Expository writing Essays

Activity#1: The Pros and Cons of Testing from Two Perspectives Standardized testing is advantageous in many ways. One of the most important benefits is that standardized testing holds teachers and schools responsible for teaching students what they should know, since the student’s achievements in these tests become public record and schools and teachers can come under scrutiny if the scores indicated that they aren’t up to the par. It also guides teachers and helps them determine what to teach and

“Romeo and Juliet, Act 3 Expository Writing Assessment” The act from Act III that impacted and changed the direction of the plot, was when Romeo kills Tybalt, from Act III scene I. The conflict type of this scene was person vs. person, relating to when Romeo stabs Tybalt. Act III scene I changes the plot of the story because Romeo would get banished from the city of Verona. This triggers Paris to suddenly plan for his marriage with Juliet, but Juliet would refuse because she was already married

The term evil can be defined as savage behaviours followed by strong desires. In both Lord of the Flies(LOTF) by William Golding and Jekyll and Hyde(J&H) written by Robert Louis Stevenson, evil is portrayed as cruel and selfish power that can make innocent boys and a well-respected gentleman even commit violence without feeling guilt. As their pursuit for physical satisfaction overweighs moral principles, evil emerges and completely dominates some of these novel’s characters. LOTF portrays how evil

Writing is a crucial part of our everyday lives that helps us to communicate our thoughts, emotions, and ideas with one another. The three main purposes of writing are expressive, expository, and persuasive. Through the different types of writing, we can venture and upgrade our writing skills while exploring various messages effectively. In this ENC 1101 class, we have implemented all three purposes of writing and learned how to develop well-written essays that meet the five capabilities, including

The writing standards for a university or college may be quite different to how you write in high school. English classes that are required to take teach you only a parts of writing, but when you reach college level there are new parts being discovered. Students who don’t speak the language well or haven’t studied in a while it may make it more difficult that it is to a person who is fluent. Most Professors want and expect that all their students already know how to write at the highest level by

position and or display the tone of the writing. The next question is what do you know about the author? Read the information that is provided about the author if there is any. The information you find could help you decide if the author’s work is credible. The following question is what is the purpose? In order to find the purpose of the writing you need to figure out which category the work is in. The three

Annotated Bibliography: Bunn, Mike. “How to Read Like a Writer.” Writing Spaces: Readings on Writing, vol. 2, Parlor Press, 2011, pp. 70–86. Summary: Bunn’s article informs us and shows us how to read, think, and analyze like a reader when reading. Reading like a writer helps us to think critically. The type of writing Bunn is using in his article is expository writing. The intended audience(s) in this article is college students. Bunn has set up the main points for the basis of learning to read

competence Portfolio Essay 1. Applies knowledge of academic writing conventions to demonstrate prior and new learning 2. Analyzes, evaluates and synthesizes experiences and concepts in writing 3. Demonstrates control over grammar, syntax, and punctuation 4. Understands writing as an iterative process and applies a variety of strategies for generating, revising, editing, and proofreading 5. Creates a plan for ongoing improvement of writing for academic, work, and personal communication, including addressing

1. Compare and contrast Kilfoil and Van der Walt’s views with Nunans’ views on the teaching of writing as a process and as a product. In accordance with Kilfoil and Van der Walt’s views they actually saw writing as a process rather than a product. They stipulated that: “writing is, in fact, a process and learners need to be prepared for and guided through the various stages”. That is, they should be given time to think about and discuss their ideas on a specific topic, to write a draft or framework

was unsure of the actual purpose behind the expository essay which led to a poor thesis, weak transitions and information that was unnecessary. Another issue with this paper was that the drafting process was difficult. Many people were unsure of what they were doing as well so I did not receive much feedback on my drafts. Looking back on this, I feel like more drafting as well as conferencing with a teacher would have helped me immensely. The expository essay was about how someone else argued and

text 3 uses the title “fake news”. However, these four speakers are talking about alternative facts because “fake news” is also defined as alternative facts. The speakers also differ in their writing styles, Speakers of text 1 and 2 uses persuasive style of writing. Persuasive writing is the style of writing whereby the writer convinces the reader to agree with a certain idea (Zindela, 2013, 2). The last speaker in text one says “There’s no such thing, unfortunately anymore, of facts. The speaker

Day 1 T- Class! S- Yes! T- Today we are going to talk about finding the main idea and key details in expository text. Which means, we will read factual information or articles and discuss what the information is mainly about. Students will be asked to tell me what main idea is and what key details are. T- Yes, the main idea is what the text is mainly about. For instance, if we read an article about how fast gazelles run, the main idea would not be gazelles, that is the topic, the main idea

I have learned from her prose style how to approach expository writing in a manner that is not cold and disconnected from the “human-side” of the story. By interjecting one’s self into their process, such as Skloot has, I see the benefits of not only creating credibility for ones work but also illuminating the

when it came to teaching writing. I came into this semester apprehensive about teaching writing. But after all my experiences, I feel like I much educated teacher and more knowledgeable about writing. I became more knowledgeable about the standards required for writing, what common core wants to achieve, how to properly assess a student’s writing and how to teach language and writing conventions Throughout this semester one of the big themes we learned is what makes writing instruction effective.

(reading and writing), I will be answering the application questions through the two lenses of reading and writing. First, I will discuss how I will incorporate more student voice and choice through writing. To help me design this aspect of this class, I read Project-Based Writing by Liz Prather, which gave me a variety of resources and ideas. The reason why I chose this instructional method for writing in my RISE class proposal is the use of student choice and voice throughout the writing process.

Reading and writing reflection Reading and writing has had one of the greatest roles in my life,and has made me the person I am today.If I was not able to read or write,my life would be very difficult,school would be very Challenging ,and I would not be able to figure out anything out by myself and for myself. Although I love to read and write,writing not as much,I find some parts very difficult to fully understand.Fully analyzing the text is something i always have trouble with. When I am asked

We know how to find the central idea of a text. Now, how do we find the evidence that helps support the central idea? We look in the text for it. We look for the details that support the central idea and are significant to the text. Readers also should look for evidence to support inferences and generalizations, but first one must understand the structure of nonfiction. Today's lesson objective is: students will be able to use evidence from a text to determine what the text says explicitly. Take

Summary of Alan Burdick’s Articles and Progression Alan Burdick, a staff writer for The New Yorker. His focus is on mainly on writing about scientific discoveries and information. Of the eight articles analyzed, seven of the eight contained a large portion of scientific information. Burdick’s articles all had the general public as the audience and majority of the articles analyzed had scientific groups included in the article’s intended audience. This audience group was achieved by creating a balance

abilities and skills in English essay writing, and now at the end of this course, I have gained many new skills along with valuable experiences of learning. My essay writing skill has been improved in several ways. Through the class contents, I have learned how to think critically about the six core elements including analysis, inference, explanation, evaluation, self regulation, and interpretation before I actually begin any writing. I also learned how to write expository paragraphs or essays while I have

Study: Teaching reading and summary writing Grade/Level: Middle school Instructional Setting: 18 students (African-American) Reading and summary writing The learning environment is the classroom Groups of two students and later on individual work STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): The learners should demonstrate fluency in reading and writing, in-depth understanding of class activities, and sophistication of writing skills. Standards to be achieved