Creative Writing

Preface
This Creative Writing Book is specially designed to teach children aged 8-11 the
fundamentals of writing. The programme closely followed the Ministry of Education
Primary School Language Arts Syllabus, as well as, The Continuous Assessment
Component of the Secondary Entrance Assessment Teachers’ Manual in English
Language Arts. It was created by a highly qualified and specialized team of teachers and
other key personnel in the education system.
The book teaches the fundamentals of essay writing using a step-by-step approach.
Children are not only taught the theory of writing but are actually engaged in the
writing process. Writing is a powerful tool for thinking. It is a process which gives the
primary school child opportunities to discover meanings, explore possibilities, reflect on
experience and exercise the imagination as he/she communicates through a variety of
rhetorical modes/genres to fulfill a range of purposes.
Special features of the Creative Writing Book include:
• Brainstorming Charts/Graphic Organizers
• Checklists
• Definition of Key Terms
• The Writing Process (explained and demonstrated)
• Examples and Exercises
Preparing your child for success is the primary goal of the creators of this book. The skills
and confidence your child will gain from using this programme will propel him/her in his/
her academic life as well as beyond.
CREATIVE WRITING
Developed by
Audine Joseph-Holder M.A., B.A., Dip. Ed.
Product Manager
Rodney Seemungal
Writers
Parbatie Mohan B.A. (Hons.)
Ernest Che Rodriguez Dip. Mass Communications
Natalie Lall B.A. (Hons.)
Edited by
Barbara Ramdin B.A. (Hons.), Dip. Ed.
Practitioner/Principal
Patricia Mitchell
Young Achievers Tutorial Service
Illustrations, Layout & Design

Marcus J. Marshall Dip. Digital Media
Dane P. Phillip
c 2013
All rights reserved. No part of this publication may be reproduced or transmitted in any form or
by any means, electronic or mechanical including: photocopying,
recording or, by any information storage and retrieval system without permission in writing from
the creator.
Table of Contents
Page #
I. Narrative/Descriptive 2
a. Narrative Writing 2
b. Descriptive Writing 40
II. Expository Writing 47
III. Report Writing 60

a. Formal Report 60
b. Newspaper Reports 74
IV. Instructional Writing 82
V. Reflective Writing 90
Appendix 97-98
AIM
What is the aim of your writing?
Your writing must be ON-TARGET.
Based on the aim of your writing, there are different ways to write
your essay, for example:
L.E.A.R.N. - “LEARN”
LETTER WRITING
EXPOSITORY WRITING
REPORT WRITING
INSTRUCTIONAL WRITING
REFLECTIVE WRITING
NARRATIVE/DESCRIPTIVE WRITING
1
I. NARRATIVE / DESCRIPTIVE
NARRATIVE WRITING
Narrative writing involves being a storyteller.
First we must choose a topic, usually from the given list. During your
preparation for the exam, it is advised that you choose challenging topics in
order to develop your creativity and writing skills.
However, during the exam, it is easier to write on a topic that you are
familiar with, as well as, one that is exciting and inspiring. Ensure that you
pay close attention to the instructions on the exam paper in order to be clear
about your word limit and time allotted for writing your essay.
Let us choose one of the given topics below.

A visit to the moon
My hour spent in detention
Sheldon’s Twelfth Birthday
We have chosen to write about ‘Sheldon’s Twelfth Birthday’ because everyone

has experienced birthdays and birthday parties. Therefore, we have a wealth
of information to adequately explore the topic.
Having chosen a familiar and exciting topic, we will now answer the
following questions:
Is the story real?
Is it imaginary?
Will the story be interesting to the reader?
Is it possible to merge real life experiences with some imaginary
elements?
Let us write a story from a real-life experience.
“Sheldon’s 12th Birthday”
2
We will now begin the writing process. This involves:
Brainstorming
Drafting
Revising
Editing/proof reading
Publishing
If you want to write a great story you must begin with a process called:
When Brainstorming, first write down ALL your ideas relating to the topic
on a graphic organizer or brainstorming chart. This helps to organize
your thoughts.
Let us think… What do we know about a birthday party?

What images or ideas immediately come to mind?
3
BRA INSTORMING CHART
(GRAPHIC ORGANIZER)
Sheldon’s birthday celebration

cakes, candies, confetti, snacks, I wake up, brush my teeth,
presents, friends bathe and comb my hair.
Bathe dog in the

Sheldon’s little brother Sheldon’s bathroom and play
apologizing Twelfth Birthday with neighbours.
Mom and dad

hiding presents
Sheldon’s little brother Michael,
sneaking downstairs to peek
at the presents
and getting caught
Having listed all the points above, let us now look at all the ideas in our
brainstorming chart and eliminate those that are irrelevant to our
narrative. These are the points that do not relate directly to the main
ideas of the story.
Remember, we are writing about Sheldon’s Twelfth Birthday.
The end result will be a list of phrases that connects to express one
main idea - Sheldon’s twelfth birthday!
4
Let us remove those irrelevant ideas to remain on target and to make our
story more appealing.
Sheldon’s birthday celebration

cakes, candies, confetti, snacks, I wake up, brush my teeth,
presents, friends bathe and comb my hair.
Bathe dog in the

Sheldon’s little brother Sheldon’s bathroom and play
apologizing Twelfth Birthday with neighbours.
Mom and dad

hiding presents
Sheldon’s little brother Michael,
sneaking downstairs to peek
at the presents
and getting caught
5
Now, let us link together those ideas from our brainstorming chart to
create the first DRAFT of our narrative.
A draft is the first attempt in writing an essay.
On every birthday celebration, I would wake up and sneak

downstairs... to peek at the presents mom and dad would
hide in the store room. On each occasion they would catch
me and every time they would calmly say, Michael, that
was very naughty! But that never stopped me. However, on
my brother, Sheldon’s twelfth birthday, instead of sharing
cakes, candy and confetti, they became upset with me and
I felt extremely ashamed. I did not want to ruin Sheldon’s
birthday celebration so I apologized to him and promised
mom and dad to never do it again. They all forgave me and
everything eventually turned out well.
Wonderful! Our story now has a flow and a focus, BUT there are still
some other IMPORTANT elements that are missing that would make
the narrative more exciting to a reader!
These elements can be seen on our Essay Checklist. This is a list of

questions you must answer in order to improve your creative writing
skills.
Let us now consult our Essay Checklist.
6
ESSAY CHECKLIST
This list gives the guidelines for writing an excellent narrative.
7
EXPLORING CHECKLIST ITEMS
Let us now explore each item on the checklist in order to improve our
writing skills to produce a well developed essay.
1. ESSAY LENGTH BETWEEN 350-400 AVERAGE
Given the fact that you normally have some 40 minutes in the exam to plan
and write your story, the suggested estimate of a maximum of 4 00 words is
acceptable.
So far our essay has about 95 words. If we follow the advice on our checklist
and begin to creatively develop our sentences and paragraphs, we can easily
write about 350 - 400 words.
2. RELEVANT POINTS IN YOUR ESSAY
Your story must never confuse the reader. Therefore it is absolutely NECES-
SARY for all the points in your story to relate DIRECTLY to the chosen topic.
3. PARAGRAPHING YOUR ESSAY
The visual structure of your essay must be encouraging to the reader. As a

result, all your points must be developed into separate paragraphs that flow
one into the other to give your writing a sense of order.
A paragraph is made up of a number of printed or written sentences placed

together on a page to convey a single idea, thought or topic. One of those
sentences must be your main topic sentence which usually begins or ends the
paragraph. The main topic sentence is the most important piece of
information you would want the reader to know. The paragraph usually
consists of the topic sentence and three to four supporting sentences.
Another major point to remember is to INDENT the FIRST sentence of each

paragraph. The indentation is the space that you leave between the margin
and the first word you write in the first sentence. It is usually only as wide
as your thumb.
The three basic components of an essay are: INTRODUCTION, BODY and

CONCLUSION.
8
4. INTRODUCTION TO YOUR ESSAY
This is the part of the story where you FIRST capture the reader’s attention.
The introduction is where the main characters are presented to the reader
and the scene is set.
This section also attempts to answer the following questions in any order:
Who is involved?
What is happening?
When is it happening?
Where is it happening?
Why is it happening?
Let us begin our essay:
Presents! Presents! Presents! Today is my big brother’s

birthday. as a result, there are lots of presents for him from
mom dad our aunties and uncles! As long as I can remember,
birthdays have always been celebrated in our home. Even when
it was not my birthday, I would wake up earlier than everyone
else. I would sneak downstairs as quiet as a mouse to peek at
the presents hidden in dad’s private store room.
Every birthday gift in the store room would have to be

opened. I would get the first chance to play with any new toys
my brother got. On his last birthday he got a superman action
figure and i played with it a whole two hours before anybody
else got up. I got in trouble but I didn’t mind. This was my bad
habit!
These questions can now be answered:
Who are the main characters? Sheldon, Michael, mom and dad
What is happening? A birthday celebration
9
When is it happening? Sheldon’s twelfth birthday
Where is it happening? Michael and Sheldon’s home
Why is it happening? It is a family tradition
5. DEVELOPING THE BODY OF YOUR ESSAY
This is the SECOND part or MIDDLE of your narrative. It may contain more
than one paragraph. This is where all the characters begin interacting with
each other. Their interactions may create conflict, tension or mystery.
This part of your story must lead up to something exciting and satisfying.
We classify this as your TURNING POINT.
The main ideas for your story must be developed and written out in detail.
These ideas must be put into proper paragraphs to effectively convince the
reader to believe your story.
We must make sure that we include all the information that will help us to
develop the plot.
The following questions should therefore be answered when developing the

body of the essay:
1. Do the main characters interact with each other?
2. Do their actions or interactions create conflict, tension or mystery?
3. Do their interactions lead up to an exciting turning point?
Let us develop the body of the essay.
My heart was galloping as I quickly opened his presents

and peeked at their contents. There, right in front of me, was
Sheldons perfect gift – an iPad! I felt thrilled as I opened it
up. Crash! The large vase at the top of the cupboard fell to the
ground but I was so engrossed with Sheldon’s present, that
I was not bothered by it. Consequently, I did not even realize
when my brother and my parents came down the stairs.
10
“Good morning Michael, what are you doing?” Dad asked
over my shoulder. “Michael that is not your present, it is
Sheldon’s!” The looks on mom’s and Sheldon’s faces made my
heart sink. Dad straightened up and he, mom and Sheldon went
into the kitchen. I knew that I was in serious trouble. They were
all extremely angry with me.
It seemed as if even Dad’s storeroom frowned disapprovingly

at me. My hands turn to lead as I stood there, with tears
streaming down my face, trying to think of something that
might make up for my wrongdoing.
Here we see the main characters, Michael, Sheldon and their parents,
starting to interact.
We have introduced conflict, tension and mystery!
We are beginning to see a turning point in our story as Michael has realized
he has done something wrong.
6. WRITING YOUR CONCLUSION
This is the LAST part of your narrative. This is where all loose ends in your
story must be neatly tied up and the aim of the story revealed.
Like the other parts of our essay, we have key questions which must be
answered in the conclusion:
1. Have all the loose ends been neatly tied up?
2. Has the situation or problem been resolved?
3. Is there a lesson or moral to the story?
11
Let us write the conclusion.
An idea came to my mind and I went straight up to my

bedroom. I took my most treasured posession, a remote
control jeep, which I kissed goodbye and reluctantly wrapped
in my last sheet of kite paper. Then I went down to the kitchen
where mom, dad and Sheldon were setting the table for our
breakfast.
Standing afar, I said that I was sorry for what I did and I
promised that I would never do it again. I turned to my brother,
and handed him the pretty, purple package. “This jeep is now
yours. I’m sorry that I opened your birthday gift. I won’t ever do
it again.” Dad put his hand on my shoulder and said, “You make
me so proud son.” Then we all sat down to the best birthday
breakfast ever.
Were these questions answered?
1. Have all the loose ends been neatly tied up?

Yes, we know what happened with Michael, Sheldon and his
parents.
2. Has the situation or problem been resolved?

Michael’s situation with his brother and parents was resolved.
3. Is there a lesson or moral to the story?

Michael learned that he should not be opening presents that belong to
other people.
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7. USING LITERARY DEVICES TO PERFECT YOUR ESSAY
These are dynamic writing techniques and literary strategies

which add SPICE and COLOUR to your storytelling.
Literary devices are writing techniques which can add interest and
quality to your story. The following are commonly used literary devices.
Simile - is a figure of speech or figurative device that describes the

nature of something or someone by comparing it to something else or
someone using the words ‘like’ or ‘as’.
e.g. The bird was as big as an elephant.

The cat was as blind as a bat.
My tongue felt like a stone in my mouth.
I would sneak downstairs as quiet as a mouse to peek at the
presents…
Examples:
1. The senator stood alone like a hermit.
2. Her dress was as beautiful as the evening sky.
3. He was as cunning as Anansi.
4. During the test, the class was as calm as the eye of a storm.
5. The pool seemed as deep as a bottomless pit.
6. At nights, the sea appears dark like a pool of molasses.
7. She was dressed as elegantly as the Queen.
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8. Her grandfather was as energetic as a toddler.
9. She looked as frail as wilted flowers.
10. She seemed fragile like a porcelain vase.
11. The thief ran as fast as a cheetah.
12. The mother whispered to her baby like a gentle breeze.
13. The beggar ate greedily like a hungry animal.
14. The room was as hot as an oven.
15. My schoolbag is as heavy as a whale on my back.
16. The man’s hands felt icy like death.
EXERCISE
Create a simile by completing each comparison. You may use something

that can be found in your environment.
Example: as cold as ice
Your similes must be unique!
1. As alert as…
2. As large as…
3. As cautious as…
4. As dizzy as…
5. As eager as…
6. As fresh as…
7. As heavy as…
8. As loud as…
9. As nervous as…
10. As old as…
11. As quick as…
12. As hard as…
13. As frightened as…
14. As angry as…
15. As warm as…
14
Metaphor - is a figure of speech used to capture the nature of a person or
thing by comparing them with something else that is not similar, without
using the words “like” or “as”.
e.g. He has a heart of stone.

It is raining cats and dogs.
Uncle Che is melting in the heat.
My heart was galloping as I quickly opened Sheldon’s present.
My hands turned to lead as I stood there…
Examples:
1. The man erupted in anger when he was accused of the crime.
2. He is a walking dictionary.
3. The corridor was quiet before the storm of students escaped their
class rooms.
4. The scared cat darted with lightning speed away from the dog.
5. Jared is the brightest bulb of the class.
6. When it comes to positive values, he is a tree rooted in the ground.
7. The police officer is a lamb every time he holds his daughter.
8. The girl had the grip of a pit-bull on her mother’s hand as the dentist
approached.
9. She sprang to her feet in joy as her dad came home.
10. After failing my exam, fear has been my constant friend.
11. The man was a raging bull after he lost the game.
12. The girl was a busy hummingbird as she completed her chores.
13. A blanket of clouds covered the sky.
14. The fire spread wilde and fierce.
15. Barry is frightened mouse.
16.The room was a furnace.
17. It’s raining cats and dogs.
15
18. You are a knight in shining armour.
19. Shennel is a cold-stone robot.
20. The playground was a battlefield.
21. He galloped frantically through the bushes.
22. The bully, a bursting dam.
16
Personification - is a figure of speech where an inanimate object or
non-human thing is given human abilities or qualities.
e.g. The mouth of the cave yawned wide open.

The rain cried over the open grave.
Dad’s store room frowned disapprovingly at me.
Examples:
1. The tornado furiously screamed at the door and windows.
2. A soft, gentle breeze whispered in my ear.
3. The weeping willow danced in the wind.
4. The camera hates me.
5. The floor groaned under the weight of the men.
6. The alarm yelled for me to get up.
7. The television beckoned to me.
8. My bed is calling me.
9. The Internet was lazy today.
10. My feet are crying for rest.
11. Her hair is begging for attention.
12. Feelings of hopelessness gripped my heart as my friend walked

away.
13. The grass seemed to invite us to sit after the long hike.
14. The first rain sings of hope to the parched ground.
15. The parched ground swallowed up the rain drops as they fell.
16. The clouds strolled across the blue sky.
17. The boat skated smoothly on the surface of the water.
18. The kettle whistled a loud tune.
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19. The strong wind swept the dried leaves off the ground.
20. The butterflies danced among the colourful marigolds.
21. The cool breeze caressed my cheeks.
22. The rain wept tears of joy on the dry arid earth.
23. The fluttering lights mumbled a blissful tune.
24. The sun smiled brightly upon the dew drops.
25. The leaves whispered a cheerful song.
Onomatopoeia - is the formation of a word that is based on or similar to

the sound(s) that an animal or thing makes.
e.g. The “quack” of a duck

The “tick-tock” of a clock
“Crash! The large vase at the top of the cupboard fell to the ground...”
Examples:
Everyday sounds
Beep (horn)
Clap (thunder)
Crackle (fire)
Slam (door)
Jingle (coins, keys)
Swoosh (car)
Stomp (footsteps)
Animal sounds
Buzz (bee)
Chirp, Tweet (bird)
Coo (pigeon)
Hoot (owl)
Howl (dog, wolf)
Meow (cat)
Moo (cow)
Neigh (horse)
Oink (pig)
Quack (duck)
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Roar (lion)
Squeak (mouse)
Machine sounds
Honk (horn)
Screeching (brakes)
Vroom (engine)
Alliteration - is a writing technique where two or more words beginning

with the same syllable or letter sound are used to add a sense of poetry.
e.g. “Sheldon’s precious prize”

“The big bellied brass vase”
“...the pretty purple package”
“...the best birthday breakfast ever.”
“Today is my big brother’s birthday.”
Examples:
1. Bunches of beautiful bouquets were on the table.
2. The applauding audience appreciated the act.
3. Clear, clean creeks crawled through the hamlet.
4. Delicious doughnuts to die for!
5. There was a horde of happy hamsters.
6. Most of the mighty men were mentioned in the memoirs.
7. The princess will pose for a pretty picture.
8. Rebellious rioters ran amok.
9. Sadly, Sammy sank into the seat.
10. The trendy teens tweeted frequently.
11. The vicious vipers attacked.
12. Walter watched wistfully while the water rose in the well.
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8. USING DIRECT SPEECH AND TRANSITIONAL WORDS/PHRASES
Direct Speech - refers to writing word for word exactly what someone said.
It involves the use of quotation marks at the start and end of what the
person said and includes the punctuation mark at the end of the sentence.
The direct speech is sometimes separated from the rest of the sentence
using a comma. It is used to make the reader feel as if he/she is right there.
It makes the story come alive.
E.g. “Good morning Michael, what are you doing?” Dad asked over
my shoulder.
Dad put his hand on my shoulder and said, “You make me so

proud son.”
Note: Include in body of essay or as the introductary line.
Transitional words/phrases - Transitional words/phrases help the essay

to read more smoothly and at the same time they allow the reader to move
on easily from one point to the next. They can also help you to connect
different thoughts that you may want to put in a sentence or paragraph.
They therefore ensure a smooth flow between sentences and paragraphs.
They can also be used to connect paragraphs.
Note: Usually a comma follows Transitional words/phrases
Some transitional words/phrases include:

However, therefore, thus, then, likewise, instead, by the way, as usual, for
example.
e.g. Then, I journeyed down to the kitchen…
As a result, there are lots of presents for him...
Consequently, I did not even realize when my brother and...
Then, we all sat down to the best birthday breakfast ever.
20
Some examples of transitional words are given below - they can be used
to show:
1. Addition of information/continuation
Eg. Studying is important. Furthermore, proper time management skill is

one of the keys to success.
Eg. Not only fibre is good for you, but all foods from the six food groups.
Additionally Clearly, then Furthermore Moreover

Again Consequently However Next
Also Coupled with In addition Not only-but also
Along with Equally impor- In fact Other
And tant In the light of Otherwise
Another Etc. the Pursuing this
As a result Finally In the same Further
As well as First, second way Similarly
Because Following this In the second Than
Besides For instance place Therefore
Besides that For example It is easy to Thus
Both-and Further see that Too
Last
Likewise
2. Comparison
Also Contrarily Likewise Or

As Conversely Nevertheless Rather
At the same time However Nor Similarly
But In contrast Notwithstanding Still
But still Identically On one hand While this may
By the same token In spite of On the other yet be true
Comparatively Instead hand
Like On the contrary
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3. Conclusion/summary
Accordingly Consequently In summary Therefore

After all Finally In the final Thus
All in all In any case analysis To sum up
All things In any event In the long run To summarize
considered In brief Lastly
As a result In conclusion On balance
Briefly In short On the whole
By and large
4. Consequence
Accordingly For this reason So that Wherefore

As a result Hence So then With the result
Because In other words Subsequently that
Consequently Otherwise Then
Due to Since Therefore
For this So Thereupon
purpose Thus
5. Direction
Above At the right In the centre Opposite

Across At the top In the distance Out of sight
Adjacent Behind In the forefront Over there
Ahead Below In the foreground Straight
Along the edge Beneath Nearby Surrounding
Around Beside Nearly There
At the bottom Beyond Next to To the left
At the front Here On the side To the right
At the left In front of On top Under
At the rear In the background Within sight
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6. Emphasis
Above all Especially Of course To repeat

Again Furthermore Particularly Truly
Also In addition Really With attention
Besides Indeed Singularly to
Certainly In fact Surely
Chiefly In truth To emphasize
7. Exception
Aside from Except, Exclusive of Save

Barring Excepting Other than
Besides Excluding Outside of
8. Illustration
As an Especially For one thing Opposite

example For example Illustrated with Out of sight
As an For instance Including Over there
illustration Particularly Such as Straight
Chiefly Specifically Thus Surrounding
Markedly There
Namely To the left
To the right
Under
Within sight
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9. Time
After Concurrently Immediately Previously

Afterwards During the In the first place Rarely
As soon as morning, day, In the meantime Simultaneously
At first week, etc., Last Soon
At last Eventually Later Subsequently
At length Finally Meanwhile Then
At the same First, Second, Next To begin with
time Third Once Usually
Before For a minute, Ordinarily While
Before long hour, day, etc
Formerly
Here is a simple acronym to remember the various writing techniques.
M ETAPHOR
A LLITERATION
P ERSONIFICATION
D IRECT SPEECH
O NOMATOPOEIA
T RANSITIONAL WORDS/PHRASES
S IMILE
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9. USE OF DESCRIPTIVE LANGUAGE/WORDS
Descriptive language paints a picture that shows – not tells – what a person,
place or thing is like. It includes the use of different types of adjectives,
adverbs, similes and metaphors.
Adjective - is a word that describes a noun. It gives us specific details

about the noun. It modifies the noun.
E.g. The white horse

Michael’s angry father
Sheldon’s naughty brother
Dad’s mysterious, private store room
Adverb - is a word that modifies a verb, an adjective and another adverb.

Adverbs often tell us when, how, why or under what conditions things
happen.
E.g. She drove slowly

...I quickly opened his presents
10. USE OF WORDS TO APPEAL TO THE FIVE SENSES
Words can be used to describe sight, touch, taste, sound and smell in order to
create a clear image in the reader’s mind.
E.g. I would sneak downstairs as quiet as a mouse to peek at the various,

neatly wrapped, colourful presents. (sight)
My parents came down the steep, winding stairs. (sight)
The large, antique vase at the top of the cupboard fell to the cold, hard,
roughly-tiled ground. (touch and sight)
“Good morning Michael, what are you doing? Dad thunderously asked
over my shoulder. (sound)
Dad straightened up and he, mom and Sheldon went into the
spice-scented kitchen. (smell)
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11. EDITING/PROOFREADING THE ESSAY
Here the essay is reviewed to check for errors.
To do this ask the following questions:
Are your words capitalized correctly?
Are your words spelt correctly?
Do you have correct punctuation?
Did you use your grammar correctly?
Let us now proofread our essay paragraph by paragraph!
Presents! Presents! Presents! Today is my big brother’s

birthday. as a result, there are lots of presents for him from
mom dad our aunties and uncles! As long as I can remember,
birthdays have always been celebrated in our home. Even when
it was not my birthday, I would wake up earlier than everyone
else. I would sneak downstairs as quiet as a mouse to peek at
the various, neatly-wrapped, colourful presents hidden in dad’s
mysterious, private store room.
The letter a in “as” a result should be capitalised.

Commas should be placed after mom and dad, mom dad our aunties because
a number of persons were listed.
Every birthday gift in the store room would have to be

opened. I would get the first chance to play with any new toys
my brother got. On his last birthday he got a superman action
figure and i played with it a whole two hours before anybody
else got up. I got in trouble but I didn’t mind. This was my bad
habit!
The pronoun “i” should be capitalised.
26
My heart was galloping as I quickly opened his presents
and peeked at their exciting, hi-tech contents. There, right in
front of me, was Sheldons perfect gift – an iPad! I felt thrilled
as I opened it up. Crash! The large antique vase at the top of the
cupboard fell to the cold. hard, roughly-tiled ground but I was
so engrossed with Sheldon’s present, that I was not bothered by
it. Consequently, I did not even realize when my brother and my
parents came down the steep, winding stairs.
An apostrophe needs to be placed between the name Sheldon and the s at

the end of the name in Sheldons perfect gift to show ownership.
A comma needs to be placed between the two adjectives - large and

antique.
The full stop after the word cold. should be replaced with a comma.
“Good morning Michael, what are you doing?” Dad

thunderously asked over my shoulder. “Michael that is not your
present, it is Sheldon’s!” The looks on mom’s and Sheldon’s
faces made my heart sink. Dad straightened up and he, mom
and Sheldon went into the spice-scented kitchen. I knew that I
was in serious trouble. They were all extremely angry with me.
There were no errors in the above paragraph.

at me. My hands turn to lead as I stood there, with tears
streaming down my face, trying to think of something that
might make up for my wrongdoing.
bedroom. I took my most treasured posession, a remote control
jeep, which I kissed goodbye and reluctantly wrapped in my
last sheet of kite paper. Then I went down to the kitchen where
mom, dad and Sheldon were setting the table for our breakfast.
The ed is left out at the end of the word turn. It should be turned.
The word posession is missing an s, it should be possession.
27
and handed him the pretty purple package. “This jeep is now
it again.” Dad put his hand on my shoulder and said,” You make
breakfast ever
A full stop is missing from the end of the last sentence.
Here is our final corrected essay!
Presents! Presents! Presents! Today is my big brother’s birthday.

As a result, there are lots of presents for him from mom, dad, our
aunties and uncles! As long as I can remember, birthdays have
always been celebrated in our home. Even when it was not my
birthday, I would wake up earlier than everyone else. I would
sneak downstairs as quiet as a mouse to peek at the various,
neatly-wrapped colourful presents hidden in dad’s mysterious,
private store room.
Every birthday gift in the store room would have to be opened.

I would get the first chance to play with any new toys my brother
got. On his last birthday he got a superman action figure and I
played with it a whole two hours before anybody else got up. I got
in trouble but I didn’t mind. This was my bad habit!
My heart was galloping as I quickly opened his presents and

peeked at their exciting, hi-tech contents. There, right in front of
me, was Sheldon’s perfect gift – an iPad! I felt thrilled as I opened
it up. Crash! The large, antique vase at the top of the cupboard fell
to the cold, hard, roughly-tiled ground but I was so engrossed with
Sheldon’s present, that I was not bothered by it. Consequently, I
did not even realize when my brother and my parents came down
the steep, winding stairs.
28
“Good morning Michael, what are you doing?” Dad thunderously
asked over my shoulder. “Michael that is not your present, it is
Sheldon’s!” The looks on mom’s and Sheldon’s faces made my
heart sink. Dad straightened up and he, mom and Sheldon went
into the spice-scented kitchen. I knew that I was in serious
trouble. They were all extremely angry with me.

at me. My hands turned to lead as I stood there, with tears
streaming down my face, trying to think of something that might
make up for my wrongdoing.

bedroom. I took my most treasured possession, a remote control
jeep, which I kissed goodbye and reluctantly wrapped in my last
sheet of kite paper. Then I went down to the kitchen where mom,
dad and Sheldon were setting the table for our breakfast.
and handed him the pretty purple package. “This jeep is now
it again.” Dad put his hand on my shoulder and said, “You make
breakfast ever.
Finally we can now publish or share our essay!

You can share it with someone like your teacher, your parents, your relatives
or your friends!
29
A Walk to Remember- Incorrect
“Two minutes left,” whispered my slim built, tall, blond friend

Annie. It was a warm Friday evening (When) and all the students at
Red Hill montessori prep (Where) were now awaiting the pleasing
sound of the closing bell (What). Then finally, “rrrrr-ingggg”, and
screams of joy filled the hallways. My friends and I (Who) met in the
cafeteria and set out for our daily walk home(Why). Jane the eldest
helped us cross the roads, Peter provided jokes and Annie and I were
the audience.
Our school was located in the central town where there was al-
ways the bustling sound of commuters, chatter and children. On Fri-
days everyone always seemed eager to get home. The air was filled
with the savoury aroma of all fried foods. We enjoyed a quick game
of I spy. “I spy with my little eye, something black,” said Peter. And
the guessing began.
We had successfully manoeuvred through and out the city and

were now entering our quiet yet energetic town. Kids rode their bikes
alongside us, couples were seen taking strolls. The air was fresh, no
doubt contributed by the many trees that lined each corner. I could
not wait to get home.
However, today seemed different. The closer we came to our block

the number of cars on the roads increased. “Look, Mary!” shouted
Annie as she signaled for my attention. I could hear the panic in her
soft voice. She was pointing up to a tall apartment complex behind
the street where we stood, transfixed. My heart skipped several beats
and panic rose in my chest. I gasped and stared like a deer in head-
lights in utter disbelief. It was my apartment! My home was engulfed
in flames of fury. The roof seemed to belch billowing, black smoke
that was starting to form a canopy over the area. Jane tapped us on
the back and we scurried home.
As I drew closer, I could feel the heat from the inferno that was
now trying to escape what is left of my bedroom. “Where...whe...
where is my mom!” I screamed as a looked around, panicking. “Some-
one please….?” I cried. Then, suddenly a familiar sound busted
through the crowd. “Lulu?”. It was my mom. I knew that voice any-
where. Mum was the only person who called me that. I hated it until
today. That name never sounded more comforting. We ran to each
other with a warm embrace, just happy that despite the material lost
30
we were both, safe and sound.
A Walk to Remember- Corrected
“Two minutes left,” whispered my slim built, tall, blond friend An-
nie. It was a warm Friday evening (When) and all the students at
Red Hill Montessori Prep (Where) were now awaiting the pleasing
sound of the closing bell (What). Then finally, “rrrrr-ingggg”, and
screams of joy filled the hallways. My friends and I (Who) met in
the cafeteria and set out for our daily walk home (Why). Jane the
eldest helped us cross the roads, Peter provided jokes and Annie
and I were the audience.
Our school was located in the central town where there was
always the bustling sound of commuters, chatter and children.
On Fridays everyone always seemed eager to get home. The air
was filled with the savoury aroma of all fried foods. We enjoyed
a quick game of I spy. “I spy with my little eye, something black,”
said Peter. And the guessing began.
We had successfully manoeuvred through and out the city and

were now entering our quiet yet energetic town. Kids rode their
bikes alongside us, couples were seen taking strolls. The air was
fresh, no doubt contributed by the many trees that lined each cor-
ner. I could not wait to get home.
However, today seemed different. The closer we came to our

block the number of cars on the roads increased. “Look, Mary!”
shouted Annie as she signaled for my attention. I could hear the
panic in her soft voice. She was pointing up to a tall apartment
complex behind the street where we stood, transfixed. My heart
skipped several beats and panic rose in my chest. I gasped and
stared like a deer in headlights in utter disbelief. It was my apart-
ment! My home was engulfed in flames of fury. The roof seemed to
belch billowing, black smoke that was starting to form a canopy
over the area. Jane tapped us on the back and we scurried home.
As I drew closer, I could feel the heat from the inferno that was
now trying to escape what is left of my bedroom. “Where...whe...
where is my mom?” I screamed as a looked around, panicking.
“Someone please….?” I cried. Then, suddenly a familiar sound
burst through the crowd. “Lulu?”. It was my mom. I knew that
31
voice anywhere. Mum was the only person who called me that. I
hated it until today. That name never sounded more comforting.
We ran to each other with a warm embrace, just happy that de-
spite the material lost we were both, safe and sound.
My Sister’s Keeper - Incorrect
It was a calm Saturday afternoon (When) when my sister and

I (Who) had gone to the park (Where) to play with some friends.
“Stay clear of the forest. You know there have been strange
activities lately, were the words my mother uttered as she watched
us leave on our bikes. The day was peaceful and the sky as beau-
tiful as heaven. We were so ecstatic to have seen our friends and
spent time with them. However, it was now time to say our good-
byes (Why) and make our journey back home. We had been playing
in the sun for the entire day and were a bit drained, however, we
got on our bikes and pedaled home (What).
Being the older sister I took the lead and my little sister
Michaela, followed behind. We talked about friends, school inci-
dences and upcoming engagements. We laughed hysterically, sang
our favourite songs and even stopped along the way to say hi to
family friends. We were one mile in when my sister complained of
having an ache. “Hang in there Mics”, I said comfortingly. We kept
going. The sun was setting and we were running behind schedule
for our mom. We decided that we’d take a shortcut through the
forest to save some time and get home before the sun sets. To keep
each other’s company, we kept singing but soon enough Michaela’s
singing slowed down, softened then finally stopped.
“Clang ka tang!” was the sound that came next. You could
hear my bike squeak from my sudden pull on the breaks, as the
tires grabbed on to the ground for grip . I didn’t know what to ex-
pect as I turned around. “Help! Help! I have broken my leg!”, my
sister screamed in a frightened voice. I was afraid my worst night-
mare was becoming a reality. At just ten years old, I found myself
32
stuck a mile away from home, in the forbidden, foggy forest, with
my crying little sister and her broken leg. I quickly rushed over to
her side to comfort her as my heart palpitated out of my chest in
panic. Bravely, I told her everything would be okay.
Based on my estimation, I perceived that we were

three-quaters of our way through the forest. We were now both
crying profusely. If only mom were here, I thought. She would
have figured out something by now. I told my sister that we just
had to make it to one of the houses at the end of the forest and
then we could get an ambulance or help from an adult. She cried
frantically and hezitated knowing that she was about to be in
excruciating pain.
I felt hopeless knowing there was nothing I could do to

comfort her pain. Dragging my bike towards her, I yanked her
under the arms and gently pulled her up against me. The sound
of her blood-cudling screams would haunt me forever. I then
grabbed my bike, placed her on the ledge in front of my seat, had
a seat and began to peddle my bike. Fear did not cross my mind,
though I could faintly hear the sound of owls hooting.
I can see the house lights just a few blocks up. We were
almost there. I placed my sister on the steps of that first red
bricked house and scampered up to the door to ring the bell.
Breathlessly, I explained what happened to the woman that an-
swered the door and immediately, she ran to call the ambulance.
I caressed my sister’s head and assured her that they would be
there shortly. She was cold as ice by then. Soon enough the am-
bulance and my mom arrived. The responders assured us that
Michaela was going to be just fine and thanked me for being
brave. My sister said I was her hero.
My Sister’s Keeper- Corrected
It was a calm Saturday afternoon (When) when my sister and

I (Who) had gone to the park (Where) to play with some friends.
“Stay clear of the forest. You know there have been strange ac-
tivities lately,” were the words my mother uttered as she watched
us leave on our bikes. The sky was as beautiful as heaven. We
were so ecstatic to have seen our friends and spent time with
33
them. However, it was now time to say our goodbyes (Why) and
make our journey back home. We had been playing in the sun for
the entire day and were a bit drained, however, we got on our
bikes and pedaled home(What).
Being the older sister I took the lead and my little sister
Michaela, followed behind. We talked about friends, school inci-
dences and upcoming engagements. We laughed hysterically, sang
our favourite songs and even stopped along the way to say hi to
family friends. When we were one mile in, my sister complained of
having an ache. “Hang in there Mics”, I said comfortingly. We kept
going. The sun was setting and we were running behind schedule
for our mom. We decided that we’d take a shortcut through the
forest to save some time and get home before the sun sets. To keep
each other’s company, we kept singing but soon enough Michaela’s
singing slowed down, softened then finally stopped.
“Clang ka tang!” was the sound that came next. You could
hear my bike squeak from my sudden pull on the brakes, as the
tires grabbed on to the ground for grip . I didn’t know what to
expect when I turned around. “Help! Help! I have broken my leg!”,
my sister screamed in a frightened voice. I was afraid my worst
nightmare was becoming a reality. At just ten years old, I found
myself stuck a mile away from home, in the forbidden, foggy for-
est, with my crying little sister and her broken leg. I quickly
rushed over to her side to comfort her as my heart palpitated out
of my chest in panic. Bravely, I told her everything would be okay.
Based on my estimation, I perceived that we were

three-quarters of our way through the forest. We were now both
crying profusely. If only mom was here, I thought. She would have
figured out something by now. I told my sister that we just had to
make it to one of the houses at the end of the forest and then we
could get an ambulance or help from an adult. She cried
frantically and hesitated knowing that she was about to be in
excruciating pain.
I felt hopeless knowing there was nothing I could do to

comfort her pain. Dragging my bike towards her, I yanked her
under the arms and gently pulled her up against me. The sound of
her blood-curdling screams would haunt me forever. I then grabbed
my bike, placed her on the ledge in front of my seat, had a seat
and began to peddle my bike. Fear did not cross my mind, though I
34
could faintly hear the sound of owls hooting.
I can see the house lights just a few blocks up. We were al-
most there. I placed my sister on the steps of that first red bricked
house and scampered up to the door to ring the bell. Breathlessly,
I explained what happened to the woman that answered the door
and immediately, she ran to call the ambulance. I caressed my sis-
ter’s head and assured her that they would be there shortly. She
was cold as ice by then. Soon enough the ambulance and my mom
arrived. The responders assured us that Michaela was going to be
just fine and thanked me for being brave. My sister said I was her
hero.
35
Here is a narrative based on the topic of Maracas.
Use your checklist to see if
we have met all the requirementsV for a perfect essay.
Our topic: Maracas
Ring, ring, ring! The alarm clock at the side of my bed sounded. I
excitedly leapt out of bed, remembering what day it was – it was
Saturday and my family and I were going to Maracas Beach. I hur-
riedly got dressed and ran downstairs. Everyone was busy prepar-
ing for our trip: my mother was making breakfast; my dad and my
brother, Sam, were giving our blue minivan a thorough check. After
breakfast, we grabbed our belongings and we were finally off!
My dad drove along the road to get to Maracas Beach. As he

carefully manoeuvred around the sinuous, snakelike bends of the
North Coast Road, I could hear the brakes screeching like an owl. I
glanced at the beautiful waters of the Caribbean Sea a shimmering
jewel. After a brief stop at the panoramic lookout to purchase my
favourites,
mouth-watering pineapple chow and coconut fudge, we were finally
at our destination.
We were greeted with the sweet-savory smells of the hot bake

and shark. Crowds of people were already on the shore. Some were
in the water, riding the waves or being tumbled over by the larger
waves.
Others were sitting on the sand, sunbathing or building sand cas-
tles. The waves gently lapped at our feet as we walked along the
shoreline, searching for a suitable spot.
All of a sudden, a huge wave appeared like a monstrous whale.

People scrambled from the water barely reaching the shore in time
as the wave broke violently with a thunderous crash. Some stood
in awe at what was happening while others shouted hysterically,
looking for friends and relatives. I could not move; my legs wobbled
in fright. I faintly heard someone speaking and turned to see my
mother’s pale face staring at me. She was urging me to grab my be-
longings. Lifeguards ran to us, shouting, “Move inland now! We are
having a storm surge!”
We ran towards our van. I was the first to get to it and I quickly
sat in the driver’s seat and started the engine. Mom, Dad and Sam
36
piled into the mini van. I skilfully drove to the road and headed
straight out of Maracas Bay. As we stopped at the midway point
and looked back, the sight which greeted us was very scary; the
whole bay seemed
to have turned into a giant hot tub. The water seemed to broil with
the swirling of the waves.
37
We were all very shaken by our ordeal. As I crawled wearily into bed
that night, I closed my eyes still seeing the bay a giant boiling pool and
hearing the distant sound of giant waves. I thanked God for our safety.
38
You can now practise writing about different places and things that you
see.
HERE ARE SOME INTRODUCTORY STATEMENTS THAT YOU CAN USE IN

YOUR ESSAYS…
The sun was shining in all of its brilliant glory.
The day was bright as a blossoming marigold flower.
The aroma of fried plantain met my nostrils and awoke me from

my slumber.
Crash! My body lurched forward as the car collided into the lamp
post.
Fear gripped my heart as I realized that I was about to die.
HERE ARE SOME CONCLUDING STATEMENTS THAT YOU CAN USE IN

YOUR ESSAYS…
Tears ran down my face, not tears of sorrow but tears of joy.
I ran through the finish line with adrenaline pumping and

my heart racing.
Relief swept over me and I decided that I would never do that

again.
My heart soared with excitement when I heard my name.
I felt so ashamed that I promised myself to always think before I

act!
39
DESCRIPTIVE WRITING
Descriptive writing paints a picture using words which show and tell what a
person, place or thing is like. The purpose of descriptive writing is to paint a
picture with words in the reader’s mind.
“I can see the beautiful colours of the rainbow, red, orange, yellow, green,
blue, indigo and violet”
We need our five senses to describe something or someone! Our five senses
are sight, touch, taste, smell and sound. We use these senses to interpret
and write a description.
Let us look at the flowers in the picture.
Do you recognise them?
40
Let us now from what we see in the picture.
The flowers are red.

They look like a bunch of small petals.
They have green leaves.
They have an elongated structure.
They look like Chaconias
CAN WE WRITE A PARAGRAPH ABOUT THEM?

OF COURSE WE CAN!
Here is a list of descriptive words and phrases that you can

use to help your paragraph.
Beautiful
Splendour
Filled with life
Leaves that look healthy and vibrant
Nationality
Blossoming
SAMPLE PARAGRAPH:
The Chaconias that I see are beautiful and filled with life. They are
vibrant and stand out in their entire splendour. The leaves are green and
healthy and represent vitality. When they blossom the colours change into
a brilliant and crimson red. They are the national flowers of Trinidad
and Tobago.
41
Now that we have written one paragraph about the flowers, we can write
an essay about a scene.
Let us using the above picture.
Someone is playing a sport.

It is a woman.
The sport is golf.
It looks like a bright day because
there is no rain.
She is concentrating.
42
Let us now write a descriptive essay about the event portrayed in the
picture. When we are writing about events we can also use our imagination.
We can imagine what is taking place together with what we see.
SAMPLE ESSAY:
A Day of Golf
It was a beautiful day, the sun shone brilliantly, illuminating the

rich green colours of the leaves on the trees. The call of the day was
evident, “Come and enjoy the outdoors!” Laura, heeding the charge,
decided to play a game of golf to enjoy the sunshine. She quickly
changed into her favourite pink golf shorts and light pink golf shirt.
Surprisingly, she found herself looking forward to a relaxing and
enjoyable game.
The drive to the golf course was picturesque, it reminded her of

the long drives she had as a child. She rented her golf clubs and
drove onto the golf course using the golf cart. The smell of freshly cut
grass filled the air. She filled her lungs with the rich aroma.
Glancing up into the sky she noticed a cloud shaped like a bunny
rabbit floating by. She decided to play a couple of rounds for practice
and then play intensely.
The metal club felt heavy in her hands as she took her first shot.
The ball whistled through the air as it sought the hole beyond her. It
bounced several times on the green and stopped a few yards from the
planted flag. With every stroke, she discovered she was getting better
and better. She suddenly became acutely aware that she was
thoroughly enjoying herself.
When she got to the last game she determined to finish with a
grand finale and make a brilliant shot. She concentrated with all
her might at the white ball on the ground. Slam! The contact between
metal and plastic propelled the ball upward and forward towards its
impending mark.
Her breathing heightened as the ball sailed through the air and
landed in the hole. She jumped for joy! It was a moment she would
remember for the rest of her life. As she drove home, she adamantly
decided to play golf every chance she got.
43
DEAD WORDS VS LIVE WORDS
Some words in the English language tend to be overused and therefore lose
their power. These are called Dead Words. Below is a list of dead words and
more interesting alternatives or live words that should be used in their place
when you are writing.
THEREFORE IF WE ARE NOT USING DEAD WORDS WE ARE USING

DYNAMIC WORDS!!!!!
DEAD WORDS LIVE/DYNAMIC WORDS
Scared afraid, fearful, terrified, frightened
Like such as, similar to, similarly
Mad angry, frustrated, furious, incensed, enraged
Got, Get received, obtained, attained, succeeded in
Nice pleasant, charming, fascinating, captivating,

delightful, pleasurable, pleasing
Lots numerous, heaps, many, scores, innumerable
Fun pleasant, pleasurable, amusing,

entertaining, jolly
Good excellent, exceptional, fine, marvellous,

splendid, superb, wonderful
Great wonderful, marvellous, fantastic
Funny amusing, comical, laughable, jovial
44
Narrative/Descriptive Writing Prompts
• A memorable Event
• You are walking home from a late movie, and you decided to walk
through a cemetery. Describe your experience.
• Imagine you are on a magic carpet that takes you anywhere you
choose. Think about where you would go and what you might do. Write
a story about your adventure.
• You are home baby-sitting your little brother. When you go out to get
the paper, the door shuts and locks. Your baby brother is alone inside.
Tell what you do.
• Your classroom’s pet snake got loose inside the school. Tell what
happened.
• Write a story which ends with “…I vow never to disobey my parents
again.”
• Write a story which begins with “My heart was beating at an alarming
rate.”
• Write a story entitled: Honesty is the Best Policy
• Write a story based on the picture below:
45
Examples
Topic 1.
A mango was laden with juicy, ripe mangoes located at an abandoned

plot a few blocks from your home. No one ventured there. You wanted
these mangoes so much that you decided to get them. Write a story
based on this scenario.
You may include:

• Details and description on the abandoned park
• What happened after you entered
• What you did
Topic 2.
You were out camping with your family along a river bank. Everyone
was asleep. You wake up to a faint hissing sound. Write a story about
what happened next.
Include details and description of:

• The hissing sound (5 words)
• What you did
• Your feelings and emotions
46
II. EXPOSITORY WRITING
What is Expository Writing?
The word expository is from the word “expose” which means “to reveal”.
Thus, Expository Writing is a type of writing that is used to explain, de-
scribe, inform and present facts. The object of Expository Writing is to ex-
amine and explain information by presenting an idea, relevant evidence and
appropriate discussion. There are no personal opinions in this type of writ-
ing. It is the most frequently used type of writing by
students in schools.
Expository Writing is used to:
Inform
Explain
Clarify
Describe
Instruct
Direct
Types of Expository Writing are:
Reports – e.g. book, newspaper
Instructions – manuals
Directions
47
Expository writing has many features. Some of them that you are
required to do are as follows:
1. Descriptive – the writer explores the topic. This is done by listing features,
characteristics and examples in your writing.
2. Sequence – here the writer lists events or items in numerical or

chronological order, that is, how actions or events occur in time.
3. Comparison and Contrast – here the writer explains similarities and

differences between two or more things.
4. Cause and Effect – the writer lists one or more factual causes that lead to
resulting effects.
5. Problem and Solution – the writer states a problem and lists one or more
solutions for the problem.
Expository Writing must have the following core elements:
1. Organization – Expository writing contains the basic features of all essays –

Introduction, Body and Conclusion.
a. Introduction – the introduction contains the Main/Central Idea as well as
the Topic Sentence. As usual, the introduction must capture the reader’s
attention.
i. Main/Central Idea - The main idea is the most important piece of
information you would want the reader to know about the paragraph. (When
authors write they have an idea in mind that they are trying to get across.)
ii. Topic Sentence - The sentence in which the main idea is stated is
the topic sentence of that paragraph. That main idea may be stated at the
beginning of the paragraph, in the middle, or at the end.
b. The Body – Follows the introduction and explains the main topics.
i. Supporting Sentences - The bulk of an expository paragraph is made
up of supporting sentences (major and minor details), which help to explain
or prove the main idea. These sentences present facts, reasons, examples,
definitions, comparison, contrasts, and other pertinent details. They are most
important because they sell the main idea.
c. Conclusion – The final paragraph that restates the main idea as well as
the sub-topics and reminds the reader of the writer’s point.
2. Formal Tone – Tone refers to the writer’s attitude toward the topic. The
writer’s attitude is expressed through the words and details he or she
selects. For example, textbooks are usually written with a formal tone
which includes facts and reasonable explanations. Formal tone is
impartial. It does not show any feelings for or against the topic, therefore,
it is unbiased and neutral.
48
3. Relevant Content – For example, in report writing only specific, suitable
details must be included.
4. Vocabulary/Word Choice – Use words that convey precise meaning, also, use
the technical vocabulary required.
5. Grammar & Mechanics – This refers to proper punctuation and sentence

construction.
When writing Expository essays, you could pretend to be a Journalist,

this means:
1. You must investigate and research (prewriting).

You must be informative.
Give information, facts and
figures for your topic.
2. You must be instructive.

Explain how something is done and
the way in which it is done.
Always explain why things happened
and describe them.
3. It is important not to assume

the reader has prior understanding
of the topic.
Below are some of the differences between Expository

Writing and Narrative Writing.
EXPOSITORY WRITING NARRATIVE WRITING
Factual and Straight-forward Imaginative and Symbolic
General Audience Specific Audience
Formal, Standard and Academic Informal and Artistic Style
Systematic and Deliberate Arbitrary and Artistic
To Inform and Instruct To Entertain and Captivate
49
Beginning to Write an Expository Essay
We are going to write a descriptive expository essay discussing the topic “The
Importance and Benefits of Recycling”.

(GRAPHIC ORGANIZER)
Recycling options
Waste is everyone’s
business
Erosion Definition of recycling

RECYCLING
The water cycle
Benefits of recycling
50
essay more informative.
Recycling options
Waste is everyone’s
business
Definition of recycling
Erosion RECYCLING
The water cycle
Benefits of recycling
51
Sequencing of ideas
1. First/Introductory paragraph – We will discuss the way waste affects

our everyday lives and introduce the points we will highlight in each
paragraph of our essay.
2. Second paragraph – In this paragraph, we will define the term

recycling and show ways we can recycle.
3. Third paragraph – We will list the benefits of recycling.
4. Fourth paragraph – In this paragraph, we will give an alternative to

dumping industrial debris.
5. Last/Concluding paragraph – The concluding paragraph will recap

everything we have said before in our essay.
A Paragraph
A paragraph is a group of sentences joined together to express a single
thought or idea and usually begins with a topic sentence.
The Topic Sentence

The topic sentence is a sentence which states the main idea in a
paragraph. It tells what the paragraph is about. The other sentences in
the paragraph merely give support to the topic sentence by providing addi-
tional information about the topic.
The First Paragraph/Introductory Paragraph

The first paragraph introduces the topic and also gives an overview of
the points that will be discussed within the essay. We will also discuss
the way waste affects our everyday lives and introduce the points we will
highlight in each paragraph of our essay.
The topic sentence can be divided into two elements: the topic and the con-
trolling idea.
Waste is everyone’s business.

The topic: Waste
The controlling idea: everyone’s business
When writing a paragraph to develop the controlling idea in the

example above, one must explain how or why waste is everyone’s
business and not just your own. Without a controlling idea the topic
sentence would have no main idea or attitude. The clear development of
the controlling idea is what makes an expository paragraph a good
one. The controlling idea must clearly focus on a specific aspect or
feeling.
52
Supporting the Topic Sentence
In a paragraph the topic sentence is supported by the other sentences found
therein. This can be done in several ways:
By giving further details about the topic sentence
By providing additional examples
By relating particular incidents
By giving reasons
The “Graphic Organizer” highlights the topic sentence and its supporting
sentences. We will use this “Graphic Organizer” to write each paragraph of
the essay.
SUPPORTING SENTENCE SUPPORTING SENTENCE
TOPIC SENTENCE
SUPPORTING SENTENCE SUPPORTING SENTENCE
We will brainstorm our ideas using the “Graphic Organizer” to write our
introductory paragraph.
Recycling, benefits Waste can be useful if we

and composting recycle or reuse the items
WASTE IS EVERYONE’S BUSINESS
We can control the

The waste stream
amount of waste we use
Waste is everyone’s business. We all produce waste in nearly everything

we do. The waste stream is a term that describes the steady flow of varied
wastes that we all produce, from domestic garbage and yard wastes to
industrial, commercial and construction refuse. It is therefore necessary to
limit the amount of waste we produce or recycle it into something
beneficial. In this essay, we will define the term recycling, highlight its ben-
efits and discuss large-scale composting.
Notice that the last sentence gives us three main points to develop in our
body paragraphs:
1. Definition of the term recycling.
2. The benefits of recycling.
3. Large-scale composting.
53
The Body of our essay.
Each body paragraph must discuss one aspect of the main points.
Remember, we must first write our topic sentence and then develop the
paragraphs with supporting sentences.
The second paragraph gives the definition of the term recycling and gives
ways we can recycle.
Now let’s
Reusing materials Meanings in usage
DEFINITION OF
RECYCLING
Recycling process Recycled products
Let’s write our second paragraph using the points in the “Graphic Organizer” chart.
The term recycling has two meanings in common usage. Sometimes we say we
are recycling when we are reusing something, such as refillable beverage
containers. Some recycling processes reuse materials for the same purpose; for
instance, old aluminium cans and glass bottles are usually melted and recast into
new cans and bottles. Other recycling processes turn old materials into entirely
new products. Old tires, for instance, are shredded and turned into rubberized
road surfacing.
The third paragraph gives the benefits of recycling.
Now let’s
Individual awareness Saves money, energy

and so on …
BETTER ALTERNATIVE
Responsibility World’s leader in recycling
54
We will proceed to write our third paragraph using the points from our “Graphic
Organizer”.
Recycling is usually a better alternative to either dumping or burning wastes.
It saves money, energy, raw materials and land space while also reducing
pollution. Recycling also encourages individual awareness and responsibility
for the refuse produced. Japan is probably the world’s leader in recycling.
The fourth paragraph gives recycling options that can be used to reduce waste.
Now let’s
Tons of debris Composting
RECYCLING OPTIONS
Beneficial material Decomposition
We will write our fourth paragraph using the points from the graphic organizer.
The most common large-scale recycling is composting municipal yard waste

and tree trimmings. Composting allows natural decomposition to reduce organic
debris to a nutrient-rich soil amendment. Also, every year thousands of tons of
debris from building sites and demolition are sent to landfills. However,
recycling facilities are now collecting, sorting and reselling increasing portions
of this debris. After sorting and separating, these materials are sold as mulch,
crushed stone, gypsum and recyclable metal and paper.
Conclusion:
The conclusion can restate the main points of the essay. These are
found in the controlling ideas of each of your paragraph.
The conclusion can also restate the main idea (Waste is everyone’s
business).
The conclusion should not add new information to the essay.
55
Now let us write our conclusion for our essay.
Recycling is vitally important if we are to reduce the volume of waste

sent to landfills. It also helps to conserve money, energy and raw
materials. Waste is our business and the recycling and reduction of it will
benefit all of us.
The table below gives a list of transitional words you can use when writing the
categories of expository writing.
Descriptive Sequence Comparison & Contrast Cause & Effect Problem &
Solution
first, second, different
for example reason why the problem is
third, etc.
the
next in contrast if…then the dilemma is
characteristics
are
then alike as a result puzzle is

solved
finally same as question…

answer
after
during therefore
meanwhile since
simultaneously even though due to
There must also be an effective order to the essay that lets the writer ex-
press thoughts clearly and helps the reader to understand. Key words, called
transitions,
are the signals a good writer uses to show the order of how things happened.
Transitional words help the reader move from idea to idea by stating or
implying the connection between ideas.
Transitions keep an essay on track and keep the reader focused on the
order of events or thoughts.
56
This list gives the guidelines for writing an Expository essay.
57
Here is our completed expository essay.
The Importance and Benefits of Recycling
Waste is everyone’s business. We all produce waste in nearly

everything we do. The waste stream is a term that describes the steady
flow of varied wastes that we all produce, from domestic garbage and yard
wastes to industrial, commercial and construction refuse. It is therefore
necessary to limit the amount of waste we produce or recycle it into
something beneficial. In this essay, we will define the term recycling,
highlight its benefits and discuss large-scale composting.
The term recycling has two meanings in common usage. Sometimes

we say we are recycling when we are reusing something, such as refillable
beverage containers. Some recycling processes reuse materials for the same
purpose; for instance, old aluminium cans and glass bottles are usually
melted and recast into new cans and bottles. Other recycling processes turn
old materials into entirely new products. Old tires, for instance, are
shredded and turned into rubberized road surfacing.
Recycling is usually a better alternative to either dumping or burning

wastes. It saves money, energy, raw materials and land space while also
reducing pollution. Recycling also encourages individual awareness and
responsibility for the refuse produced. Japan is probably the world’s leader
in recycling.
The most common large-scale recycling is composting municipal yard

waste and tree trimmings. Composting allows natural decomposition to
reduce organic debris to a nutrient-rich soil amendment. Also, every year
thousands of tons of debris from building sites and demolition are sent to
landfills. However, recycling facilities are now collecting, sorting and
reselling increasing portions of this debris. After sorting and separating,
these materials are sold as mulch, crushed stone, gypsum and recyclable
metal and paper.
Recycling is vitally important if we are to reduce the volume of waste

sent to landfills. It also helps to conserve money, energy and raw materials.
Waste is our business and the recycling and reduction of it will benefit all
of us.
58
Expository Writing Prompts
Cause and Effect

• Write an essay on the effects of not keeping a budget.
• What are the main causes and effects of pollution? Suggest at least
one solution to the problem.
Topic 1.
As part of your class project, you had to grow tomato seedlings and re-
cord the information.
Write an essay based on: date/place seedlings were planted

how they were cared for
• Material, equipment
• Details on the progress of the tomato seedlings
• Date / method of harvesting
Topic 2.
Educational field trips are hands-on learning experience. Think about a

place you’d like to visit with your classmates.
Write a paper which includes:

• Where you would go
• Why you would you visit this place
• The importance of the trip
• Remember to use specific details to support your choice of visit.
59
III. REPORT WRITING
Report Writing is another form of writing you will be required to do in

school. Report writing is an organized presentation of facts gathered and
learnt about a specific event or subject. The aim of a report is to clearly and
briefly inform the reader about the event or subject. Your report must be
objective and factual. In other words, when you write a report you cannot
give your opinion. Your task is to only give the facts in the order in which the
events occurred. Report writing is an essential skill you will need to have,
especially when you enter the world of work.
There are three types of reports you will learn in the classroom:
Formal Report – This type of report is usually addressed to someone, for

example, an employer, a teacher or a friend.
Newspaper Report – This type of report is usually an essay with a title.
FORMAL REPORT
We are going to write a formal report to Ms. Barbara Johnson about the
JJ & Friends I Can Do It Concert 2. Our task is to inform her about what
happened at the concert. To ensure that we remain focused on our
assignment we are going to follow our Report Writing Checklist.
60
This list gives the guidelines for writing a report.
61
We are going to start our report with the following sub-headings:
To:
From:
Date:
To: Indicates the name of the person to whom the report is being addressed.
From: Here we have the name of the writer.
Date: This gives the date the report was written. Please note that this date
may be different from the date in which the event or incident occurred.
Let us begin writing our report.
To: Barbara Johnson

From: Steve Elliot
Date: Monday 12th July, 2010
Exploring the Checklist Items

Let us now explore each item on the checklist in order to improve our writing
skills to produce a well written report. Please note that we may not follow the
checklist in the order in which each item appears. However, we will cover all
the points in the checklist.
1. The Title or Subject of the report.

The title or subject of the report provides the reader with a broad idea of the
contents of the report. It also helps to identify the contents of the report without
having to read the entire document.
We are going to write about the JJ & Friends I Can Do It Concert 2. The
subject of our report will appear as follows:
Overwhelming Success of the JJ & Friends I Can Do It Concert 2
The title of our report is clear to the reader. Before Ms. Johnson reads the report,
she already knows that we will be discussing the success of the JJ & Friends I
Can Do It Concert 2.
62
(GRAPHIC ORGANIZER)
Food items on sale

JJ and Friends
performance
The moderator
The Crowd JJ AND FRIENDS
CONCERT
Nature of the event

Aftermath
63
report more informative.
Food items on sale

JJ and Friends
performance
JJ AND FRIENDS
The Crowd The moderator
CONCERT
Nature of the event
Aftermath
2. Sequencing
Now that we have brainstormed our ideas and eliminated the irrelevant ones,
we will list them in a sequential order.
1. Nature of the event (when, who, what, where)
2. The Crowd
3. JJ and Friends performance
4. Aftermath
64
3. Introduction of the Report.
The introduction of a report usually answers the following questions in
any order:
When did the incident/event take place?
Who were the main persons involved in the incident/event?
What happened?
Where did the incident/event take place?
Let’s begin the introduction for our report.
I wish to report on the overwhelming success of the JJ & Friends, I Can

Do It Concert 2 which occurred on Sunday 11th July, 2010. The event
started promptly at 4p.m. at Palms Club, San Fernando. The cost of
admission, advance or at the door, was $35.00 for both adults and
children. In addition, there were other activities such as face-painting and
bouncy castle with a host of other free giveaways.
Does our introduction answer these questions? Let’s examine it!
Question: When did the incident/event take place?
Answer: Sunday 11th July, 2010.
Question: Who were the main persons involved in the incident/event?
Answer: The JJ & Friends Team.
Question: What happened?
Answer: I Can Do It Concert 2.
Question: Where did the incident/event take place?
Answer: Palms Club, San Fernando.
4. Body of the Report.

The second section of our report, which is called the body, answers the
question – How? When writing this section we must pay attention to the
sequence of events. There must be a careful and logical arrangement of the
events as it occurred. Your sentences must be easy for the reader to
understand and follow. Remember, we must be objective. All opinions,
preferences and judgments must be excluded. The body of the report must be
based on factual information.
65
Let’s write the body of our report using the
ideas from the “Graphic Organizer”
THE CROWD
Several hours before the concert started, hundreds of fans were already
gathered. Moreover, the mammoth crowd continued to swell by starting time.
Many of the patrons who were not fortunate to purchase their tickets at the
door were turned away, much to their displeasure. As a result, the
inconsolable cries of these disappointed fans rang loudly outside the venue.
JJ & FRIENDS PERFORMANCE

The fans who did gain admission were treated to a wide array of cultural
items performed by various artists. There was a rush to the front of the stage
when the JJ and Friends Team was announced, with flags and rags
waving all around. The fans sang along with many of the songs performed
and swayed to the music.
AFTERMATH
When the concert was over, the smiles of the fans, as they filtered out of
the auditorium, conveyed their sentiments without saying a word.
Meanwhile, the ushers were stormed by patrons who wanted information
about the next concert.
Question: Are the ideas in the paragraphs arranged in a logical order?
Answer: Yes!
Our report mentioned things that happened before, during and after the
concert in that order.
Question: Is the information relevant to the topic/subject?
Answer: Yes! Our report remained focused on the subject.
5. Conclusion of the Report.
The final section of the report is the conclusion. The conclusion must be brief
and must not include any new information.
In conclusion, the JJ & Friends, I Can Do It Concert 2 was a tremendous

success. The large crowd was an indication of the popularity of the talented
group of young children whose performance always enthralled their fans.
Did we meet the requirements of the checklist concerning the conclusion?
Question: Is the conclusion brief with no new information included?
Answer: Yes!
66
Incorrect
To: The Principal, Ms. Joseph

From: Raquel Mendoza
Date: Friday 7th June, 2019
Topic: School Bullying at the playpark
I wish to report the misconduct of my classmates that occurred on

Monday during lunch at 12:05 in the afternoon , in the school’s play-
park. The standard five students involved are Jane Doe and John Doe.
The incident was witnessed by my friends, Lisa Adams, Anna Clark,
and myself. Jane Doe used the swings for the entire lunch period. When
asked If he could have a turn on the swings, Jane told John no.
John then made his way back to the see-saw while Jane continued
swinging. This was maintained for five minutes. John then approached
Jane for the second time and asked to have a turn on the swing. John
said that Jane had been there for a long time and needed to share.
Jane then told him no. We then saw John push Jane off the swing into
the gravel-covered ground below. Jane then got up and returned a blow
to John’s head.
Immediately the friends rushed over to the scene. Jane was cry-
ing and had a bruise on her forehead and knees. Meanwhile, John was
holding his temple and crying. Anna got her red cross kit and attended
to Jane’s wound. Lisa ran and informed our teacher, Mr. Richardson.
Mr. Richardson summoned Jane and John to the classroom and

investigated the situation. After hearing all these versions of the story;
a version from the friends one from John and one from Jane. Mr. Rich-
ardson decided that the friends were right. He informed Jane and John
that they were both wrong and that an apology was to be given to each
other from each other. They apologized to each other and their parents
were informed about the incident.
67
Corrected
To: The Principal, Ms. Joseph

From: Raquel Mendoza
Date: Friday 7th June, 2019
Topic: School Bullying at the playpark
This is a report on the misconduct of my classmates that oc-

curred on Monday (25th of June 2019, ) during lunch at 12:05 in the
afternoon , in the school’s playpark. The standard five students in-
volved were Jane Doe and John Doe. The incident was witnessed by
my friends, Lisa Adams, Anna Clark, and myself. Jane Doe used the
swings for the entire lunch period. When asked if John could have
taken a turn on the swing, Jane told John no.
John then made his way back to the see-saw which was main-
tained for five minutes while Jane continued swinging. John then
approached Jane for the second time and asked to have a turn on the
swing. John said that Jane had been there for a long period and need-
ed to share. Jane then told him no. John was then witnessed pushing
Jane off the off the swing into the gravel-covered ground below. Jane
then got up and returned a blow to John’s head.
Immediately the friends rushed over to the scene. Jane was cry-
ing and had a bruise on her forehead and knees. Meanwhile, John
was holding his temple and crying. Anna got her red cross kit and at-
tended to Jane’s wound. Lisa ran and informed our teacher, Mr. Rich-
ardson.
Mr. Richardson summoned Jane and John to the classroom and

investigated the situation. After hearing all these versions of the sto-
ry; a version from the friends one from John and one from Jane. Mr.
Richardson decided that the friends were right. Both Jane and John
were declared to be in the wrong and had to apologize to each other.
A caution of good behaviour was issued and a lesson on taking turns
was given by Mr. Richardson. Meanwhile, the principal was informed
and the parents of both students were summoned.
68
Incorrect
The Victoria Regional Primary School Sports Day 2019
The 2019 Merylyn Regional Primary School sports day took

place at the Mannie Ramjohn Stadium, on March 5th.( at 8 o’clock
a.m. )There were hundreds of students from five sister and brother
schools of the District of Merylyn competing today. Those schools
included Marabella East Primary School, Vista Primary School, San
Fernando Primary School, Gasparilla Primary School, and Maro-
bella West Primary School. Present were teachers, parents and stu-
dents of the preceding schools.
The sports day began with the March past competition. Each
school was assigned a specific colour, with a specific theme. The
themes included Marigold orange, Plumbago Blue, Hibiscus pink,
Chaconia Red and Orchid purple. Once the march past was over,
the national anthem of Trinidad and Tobago was sung by Ms. Hes.
The following proceedings included an opening prayer and the
sportsman/woman oath. The sports day was then officially de-
clared open with a gun salute. This was done by the Mayor of San
Fernando, His Worship Richard Ford.
The sports day consisted of thirty athletic events and twenty-

five novelty events. The athletic events consisted of; track and field,
high jump, long jump, and triple jump. The novelty events included
sack races, hop race, obstacle course, lime and spoon, balloon toss,
and needle and thread. There were drinks and eats on sale.
At the end of the sports, the judges announced the results.

Marabella East Primary came in fifth with a total of forty points,
receiving four gold, one silver, and four bronze medals. Gasparilla
Primary school was fourth with a total of seventy points, receiving
seven gold, three silver, and one bronze medal. Marabella West Pri-
mary placed third with a total of one hundred points. These points
were allotted due to their seventeen gold and two silver medal win.
Coming in second was Vista Primary school, with twenty-two

gold and five silver medals. They also placed second in the March
past competition. The first place went to San Fernando Girls’ Gov-
ernment School, with a total of two hundred points, winning the
march past and the entire sports. The sports day was closed with a
prayer and everyone was asked to clean up their area.
The awarding of the Victor and Victrix Ludorum prizes ended off
the day’s activities.
69
Corrected
The Victoria Regional Primary School Sports Day 2019-
The 2019 Merylyn Regional Primary School sports day took

place at the Mannie Ramjohn Stadium, on March 5th.( at 8 o’clock
a.m. )There were hundreds of students from five sister and brother
schools of the District of Merylyn competing that day. Those schools
included Marabella East Primary School, Vista Primary School, San
Fernando Primary School, Gasparilla Primary School, and Maro-
bella West Primary School. Present were teachers, parents and stu-
dents of the preceding schools.
The sports day began with the March Past competition. Each
school was assigned a specific colour, with a specific theme. The
themes included Marigold orange, Plumbago Blue, Hibiscus pink,
Chaconia Red and Orchid purple. Once the march pass was over,
the national anthem of Trinidad and Tobago was sung by Ms. Hes.
The following proceedings included an opening prayer and the
sportsman/woman oath. The sports day was then officially declared
open with a gun salute. This was done by the Mayor of San Fernan-
do, His Worship Richard Ford.
The sports day consisted of thirty athletic events and twenty-

five novelty events. The athletic events consisted of: track and field,
high jump, long jump, and triple jump. The novelty events included
sack races, hop race, obstacle course, lime and spoon, balloon toss,
and needle and thread. There were drinks and eats on sale.
At the end of the sports, the judges announced the results.

Marabella East Primary came in fifth with a total of forty points,
receiving four gold, one silver, and four bronze medals. Gasparilla
Primary school was fourth with a total of seventy points, receiving
seven gold, three silver, and one bronze medal. Marabella West Pri-
mary placed third with a total of one hundred points. These points
were allotted due to their seventeen gold and two silver medal win.
Coming in second was Vista Primary school, with twenty-two

gold and five silver medals. They also placed second in the March
Pass competition. The first place went to San Fernando Girls’ Gov-
ernment School, with a total of two hundred points, winning the
march pass and the entire sports. The sports day was closed with a
prayer and everyone was asked to clean up their area.
The awarding of the Victor and Victrix Ludorum prizes ended off the
day’s activities.
70
Let’s look at the final Report.
To: Barbara Johnson

From: Steve Elliot
Date: Monday 12th July, 2010
Success of the JJ & Friends I Can Do It Concert 2
I wish to report on the success of the JJ & Friends, I Can Do It Concert

2 which occurred on Sunday 11th July, 2010. The event started promptly
at 4p.m. at Palms Club, San Fernando. The cost of
admission, advance or at the door, was $35.00 for both adults and
children. In addition, there were other activities such as face-painting and
bouncy castle with a host of other free giveaways.
Several hours before the concert started, hundreds of fans were already
gathered. Moreover, the crowd continued to swell by starting time. Many
of the patrons who were unable to purchase their
tickets at the door were turned away. As a
result, the inconsolable cries of these disappointed fans rang loudly
outside the venue.
The fans who did gain admission were treated to an array of cultural
items performed by various artists. There was a rush to the front of the
stage when the JJ and Friends Team was announced, with flags and rags
waving all around. The fans sang along with many of the songs performed
and swayed to the music.
When the concert was over, fans filtered out of the auditorium with
smiles on their faces. Meanwhile, the ushers were stormed by patrons
who wanted information about the next concert.
In conclusion, the JJ & Friends, I Can Do It Concert 2 was a

success. The size of the crowd of patrons indicated the popularity of the
young children and the artistes.
71
Let’s peruse our checklist to ensure that we achieved all the criteria.
Question: Does your report have an Introduction, Body and Conclusion?
Answer: Yes! We have an Introduction, Body and Conclusion in our

report.
Question: Are the paragraphs indented?
Answer: Yes! We indented our paragraphs to ensure that the reader

can understand the flow of our thoughts and ideas from one point to
another.
Question: Is the report written in a formal tone?
Answer: Yes! Our report was written in a formal tone. A formal tone is
impartial. It does not show any feelings for or against the topic, therefore,
it is unbiased and neutral.
Question: Did you use transitional words?
Answer: Yes! We used words from the transitional words table to

further enhance our report. (Words such as: in addition, other, moreover,
as a result, meanwhile, in conclusion)
Question: Does your report meet the required length?
Answer: Yes! Our report was exactly 300 words.
Question: Did you proof read your report?

a. Are the words capitalized correctly?
b. Are the words spelt correctly?
c. Do you have correct punctuation?
d. Did you use your grammar correctly?
Answer: Yes! The report was proof read.
72
Transitional words for reports
TIME COMPARE CONTRAST EMPHASIZE CONCLUDE/ ADD CLARIFY

A POINT SUMMARIZE INFORMATION
while but again finally again that is
after like however to repeat lastly also for instance
next also still as a result as well in other

words
before as yet in fact therefore next

during while although especially to sum up another
first otherwise to emphasize all in all and

second in the same on the other for this reason in conclusion besides
way hand
third even though because finally

now for instance

until moreover

meanwhile along with

as soon as in addition
when for example

suddenly

next week additionally

yesterday other

soon

later

afterwards

about

finally

73
NEWSPAPER REPORTS
A newspaper report follows the same format as a formal report. However, the
main difference between a newspaper report and a formal report is - a formal
report is addressed to someone specific while a newspaper report is not.
We are going to write a newspaper report about the Olympics of 2012.
1. Title or Subject of the newspaper report.

The title or subject of our report is, “The Olympic Games of 2012.”
Now that we have the subject of our report, we are going to brainstorm all our
ideas and record them in our graphic organizer.

(GRAPHIC ORGANIZER)
Opening ceremony
Medal count
Most decorated
The Olympic Games Sporting events
athlete
of 2012
Host countries
History of the games
74
report more informative.
Opening ceremony
Medal count
Most decorated
athlete The Olympic Games Sporting events
of 2012
Host countries
History of the games
75
2. Sequencing
We will proceed to sequence our ideas to ensure an easy and logical flow of
thought.
1. Opening ceremony
2. Sporting events
3. Medal count
4. Most decorated athlete
3. Introduction of the newspaper report

We will answer the following questions in the introduction of our report:
When did the incident/event take place?
Who were the main persons involved in the incident/event?
What happened?
Where did the incident/event take place?
Let’s write the introduction for our newspaper report.
The 2012 Summer Olympic Games took place in London, United

Kingdom, from 27 July to 12 August 2012. Over 10,000 athletes from 204
countries participated in the games. The 2012 Games used a mixture of
newly built venues, existing facilities and temporary facilities. The
majority of the venues were divided into three zones within Greater –
London: the Olympic Zone, the River Zone and the Central Zone.
4. The Body of the newspaper report

The body of the newspaper report, based on the graphic organizer will
discuss: the opening ceremony, the sporting events and the top performing
countries and athlete.
Let’s proceed to write the body of the newspaper report:
THE OPENING CEREMONY

The opening ceremony of the 2012 Olympic Games occurred on the
evening of Friday 27 July in the Olympic Stadium, London. The games were
formally opened by Her Majesty Queen Elizabeth II. The proceedings included
welcoming speeches, hoisting of the flags and the parade of athletes, with an
artistic spectacle to showcase the host nation’s culture. Seated in the Royal
Box were the Queen, the Duke of Edinburgh, the Prince of Wales, the Duchess
of Cornwall and other members of the British Royal Family.
76
THE SPORTING EVENTS
The number of sports at the 2012 Olympics totalled twenty-six. In
order for a sport or discipline to be considered for inclusion, it must be
widely practiced in at least 75 countries and spread over 4 continents.
Seven of the 26 sports at the Olympic program consisted of multiple
disciplines. As a result, 38 Olympic Events were held in London.
TOP PERFORMING COUNTRY AND ATHLETE

The three top medal count countries of the Games were: the United
States of America, People’s Republic of China and Great Britain. The United
States of America amassed a total of 104 medals which included 46 gold,
29 sliver and 29 bronze. The most decorated medal winner was Michael
Phelps who won a total of 6 medals which comprised of 4 gold and 2 silver.
5. Conclusion of the newspaper report

The conclusion of the newspaper report is usually brief with no new
information. It simply recaps what was discussed before.
Well over 10,000 athletes from 204 countries converged at the London
Olympic Games of 2012. They competed in 38 sporting events of various
disciplines at several venues around the London area. The top performing
countries were the United States of America, People’s Republic of China and
host country Great Britain.
77
This list gives the guidelines for writing a newspaper report.
78
The Olympic Games 2012
The 2012 Summer Olympic Games took place in London, United

Kingdom, from 27 July to 12 August 2012. Over 10,000 athletes from 204
countries participated in the games. The 2012 Games used a mixture of
newly built venues, existing facilities and temporary facilities. The
majority of the venues were divided into three zones within Greater –
London: the Olympic Zone, the River Zone and the Central Zone.
The opening ceremony of the 2012 Olympic Games occurred on the

evening of Friday 27 July in the Olympic Stadium, London. The games were
formally opened by Her Majesty Queen Elizabeth II. The proceedings included
welcoming speeches, hoisting of the flags and the parade of athletes, with
an artistic spectacle to showcase the host nation’s culture. Seated in the
Royal Box were the Queen and the Duke of Edinburgh, the Prince of Wales
and the Duchess of Cornwall and other members of the British Royal Family.
The number of sports at the 2012 Olympics totalled twenty-six. In order

for a sport or discipline to be considered for inclusion, it must be widely
practiced in at least 75 countries and spread over 4 continents. Seven of the
26 sports at the Olympic program consisted of multiple disciplines. As a
result, 38 Olympic Events were held in London.
The three top medal count countries of the Games were: the United
States of America, People’s Republic of China and Great Britain. The United
States of America amassed a total of 104 medals which included 46 gold, 29
sliver and 29 bronze. The most decorated medal winner was Michael Phelps
who won a total of 6 medals which comprised of 4 gold and 2 silver.
Well over 10,000 athletes from 204 countries converged at the

London Olympic Games of 2012. They competed in 38 sporting events of
various disciplines at several venues around the London area. The top
performing countries were the United States of America, People’s Republic of
China and host country Great Britain.
79
Report Writing Prompts
• Write a report about an incident which occurred in the classroom during

the teacher’s absence.
• Your school participated in a competition in which you placed second.

Write a report to your principal informing her about the event.
• A student released a creature into the classroom. This incident disrupted

the class for several minutes. Write a report on the incident.
• Look at the picture below. Your class visited the National Academy for the
Performing Arts (NAPA) to witness an event. Write a report of the event.
• You were travelling home from school one evening when you witnessed a
vehicular accident. Write a report on what occurred before, during and
after the accident.
• You were required to read a story book over the vacation. Write a report
to your teacher informing her about the book you read.
80
Exercise
Topic 1.
An incident occurred during the lunch time period in my classroom. You

witnessed the entire incident. Write a report to your principal about the
incident.
Include in your report:

• Date, time and place of the incident
• Students involved
• The nature of the incident
• How it was resolved
Topic 2.
An item was stolen during the recess period in the classroom. You wit-
nessed the incident without the culprit’s knowledge. Write a report to the
principal about the incident.
Include in your report:

• Date, time and place of the incident
• Students involved
• The item that was stolen
• How it was resolved
81
IV. INSTRUCTIONAL WRITING
You are going to learn how to write an instructional essay. What is an
instruction? An instruction is a statement or explanation of something
that must be done. It can also be advice or information about how to do
or use something. Instructions can be spoken or written. Thus, an
instructional essay explains how something works or how the reader can
accomplish or understand something. Instructional essays are meant to
convey information.
Some common material for which instructions can be written are:
Recipe books
Computer games
Safety rules
INSTRUCTIONS
Sport games
Gardening guides
Craft books
Instructions may be written using the step-by-step approach or in the

form of an essay. Here are some tips when writing instructions.
Written instructions typically use the second-person point of view.

(you, your, yours)
Instructions are written in the active voice and the imperative
(command) mood.
You must address your audience directly.
Step-by-step instructions can be written in the form of a numbered list
so that users clearly recognize the sequence of the tasks.
Instructions must be clear, that is, unambiguous, understandable,
complete, consistent and efficient.
82
We are going to write an Instructional essay about how to grow ochro
seedlings from seeds. Our essay will have the basic guidelines of all the
essays we have done thus far: Introduction, Body and Conclusion.
Let’s begin with the topic or subject of our essay. Remember, the topic or sub-
ject of our essay will indicate to the reader what we are going to write about.
In this case, we are growing ochro seedlings from seeds. So, here is our topic/
subject heading:
How to Grow Ochro Seedlings from Seeds

(GRAPHIC ORGANIZER)
Overwatering
List of materials needed
Cost of materials How to Grow Ochro Label seed box

Seedlings from Seeds
Marketing ochroes
Steps to planting seeds
83
instructional essay clear and logical.
Overwatering
List of materials needed
Cost of materials How to Grow Ochro Label seed box

Seedlings from Seeds
Marketing ochroes
Steps to planting seeds
84
Sequencing of ideas
1. First/Introductory paragraph – We will introduce the topic and list the ma-
terials required.
2. Second paragraph – In this paragraph, we will outline the steps in the

planting process.
3. Third paragraph – In this paragraph, we will give a precautionary meas-

ure (over watering).
4. Last/Concluding paragraph – The concluding paragraph will indicate

when the seedlings are ready to be planted.
Introduction of an Instructional Essay
The next step is to write the introduction of our essay. As always, our
introduction must capture the reader’s attention. We will also introduce
the main idea of our essay.
Let’s write the introduction of the instructional essay.
Have you ever wanted to grow seedlings from seeds? Well, you are
going to learn how to plant ochro seeds so you can ultimately reap a har-
vest of ochroes for your soups, stews and fried chips. To grow healthy seed-
lings you will need the following materials: ochro seeds, seed box, manure
(soil),
garden spade, watering can and labels (optional). A pair of gloves is
optional if you do not want to get your hands dirty.
Our introduction has stated what we are going to do and has also listed
the
materials we would use to grow seedlings from seeds.
Body of an Instructional Essay
Now, we will write the Body of our instructional essay. In the body of our
instructional essay, our instructions must be presented logically and
effectively. Our words must be clear to the reader so he/she can follow the
instructions accurately. As in report writing, we will be required to use
transitional words to show sequence and order. We can also give warnings
or precautions in order for the task to be carried out safely and
successfully.
85
Let’s write the Body of our writing instructional essay using our
brainstorming graphic organizer.
First, use the garden spade to fill each compartment of the seed box with
the manure (soil) to about half. Second, take your ochro seeds and place two
or three of them in the middle of each compartment. Third, fill each
compartment of the seed box to the top with the manure (soil). Fourth, take
your watering can and water the seeds that you have sown. Fifth, if you are
growing other seedlings, you can label your seed boxes to know what you
have planted. Finally, place your seed box in an area where the plants will
have adequate sunlight for growth.
3 6
1 4
2 5
Ensure you water your seedlings everyday. You need to be careful that
you do not use too much or too little because overwatering or under
watering will cause them to die. These signs will reveal if your seedlings are
over or under watered. One, the leaves start to yellow. Two, the seedlings
begin to look wilted. Three, the roots may start to rot or become stunted.
Lastly, the soil may begin to look green.
Conclusion of an Instructional Essay
The conclusion of our instructional essay simply restates our main idea as
well as leaving the reader with a clear understanding.
Let’s proceed to write the conclusion of our instructional essay.
When your seedlings appear strong and healthy, they are ready to be
planted outside. At this stage, you will know that you have successfully
grown ochro seedlings from seeds. You can certainly look forward to a
harvest of ochros after they are grown.
86
This list gives the guidelines for writing an instructional essay.
87
Here is our completed Instructional essay.
How to Grow Ochro Seedlings from Seeds
Have you ever wanted to grow seedlings from seeds? Well, you are
going to learn how to plant ochro seeds so you can ultimately reap a
harvest of ochroes for your soups, stews and fried chips. To grow healthy
seedlings you will need the following materials: ochro seeds, seed box,
manure (soil), garden spade, watering can and labels (optional). A pair of
gloves is optional if you do not want to get your hands dirty.
First, use the garden spade to fill each compartment of the seed box
with the manure (soil) to about half. Second, take your ochro seeds and
place two or three of them in the middle of each compartment. Third, fill
each compartment of the seed box to the top with the manure (soil). Fourth,
take your watering can and water the seeds that you have sown. Fifth, if
you are growing other seedlings, you can label your seed boxes to know
what you have planted. Finally, place your seed box in an area where the
plants will have adequate sunlight for growth.
Ensure you water your seedlings everyday. You need to be careful that
you do not use too much or too little because overwatering or under
watering will cause them to die. These signs will reveal if your seedlings
are over or under watered. One, the leaves start to yellow. Two, the
seedlings begin to look wilted. Three, the roots may start to rot or become
stunted. Lastly, the soil may begin to look green.
When your seedlings appear strong and healthy, they are ready to be
planted outside. At this stage, you will know that you have successfully
grown ochro seedlings from seeds. You can certainly look forward to a har-
vest of ochros after they are grown.
88
Instructional Prompts
• You have visitors at your home for the weekend. They are interested in
playing the board game which you and your family enjoy playing from time
to time. Write an essay describing how to play the board game.
• You carried a special dish/dessert for your last class party which everyone
loved. Your teacher has requested that you write the recipe for the special
dish/dessert so that she can share it with the class. Write the recipe and
submit it to your teacher.
• Do you remember your first bicycle ride? What were the steps you took to
learn to ride your bicycle?
• What is the process you follow when bathing your pet dog?
• How do you send a email?
89
VI. REFLECTIVE WRITING
Reflective Writing involves your personal response to experiences, situations,

events or new information. The process of writing a reflective essay requires
you to:
Look back at something (often an event, that is, something that happened;
but it could also be an idea or object).
Analyse the event, idea or object (thinking in depth and from different
perspectives).
Think carefully about what the event, idea or object means to you.
Therefore, when you write a reflective essay, you:
Discuss your response to experiences, opinions, events or new information.
Share your response to thoughts and feelings.
Develop a way of thinking which allows you to explore your learning.
Have an opportunity to gain self-knowledge (the person you really are).
Achieve clarity and better understanding of what you are learning.
Have a chance to develop and reinforce your writing skills.
Possess a way of making meaning out of what you have studied.
There are several types of reflective writing assignments.
1. Diary entries – this is used for recording

personal and group responses.
2. Journals – this requires you to write

weekly entries for any experience you have.
3. Learning Log/Reflective Note – a reflection

on what you have learnt.
4. Poems/Songs/Stories – a creative response

to an individual’s experience.
90
Reflection can lead to greater self-awareness or self-understanding. This
can be the first step to a positive change in your behaviour or attitude.
Reflective writing helps you to discover the person you really are.
We are going to write a reflective essay about having a pet dog. The title
will be “My first pet”.

(GRAPHIC ORGANIZER)
Description
Feelings
pet dog excitement joy felt mature
tenth birthday
responsibility
Review
self understanding My first pet

Analysis
good experience not an easy job
sacrifice
discipline
Conclusion
not trade him for

true friend anything
makes me smile
91
1. Description
What was the event?
When did the event take place?
Write about the people who were present.
Describe what happened at the event you are going to reflect on.
Let’s write the first paragraph of our essay.
The day I got my first pet dog will always have a special place in my
memory. He was given to me on my tenth birthday. I had pleaded several
times before with my parents to allow me to have one. They promised me
that I would receive one only when I was old enough to take care of it.
Then, on my tenth birthday, they presented me with a beautiful white West
Highland terrier. When my friends saw him, they all wanted to pet and
play with him. I decided to name him “Bonkers” because everyone went
bonkers over him.
2. Feelings – be honest about your feelings.

What were you thinking and feeling during the event?
What were your reactions to what was happening?
How did it affect your behaviour?
How did you feel after the event?
I cannot begin to describe how I felt about having a pet dog. There was
an overwhelming sense of joy which engulfed me. I had yearned for this day
for a very long time. I felt grown up because my parents thought I was
responsible enough to take care of a pet. As a result, I made up my mind to
be the best pet owner there ever was. Bonkers would be fed, walked, bathed
and groomed regularly and above all on time.
3. Review
What do you think was good and bad about your experience?
What did your friends think about the event?
Having a pet dog was a good experience for me. I had never been
responsible for any living thing before. I saw it as an opportunity to gain
a better understanding of myself. Was I really mature enough to take good
care of Bonkers? Would I make my parents proud for entrusting him into
my care? I knew my friends were all elated for me because they were aware
of how much I wanted a pet.
92
4. Analysis
What was really going on during the event?
What did I learn?
What did I not understand?
I soon discovered that taking care of a pet was not as easy as I had
thought. I had to feed him every day whether I wanted to or not. There were
days when I wanted to hang out with my friends after school but had to
hurry home to ensure he was fed. I had to set aside time on weekends to
groom him and bathe him once a month. Most assuredly, I learnt discipline
and sacrifice.
5. Conclusion
What else can I do to improve my learning from the event?
What can I do differently with my friends to increase my learning from
the event?
However, looking back I would not trade my pet dog for anything.
Bonkers is my true friend because he gets excited every time he sees me.
Whenever I am down he is always there to put a smile on my face. He
makes me laugh every time he chases after his tail. Round and round he
goes, where he stops he’s sure to let me know. He is truly my best friend.
NOTE:
Remember: reflective writing is important in your development as an
individual and how you relate to the world around you. Your reflective
essay can help you to:
Better understand your strengths and weaknesses.
Identify and understand your values and beliefs.
Recognize areas of potential bias or discrimination.
Acknowledge your fears.
Identify possible failures and areas for improvement.
93
This list gives the guidelines for writing an reflective essay.
94
My First Pet
The day I got my first pet dog will always have a special place in
my memory. He was given to me on my tenth birthday. I had pleaded
several times before with my parents to allow me to have one. They
promised me that I would receive one only when I was old enough to
take care of it. Then, on my tenth birthday, they presented me with a
beautiful white West Highland terrier. When my friends saw him, they
all wanted to pet and play with him. I decided to name him “Bonkers”
because everyone went bonkers over him.
I cannot begin to describe how I felt about having a pet dog. There
was an overwhelming sense of joy which engulfed me. I had yearned for
this day for a very long time. I felt grown up because my parents thought
I was responsible enough to take care of a pet. As a result, I made up
my mind to be the best pet owner there ever was. Bonkers would be fed,
walked, bathed and groomed regularly and above all on time.
Having a pet dog was a good experience for me. I had never been
responsible for any living thing before. I saw it as an opportunity to gain
a better understanding of myself. Was I really mature enough to take
good care of Bonkers? Would I make my parents proud for entrusting
him into my care? I knew my friends were all elated for me because they
were aware of how much I wanted a pet.
I soon discovered that taking care of a pet was not as easy as I

had thought. I had to feed him every day whether I wanted to or not.
There were days when I wanted to hang out with my friends after school
but had to hurry home to ensure he was fed. I had to set aside time on
weekends to groom him and bathe him once a month. Most assuredly, I
learnt discipline and sacrifice.
However, looking back I would not trade my pet dog for anything.
Bonkers is my true friend because he gets excited every time he sees me.
Whenever I am down he is always there to put a smile on my face. He
makes me laugh every time he chases after his tail. Round and round he
goes, where he stops he’s sure to let me know. He is truly my best friend.
95
Reflective Writing
• Write an essay reflecting on a lesson you have learnt in life.
• Write an essay entitled: My Favourite Childhood Memory.
• Homework is an integral part of learning. Write an essay expressing

how to you feel about homework.
• One of your limbs was lost during an accident. Write an essay reflect-
ing on what happen and how you felt.
• One of your classmates is underperforming. Write the advice you will

give to this classmate who wants to improve her/his grades.
96
APPENDIX
Fast bolted, charged, clamoured, darted, dashed, fled,

galloped, hastened, hurried, jostled, outpaced,
pounced, quickened, raced, scampered, scrambled,
trotted, whisked, yanked, zipped.
Slow ambled, brewed, crawled, drifted, glided, hobbled,

inched, jogged, journeyed, lagged, loitered,
meandered, plodded, roamed, sauntered,
staggered, strolled, swayed, trudged, ventured,
wandered.
Arrived alighted, disembarked, entered, landed, reached.
Ate consumed, devoured, feasted, gobbled, munched,

nibbled, pecked, scarfed, snacked.
Began activated, commenced, initiated, instigated,

instituted, launched, originated, pioneered.
Broke busted, cracked, demolished, severed, shattered,

smashed, snapped, split tore.
Caught apprehended, bagged, busted, captured, nabbed,

nailed, netted, plucked, snagged, snared,
snatched.
Climbed ascended, clambered, crawled, escalated,

mounted, soared.
97
Cried bawled, bemoaned, bewailed, groaned, lamented,

moaned, sniffed, sobbed, wailed, wept, whimpered,
whined.
Drank chugged, consumed, gulped, lapped, sipped,

slurped, swallowed, toasted.
Gave awarded, bestowed, conferred, contributed,

donated, endowed, entrusted, granted, presented,
provided, relinquished, supplied
Held clasped, clenched, clutched, embraced, grasped,

gripped, hugged, squeezed.
To see admire, examine, focus, gape, glance, glimpse,

inspect, notice, observe, peer, recognize, review,
scan, search, spot, spy, stare, survey, view, watch,
witness.
To hear catch, detect, eavesdrop, listen, overhear.
To smell inhale, scent, sniff, snuff, whiff.
To taste lick, sample, savor, sip, slurp.
To touch brush, grab, grasp, nudge, poke, snuggle, squeeze,

sting, stroke, tap, tickle.
Very extremely, exceedingly, fantastically,

unusually, incredibly, intensely, truly, fully,
especially, shockingly, bitterly, immeasurably,
infinitely, severely, surely, mightily.
98

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Preface

Special features of the Creative Writing Book include:

• Brainstorming Charts/Graphic Organizers

• Definition of Key Terms

• The Writing Process (explained and demonstrated)

• Examples and Exercises

Illustrations, Layout & Design

II. Expository Writing 47

III. Report Writing 60

IV. Instructional Writing 82

Your writing must be ON-TARGET.

Let us choose one of the given topics below.

We have chosen to write about ‘Sheldon’s Twelfth Birthday’ because everyone

Let us write a story from a real-life experience.

“Sheldon’s 12th Birthday”

Let us think… What do we know about a birthday party?

Sheldon’s birthday celebration

Bathe dog in the

Mom and dad

Remember, we are writing about Sheldon’s Twelfth Birthday.

Sheldon’s birthday celebration

Bathe dog in the

Mom and dad

A draft is the first attempt in writing an essay.

On every birthday celebration, I would wake up and sneak

These elements can be seen on our Essay Checklist. This is a list of

Let us now consult our Essay Checklist.

This list gives the guidelines for writing an excellent narrative.

1. ESSAY LENGTH BETWEEN 350-400 AVERAGE

2. RELEVANT POINTS IN YOUR ESSAY

3. PARAGRAPHING YOUR ESSAY

The visual structure of your essay must be encouraging to the reader. As a

A paragraph is made up of a number of printed or written sentences placed

Another major point to remember is to INDENT the FIRST sentence of each

The three basic components of an essay are: INTRODUCTION, BODY and

Let us begin our essay:

Presents! Presents! Presents! Today is my big brother’s

Every birthday gift in the store room would have to be

These questions can now be answered:

What is happening? A birthday celebration

Where is it happening? Michael and Sheldon’s home

Why is it happening? It is a family tradition

5. DEVELOPING THE BODY OF YOUR ESSAY

The following questions should therefore be answered when developing the

1. Do the main characters interact with each other?

2. Do their actions or interactions create conflict, tension or mystery?

3. Do their interactions lead up to an exciting turning point?

Let us develop the body of the essay.

My heart was galloping as I quickly opened his presents

It seemed as if even Dad’s storeroom frowned disapprovingly

We have introduced conflict, tension and mystery!

6. WRITING YOUR CONCLUSION

1. Have all the loose ends been neatly tied up?

2. Has the situation or problem been resolved?

3. Is there a lesson or moral to the story?

An idea came to my mind and I went straight up to my

Were these questions answered?

1. Have all the loose ends been neatly tied up?

2. Has the situation or problem been resolved?

3. Is there a lesson or moral to the story?

These are dynamic writing techniques and literary strategies

Simile - is a figure of speech or figurative device that describes the

e.g. The bird was as big as an elephant.