning Painted Post East High School:
1) On March 16, there will be a second vote for the school district's Alternative C facilities plan, which failed to pass in the first vote on December 15. This vote aims to determine the fate of improvements and school closures under the plan.
2) The Community Critters club at the high school promotes animal welfare issues and supports local animal shelters through fundraising and volunteer activities.
3) The club hopes to gain more members and student involvement to help organize further community projects that benefit animals in the area.
February 12 Edition
A 7.0 magnitude earthquake struck Haiti on January 12, 2010, killing approximately 50,000 people and devastating the country. Survivors are struggling to access basic needs like food and water, and relief efforts have been complicated by destroyed infrastructure like roads, airports, and seaports. While donations are helping, the damage has made it difficult to deliver supplies to those in need.
Answering Questions
This document provides instructions for answering questions about a work of literature. It outlines a 5-step process: 1) restating the question, 2) answering the question, 3) providing a concrete detail from the text to support the answer, 4) analyzing the detail with commentary, and 5) analyzing relevant literary elements. The final line is a sample question that could be answered using this process, stating that the novel is about finding a place and finding oneself.
Rhetorical Analysis
This document provides questions to consider when conducting a rhetorical analysis of a text. It begins by explaining that a rhetorical analysis involves breaking down a text into its component parts to understand how the author tries to achieve their purpose and effect. It then lists and explains questions in several categories to analyze a text's subject, thesis, tone, purpose, organization, style, imagery, rhetoric devices, and more. The goal is to understand how all these parts work together to influence the audience.
What Is A Hero
The document lists several notable figures including civil rights leader Martin Luther King Jr., actor Christopher Reeve known for playing Superman, education reformer Michelle Rhee, pioneering aviator Amelia Earhart, rock band AC/DC, artist Pablo Picasso, author and Holocaust survivor Elie Wiesel, and fictional character The Lone Ranger.
What Is Commentary?
This document provides guidance on writing commentary for essays. It recommends including at least two points of commentary for every one point of concrete detail. Commentary requires analyzing and making judgments about details rather than just reporting them. When writing commentary on literature, first-person pronouns should be avoided, and comments should analyze what details reveal about characters and events rather than making subjective statements. The phrase "This shows that" can help structure commentary during the drafting process but should be removed from the final version.
Multiparagraph Essay Thesis Sentences
The document discusses the components of a thesis statement, including that it contains a subject and an opinion or commentary. It provides examples of thesis statements and has the reader identify the subject and opinion in each one. The document also instructs the reader to practice writing their own thesis statements on topics they are familiar with.
Chapter Five Analysis
This chapter introduces Esperanza to Cathy, nicknamed the "Queen of Cats", who describes the colorful residents of their neighborhood to Esperanza. Cathy's descriptions of characters like "Joe the Baby Grabber" excite Esperanza's curiosity to explore her surroundings. Esperanza notes Cathy's speech reflects the gossip of teenagers. The chapter also shows Esperanza's keen perception and poetic vision as she observes details of everyday life around her. It highlights the theme of poverty and Esperanza's awareness that her economic status dooms their neighborhood and causes others to move away from it.
Chapter One And Two Summary Analysis
The document provides an analysis of Chapter One and Chapter Two of the novel "House" by Sandra Cisneros. Chapter One introduces the narrator's experience moving between poor districts of Chicago with her family. The themes of home, family, poverty, and identity are explored through the narrator's poetic prose style. Chapter Two differentiates between the hairstyles of the narrator's family members, with special focus on describing her mother's curly hair and the comfort it provides. Hair is used as a metaphor for the characters. The lyrical language conveys the narrator's longing for home and reflection on finding a place within herself and her family.
Teacher Information 08 09
1. The document outlines the teams, teachers, and subject areas for different groups of incoming ninth grade students at a Freshman Academy.
2. It provides the dates for interim reports and report cards to be sent home every few weeks, and notes that students must return signed grade reports to teachers.
3. Information on checking student grades online through the school district website is also included, along with a grading policy where core academic classes will not issue grades lower than 50% in the first two quarters.
Freshman Academy BOE Presentation Oct 2008
The document summarizes the implementation and results of a Freshman Academy program across three years from 2005-2008. It provides statistics showing declines in failure rates, discipline incidents, and increases in attendance and credits earned for students in the Freshman Academy program compared to non-Academy students. Teacher teams developed common assessments, interventions, and communication with parents to support freshman students. Evaluation of the program's continued success will focus on student performance in later grades and the development of collaborative teaching practices.
Freshman Academy Update Nov 12 2008
A presentation that was developed to explain a systematic approach to academic interventions for ninth grade students
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