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Never use shortened forms in IELTS writing.All the bestLiz
Task 2: Some people say that interview is a good way of selecting competent candidates.
What are the other ways for selecting a good candidate
What do you think is the best way to select a good candidate. How write intro this question and make paragraph
The big idea here is that students should write every day in some personal place that keeps their writing all together. Call it a journal, or tweak the journal-writing philosophy and make it a true writer's notebook. Our writer's notebooks give us the energy and the creative freedom to care about writing process. The energy my kids give to their writing, well, it simply amazes me. And it amazes them. "We have good ideas sometimes," one of my seventh graders boasted the other day after a fun lesson on starting sentences with prepositions. I agreed and asked, "Who wants to write about one of these ideas for the next ten minutes so we don't forget what we were just thinking?" Over 80% of my students raised their hand.
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Good day to you madam, I would like to ask how many sentences are recommended to give an example in an essay. I would also like to know if it is okay to not mention the actual source of a statistic in an essay that writes about contemporary issues. Thank you.
In your examples above, you have written “To illustrate, around 50% of children who are bought up by aggressive parents often use aggression to solve their own problems later in life”
If we were to write such an example, does it have to be factual or just believable?
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More importantly, since switching from journals to writer's notebooks, my teaching skills have improved. When you design a lesson with a writer's notebook element strategically placed to assist with students' pre-writing, you create a better lesson. I know for a fact that I don't ever include enough time for pre-writing, and my lessons that I've created since switching do such a better job at laying a foundation for ideas to grow and or writing skills to blossom. I used to rush through pre-writing; now, it's a purposely slow process that allows for me to strategically teach other writing skills while our ideas are still taking shape for our bigger paper assignments.
The overwhelming majority of my students now respect their writer's notebooks enough to hold on to them tightly. Will they keep them forever? I doubt it, but they report to me years later that they still have them. That is definitely cool, in my opinion. I certainly wish I'd kept my journals from middle school.
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How to Use Sources When Writing an Essay | The Pen …
Your essay will be the representation of an argument on a given subject or subjects. It will include only points which are relevant to the subject, so be careful to get rid of material that is not directly relevant. Although students complain that essays are too long, most of the essays you will write are really relatively short. Part of the skill of writing is to write concisely and economically, without wasting material or 'padding' the work with irrelevant diversions and repetition. Once the points have been chosen they should be presented logically and coherently, so do not leap about from point to point. Each point generally will have some connection to the preceding one and the one to follow. If you do leave one area of the essay to move into another, but intend later to go back to the point you have left and show, for example, how the points may be connected or related, then it can be useful to say so by 'signposting', e.g. 'this point will be picked up later', 'this point will be returned to later, after taking into consideration ...'. After each draft of the essay check that each point is presented in a logical and coherent order. Read each draft carefully and critically. Is there a significant idea you have not included in the essay? Do you need to expand some of the points you have chosen to write about? Are some of the points, after due consideration, not really relevant? Have you been too long-winded or repetitive? If so, cut out and/or reduce some of the text. Does your argument need to be clearer, and do the links between some of the main points need more emphasis? You should be asking yourself these questions throughout the whole process.
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A particularly distressing weakness in the past, but hopefully not the future, has been the absence of serious discussion of imagery and literary language. Some students have merely stated that the author uses imagery, illustrated this with an example, and then moved on to the next point on the list. If you discuss images, metaphors and other literary devices, then say how and why they are being used in the piece of fiction, and maybe if you think the imagery works or not. If you do not say how and why an image is being used then don't mention it. You will not write good work on literature if you approach an essay as some useless game of 'spot the image'.
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This resource begins with a general description of essay writing and moves to a discussion of common essay genres students may encounter across the curriculum. The four genres of essays (description, narration, exposition, and argumentation) are common paper assignments you may encounter in your writing classes. Although these genres, also known as the modes of discourse, have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these genres and students’ need to understand and produce these types of essays. We hope these resources will help.
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