Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Help your children to write clear and detailed explanations with our complete teaching resource pack! Includes teaching guides, explanation writing examples, activity resources and display materials.
Download this pack of high quality teaching materials from http://www.teachingpacks.co.uk/the-explanation-writing-pack/
Strategies and tips to improve your chances of doing well on the Short Answers section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
We were students in Year II in 2017 at Western University. We prepared this for our assignment, but it also a source for English learners who research about Collocation. And it is summarized and separated to eryone easy to learn.
The Narrative Writing Pack is bursting with educational posters, activities and display resources to help your children to write amazing stories!
Download this teaching resource pack today from http://www.teachingpacks.co.uk/the-narrative-writing-pack/
Help your children to write clear and detailed explanations with our complete teaching resource pack! Includes teaching guides, explanation writing examples, activity resources and display materials.
Download this pack of high quality teaching materials from http://www.teachingpacks.co.uk/the-explanation-writing-pack/
Strategies and tips to improve your chances of doing well on the Short Answers section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
We were students in Year II in 2017 at Western University. We prepared this for our assignment, but it also a source for English learners who research about Collocation. And it is summarized and separated to eryone easy to learn.
The Narrative Writing Pack is bursting with educational posters, activities and display resources to help your children to write amazing stories!
Download this teaching resource pack today from http://www.teachingpacks.co.uk/the-narrative-writing-pack/
A Workshop on Improving StyleUsing rhetorical questions correc.docxbartholomeocoombs
A Workshop on Improving Style
Using rhetorical questions correctly
· These can be quite useful to encourage readers to think about an issue in a new way.
· DO use rhetorical questions in the middle of paragraphs, especially after using an example or anecdote. It helps readers place themselves in the situation and consider what they might do as well.
· DO NOT use rhetorical questions at the beginning of paragraphs (especially the beginning of the essay) or the ends of paragraphs. Also avoid using more than one for every page of writing you have.
Avoid Wordiness
· Sure, you’ve got a page count to reach. But inserting filler words isn’t the way to do it. It may fill up the page, but your paper will be really painful to read.
· DON’T write: He carries a briefcase made out of leather that is weather-beaten.
· DO write: He carries a weather-beaten leather briefcase.
· DON’T write: There is a place called the Writing Center where students can go in order to improve their academic writing skills.
· DO write: Students can improve their academic writing skills at the Writing Center.
Avoid using a conversational tone
· This can be anything from using slang to just using conversational words like “well” and “so” and “now” at the beginning of sentences. Just as you wouldn’t include things like “um” or “uh” also avoid using other words that people use as fillers in actual conversation.
· DO use a voice, tone, and style that is more formal than you normally would in speaking, even to someone official like a boss. This is called Standard Written English.
· DO NOT feel like using SWE means that you have to use the thesaurus to make yourself sound official. It’s fine to use simple and clear language to get your point across.
Avoid defining common terms
· Many times, especially at the beginning of the essay, there is the temptation to define terms like “music” or “love” or “disease.” But this is really unnecessary and simply looks like filler.
· DO discuss how experts view these terms, possibly contrasting their ideas with others if you want to show a nuance between them.
· DO NOT cite a dictionary definition simply for the sake of informing readers of the word’s meaning as if they are stupid. Especially do not cite Webster’s dictionary or similar.
Change up your sentence structure
· If you notice that you are beginning sentences with the same word (“the” for example) you may not have very much variation in your sentence structure. While not inherently wrong, setting up your sentences the same way makes your writing sound boring and simplistic.
· DO change things like “the woman walked up the street and noticed the trees were in bloom” to something like “As the woman walked up the street, she looked around and saw that the trees were blooming” or “Walking up the street, the woman noticed that the trees were in bloom.”
· DO NOT make the sentences so convoluted that they don’t follow basic grammar rules. You don’t want to take it too far.
Mix up pun.
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& CicelyBourqueju
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& ChantellPantoja184
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
Or, strategies for successful essay writingThings to avoid in .docxgerardkortney
Or, strategies for successful essay writing
Things to avoid in essay writing!
Write a creative title for your essay
Consider that the title is the first opportunity you have to inform your reader about the thesis of your essay
NEVER just write “Evaluation Essay”
Capitalize the title correctly
Format the essay with double-spacing and page numbers
FIRST THINGS FIRST
The purpose of an introduction is to:
engage the reader
provide background information
present the thesis
Unless necessary for contextualization, save the evidence to support your claims in the body paragraphs.
Don't serve the main meal at the same time as the appetizer!
Too many details in the introduction:
"Air travel is a form of travel in vehicles that can sustain flight". (Really? No kidding!)
Don't start your essay with a definition of what is probably unnecessary: obesity, global warming, cell phones, the internet, etc.
The purpose of simply taking up space is too obvious and wastes opportunity to craft useful sentences that further your essay.
ONLY use a definition if writing about something truly obscure.
Avoid Useless "definitions"
The trick to avoid these words: insert “as opposed to?”
Basically, very, really, literally, truly, personally (as opposed to...?)
Here is a link to a good page about writing concisely: http://writingcenter.unc.edu/handouts/writing-concisely/
Using Words that Do Not Add Meaning
In this essay I will prove...
I will discuss...
As said in the previous paragraph….
As mentioned before...
Avoid these space fillers! Instead - just write what you are saying.
Don't waste space saying what you WILL write about or what you already wrote.
Example:
Wrong: In this essay I will argue that cell phones should not be used while drive.
Better: Cell phones should not be used while driving.
Announcing Yourself to the Reader
Did you ever get tired of reading essays with questions?
Do you think that these questions would be stronger written as statements?
Are all the questions necessary?
Do they engage the reader?
Especially in a repeating pattern: did you ever wonder, did you ever think, why is it that... blah blah blah?
STOP!
And if writing a question, remember to use a question mark when creating a question, even if it's a rhetorical question.
Rhetorical Questions
Avoid Pointing the Camera at Yourself:
I think, I believe, I feel, in my opinion...
Write what you think in a statement
The reader will know what you think by what you write.
ONLY use “I” when framing a direct response:
“I agree/concede/argue/claim…”
Remove yourself
You didn't actually write the paper, but you're really good at introducing other people's quotes!
Stringing them together is almost writing a paper, right?
Not quite!
The reader needs to hear your voice and your ideas that are supported by the evidence, not replaced by them.
After using a quote, be sure to explain how it supports the claim in the topic sentence and the thesis.
Don’t .
February 28, 2019
From a disputed territory in southern Asia to the summit of a U.S. landmark, we're climbing all over the world to bring you news today. You'll learn how Kashmir has been the subject of wars and skirmishes between India and Pakistan, and you'll find out how many bowls of soba noodles have to be eaten to set a record at a restaurant in Japan.
English Verbs + Prepositions DictionaryAlicia Garcia
Why study verbs + prepositions?
Prepositions are one of the most difficult things to master in the English language. They provide the “links” between the main words (nouns, verbs, and adjectives), but many English students have a hard time knowing which preposition to use in each situation.
How the world's first subway system was built Alicia Garcia
It was the dawn of 1863, and London's not-yet-opened subway system — the first of its kind in the world — had the city in an uproar. Most people thought the project, which cost more than 100 million dollars in today's money, would never work. So how did they do it? Christian Wolmar explains how the London Underground was built at a time when no one had built a railway under a city before.
Child labor in cobalt trade Today's show features an in-depth report that concerns child labor, a large country in central Africa, and the widely used element of cobalt.
In tropical seas, flying fish leap out of the water, gliding for up to 200 meters, before dipping back into the sea. In the Indo-Pacific, a hunting sailfish swims up to 110 kilometers per hour. These feats are made possible by a fish’s form—which in most species is a smooth, long body, fins, and a tail. Lauren Sallan explains why these features are so common, and what it reveals about fish.
Cuba names a new leader, following a retirement announcement by President Raul Castro. Scientists follow the eyes to determine whether athletes have had concussions. We feature a little history on ramen noodles. And we show you how robots are being taught to assemble furniture. Fridays are awesome on CNN 10!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Writing Stories
1. What is a story?
According to the OxfordDictionaries.com, a story is “an account of
imaginary or real people and events told for entertainment”. For this
reason, precisely, you have plenty more freedom to write, as you can
make up most of the story. But just like it happens with every other
type of writing, a story must follow a particular structure which
makes sense to the reader. So let’s move on to the different parts
of a story.
Parts of a Story
A story can roughly be divided into the following parts:
• Title: The title should either summarise the whole story
(without spoilers!) or have something to do with the main theme.
•
Exposition: This is the beginning of the story, where the
characters and setting are established. It serves as the
introduction to the next part, the action, and the so-called
conflict of our story.
2. • Action: In this part, the characters deal with conflict and do
things to solve it.
• Resolution: This is where the conflict is resolved and the story
concludes with an ending, normally without any loose ends.
3. In the example above you can see the different parts of a
story very well defined. Just like with emails or letters, your
story should be visually appealing. For this reason I recommend the
following:
• Write your title in capital letters.
• Leave a clear space between paragraphs.
Expressions to use in your story
In this section, we are going to focus on different expressions you
can use in the different parts of a story. While the vocabulary
used in the story will vary completely, depending on the topic, there
4. is a set of expressions which you can make use of quite frequently if
you memorise them beforehand. Let’s take a look:
Beginning a story
When you start a story, if the first sentence isn’t given to you, you
can use phrases like these:
• It all began…
• When I first…
• At the beginning…
• It was a hot/cold summer/winter day.
Just to be clear, these are only some simple examples which you
can use, as there is no right or wrong way to start a story. That’s the
beauty of it!
Time phrases
One of the great differences between writing a letter, essay, article
and so on, and writing a story is the need to pay careful attention to
the time over which the story develops. In order to define the
order of the events in the story, we must use time expressions or
time phrases. So let’s see a few:
• Then
• After that
• Not long aftewards
• As soon as
• While
• Meanwhile
• As
5. • Some time later
• A little later
• ____ minutes later
• a moment later
• Later (that morning/afternoon/day/night…)
• Just then
It is essential to use these expressions properly. Otherwise, it won’t
be clear exactly how the story develops.
Creating suspense
When writing a story, the aim is not to inform or to convey
information; the real purpose is to entertain the reader, just like
when you read a novel you expect to be entertained. For this reason, a
story should aim to do so: entertain. And a cool way to entertain is to
create suspense, which we can do by using some of the following
expressions:
• Suddenly
• All of a sudden
• Without warning
• Just at that moment
• Unexpectedly
• Out of the blue
• Out of nowhere
• Right away
• Straight away
6. Direct speech
In every story there are characters and they usually interact with
each other, so it is always good if you know how to use direct speech,
that is, reproduce the words the characters actually say or think.
The tricky bit about this is the punctuation and the verbs to choose,
because it’s good to use some verbs other than “say”. Let’s take a look
at some examples:
• “I’m coming with you,” she said.
• She said, “I’m coming with you.”
• “Do you like it?” he asked.
• “Don’t do it!” he screamed.
Pay close attention at where the comma (,) or other punctuation
marks go (?, !). Also, don’t forget to use inverted commas (“…”) to
enclose the direct speech. In British English we normally use single
inverted commas (‘…’), but it’s not important so choose the one that
suits you best.
Finishing your story
This paragraph, the resolution, should be separated from the rest,
and it’s a good idea to start it with one of the following expressions:
• In the end
• Finally
• When it was all over
• Eventually
• After everything that happened
• Luckily
7. Again, these are just a few examples. There’s no right or wrong way
to conclude a story, as long as it makes sense with the rest of the
piece of writing.
Verb tenses
One of the reasons why stories are particularly challenging for B1
students is that they tend to take place in the past, which makes it
necessary to use a range of past tenses appropriately. The main
three past tenses you should really try to use are the following:
• Past simple (-ed/irregular form)
• Past continuous
• Past perfect
If you take a look at the example of Writing above, you’ll see how I
used these tenses in combination, when possible:
• Past simple and continuous:
It was midnight and I was trying to sleep.
• Past perfect and simple:
I had completely forgotten it was my birthday.
• Past simple:
This time I picked up the phone quickly and shouted, “Hello?!”.
So that’s how you should try to tell your story. Please avoid a simple
succession of past simple tenses alone, like:
I woke up and got out of bed. Then I went to the kitchen
and made some coffee.
It’s not wrong, but it’s just not good enough for a story.
8. Another example
Now that we know what expressions we should be using when writing
a story and how to combine the different tenses, let’s take
another look at another task and a sample answer:
9. In the story above you can see different things:
• Well-defined structure: 3 clear paragraphs.
• A variety of past tenses: past simple (was tired, didn’t want,
etc.), past continuous (was getting off, was sleeping, etc.) and
past perfect (had broken, had stopped, etc.).
• Time expressions: in the end, when, a few hours later.
• Suspense elements: all of a sudden, without a warning.
Top 5 Tips for Writing a Story
10. 1. Learn, memorise and use some of these expressions. Make
sure you already know a set of expressions to use in your next
story. This will not only avoid you making mistakes, but also it
will make your story so much better! It will give you points to
use those expressions.
2. Write a well-structured and visually-appealing story.
Organise your piece of writing, to make sure not to write an
incoherent story. Also, remember that punctuation matters, so
be sure to separate your sentences with stops and commas and
don’t write sentences which are too long.
3. Brainstorm before you write. Before starting to write your
story, brainstorm a couple of things and write down some ideas.
This can include vocabulary related to the topic, connectors,
time phrases, etc. Also, decide before writing how the story is
going to end.
4. Revise, edit and improve. Don’t write all at once and then move
on. Once you have finished your story, go over it. Look for
possible mistakes. Look for ways to improve it, maybe adding
adjectives here and there. You can save many points by simply
reviewing what you’ve written.
5. Experiment at home, be conservative in the exam. Homework
is the best chance to be creative and experiment with stories.
So make sure you try your hardest to keep improving when you
write at home. On the other hand, when you’re doing an exam,
don’t risk trying out new words or expressions, as you may be
making a terrible mistake. So be safe in your exam and stick to
what you already know works.