“Fill your paper with the breathings of your heart.

”
William Wordsworth

General Guidelines

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Expository (Informative) Essay

It is very IMPORTANT to write an eye-catching title

Expository essays require that the writer give information, explain the topic or define
something. To accomplish that, they are best developed by the use of facts and statistical
information, cause and effect relationships, or examples.

Since they are factual, they are written without emotion and usually written in the third
person. That means that the use of the pronoun "I" is not usually found within the essay.

Such essays are highly formal.

Expository essays also have a distinct format:

• The thesis statement must be defined and narrow enough to be supported within the
essay.
• Each supporting paragraph must have a distinct controlling topic and all other sentences
must factually relate directly to it. The transition words or phrases are important as they
help the reader follow along and reinforce the logic.
• Finally, the conclusion paragraph should originally restate the thesis and the main
supporting ideas. Finish with the statement that reinforces your position in a
meaningful and memorable way.
• Never introduce new material in the conclusion.

Narrative Essay

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 It is very IMPORTANT to write an eye-catching title

When you write a narrative essay, you are telling a story. Narrative essays are told from a
defined point of view, often the author's, so there is feeling as well as specific and often
sensory details provided to get the reader involved in the elements and sequence of the
story.

The verbs are vivid and precise.

The narrative essay makes a point, and that point is often defined in the opening sentence,
but can also be found as the last sentence in the opening paragraph. (For test taking
purposes, it can be wise to put if first so that the person grading does not miss it.

Since a narrative relies on personal experiences, it is often in the form of a story. When the
writer uses this technique, he or she must be sure to include all the conventions of
storytelling: plot, character, setting, climax, and ending. It is usually filled with details that
are carefully selected to explain, support, or embellish the story. All of the details relate to
the main point the writer is attempting to make.

To summarize, the narrative essay

• is told from a particular point of view;

• makes and supports a point;
• is filled with precise detail;
• uses vivid verbs and modifiers;
• uses conflict and sequence as does any story; may use dialogue.

Persuasive (Opinion) Essay

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 It is very IMPORTANT to write an eye-catching title

Persuasive writing attempts to convince the reader that the point of view or course of
action recommended by the writer is valid. To accomplish this, the writer must develop a
limited topic which is well defined and debatable, and has more than one side.

It is important that the author understand other sides of the position so that the strongest
information to counter the others can be presented.

In the essay, only one side of the issue is presented.

Persuasive essays are highly formal.

Like all kinds of five paragraph essays, there is a specific format to be followed:

• The topic sentence cannot be a fact as facts cannot be debated. It should be a

statement of position. That position must be clear and direct. This statement directs
the readers to follow along with your logic towards the specific stated conclusion that
you want them to support. Do not make it personal so do not use personal pronouns.
Make it definitive.
• In the same introductory paragraph, state the three best reasons that you have to
support your position as the remainder of the opening paragraph. These reasons
become the topics of each of the three supporting paragraphs. Again, be sure they
are able to be supported with additional separate facts.
• In the body of the essay, use specific evidence, examples, and statistics and not
broad generalizations or personal opinions to persuade the reader that the stated
position is a valid one. Each topic sentence for the support paragraphs has been
introduced in the beginning paragraph. Each additional sentence must closely relate
to the topic and the sentence that came before it. This way, the logic of the argument
is easy to follow.
• Be sure to use adequate transitions (linking words) between paragraphs as they make
it easy for the reader to follow the logic of the presentation.
• As you close the essay, it is most important to clearly redefine the topic and restate
the most compelling evidence cited in original form. Remember, this is the last
chance to remind the reader and convince them to accept your position.
• Do not introduce new material in the conclusion.

Plan/ Persuasive (Opinion) Essay/ Article

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 Introduction

Paragraph 1

State the topic, your clear opinion and the three best reasons you will use to support it.

BODY

Paragraph 2

Viewpoint 1 and justification (reason, example, statistics, etc.)

Paragraph 3

Viewpoint 2 and justification (reason, example, statistics, etc.)

Paragraph 4

Viewpoint 3 and justification (reason, example, statistics, etc.)

Conclusion

Paragraph 5

Summarize/ restate your opinion

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 Specific Guidelines

LETTERS

 LAYOUT

FORMAL letter when you know the name of the recipient FORMAL letter when you DO NOT know the name of
the recipient

P.O. Box 22334

3 Swan St., Your
Your Address Brighton Address Brighton
James Parry, 2nd February, England
2007
Date The Manager, Date 7th February,
Personal Manager 2007
Sun Company, Recipient’s address The ABC Hotel,
46 Church St.,
12 rue des paquis, Recipient’s address
London
Geneva
Switzerland
Dear Mr. Parry,
Dear Sir/ Madam,

Yours sincerely,
Claire Simons
Yours faithfully,
Claire Simons Alson Tolley
Alson Tolley

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SEMI-FORMAL letter showing respect for the recipient with INFORMAL LETTER
whom you are on friendly terms:
37 Park Road
Your Address Your Address

5 Hill St., Bristol

Glasgow, England

Date
7th February, Date

2007 07.07.2007

Dear Mr./ Mrs. Smith, Dear George,

Love/ Regards/ Best wishes/ Yours, Love/ Regards/ Best wishes/ Yours,
Sue Sue

 TYPES of Letters

A) Letter of Request

Written in both formal and informal styles. It is usually written to ask for permission,
help, information, etc.

Useful language for letters of request:

*To begin
1. I am writing to ask if you would be so kind/ generous to…
2. I am writing to request your assistance concerning the matter…
3. I wonder if you could possibly/ if it would be possible for you to… 4. I would greatly
appreciate it if you could….
5. I am writing to enquire/ ask if/ whether you could possibly inform/ tell me….

*To end
1. I hope that my request will not inconvenience you much.
2. I look forward to hearing from you/ receiving your reply as soon as possible.
3. Thank(ing) you in anticipation of your/ in advance for your kind cooperation.

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 Paragraph Plan

Paragraph 1 Opening remarks and reason(s) for writing

Paragraphs 2 & 3 Explain reason(s) for making the request

Paragraph 4 State expected result(s) or consequences

Paragraph 5 Closing remarks

B) Letters Giving Information

• Written in both formal and informal styles.

• They are written to give information, usually when this has been requested by someone
else. They may also provide suggestions, give an opinion, etc.

• Useful language for letters giving information

*To begin
1. I am writing to inform you that/ let you know that…..
2. I regret/ am delighted/ would like/ feel obliged to inform you….
3. I am writing in response to/ in reply to/ with regard to/ in connection with your letter
requesting information/ your enquiry about…..

*To end
1. I hope that this information will be of some assistance.
2. I look forward to being able to help you again in the future.
3. I hope/ trust that I have been able to answer all of your questions.
4. I would be pleased to provide you with any additional information.
5. Please write back and tell me your news.

Paragraph Plan

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 Paragraph 1 Opening remarks and reason(s) for writing

Paragraph 2 Give the required information

Paragraphs 3 & 4 Provide more explanations/ suggestions/ opinions as stated

in the task instructions (the question itself)

Paragraph 4 Closing remarks

C) Letters of Complaint
• Usually written in a FORMAL STYLE.
• They are written to complain about a problem that has arisen (e.g. faulty merchandise,
rude staff, inaccurate information, etc). It should explain the reasons for the complaint,
and usually includes a suggestion/ request/ demand concerning what should be done
(e.g. refund/ compensations, etc).
• Mild or strong language can be sued depending on the writer’s feelings and the
seriousness of the complaint, but abusive language must never be used.

Useful language for letters of complaint

*To begin
MILD Language
1. I am writing to complain about/ draw your attention to (the problem of)…
2. I am writing to express my disappointment/ dissatisfaction with…
STRONG Language
1. I am writing to express my annoyance/ extreme dissatisfaction with/ anger at/ protest
about….
2. I regret to/ feel I must inform you how appalled/ shocked I was…..

*To end
MILD Language
1. I hope/ trust this matter will be dealt with/ resolved as soon as possible.
2. I hope this matter will receive your immediate attention.
3. I feel that you should…/ I am entitled to compensation/ a refund/ a replacement.
STRONG Language

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1. I demand a full, written apology or I will be forced to take legal action.
2. I must insist on…/ insist that/ demand…/warn you that….
3. Unless this matter is resolved,…/Unless satisfactory compensation is offered,……

Paragraph Plan

Paragraph 1 Opening remarks and reason(s) for writing

Paragraphs 2 & 3 State complaint(s) with justification OR further explanation/

example, etc.

Paragraph 4 Suggest what should be done

Paragraph 5 Closing remarks

D) Letters of Apology
• Written in both formal and informal styles.
• They are usually written to reply to a letter of complaint. The purpose of writing them
is to explain the reason(s) for the problems stated in the letter of complaint and to
ensure that the situation will be resolved/ improved. You may also offer some form of
compensation.

Useful language for letters giving information *Opening remarks

1. I am writing to apologize for…/offer my apologies for…
2. Please accept my/ our sincere/ profuse apologies for the…

*To introduce new points

1. With regard to/ As regards…
2. As far as…is/are concerned…
3. Firstly/ Secondly/ Finally…

*To emphasize what you say

Clearly/ Obviously/ Needless to say…

*To make amendments

1. Please allow me to offer/ suggest……as compensation for…
2. I insist on…..to make up for your loss/inconvenience, etc.

*Closing remarks
1. Once again, my/our sincerest apologies for the inconvenience caused.
2. I hope that you will accept my apologies/ that my apologies will be accepted.

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3. I hope that you can forgive/ overlook this regrettable error.

Paragraph Plan

Paragraph 1 Opening remarks and reason(s) for writing (i.e. apologize)

Paragraphs 2 & 3 Give explanations

Paragraph 4 Suggest what should be done (compensation, for example)

Paragraph 5 Closing remarks

E) Letters Giving Advice

• Written in both formal and informal styles.

• They are written to give some advice, usually when someone else has requested this.
They may also provide suggestions, give an opinion, etc.

Useful language for letters giving advice

1. If I were you, I would….

2. I think you must/ ought to/ should/ have to/ need…..
3. Why don’t you………?
4. You’d better……..

Paragraph Plan

Paragraph 1 Opening remarks and reason(s) for writing

Paragraph 2 Give the required advice

Paragraphs 3 & 4 Provide more explanations/ suggestions/ opinions, etc.

Paragraph 5 Closing remarks

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F) Letters to the Editor

• Usually written in FORMAL style.

• They are written to express a point of view and list the arguments supporting this
opinion and reject those against it. They may end by restating your opinion or by
offering suggestions for action.
• Such letters are almost similar to opinion essays BUT in the format of a letter.

Useful language for letters to the Editor

*To begin
1. I am writing to express my approval of/ support for….
2. I am writing to express my deep dissatisfaction with/ disapproval of…
3. I thoroughly approve of…
4. I cannot agree with… 5. I do not believe that….
6. I strongly disagree with/ I would like to protest about…

*To end
1. There is no doubt that the…….
2. It would certainly be better if…..

Paragraph Plan

Paragraph 1 Opening remarks, reason(s) for writing (State the problem and
whether you approve or disapprove)

Paragraph 2 Give arguments in favour of your opinion and reject

Paragraph 3 Refute counter arguments

Paragraph 4 Provide a solution to solve the problem

Paragraph 5 Closing remarks

G) Letters of Application

• Usually written in a FORMAL STYLE.

• They are written to apply for a job or a course.

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 Useful language

A) Applying for a JOB

*To begin
1. I am writing to apply for the post/ position of….as advertised in yesterdays’…
2. I am writing in connection with/ with regard to the vacancy in your Sales Department
as advertised in The Times on the 14th October.
*Experience/ Qualifications
1. I am currently/ At present I am employed/ working as….
2. During this time, I held the position of …/was responsible for….
3. I have received training in…..
4. My qualifications include…/I am presently studying/ attending a course…
5. I am due to take my final examinations in June….
6. I was awarded a degree/ certificate/ I have/ hold a diploma…
*To end
1. I enclose/ Please find attached my references from/ my C.V…
2. I would appreciate a reply at your earliest convenience/ as soon as possible.
3. I would be available for an interview at any time/ until the end of… 4. I would be pleased
to supply you with any further information/ details.
5. Please contact me should you have any further queries.

Paragraph Plan

Paragraph 1 Opening remarks and reason(s) for writing (Name of post and
how you knew about it)

Paragraph 2 Education and qualifications

Paragraph 3 Work experience, present position & any courses taken

Paragraph 4 Personal qualities and suitability for the post

Paragraph 5 Closing remarks

B) Applying for a COURSE

*To begin
1. I am writing to apply for admission to the course in….

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2. I would like to be considered for a place on the course in…

*To end
1. I enclose further details of my education/ qualifications to date.
2. Please find enclosed a copy of my degree/ diploma, etc.
3. I hope that you will consider me for entry/ admission to….

TO CONCLUDE, WHEN WRITING ABOUT LETTERS IN GENERAL, DO NOT FORGET TO:

 decide whether the letter is FORMAL or INFORMAL, and include the appropriate
LAYOUT for the letter in hand;

 start any letter with [Dear + first name of a friend] if it is an informal letter and end it
with an appropriate ending, like Yours, Love, Best wishes, etc depending on the nature
of the relationship between you and the recipient;

 start the letter with (Dear Mr., Mrs. +family name) if it is a FORMAL letter and you
KNOW the name of the person you are writing the letter to. In this case, you end it with
Yours sincerely, sign and then write your FULL NAME;

 start with (Dear Sir/ Madam/ Sirs) if it is a FORMAL letter and you DO NOT KNOW the
name of the recipient. In this case, you end it with Yours faithfully, sign and then write
your FULL NAME;

 paragraph your letter properly according to the plans given above;

 do not use slang or acronyms when writing informal letters.

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Writing a Speech

• The nature of the occasion (question in your case) will obviously have a great bearing
on your speech. The occasion will dictate not only the content of your speech, but also
the duration, the tone, and the expectations of your audience. For example, humour
may be inappropriate during a business presentation or a eulogy, while it may be
welcome during a wedding speech, or a sports event. Whatever the occasion, your
speech must always use appropriate rhetorical devices like repetition, assonance,
alliteration, etc... and should include anecdotes where appropriate.
• If you are familiar with your audience, for example if the occasion is a large family
gathering, then your speech should acknowledge and build upon your existing intimacy
with your audience. The use of names and personal details of members of your audience
can help to engage your listeners.
• If the speech is directed at an unfamiliar audience then an early goal of your speech
must be to build a degree of trust with the listeners.
• You must know who your audience is in order to best decide how to affect your message
upon them.
• By setting out a few clear goals before you start writing your speech, you will be better
equipped to judge the progress and success of your speech prior to its public airing.
• By setting clear goals, you will be better positioned to judge the likely success of your
speech.
• Most good writing, we are told over and over again, must have structure. A good speech
is no exception. By providing your speech with a beginning, a middle, and an end, you
will have laid the foundations for a successful speech that fulfils all of your aspirations.
We will now cover each of those areas:

OPENING
 The first thirty seconds of your speech (introduction) are probably the most
important. In that period of time you must grab the attention of the audience, and
engage their interest in what you have to say in your speech. This can be achieved
in several ways. For example, you could raise a thought-provoking question, make

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 an interesting or controversial statement, recite a relevant quotation or even
recount a joke.
 Once you have won the attention of the audience, your speech should move
seamlessly to the middle of your speech.

BODY

 The body of your speech will always be the largest part. At this point, your audience
will have been introduced to you and the subject of your speech (as set out in your
opening) and will hopefully be ready to hear your arguments, your musings or on
the subject of your speech.
 The best way to set out the body of your speech is by formulating a series of points
that you would like to raise.
 The points should be organized so that related points follow one another so that
each point builds upon the previous one. This will also give your speech a more
logical progression, and make the job of the listener a far easier one.
 Don't try to overwhelm your audience with countless points. It is better to have
fewer points that you make well than to have too many points, none of which are
made satisfactorily.

CONCLUSION

Like your opening, the closing of your speech must contain some of your strongest material.

You should view the closing of your speech as an opportunity. It is an opportunity to:

o summarize the main points of your speech; o provide some

further food for thought for your listeners; o leave your
audience with positive memories of your speech; o choose the
final thought/emotion.

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Writing a Set of Instructions and/ or Guidelines
It is very IMPORTANT to write an eye-catching title

 Start with an introductory paragraph about what you are going to give
instructions/ guidelines about;
 Remember to include bullets/ numbers and subtitles/ headings;  Remember
to explain a little where explanation is required.

The tips below are helpful:

• Work out the right (chronological) order for your instructions/ guidelines;
• Keep your sentences short and simple;
• Number your instructions/ guidelines;
• Use command verbs;
• Use the present or sometimes the future tense;
• Present your writing clearly;
• Introduce each piece of information on a separate line; Link information, using
sequence words:
(first, second, then, next, as soon as, after that, until, finally, …, etc.)
Provide a short conclusion.

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Writing a Brochure/ Pamphlet/ Leaflet
It is very IMPORTANT to write an eye-catching title

Before you start writing your brochure/ pamphlet/ leaflet, ask yourself these questions.

The Basics

What do you hope to accomplish with your brochure?

Who is your audience?

Why do you expect this audience to be interested in your message?

How do you hope your audience will respond to your message?

What are your audience’s needs?

Getting Started

Try to develop some type of outline for your brochure.

How do you want it to begin?

How might it be divided into manageable sections to break up copy?

How do you want it to end?

Who in your organization should be interviewed for the project?

Are there any clients who should be interviewed?

Who should be involved in guiding the development of the brochure?

Who has final sign off on the copy?

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Remember

 Brochures, Leaflets and Pamphlets are aimed at a clear audience. As a writer of

these texts, you cannot afford to waffle because you have not much space;
 The Layout should be clear and eye-catching to take readers straight to important
information;
 Include bullets, numbers and subtitles/ headings & subheadings;
 Target your audience directly, referring to them as “YOU”;
 Use simple, straightforward language so that information is easy to understand;
 Always remember that a brochure and a pamphlet are longer than a leaflet;
therefore, they include more information and explanation;  Include contact
information.

Writing a Book Review

What is a review?

 A review is a critical evaluation of a text, event, object, or phenomenon. Reviews

can consider books, articles, entire genres or fields of literature, architecture, art,
fashion, restaurants, policies, exhibitions, performances, and many other forms.

 Above all, a review makes an argument. The most important element of a review is
that it is a commentary, not merely a summary. It allows you to enter into dialogue
and discussion with the work's creator and with other audiences. You can offer
agreement or disagreement. You should clearly state your opinion of the work in
question, and that statement will probably resemble other types of academic
writing, with a thesis statement, supporting body paragraphs, and a conclusion.
 Reviews need to be succinct (concise). While they vary in tone, subject, and style,
they share some common features:
 First, a review gives the reader a concise summary of the content. This includes a
relevant description of the topic as well as its overall perspective, argument, or
purpose.
 Second, and more importantly, a review offers a critical assessment of the content.
This involves your reactions to the work under review: what strikes you as
noteworthy, whether or not it was effective or persuasive, and how it enhanced
your understanding of the issues at hand.

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  Finally, in addition to analyzing the work, a review often suggests whether or not
the audience would appreciate it.

Developing an assessment

Before you write

 Writing a review is a two-step process: developing an argument about the work

under consideration, and making that argument as you write organized and
wellsupported.
 What follows is a series of questions to focus your thinking as you dig into the work
in hand. While the questions specifically consider book reviews, you can easily
transpose them to an analysis of performances, exhibitions, and other review
subjects. Don't feel obligated to address each of the questions; some will be more
relevant than others to the book in question.
 What is the thesis-or main argument-of the book? If the author wanted you to get
one idea from the book, what would it be? How does it compare or contrast to the
world you know? What has the book accomplished?
 What exactly is the subject or topic of the book? Does the author cover the subject
adequately? Does the author cover all aspects of the subject in a balanced fashion?
What is the approach to the subject (topical, analytical, chronological, descriptive)?
 How does the author support his/ her argument? What evidence does s/he use to
prove his/ her point? Do you find that evidence convincing? Why or why not?
 How does the author structure his/ her argument? What are the parts that make up
the whole? Does the argument make sense? Does it persuade you? Why or why
not?
 How has this book helped you understand the subject? Would you recommend the
book to your reader?
 Beyond the internal workings of the book, you may also consider some information
about the author and the circumstances of the text's production:
 Who is the author? Nationality, political persuasion, training, intellectual interests,
personal history, and historical context may provide crucial details about how a
work takes shape. Does it matter, for example, that the biographer was the subject's
best friend? What difference would it make if the author participated in the events
she writes about?
 What is the book's genre? Out of what field does it emerge? Does it conform to or
depart from the conventions of its genre? These questions can provide a historical
or literary standard on which to base your evaluations. If you are reviewing the first
book ever written on the subject, it will be important for your readers to know. Keep

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 in mind, though, that naming "firsts"-alongside naming "bests" and "onlys"-can be
a risky business unless you're absolutely certain.

Writing the review

Introduction
In general, you should include:

• The name of the author and the book title and the main theme.
• Relevant details about who the author is and where he/she stands in the genre or field
of inquiry. You could also link the title to the subject to show how the title explains the
subject matter.
• The context of the book and/or your review. Placing your review in a framework that
makes sense to your audience alerts readers to your "take" on the book.
• The thesis of the book. If you are reviewing fiction, this may be difficult since novels,
plays, and short stories rarely have explicit arguments. But identifying the book's
particular novelty, angle, or originality allows you to show what specific contribution
the piece is trying to make.
• Your thesis about the book.
Summary of Content

• This should be brief, as analysis takes priority. In the course of making your assessment,
you'll hopefully be backing up your assertions with concrete evidence from the book,
so some summary will be dispersed throughout other parts of the review.
• The necessary amount of summary also depends on your audience. However, DO NOT
SPOIL THE BOOK FOR THOSE WHO HAVE NOT READ IT. DO NOT INCLUDE SPEIFIC
IMPORTANT DETAILS OR THE ENDING. Analysis and Evaluation of the Book
• Your analysis and evaluation should be organized into paragraphs that deal with single
aspects of your argument. This arrangement can be challenging when your purpose is
to consider the book as a whole, but it can help you differentiate elements of your
criticism and pair assertions with evidence more clearly.
• You do not necessarily need to work chronologically through the book as you discuss it.
Given the argument you want to make, you can organize your paragraphs more usefully
by themes, methods, or other elements of the book.
• If you find it useful to include comparisons to other books, keep them brief so that the
book under review remains in the spotlight.

Conclusion

• Sum up or restate your thesis or make the final judgment regarding the book. You
should not introduce new evidence for your argument in the conclusion. You can,

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 however, introduce new ideas that go beyond the book if they extend the logic of your
own thesis.
• This paragraph needs to balance the book's strengths and weaknesses in order to unify
your evaluation. Did the body of your review have three negative paragraphs and one
favourable one? What do they all add up to?

Finally, a few general considerations:

• Review the book in front of you, not the book you wish the author had written. You can
and should point out shortcomings or failures, but don't criticize the book for not being
something it was never intended to be.
• With any luck, the author of the book worked hard to find the right words to express
his/ her ideas. You should attempt to do the same. Precise language allows you to
control the tone of your review.
• Never hesitate to challenge an assumption, approach, or argument.
• Try to present a balanced argument about the value of the book for its audience. You're
entitled-and sometimes obligated-to voice strong agreement or disagreement. But
keep in mind that a bad book takes as long to write as a good one, and every author
deserves fair treatment. Harsh judgments are difficult to prove and can give readers the
sense that you were unfair in your assessment.
• Because this handout has focused on evaluating books, you'll want to think about the
conventions of other forms when you review them. Lighting, cinematography,
costumes, and materials are just as important as characters, themes, and evidence
when you review plays, films, and art.

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Writing a Report
The report is a formal, informative piece of writing which outlines plans and/or suggestions
for a future course of action, and is submitted for approval by a bank manager, supervisor
at work, a business customer, relevant authorities, etc.

Useful Language

*To Begin
1. The purpose/ aim/ intention of this report is to outline/ present/ discuss the……..
2. This report is submitted in support of our request for approval of……………../ for
permission to……./ for a loan that allows us to…………..
3. This report contains the (relevant) information/ details of/ concerning…………which
you requested/ asked for.
4. This report contains details of/ outlines our plans/ intentions concerning.

*To End:
1. To sum up/ To conclude/ In conclusion, our intension is…………..
2. The advantage(s) of the approach proposed would be that…..
3. I feel certain/ believe that the course of action proposed above will
achieve…………/meet with success/ answer the needs of the company.
4. I hope/trust that the plan/scheme outlined/ presented in this report meets your
approval/ will receive your serious consideration.

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Paragraph Plan

To: …………………
From: ………………
Subject: ……………… Date:
………………….

Introduction
Paragraph 1: Purpose and content of your proposal

Main Body
Paragraphs 2, 3,4, …: Present each aspect under separate subheadings

Conclusion
General assessment/ conclusion/ opinion

Writing a Witness Statement

• It is usually written using a FORMAL style.
• It describes a situation or a scene that the writer witnessed him/herself.

Remember

1. Avoid presenting your statement in the form of a narrative or story;

2. Focus on what happened not what you felt or did;
3. Use linking words to present events in their right chronological order;
4. Use impersonal language: you can use the pronoun (I) only in the first and last
paragraphs. Paragraph Plan

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Paragraph 1 Mention the event witnessed, where & when it happened and the
people involved.

Paragraphs 2 & 3 Give a detailed description of the people involved and

what they did

Paragraph 4 What happened and how complicated things got

Paragraph 5 Consequences or outcomes

Writing a News Report

Remember

1. It is highly FORMAL;
2. No personal opinions or feelings should be expressed;
3. Passive voice, Reported or Direct speech (when quoting people’s exact words) are
usually used.

Paragraph Plan

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Paragraph 1 Summary of event – what/who/where/when/how/why

Paragraphs 2 & 3 Detailed account/ description of events and people involved

Paragraph 4 Causes and/or results

Paragraph 5 Reference to future developments/ comments/reactions

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