...section Vi essay forms Many people use the term “essay” to mean any paper written for a class. In actuality, there are many different types of essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition”...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...food and may present argument in a way that’s less than impartial. The publication Alongwith the author’s background, it is also important to validate the author’s personal interest associated to the subject ; We also learned that a special interest or preference might affect an author’s opinion or treatment to subject. In the simplest terms, a declared vegetarian is likely to argue against using animals for food and may present those arguments in a way that’s less than impartial. The writing style and tone is another way to form credibility and validity of sources of information. You should determine whether the tone is professional or not. If it is indeed professional and the tone is for the targeted audience then more than likely the source of information is credible. Some examples of professional writing style and tones are citations are included whether it is footnotes or in the text, no misspelled words, appropriate vocabulary without slang, and there is no sarcasm. Currency criteria is also an important factor. Always check the date! You should always find out when the source was published...
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...Past Paper Questions - Section B (i) These questions are always based on one of the Language Anthology Section A extracts that we have studied in class. You will be asked to write an analytical essay about these extracts in exactly the same way that you would usually write an essay about your literature texts. As such it is really important that you remember to write PEE paragraphs and include quotations from the text to support your points. This question is testing your ability to read and so spelling and grammar are not awarded but they are still important in creating a good impression. This question is worth 10 marks and so you should spend about 20 minutes on it. May 2010 – Shopping for Romanian Babies In the passage, the writer is shocked by some of her experiences. What do we learn about the people she meets, and the places she visits, from her account? You should refer closely to this passage to support your answer. You may include brief quotations. November 2009 – Touching the Void Joe and Simon describe the same event, but react to and write about it in very different ways. How does each writer present his particular point of view? You may include brief quotations from the passage to support your answer. May 2009 – Chinese Cinderella Adeline Yen Mah experiences both fear and joy during the course of this passage. How does the writer enable the reader to appreciate both of these aspects of her experience? You should refer closely to this passage to...
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...HOW TO WRITE GREAT ESSAYS HOW TO WRITE GREAT ESSAYS Lauren Starkey ® NEW YORK Copyright © 2004 LearningExpress All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Learning Express, LLC, New York. Library of Congress Cataloging-in-Publication Data: Starkey, Lauren B., 1962– How to write great essays / Lauren Starkey. —1st ed. p. cm. ISBN 1-57685-521-X 1. English language—Rhetoric—Problems, exercises, etc. 2. Essay—Authorship—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. I. Title. PE1471.S83 2004 808'.042—dc22 2004003384 Printed in the United States of America 9 8 7 6 5 4 3 2 1 First Edition ISBN 1-57685-521-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com Contents Introduction 1 2 3 4 5 6 7 8 vii Organization 1 Clarity 11 Word Choice 21 Mechanics 39 Revising, Editing, and Proofreading 55 Untimed Essay Writing Strategies 67 Timed Essay Writing Strategies 85 Sample Essay Prompts and Essays 97 Resources 111 CONTENTS HOW TO WRITE GREAT ESSAYS v Introduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. Depending upon the high...
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...1 International College of Manitoba: Course Outline ENGLISH: Literary Topics 1400 - An Introduction to Canadian Literature Term: Fall 2014 Class Time: Tuesday – 1:30-5:30 Location: Fitzgerald 207 Instructor: Dr. Barry Pomeroy Email: pomeroyb@learning.icmanitoba.ca Office Hours: 5:30-6:30, or by appointment Location for Office Hours: Fitzgerald 207 Withdrawal no financial penalty: Sept 26, 2014 Withdrawal no academic penalty: Nov 12, 2014 COURSE DESCRIPTION This introduction to Canadian Literature is meant to expose the student to the landscape, history, and cultural milieu that is Canada, a country made up of many different cultural groups of immigrants as well as the many distinct cultures that are Canada’s Aboriginal people. As well, this course operates as an introduction to the techniques and forms of both poetry and prose, and introduces the process of literary research and the writing of academic prose. You will be required to submit many writing assignments as well as play an active part in class discussions. This course is writing intensive and you will see a marked improvement in your ability to express yourself clearly and concisely. This course emphasizes persuasive or argumentative writing, and therefore, critical reading, writing and thinking. This course intends to extend your understanding of effective argumentation beyond mere grammatical correctness into how to interpret what is written, how to research a topic, organize an argument, and articulate it concisely...
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...11 Position Papers I f you like to argue, you will enjoy writing position papers and argument essays. The purpose of a position paper or argument essay is to explain both sides of a controversy and then argue for one side over the other. This two-sided approach is what makes position papers and argument essays different from commentaries (Chapter 10). A commentary usually only expresses the author’s personal opinion about a current issue or event. A position paper or argument essay explains both sides and discusses why one is stronger or better than the other. Your goal is to fairly explain your side and your opponents’ side of the issue, while highlighting the differences between these opposing views. You need to use solid reasoning and factual evidence to persuade your readers that your view is more valid or advantageous than your opponents’ view. In college, your professors will ask you to write position papers and argument essays to show that you understand both sides of an issue and can support one side or the other. In the workplace, corporate position papers are used to argue for or against business strategies or alternatives. The ability to argue effectively is a useful skill that will help you throughout your life. 221 CHAPTER AT–A–GLANCE Position Papers This diagram shows two basic organizations for a position paper, but other arrangements of these sections will work too. In the pattern on the left, the opponents’ position is described up front with its...
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...Topic 1 Introduction to Communication 1.1 WHAT IS COMMUNICATION? Communication is a learned skill. Communication is defined as the giving, receiving or exchanging of information, opinions or ideas so that the message is completely understood by everybody involved. The sender sends a message out with a certain intention in mind. The receiver of the message tries to understand and interpret the message sent. He then gives feedback to the original sender who, in turn, interprets the feedback. This process, repeated continuously, constitutes communication. ➢ Elements in Communication There are several major elements in the communication process - a sender, message, channel, receiver, feedback, context. There is both a speaker’s intention to convey a message and a listener’s reception of what has been said. If you want to get your message across accurately, you need to consider three things: - The message; - The audience or receiver; and - How the message is likely to be received. ➢ Factors Affecting Communication Barriers to effective communication:- (a) Status/Role (b) Cultural Differences (c) Choice of Communication Channels (d) Length of Communication (e) Use of Language (f) Disabilities (g) Known or Unknown Receiver (h) Individual Perceptions/Attitudes/Personalities (i) Atmosphere/Noise/Distraction (j) Clarity of Message (k) Lack of Feedback 1.2 DEFINING WRITTEN COMMUNICATION - Oral communication involves conveying ideas, thoughts or information...
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...Teaching Critical Thinking with Electronic Discussion Steven A. Greenlaw and Stephen B. DeLoach Abstract: One of the products of a liberal undergraduate education is the ability to think critically. In practice, critical thinking is a skill that economics students are supposed to master as they complete their studies. However, exactly what critical thinking means is generally not well defined. Building on the literature on critical thinking, the authors examine how electronic discussion can be used effectively to teach this skill. Because of the multiplicity of views expressed, the asynchronous nature of the technology, and the inherent positive spillovers that are created, electronic discussion appears to provide a natural framework for teaching critical thinking. Key words: class discussion, critical thinking, distance learning, electronic discussion JEL code; A2 One of the products of a liberal undergraduate education is the ability to think critically. This should be particularly true for economics students who. after all, are ostensibly taught the discipline's version of critical thinking—the economic way of thinking. It is ironic then, that relatively little has been published on effective strategies for teaching critical thinking in economics.' This is not an original criticism. In his seminal article on research in pedagogy, Fels (1969) identified critical thinking as an area ripe for teaching and exploration by economists, Fels's critique, "rarely is a concerted effort...
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...College of Business Administration Destination Kent State: First Year Experience Syllabus US 10097 Section [insert section #] Fall 2013 Required Texts: Taulbert, Clifton. Schoeniger, Gary. Who Owns the Ice House? Eight Life Lessons from an Unlikely Entrepreneur. Eli Press, Cleveland, OH 2010 ISBN 978-0-9713059-3-9 Destination Kent State (DKS) Adapted for the College of Business Administration. Kendall Hunt Publishing, IA. 2012 ISBN 978-1-4652-2736-2 Other resources: www.kent.edu/business/Undergrad Faculty Instructor: Student Success Leader: Elizabeth A. Sinclair Chelsea Knowles 330-672-1286 or 306 BSA 330-XXX-XXXX easincla@kent.edu cknowles@kent.edu Office Hours: By appointment The purpose of this course is to help you make the transition to college life (academic and social) and help you learn how to improve and refine your academic skills. The instructors are prepared to assist in choosing (or confirming) a major; to discuss business career options; and to address the general requirements, policies and services of Kent State University and the College of Business Administration. This class is linked with Exploring Business and Human Communication. Some topics covered in Exploring Business will be explored further in this course. A requirement of Human Communication is the delivery of three speeches (a persuasive speech, an informative speech and a group speech.) This class will give you the opportunity to practice...
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...2 of 56 Clear Thinking, Critical Thinking, and Clear Writing Students will learn to … 1. Determine acceptable and unacceptable degrees of vagueness in language 2. Understand and identify types of ambiguity 3. Identify the problems generality causes in language 4. Use definitions to increase precision and clarity and to influence attitudes 5. Understand the types of definitions 6. Acquire skills for writing an effective argumentative essay rom August 1987 until January 2007, Alan Greenspan was chairman of the Federal Reserve Board (“the Fed”). Because any remark he made about U.S. monetary policy could cause markets all over the world to fluctuate wildly, he developed a complicated way of speaking that came to be known as “Fedspeak.” Here’s an example: It is a tricky problem to find the particular calibration in timing that would be appropriate to 2/9/2016 12:17 PM 3 of 56 stem the acceleration in risk premiums created by falling incomes without prematurely aborting the decline in the inflation-generated risk premiums.* Greenspan has admitted that such remarks were not really intended to be understood. Asked to give an example by commenting on the weather, Greenspan replied, I would generally expect that today in Washington, D.C., the probability of changes in the weather is highly uncertain. But we are monitoring the data in such a manner that we will be able to update people on changes that are important.* Page 70 2/9/2016 12:17 PM This tells us nothing about the weather...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...contains the personal opinions of writers. As a result, some of the phrases below are very common in these writing situations: “To me,” “I think” “Personally,” “For me,” “It is this writer’s opinion” Style and Substance/Joseph Couch 2 While everyone has a right to a personal opinion, relying on opinion in college writing usually means hiding behind that right rather than facing the fact that others can question a writer’s ideas. As a result, the common defense of “that’s my opinion” does not matter much as a reason to support an essay’s ideas. What does matter for a class that requires a textbook such as this one is writing that shows critical thought and (often) outside research. The first step towards writing with these qualities is an understanding that it does not stand alone as an opinion. In fact, college-level writing acknowledges and engages with the ideas of others who have also often done some critical thinking and outside research on the topic. Essentially, college professors want essays that exchange ideas with other readers and writers rather than present ideas on the level of opinions. This is not to say that a student’s ideas do not count in college writing. The process to a completed paper does often begin with one’s own point of view, and professors encourage students to have their own opinions. Understanding that a personal opinion only begins the process, however, is the first step towards improving one’s writing. An Academic “Argument” The word argument...
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...Paragraphs 1. PURPOSE, AUDIENCE, TONE, AND CONTENT L E A R N I N G 1. 2. 3. 4. 6 O B J E C T I V E S Identify the differences between summary, analysis, synthesis, and evaluation paragraphs Identify the content in writing paragraphs Demonstrate how audience and tone influence content Apply purpose, audience, tone, and content to a specific assignment Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph. < 174 WRITING FOR SUCCESS To create longer assignments and...
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...Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic Learning Outcomes...
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