Project-Based Writing
Author: Sarah Coutts
Lesson Objective: At the end of this lesson, trainees will have a framework
within which to teach project-based writing. They will also have completed a
portfolio of their own writing.
Teaching the writing process does not make writers.
Experiencing the writing process makes writers.1
Next to speaking, writing is perhaps the most intimidating part of learning a
language. The idea of trying to express oneself in a foreign language while
anticipating a bloodbath of corrections on the writing can discourage many
students before they even begin.
Writing is the only productive skill in which native and non-native speakers
generally have a shared learning experience since it is a skill, like reading, that
must be formally taught. It is possible for second language English speakers to
become good writers. However, it’s essential for both teachers and students to
remember that writing is a process and it is through this process that we truly
become writers. This is why Project-Based Learning (PBL) is an excellent
approach for developing writing skills – particularly in EFL students.
1
Mascle, D. (2011). “You Can’t Teach the Writing Process.” www.metawriting.deannamascle.com/you-cant-
teach-the-writing-process-how-to-make-writers-by-showing-not-telling/#sthash.Gy3S3jAQ.dpuf Date Accessed:
4 December 2014.
Project-Based Learning (PBL)
Confucius and Aristotle were early proponents of learning through doing.
Socrates modeled how to learn through questioning, inquiry and critical
thinking – all strategies that remain very relevant in today’s PBL classrooms.
Now, PBL has evolved as a method of instruction that addresses core content
through rigorous, relevant, hands-on learning. Projects tend to be more openended than problem-based learning, giving students more choice when it
comes to demonstrating what they know.2
In PBL, students don’t just memorize facts and recall information. The basic
premise in PBL is that students learn more deeply and thoroughly by doing
rather than just studying. In other words, the goal is for students to learn by
experiencing, which, in turn, allows students to develop academically and
intellectually. PBL also provides students with an opportunity to demonstrate
what they know and are able to do through the projects, which they may not
always be able to do in traditional assessment tests.
However, in order for them to do so, careful planning is required to ensure that
tasks are authentic. For example, in one task, students may take on the role of
scientists, historians, screenwriters, or other such professionals in the course of
a project. Authentic products naturally reflect the learning goals and content
standards that you have identified during project planning. As a result, they
should never feel fake or forced.
2
Boss, S. (2011). Project-Based Learning: A Short History. www.edutopia.org/project-based-learning-history.
Date Accessed: 4 December 2014.
One of the biggest advantages of PBL is that it makes school more relevant to
real life beyond the classroom. Students are not passive recipients of
knowledge and the teacher is not a transmitter of a static body of facts.
Through active experiences, students are better prepared for ongoing learning
in the world. Research also shows that students remember content for much
longer periods when experienced through PBL.
The major tenets of project-based learning are3:
to give students the chance to collaborate with instructors and peers.
to place students in decision-making roles, thereby reinforcing the skills
and techniques learned, as they are forced to employ them
independently.
to design assignments with more than one right answer leaving room for
creativity and critical thinking.
to take advantage of an authentic audience of readers outside the
classroom setting, bolstering students’ pride in their work.
to show students that school activities have value beyond the classroom.
Challenges students face throughout the process coincide with real-life
problems, motivating them to perform at a higher level.
to engage students in a project that is meaningful to them at the
moment.
that culmination in a final, finished product makes the learning
experience more meaningful.
3
http://www.826national.org/about/186/project-based-learning. Date Accessed: 4 December 2014.
New Challenges for Teachers
Of course, PBL is not without its challenges. It is demanding of both students
and of teachers. Projects require planning and management that may be
unfamiliar to teachers – particularly teachers who have never experienced PBL.
Moreover, PBL puts teachers in the role of facilitator rather than classroom
expert, which may seem intimidating to many teachers.4 However, it’s
important that teachers not allow themselves to be deterred from using PBL.
Bloom’s Taxonomy
Most teachers are familiar
with Bloom’s Taxonomy,
which focused on three
major domains of learning
(cognitive, affective and
psychomotor) that were
further divided into six
categories: Knowledge,
comprehension, application, analysis, synthesis and evaluation. However, it’s
important to remember that this original taxonomy was originally created in
1948.
4
Boss, S. (2011). Project-Based Learning: A Short History. www.edutopia.org/project-based-learning-history.
Date Accessed: 4 December 2014.
Many researchers
and academics
understand the need
for a revised
taxonomy as
education needs
have changed and
technology
advancements have
altered the
classroom. Lorin Anderson5, former student of Bloom, and David
Krathwohl revisited the cognitive domain in the mid-nineties and made
some changes. Perhaps the most prominent change is that of the names
and the rearrangement of the six categories as indicated on the right.
This new taxonomy reflects a more active form of thinking and is perhaps more
accurate than the original one that Bloom proposed. Further revisions of
Bloom’s Taxonomy show that the initial framework has been inverted. This
significant revision indicates the modern approach to education. That is, it
reflects the shift in focus from memorization to student-centered learning
where creation and learning through doing is heavily emphasized.
5
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,
Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of
Bloom's Taxonomy of Educational Objectives . New York: Pearson, Allyn & Bacon.
So how does all of this apply to writing? It’s quite simple: Through the
myriad of writing activities that can be done at every level of language
proficiency, PBL is the most logical choice in developing and enhancing
the language proficiency of EFL students. In writing, students need to do
minor memorization in that they need to know, and then understand
and apply, the taught knowledge of grammar and vocabulary. However,
the focus of most writing tasks is creating.
Ten Reasons to Use Project-Based Writing
1. It is an organic way to integrate all of the core subjects: Math, history, and
language.
2. It proves to students that imagination and creativity are connected to
research and expository writing.
3. It hits all the major elements of the higher level of Bloom's Taxonomy:
analysis, evaluation, and creation.
4. By allowing a student to choose their format of showing what they know,
the buy-in for the quality of the final project is tremendous.
5. Students develop projects individualized, unique, and specific from each
other.
6. It is a powerful way to incorporate all multiple intelligences: visual, audio,
kinesthetic, musical, linguistic, logical, etc.
7. It desegregates non-fiction and fiction, blending the two.
8. It integrates the CORE subjects with non-core subjects, potentially using
technology, art, music, etc.
9. It is a rigorous assessment requiring high-levels of thought and
communication.
10.It requires use of the entire writing process from brainstorm through
revision, editing, and final draft regardless of the genres picked and the
topic chosen.
The Writing Portfolio
What happens when the students receive their written work back? Do they
take some time to have a look at mistakes and slips? Do they make sure that
they understand the teacher’s comments? Not always. The writing portfolio is a
compilation of all the work they produce plus their own reflection and selfassessment for further reference and future work.
Portfolios are a great way to implement PBL in writing because they allow for
continuous assessment rather than once-off high stakes assessments like a
formal exam. In addition, they provide students with a record of their own
progress, which can help them significantly in developing confidence in their
language skills as they have visual evidence of how they improve over a specific
period of time while also showing students just how much language they know.
The idea behind this meta-communicative task is to encourage the students to
monitor their own progress and their linguistic-strategic development over
time. Towards the end of the course, the file will contain edited exponents of
many different types of writing (narrations, descriptions, essays, etc.) and
varied formats (letters, diary pages, reports, etc.) with comments, memory aids
and notes that represent the student’s academic life. Going through their own
material from time to time will allow the students to evaluate their learning
process and eradicate errors.6
6
Palmira Massi, M. (2001) “Interactive Writing in the EFL Class: A Repertoire of Tasks.” The Internet
TESL Journal, Vol. VII, No. 6, June 2001. http://iteslj.org/Techniques/Massi-WritingTasks.html Date
Accessed: 2 December 2014.
Peer Editing and Feedback
Before you start panicking about having to grade and provide feedback on
student writing, consider making use of peer editing and peer feedback. Many
teachers make the mistake of thinking that all editing, feedback and
assessments can only be done by the teacher. Not only does this approach
create a lot of work for the teacher, which puts them off implementing writing
activities in lessons, but it also removes the opportunity for students to learn
from their peers.
How it Works
Assign a partner to each student and ask them to look for specific issues in the
essay. Encourage each student to look for any breakdown in meaning,
confusion in organization or topics that are not fully addressed in the writing
task. However, students should NEVER be asked to correct grammar errors.
What Peer Editing is NOT
Peer editing is not a total substitute for teacher feedback. It should be used to
support the teacher feedback – not replace it. Peer editing should focus on
organization and meaning rather than grammar and accuracy of language. It is
the teacher’s job to correct students’ language errors.
Why Peer Edit?
The more opportunities students have to share their writing, the more
motivated they become in writing. In addition, students can learn from the
writing styles, creativity, ideas and errors of other students than they can from
a teacher in a year. However, there are mixed responses to peer editing.
Some people love it because:
they learn a great deal about their writing.
they get good feedback.
they are able to improve their writing dramatically.
Some people hate it because:
the reviewer doesn’t offer constructive criticism and just makes
comments like “Great job!”
they want only the instructor’s opinion.
they don’t want other people to see their work before it’s “finished.”
However, peer editing is as beneficial for the student reviewing the work as it is
for the student whose work is being reviewed. After all, editing someone else’s
work is one of the best ways to learn how to edit your own work. Emphasize
this to students as it will encourage them to peer edit the writing of others. The
students who are less cooperative are, in fact, missing out far more than the
students whose work is not peer edited.
How to Do Peer Editing With Students
Create a list of specific items that students can correct in the writing of
their classmates. Start with rubric items and personal pet peeves.
Assign one role to each student. This helps students to adjust to
looking for a specific error, which can make the peer feedback more
beneficial. Make sure that each student understands their role in the
peer editing process.
Set a timer for 2-5 minutes depending on your class level, number of
students and time available. Then have students pass their papers to
the left, checking only for the specific assigned items. When the timer
goes off, students again pass to the left.
Repeat the process until all of the writing has been reviewed by each
student.
Exit Cards
Exit cards (a.k.a. exit slips or exit passes) “are a quick assessment tool for
teachers to use as part of their daily classroom routine. They can be used at
any grade level and for virtually every subject area.”
7
7
Regina Public Schools & Saskatchewan Public Learning.
http://www.saskschools.ca/curr_content/bestpractice/exit/index.html on
http://www.kgcs.k12.va.us/kges/Vocabulary%20pdf/Exit%20Card%20strategy.pdf Date Accessed: 4
December 2014
Exit Slip
Name:
_____________________
Exit cards are written student responses
to questions you pose at the end of a
lesson, class period or learning activity.
Today I learned that...
They take no more than five minutes for
___________________________
___________________________
___________________________
___________________________
________________________
students to complete, but give you a
I have questions about; or, I am
confused about...
good
indication
of
the
students’
understanding of the material. To exit
the room, the students must respond to
the question on a pre-printed prompt
___________________________
slip such as these examples.
___________________________
___________________________
___________________________
“The type question posed by the teacher
___________________________
depends
on what kind of response they are looking for from their students. The
___________________________
___________________________
question
could ask for a skill to be demonstrated, a concept explained, an
_________
objective understood, or even a perception check of students’ feelings.”8 You
can also provide sentence stems that require use and analysis of the target
vocabulary. For example:
Two words that have the opposite meaning are __________ and
__________.
Two words that relate to today’s learning goal are __________ and
__________ because ________________.
I am still confused about __________ because __________.
8
ibid.
Writing Effective Emails
The objective of all emails is to communicate. The writer needs the recipient to
understand and should therefore make the message as easy as possible for the
recipient to understand. In order to do so, there are a few key points to
remember:
Always fill in the Subject line.
Keep the message short.
Do not write everything in CAPITAL LETTERS. In English, writing
everything in capital letters and/or with several exclamation marks is
like yelling.
Avoid using acronyms that are not commonly known.
It’s not necessary to write your name at the beginning of an email.
Sign your email with your name at the end.
Always spell-check your email.
The structure of an email is, of course, also dependent on the recipient and
purpose of the email. As a guideline, here is a basic guideline for both personal
and professional emails.
Writing to a Friend
Start:
Ending:
Signature:
Use the person’s first name
“Best wishes,” “Yours” or “Take care”
Your first name
Writing to Someone in Your Company
Start:
Ending:
Signature:
Use “Dear” followed by the person’s first name. It’s rare to have
to use their full name.
“Regards”
Your first name and last name, and below this your job title,
department and phone number (or extension)
Writing to someone in another organization or someone in a formal position
of responsibility
Start:
Ending:
Signature:
Use “Dear” followed by the person’s title (e.g. Mr, Mrs, Ms,
Dr) and last name (e.g. Smith) or just “Sir/Madam” if you
don’t know the person’s name.
“Sincerely” or “Yours Sincerely”
Your first name and last name (you might add your title after
this in brackets if you want to make it clear if you are a man or
woman. Below this, write your job title (if appropriate) and
contact details (you may want to include your telephone
number or address).
Common Acronyms in Emails
AFAIK
ASAP
BFN
BRB
BTW
as far as I know
as soon as possible
bye for now
be right back
by the way
ETA
FYI
HTH
IMHO
LOL
estimated time of arrival
for your information
hope this helps
in my humble/honest opinion
laugh out loud
Exercise
Would you write a formal or an informal e-mail in each situation below? Check
one box for each situation.
You want to:
Formal
a. thank a friend for a gift.
b. apply for a job.
c. ask a language school about a course.
d. ask a friend about his or her new job.
e. write to a company to complain about a product
f.
e-mail a teacher about an assignment.
g. make plans for the weekend with a friend.
h.
inquire about an online purchase you’ve
ordered.
Informal
Exercise
A salutation is the way we address somebody in an e-mail (ex. Dear Mrs. Lee),
while a closing is how we end an e-mail (ex. See you, John). Draw a line to the
appropriate box for each of these salutations and closings.
Formal
Dear Sir/Madam
Dear Sarah
Hi
Miss Black
Mr. Kim
Hello Duncan
Dr. Mitchell
Sincerely yours
See you
Bye
Sincerely
Take care
Regards / Kind Regards
Informal
Exercise
Look at some differences between formal and informal correspondence.





Formal
complete sentences
no contractions
regular punctuation
no text messaging
abbreviations or emoticons





Informal
incomplete sentences e.g. no verb
subject (I, you)
No auxiliary verb (am, have)
use of contractions (I’m, you’re)
expressive punctuation
text messaging abbreviations &
emoticons
USEFUL PHRASES FOR EMAILS
Opening the Email
I am writing to apply for a position in your firm
(Reason for Writing)
as…. (seeking employment)
I am writing to complain about… (complain
about services received)
I am sorry I was not available to take your call
yesterday.
I am sorry for the delay in replying to your
email.
Clarifying an Email or
I am writing to confirm arrangements.
Message
I would like to check some details with you.
I am sorry to inform you that we have to cancel
this order.
Could you please send me information on your
products and services?
Remind the Reader of
It was good to meet you at the seminar in Paris.
the First Contact or
Do you remember we met at the Expo
Previous Meeting
presentation?
We spoke at the recent conference.
In reply to your request I can confirm that…
Thank you for sending me you catalogue…
Thank you for your interest in our
products/company.
Thank you for your e-mail of the (date)…
Further to our phone call (if you have spoken to
the person on the phone)….
Following our (telephone) conversation on
(date)…
Attached Documents
Please find attached/enclosed the report as
requested.
The report is attached.
I’ve attached a copy of the documents….
Saying Sorry and Giving
I’m sorry I did not send this earlier
Bad News
I’m sorry I could not contact you earlier.
Please accept our/my apologies for…
We/I regret to inform you that…
Request for Action
Could you please call me later today?
Please confirm that the arrangements are OK.
Could you let me know as soon as possible?
Useful Phrases to End
an Email
Could you call me?
Please reply as soon as possible.
Please do not hesitate to contact us if you have
any queries.
Please let me know if you have any queries.
Re-write the following e-mail in a more formal style.
Hi Joe,
How’s it going? Thanx 4 checking my paper.
C U soon, OK?
Love, Judy
Re-write the following e-mail in an informal style.
Dear Mr Choi,
I am writing to thank you for the delicious lunch of 5 June. I was honoured
to receive an invitation to visit your home. The spaghetti was marvelous.
I hope you are well, and I look forward to seeing you in class next week.
Sincerely,
Anna Vargas
Topic Sentences
Topic sentences consist of two parts: the topic (general) and the controlling
idea (specific focus within the general topic).
For example, Cell phones have advanced rapidly in the last decade.
A good topic sentence identifies and clarifies the focus of your paragraph for
your reader. It makes it easier for the reader to follow your ideas in your writing.
Having a good topic sentence is also much easier for you, the writer, because it
will help you to focus your writing clearly.
The topic sentence is best, and most easily, positioned as the first sentence of a
paragraph. Some experienced writers position their topic sentence in the
middle or even the end of a paragraph. However, for now, concentrate on
placing the topic sentence at the beginning of each paragraph.
Try to make the ideas of a topic and controlling idea in a topic sentence as
relatable to the students as possible. For example, consider comparing the
main topic to a cake and the controlling idea to a slice of cake. Just as we eat
only a slice of cake at a time, we only discuss one aspect of a larger topic in a
paragraph at a time.
Elements of a Topic Sentence
There are two parts to a good topic sentence, namely:
 The main subject
 A controlling idea
The topic contains the main subject of the paragraph, while the controlling
idea guides the main topic in the direction that the writer wants to take. For
example,
There are several important tips for a successful job interview.
You may have noticed that the controlling idea is at the beginning of the
sentence in this example, and the topic is at the end of the sentence. However,
it is still clear that the writer will be talking about tips for a successful job
interview.
Let’s look at another example:
Cars have become more technologically advanced in the past 30
years.
It is clear that ‘cars’ is the main subject. The controlling idea is the
‘technological advancements in cars’ over a certain period of time. Thus, in this
paragraph, we know that the writer is going to explain how technology in cars
has changed over time.
Normally, the topic sentence comes first and the controlling idea comes second
in the topic sentence. However, the controlling idea may come first. In the first
two sentences below, the topic is first. In the next two examples, the
controlling idea is first. The topics have been indicated in bold font for you.
a. Living in a foreign country has four main benefits.
b. There are four main benefits to living in a foreign country.
c. English borrows words from other languages.
d. Many different jobs require English.
Exercise
Circle the main topic and underline the controlling idea for each of the
following sentences.
1. Good friends have four special qualities.
2. Small cars have several advantages.
3. University students have to take many papers to get a degree.
4. A soccer player must master several important skills.
5. Living alone has several important advantages.
6. Living with your parents has several disadvantages.
7. Talent and dedication are two characteristics of Olympic athletes.
8. Ease of use and reliability has made Apple computers popular.
9. One of the most expensive cities in the world is London.
10.Big cars are safer than small cars for two reasons.
The Five Features of a Good Topic Sentence
1. It should control or guide the whole paragraph: It should be
easy for your reader to know what the rest of your paragraph
will be about.
2. It should not be a well-known fact: If your topic sentence is a
well-known fact, it will make it difficult for you to write about
the topic using examples. If you chose a topic like Cars cause
pollution, there is not much to say about this topic.
3. It should be specific: Think of a camera zooming in to take a
photo. The photographer knows what he wants to include in his
photograph. Similarly, your topic sentence cannot be too
general. Computers are useful is not a good topic sentence
because the reader is not sure what to expect in the paragraph.
“Computers are useful for modern families for several reasons”
is much clearer.
4. Do not make it too specific: Although a topic sentence must be
specific, be careful not to make it too specific. For example,
“Computers have hard drives” is too specific because it limits
the topic too much.
5. There must be a controlling idea: The controlling idea is a
phrase that helps to direct the flow of ideas and focus in your
paragraph. e.g. An iPad is the best computer for those who
travel a lot.
Exercise
Use an ‘X’ to indicate the better topic sentence in each of the following pairs of
sentences. Be prepared to explain the reasons for your choices to the rest of
your class.
1. Cell phones should not be used in the classroom for several reasons.
_____
Cell phones are annoying. _____
2. There are five skills that a person must learn in order to play the guitar.
_____
An electric guitar needs a lead plugged into an amplifier. _____
3. Fossils are the remains of plants or living creatures that died a long time
ago. _____
There are several techniques that scientists use to discover the true age
of a fossil. _____
4. When going on dates, there are three important things to do in making
a good first impression. _____
Dating has become much easier these days because of the internet.
_____
5. The accused person must do three important things for a successful trial.
_____
The accused person has to appear in court as part of a successful trial
process. _____
Exercise
Add two different controlling ideas to the topics below in order to make
complete topic sentences. The first one has been done as an example.
International Students
International students make campus life more vibrant.
International students start clubs and associations.
Sports
Restaurants
Living alone
Exercise
Read each paragraph and choose the best topic sentence for each passage.
1. _______. Firstly, living in a foreign country helps you learn another
language more quickly than studying it at school. Secondly, you can
learn directly about the geography, culture and history of the country.
Thirdly, you become a more open-minded person because you
experience different ways of living. Fourthly, living in a foreign country
helps you appreciate your own country better.
A. Living in a foreign country helps you learn.
B. Everyone should live in a foreign country for at least a few years.
C. Living in a foreign country has four benefits.
2. _______. Some colleges and universities in the United States are private.
Private colleges and universities do not receive money from taxes,
therefore they are usually more expensive. Other colleges and
universities are public; that is, the people of each state pay some of the
costs through their taxes. As a result, public colleges are less expensive
to attend. It doesn’t matter which type of college you attend, public or
private, you can get a good quality education.
A. There are presently two main types of colleges and universities in
the United States.
B. Public colleges and universities get a lot of money from taxes.
C. There are many colleges and universities in the United States.
3. _________. One reason why students choose a small college is because
the classes are small. The average class in a small college has twenty
students. Another reason is that it is not difficult to see your professor
when you need to. Professors in small colleges often have more time to
help students and are usually happy to do so. Furthermore, small
colleges tend to be friendlier, so new students make friends easily. For
these three reasons, small colleges are better than large universities.
A. Small colleges are friendlier than large universities.
B. There are several reasons why should consider attending a small
college instead of a large university.
C. It is possible to get an excellent education at a small college.
4. __________. First of all, employers want workers who are dependable.
For example, they want workers who come to work every day. Secondly,
employers want workers who are responsible. Can the boss give the
worker a task or project to do and know that it will be done properly?
Thirdly, employers look for workers who can work well with others. The
ability to get along with co-workers is very important to the success of a
business. To sum up, employers look for dependable and responsible
team players.
A. It is difficult to find responsible employees these days.
B. Employers tend to read job applications very carefully.
C. Employers look for three important qualities in their employees.
Exercise
Write a suitable topic sentence for each of the following paragraphs.
1. ___________________________________________________________
_________________________________________.
Green
curry
is
definitely the hottest Thai curry. If you like spicy food you will almost
certainly like green curry. Red curry on the other hand is medium hot. It
is flavorful, but it doesn’t burn your mouth. Yellow curry is the mildest of
all. It is often the best choice for people who eat Thai food for the first
time. In short, when you order a Thai curry, three delicious choices await
you.
2. ___________________________________________________________
__________________________________________.
The first type of
shopper doesn’t like to waste her time. She knows exactly what she
wants to buy and how much she wants to pay. If the store has what she
wants, she simply buys it and leaves. She is a great type of customer
because she doesn’t take up too much of a salesperson’s time. A second
type of shopper comes into a shop with a general idea of what she
wants, listens to the salesperson’s suggestions, tries on a few items, then
makes a decision. She is also a great type of customer. The third type of
customer has no idea what she wants. She spends hours trying on one
top or another. She takes up a lot of a salesperson’s time and sometimes
doesn’t buy anything. In conclusion, the first two types of shoppers are a
salesperson’s dream; however, the third type is a salesperson’s worst
nightmare.
Topic and Supporting Sentences in Paragraphs
Think of a paragraph as a hamburger. Just as a tasty hamburger has two pieces
of bread and a delicious filling, so must a good paragraph be made up of
different parts. Every part of your paragraph has a specific function; every part
is important. Each paragraph should begin with a topic sentence followed by
supporting sentences and, finally, a concluding sentence.
Topic Sentence containing a topic and
a controlling idea
Supporting Details
Supporting Details
Supporting Details
Concluding sentence that links with
the topic sentence
Just as every hamburger needs a filling, every essay needs content and details.
These are your supporting sentences. The supporting sentences make your
essay more substantial and convincing. For example, in a narrative essay, the
supporting sentences will help to paint a picture for the reader; in an
argumentative essay, the supporting sentences provide evidence to support
your argument just as a lawyer would do in a trial. Evidence can be from your
own experience or preferably facts, quotes and statistics as in the example
below.
Be careful to distinguish between facts and opinion in an academic essay. A fact
is something that can be proven by independent research. An opinion is just
your own view. Consider the example below:
Example: Knowing How to Live Alone
In the United States, circumstances often force people to live
alone. For example, many high school and college graduates move
away from their hometowns to continue their education or take
jobs. Most schools assign roommates, but employers usually
expect people to take care of their own arrangements. Also,
married people might feel they will always be together, but
currently one out of two marriages ends in divorce. An even sadder
statistic concerns the death of a spouse. Estimates are that in the
next twenty years, two out of eight married woman will become
widows, usually late in life. These facts show that most people
have to live by themselves at least once in their lives whether
they want to or not.
1. How many examples or what supporting details does the writer use to
support their topic sentence?
2. Are there enough supporting details for the paragraph to be convincing in
your opinion?
Exercise
With a partner, or in a small group, read each topic sentence. Next, fill in the
blanks with your supporting sentences. Add as many supporting sentences as
you can.
1. To keep your figure and to stay in shape, do the following things.
A.
B.
C.
D.
2. A good friend has four important qualities.
A.
B.
C.
D.
Paragraph Unity
Make sure all of your supporting sentences are relevant. Unnecessary
information, or information that does not relate to your topic sentence, simply
distracts your reader. Also, be careful of moving too quickly from one idea to
the next – show your reader, clearly, how all of your sentences link to and
reinforce your topic sentence. Get into the habit of using an editing checklist
(such as the one provided in Appendix D) to go over your own work thoroughly,
and then get a partner to check it.
Exercise
Read the following paragraphs.
1. Find the topic sentence in each paragraph. Circle the topic and
underline the controlling idea.
2. There are two sentences in each paragraph that break the unity and
flow of the paragraph. Find these unnecessary sentences and cross
them out. Be prepared to explain why you think they are unnecessary.
Paragraph One
Nurses
A nurse should have at least five personal qualities. First, he or
she must be a caring person. He or she should be genuinely
concerned about helping injured, sick or scared people. Second,
a nurse must be well-organized. If a nurse forgets to administer
medicine on time, the consequences could be very serious
indeed. Third, a nurse must be calm. He or she may have to
make an important life or death decision in an emergency, and a
calm person generally makes better decisions in a crisis than an
excitable person. Doctors need to stay calm in emergency
situations too. In addition, a nurse needs to be physically strong
because nursing involves hard physical work. Finally, a nurse
must be intelligent because she needs to learn subjects ranging
from chemistry to psychology and be able to operate the
complex machinery of today’s hospitals. There is currently a
shortage of nurses around the world; therefore they are able to
earn good salaries. In brief, nursing is a profession for those
who are caring, organized, calm, strong and smart.
Paragraph Two
California
California is a state with every type of geography. It has
mountains that enable you to enjoy winter sports such as skiing,
snowboarding and snowshoeing. It also has deserts where
temperatures can reach 11OF (43C) in summer. It has beaches
where you can surf, swim and fish. It has forests with some of
the tallest trees in the world. Finally, it has farmland where a
lot of the nation’s fruits and vegetables grow. California is also
famous for Hollywood and Disneyland, which are world-famous
places for entertainment. California is very popular as a place to
live, so many people move there every year. In summary,
California has everything: mountains, deserts, beaches and
farms.
Moving Forward to Paragraphs
At this point of the lessons, students should be ready to move onto writing
their own paragraphs. This is when you need to introduce and reinforce that
writing is a process and one that will require a lot of revision, self-editing, and
peer review.
As mentioned earlier in this chapter, compare the structure of a paragraph to
that of a hamburger. No one wants to eat a hamburger made of ingredients
that do not complement each other because it’s unappetizing and confusing.
Similarly, no one wants to read a paragraph that contains ideas that are not
clearly linked or even related to each other because it is confusing and difficult
to read. To guide students in this format, consider giving them the “Hamburger
Writing” template on the next page.
Writing an Introduction
There are many ways to write an introduction. Some writers begin with a
question; others give background information about the topic. The type of
introduction that you choose depends on the type of essay that you are writing
and how you want to present the specific topic. However, what all
introductions have in common is a thesis statement.
Thesis Statements
The thesis statement is the sentence that:
1. tells your reader the subject of your paper;
2. states the controlling idea of your paper, i.e. it makes an assertion about
the subject; and
3. predicts the logical order of discussion you will follow in your paper
In other words, the thesis statement is the anchor of your essay: With a good
thesis statement your reader does not have to wait until the end of your essay
to learn what claim you are making, what your position is or how you are going
to prove your viewpoint.
1. An effective thesis should be a declarative sentence and never an openended question. If you just ask a question, the reader will have no idea
what you are trying to illustrate. For example:
Not a thesis statement: What are the disadvantages of living in a
big city?
2. A good thesis statement should be restricted and focused. It should not
be too general or too comprehensive. If it is too comprehensive, you
may not be able to prove it all in one essay. For example:
Too general: Computers have advantages and disadvantages.
3. This thesis is too general. How are you going to discuss all of the
advantages and disadvantages of computers in one essay? There are
technical and economic issues, social effects, time and financial
considerations, etc.
4. A thesis statement should not make an announcement. It should make a
claim. For example:
Announcement: In this essay I will discuss the advantages and
disadvantages of living on your own.
Revised thesis statement: When considered generally, living on
your own is much better than living with your family.
5. A thesis statement should not make a claim that cannot be proved by
logical analysis. For example:
Moral judgment of the writer: Only evil and wicked young people
choose to live on their own.
Such a statement expresses the moral judgment of the writer and
cannot be proved in any factual or logical way.
Why is the Introduction Important?
Your introduction is the part that invites your reader to read your essay:
it tells your reader what your essay is about;
it sets the tone for your essay. In other words, it tells the reader whether
your essay will be light, humorous, serious, controversial and so on;
it shows your reader how your essay will develop. That is to say, there
must not be big surprises in the development of your essay;
it helps the reader to make a transition from the condition (s)he is in to
the content of your essay; and
it is where the reader decides whether to read your essay or not. In
other words, the reader may put down your essay if (s)he feels that it is
going to be boring.
Some Tips for Writing Good Introductions
Think about the topic: Think about the topic; your answer to the topic
will be your thesis, and how you prove it will be your development.
Pay attention to your first sentence. This is the sentence your reader
reads first. You should make a good impression and be careful not to
make mistakes. If you start your essay with a sentence full of grammar,
spelling or vocabulary mistakes, you cannot expect to make a good first
impression.
Avoid making announcements: Do not start with opening sentences
such as, "In this essay I will discuss ...."
Avoid making "Dawn of man" introductions: Whatever topic you are
assigned, you should not start with sentences such as, "Since the
beginning of humanity" or "Since the Industrial Revolution." It indicates
that you do not really have much to say about the topic.
Avoid using clichés: Clichés are overused statements such as, “in the
good old days” and “the tip of the iceberg.”
How to Write a Good Introduction
There are a number of
strategies for starting
your essays. The most
common and easiest
of these to implement
is the “Funnel Method,”
which we will focus on.
The first sentence is
broad and general. It
introduces your topic. Each following sentence is narrower and more focused.
Eventually, it narrows down to your thesis statement and becomes more
specific. Your funnel should not be too large because otherwise you never will
be able to narrow down your topic. For example, if you are writing about
young people living on their own and you start from the beginning of human
history, it will take too long to narrow down your topic sufficiently. Therefore,
your funnel must be appropriately narrow at the beginning.
Consider the following introductory paragraph. The thesis statement has
clearly been indicated in bold font.
Animals have been used in medical research for a long
time. In recent years animal rights organizations have
started a controversy whether it is ethical or not to use
animals for the benefits of medical progress. They
believe that animals are equal to humans and that they
have equal rights with human beings. In my opinion,
animals as things, have some rights, but humans with
their more developed brains are superior to them.
Therefore, if there is no other alternative, animals
may be used in medical research.
Basic Structure of an Introduction
The structure of an introduction can broadly be broken down into three parts:
1. A general statement that indicates the topic to be discussed;
2. A specific (thesis) statement of the focus of the essay; and
3. An overview of what will be discussed in the essay.
Try to avoid using questions that only have yes or no answers. If you use a
question, it needs to be a question that makes the reader think about what
you are going to say next. Yes/No answers do not make the reader think.
Exercise
Imagine you are writing an essay listing the advantages and disadvantages of
something. Write a thesis statement for two of the following topics:
Living in school dormitories
________________________________________________________________
________________________________________________________________
________________________________________________________________
Pets
________________________________________________________________
________________________________________________________________
________________________________________________________________
Watching TV
________________________________________________________________
________________________________________________________________
________________________________________________________________
Cell Phones in School
________________________________________________________________
________________________________________________________________
________________________________________________________________
Writing a Conclusion
If you have written an effective introduction, and logically developed your
essay, the flow of ideas naturally leads to your conclusion. A good conclusion
should round up your arguments and reach a final concluding point. A
conclusion should never leave your reader wondering about the point of your
essay. Like the introduction, a conclusion consists of three basic parts:
1. A re-statement of your thesis statement;
2. A summary of the main points made in your argument; and
3. A final concluding point.
It’s important to remember that the conclusion is the final thing your reader
reads; it is the last opportunity to convince your reader of your particular
argument. Therefore, it is important that the conclusion be strong and
definitive. To do this, it is essential that you do not ask questions that lead to
unanswered questions in your essay or provide new information that cannot be
found in your argument.
1. Re-state the Thesis
Conclusions should re-state the thesis of the essay. This is done using different
words to avoid monotony. In the essay below, the author re-states the thesis
idea in the conclusion paragraph.
Introduction
For a long time there has been a controversy between
animal rights supporters and scientists about whether it is
right to use animals in experimental research. Also, it is
very debatable whether using animals for such research
results in finding a cure for diseases. From my point of
view, if there are no other alternatives, and if it is
possible that this will contribute to science, animals
may be used for experimental research.
Conclusion
All in all, it can be said that using animals for medical
research is ethical as long as it contributes to scientific
development and helps scientists find ways to improve
human health. However, this practice is only acceptable on
the condition that necessary pains are taken and animals
are treated humanely.
2. Review the Major Ideas
This is the simplest way to finish an essay. Read through your essay and
summarize the main ideas in the conclusion. For example:
Music is a great way to relax and be happy in daily life. It is
also very useful for musicians and composers to express
their feelings. This is one of the things that makes music
universal; it has nothing to do with age, race or religion.
Anyone who wants to listen to music listens to music and
anyone who wants to do music does music. As you can see,
music makes our lives better. It increases the things we
share both with ourselves and others. It helps our loneliness
to get smaller and smaller because sharing is the only way to
get rid of our loneliness. That is why music is so important in
our lives.
Never raise new ideas or start new discussions in the conclusion.
Do not end your essay with a weak conclusion. A good essay
deserves a good conclusion.
Make sure that your conclusion is consistent with the arguments in
your essay. Sometimes you may get carried away and end up
concluding the opposite of your thesis - especially if you do not
plan well. Do not let such inconsistency happen.
Closing Your Essay
Exercise 1
Read the following paragraphs and decide which of the concluding sentences is
the most effective in each example.
1. There are two reasons why I dislike big cities. Firstly, big cities are full of
noise twenty-four hours a day. You can hear horns honking, traffic
whizzing by, music blaring and people talking and even shouting late at
night. It is never quiet in a big city. Secondly, I can’t stand big cities
because of their anonymity. No one knows each other or cares about
you. You could die in your apartment and nobody would know.
Neighbors who have lived next door to each other for many years don’t
even know each others’ names. You can feel very lonely living in a big
city.
A To sum up, large cities are noisy, lonely places to live.
B In conclusion, I would rather live in a small town, close to
nature, where it is quiet and people are friendly.
C Also, big cities are filled with criminals.
2. There are two reasons why I adore big cities. Firstly, big cities are full of
life twenty-four hours a day. You can go to the movies, go shopping and
get something to eat or go to karaoke any time of the day or night.
Secondly, I adore big cities because of their anonymity. You can be
totally invisible in big cities. Nobody watches your daily comings and
goings. Neighbours don’t annoy you as long as you don’t annoy them.
You can stay out all night long or stay home all day, and no one cares at
all.
A In brief, I adore big cities because you can be
independent.
B In short, big cities attract me because there are many
things to do.
C To sum up, I love big cities because of their energy, vitality
and anonymity.
Writing the Body of an Essay
There are several different types of essays: Descriptive, narrative, personal,
argumentative, cause and effect, comparison, expository, explorative, etc. Of
these, the argumentative essay is the most common in academic writing.
In an argumentative essay, the writer’s purpose is to persuade the audience to
agree with their opinion about a controversial topic. In an argumentative essay,
sometimes referred to as a persuasive essay, the writer states their opinion,
gives reasons to support it and tries to convince the audience that they are
right.
Arguing Pro or Con
Choosing a topic that is appropriate for an argumentative essay is especially
important because some things cannot be argued. For example, you cannot
argue that a rose is more beautiful than a daisy – this is an opinion that cannot
be supported by facts. However, you can argue that roses are more popular
than daisies and support the argument with facts about florists’ sales of the
two kinds of flowers.
Here are a few effective topics and thesis statements for an argumentative
essay:
 Marriage before the age of eighteen: People under the age of eighteen
should not be allowed to marry.
 Standardized testing: Standardized testing should not be required as part
of the application process for a university.
 Fast food restaurants: Communities should decide if fast food restaurants
are right for their neighborhood.
You can argue either for or against all of these statements. If your topic does
not have two viewpoints, your essay will not be effective.
Convincing Your Reader
Your job as the writer of an argumentative essay is to convince your readers
that your opinion about a topic (your thesis statement) is the most valid
viewpoint. To do this, your essay needs to be balanced – it must include an
opposing viewpoint or counterargument. Although you are arguing one side of
an issue (either for or against) you must think about what someone on the
other side of the issue would argue.
Format of an Argumentative Essay
There are two formats to an argumentative essay: Pro/Con and Block format.
The Pro/Con format
deals with the pros and
cons of one point in
each paragraph of the
body. This means that
if the body of your
essay consists of three
paragraphs,
each
paragraph will have a
main
idea
(that
reinforces the thesis statement), which will discuss the pro statement (in favor
of the writer’s thesis statement) followed by the counterargument.
In the block format, the writer first argues for his/her thesis statement and
combines all of the evidence and examples that support his/her argument into
one paragraph (compared to three paragraphs in the Pro/Con format). The next
paragraph contains the counterarguments to all of the arguments presented in
the previous paragraph.
Examples of an Argumentative Essay on Pets
Example 1
Owning a Pet (Pro/Con Format)
Sarah Coutts
Today, many people own pets. Some people find it unnecessary and expensive
to own a pet. However, there are three main advantages to owning a pet: They
help children to learn responsibility, they are good companions and are good
for our overall well-being.
First, pets are an excellent way to teach children responsibility. Interacting with
a pet is also good for a child’s social skills and creative development. The
responsibility of caring for a pet on a daily basis is a task that teaches children
the value of consistency and caring for others which are two valuable life skills.
While many would argue that caring for a pet almost always ends up being the
parents’ responsibility, there is equal argument that it is up to the parents to
reinforce the value of looking after pets to their children. After all, pets are also
friends to children; so, encouraging a child to look after a pet teaches the same
value of looking after one’s friends.
Second, pets are good companions as they do not discriminate against people.
Animals are naturally affectionate towards people regardless of a person’s age,
race or beliefs. This fact also makes pets loyal companions – particularly for
children and the elderly. Many people argue that although pets are loyal
companions, they are a poor substitute for human relationships. While there is
some merit to this argument, some people prefer to be surrounded by pets
rather than people. Thus, satisfying companionship from a pet is far better
than unfulfilling or no relationships with people.
Finally, our overall well-being can be significantly improved by owning a pet.
Since pets are good companions, interacting with them can help to relieve
stress, help us to relax and keep us active. Engaging with pets has many of the
same benefits as engaging with friends. An argument can be made that pets
sometimes aggravate allergies such as asthma, but there are just as many
people who report significant improvement in their allergies after constantly
being exposed to a pet. Furthermore, there are numerous examples of pets
being the first to help in the diagnosis of serious medical conditions.
To sum up, although some people feel that pets are unnecessary, owning a pet
has three distinct advantages. Having pets can teach children responsibility and
other valuable life skills. In addition, pets can be good companions and good
for our overall well-being. Therefore, the advantages of owning a pet outweigh
the disadvantages.
Example 2
Owning a Pet (Block Format)
Sarah Coutts
Today, many people own pets. Some people find it unnecessary and expensive
to own a pet. However, there are three main advantages to owning a pet: They
help children to learn responsibility, they are good companions and are good
for our overall well-being.
First, pets are an excellent way to teach children responsibility. Interacting with
a pet is also good for a child’s social skills and creative development. The
responsibility of caring for a pet on a daily basis is a task that teaches children
the value of consistency and caring for others which are two valuable life skills.
Second, pets are good companions as they do not discriminate against people.
Animals are naturally affectionate towards people regardless of a person’s age,
race or beliefs. This fact also makes pets loyal companions – particularly for
children and the elderly. Furthermore, our overall well-being can be
significantly improved by owning a pet. Since pets are good companions,
interacting with them can help to relieve stress, help us to relax and keep us
active. Engaging with pets has many of the same benefits of engaging with
friends.
Many people argue that owning a pet is an unnecessary expense and that the
benefits of having a pet can also be achieved in other ways. For example,
children can learn responsibility and social skills from interacting with other
children and through various activities. Similarly, adults can seek
companionship from other people, thereby making pets unnecessary. While
these arguments may hold some merit on the surface, the daily routine of
caring for a pet is a responsibility that is not easily matched by other activities.
Caring for a pet allows a child to learn responsibility, and social skills, in an
active and healthy manner while forming the first of many friendships. In
addition, some people prefer the company of animals as pets are loyal
companions. Furthermore, there are many health benefits associated with
owning a pet. There are many examples of pets being the first to ‘diagnose’
serious medical conditions, and studies show that owning a pet can actually
improve one’s overall resistance to certain allergies.
To sum up, although some people feel that pets are unnecessary, owning a pet
has three distinct advantages. Having pets can teach children responsibility and
other valuable life skills. In addition, pets can be good companions and good
for our overall well-being. Therefore, the advantages of owning a pet outweigh
the disadvantages.
Examples of Student Argumentative Essays
Example 1
Overemphasis On Physical Attractiveness
Choi Ga In
Everybody wants to be pretty and handsome. These days, more and more
people are making efforts to be physically attractive. Clearly, outward
appearance can be a way to express one’s personality and give a good
impression. However, society places too much emphasis on physical
attractiveness and beauty. As a result, this has caused mainly two harmful
effects that prove external beauty is over-emphasized.
The notion of physical attractiveness and beauty is fixed by typical viewpoints
in society. It does not include internal beauty or individual attractiveness and
personality. For instance, in Korean society, the definition of ‘beauty’ has been
fixed by certain viewpoints such as big eyes and pale skin. In addition, public
media plays an important role by showing typical styles of celebrities and
defining ‘beauty’ with very specific features. As we place too much importance
on this fixed attractiveness, mainly two kinds of problems are emerging:
Psychological and social problems.
First, people face the feeling of lack of confidence and relative deprivation as
they compare themselves with others. Some of them suffer from serious
mental diseases like depression or Body Dismorphic Disorder (BDD), which
leads to hatred toward themselves due to their appearance with no notable
defects in their external features. In fact, according to research done by the
Belgium National Research Institute, 43 percent of patients who underwent
plastic surgery have this disorder. Some insist they can have more confidence
after improving their physical attractiveness. However, although they may feel
more confident at first, they again start to compare themselves with another
person immediately. Consequently, they end up with an endless desire to be
prettier, and an obsession with physical attractiveness.
Second, it also makes fair competition impossible in society. These days, many
companies consider candidates’ appearances as one of the important
evaluation criteria. Sometimes, people who are more competent are rejected
just because of their outward appearance. This blocks fair competition for our
ability and causes social discrimination. An argument can be made that it is
essential for a few companies to evaluate applicants’ external features. While
this argument is right in case of some limited occupations such as actors and
models, it can still not be justified to discriminate people by their physical
attractiveness in other fields that require competency rather than external
beauty. Unfortunately, under these circumstances, many people choose
extreme methods like excessive dieting and plastic surgery or even suicide.
To sum up, physical attractiveness is being over emphasized in society. It is
fixed by certain viewpoints resulting from public media. Since we value
outward appearance above many other things, many other people face a lack
of confidence and unfair competition. As a result, they are resorting to extreme
methods that can even result in death. Therefore, obsession with physical
attractiveness and external beauty should be regarded as serious.
Example 2
Untitled
Kim Sung Jin
Many students work to reach their dreams. Studying is important and valuable
for students to invest in their future. Although studying a lot can be good for
students, many Korean students are known for being tired from too many
hours of studying. Some people think they are studying for an appropriate
amount of time and after classes and self-study are elective, which means that
they are dependent on students’ desire. However, there are two reasons that
show many Korean students are overworking themselves.
First, most Korean schools have more classes than most other countries.
Research done by the Ministry of Education compared timetables of schools in
each country. Mostly, Korean schools have 15 classes a day; among these
classes, six of them are regular classes, two of them are extra classes and the
rest are all self-study. Moreover, schools make students do self-study on
weekends too. However, countries such as the U.S., China and Japan have, at
most, seven classes per day. Some of them don’t open on weekends either.
Second, private education is prevailing in Korea. Tutoring at home or other
places and an academy outside of school are all private education. In other
words, private education and extra lessons students get after school to improve
their grades and to be outstanding students in school. Mostly, private
education focuses on school entrance exams. A number of people turn to
private education because they believe receiving only public education is not
enough and because of the competitive atmosphere in schools. Since they
receive two kinds of education equally, the work they need to finish increases
significantly.
Some people think that Korean students study for an appropriate amount of
time so they still have time to rest, play and sleep. However, a survey done by
Korea Juvenile Policy Researchers asked students from Korea, the U.S. and
Finland to indicate their amount of sleeping time per day and their satisfaction
with their life. According to the results, Korean students sleep seven and a half
hours per day on average, which is one hour less than those from the U.S. and
Finland. Additionally, Korean students’ average extent of satisfaction is only
45% while the other countries’ are almost 80%. This remarkably low result of
Korean students can imply that they don’t have enough time to rest, play and
sleep. In addition, some people argue that most of the extra classes and selfstudying are elective. However, in reality, unless students have a very urgent or
unique reason such as a funeral or don’t want to for a bad impression at
school, these are compulsory.
In conclusion, some people argue that Korean students are studying for an
appropriate amount of time and after-classes and self-studying time are mostly
selective. However, many Korean students are overworking themselves for two
reasons: most Korean schools have more classes than those in other countries,
and private education is prevailing in Korea. Therefore, for a better
environment and health for students, this issue should be regarded as serious.
Things to Avoid in Argumentative Essays
There are six common errors to avoid when writing an argumentative essay.
We will look at three of them:
1. Sweeping generalizations;
2. Events related only by sequence;
3. Inappropriate authority figures;
4. Hasty generalizations;
5. Loaded words; and
6. Either/or arguments
Sweeping Generalizations
Words such as all, always and never are too broad and cannot be supported.
Example
All Americans eat fast food.
Problem
Maybe every American you know eats fast food, but the
statement that all Americans eat it cannot be proven.
Inappropriate Authority Figures
Using famous names may often help you prove or disprove your point.
However, be sure to use the name logically and in the proper context.
Example
Madonna is a good singer. As a result, she would make a
good orchestra conductor.
Problem
While Madonna may be a good singer, this quality will not
necessarily make her a good orchestra conductor.
Hasty Generalizations
Hasty generalizations are quick judgments based on inadequate information.
Example
Joe did not want to study at a university. Instead, he
decided to go to a technical school. He is now making an
excellent salary repairing computers. Bill does not want to
study at a university. Therefore, he should go to a
technical school to become financially successful.
Problem
While Joe and Bill have something in common (they do
not want to study at a university), this fact alone does not
mean that Bill would be successful doing the same thing
that Joe has done. Other information may be important
as well, such as the fact that Joe has lots of experience
with computers or that Bill has problems with manual
dexterity.
Picture Prompts
There are several ways in which pictures can be used to prompt both creative
and more serious writing in the language classroom. For example:
1. Print out about 30 pieces of clip art or gather a number of images
together. The number will vary depending on the number of students.
2. The students select three images each.
3. The students write a story that connects the images together.
4. You can modify this recipe by adding rules – the story must be about
you or the story must be circular (the last picture must be connected
back to the first picture), etc.
5. To mix things up you can set a time limit of perhaps 10 minutes. After 10
minutes, the students trade pictures to the left and write a new story
with a new set of pictures.
You can also tell students to bring in a photograph or pictures of their own
from which to write a short descriptive paragraph or story. Alternatively, place
pictures around the classroom and tell students to choose their favorite picture
on which to base their writing. Here are some possibilities:
Haikus
A haiku is a Japanese poem of 17 syllables that are divided into three lines of
five, seven, and five. Traditionally, they evoke images of the natural world, but
anything can be used as the topic of a haiku. They’re more challenging to write
than they may seem (because of the syllable count), but they can produce
some interesting work from students.
The 5-7-5 rule is no longer strictly as strictly followed in haiku writing as it
previously was although this is still commonly the rule taught in English lesson.
Here are some examples of student haikus9:
The last winter leaves
Clinging to the black branches
Explode into birds.
(Taken from:www.poemhunter.com)
9
Mrs Warner’s 4th Grade Classroom. “Learning About Poetry.”
http://mrswarnerarlington.weebly.com/poetry.html Date Accessed: 4 November 2014.
Summaries
Every time we report a conversation to other people, make notes on anything,
or describe a movie or a story to someone, we are making a summary.
Summaries can be done in point form or in paragraphs.
Both formats,
however, require the use of full sentences.
The aim of a summary is to present the essential information without
explaining or adding to it. Only information that is contained in the original
text may be used in a summary – do not add your own information. A good
summary presents all of the information in such a way that the reader can
understand it without having to refer to the original text.
Tips for summarizing:
1. Write down the main ideas in point form; you may use incomplete
sentences.
2. Try to summarize each paragraph in no more than five (5) words.
3. Write a short paragraph summary using only your keywords; you should not
need to refer to the original text in order to do your paragraph summary.
4. You should never copy entire sentences from the original text – use your
own words.
Think of brief headlines to summarize the following:
Mr George Norris (41) and Mr David Harris (39), both from Somerset
West, were injured when their truck collided with a stationary bus on
Sir Lowry’s Pass last night.
Fire-fighters from California were still desperately struggling to control
the fire in the Cascade Mountains today. The blaze, which has
destroyed hundreds of hectares of plants and wildlife, was first
noticed yesterday morning.
Thick fog caused major traffic jams during rush hour on all roads
leading into the city this morning. Several minor accidents were
reported. Suburban trains were running up to half an hour late.
Extract only the essential information from the following sentences:
The reason we cannot walk in a straight line without our eyes to guide
us is that our bodies are not equally balanced on both sides. For
instance, the major organs are on different sides and our spines are
not perfectly straight.
The prince of all writers of children’s stories, Hans Christian Andersen,
was born in a one-roomed house in the Danish city of Odense in 1805.
Primitive people could not write, so when they wanted to remember
something or leave a message for someone else, they learned to draw
pictures on the rock walls of their caves, or on small slabs of wet clay.
Summarizing Longer Passages
Read the following extract carefully.
Write down the essential information in point form, then use these
notes to summarize the passage in your own words.
Your summary should be approximately one-third the length of the
original text.
Provide a suitable title for the extract.
Most of us are superstitious in one way or another. If we want
something good to continue, we touch wood and we usually say, “Bless
you!” if someone sneezes. Some people do the most extraordinary
things to avoid bad luck or to bring good fortune.
They turn over the money in their pockets when they see a new
moon, refuse to allow whistling in the house and if they spill salt on
the table, they throw a pinch of it over their shoulders. Why do
people do such strange things? Can touching wood or turning over
the money in our pockets really bring good luck? We may laugh at
such superstitions, but most of them are so ancient that their
origins have been forgotten. Even today, hostesses go to great
lengths to avoid having thirteen people at a dinner table.
Why has thirteen become such a feared and disliked number? In
Christian countries, the origin of this belief is connected with the
Last Supper that Jesus ate with His twelve disciples. This took place
on the evening before His trial and execution and it was one of the
thirteen at the table who betrayed Him. However, the unlucky
number has a history that goes back even further in time than the
beginnings of the Christian religion.
In the old Norse tales, for example, we find the story that tells how
Baldur was killed after the god Loki had attended a banquet in
Valhalla as an uninvited guest. The number of invited guests was
twelve and Loki’s unexpected presence meant that the number of
guests at the table was thirteen.
Alternative Assessment Ideas for Individuals and Groups
TESTS
Essays
Short Answer
Matching
True/False
Multiple Choice
PROCESS SKILLS
Anecdotal Records
Interactional Analyses Observations
Checklist
Observations for
Processes
Interviews
Oral Questioning
Concept Mapping
Invented Dialogues
Process-folios
Conferences
Journal Entries
Regarding Processes
Question Production
Debriefing Interviews Learning Logs
Responses to Reading
Experiences
Checklists
Retelling
words
Metaphor Analyses
in
Own
PRODUCTS/PROJECTS
Ads
Advice
Columns
Artifacts
Autobiographies
Banners
Blueprints
Book Reviews
Books
Brochures
Bulletin Boards
Cartoons
Case Studies
Collages
Computer Creations
Costumes of
Characters
Crossword Puzzles
Databases
Games
Graphs, Charts,
Diagrams
Graphic Organizers
Handbooks
How-to Books
In-class Group Essays
Job Applications
Job Descriptions
Journals
Lab Reports
Learning Centers
Learning Logs
Letters to Parents,
editor, TV Station,
Business
Maps
Mobiles
Models
Photographs
Picture Dictionaries
Portfolios
Posters
Product Descriptions
Projects
Proposals
Protest Letters
Questionnaires
Research Centers
Research Papers
Results of Surveys
Resumes
Reviews of TV
Programs
Scrapbooks
Short Stories
Movie Reviews
Newspapers for
Historical Periods
Diaries of Historical Pamphlets
Periods
Directories
Parenting Job
Descriptions
Displays
Patterns
Drawings
Peer Editing Critiques
Simulation Games
Slide Presentations
Foods of a Country or Pen-pal Letters
Time Period
Writing Portfolios
Soap Opera Parodies
Story Illustrations
Travel Folders
Want Ads
PERFORMANCES
Activities
Announcements
Anthems
Apologies
Ballads
Beauty Tips
Campaign Speeches
Character Sketches
Charades
Classroom Maps
Commercials
Conferences
Cooperative Learning
Activities
Dances
Debates
Demonstrations
Discussions
Dramas
Exercise Routines
Experiments
Explanations
Fashion Shows
Field Trips
Reports
Role Plays
Sales Pitches
Simulations
Singing of Songs from
Historical Periods
Interactive Book Reviews Skits
Interviews
Sociograms
Introductions
Song Writing to Fit a
Topic
Jingles
Speeches
Job Interviews
Spoofs
Laboratory Experiences Storytelling
News Reports
Surveys
Oral Histories of Events
Tongue Twisters
Pantomimes
Person-on-the-street
Interviews
Plays
Presentations
Puppet Shows
TV Talk Shows
Verbal Comparisons
Warnings
Weather Reports
Strategies to Inspire Students to Write Well Despite an Uninspiring
Curriculum10
1. Emphasize Writing is an Act of Communication Foremost
People write for a particular purpose in mind, for the most part, and to
communicate a specific point — not to show they know how to write a
compare-contrast paper. Discuss types of writing we might do to communicate
a specific message: the kind of writing I’d use to a business to inform the
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management of how unhappy I am with the service I received, for ex- ample, is
very different than the type of writing done to get out of at parking ticket, or
express my love to my significant other. Teachers should discuss the power of
writing: writing has inspired love, righted social ills, and moved people
revolution. While we won’t necessarily adopt these as our goals, a discussion
on the power of writing demonstrates that it is much more than an empty
exercise to show bureaucrats I should graduate.
2. Give Out Inspiring Topics
People write for a particular purpose in the “real world”: see above. They write
to express outrage at the carnage that gun ownership causes, to show how the
education system in the U.S. differs from their first country and the problems
that might cause, to right a social ill such as the treatment of undocumented
im- migrants. In writing toward a topic and with a purpose, students generally
must develop some mastery of several rhetorical modes, such as
exemplification and persuasion, and the language that goes with them, if they
want their message to be communicated.
3. Develop a Sense of Audience
Few things cause more a sense of futility than talking to oneself — there’s a
reason that most people in solitary confinement lose their minds in a short
period of time. Students should work in a community to share their ideas and
their work. Working with a peer group, reading aloud their work, and
responding holistically to each other, such as “I understand your main point,
but I’m not sure if the tone is going to help you achieve your purpose,” helps
students develop a sense of audience. And once they have worked together a
few times, this sense of audience becomes internalized: as they compose the
essays at home, students are likely to consider if their peer group will
understand and react favorably to their message.
4. Emphasize Grammar and Punctuation as Convention: Important But
Not the Highest Importance
Something else that discourages student writers is for them to labor over a
paper and communicate what they see as an important message, and which is
in fact an important issue — students pay too much for textbooks, we are too
addicted to social media — and then have the teacher focus on their comma
splices or nonstandard capitalization before even addressing the main point.
Do we worry about our grammar and punctuation when we write a letter to
our congressmen or to a business because we think the rules of formal writing
are more important than our message? No. We worry about using correct
5. Recognize Student Work
Writers need to feel their writing does not occur in a vacuum, that some- one
is reading it and responding to it. Otherwise, why do it? In order to give
students this recognition, consider developing a class newsletter that is
student- driven, composed of student writing on student concerns, and put
together by classmates in a desktop publishing pro- gram. In addition, reading
bits of student essays in front of the class, with permission, to exemplify a
good thesis statement or example, is a simple way to give recognition to
student work.
6. Recognize Progress
Writing is developmental. People don’t generally “cram” for a writing exam
and then improve exponentially over- night. It takes continue practice over
time, much like mastering an instrument or foreign language or sport —
analogies I like to emphasize to students. This nature of writing can be
discouraging as it is slow and often seems as if no progress is taking place.
Therefore, calling students’ attention to the progress they’ve made and
rewarding it becomes important. Implementing the portfolio method, in which
each student’s exemplary work is placed in a separate folder is a great method
to use as students can actually see the progress they’ve made, from first essay
to last, over a term. They teacher may also choose to reward such progress.
12 Tips to Make Writing Fun
1. Use Stickers
You don’t have to limit your sticker use to marking a job well done. Use stickers
to inspire your students to write while they have fun decorating the page.
Gather a variety of stickers – people, animals, places, props, etc. – and cut
them into individual pieces. Then throw all the stickers in a bag and shake it up.
Let your students choose between three and five stickers (depending on their
language level – more stickers for more advanced writers) and then have them
incorporate those people or objects into a story of their own creation.
2. Do it as a Class
Do write communal stories with your ESL students? If not, you should. Working
together gets individual creativity flowing, and what we create with others is
often far more than we could do ourselves. There are lots of ways to write with
other people. Put several notebooks in a writing center. Have one person start
a story or start it yourself, and then allow your students to add to a story of
their choosing during free learning periods. Have one student choose the
characters and another student the conflict, and then have them work
together to write the final piece. Have one student write a sentence on a piece
of paper and pass it to the person next to him. Then that person adds a
sentence. Continue until everyone in class has had a chance to add their own
line to the story.
3. Read
Reading is one of the greatest way to inspire writers in your class. Choose a
poem or a short piece of literature to read as a class. Then have students use
that selection as a model for their own compositions. They can either follow
the structure and style of what you read or just write about the same content.
Either way, the great writers will come out among you when you give them
great things to read.
4. Give Creative Inspiration
When you take time and effort to in- spire your writers, it is sure to show in
their writing. Create a scene, draw a picture, collect interesting photos, or
teach them appealing vocabulary. Then ask your students to use what you
have prepared as inspiration for their own compositions. If you have never
tried setting up a classroom crime scene to inspire your students, you might
want to give it a try. Then let your students write and see how the creativity
flows.
5. Let Mistakes Go
Letting students make mistakes and not correcting them may go against the
nature of the ESL teacher, but sometimes not saying something is the best
policy. When students are overcorrected, they can become discouraged or
fearful of writing. Try some freewriting or give your students permission to
write freely in a journal. Make sure they know you won’t be correcting for
grammar or spelling. Then have students use what they wrote as a starting
point for a more formal piece of writing which you will then correct.
6. Show Them Off
Recognize good writing in your students in front of their peers to in- spire the
writers among you. You might want to read particularly good writing to the
rest of the class (with the author’s permission, of course). Try “publishing”
books of your students’ writing and then putting them on dis- play in your
classroom. Your bragging might be something as simple as stapling what your
students have writ- ten to a bulletin board in your class, or displaying them in
the hallway of your school. When your students feel proud of what they have
written, it will inspire and encourage them to write more.
7. Give Them Inspiring Tools
Did you ever have a pen that wrote in four different colors? If you had one as a
kid, you might have done what just about every other kid did. Write one line
with each of the colors and rotate through the page. You can give your
students creative inspiration in a writing center of your classroom even if you
don’t have four-colored pens for the entire class. On a spare desk, set out
several different colors and types of paper with colored pens and pencils.
Include pencils and markers that are scented as well. You may find that your
students write just so they can use a different type of paper or color pen.
8. Illustrate
Some students become discouraged when they write because they just can’t
get their ideas across. Give them another avenue to communicate by asking
them to illustrate their story or nonfiction piece. When students know they can
include a picture to share their thoughts, their inability to express exactly what
they want in writing becomes less of an obstacle. Your struggling writers know
that they can include important information in their picture, and it won’t be a
total loss if they can’t find the right words to put their ideas into writing.
9. Make it Real Life
Some students get frustrated when they are writing for writing’s sake. Help
these students by giving them a purpose for what they are writing. Have them
write letters, thank you cards, e-mails, or other pieces they will have a use for
in real life. If you like, let them “mail” the letters and cards to their classmates
in a class- room mail center or through the U.S. mail.
10. Be a Model
If you want your students to have fun while writing, be sure to model your own
writing for them. Let them see you write while they do, and share what you
have written with them. Students who write well usually have teachers who
write well, also.
11. Keep a Writer’s Notebook
A writer’s notebook is a great place for your students to collect ideas and get
creative. You can direct students to particular exercises in their writer’s
notebook or let them come up with the ideas on their own. Then, when it’s
time to write, students will have a notebook full of ideas from which they can
draw ideas and inspiration.
12. Have Fun Teaching Writing
The most effective tool you have for bringing fun to writing for your students is
to have fun while teaching it. If you appreciate the value of what you are
teaching and are enthusiastic about it, your students will be, too.
6 Writing Activities for Beginning Students11
1. The Simple Paragraph
One of the first writing assignments any student receives is writing a composed
paragraph. Just about any topic you are teaching in class can be the subject of
a paragraph. When you break the paragraph into smaller elements, your
students will see that four to six sentences do not have to be overwhelming.
The first element of a paragraph is the topic sentence. This sentence gives the
11
n.d. The Art of Teaching Writing. www.busyteacher.org. Date Accessed: 9 October 2014
reader the main point of the paragraph. The last sentence of a paragraph,
when it stands alone, is a concluding sentence. It gives some final thoughts
about the topic. In between are two to four sentences that expand the idea,
give examples, or argue a point. For example, a simple paragraph about fall
might look like this. Note the use of color words and fall vocabulary.
Fall is a beautiful season. (introductory sentence) Green leaves change to red,
orange and yellow. People use brightly colored pumpkins and gourds as
decorations. The sky is blue, and the wind is soft. (supporting sentences) I
enjoy fall in the U.S. (concluding sentence).
2. Postcards
For so many students, studying English means travelling overseas. For these
students, every day is a chance to experience something new. They can share
their experiences with others with a simple postcard written in English.
Postcards follow a standard format that can give your students practice with
the simple past or present progressive tenses. They are also a great way to
apply vocabulary about vacation or geography. Standard postcards have five
simple parts.
1. The greeting
2. A sentence about where you are
3. One or two sentences about what you are doing or have done
4. A closing
5. A signature
When students follow this formula, their postcard will look like the following.
Dear _____,
I am in _________. We are having a great time.
Yesterday we __________.
Monday we ___________. Wish you were here.
Love, _________
3. Memo
Many students study English to further their business careers, but not all
business English students have advanced language skills. To keep their writing
practical but still keep its goals attainable, have your students write a memo.
Memos follow a certain format: they must include lines for to, from, date and
subject. Memo bodies are often very short -- even two or three sentences is
enough for a memo. Review the standard memo format with your students,
and if you like show them how to use a template via their word processing
program. Then have students write a memo announcing a team meeting,
alerting their coworkers of an audit, describing a new product or any other
subject that could be related to their business. When your students have
completed this assignment, they will find that even beginning language studies
can have practical applications in the workplace.
4. Emails
Today we live in a world filled with technology, and no technology is more
popular than email. In the past, people wrote letters to each other, but email
has almost entirely replaced written correspondence. What makes emails
easier to write than letters and therefore less intimidating for ESL students?
They are shorter and more informal than writing personal letters. If your
students have email ad- dresses either through the school or personal ones,
have them write you a short email for homework or to ask questions before
the next test. You can also email your students a simple question and have
them answer it as part of their homework. The topic doesn’t have to be special
or complicated. Just getting a few sentences on the screen will be enough for
many beginning students.
5. Personal Ads
Whether your students are interested in the dating game or not, a personal ad
is a simple and practical way to practice writing in English. Show your students
some personal ads either from the paper or on a website like Craig’s List. Have
them notice what type of information these ads contain. Then have your
students write an ad of their own. Using the simple present, your students
should be able to communicate enough in- formation about themselves to
attract the right person. They might include a sentence about how they look, a
sentence on what they like to do, and a sentence on what they want in a
match. If your students are up to it, have them submit their personal ad for
publication or just post them in your classroom and have the class try to match
each ad to a classmate.
6. A Thank You Note
Hand written notes are few and far between in today’s culture, but almost
everyone appreciates receiving one. And if we think for just a few minutes,
most of us can name something and someone we are thankful for. Your
beginning students should be able to write a simple thank you note, and you
can teach them this pattern to do it. It only takes familiarity with the simple
present and the simple future to write this type of note.
Dear _______,
Thank you for the __________. Insert a sentence saying what you like about it.
Insert a saying how you will use it. I appreciate your thoughtfulness (or
generosity).
Sincerely,
_________
Writing Portfolio
Over the course of the workshop, you are going to write 6 short pieces of
writing that will comprise your writing portfolio. These include:
1. Culture Editing
2. Speed Writing (3 minutes – idioms)
3. Advice Memos
4. Job Applications/Ads
5. Haikus
6. Emails
7. Paragraphs
References
1. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer,
R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for
Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of
Educational Objectives. New York: Pearson, Allyn & Bacon.
2. Boss, S. (2011). Project-Based Learning: A Short History.
www.edutopia.org/project-based-learning-history. Date Accessed: 4
December 2014.
3. Mascle, D. (2011). “You Can’t Teach the Writing Process.”
www.metawriting.deannamascle.com/you-cant-teach-the-writingprocess-how-to-make-writers-by-showing-nottelling/#sthash.Gy3S3jAQ.dpuf Date Accessed: 4 December 2014.
4. Mrs Warner’s 4th Grade Classroom. “Learning About Poetry.”
http://mrswarnerarlington.weebly.com/poetry.html Date Accessed: 4
November 2014
5. n.d. The Art of Teaching Writing. www.busyteacher.org. Date Accessed: 9
October 2014
6. Palmira Massi, M. (2001) “Interactive Writing in the EFL Class: A
Repertoire of Tasks.” The Internet TESL Journal, Vol. VII, No. 6, June 2001.
http://iteslj.org/Techniques/Massi-WritingTasks.html Date Accessed: 2
December 2014.
7. Regina Public Schools & Saskatchewan Public Learning.
http://www.saskschools.ca/curr_content/bestpractice/exit/index.html
on
8. http://www.kgcs.k12.va.us/kges/Vocabulary%20pdf/Exit%20Card%20str
ategy.pdf Date Accessed: 4 December 2014
9. http://www.826national.org/about/186/project-based-learning. Date
Accessed: 4 December 2014.