Modul Essay Writing Puji Astuti - Prihatin Puji Astuti

Essay Writing
MEETING 1
INTRODUCTION:
PROCESS OF WRITING
A. OBJECTIVES
This chapter learns about the process of writing paragraph or essay. By the
end of this session the students will be able to define the process of writing
paragraph or essay.
B. DESCRIPTION
C. Learning Objective 1.1:
Process of writing
When we write, we do more than just put words together to make

sentences. Good writers go through several steps to produce a piece of
writing.
There are six steps of writing process:
A. Pre writing
1. Step one: Choose a topic
Before you write, your teacher gives you a specific assignment or
some ideas of what to write about. If not choose your own topic
yourself
2. Step two : Gather the ideas
When you have a topic, think about what you want to write about
the topic.
3. Step three : organize
Decide which ideas you want to use and where you want to use
them. Choose which ideas to talk about first, which to talk about
next, and which to talk about last.
B. Drafting
4. Step four : Write
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Write your paragraph from start to finish, use your notes about your
notes and organization.
C. Reviewing and revising
5. Step five: Review the structure and content
Check what you have written. Read your writing silently to
yourself or aloud, perhaps to a friend. Look for places where you
can add information, and check to see if you have any unnecessary
information. Ask a classmate to exchange papers with you. Your
classmate reads your paper, and you read his or hers. Getting a
reader’s opinion is a good way to know if your writing is clear and
effective. Learning to give opinions about other people’s writing
helps you to improve your own. You may want to go on to step six
now and revise the structure and content of your paper before you
proofread it.
D. Rewriting
6. Step six: Revise structure and content
Use your ideas from step five to re write your text, making
improvements to the structure and content. You might need to
explain something more clearly, or add more details. You may even
need to change your organization so that your paper is more logical.
Together, step five and six can be called editing. .
Proofread, Read your paper again. This time, check your spelling
and grammar and think about the words you have chosen to use.
Make final corrections. Check that you have corrected the errors
you discovered in steps five and six and make any other changes
you want to make. Now your text is finished.
D. COMPREHENSION QUESTIONS
Complete this chart
Step one: Choose…………………………………………….
Step two : Gather …………………………………………..
Step three: decide……………………………………………
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Drafting
Step four : Write……………………………………………..
Reviewing and revising
Step five: Check ………………………………………………….
Rewriting
Step six:
May need to:
Explain……………………………………………………….……
Add ……………………………………………………………….
Change ……………………………………………………………..
E. REFFERENCES
Zemach, Dorothy E & Lisa A, Rumisek. Academic Writing from
paragraph to essay. Macmillan
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Essay Writing
MEETING 2
THE STRUCTURE OF AN ESSAY
A. LEARNING OBJECTIVES
This chapter learns about the structure of an essay and its part which includes
introduction, body and conclusion. By the end of this session the students will be
able to :
1. identify the structure of an essay
2. identify the part of an essay
3. identify the format of an essay
B. MATERIAL DESCRIPTION
F. Learning Objective 1.1:
Structure of an essay
What is an essay?
An essay is a group of paragraphs written about a single topic and a central main
idea. It must have at least three paragraphs, but five-paragraph essay is a common
assignment for academic writing.
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G. Learning Objective 1.1:

Part of an essay
Essay consists of three parts:

The Introduction
The introduction opens the essay. It is a short paragraph – usually about three to
five sentences. In an argument essay, it usually describes or summarizes both sides
of the present situation and says what you are going to do in your essay.
The Body
The Body is the main part of the essay. In an argument essay, it is divided into two
or three paragraphs, giving your opinion and reasons. Each paragraph in the body
is between five and seven sentences long.
Conclusion
The Conclusion is the end of the essay. It is a short paragraph – about three
sentences. It often has the same idea as the Introduction, only in different words.
Some people think of the essay as a sandwich. The introduction and conclusion are
the bread, and the body is the filling in the center. If the introduction looks good,
people will carry on to the body. Hopefully, the conclusion will leave them with a
nice taste in their mouth.
H. Learning Objective 1.1:

Format of an Essay
How to format an essay

1. Use double spacing ( leave a blank line between each line of writing.
2. Leave 2.5 centimeters (1 inc) of spaces on the sides, and the top and the bottom of an
essay. This space is called margin.
3. If you type your essay, start the first line of each paragraph with five spaces (one tab) .
This is called indenting. If you write by hand, indent about 2 centimeters (3/4 inch).
Alternatively, paragraph can begin at the left hand margin with no indention. However,
you must then leave one line space between each paragraph.
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4. Put the title of your essay at the top of the first page in the centre.
The Format of an essay is as follow:

a. Type of indenting
TITLE
Ihe introduction xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
The main body xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Main body Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Conclusion xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
b. Type of margin
TITLE
Ihe introduction xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
The main body xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

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Main body Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Conclusion xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Label these parts of this essay: introduction, main body paragraphs and
conclusion.
Changing English: the African American influence
If you ask average Americans where their language comes from, they will
probably say ‘England.’ However, English vocabulary has also influenced by other
countries and groups of people. Some words are borrowed from other language, such
as typhoon, which originally came from the Chinese word, ‘ta-fung’, meaning ‘big
wind’. Skunk, the name of a smell, smelly, black-and-white animal, came to English
from a Native American Language. African American, too, have both contributed
new words to English and change the meanings of some existing words.
African Americans, many of whose ancestors were brought to the states as
slaves hundred years ago, have introduced a number words to English from
languages that they spoke in their native countries. The common English word OK
to mean ‘all right’. American heard the phrase and started using it. Today, almost
everyone in the world uses OK to mean ‘all right’. Another good example of a ‘new’
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word is the word jazz. African American musicians living in the united states began
playing jazz in the city of New Orleans, and they used the words jass or jazz to
describe the music and certain kinds of dancing. No one is sure where the word
originally came from, but as jazz music became more and more popular, the word
jazz became a common English word.
The meaning of words sometimes change over time. The word cool is a good
example. Cool has been used in English for a long time to describe a temperature
that is ‘not warm but also not too cold’ or to describe a person who is ‘calm or
unemotional’. However, an additional meaning was given to the word cool in the
past 100 ears. Just like the word jazz, African American musicians used the word
cool to describe the music they are playing. For them, cool meant ‘good’. As jazz
music and other forms of music played by African American became popular, more
and more people started to use word cool in conversation. Today, it is still a
commonly used word, especially by younger people, to mean ‘good’ or ‘great’. A
word with the opposite meaning of cool is square. Square is, of course, a shape,
but it also is used to describe a person who is not cool. This may be because a person
who is too old-fashioned an not flexible is like a shape with four straight sides and
four corners.
English owes some of its interesting and colorful vocabulary to African
Americans. Existing ethnic groups in United States as well as new immigrants will
surely continue to bring new words to English and give fresh meaning to existing
words. Who knows what the ‘cool’ words of tomorrow will be?
C. COMPREHENSION QUESTIONS
Look at the following passage. Rearrange them into the correct structure of an
essay.
#1
An increasing number of parents are deciding that home schooling is the best option
for their children. They are unhappy with the quality or depth of education offered
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in the schools, or have other reasons why they feel that traditional schools are not
suitable for their children. One reason is social factors. Parents worry that their
children will suffer from bullying or will be forced into antisocial behavior by peer
pressure. They believe that the good behavior they have taught the child will be lost
in school. Another reason is concern over the quality of schooling available. Schools
frequently have large classes. They are often under-funded, and staffed by teachers
without sufficient knowledge of their subjects. Subjects such as the family’s religion
or language may not even be available in the school. Other parents may disagree
with the aims of the school curriculum, preferring for academic, social or cultural
reasons to keep their children separate. Finally, some children with special needs
may need particular parental care.
#2
Overall, while many parents work hard to teach their children at home, conventional
schools are still the right choice for most children. Schools are not perfect, but they
seem to be a proven way of preparing our children for the real world.
#3
In most countries in the world, governments require children to attend schools in
which trained teachers are responsible for educating the children using an approved
curriculum. However a significant number of parents believe that it is much better
for their children to be educated at home by the people who know them and their
needs best. This essay will examine the question of home schooling and discuss
which the best option for the child is
#4
However, there are many arguments in favor of sending children to conventional
schools. The first is that the children will be exposed to other children. These
children may represent either a cross-section of society or a narrow group, but in
either case the children will interact with each other and develop social skills. A
second point is that the children will learn to function outside the family. They will
not be dependent on their parents for their educational, emotional and social needs.
A third point is that the children will find it easier to integrate when they finish
school, as they eventually will, when they start work or college.
Number 1 :_______________________________
Number 2 :_______________________________
Number 3 :_______________________________
Number 4 :_______________________________
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D. REFERENCES:
Zemach, E. Dorothy and Lisa E.l Rumisek. (2005). Academic Writing From
Paragraph to Essay. New York: Macmillan
Sandra scarry & John s. 2010. The Writer’s Workplace : Readings
Building college writing skills. Cengage Learning. Hostos Community
College City University of New York
http://www.writefix.com/
http://writingcenter.unc.edu/
http://lrs.ed.uiuc.edu
https://www.american.edu/ocl/asac/upload/Paragraph-Unity-and-Coherence.pdf
http://www2.latech.edu/~bmagee/removed/thesis.html
http://www.laflemm.com/reso/OutliningFill-InREVISED.pdf
http://aeo.sllf.qmul.ac.uk/Files/Introduction/Introduction.html
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MEETING 3
THESIS STATEMENT
This chapter studies about what a thesis statement is, the difference between thesis,
title and fact, choosing controlling idea ,and develop thesis statement. By the end
of this session the students will be able to :
1. identify what a thesis statement is
2. differentiate between thesis statement, fact, and title
3. choosing controling idea
4. develop thesis statement
I. Learning Objective 1.1:
What is Thesis Statement?
The thesis statement is the statement that tells the main idea of the whole essay. It
can be compared to a topic sentence which gives the main idea of a paragraph. It
usually comes at or near the end of introductory paragraph.
A thesis statement:
 tells the reader how you will interpret the significance of the subject matter
under discussion.
 is a road map for the paper; in other words, it tells the reader what to expect
from the rest of the paper.
 directly answers the question asked of you. A thesis is an interpretation of a
question or subject, not the subject itself. The subject, or topic, of an essay
might be World War II or Mobby Dick; a thesis must then offer a way to
understand the war or the novel.
 makes a claim that others might dispute.
 is usually a single sentence near the beginning of your paper (most often, at
the end of the first paragraph) that presents your argument to the reader. The
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rest of the paper, the body of the essay, gathers and organizes evidence that
will persuade the reader of the logic of your interpretation.
If your assignment asks you to take a position or develop a claim about a subject,
you may need to convey that position or claim in a thesis statement near the
beginning of your draft. The assignment may not explicitly state that you need a
thesis statement because your instructor may assume you will include one. When in
doubt, ask your instructor if the assignment requires a thesis statement. When an
assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate
cause and effect, or to take a stand on an issue, it is likely that you are being asked
to develop a thesis and to support it persuasively.
J. Learning Objective 1.2:

Difference between thesis statement, title ,and fact.
The thesis statement of an essay tells what the writer intends to prove, defend or
explain about the topic. It may show the writer’s viewpoint towards the topic or
show how the writer intends to treat the topic. We say that the thesis has controlling
idea. The most important sentence is usually placed at the end of the introductory
paragraph. When reviewing your first draft and its working thesis, ask yourself the
following:
 Do I answer the question? Re-reading the question prompt after

constructing a working thesis can help you fix an argument that misses the
focus of the question.
 Have I taken a position that others might challenge or oppose? If your
thesis simply states facts that no one would, or even could, disagree with, it’s
possible that you are simply providing a summary, rather than making an
argument.
 Is my thesis statement specific enough? Thesis statements that are too
vague often do not have a strong argument. If your thesis contains words like
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“good” or “successful,” see if you could be more specific: why is something

“good”; what specifically makes something “successful”?
 Does my thesis pass the “So what?” test? If a reader’s first response is
likely to be “So what?” then you need to clarify, to forge a relationship, or
to connect to a larger issue.
 Does my essay support my thesis specifically and without wandering? If
your thesis and the body of your essay do not seem to go together, one of
them has to change. It’s okay to change your working thesis to reflect things
you have figured out in the course of writing your paper. Remember, always
reassess and revise your writing as necessary.
 Does my thesis pass the “how and why?” test? If a reader’s first response
is “how?” or “why?” your thesis may be too open-ended and lack guidance
for the reader. See what you can add to give the reader a better take on your
position right from the beginning.
Sample thesis statement: All day kindergarten programs benefit children in

several important ways.
Do not confuse a thesis statement with title or a simple fact. A title is usually a
phrase, not a complete sentence.
Sample title: The Advantages of All- Day Kindergarten
A Fact is something known for certain. It can be varied. A fact does not suggest a
personal view point.
Sample fact: Very few kindergarten in the united states a full day of
Instruction.
Identify each of the following as a title (T), a thesis (TH), or a fact (F).
_______1. The personal interview is the most important step in the employment
process.
_______2. Looking for a job
_______3. Sixty percent of all jobs are obtained through newspaper
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advertisements.
_______4. The importance of learning a foreign language
_______5. In the 1970s, the number of students studying foreign languages
.
________6. Working a part-time job while going to school puts an enormous
strain on a person.
K. Learning Objective 1.3:

Choosing the controlling idea
The controlling idea is what you want to show or prove about your topic. It is your
point of view. A controlling idea must be something you can defend. Often this
controlling idea is expressed by an adjective such as beneficial, difficult, or unfair.
The writer who narrowed the scope of the topic swimming to either floating or
swimming two hours a week may have chosen the following italicized words as the
controlling ideas for an essay.
Topic: Swimming
Narrowed topic: Floating

Possible thesis statement: Learning to float at the age of twenty was a
terrifying experience.
Qualified topic: Swimming two hours a week

Possible thesis statement: Swimming two hours a week can dramatically
change a person’s health
Each of the following topics has been limited or qualified. In each case, provide
a possible controlling idea.
1. Dancing
limited topic: __________________________________________________________
controlling idea: ________________________________________________________
2. School
qualified topic: __________________________________________________________
controlling idea: _________________________________________________________
3. Transportation
limited topic: __________________________________________________________
controlling idea:________________________________________________________
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L. Learning Objective 1.4:

How to develop a thesis statement
A thesis is the result of a lengthy thinking process. Formulating a thesis is not the
first thing you do after reading an essay assignment. Before you develop an argument
on any topic, you have to collect and organize evidence, look for possible
relationships between known facts (such as surprising contrasts or similarities), and
think about the significance of these relationships. Once you do this thinking, you
will probably have a “working thesis” that presents a basic or main idea and an
argument that you think you can support with evidence. Both the argument and your
thesis are likely to need adjustment along the way.
Writers use all kinds of techniques to stimulate their thinking and to help them clarify
relationships or comprehend the broader significance of a topic and arrive at a thesis
statement. For more ideas on how to get started, see our handout on brainstorming.
One way to develop a thesis statement for an essay is to write opinions you have
about the topics. Begin, I think that........and complete the sentence with your
opinion. Then remove I think that...... and the remaining words make a possible
thesis statement.
Topic: diet/ food

I think that a vegetarian diet is one of the best ways to live a healthy life.
I think that government should restrict the use of chemicals in agriculture and food
production.
After you have written several opinion statements, choose the one that make best
thesis. Remember to decide if the sentence gives a clear opinion, states of facts or
presents two sides without a clear argument.
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Exercise 1
Recognizing a Thesis Statement. Identify each of the following as a title (T), a
thesis (TH), or a fact (F).
______1. It is estimated that two hundred grizzly bears live in Yellowstone
National Park.
______2. The survival of grizzly bears in our country should be a top priority.
______3. When bears are young cubs, there are twice as many males as females.
______4. Only about 60 percent of bear cubs survive the first few years of life.
______5. Bears, a precious natural resource
______6. The average life span of a bear today is only five or six years.
______7. The sad plight of the American grizzly bear
______8. Five actions need to be taken to save the grizzly bear from extinction.
______9. To save the grizzly bear, we need laws from Congress, the cooperation
of hunters and campers, and an educated general public.
______10. A decision to save the grizzly bear
Exercise 2
For each of the three general topics given, compose a thesis sentence by (a)
limiting or qualifying the general topic, (b) choosing a controlling idea that could
be supported.
1. General Topic: Community
a. limiting or qualifying the general topic:________________________
b. controlling idea : ___________________________________________
2. . General topic: Female vocalist
a. Limited or qualified topic: ____________________________________
b. Controlling idea: ____________________________________________
3. . General topic: Credit cards
a. Limited or qualified topic_____________________________________
b. Controlling idea: _________________________________________
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Exercise 3
For each of these topics, write two or three opinions you have, starting with I think
that. After you have written several opinions statements, choose the one that would
make the best thesis. Remember that the good thesis statement gives clear opinion
instead of states a fact or presents two sides without a clear argument.
a. Exercise
I think that ......................................................................................................................
..................................................................................................................................
..................................................................................................................................
b. The internet
I think that ........................................................................................................................
..................................................................................................................................
..................................................................................................................................
c. Music
I think that ......................................................................................................................
..................................................................................................................................
..................................................................................................................................
REFERENCES:
Sandra scarry & John s. 2010. The Writer’s Workplace : Readings Building
college writing skills. Cengage Learning. Hostos Community College City University
of New York
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MEETING 4
OUTLINING AN ESSAY
This chapter learns about the purpose of an essay and how to write an outline of an
essay. By the end of this session the students will be able to:
1. 1. define the outline of an essay
1.2. write an outline of an essay
M. Learning Objective 1.1:
What is Outlining an essay
An outline is a list of the information you will put in your essay. Outlining an essay
can be done in many different ways. You may have been taught to use Roman
numerals in a very strict, lettered and numbered format. That’s one way to outline,
and if it works well for you, that’s great. But if it doesn’t, there are other methods.
TIP: To use these methods of outlining effectively, first do some prewriting on your
topic and decide on your thesis statement.
An outline:
 begins with the essay’s thesis statement
 Show the organization of the essay
 Tells what the ideas you will discuss and shows which ideas will come first,
second, and so on
 Ends with the essay’s conclusion
N. Learning Objective 1.1:

How to write Outline of an essay
How to write an outline
Before writing an outline, you must go to the usual process of gathering ideas,
editing them, and deciding on a topic for your writing. Writing an outline can be a
very useful way of organizing ideas and seeing how they will work together.
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To show how the ideas work together, number them. To avoid confusion use several
different types of number and letters to show the organization of ideas. Use Roman
numerals (I,II,III,IV,V,VI etc.) for your essays main ideas. : your introduction and
thesis statement, your main body paragraphs, and your conclusion. Write all of these
first, before going into more detail anywhere.
I. Introduction
II. First mind idea
III. Second Main idea
IV. Third Main Idea
V. Conclusion
Next, fill in more information for the paragraph in the main body by using Capital
Roman letters (A, B, C, etc) Use one letter for each supporting ideas in your main
body paragraph. Complete this information for each paragraph in the main body
before going into more detail. Finally use Arabic numerals ( 1,2,3, etc) to give detail
of your supporting points, and some points will have several. It is not important to
have the same number of details for every supporting points.
I. Introduction
II. First main idea
A. First supporting point
1. first detail
2. second detail
B. Second supporting point
1. First detail
2. Second detail
III. Second main idea
A. First supporting point
1. Second detail
2. Third detail
B. Second supporting point
Etc………..
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The following is the example of an outline.
Don’t Support Nuclear Energy

I. Nuclear power is not good energy source for the world
II. Very expensive
A. Nuclear fuel is expensive
B. Nuclear power stations are expensive to build and operate.
1. Cost of construction
2. cost of training workers
3. Cost of safety features.
III. Nuclear materials are not safe.
A. Nuclear fuel are dangerous
1. Mining fuels produces radioactive gas
2. Working with radioactive fuels can harm workers
B. Nuclear waste product are dangerous
1. very radioactive
2. difficult to dispose of or store safely
IV. There is general possibility of accidents
A. Nuclear power station can fail
1. Three Mile Island, USA (1979)
2. Tarapur, India (1992)
3. Darlington, Canada (1992)
C. Natural disaster can occur
1. Earthquake: Kozloduy, Bulgaria (1977)
2. Tornado: Morura, The pacific (1981)
V. Because of cost and danger, the world should develop different types of energy
replace nuclear power.
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B. COMPREHENSION QUESTIONS
1. Label each statements T for thesis statement, M for main idea, S for
supporting points, or C for conclusion.
Title : The benefit of Yoga
a. ............Develop clear thinking i. ........... Develop self-confidence
b. ............Physical benefit j. ......... Doing Yoga Regularly can be good
c. ............Improves concentration for your mind, your body, and
d. ......... Reduces fear, anger and worry your emotion.
e. ........... Mental benefit k. ...........Makes you strong and flexible
f. ............ Improves blood circulation l .............Therefore, to build mental,
g. ........... Improves digestion physical, and emotional health,
h. .......... Help you feel calm and peaceful consider doing yoga.
m ............Emotional Benefit
2. Arrange the ideas of the the exercise above into an outline. Compare your finished
outline with a partner.
THE BENEFIT OF YOGA
I. ..................................................................................................................................
II ................................................................................................................................
A. ................................................................................................................................
B. ................................................................................................................................
III. ................................................................................................................................
A. ................................................................................................................................
B. ................................................................................................................................
C. ................................................................................................................................
IV. ................................................................................................................................
A. ................................................................................................................................
B. ................................................................................................................................
C. ................................................................................................................................
V. ................................................................................................................................
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3. Write an essay based on the outline above.
D. REFERENCE:
Books:
Paragraph toEssay. New York: Macmillan
of New York
Link:
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MEETING 5
HOW TO WRITE INTRODUCTORY OF AN ESSAY
A. OBJECTIVES
This chapter learns about how to write an introduction of an essay. By the of this
session the student will be able to:
1. identify the purpose of introductory paragraph
2. identify common types of types of introductory paragraph
3. write introductory paragraph of an essay
O. Learning Objective 1.1:
Purpose of introductory paragraph of an essay
What is an introduction?
The first paragraph of an essay is called introduction. The introduction.....
 Is usually five to ten sentences
 Catches the reader interest
 Gives the general topic of an essay
 Gives background information about the topic
 States the main point (the thesis statement ) of an essay.
The introduction is often organized by giving the most general ideas first and then
leading to the most specific idea which is the thesis statement.
General idea
Specific idea
Thesis statement
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P. Learning Objective 1.2:

Common types of introductory pattern
How to make an introduction interesting

To make an introductory paragraph interesting for the reader, you can use one of
the following pattern:
1. Interesting facts or statistics
2. A personal story or experience
3. An interesting quotation
Read the introductory paragraph bellow, underline the thesis statement.

Circle the topic and draw another line under the main idea in each thesis
statement. Then identify the pattern of the following introductory
paragraph:
1 Introductory pattern:……………………………..
Before I traveled to UK last year, I thought that British food was just fish and
chips, roast beef, apple pie, rice pudding and endless cups of tea. This food are
popular in Britain, but during my travels, i discovered that there is so much more to
eating in the UK. People from all over the world have made their home in Britain,
and they have brought with them their own food. Even in small towns, you can find
Chinese, Indian and Italian restaurants, among others. The UK can be divided into
different regions that each has its own characteristic foods influenced by the culture
of the people who live there.
2. Introductory pattern: …………………………………………..
Everybody knows the koala, that sweet Australian animal that resembles a teddy
bear. Although koalas look like toys, their are actually strong climbers and spend
their days in the treetops. Mother Koalas carry their babies around from tree to tree
in a pouch, or pocket, on their stomach, Although there are now a protected species
of animal. As a result of human population growth, deforestation and hunting, the
number of koalas declined.
3. Introductory pattern: …………………………………………………………….
Taoism is an ancient philosophy from Asia that places great importance on the
natural world. Taoists believe that spirit can be found in every person or thing,
living or non living thing. For the Taoist, even a mountain or a stone contains
spirit. Lao Tsa, Taoist writer and philosopher said “ People follow earth. Earth
follows heaven. Heaven follows the Tao. The Tao follows what is natural”. For
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thousand of years in china and other Asian countries, gardens have been an important
way to create a place where people can feel the spirit of the natural world. Creating
a Taoist garden is an art. No two Taoist gardens are exactly alike, but all Taoist
gardens include for essential elements : water, mountains, buildings and bridges.
Q. Learning Objective 1.3:

How to write introductory paragraph of an essay
A strong introduction......
 Introduces the topic clearly
 Give several sentences of information about the topic
 States the thesis ( the main idea ) of the essay
D. COMPREHENSION QUESTIONS
1. Identify the common pattern of the introductory paragraph bellow
a. Introductory pattern: …………………………..
Our attitude toward the word “drug” depends on whether we are talking about penicillin
or heroin or something in between. The unabridged three volume Webster’s says a drug
is “a chemical substance administered to prevent or cure disease or enhance physical and
mental welfare” or “a substance affecting the structure or function of the body.”
Webster’s should have added “mind,” but they probably thought that was part of the body.
Some substances that aren’t drugs, like placebos, affect “the structure or function of the
body,” but they work because we think they’re drugs.
b. Introductory pattern: …………………………………………….
I cannot remember when I was not surrounded by sports, when talk of sports was not in
the air, when I did not care passionately about sports. As a boy in Chicago in the late
Forties, I lived in the same building as the sister and brother-in-law of Barney Ross, the
welter-weight champion. Half a block away, down near the lake, the Sullivan High
School football team worked out in the spring and autumn. Summers the same field
was given over to baseball and men’s softball on Sundays.
c. Introductory pattern……………………………..
The number of children who eagerly help around a farm is rather small. Willing helpers
do exist, but many more of them are fi ve years old than fifteen. In fact, there seems to be
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a general law that says as long as a kid is too little to help effectively, he or she is dying
to. Then, just as they reach the age when they really could drive a fence post or empty a
sap bucket without spilling half of it, they lose interest. Now it’s cars they want to drive,
or else they want to stay in the house and listen for four straight hours to The Who. There
is one exception to this rule. Almost no kid that I have ever met outgrows an interest in
cidering.
2. Choose one of the thesis statement from the Comprehension questions

exercise 2 page 16-17 , and develop an introductory paragraph.
C. REFERENCES
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MEETING 6
CONCLUDING PARAGRAPH
By the end of this session, the students will be able to:
1. identify the types of concluding paragraph
2. write the concluding paragraph of an essay.
C. Learning Objective 1.1:

Types of concluding paragraph
A concluding paragraph has one main purpose: to give the reader the sense of having
reached a satisfying ending to the topic discussed. Students often feel they have
nothing to say at the end. A look at how professional writers frequently end their
essays may ease your anxiety about writing an effective conclusion. You have more
than one possibility. Here are some of the most frequently used patterns for ending
an essay:
A good concluding paragraph will:

 rephrase the thesis statement
 summarize the main ideas
 give your opinion, if you haven’t given it already
 look to the future (say what will happen if the situation continues or
changes)but will never add new information.
D. Learning Objective 1.2:

How to write concluding paragraph
The following are some examples of concluding paragraph:
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Should we test products on animals?

I agree that we need to make sure that animals who are used for testing new products
have the minimum of suffering. However, I am convinced that animal testing is
necessary, and that it will continue to benefit humans in new and wonderful ways.
Should we beat children?

In conclusion, physical punishment can be a useful method of discipline. However it
should be the last choice for parents. If we want to build a world with less violence
we must begin at home, and we must teach our children to be responsible.
Who are the better parents – men or women?

I think this is not an either/or question. Both men and women have strengths and
skills that are important for children’s psychological growth. We need to ensure that
both parents play an important role in the family in order to give children a good
start in life.
Who learns quicker – adults or children?

Finally, I feel that we cannot generalize about children or adults being better
learners. It depends on the situation and the motivation of the person, and the level
of enthusiasm he or she has for learning.
Should dangerous sports be banned?

In summary, our society would be healthier if more people took part in sports of all
kinds. We should continue to try to prevent accidents and injuries. However, we
should also ensure that sports are challenging, exciting, and, above all, fun.
1. Match each of these introduction thesis statements with its rewritten
version for a conclusion.
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A. ........ Supermarket are the best 1.... People can learn many things by
places to buy food because of their traveling to other countries.
convenient and lower prices.
2...... Despite the challenges, being an
B. ........ Traveling abroad is a valuable entrepreneur can offer more benefits
learning experience. than other types of employment.
C. .....Learning to play a musical 3........ The fact that the larger
instrument is very beneficial for supermarket offer cheap prices and a
children. large selection of products makes them
the best place for shoppers.
D. .......Creating and owning a business
offers more advantages than working as 4...........The World Wide Web gives
an employees in a company. access to a huge amount of knowledge,
but users shouldn’t believe everything
E. ..... More houses should be adapted they read there.
to use solar energy because it is clean
and renewable. 5........When children are expected to
music and are taught to play instruments
F. ......The World Wide Web can be such as the piano or violin, there are
very useful for research, but also many positive effects.
contains a lot of incorrect information
6........The sun gives a constant, free
supply of clean energy, which more
homes should takes advantages.
2. Develop an essay using one of the introduction thesis statements above.

3. Complete the essay bellow. Develop the main body and write the
conclusion.
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Studying in Great Britain

Introduction
People come from all over the world to the United Kingdom for their education.
Some come for a year, while others may stay four years or longer to complete a
university degree. Of course, the first few weeks in a new country are always a little
stressful, but knowledge of a few British characteristics and customs can make life
easier for new arrivals.
Ideas for Body Paragraphs

a. It takes time to get to know British people.
b. British people are very polite, so remember to say “please” and “thank you” a lot.
c. The weather is no joke-it rains a lot.
d. Cars drive on the left side of the road, so the traffic can be dangerous if you look
to the left instead of to the right.
Conclusion/Concluding paragraph
...................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
REFERENCES:
of New York
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MEETING 7
COHERENCE OF ESSAY
By the end of this session the students will be able to:
1. make an essay writing coherence
2. identify the methods of creating coherence
E. Learning Objective 1.1:
Coherence of essay writing
Coherence refers to a certain characteristic or aspect of writing. Literally, the word

means "to stick together." Coherence in writing means that all the ideas in a
paragraph flow smoothly from one sentence to the next sentence. With coherence,
the reader has an easy time understanding the ideas that you wish to express. To
make the essay coherence, we need cohesive devices
F. Learning Objective 1.2:

Cohesive devices
What is cohesive devices?

Cohesive devices are words and phrases that connect sentences and paragraphs
together, creating a smooth flow ideas. In this unit we will look at transitions,
pronoun references, and repetition of key ideas.
a. Transition words
Successful essays use transitional expressions to help the reader understand the logic
of the writer’s thinking. Usually they occur when the writer is moving from one
point to the next. They can also occur whenever an idea is complicated. The writer
may need to summarize the points so far, emphasize a point already made, or repeat
an important point.
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Here are some transitional expressions that might be used to help the reader make
the right connections.
1. To make your points stand out clearly:
the first reason second, secondly finally
first of all another example most important
in the first place even more important all in all
also, next in conclusion
then to summarize
2. To provide an example of what has just been said:
for example
for instance
3. To show the consequence of what has just been said:
therefore
as a result
then
4. To make a contrasting point clear:
on the other hand
but
contrary to current thinking
however
5. To admit a point:
of course
granted
6. To resume your argument after admitting a point:
nevertheless
even though
nonetheless
still
7. To call the reader’s attention to your organization:
Before attempting to answer these questions, let me . . .
In our discussions so far, we have seen that . . .
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At this point, it is necessary to . . .

It is beyond the scope of this paper to . . .
b. Pronoun References
Two sentences can be connected by the use of a pronoun. A pronoun (he, she, it,
they, etc) take the place of a noun ( a person, place, think, or idea) or a noun phrase
(several words that refer to a person, place, thing, or idea) Look at the following
example taken from the essay on sign language.:
American Sign Language developed from the mixture of sign used by deaf
Americans and French Sign Language. Today, it is used by more then 500,000 deaf
people in the United State and Canada.
The pronoun it refer back to the subject, American Language Sign, and connects
the two sentences together.
c. Repetition of key nouns or ideas

Another way to connect an ideas in an essay is by repeating important words and phrases.
This will help the reader remember the main ideas in a text.
Modern Medicine focuses on illness. If a patient with a cough visits a modern

doctor, then the doctor will give the patient a medicine to stop a cough. If the
patient also has a fever, the doctor may give a different medicine to stop the fever.
For every person with a cough, a doctor will probably recommend the same cough
medicine. The philosophy of a modern medicine is to stop problems like coughing
and fever as quickly as possible.
Finding Transitional Expressions
The following are four paragraphs from a selection titled “Politics and the World,
”written by Kathryn and Ross Petras. Find the words that give this selection its
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coherence. Circle all the transitional expressions, underline pronouns that refer to
antecedents, and box key terms that are repeated.
Some world problems have a way of lingering and festering. They appear, disappear, then
reappear again in the daily newspapers of the world. Usually they’re based on land: who
controls it, who gets to live on it.
In the past the U.S. and the Soviet Union usually took opposing sides in these
conflicts. Sometimes there were very real moral reasons for backing one side or another, but
many times the reasons were said to be “geopolitical,” which really
meant if the Soviets were on one side, we decided to join the other—and vice versa.
All this could get pretty cynical. For one thing, almost every obscure corner of the
world was declared “geopolitically strategic” at one point or another. For another, the
morality could get very dicey. For example, during the 1970swe supported Ethiopia and the
Soviets supported Somalia in their dispute over the Ogaden, a dry and remote desert region
populated by Somali nomads but controlled by Ethiopia. Naturally, we set up military posts
in our ally Ethiopia and the Soviets put in military bases in their ally Somalia, and each
superpower talked of its love of and historic ties to its ally. Then local Marxists seized
control in Ethiopia—and after a short while the U.S. and the Soviets calmly switched client
states. The U.S. moved into the former Soviet bases in Somalia, the Soviets moved into
Ethiopia, and both sides started talking about their real ties to their new ally.
Of course, once the Cold War was over, no one cared about either nation anymore,
and they both degenerated into anarchy, aided by mounds of heavy weapons and automatic
rifles helpfully supplied by both sides. Finally we moved in to save Somalia from itself and
our legacy of arms sales—and congratulated ourselves on our humanity.
REFERENCES:
Zemach, E. Dorothy and Lisa E.l Rumisek. (2005). Academic Writing From Paragraph to
Essay. New York: Macmillan
Scarry, Sandra and John Scary.2010. The Writer Workplace with Reading : Building
College Writing Skill. Wadsworth Cengage Learning. Boston, USA.
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MEETING 8
UNITY OF ESSAY
A. LEARNING OBJCTIVES
This chapter learns about the importance of coherence in essay writing and how to
edit an essay for unify. By the end of this session the students are able to:
1. write unified essay
2. edit an essay for unity
G. Learning Objective 1.1:
Unity in writing essay
Unity is a very important characteristic of good paragraph writing. Paragraph unity

means that one paragraph is about only one main topic. That is, all the sentences --
the topic, supporting sentences, the detail sentences, and (sometimes) the concluding
sentence -- are all telling the reader about one main topic. If your paragraph contains
a sentence or some sentences that are not related to the main topic, then we say that
the paragraph is lacks unity, or that the sentence is off-topic.
Look at the following paragraph, which is similar to the paragraph that we have
studied above. Does it have perfect unity? Try to find the sentence that is off-topic:
Each of the Russian manned space exploration projects had specific major goals. For
example, the Vostok project was designed to test whether or not human beings could
survive and function in outer space. For another example, the Voshkhod project was
intended to find out whether people could work in the weightless environment of
space. One Voshkhod cosmonaut experimented with weightlessness by taking a
"spacewalk." That is, he floated in a spacesuit outside his Voshkhod spacecraft,
connected to it by a tether. The cosmonaut to do this was Alexei Leonov. Several
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weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White.
Finally, the Soyuz project, with three cosmonauts, had goals of testing spacecraft
and spaceflight skills so that people could fly long missions in Earth orbit.
This paragraph is generally good, but the sentence, Several weeks later, Leonov's
spacewalk was followed by that of U.S. astronaut Ed White, does not have anything
to do with the major goals of the various Russian space projects. That is, it is an off-
topicsentence, so we can say that the paragraph somewhat lacks unity. In order to
improve the paragraph, we should omit this sentence, even though it is historically
accurate.
Writing unified essay

 Develop a paragraph around a major idea. Express this idea in the topic
sentence.
 Make the relationship between the main idea of the paragraph and the thesis
of the paper clear. Don’t assume that the reader will “get it.” Spell it out for
him/her.
 Support the main idea of the paragraph with details.
 Create separate paragraphs for those details that explore your topic from
different perspectives.
 Eliminate sentences that do not support the main idea. Alternately, you may
revise the main idea to include those sentences.
 Learning Objective 1.2:

How to edit an essay for unity
Look at the following examples from a paper that has the thesis: “Despite the amount
of foreign aid pouring in, social conditions in Zeeland remain bleak because the aid
is used for military purposes.”
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Example 1 (without unity)

Robert Bee wrote, “The Zeeland massacre illustrates the need for greater control and
vigilance.” This is related to the thesis. Some 20,000 people disappeared from the
villages. Financial mishandling can lead to great misfortune. Corruption in the
government was exposed repeatedly to no avail. A police force, under orders to
eliminate suspected terrorists, grabbed political dissidents and their families.
Example 2 (unified)
The pogrom of May 3, 1987 exemplifies how foreign aid funds were appropriated
for repressive rather than social development purposes. On that day, some 20,000
people were abducted from villages in the countryside, charged as traitors and
summarily executed. Then governor-for-life Zeely Zeelafsun had recently used $5
billion in aid to create a standing paramilitary police force. Without some restrictive
control over the aid, human rights organizations were unable to prevent the buildup
and unleashing of this disaster. Robert Bee, the director of the Development as
Freedom Foundation wrote, “The Zeeland massacre illustrates the need for greater
control and vigilance.”
In the first paragraph it is hard to tell what the topic sentence is, let alone how all the
sentences belong together. The reader is not informed who Robert Bee is. The words
“related to” in the second sentence don’t give the reader any sense of what the
relationship is. The second paragraph provides a tight topic sentence that links the
main idea of the paragraph to the central argument of the paper. It eliminates details
that do not fall under the topic and adds details that are relevant to the reader’s
understanding of the events and their relation to foreign aid.
I live in a flat with my family. We have two bedrooms and a living room. We
have a garden and we have some flowers there. In weekdays I arrive home at five
o'clock and I have lunch. Then I do my homework and go to bed. I had a computer
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but now it doesn't work. I have a brother and a sister and I think I am very lucky to
live with them. Sometimes our relatives visit us. Our flat becomes very crowded
sometimes but I like it.
In a unified paragraph, we expect all the sentences to be about the main idea of the
paragraph. The main idea in this paragraph is "the description of your house". If we
examine the paragraph, we see that some sentences do not describe the house, such
as: In weekdays I arrive home at five o'clock and I have lunch.
Then I do my homework and go to bed.
I had a computer but now it doesn't work.
Now, rewrite the main idea of the example paragraph so that it covers all the
sentences the student has written.
Read the essay bellow about Chinese medicine. Then do these task.
a . Underline the thesis statement with two lines
b . Underline each topic sentence with one line
c . List the supporting ideas in each main body paragraph on a separate piece of
paper
d . After you have finished, review the topic sentences and supporting ideas. With
a partner, discuss how the topic sentences relate to the thesis statement and
how the supporting sentences relate to the topic sentences
Next Time, Try Chinese Medicine
The last time I had a cold, a friend suggested that instead of taking the usual
cold medicines, I visit the traditional Chinese doctor in our city. Although I knew
nothing about Chinese medicine, I decided to try it. When I walked to the Chinese
doctor’s surgery, I was amazed. . It was not at all like my usual doctor’s. There were
shelves up to the ceiling full of glass containers filled with hundred of different dried
plants and other things I could not identify. Could this really be a doctor surgery? Is
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seem very strange to me. When I met the doctor he explained that Chinese medicine
is thousand of years old. The plant in the jar in his office were herbs. These herbs
could be mixed together to make medicines. He explained the philosophy of Chinese
medicines. The philosophy of traditional Chinese medicine is not the same as the
philosophy of modern medicine, bu it is useful for curing many health problems.
Modern medicine focuses on illness. If a patient with a cough visits a modern
doctors, then the doctor will give the patient a medicine to stop the cough. If the
patient also ha a fever, the doctor may give a different medicines to stop the fever. For
every person with a cough, the doctor will probably recommend the same cough
medicine. The philosophy of modern medicine is to stop the problems like coughing
and fever as quickly as possible. Western doctors usually see illness as an enemy. The
use medicines like weapons to fight diseases.
Chinese medicine, in contrast, has a different philosophy. Instead on focusing
on patient health problems, Chinese medicine tries to make the patient’s hole body
well again. Specifically, doctor of Chinese medicine believe than inside people, there
are two types of energy. The first type of energy called ‘yin’ is a quite and passive.
The other type of energy called ‘yang’ , is active. When these two energies are in
equal balance, a person is healthy. When there is in imbalance - too much yin for
example - a person become unhealthy. A doctor of Chinese medicine doesn’t try to
stop person’s cough by giving a cough medicine. Instead the doctor gives a mixture
of herbs that will restore balance in the patient’s body. As a result, when the body is
in balance, the cough will stop naturally.
The Chinese doctor’s herbs seemed strange to me at first, but they made me feel
better. My cold wasn’t cured instantly, but I felt healthy again after a few days. For
a very serious health problem, I would probably visit a modern hospital, but the next
time I catch a cold, I am going back to the Chinese doctor. Chinese medicine definitely
works for some health problems.
2 Write an outline for an essay on one of the following topics or on a topic of

your choice, then write unity and coherent essay.
a. Health and medicine in your country
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b . An important problem in your country

c . The importance of technology in society
3. Exchange the essay you wrote in exercise 2 above with a partner. Look for
the use of cohesive devices you have learned about in this unit.
D. REFERENCES
Paragraph to Essay. New York: Macmilla.
Checkett, Gayle Feng & Lawrence Checkett. 2010.The write start sentence to
paragraph. Fourth -ed. Wadswort. Boston. USA.
college writing skills. Cengage Learning. Hostos Community College City
University of New York
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MEETING 9
REVIEW
A. GOALS OF STUDY
At the end of the study, the students are able to:
9.1 apply the materials that they have learned in the preceding chapters.
9.2 evaluate a paragraph for unity, support, coherence, and sentence skills.
B. MATERAL DESCRIPTION
gGoals of study 9.1: a paragraph for unity,
Evaluate a paragraph for unity, support, coherence, and sentence skills
How to edit an essay
This meeting will discuss the four bases you have learnt—unity, support,
coherence, and sentence skills—and will show how these four bases can be
used to evaluate and revise a paragraph.
1. Checking for Unity
To check a paper for unity, ask yourself these questions:
1. Is there a clear opening statement of the point of the paper?
2. Is all the material on target in support of the opening point?
2. Checking for Support
To check a paper for support, ask yourself these questions:
1. Is there specific evidence to support the opening point?
2. Is there enough specific evidence?
3. Checking for Coherence
To check a paper for coherence, ask yourself these questions:
1. Does the paper have a clear method of organization?
2. Are transitions and other connecting words used to tie the material
together?
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C. QUESTIONS FOR EXERCISE/ ASSIGNMENT

Base 1: Unity
Understanding Unity
The following two paragraphs were written by students on the topic “Why
Students Drop Out of College.” Read them and decide which one makes its
point more clearly and effectively, and why.
Paragraph A
Why Students Drop Out
Students drop out of college for many reasons. First of all, some students are
bored in school. These students may enter college expecting nonstop fun or
a series of fascinating courses. When they find out that college is often
routine, they quickly lose interest. They do not want to take dull required
courses or spend their nights studying, and so they drop out. Students also
drop out of college because the work is harder than they thought it would be.
These students may have made decent grades in high school simply by
showing up for class. In college, however, they may have to prepare for two-
hour exams, write fifteen-page term papers, or make detailed presentations
to a class. The hard work comes as a shock, and students give up. Perhaps
the most common reason students drop out is that they are having personal
or emotional problems. Younger students, especially, may be attending
college at an age when they are also feeling confused, lonely, or depressed.
These students may have problems with roommates, family, boyfriends, or
girlfriends. They become too unhappy to deal with both hard academic work
and emotional troubles. For many types of students, dropping out seems to
be the only solution they can imagine.
Paragraph B
Student Dropouts
There are three main reasons students drop out of college. Some
students, for one thing, are not really sure they want to be in school and lack
the desire to do the work. When exams come up, or when a course requires
a difficult project or term paper, these students will not do the required
studying or research. Eventually, they may drop out because their grades are
so poor they are about to flunk out anyway. Such students sometimes come
back to school later with a completely different attitude about school. Other
students drop out for financial reasons. The pressures of paying tuition,
buying textbooks, and possibly having to support themselves can be
overwhelming. These students can often be helped by the school because
financial aid is available, and some schools offer work-study programs.
Finally, students drop out because they have personal problems. They cannot
concentrate on their courses because they are unhappy at home, they are
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lonely, or they are having trouble with boyfriends or girlfriends. Instructors

should suggest that such troubled students see counselors or join support
groups. If instructors would take a more personal interest in their students,
more students would make it through troubled times.
Activity:
1. Fill in the blanks: Paragraph ________ makes its point more clearly and
effectively.
2. Give your reasons/ comments
_______________________________________________________
Base 2: Support
Understanding Support
The following student paragraphs were written on the topic “A Quality of
Some Person You Know.” Both are unified, but one communicates more
clearly and effectively. Which one, and why?
Paragraph A
My Quick-Tempered Father
My father is easily angered by normal everyday mistakes. One day my
father told me to wash the car and cut the grass. I did not hear exactly what he
said, and so I asked him to repeat it. Then he went into a hysterical mood and
shouted, “Can’t you hear?” Another time he asked my mother to go to the store
and buy groceries with a fifty-dollar bill, and he told her to spend no more than
twenty dollars. She spent twenty-two dollars. As soon as he found out, he
immediately took the change from her and told her not to go anywhere else for
him; he did not speak to her the rest of the day. My father even gives my older
brothers a hard time with his irritable moods. One day he told them to be home
from their dates by midnight; they came home at 12:15. He informed them that
they were grounded for three weeks. To my father, making a simple mistake
is like committing a crime.
Paragraph B
My Generous Grandfather
My grandfather is the most generous person I know. He gave up a life of his
own in order to give his children everything they wanted. Not only did he give
up many years of his life to raise his children properly, but he is now sacrificing
many more years to his grandchildren. His generosity is also evident in his
relationship with his neighbors, his friends, and the members of his church. He
has been responsible for many good deeds and has always been there to help
all the people around him in times of trouble. Everyone knows that he will
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gladly lend a helping hand. He is so generous that you almost have to feel sorry
for him. If one day he suddenly became selfish, it would be earthshaking.
That’s my grandfather.
Activity
effectively
2. Give your reasons/ comments:
__________________________________________________________
Base 3: Coherence
Understanding Coherence
The following two paragraphs were written on the topic “The Best or Worst
Job You Ever Had.” Both are unified and both are supported. However, one
communicates more clearly and effectively. Which one, and why?
Paragraph A
Pantry Helper
My worst job was as a pantry helper in one of San Diego’s well-known
restaurants. I had an assistant from three to six in the afternoon who did little
but stand around and eat the whole time she was there. She would listen for
the sound of the back door opening, which was a sure sign the boss was coming
in. The boss would testily say to me, “You’ve got a lot of things to do here,
Alice. Try to get a move on.” I would come in at two o’clock to relieve the
woman on the morning shift. If her day was busy, that meant I would have to
prepare salads, slice meat and cheese, and so on. Orders for sandwiches and
cold platters would come in and have to be prepared. The worst thing about
the job was that the heat in the kitchen, combined with my nerves, would give
me an upset stomach by seven o’clock almost every night. I might be going to
the storeroom to get some supplies, and one of the waitresses would tell me
she wanted a bacon, lettuce, and tomato sandwich on white toast. I would put
the toast in and head for the supply room, and a waitress would holler out that
her customer was in a hurry. Green flies would come in through the torn screen
in the kitchen window and sting me. I was getting paid only $3.60 an hour. At
five o’clock, when the dinner rush began, I would be dead tired. Roaches
scurried in all directions whenever I moved a box or picked up a head of lettuce
to cut.
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Paragraph B
My Worst Job
The worst job I ever had was as a waiter at the Westside Inn. First of
all, many of the people I waited on were rude. When a baked potato was it,
they blamed me, rather than the kitchen. Or they would ask me to light their
cigarettes, or chase flies from their tables, or even take their children to the
bathroom. Also, I had to contend not only with the customers but with the
kitchen staff as well. The cooks and busboys were often undependable and
surly. If I didn’t treat them just right, I would wind up having to apologize to
customers because their meals came late or their water glasses weren’t filled.
Another reason I didn’t like the job was that I was always moving. Because of
the constant line at the door, as soon as one group left, another would take its
place. I usually had only a twenty-minute lunch break and a ten-minute break
in almost nine hours of work. I think I could have put up with the job if I had
been able to pause and rest more often. The last and most important reason I
hated the job was my boss. She played favorites, giving some of the waiters
and waitresses the best-tipping repeat customers and preferences on holidays.
She would hover around during my break to make sure I didn’t take a second
more than the allotted time. And even when I helped out by working through
a break, she never had an appreciative word but would just tell me not to be
late for work the next day.
Activity
effectively
2. Give your reasons/ comments
___________________________________________________________
Base 4: Sentence Skills

Understanding Sentence Skills
Two versions of a paragraph are given below. Both are unified, supported,
and organized, but one version communicates more clearly and effectively.
Which one, and why?
Paragraph A
Falling Asleep Anywhere
1
There are times when people are so tired that they fall asleep almost
anywhere. 2For example, there is a lot of sleeping on the bus or train on the
way home from work in the evenings. 3A man will be reading the newspaper,
and seconds later it appears as if he is trying to eat it. 4Or he will fall asleep on
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the shoulder of the stranger sitting next to him. 5Another place where
unplanned naps go on is the lecture hall. 6In some classes, a student will start
snoring so loudly that the professor has to ask another student to shake the
sleeper awake. 7A more embarrassing situation occurs when a student leans on
one elbow and starts drifting off to sleep. 8The weight of the head pushes the
elbow off the desk, and this momentum carries the rest of the body along. 9The
student wakes up on the floor with no memory of getting there. 10The worst
place to fall asleep is at the wheel of a car. 11Police reports are full of accidents
that occur when people lose consciousness and go off the road. 12If the drivers
are lucky, they are not seriously hurt. 13One woman’s car, for instance, went
into a river. 14She woke up in four feet of water and thought it was raining.
15
When people are really tired, nothing will stop them from falling asleep—no
matter where they are.
Paragraph B
“Falling Asleep Anywhere”
1
There are times when people are so tired that they fall asleep almost
anywhere. 2For example, on the bus or train on the way home from work. 3A
man will be reading the newspaper, seconds later it appears as if he is trying to
eat it. 4Or he will fall asleep on the shoulder of the stranger sitting next to him.
5
Another place where unplanned naps go on are in the lecture hall. 6In some
classes, a student will start snoring so loudly that the professor has to ask
another student to shake the sleeper awake. 7A more embarrassing situation
occurs when a student leans on one elbow and starting to drift off to sleep. 8The
weight of the head push the elbow off the desk, and this momentum carries the
rest of the body along. 9The student wakes up on the floor with no memory of
getting there. 10The worst time to fall asleep is when driving a car. 11Police
reports are full of accidents that occur when people conk out and go off the
road. 12If the drivers are lucky they are not seriously hurt. 13One woman car,
for instance, went into a river. 14She woke up in four feet of water. 15And
thought it was raining. 16When people are really tired, nothing will stop them
from falling asleep—no matter where they are.
Activity 1
effectively
2. Give your reasons/ comments:
___________________________________________________________
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Activity 2
See if you can identify the ten sentence-skills mistakes in paragraph B. Do
this, first of all, by going back and underlining the ten spots in paragraph B
that differ in wording or punctuation from paragraph A. Then try to identify
the ten sentence-skills mistakes by circling what you feel is the correct
answer in each of the ten statements below.
Note: Comparing paragraph B with the correct version may help you guess
correct answers even if you are not familiar with the names of certain
skills.
1. The title should not be set off with

a. capital letters.
b. quotation marks.
2. In word group 2, there is a

a. missing comma.
b. missing apostrophe.
c. sentence fragment.
d. dangling modifier

a. sentence fragment.
b. run-on.
c. mistake involving an
d. mistake in subject-verb

a. sentence fragment.
b. spelling error.
c. run-on.
d. mistake in subject-verb

a. misplaced modifier.
b. dangling modifier.
c. mistake in parallelism.
d. run-on.

a. nonstandard English verb.
b. run-on.
c. comma mistake.
d. missing capital letter.

a. mistake involving an
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b. sentence fragment.
c. slang phrase.
d. mistake in subject

a. missing apostrophe.
b. missing comma.
c. mistake involving an irregular verb agreement.
d. sentence fragment.

a. mistake in parallelism
b. mistake involving an
c. missing apostrophe
d. missing capital letter.

a. missing quotation mark.
b. mistake involving an
c. sentence fragment.
d. mistake in pronoun irregular verb point of view.
D. REFERENCES
Sembel, Sandra.Four Bases for Revising.RetrievedAugust28, 2019.Available
online at sandrasembel.weebly.com
Zemach, E. Dorothy and Lisa E.l Rumisek. 2005. Academic Writing From
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Essay Writing
MEETING 10
INTRODUCTION TO ESSAY DEVELOPMENT
A. GOALS OF STUDY
At the end of this lesson, students are expected to be able to:
10.1 Know patterns of essay development.
10.2 Know point of view in writing.
10.3 Know the common purposes of writing.
Goals of study 10.1:
Know patterns of essay development.
Patterns of Essay Development

Traditionally, essay writing has been divided into the following
patterns of development:
1. Description
A description is a verbal picture of a person, place, or thing.
2. Narration
In narration, a writer tells the story of something that happened.
3. Exposition
 Cause Effect
 Comparison and Contrast
In exposition, the writer provides information about and explains a
particular subject. Pattern of development within exposition include
analyzing causes and effects, comparing and/ or contrasting and defining
a term or concept.
4. Argumentation
In argumentation, a writer attempts to support a controversial point or
defend a position on which there is a difference of opinion.
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Know point of view in writing.
Point of view in writing

When you write, you can take any of three approaches, or points of view:
first-person, second-person, or third-person.
a. First-Person Approach
In the first person approach – a strongly individualized point of view –
you draw on your own experience and speak to your audience in your
own voice, using pronouns like I, me, mine, we, our, and us. The first
person approach is most common in narrative essays based on personal
experience. It also suits other essays where most of the evidence
presented consists of personal observation.
Here is a first – person supporting paragraph from an essay on camping:
First of all, I like comfort when I’m camping. My GMC motor

home, with its completely equipped kitchen, shower stall, toilet,
double bed, and color television, resembles a mobile motel room. I
can sleep on a real mattress, clean sheets, and fluffy pillows. Next
to my bed are devices that make me feel at home: a radio, an alarm
clock, and a TV remote-control unit. Unlike the poor campers
huddled in tents, I don’t have to worry about cold, rain, heat, or
annoying insects. After a hot shower, I can slide into my best
nightgown, sit comfortably on my down-filled quilt, and read the
latest best-seller while a thunderstorm booms outside.
b. Second-Person Approach
In the second person approach, the writer speaks directly to the reader,
using the pronoun you. The second-person approach is considered
appropriate for giving direct instructions and explanations to the reader.
c. Third-Person Approach
Third-person approach is by far the most common point of view in
academic writing. In the third person, the writer includes no direct
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references to the reader (you) or the self (I, me). Third person gets its
name from the stance it suggest-that of an outsider or “third person”
Here is the paragraph on camping, recast in the third person. Note the
third person pronouns their, them, and they, which all refer to campers in
the first sentence.
First of all, modern campers bring complete bedrooms with them.
Winnebagoes, GMC motor homes, and Airstream trailers lumber into
America’s campgrounds every summer like mobile motel rooms. All
the comforts of home are provided inside. Campers sleep on real
mattresses with clean sheets and fluffy pillows. Next to their beds are
the same gadgets that liter their night tablets at home – radios, alarm
clocks, and TV remote-control units. It’s not necessary for them to
worry about annoyances like cold, heat, rain or buzzing insects,
either. They can sit comfortably in bed and read the latest best –
sellers while a thunderstorm booms outside.

Know the common purposes of writing.
Writing for a Specific Purpose and Audience

The three most common purposes of writing are to inform, to entertain, and
to persuade.
C. QUESTIONS FOR EXERCISE/ ASSIGNMENTS

1. What are the four types of writing?
2. What kind of paper are you going to write?
Answer these following questions!
a. What kind of paper are you going to use:
- Do you need to research other’s ideas?
- Should it be entirely your own ideas?
- Should you compare your ideas with someone else’s ideas?
b. What is the length of the paper?
- Your teacher will tell you (in most cases) page numbers
- If no length is, you need to make sure you have the appropriate
paragraph length - At least four well-developed paragraphs
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c. Will you inform, persuade, or entertain us?

- Inform example: Write an essay explaining how to make a
peanut butter and jelly sandwich.
- Persuade example: Write an essay explaining to us why PB&Js
are the best sandwiches to eat for lunch.
- Entertain example: Write an essay explaining your favorite
memory of the time you ate a PB&J sandwich. HINT!
d. Who is the audience?
- Most cases- teachers or peers. You will write differently for
these audiences! More serious for teachers, maybe more
humorous for peers.
- Specific audiences - usually with persuasion, but you write to
address that particular group Example: Teens or Female Teens.
e. What point of view are you writing from?
- Your point of view? (First person)
 Straight from your mind
 Pronouns- I, me, mine, we, our, ours
- Writing/ speaking directly to the reader? (Second person)
 Pronoun- you
- No direct approach? (Third person) **Best choice when writing a
formal essay! **
 Not talking to anyone directly.
 Don’t use I, you, but you use just general terms.
 Pronoun- Their, them, they.
3. Know your subject!
a. Write about something that interests you.
b. Write about things you already know about/ how to do.
c. If you have NOT had direct experience, you should have indirect
experiences:
- Knowledge gained through reading, thinking, or talking
- NO EXPERIENCE - you need to research the topic. If you have
no experience whatsoever with the topic, make it up! Example:
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Essay Writing
Tell us about your first experience riding a roller coaster. Never

done it? Write about how scared you were leading up to the
ride. You’ve seen movies or T.V. shows about roller coasters,
so you’ll be able to use that background knowledge.
D. REFERRENCES
Langan, John. 1996. College Writing Skills: Fourth Edition. The McGraw-Hill
Companies, INC.
Types of essay development. Retrieved in August 26, 2019. Available online
at https://slideplayer.com/slide/2550869/
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MEETING 11
DESCRIPTIVE ESSAY
A. GOALS OF STUDY
11.1 Know what a descriptive essay is.
11.2 Mention elements of descriptive writing.
11.3 Know the transition words and phrases that signal description.
11.4 Write an essay, describing a place, a thing, or a person that students can
observe carefully.
11.1Know what a descriptive essay is.
What is a Descriptive Essay?

A descriptive essay is a writing that is intended to provide a vivid experience
to the readers. A vivid experience is one of that appeals to all five senses
(sight, hearing, taste, smell, and touch) of the human body.

11. 2 Mention elements of descriptive writing.
Elements of Descriptive Writing

Good descriptive writing is comprised of five elements; Sensory details,
figurative language, dominant impression, precise language, and careful
organization.
1) Sensory Details
Good descriptive writing includes many vivid sensory details that paint a
picture and appeals to all of the readers’ senses of sight, hearing, touch,
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Essay Writing
smell, and taste when appropriate. Descriptive writing may also paint a
picture of the feelings the person, place or thing invokes the writer.
2) Figurative Language
Good descriptive writing often makes use of figurative language to help
paint the picture in the readers mind. There are many ways to use figurative
language, and it is a talent that should be practiced until perfected.
 A simile uses like or as to compare two unlike things. Example: Her smile
was like sunshine.
 A metaphor compares two unlike things without using like or as.
 Example: Her smile was a light that lit up the room.
 Personification suggests comparison between a nonliving thing and a
person by giving the nonliving thing human traits
3). Dominant Impression

When you plan a descriptive essay, your focus on selecting details that help
your readers see what you see, feel what you feel, and experience what you
experience. Your goal is to create a single dominant impression, a central
theme or idea to which all the details relate-for example, the liveliness of a
street scene or the quiet of a summer night. This dominant impression
unifies the description and gives readers an overall sense of what the
person, place, object, or scene looks like (and perhaps what it sounds,
smells, tastes, or feels like). Sometimes but not always_ your details will
support a thesis making a point about the subject you are describing.
4) Precise Language
Good descriptive writing uses precise language. Using specific words and
phrases will help the reader “see” what you are describing. If a word or
phrase is specific, it is exact and precise. The opposite of specific language
is language that is vague, general, or fuzzy.
5) Careful Organization
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Essay Writing
Good descriptive writing is organized. Some ways to organize descriptive

writing include of chronological (time), spatial (location), and order
importance.
Spatial Order Uses location Best for describing
a place
Order of Importance Puts the most important Best for describing
details at the beginning objects and people
or at the end.
Chronological Order Arranges details in time Best for describing
order events

11.3Know the transition words and phrases that signal description.
Transitions used in descriptive writing vary depending on whether

you are describing a person, a place, or a thing. Here are some examples of
transitions that might be used in descriptive contexts:
 to show spatial order or direction
Above Beside next to Over to the right/ left

Below Beyond near by on top of Turning right/ left/ south
Behind Around Under In front of/ back of
 to show order of importance
amazingly the main Equally increasingly even more striking

important
Initially strikingly the most the major but the most important
Primarily best of all Foremost significantly one reason is that
 to show time order
During Finally Next Suddenly Then

When concurrently near by In front of/ meanwhile
back of
Afterwards Shortly formerly This morning Afternoon
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Evening Tomorrow Today From then on at present

11.4Write a Descriptive Essay.
The Structure of a Descriptive Essay
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Descriptive Essay example 1
Carnival Rides
I have always been fascinated by carnival rides. It amazes me that
average, ordinary people eagerly trade in the serenity of the ground for the chance
to be tossed through the air like vegetables in a food processor. It amazes me that
at some time in history someone thought that people would enjoy this, and that
person invented what must have been the first of these terrifying machines. For
me, it is precisely the thrill and excitement of having survived the ride that keeps
me coming back for more.
My first experience with a carnival ride was a Ferris wheel at a local fair.
Looking at that looming monstrosity spinning the life out of its sardine-caged
occupants, I was dumbstruck. It was huge, smoky, noisy and not a little
intimidating. Ever since that initial impression became fossilized in my
imagination many years ago, these rides have reminded me of mythical beasts,
amazing dinosaurs carrying off their screaming passengers like sacrificial
virgins. Even the droning sound of their engines brings to mind the great roar of
a fire-breathing dragon with smoke spewing from its exhaust-pipe nostrils.
The first ride on one of these fantastic beasts gave me an instant rush of
adrenaline. As the death-defying ride started, a lump in my throat pulsed like a
dislodged heart ready to walk the plank. As the ride gained speed, the resistance
to gravity built up against my body until I was unable to move. An almost
imperceptible pause as the wheel reached the top of its climb allowed my body
to relax in a brief state of normalcy. Then there was an assault of stomach-turning
weightlessness as the machine continued its rotation and I descended back
toward the earth. A cymbal-like crash vibrated through the air as the wheel
reached bottom, and much to my surprise I began to rise again.
Each new rotation gave me more confidence in the churning machine.
Every ascent left me elated that I had survived the previous death-defying fall.
When another nerve-wracking climb failed to follow the last exhilarating descent
and the ride was over, I knew I was hooked. Physically and emotionally drained,
I followed my fellow passengers down the clanging metal steps to reach the
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safety of my former footing. I had been spared, but only to have the opportunity
to ride again.
My fascination with these fantastic flights is deeply engrained in my soul.
A trip on the wonderful Ferris wheel never fails to thrill me. Although I am
becoming older and have less time, or less inclination, to play, the child-like thrill
I have on a Ferris wheel continues with each and every ride.
Descriptive essay example 2
Moving North Became the Dream Come True
As a child, I always enjoyed spending time up north at our cabin. It was a

place where you could go and get away from the busy life in the city and enjoy
doing things that you might not be able to do back home. While we didn’t get to
go there as often as I would have liked, we always tried to go at least a couple of
times during the summer when my grandfather would get his vacation from work.
There was so much to do and see up north. Even though things have changed now,
I won’t forget all of the memories that I have from when I was a child.
Every morning I awoke to the sounds of cars rushing down the street in an
attempt to make it to work on time. The hustle and bustle of city life was all
around me. No one ever took the time to sit back, relax and just enjoy the outdoors.
Most of the time that was because it is hard to relax and enjoy the outdoors when
everything is so loud all around you. Going up north made everything different.
At night, it was so quiet you could have literally heard a pin drop. The
animals rustled through the leaves as they gathered food or chased each other up
a tree. It was a sight that was far unlike anything I could have ever imagined back
home. With it being so calm and serene, you could sit outside in your camping
chair for hours just listening and watching nature in its truest form.
Back home, you didn’t really walk places much. The environment wasn’t
exactly the safest for anyone to walk the streets. Up north, things were different.
We walked everywhere we went and took in everything around us along the way.
I got to enjoy being a kid and playing outside or walking down the street to the
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local store. The stress of the world back home was gone. I didn’t worry that some
crazy person was hiding in the woods waiting to attack because I knew that wasn’t
the way things were up north. I felt safe and at peace.
Even though I can’t relieve the memories I have of being in our cabin
today, I did make the decision to move up north and raise my family here. Now,
they get to enjoy the fresh air, relaxed atmosphere and laid-back setting that is
normal for people living up north. Those experiences as a child opened my eyes
to something far better beyond the city that I get to cherish every day with my
family.
Taken from https://www.essaymasters.co.uk/descriptive-essay-

sample

Choose and write a descriptive essay you are interested in.
1. Describe a Place.
 Types of places:
the country, the country-side, outdoors, the seaside, a beauty spot, a
tourist spot, a tourist’s paradise/attraction, the beach, a historic
monument , a ruined place, a world famous sight, the site of battle.
(sight = view; site = place)
 Adjectives for Places:
remote, imposing, superb, easily accessible, inaccessible, peaceful,
interesting, memorable, awe-inspiring, world-famous, off the beaten
track, little/much visited, tourist-ridden, beautiful, picturesque, isolated,
breath-taking, pretty, bustling sleepy, lively, sparsely populated.
 When describing places you may want to include:
- Location
- Physical characteristics, atmosphere
- Special attractions
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- The culture and people in the place

- Historical details
- Your personal impression / opinion
2. Describe a Person
 Someone you admire, a famous person, someone who impacted your
life, an interesting person you met.
 Adjectives to use:
interesting, shy, diffident, pushing, overbearing , talented, lonely,
sociable, likeable, a pest, intelligent, introvert, extrovert, approachable,
unapproachable, businesslike, humble, timid, practical, impractical, a
good mixer, a good conversationalist, anti-social, retiring, a sport, a
snob, a bore, a know-all, difficult, arrogant, shrewd energetic, conceited,
modest, brash, self-confident, lazy, ambitious, easy-going, strict,
cunning.
 When describing people you may want to include:
- Physical appearance
- Personality, character
- Attitudes, behavior
- Interests, hobbies, profession
3. Describing Objects
When describing things you may want to include:
- Physical appearance
- Origin (where it was made)
- Use
4. Describing Events / experiences / thoughts

When describing events you may want to include:
- The setting – where and when it happened – PAST TENSES
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- What happened – in chronological order

- Your impression or opinion about it
Things to Consider as You Write Your Descriptive Essay:

 Think of an instance that you want to describe.
 Why is this particular instance important?
 What were you doing?
 What other things were happening around you? Is there anything specific
that stands out in your mind?
 Where were objects located in relation to where you were?
 How did the surroundings remind you of other places you have been?
 What sights, smells, sounds, and tastes were in the air?
 Did the sights, smells, sounds, and tastes remind you of anything?
 What were you feeling at that time?
 Has there been an instance in which you have felt this way before?
 What do you want the reader to feel after reading the paper?
 What types of words and images can convey this feeling?
 Can you think of another situation that was similar to the one you are
writing about? How can it help explain what you are writing about?
 Is there enough detail in your essay to create a mental image for the reader?
D. REFERRENCES
Companies, INC.
Descriptive Essay Writing - https://www.slideshare.net/yarashokry/descriptive-
essay-writing
Eslprintables : pirchy: Descriptive Essay worksheet

Free Descriptive Essays - Carnival Rides." 123HelpMe.com. 04 Sep 2010
<http://www.123HelpMe.com/view.asp?id=15606>.
https://www.essaymasters.co.uk/descriptive-essay-sample
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MEETING 12
NARRATIVE ESSAY
A. GOALS OF STUDY
12.1 Explain what a narrative essay is.
12.2 Mention elements of narrative essay.
12.3 Know parts of a narrative essay.
12.4 Differentiate between narrative essay and descriptive.
12.5 Write an essay narrating an experience in which a certain emotion was
predominant.
12.1Explain what a narrative essay is.
What is a Narrative?
 The most important thing to know about a narrative essay is that it tells
a story.
Most times the story will be personal — told from your unique
perspective and point of view.
 The story you may choose to tell can be about almost anything you
would like to share with your readers - school, family, work,
relationships, travel, growing up, tragedies, triumphs, etc.
 A narrative can be told in words (as is often the case) or in other
mediums, such as photos, film, songs, cartoons, etc.
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12.2 Mention elements of narrative essay.
Elements of Narrative Essay

There are several important elements make up a story:
a. Setting: the location where the action in a story happens.
b. Theme: the basic idea of the story. Very often the theme will deal with
a topic that is common in life or human nature, such as greed, envy,
love, independence, and so on.
c. Mode: the feeling or atmosphere that the writer creates for the story. It
could be happy, hopeful, suspenseful, or scary. Both the setting and
descriptive vocabulary create the mood in a narrative.
d. Characters: the people in the story. They are affected by the mood, and
they react to the events in which they are involved.
e. Plot: what happens in the story, that is, the sequence of events. The plot
often includes a climax or turning point at which the characters or events
change.
An effective narrative essay includes these elements:

 a thesis that sets up the action in the introduction.
 transition sentences that connect events and help the reader to follow
the story.
 a conclusion that ends the story action and provide a moral, prediction,
or revelation.
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12.3 Know parts of a narrative essay.
Parts of a Narrative Essay

 The Introduction
The introduction is the paragraph that begins your story. This is
where you describe the setting, introduce the characters, and prepare
the reader for the action to come. Of course, the introduction should
have a hook and a thesis.
 The Narrative Hook: Usually the first sentence or two- that
grabs readers’ attention. Hooks are especially important in
narrative essays because they help “set the stage” for the
story. The hook makes readers start guessing about what will
happen next.
An example of a good hook:
I had never been more anxious in my life. I had just spent the
last three endless hours trying to get to the airport so that I
could travel home.
It makes the reader asks:
- Who is the narrator and why is he or she anxious?
- Where is the airport? What made the trip to the
airport seem endless?
- Why is this person going home?
 The Thesis
Usually the thesis states the main idea of the essay and tells what the
organization of the information will be. However, in a narrative essay
the thesis introduce the action that begins in the first paragraph of the
essay.
Examples of thesis statements: Now, as I watched the bus driver set
my luggage on the airport sidewalk, I realized that my frustration had
only just begun. Because his pride wouldn’t allow him to apologize,
Ken now had to fight the bully, and he was pretty sure that he
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wouldn’t win. The example sentences do not tell the reader what
happens. They only introduce the action that will follow. The
paragraph in the body will develop the story.
 The Body
The body of your narrative essay contains most of the plot- the
supporting information. The action in the plot can be organized in
many different ways.
 Chronological, or time order
In this method each paragraph gives more information about
the story as it proceeds in time: the first paragraph usually
describe the first event, the second paragraph describes the
second event and so on.
 Transitional Sentences
In a chronological organization, each paragraph ends with a
transitional sentence. Transitional sentences have two
purposes:
1) To signal the end of action in one paragraph
2) To provide a link to the action of the next paragraph. These
sentences are vital because they give your story unity and
allow the reader to follow the action easily.
 The conclusion
Like academic essays, narrative essays need to have concluding
ideas. In the concluding paragraph, you finish describing the action
in the essay. The final sentence can have two functions:
1) It can deliver the moral for the story, or tell the reader what the
characters learned from the experience.
2) It can make a prediction or a revelation (disclosure of
something that was not known before) about future actions that
will happen as a result of the events in the story.
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12.4 Differentiate between narrative essay and descriptive.
Narrative vs. Descriptive

There are many different types of writing styles that are used in everyday
literature; in books and magazine articles, scholarly and academic journals.
According to Essentials of College Writing, by C. M. Connell & K. Sole
(2013), descriptive writing is “defined by painting pictures with words”
(chapter 6.4, line 1) while narrative writing is described as “storytelling from
the point of view of the narrator” (chapter 6.3, line 1). Narrative writing is
more appealing considering the reader is drawn into the worlds created by
the storyteller; since narrative writing has a plot descriptive writing has no
time elements or chronological order to the writing.
Narrative writing
A narrative writing shares a sequence of events leading to a point, moral
lesson, or idea that is gathered from the narrative to make the essay uniquely
meaningful to the reader. Since narrative writing can be true to life or
fantasies of the imagination, the unique art of creating different realities for
the reader experience is quite entertaining to readers. Narrative writhing
brings the readers into the world of the story teller by using creative, detail
oriented event or an alternate reality the narrator wishes to express during
the plot of the story. Narrative writing can be a short story or the length of a
novel depending on how short or long the situation or argument of the story
may be. Any well written narrative needs to have a well written plot; a
sequence of events that unfold to hold the reader’s attention through the
length of the story. It is important to have a plot to your story when writing
a narrative paper; a sequence of events that unfold throughout the course of
the story that creates drama and tension.
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Descriptive Writing
Descriptive writing does not have a plot; rather it describes emotions of the
author for the reader to visualize and experience. When writing a narrative
essay or story, the author expresses their opinions, morals, and recollections
to a more general idea of emotions and experiences. While the content of a
descriptive piece focuses on one event, object or place, narrative writing
creates stories of love, excitement, drama, science fiction or anything the
imagination can think of and bring to life for the readers to experience.
Example of Narrative Essay
Unusual Vacation
Travelling has been a longtime passion of mine. Being a photographer, I find seeing
unfamiliar places, meeting new people, and getting to know different cultures
exceptionally inspiring. By the age of 32, I had already been to the majority of exotic
places: the Emirates, Ethiopia, Turkey, India, Laos, Thailand, Japan, Egypt, Malaysia,
New Zealand, Australia, and Cuba. So, when a friend of mine who was working as a
Peace Corps volunteer in Ukraine invited me to visit him for a couple of weeks, I thought:
“Why not?!” I did not know what to expect from Ukraine since I knew little about it. I
usually studied up for weeks on the country that I desired to leave to, but I did not have
enough time to indulge in this practice—the prices of the plane tickets shot up after a
week or so. I knew that it would be an intriguing experience due to the spontaneous nature
of my travel.
Ukraine turned out to be completely different from any place I had visited so far. A post-
Soviet=Union country, it is still struggling to build a developed society. But being a
photographer, I was far more interested in its nature, people, and sites than its politics.
Ukraine appeared to be an attractive, even gorgeous country. Being slightly smaller than
Texas, it is extremely diverse and is full of natural wonders that take your breath away.
Kyiv, the capital city, appeared unexpectedly well-groomed, green, and wealthy. Lots of
bridges across the Dnipro River, a great number of outstanding parks, a couple of
botanical gardens, and many, many flowers everywhere you go. A lot friendlier than you
would think. Next, we went to Western Ukraine with its own peculiar culture and
atmosphere.
The Carpathian Mountains are precious and authentic, with small distant villages and
little country houses that seem like modern progress will never reach them. An amazingly
romantic place! I had been there in late May, but my friend said these mountains are
beautiful all year round—a great hiking spot for spring, a tent camp landscape for summer
and autumn, with tiny, fast mountain rivers that amazed me with their pureness, and a
couple of perfect skiing resorts that do not yield to the Austrian or Canadian ones even a
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bit. The people of Western Ukraine amazed me as well, especially the elderly—amiable,
positive, and active. West Ukraine was basically the first place to which my friend took
me, and it made me fall in love with Ukraine completely. From the Carpathians, we
traveled to Lviv—a wonderful medieval city that is somewhat similar to Prague, yet it is
special in its atmosphere: 800-year-old castles, wooden churches, Gothic catholic temples
and palaces, flowers at every corner and on every window seal, original block pavement
streets of the Old City (Stare Misto), and lots of people in authentic national clothes—
vishivanki (embroidered white shirts). Lviv is a magical city and it fueled me with
inspiration to see the rest of the country.
Next, my friend took me to Zaporizhzhya—an eastern city with an impossible to

pronounce name and two thousand years of history. The city is built on two banks of the
Dnipro River, and has an island in the middle—Khortitsa—the largest river island in the
world. The place is exceptionally spiritual—no wonder that so many centuries ago the
wild tribes of skiffs and sarmates, and later the cossaks (famous Ukrainian soldiers of
1400-1600s, that had long mustaches, long forelocks and wore wide red trousers), built
their fortifications on Khortitsa Island. The city itself seemed to be still Soviet-like in its
spirit and atmosphere, so it was interesting for me to take photos of their famous dam
with the huge Lenin statue pointing at it, and the factories that were once the pride of the
USSR and, amazingly, still successfully function for export purposes now.
Our next stop was Crimea—a big heart-shaped peninsula that is washed by two seas: the
Black Sea and the Azov Sea (the shallowest in the world, by the way). Crimea has
indescribable mountains, fantastic crystal caves, and scenic, deep lakes. It is a picturesque
place—so green, so virginal, so unlike anything I have seen before. The pictures I took in
Crimea are the ones I consider to be the best in the series in my photo collection. We also
attended a wine festival in Koktebel, where they make local wine, visited Askania
Nova—a marvelous biosphere reserve sanctuary established in the nineteenth century—
an opportunity to get a scope of what the country’s nature was like some twelve hundred
years ago, still mostly underpopulated.
There was one thought that did not leave my mind even for a second during the whole
time I spent in Ukraine: “I cannot believe that this country and its fantastic nature, history,
and culture are so unknown to the rest of the world!” Ukraine was a true discovery for
me, and one of those times when your expectations are nothing like what you see. I have
visited this country two more times over the past three years, and every time my respect
for Ukraine grows. If you should ask me what place I can recommend to those avid and
blasé travelers who seem to have seen it all, I would say without a second of hesitation:
“Go to Ukraine! Whatever you will expect, this will still amaze and astonish you!”
Taken from: https://academichelp.net/samples/academics/essays/narrative
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Choose one and write a narrative essay from these following topics!
1. Something for the first time in your life. Everybody had this kind of
shocking new experience. You have to pull it out from memory storage.
Think of your childhood, school and college years, first love, job, car, toy,
etc.
2. Everybody gets afraid sometimes. If there were no fear, there would be no
opportunity for bravery. Write about the scariest moment in your life.
3. Some people avoid challenges. Others see them as opportunities to grow.
Write about a time when you overcame a great challenge.
4. One person’s trash is another person’s treasure. Write about a time when
you discovered something valuable that others had discarded or
ignored.
5. Friendship can be found in unexpected places. Write about a time when
you became friends or partners with an unlikely person.
6. Presentation is everything. Write about a time when you or someone else
made a strong impression based on manners. It can be a good
impression or a bad one.
7. Sometimes it’s better to be lucky than talented. Write about a time when
you benefitted just by being in the right place at the right time.
D. REFERRENCES
Companies, INC.
Narrative essay. Retrieved in August 26, 2019. Available online at

https://www.slideshare.net/dldixon/narrative-essay-presentation
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MEETING 13
EXPOSITION
(EXAMPLE ESSAY)
A. GOALS OF STUDY
13.1. Know the arrangement of example essay.
13.2. Know the outline of example essay.
13.3. Write an example essay- providing a series of examples to support
students’ thesis.
Know the arrangement of example essay.
The example/ illustration essay is the most simple, straightforward essay

form you will encounter. It is also the one you will always continue to use in
writing your future essays, because all essays, whether argumentative or
informational, need the support that good illustrations provide. In this type
of essay, examples act as supporting material to explain or clarify the
generalization.
It uses a list of facts, events, statistics, people, samples, quotations,

anecdotes (brief stories), and other kinds of specific items to make a general
statement more understandable, more clear, and/or more convincing. Writers
use exemplification or giving examples to create interest, clarify ideas or
convince.
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There are types of examples in example essay.

1. Examples that illustrate - use concrete examples to illustrate an idea.
Muslim women are active, assertive and engaged in society. In Qatar,
women make up the majority of graduate-school students. The Iranian
parliament has more women members than the U.S. Senate. Throughout
the world, many Muslim women are educated and professionally trained;
they participate in public debates, are often catalysts for reform and
champions for their own rights.
2. Examples that explain - give an explanation to illustrate a concept.
But I came to realize that those husbands who helped very little at
home were often just as deeply affected as their wives - through the
resentment their wives felt toward them and through their own need to
steel themselves against that resentment.
3. Examples that tell a story - use a short story to illustrate a point.
One day, rushing into the office of a magazine I was writing for with a
deadline story in hand, I was mistaken for a burglar. The office manager
called security and, with an ad hoc posse, pursued me through the
labyrinthine halls, nearly to me editor’s door.
4. Examples that describe - use examples to make help the reader visualize
a scene or a thing.
In Berkeley, there are wheelchair users on ever corner. Propped in
sagging hospital-issue chairs. Space-age sports chairs. Motor-driven
dreadnoughts.
Arrangement Essay
a. Title
Explains the essence or the core of the essay in a few words or
phrases.
b. Introductory Paragraphs
Sparks interest in readers so they will example per paragraph want
to continue reading.
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Leads into the Thesis and explains example why providing example
is important and merits discussion (without saying “I think”)
Write an introduction that lets your reader know what to expect from
your essay and states the thesis.
c. Thesis
Indicates the topic you will exemplify, the controlling idea,
purpose, and writing pattern.
Example 1, Example 2, Example 3 in story Thesis Statement fall in
the same order in the body of the essay.
The thesis statement should state the generalization that you are
exemplifying and make it clear that you are attempting to support it with
examples.
d. Body Paragraphs
Consider the audience and purpose.
Contain examples that clearly explain the topic.
Contain one controlling idea or example per paragraph.
Contain supporting details for each example.
Write a well-developed body that supports the thesis. The body should
fully support the generalization. Each paragraph should directly relate
to the thesis. Arrange your examples logically. It may be important to
categorize examples if you have a lot of them so that you don't confuse
your reader.
e. Transitions
Provide transitional words and sentences to guide your reader
through the text.
f. Concluding Paragraph
Provides an effective ending to the story.
Write a conclusion that sums up the essay's main points and restates
the thesis. Remember to make it clear in the conclusion what you want
readers to take away with them.
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12.2 Know outline of example essay.
Providing Examples
Example #1 Example #2 Example #3

1st Supporting Detail 1st Supporting Detail 1st Supporting Detail
2nd Supporting Detail 2nd Supporting Detail 2nd Supporting Detail
Outline
I. Introduction that uses a college level strategy, tells how the subject came
up, states the thesis in the pattern above, and names the audience who
can benefit from knowing the information.
II. Body
A. Example 1
B. Example 2
C. Example 3
III. Conclusion
Examples:
How Can Students Develop Good Study Habits?
Students need to develop good study habits if they are to reach their
full potential in any course or degree. Good study habits are very useful for
people in education, and they can be learned with enough repetition. These
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study habits can be learned through finding out what works for the individual
student, getting into a routine, and making sure to change habits if the
situation calls for it.
There are a number of different study habits, so it is important for
people to figure out which one works for them. While people can have to-do
lists, or set deadlines, or use apps which block the time-consuming sites on
our computers, it takes time to figure out what works for them individually,
and what works for their education. Once people have found out what works
best for them, they can practice these things until they become easier.
Getting into a routine can take time, but the time is worth it. Making
something into a habit can take some time, and that time can be difficult. It
is difficult to take something new and make it into an established part of your
day, especially if you need to use time which was spent on other things to do
it. Habits are hard to form, but also hard to break, which can be useful for the
future.
Sometimes your needs change, and that can mean that your study
habits need to change as well. If your workload increases or you take on extra
shifts at work, or you move to somewhere further away from your classes,
this can mean there is less time to study. If that is the case, you might find
that you need to adapt your study habits to fit with the new routine you have.
Sometimes our circumstances change, and we need to change with them.
Good study habits are very useful for people in education, and they
can be learned with enough repetition. Forming habits, finding what works
for you as an individual, and making sure that you are flexible enough to
change with your circumstances, are all part of what helps us to form good
study habits. Ultimately, being flexible enough to find what works under
different circumstances is what makes us better at studying, no matter what
habits we pick up along the way.
____________________________________________________________
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America Needs Leaders
Today, everyone is overlooking the future. Of course, some people

save money here and there, so I have money when I retire. However, no one
is destined to change our society's thoughts and beliefs. So I asked you
whether all idealists had left or they were too scared to stand up. Throughout
history, there were always people who opposed society to promote their
causes.
The example article is characterized by generic and related,
representative and reliable examples including anecdotes. When writing
sample articles, writers need to think about their theme, decide their purpose,
think about their audience, decide on specific examples, and put together all
parts. Essayist writes a familiar article, if you talk to the reader, write down
yourself and a specific topic. Anne Fadiman pointed out "The heyday of this
genre was in the early 19th century," the biggest representative of which was
Charles Lamb. She also believes that the content of the important article is
more than the center and the content of each article is more than the brain,
but familiar articles have the same scale on both sides.
As you may have already understood, a good example article is about
making a whole paper presentation. Which topic is appropriate for sample
articles? How to suggest some new ideas? Let's answer these questions! Keep
in mind that this type of article requires you to prove the point, that is why
the topic should reflect this. By selecting a topic, you can show concrete
examples such as verified facts and numbers. There should be at least some
discussion in the good theme of the illustration article, so the author will do
research and find relevant facts and give enough opportunity to support ideas
including their work. If your theme lacks these features, you will have a hard
time getting good grades, and eventually you may not have articles, wasting
a lot of time and effort. Examine the sample article topic list of hints that
may be helpful in making the most appropriate decision when writing
articles.
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Remember: The illustrations are handwritten models that use examples to

show, explain, and prove points. When writing a valid illustration article,
remember to explain the problem, provide detailed and concrete examples
to show points, and provide enough examples to explain the problem.

Write an essay that uses examples to develop one of these following topics!
1. Does Music Help in the Student’s Learning Process?
2. Should Individuals Under the Age of 18 Be Prohibited from Using Social
Media?
3. Are Ghosts Real or Are They a Production of Fantasy?
4. Can People Reach Success Even If They Did Not Get a Degree?
Consider how to write an example essay
The examples used in your essay must be relevant, that is they must be
directly to the point. Find as many examples as possible and then be
choosey about what you include, using the strongest, and the most
representative examples. If they lead to unexpected conclusions consider
altering your essay thesis in light of the new evidence. Make every example
work in your favor.
1. Decide on a topic. Basically, what generalization do you want to

exemplify?
2. Determine a purpose. What angle of the generalization do you want to
present to the reader? Having a clear purpose will help you choose
examples and write your thesis.
3. Think about your audience. How do you think members of the audience
feel about the generalization that you are discussing? Make a list of
examples related to your generalization. Initially list all examples that you
can think of--you will narrow them down later.
4. Choose examples from the list that are relevant to your purpose. Make sure
that all of the ones that you choose support the generalization.
5. Write a thesis statement. The thesis statement should state the
generalization that you are exemplifying and make it clear that you are
attempting to support it with examples.
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Essay Writing
6. Write an introduction that lets your reader know what to expect from your
essay and states the thesis.
7. Write a well-developed body that supports the thesis. The body should
fully support the generalization. Each paragraph should directly relate to
the thesis.
8. Arrange your examples logically. It may be important to categorize
examples if you have a lot of them so that you don't confuse your reader.
9. Use transition words and phrases to guide readers through your essay.
10. Write a conclusion that sums up the essay's main points and restates the
thesis. Remember to make it clear in the conclusion what you want readers
to take away with them.
D. REFERRENCES
Companies, INC.
Illustrative Essay. Retreived in August 26, 2019. Available online at

https://www.slideshare.net/vlequire/illustrative.essays?next_slidesh
ow=3
Narrative essay. Retrieved in August 26, 2019. Available online at
https://www.slideshare.net/dldixon/narrative-essay-presentation
Sample Essay. Retreived in August 26, 2019. Available online at
https://www.essaybot.com/sample/essays/detail?id=97532&query=E
xemplification
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Essay Writing
MEETING 14
EXPOSITION
(CAUSE AND EFFECT)
A. GOALS OF STUDY
14.1. Know what a cause - effect essay is.
14.2. Know the organization for cause and effect.
14.3. Know the transitional signals in cause and effect.
14.4. Write an essay of cause and effect.

14.1Know what a cause - effect essay is.
Cause and effect is an everyday thing:

 Solving/identifying problems
 Making decisions
 What’s going on in the world
Cause (why something happened) Effect (What happened)

 It is the first thing that happens  Is the second thing that happens
 What was done?  What was the result
In other words, Cause and effect is a relationship between events or things, where
one is the result of the other or others.
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14.2 Know the organization for cause/ effect.
Organization for cause/effect order

There are two main ways for putting ideas in order:
a. Block organization
 Discuss
causes effects
effects causes
 The order of them are not critical, the point is to discuss each
one together as a block.
 Only causes, only effects or both.
 Important ideas separated by paragraphs. Its purpose is to
conclude one section and introduce another(transition
paragraphs)
 For long and complex topics
b. Chain Organization
 One event causes a second event, a second event causes a third
event and so on.
 Causes and effects linked to each other in a chain.
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 For topics whose causes and effects are too closely linked to be
separated

14.3 Know the transitional signals in cause and effect.
Cause and Effect: (Clue Words)

Cause signal words Effect signal words
For As a result
Since As a consequence
Because Therefore
As Thus
To result from Consequently
Due to Hence
Because of So
As a result of To cause
As a consequence of The reason of
Consequently The cause of
Example
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Essay Writing
Example of exposition essay:
EFFECTS OF WATCHING TOO MUCH TV
Discoveries and invention of devices are always welcome till we,

humans, find a way to abuse its benefits and be adversely affected by it. This
was the case when Wilhelm Roentgen discovered x-ray and within five
years, the British Army was using a mobile x-ray unit to locate bullets and
shrapnel in wounded soldiers in the Sudan. TV was also invented with
positive thoughts in mind – there would be no national borders, education
and communication would be worldwide, etc. However, we are now trying
to overcome its physiological and psychological adverse effects on human
beings.
One of the physiological effects of watching TV in excessive
amounts is eye-strain. It is true that there are specifications for watching TV;
TV should be 5 m. away from the eye, the room should be adequately lit, TV
should be placed at the same height with our eyes, etc. However, these do
not prevent our eyes from getting tired if we keep watching TV for a long
time. Another effect is obesity, which is widely observed in people who like
watching TV and eating snacks everyday (there is even a term “TV snacks”
to refer to fast food that is suitable for eating in front of the TV). TV is such
a powerful machine that people cannot get away from it – it is addictive.
Apart from the physiological effects, TV also causes psychological
effects. One is a result of being exposed to violence. After seeing so many
violent scenes on TV, people start considering violent actions normal and
they lose their sensitivity to their environment. Partly connected to this
effect, the interpersonal communication among people decreases. Being
insensitive to the suffering of other people causes people to become
alienated. Also, after coming home from work people seek to relax in front
of the TV, and generally people prefer watching TV to talking to each other.
This issue is very important since lack of interpersonal relationships mostly
end with divorces.
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Shortly, inventions are meant to be beneficial for human beings, if

we know how to benefit from them. TV is one of such inventions that need
to be used for the right purpose only – being educated and entertained for a
reasonable (according to age) period of time. We may, then, be safe from or
at least reduce the adverse physiological and psychological effects of
watching too much TV.

Choose one of the following topics and write a cause-effect essay. You
should create your cause - effect essay outline first. Then, write a well-
organized paragraph.
Topics:
1. Affordability of housing affects the well-being of young families.
2. The choice of college influences an individual’s skills and traits.
3. Exercising regularly helps reduce stress.
4. Learning a second language helps prevent dementia and Alzheimer’s.
5. Why studying is boring? Focus on both internal and external factors of the
lack of motivation in students.
D. REFERRENCES
Companies, INC.
Baumann, J. F., & Duffy, A. M. 1997. Engaged reading for pleasure and
learning: A report from the National Reading Research Center.
Athens, GA: National Reading Research Center.
Cause and effect essay. Retrieved in August 26, 2019. Available online at
https://www.slideshare.net/guest6d57d9/cause-and-effect-essay-
3671022
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MEETING 15
EXPOSITION
(COMPARISON AND CONTRAST (1))
A. GOALS OF STUDY

15.1Know what a comparison and contrast are.
15.2Know the patterns of organization.
15.3 Write an outline of two methods of development in a comparison or
contrast essay.
15. 1 Know what comparison and contrast are.
What are comparison and contrast?

 Comparison shows how two or more things are similar.
 Contrast shows how two or more things are different.
A comparison and contrast essay explains the similarities and differences
between two topics (ideas, people, or things).
Consider these items when you select the items for comparison:
 Always choose two similar items—two movies, two plays,—not two
unequal items like a film and a painting.
 Decide if you want to compare or contrast as your primary strategy.
 Your job is to interest the reader.
 Choose points to discuss that are not immediately obvious.
When you write a comparison and contrast essay, you shouldn’t just point out
similarities and differences. Your main purpose is to “persuade, explain or
inform” (Smalley, Ruetten and Kozyrev, 2001, p. 164). Therefore, your thesis
must include an opinion regarding to the topic.
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A compare-and-contrast essay, then, analyzes two subjects by comparing them,

contrasting them, or both. A comparison-and-contrast essay uses factual details
to analyze the similarities and differences between two or more two or more
people, places, things, or events.

15.2 Know the Patterns of organizationin a comparison and contrast essay.
Patterns of organization
Once you have decided whether you are going to focus on comparing or
contrasting, you must decide on how you will organize your ideas. There are
two basic patterns you can use:
a. Point – by – Point
b. Block Organization (All of one/All of the Other)
Thesis: The Speed Damon 280 is a better car than the Road Runner XL.
The two cars will be contrasted in terms of:
A. Cost of maintenance
B. Performance
C. Comfort
A. Point – by – point
I. Introductory paragraph: Introduces the topic and ends with the thesis.
II. Cost of maintenance
A. The Road Runner XL
B. The Speed Demon 280
III. Performance
IV. Comfort
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V. Conclusion (restates the thesis): In conclusion, the Speed Demon’s

economy, superior performance and comfort make it the best car of its
category.
B. Block Organization (all of one/All of the other)

I. Introductory paragraph: Introduces the topic and ends with the thesis.
II. The Road Runner XL
B. Performance
C. Comfort
III. The Speed Demon 280
B. Performance
C. Comfort
IV. Conclusion (restates the thesis): In conclusion, The Speed Demon’s
economy, superior performance and comfort make it the best car of its
category.
An outline is an essential step in writing and planning a clearly

organized paper.

1. Complete the partial outlines given for the supporting paragraphs that
follow.
Paragraph A
The most important difference between the Chalet and McDonald’s,
though, is the price, difference. Dinner for two at the Chalet, even one
without appetizers or desserts, would easily cost $50. And the $50 doesn’t
include the cost of parking the car and tipping the waiter, which can come
to an additional $10. With the extra $50, my wife and I can eat at Mc.
Donald’s five more items, or go to the movies five times, or buy play-off
tickets to a football game.
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The most important difference between the Chalet and Mc. Donald’s is the
price difference.
A. Chalet
a. ______________________________________
b. Additional costs of parking and tipping
B. __________________________________________
a. $8 for dinner for two
b. ______________________________________
Complete the following statement: Paragraph A uses a
_______________method of development.
Paragraph B
In addition to learning how to cope with daily work, I’ve also learned to
handle study sessions for big tests. My all night study sessions in high
school were experiments in self-torture. Around 02.00 A.M. my mind like
a soaked sponge, simply stopped absorbing things. Now, I space out exam
study sessions over several days. That way the night before can be devoted
to an overall review rather than raw memorizing. Most important, though,
I’ve changed my attitude toward tests. In high school, I thought tests were
mysterious things with completely unpredictable questions. Now, I ask
instructors about the kinds of questions that will be on the exam, and I try
to “psych out” which areas or facts instructors are likely to ask about. These
practices really work, and for me they’ve taken much of the fear and
mystery out of tests. In addition to learning how to cope with daily work,
I’ve also learned to handle study sessions for big tests.
A. Planning study time
a. _____________________(all-night study sessions)
b. College (spread out over several days)
B. _____________________________________________
a. High school (tests were mysterious)
b. __________________________________________
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Complete the following statement: Paragraph B uses a

_______________method of development.
2. When you begin a comparison or contrast paper, you should decide right
away whether you are going to use one point by point or block organization.
Choose one of the following topics and create your cause and effect essay
outline.
a. two courses f. two teachers
b. two jobs g. two bosses
c. two family members h. two friends
d. two vacations i. two stores
e. two public figures j. two hobbies
D. REFERRENCES
Companies, INC.
Cause and effect essay. Retrieved in August 26, 2019. Available online at
https://www.slideshare.net/guest6d57d9/cause-and-effect-essay-
3671022
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MEETING 16
EXPOSITION
(COMPARISON AND CONTRAST (2))
A. GOALS OF STUDY

16.1. Know the transitional signals in comparison and contrast essay.
16.2. Know the paragraphs in comparison and contrast essay.

16.1 Know the transitional signals in comparison and contrast essay.
In comparison and contrast, transitions between paragraphs are necessary to

keep your essay flowing smoothly, to make it clear to the reader when you
switch from one topic to the other, and to indicate the logical relationships
between ideas within the paragraph.
Comparison Transition Words

likewise Also again in addition neither...nor..
as Similarly Too furthermore both
just as similar to Like as well as moreover
both… and… each of alike and just as…so
not only… but have in in the in the same share the
also… common same manner same
way
Contrast Transition Word

However Unlike yet/ but Still conversely
of course even though whereas Dissimilar to While
otherwise even if nevertheless for all that contrary to
either… on the on the other in contrast instead of
or… contrary hand
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although/ Despite/ in different from some may on one hand

though spite of say on/ the other
hand

16.2 Know the paragraph in comparison and contrast essay.
Differences between the Daily Lives

of Teenagers Today and a Century Ago
Technological progress has boosted both mobility and industrial

production levels, while globalization has enhanced communication around
the world and made the exchange of socio-political ideologies possible. For
example, one can refer to the political revolutions in different parts of the
globe—the Arab Spring and the continuing political upheaval in Syria, in
particular. Taking these, and many other factors into consideration, one could
say that social processes today and those about a hundred years ago are
almost incomparable. At the same time, particular social groups, such as
teenagers, become overexposed to the effects of these socio-political and
technological changes. This fact can be easily noticed when evaluating
modern youths’ preoccupations, hobbies, and behavior, as well as analyzing
how they use leisure time as compared to their counterparts a century ago.
Today’s teenagers use many types of technological gadgets, such as
computers, TV sets, smartphones, and tablets—both at school and at home.
They also seem to be studying with the help of technology. Actually, the
latter now sometimes takes the place that had traditionally been left to parents
and teachers. This refers not only to teaching material, but also to social and
communication skills. Young people have become one of the main target
audiences for social media, and waste in an inordinate amount of time on
social networks instead of using it to conduct
more constructive activities.
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Modern teenagers are also more educated than a hundred years ago.
One of the effects of an easily accessed education is that the youth have
become more dynamic and socially active. They now tend to question and
test the norms and traditions of their society. By doing so, the youth have
become a source of societal change in many countries—recall the boycotts
of university students in different countries. Due to the fact that teenagers, a
hundred years ago, lacked the access to quality education, they were not so
active. Actually, they were more conservative and adhered to the social
norms laid down by their society.
Talking about the old times, teenagers a century ago had little or even
no access to modern technology. They acquired knowledge from parents and
through extensive reading, and used their free time helping their parents
around the house, playing outdoors, and so on. Education back then was a
facet of society that was not highly emphasized. Access to education was
considered a privilege for male children; and besides, financial difficulties in
many households did not allow parents to send their children to school.
With regard to girls, societal norms a century ago, in the main, would
hardly allow them to perform the same roles as their male counterparts.
Managing a household was considered an appropriate position for women;
therefore, girls were mostly confined to the domestic sphere. However,
movements around the globe, in more modern times, have helped alleviate
the plight of girls and women, so that today’s female teenagers can freely
explore the same opportunities and careers as young men.
One can notice significant differences between today’s teenagers and
teenagers a century ago. Today’s youths are more accustomed to technology
than their counterparts a hundred years ago; they are more educated
compared to teenagers a century ago. There is also more gender equality in
terms of access to opportunities among modern teenagers. The question now
is what will happen to our youth in the next 100 years.
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1. Develop your outline that you have done in meeting 15.
2. Write an essay that contrast two characters or two points of view in one
or more poems, stories, plays or novels.
D. REFERRENCES
Companies, INC.
Connors, Bill. 2011. The Gods of Time. New York: Random House, Print.
Silling, Marie. 2010. Teenage Trends. Portland: Burning Bush Press, Print.
Academic essay compare contrast. Retrieved in August 26, 2019. Available
online at
https://academichelp.net/samples/academics/essays/compare-
contrast/lives-of-teenagers.html
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Essay Writing
MEETING 17
ARGUMENTATION
A. GOALS OF STUDY

17.1 Understand the points of writing an argumentative essay.
17.2 Know the organization of argumentative essay.

17.1Understand the points of writing an argumentative essay.
What is the point of arguing?

 You want to get your point across!
 You want others to believe in what you have to say.
 An argumentative essay does the same thing – it tries to convince readers
of your point of view.
What’s the point of an argumentative essay?

In argumentative writing, a writer takes a position for or against an issue and
writes to convince the reader to believe or do something. Argumentative essays
are written to get the reader to accept a point of view. In order to convince the
reader, you need more than an opinion; you need facts or examples to backup
your opinion.
What can you say is special about these introductions?
 “Cigarettes are the number one cause of lung cancer in Canada!” –
Opening with a SHOCKING statement.
 “Elbert Hubbard once said, “Truth is stronger than fiction.”- Opening
with a QUOTATION.
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 “Have you ever considered how many books we’d read if it were not for
television?” – Opening with a RHETORIC QUESTION. (A question that
doesn’t need an answer – it is used to empahsise a point to the reader)
 65% of road accidents are caused by drink driving.” – Opening with a
STATISTIC. This helps to add emphasis or interest to your topic. It may
be wise to include where you got the statistic from.
These intros have a “hook or “grabberto attract the reader’s attention.
Besides an attention-grabbing opening, the INTRODUCTION should also

include your opinion – this tells the reader the main point of your essay.

17.2 Know the organization of argumentative essay.
Opening with a strong statement
“Of all the problems facing the environment today, the one that bothers me
the most is global warming. Some scientists say that the earth is getting
warmer because of the greenhouse effect. In this paper I will describe the
greenhouse effect and whether the earth’s atmosphere is actually getting
warmer.
Opinion
BODY
- You must then provide ARGUMENTS to support your opinion. Each
paragraph is based on a solid reason to back your opinion.
- Since almost all issues have sound arguments on both sides of the
question, a good argumentative writer tries to ANTICIPATE opposing
viewpoints. One of the paragraphs in the body should be used to discuss
OPPOSING viewpoints and your counter-argument.
To help elaborate each argument,
- Use examples, real-life experiences, statistics or research.
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Essay Writing
- Give a scenario, especially when you want the reader to see a different
point of view. Use cues for the reader eg. suppose if, what if, imagine.
CONCLUSION
A piece of argumentative writing usually ends by SUMMARISING the
most important details of the argument and stating once again what the
reader is to FOR or AGAINST. In your conclusion,
- Restate your opinion
- Summarize the main points of your argument.
- Write a personal comment of call for action. You can do this:
With a Question: Closing with a question lets your readers make
their own predictions, draw their own conclusions.
With Recommendations: Stress or recommend the action you want
the readers to take.
Example of Argumentative Essay
How Can Dieting and Exercising Change Your Life?
Good exercise and diet habits are key aspects not only in
appearance but in living long, healthy lives. One may look fabulous, both
fit and healthy while being just as unhealthy as an obese person. The exact
opposite is true, also. A person may be a little overweight but have a
healthy heart and diet. The only way to find out if one is eating healthy
and getting the proper amounts and types of exercise is by looking at their
diet and activity level.
Diet – Is a Way of Life

It is important to first start with a good eating plan. Age,
health issues, and level of physical activity are just a few factors that
should be taken into consideration when writing a meal plan for a person.
For example, a young, healthy, and active person can eat more freely than
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Essay Writing
an older person with high cholesterol who does not get much physical
activity. On average, a person should try to eat 6-11 servings of grains, 3-
5 servings of fruits, 3-5 servings of vegetables, 2-3 servings of dairy, 2-3
servings of meat, and consume fats and sugars sparingly each day. One
should shoot for this range until he/she can have an eating plan written for
them.
Diet is just as big of a part of your health as exercising, that’s
why it is so crucial to eat well balanced healthy meals. This requires
knowing what you are eating; you can obtain this by the dietary label
present on the back of the food when you buy it in the grocery store.
“Water is an essential for being healthy; you should drink 8-ounce glasses
per day. Most people do not have a well-balanced diet like they should,
but instead, have a diet high in fat and are not consuming enough fiber”
(Gebhardt, 72).
The best way to start towards a healthy diet is to start
consuming more natural whole foods, such as fruit, vegetables, bread,
cereals, potatoes, and pasta. You have six different food groups one of
which would be a good idea to eliminate completely from your diet, the
sweets. The other five groups which you need to focus on are the dairy
group, meat group, vegetable group, fruit group, and the bread group. It is
a good idea to try and eat a little from each of these groups with each meal.
Also keep in mind that you need to be paying attention to the amount of
protein, fiber, salt, vitamins, and minerals which you consume as well.
These are a little bit harder to keep track of and have always caused more
confusion.
Customize Your Exercising Plan

Diet is not the only thing that should be factored into a healthy
lifestyle. Exercise is just as important as a nutritious diet. There are many
benefits of physical activity besides the obvious advantage of having a
better physical appearance. Exercise can reduce the symptoms of anxiety
and depression and improve one’s mood and feelings of well-being.
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Besides helping you look great it helps you feel great, too. There are
different types of exercises which give different results. Strength training,
such as lifting weights, produces dramatic differences in physical
appearance and raises one’s metabolic rate. It also improves athletic
performance and builds stronger bones. Cardiovascular training builds a
powerful heart and strong lungs. It helps prevent hypertension, obesity,
heart disease, and Type Two diabetes.
Exercise is not all about physical looks, it also has to do a lot with
your actual health and well being. For example, many overweight people
tend to be more susceptible to higher cholesterol and blood pressure. Well,
by working out and adding an exercise routine into your normal everyday
life, you can help to decrease risk factors drastically. It is said that over
60% of American grown-ups are on the heavier side, or overweight. Only
about 15% actually engage in the slightest amount of exercise.
“Obesity alone makes a person very vulnerable to heart disease, but
also susceptible to an additional 65% chance of having at least one added
risk for heart disease, diabetes and or stroke and a 50% possibility of
having two or more of these as possible risk factors. Some other possible
risks are high blood pressure, high blood sugar, cholesterol and blood fats
that are not all curable with insulin and are considered the Metabolic
Syndrome” (Lissner, 886-92). This becomes an even bigger risk when
areas of fat accumulate around a person’s middle area and the organs in
which the fat surrounds. Basically, people become obese by consuming
more calories than should be consumed for a whole day and not using up
that energy that has been consumed in calories by exerting it in a physical
manner such as exercise. Some people have a fast metabolism which
would be the people you see eating whatever they want and still look fit
or have the average metabolism where you are what you eat, which makes
it a lot harder to stay fit and lean.
Exercise has also had a tremendous effect on the aging process of the
body. Apparently, the increase in exercise has an enormous effect on
nerve cell health and with how long those cells are alive. By maintaining
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Essay Writing
these healthy cells it helps to promote the production of antioxidants

which help to protect cells from damage, this is the leading cause of aging.
No matter what your age is you can still benefit from exercise not only
mentally but also help to prolong your ability to function later on in life.
But most importantly “you will be reducing the chance of having a stroke
and clotting which can result in deep vein thrombosis and death, which is
more critical as we age” (Tremblay, 814-18).
Keeping up a regular cardio routine is a great way to get in shape and
also it helps benefit you in various prolonging ways. It is still a good idea
to have weight lifting as a part of your routine too. There are six different
muscle groups that you can work on with weights. You have arms, back,
chest, shoulders, legs, and then abs. You want to try and keep them all
worked out pretty evenly. Keeping it switched up and by not concentrating
on let’s just say bench press, you keep your body guessing and keep it
from getting immune to the exercise. Instead of just doing bench press all
the time you can switch it up to one week doing dumbbells, maybe cables
the next, or maybe even just doing flat out push ups. Then you have the
machine style workout which you can substitute in one week. Also, you
can switch the focus point up, maybe you want to concentrate on your
upper chest this week and lower or mid chest the following week. With
this type of confusion, your muscles will grow much stronger and you will
notice much more of an improvement.
Exercise and diet are key factors in staying physically and mentally
healthy. It is a known fact that if you look great and feel great you will
live a longer and happier life. It is important to take one’s age, health, and
current physical activity level into consideration when writing an exercise
and diet plan. There are many people out there, such as nutritionists,
personal trainers, and even personal doctors, who can help develop a diet
and exercise plan that is right for him/her. There are so many facilities out
there to help keep you alive and healthy.
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Essay Writing
Works Cited
1. Gebhardt, S.E., Matthews, R.H. (2006). Nutrition Value of Foods,
United States Department of Agriculture, Human Nutrition
Information Service, Home and Garden Bulletin Number 72.
2. Lissner L., Levitsky D.A., Strupp B.J., Kalkwarf H.J., Roe D.A.
(2005). Dietary fat and the regulation of energy intake in human
subjects. Am J Clin Nutr, 46, 886-892.
3. Tremblay, A., Simoneau, J., Bouchard, C. (2004). The impact of
Exercise Intensity on Body Fatness and Skeletal Muscle Metabolism.
Metabolism. 43(7): 814-818.

Choose one of these following topics and write a paper which you argue for or
against. Support and defend your argument by drawing on your reasoning
ability and general experience, or by reading some books or articles. Note that
statistical information, results of studies, and advice from experts may all help
you develop supporting reasons for your thesis. Do not hesitate to cite such
information in a limited way; it helps make your argument more objective and
compelling.
1. Celebrities tend to fail their political careers.
2. The system is too much corrupted today.
3. Should cigarettes be sold?
4. The role of school uniform.
5. Is the cost of university too high?
D. REFERRENCES
Companies, INC.
Argumentative essay. Retrieved in August 26, 2019. Available online at

https://www.slideshare.net/mrashleyhsu/argumentative-essay-
writing-teacher-slides?next_slideshow=2
Argumentative essay example. Retrieved in August 26, 2019. Available online
at https://www.privatewriting.com/blog/argumentative-essay-
example-dieting-and-exercise
Athens, GA: National Reading Research Center
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Essay Writing
MEETING 18
REVIEW
A. GOALS OF STUDY
18. 1 Write an essay they have learned in the previous meetings.

18.2 Revise the paper using self- editing or peer editing worksheets.

18.1 Write an essay they have learned in the previous meetings.
In the preceding chapters, you learned several essential steps in writing an

effective paragraph. These steps lead to four standards, or bases, you can use
in revising a paper. Four Steps:
1. If you make one point and stick to that point, your writing will have unity.
2. If you back up the point with specific evidence, your writing will have
support.
3. If you organize and connect the specific evidence, your writing will have
coherence.
4. If you write clear, error-free sentences, your writing will demonstrate
effective sentence skills.

18.2 Revise the paper using self- editing or peer editing worksheets
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Essay Writing
Self –Editing
Format yes no
My essay is correctly formatted (title, centered, first line of
every paragraph indented, margins on both sides, double
spaced).
Mechanics yes no
I checked punctuation, capitalization, and spelling
Content and Organization yes no
My essay has all three parts: introduction, body and
conclusion.
Introduction: type of introduction (funnel, historical yes no
background, surprising statistics, dramatic story,
etc.):_______________________
The introduction end with thesis statement. no no
Body: the body has___________ paragraphs.
The topics of the body paragraphs are as follows:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
(if there are more or fewer paragraphs, add, or delete lines.) yes no
Unity: each paragraph discusses only one main idea, and
there are no sentences that are “off the topic.” yes no
Coherence: each paragraph has coherence. My essay flows
smoothly from beginning to end.
I repeat key nouns
I use transition signals to show relationships among ideas. yes no
I use transitions to link paragraphs.
Conclusion: the conclusion (a) summarizes the points or (b)
paraphrases the thesis statement (circle one)
Grammar and Sentence Structure Number found

I checked my essay for ________________________ and corrected
errors.
(verb, tense, article, etc.)
I checked my essay for ________________________errors.
I checked my essay for ________________________errors.
Peer –Editing
Peer Editor: _____________________________ Date: ________________
1. What kind of introduction does this essay have? yes no

(funnel, dramatic, etc.)
How many sentences does it contain?
Does it capture your interest?
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Essay Writing
Where is the thesis statement placed?

2. How many paragraphs are there in the body? Number: yes no
_____
The topics of the body are as follows:
1. _______________ 3. ______________
2. _______________ 4. ______________
(if there are more or fewer paragraphs, add or delete lines.)
3. What kind of supporting details does the writer use in yes no
each body paragraph?
1. ____________ 3. _____________
2. ____________ 4. _____________
4. Check each paragraph for unity. Is any sentence yes no

unnecessary or “off the topic?”
If your answer is yes, write a comment about it (them).
_____________________________________________
5. Check each paragraph for coherence. Does each one yes no

flow smoothly from beginning to end?
What key nouns are repeated?
What transition signals can you find?
6. What expressions does the writer use to link paragraph?

If there is none, write none. (If there are more or fewer
paragraphs, add or delete lines.)
To introduce the first body paragraph _______________
Between paragraphs 2 and 3 ______________________
To introduce the conclusion: ______________________
7. What kind of conclusion does this essay have – a
summary of the main points or a paraphrase of the thesis
statement? ____________________________________ yes no
Does the writer make a final comment?
What is it? ____________________________________ yes no
Is this an effective ending (one that you will
remember)?
8. In your opinion, what is the best feature of this essay? In
other words, what is this writer’s best writing skill?
_____________________________________________
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Write an essay using appropriate organization using your own topic. Apply
what you have learned. Follow the steps in the writing process described in
previous meeting. When you have finished, use the self- editing or peer editing
worksheets.
D. REFERRENCES
Companies, INC.
Oshima, Alice and Ann Hogue. Writing Academic English: fourth edition.
Pearson Longman
Sembel, Sandra.Four Bases for Revising.RetrievedAugust28, 2019.Available
online at sandrasembel.weebly.com
104

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Essay Writing

When we write, we do more than just put words together to make

G. Learning Objective 1.1:

Essay consists of three parts:

H. Learning Objective 1.1:

How to format an essay

The Format of an essay is as follow:

Ihe introduction xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Ihe introduction xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

The main body xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Main body Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Changing English: the African American influence

J. Learning Objective 1.2:

 Do I answer the question? Re-reading the question prompt after

“good” or “successful,” see if you could be more specific: why is something

Sample thesis statement: All day kindergarten programs benefit children in

Sample title: The Advantages of All- Day Kindergarten

K. Learning Objective 1.3:

Narrowed topic: Floating

Qualified topic: Swimming two hours a week

L. Learning Objective 1.4:

Topic: diet/ food

N. Learning Objective 1.1:

The following is the example of an outline.

Don’t Support Nuclear Energy

THE BENEFIT OF YOGA

3. Write an essay based on the outline above.

P. Learning Objective 1.2:

How to make an introduction interesting

Read the introductory paragraph bellow, underline the thesis statement.

2. Introductory pattern: …………………………………………..

3. Introductory pattern: …………………………………………………………….

Q. Learning Objective 1.3:

b. Introductory pattern: …………………………………………….

2. Choose one of the thesis statement from the Comprehension questions

C. Learning Objective 1.1:

A good concluding paragraph will:

D. Learning Objective 1.2:

The following are some examples of concluding paragraph:

Should we test products on animals?

Should we beat children?

Who are the better parents – men or women?

Who learns quicker – adults or children?

Should dangerous sports be banned?

2. Develop an essay using one of the introduction thesis statements above.

Studying in Great Britain

Ideas for Body Paragraphs

Coherence refers to a certain characteristic or aspect of writing. Literally, the word

F. Learning Objective 1.2:

What is cohesive devices?

At this point, it is necessary to . . .

c. Repetition of key nouns or ideas

Modern Medicine focuses on illness. If a patient with a cough visits a modern

Unity is a very important characteristic of good paragraph writing. Paragraph unity

Writing unified essay

 Learning Objective 1.2:

Example 1 (without unity)

Next Time, Try Chinese Medicine

2 Write an outline for an essay on one of the following topics or on a topic of

b . An important problem in your country

C. QUESTIONS FOR EXERCISE/ ASSIGNMENT

lonely, or they are having trouble with boyfriends or girlfriends. Instructors

Base 4: Sentence Skills

1. The title should not be set off with