General Notes for Grade 12 Exams and Brief Revision
Exam Notes
.png)
1.
Answer using the same tense used in the question.
2. Don't
copy from the text while answering the questions. You should paraphrase
while answering comprehension questions. You will lose the grade if you copy.
At best, you’d take ¼ if you copy.
3. Don't
use bullet points while answering. You should use a paragraph form.
4.
While answering pronoun references, write the pronoun inside quotations
"" and then say "refers to" and answer. If it's a verb, use
"the action of" or "the idea of".
5.
In misinterpreted statements or true/false statements, don't change or
correct the misinterpreted statement by using the negative form. For example,
if the sentence is "She is stupid," don't change it into "She is
not stupid." You can use the antonym to fix it here, such as "She is
intelligent."
6.
In graphic organizers or tables like the ones that ask you to fill in
with causes or effects, use phrases like gerunds or infinitives.
7.
When analyzing a graph, make sure that you start by introducing the
graph in the first sentence. Then, read the given, numbers and
statistical figures presented in the graph. Finally, answer the question
in the concluding sentence (analysis + conclusion).
8.
In the summary or paraphrase, start with the citation and then
restate (using different words and sentence structure) if it's a paraphrase
or mention the main idea if it's a summary. Make sure that it's one
sentence only if they specify that it should be one sentence only. The citation
should be: In Paragraph.... of the text " title of the text", the
author discusses/talks/states that/refers to/ shows/displays/highlights.... +
main idea.
How to Prepare a One-Sentence Summary:
1.
Read the
paragraph carefully and underline important ideas and key information.
2.
Cross out repetitive details and inessential
words.
3.
Provide a term to label and categorize a list of
items or actions. (e.g., Anxiety, depression, social isolation, dark thoughts,
weight loss, mood swings, etc. in a paragraph about what teenagers face during
lockdown could be labeled as effects of lockdown.)
4.
Use synonyms to substitute key terms.
5.
Begin your summary with the citation. (title of essay, paragraph number, and the author's name if
available. Example: In Paragraph.... of the text " title of the
text", name of the author if it’s mentioned/ the author if the name of the
author isn’t mentioned ..)
6.
Use a reporting verb in the present
tense: asserts, mentions, inquires, asks, argues, reports, explains,
illustrates, suggests, wonders, claims, states…
7.
State the
main idea of the paragraph.
8. Proofread your version of the summary.
9. In the vocabulary part, make sure that you Do Not Have a spelling mistake in the word when you copy the answer to your answer sheet.
10.
In the skills and organizational questions part:
a.
Introduction: specify the type and justify. Then, when you mention each
function, justify it. For example, "It introduces the topic, which
is........ Mention the topic." You have to justify each function based on
the text.
Types of Introductory Paragraphs:
anecdote introduction – interesting or shocking facts and statistics
introduction – general to specific introduction (also known as funnel
introduction)- definition introduction – series of questions or rhetorical
questions introduction – quotation introduction – historical background
introduction – dramatic scene introduction
Functions or Purposes:
introduces the topic – arouses readers’ interest – puts the reader in the
general atmosphere of the text – gives background information about the topic -
defines important key terms – adds credibility – presents the thesis statement
b.
Tone/Attitude (how the writer sounds/ the author’s feelings towards the topic or
audience): Use a paragraph form to answer this. The first sentence should be
your topic sentence in which you mention the 3 adjectives that describe the
Tone. Then, each sentence should justify
the adjectives used for the tone based on words used in the selection. If each
tone word is different, you should have 3 supporting sentences. If 2 of them are
synonyms, you justify the synonyms in one sentence based on the text and then
in another sentence, you justify the 3rd tone word you've chosen. If the 3 tone
words are synonyms, you justify them all in one sentence after the topic
sentence in reference to the author's choice of words in the selection.
SOME TONE/ATTITUDE WORDS:
appreciating
- admiring - bewildered - amused - amazed - sympathetic - compassionate -
mocking - sardonic - cynical - worried - concerned - alarmed - alarming -
optimistic - hopeful - pessimistic - hopeless - nostalgic - horrified - scared
- accusatory - denunciatory - incriminating - didactic - shocked - sarcastic -
straightforward - condescending - apathetic - empathetic
If the author is:
_mocking: sarcastic, cynical, mocking
_thinking
a lot about something: contemplative
_criticizing
something or someone: critical
_talking about how something
is dangerous: alarming, worried, anxious, concerned
, warning
_discussing/highlighting how something is good and should be done: supportive
If
the author thinks something is bad and shouldn’t be done or have been done: disappointed
, disapproving , critical
If
he’s happy and excited: cheerful, gleeful, ecstatic, happy
If
the author is sad: gloomy, depressed, melancholic
If
he/she misses old days or old habits: nostalgic
If the author expects things to be bad or not to work: pessimistic, hopeless
If the author expects things to be good or resolved: hopeful, optimistic
If the author is blaming someone or saying that someone is responsible for something: accusing, blaming,
incriminating, accusatory
If the author believes something is good: admiring, approving, appreciative
If the author is shocked: shocked, bewildered, amazed, astonished
If the author shows compassion and feels sorry for someone: compassionate, sympathetic
If the author feels bad or sorry about something or having done something wrong: regretful; remorseful
If the author simply states facts and statistics, or quotes experts: objective, factual, impartial
C.
Mood (general atmosphere dominating the text or readers’ feelings upon
reading the text): Use a paragraph form to answer this. The topic sentence should
include 3 nouns that show what the mood is. Then, each sentence should justify
the nouns used for the mood based on the selection.
SOME MOOD WORDS:
admiration
- worry - concern - sorrow - appreciation - anxiety - optimism - pessimism -
accusation - denunciation - incrimination - apprehension - sympathy -
compassion - mockery - criticism - cynicism - sarcasm - horror - happiness -
enthusiasm - hopefulness - bewilderment - hopelessness
D.
Types of audience: If they don't specify the number, include 3 types of audience in
the topic sentence. Then, explain each type's interest in a sentence after it.
Form
for 3 Types of Audience: Type of audience 1, Type of audience 2, and Type of audience 3
would be interested in reading such a selection. To begin with, Type of
Audience 1 would be interested in such a reading selection since
…………(justification)………Type of Audience 2 would also be intrigued by such a text
because ………… (justification) …………. Moreover, Type of Audience 3 might be
interested in reading this text, for …. (justification)….
For
example, if the topic is about gender inequality at work, the answer would be
as follows.
Other than the general reader, working women, government officials,
and businessmen would be interested in reading such a selection. To begin with,
working women would be interested in reading this selection since it highlights
the inequality they are being exposed to and enlightens them about their
rights. Government officials would also be interested in this text since they
would know that they should put an end to gender inequality through firm
policies and legislations. Finally, businessmen would be interested in this
article since it highlights the drastic effect of gender inequality at work
which would encourage them to work in favor of equal pay and gender equality.
Form
for 2 Types of Audience: Type of audience 1 and Type of audience 2 would be interested in
reading such a selection. To begin with, Type of Audience 1 would be interested
in such a reading selection since …………(justification)………Type of Audience 2
would also be intrigued by such a text because ………… (justification) ………….
Note: The
types of audience and the justification of their interest should be based on
what is mentioned in the text. Your answer should be logical and reasonable.
Some
Types of Audience:
government
officials - NGO staff members - journalists - reporters - scientists – environmentalists
- social activists - social workers - school advisor - psychologist - parents -
teenagers - obese people - women - men - academics/teachers - school principals
- dietitians - doctors - school administrative members - WHO members - UN staff
members – inventors – app or software developers - investors – CEOs – managers
– politicians – policy makers – tech leaders – influencers – web analytic
developers – digital marketing managers – social media managers – hackers –
strategists – designers – aid workers .....
E.
Thematic Relation (the relation between the main ideas of 2 paragraphs): If you're asked for the thematic relation,
you should mention what the first paragraph mainly talks about. Then, in the
second sentence, mention what the second paragraph talks about. Finally, say
"Consequently, the thematic relation is that of................ because or
since and justify through mentioning if it's adding, supporting, giving
solutions to problems mentioned in a previous paragraph, giving effects for
previously mentioned causes, giving an answer for a question, or comparing and
contrasting.
Types
of thematic relation: cause-effect / problem-solution /
questions and answer / comparison / contrast / comparison-contrast / addition
and reinforcement / statement and support or illustration
F.
Paragraph Pattern (the way/pattern in which ideas are arranged in a paragraph): If
you're asked about the paragraph pattern, start by mentioning the pattern in
the first sentence. Then, justify based on the paragraph.
Types
of Paragraph Patterns: cause-effect / comparison /
contrast / comparison-contrast / problem-solution/ question and answer /
chronological order or time order / exemplification / spatial order / process /
listing / definition / classification
|
Patterns |
Function of Each Pattern |
Clues/ Word Clues |
|
1.
Time Order/
Chronological Order |
discussion
of events or ideas in relation to passing time |
after,
afterward, at last, at that time, before, during, immediately, now,
presently, shortly, since, until, while |
|
2.
Process |
emphasis
on the order in which something occurs or should be done |
next,
then, first, second, finally |
|
3.
Definition |
emphasis
on the meaning of a word, phrase, or idea |
means,
can be defined as, the same as, like |
|
4.
Listing /
Classification |
mentioning
a series of ideas …. analysis of where events, ideas, or facts fit in with
other events, ideas and facts |
categorized
items: category, field, rank,
group, various, elements, characteristics, types (classification) -
list of items or ideas in series (listing) |
|
5.
Comparison |
discussion
of similarities in two or more ideas, events, or things |
also,
likewise, in like manner, similarly, similar to, compared to |
|
6.
Contrast |
discussion
of the differences in two or more ideas, events, or things |
although,
however, but, conversely, nevertheless, yet, on the contrary, on one hand, on
the other hand |
|
7.
Comparison-Contrast |
displays
similarities and differences |
clue
words from comparison and contrast (points 5 and 6) |
|
8.
exemplification |
statement
with examples designed to illustrate or clarify the statement |
for
example, for instance, that is, thus, to illustrate, as demonstrated |
|
9.
Cause and
Effect |
a
reason or condition and the subsequent effect or conclusion |
accordingly,
affect, as a result, because, consequently, hence, maybe, due to, reasons,
results, then, therefore, thus |
|
10.
Location-
Spatial Order |
emphasis
on whereabouts of a thing or things |
above,
adjacent to, below, beyond, then, close by, elsewhere, inside, nearby, next
to, opposite, within, without, behind, in front of, to left |
|
11.
Problem-Solution
|
mentions
a problem and suggests solutions |
highlighted problem and proposed
solution |
|
12.
Question and
answer |
if
the first sentence asks a question, and throughout the paragraph, the author
answers the question |
the question and its answer |
G.
Character Sketch and Character Traits:
To
answer a question in which you're asked to draw a character sketch, choose the
best adjectives that describe the characters based on the character's actions
and words. Use the following structure:
*Name of Character* is depicted as *adjective
1* , *adjective 2* , and *adjective 3* . To begin with, *Name of the Character*
is *Adjective 1* since.......... He/She is also *Adjective 2* because........
Finally, he/she is *Adjective 3* , for he/she.........
Some Character Traits:
understanding
- polite - respectful - enthusiastic - tolerant - determined - persistent -
confident - strong - pompous - arrogant - snooty - modest - humble - optimistic
- pessimistic - outgoing - outspoken - superstitious - cruel - mean - weak -
impressionable - apathetic - sympathetic - aloof - indifferent - (
cold-hearted) - artificial - assertive - stiff - stubborn - asocial - proud -
dreamy - competitive - wise - smart - witty - sly - warm - venturesome -
uncomplaining - tidy - upright - sentimental - sensitive - rational - realistic
- neat - humorous - generous - hardworking - vulnerable - ungrateful - vindictive - undisciplined -
uncooperative - sadistic - scheming - barbaric - mean - selfish - shy -
selfless - loving - caring
H-
Elements of Credibility
In
order to achieve credibility, add a sense of realism and authenticity, make the
text more convincing, and avoid bias and prejudice, the author relies heavily
on various elements of support. These include dates such as "......,"
names of people like ".......," names of places such as
".......," statistical figures like "......," numbers such
"......," research findings like "......," quoting experts
such as "....," and real-life examples, that of.........
Choose
3 to 4 elements of credibility to mention unless they ask you for more. Check
how many they ask you for. Mention the paragraph you’ve taken your answer from.
Types of Elements of credibility: using facts, dates, numbers, and names
of places - quoting experts - using different real-life examples or personal
experiences (examples from real life) - statistics / survey finding - referring
to studies and research findings - including references (titles of books and
articles) - referring to experts - including names of organizations
Functions
of Elements of Credibility: avoid bias and prejudice - support
the writer’s point of view - make the
article more convincing - give the text a big touch of authenticity and realism
- attain credibility
To
determine whether the writer is objective or not,
you must find out whether he or she:
- maintains a scientific, factual approach and attitude to tackling
the ideas in the text.
- cites references, facts, or
any other type of the evidence mentioned above.
- is accurate in presenting ideas.
I.
Cohesive Links
Direct:
transitions (e.g. moreover – however – on the other hand – for example – etc.)
Sample
answer: The author uses a direct cohesive link which is the transitional signal
"....... " to connect Paragraph..... and Paragraph.....
Indirect:
pronouns - repetition - synonyms
Sample
Answer:
For
Pronouns à The author
uses an indirect cohesive link which is the pronoun "...." that
refers back to........ which was mentioned in Paragraph.... to connect
Paragraph..... and Paragraph........
For
Repetition
The
author repeats key terms and phrases like "....." and
"...." as indirect cohesive links to connect Paragraph.... and
Paragraph.......
For
substitution and Synonyms
The
author uses an indirect cohesive link which is the synonym "...." as
a replacement for the word "...." in Paragraph..... to connect
Paragraphs..... and.....
J-
Functions of a Conclusion: Make sure you justify each
function. You won’t get the grade if you don’t. à The
concluding paragraph in the selection serves several purposes. It sums up the
main idea(s) fully elaborated throughout the text, and (it is/they are)
……(mention the main ideas summed up)…. It also presents a final opinion, which
is …(mention what the final opinion is)…… In addition to that, it provides a
piece of advice or suggests possible solutions, such as …(mention the piece of
advice or one of the solutions mentioned, depending on whether the author has
given a piece of advice or solutions)……
Possible
Functions of a Conclusion: sums up the text – presents a final
opinion – gives a piece of advice – suggests or provides solutions – opens a
new horizon – provides a future vision or leaves readers with future
expectations - (sometimes arouses readers’ interest in a new idea or topic by
posing a question related to a new topic of interest related to the one at
hand)
K-
Effectiveness of a Title: If asked whether the author was
successful in his choice of a title, and he is, use the following form:
Form:
The title is a condensed summary of the selection, presenting the main idea(s)
which are fully elaborated throughout the text, and they are ……(mention the
main idea or main ideas)…… Consequently, the author is successful in his choice
of an effective title.
If
the author isn’t successful in his choice of a title, you can use this form:
Form:
The idea(s) fully elaborated throughout the selection is/are …… (mention the
main idea or main ideas)…….. Since the title does not reflect the main idea(s)
fully elaborated throughout the text, the author is not successful in his
choice of a title.
L- Functions of Paragraphs:
When asked about the function of a paragraph, provide 3 functions, and justify
or explain based on the paragraph at hand.
- 1st Paragraph in the selection OR
Introductory Paragraph: Mention that it functions as an introductory
paragraph and give 3 purposes with the proper justification for each.
- Body Paragraph: Mention
that the paragraph functions as a body paragraph that provides supporting
details that serve the author’s purpose and helps develop the thesis statement,
and mention the types of supporting details it includes (examples, background
information, facts, comparisons, description, narration, definition, and
contrast) while giving examples of the one(s) you mention.
- Transitional Paragraph: Use one
of the following forms to answer.
Paragraph ____
is a transitional paragraph that links together the first part, paragraphs ___,
___, and ___, which represents /discusses/ talks about/ displays ……(Here,
mention what the first part or paragraphs discussed.)…. and the second part,
paragraphs ___, ___, and ___, which discusses/talks about …(Here, mention what
the second part talks about.)...
Or
Paragraph ____
is a transitional paragraph which comments on information in paragraphs ___ and
___ and prepares the reader for the point(s) that would be elaborated on in
paragraphs ___, ___, and ___, which is/are…(Here, mention the idea(s) that will
be elaborated on.)…..
- Last Paragraph in the Selection/ Concluding
Paragraph: Mention that it functions as a concluding
paragraph and then mention the purposes it serves while justifying each. You
can use this form to answer:
The last paragraph in the text is the
concluding paragraph that restates the same idea introduced in the introductory
paragraph and presented by the thesis statement which focuses on …(Here,
mention what it focuses on.).. It suggests solutions/gives recommendations to
curb the problem, such as ……(Mention the solutions or recommendations.)….It
also gives a final opinion…(Mention what the final opinion is.)… and/or leaves
the reader with future expectations…(Mention what the future expectations
are)...
M- Functions
of Questions in a Selection: Justify and explain each function
as you answer.
Here’s
the form you can use to answer:
è
The writer uses questions in ……(paragraph)…… to
…(You need at least three functions and justify each.)…..
Here
are the functions of questions in a selection with the paragraphs in
which they serve such purposes or functions.
- arouse the reader’s
interest/ trigger the reader’s curiosity and interest (introduction/
body paragraphs/ conclusion but not always the case in conclusions)
- prepare the reader
for answers to be followed (introduction)(body paragraphs)
- reflect/display
the writer’s scientific curiosity (introduction)(body paragraphs)
- leave the reader
with future expectations (conclusion)
- prepare the reader
for a thorough discussion of the ideas raised in the thesis (introduction)
- introduce
the main idea of the text (introduction)
N-
Mode/Type of Writing: Mention the type and justify by mentioning the function it serves
and how ideas are presented.
Types
of Writing: expository (informs and sheds light on…… mention what it sheds
light on and what it informs readers about)– persuasive (persuades the readers
of …mention what the author is trying to persuade you to do, believe, etc.) –
argumentative (persuade the reader of ……mention what it’s trying to persuade
you ……through presenting two opposing arguments and refuting the opposing
argument) – descriptive writing (describes …then mention what it describes and
why…) - narrative (presents a story and mention what the story is about briefly
and why the author shares this story)
O-
Author’s Purpose: Remember PIE: to persuade – to inform – to entertain.
(Mention
the author’s purpose and justify by mentioning whether he’s shedding light on something
and what it is if it’s to inform, convincing readers of something, what it is
and how he does so if it’s to persuade, or entertaining readers and how he does
so if it’s to entertain)
Here
are some ways to provide additional description for the author’s purpose
based on the selection at hand:
To
Inform: The author’s purpose is to inform. Throughout the text, he/she:
-
clarifies a certain aspect/point, which is….. (mention
what it is)… through……..
-
illustrates …(mention what he illustrates)……
through real-life examples, including that of ….(mention what they are)…
-
discusses a problem, which is …..(mention what
the problem is) and suggests solutions, including …..(mention some of the
solutions provided by the author)…
-
reveals or shows that …..(mention what he
reveals)…..
-
enlightens readers about… (mention what he
enlightens readers about)…
-
explores …(mention what he explores)..
-
compares and contrasts between …(mention what
he’s comparing and contrasting and how)…
-
warn or alert readers about …(mention about
what)…
-
describe characteristics of or traits of …(specify
and mention briefly the characteristics).
-
sheds light on discusses/analyzes/deduces …..
(specify what) …
To Persuade: The
author’s purpose is to persuade readers. Throughout the selection, the writer:
-
encourages or urges readers to:
1.
act or take action (regarding what? And what kind of action?)
2. adopt a point of view or a certain stand
- argues two or more points of view or standpoints
To Entertain: The
author’s purpose is to entertain. Throughout the text, the author:
-
amuses readers (through discussing a point, ….“Here, mention what the point is”…… , in a
light manner or through incorporating humor)
P-
Figures of Speech and Idiomatic Expressions:
- Simile:
A simile uses the words “like” or “as” to compare one object or idea with
another to suggest they are alike. Example: busy as a bee
- Metaphor:
The metaphor states a fact or draws a
verbal picture by the use of comparison. A simile would say you are like
something; a metaphor is more positive - it says you are something. Example:
The world’s a stage.
- Personification:
It is a figure of speech in which human
characteristics are given to an animal or an object. Example: My
teddy bear gave me a hug. / The trees danced in the wind.
- Hyperbole: An exaggeration that is so dramatic that no one would believe the statement is true. Tall tales are hyperboles. Example: He was so hungry, he ate that whole cornfield for lunch, stalks and all.
- Irony:
Irony is using a word or phrase to mean the opposite of its literal or
normal meaning.
a. Dramatic Irony: the reader knows the
character’s fault, but he doesn’t.
b. Verbal Irony: the writer says something
but means something else
c. Irony of Situation: a situation in
which the purpose is different from the result.
6. Paradox: It is a statement which seems contradictory or
absurd, yet it could be true.
Example: Son is father of man. / We live to die.
7. Understatement: It is
the opposite of hyperbole. It is a method of using mild, gentle, words to
describe something dramatic, violent, or shocking to reduce the effect.
Example: Using “He is not too thin.” to describe an
obese person is an understatement of his overweight and obesity.
8. Idiomatic Expressions: An
idiomatic expression is an expression, word, or phrase that has a
figurative meaning, one that is different from the literal meaning of the
idiom's individual elements. In other words, idioms don't mean exactly what the
words say. They have a hidden meaning. (e.g. “over cloud nine” means happy –
“piece of cake” or “walk in the park” mean easy – “kicked the bucket” means
died- etc. )
How
to answer in exams:
The figure of speech in Paragraph _____ is “…………the figure of speech taken from the text……………”. It is a ……(simile / metaphor / personification)… since the author (here justify by mentioning whether he compares two unlike things using “like” or “as”, compares two unlike things without using “like” or “as”, or gives the characteristics of a human being to an animal or an object). Then, mention what two things are being compared or what characteristic of a human being is being given to an animal or a thing and why this is done as an explanation.)
Example: He
was a lion on the battlefield.
Answer: The figure of speech is “a lion on the battlefield”. It is a metaphor since the author compares a soldier to a lion without using the word “like” or “as”. Here, the author compares the soldier on the battlefield to a lion to highlight how fierce and strong he was in his fight. This triggers readers’ imagination and helps them visualize the scene.
Same applies to irony. You have to mention what the irony is. Then, identify its type and justify why it’s this type of irony as you explain it and the purpose it serves.
Q-
Function of the Last Sentence in a Paragraph: could be
functioning as a concluding sentence – reinforces the main idea in a paragraph
– prepares the reader for the following paragraph – could be a link between
this paragraph and the one that follows
As you answer, you need to explain and justify.
R-
Function of the First Sentence in a Paragraph:
usually functions as the topic sentence – introduces the main idea(s) fully
elaborated throughout the paragraph – arouses readers’ interest – prepares
readers for a thorough discussion of the main ideas it presents – If it’s a
question, it prepares readers for answers to follow.
As you answer, you need to explain and justify.
S-
Thesis Statement:
The thesis statement is usually the last sentence of the introductory
paragraph, and it introduces the main idea of the text, but sometimes
it might not be in the text, so we are responsible to skim through
the text and supply our own thesis statement. So, a thesis statement could be
explicit (directly mentioned in the text) or implicit (not directly mentioned
in the text).
a)
Which sentence
reflects the thesis statement? Justify your answer.
The answer should be as follows:
The last sentence of the text furnishes as a thesis statement since
it introduces the main idea of the text, which is about …(Here, mention what
the text is mainly about)…. This idea is fully elaborated throughout the body
paragraphs.
b)
The thesis statement in the above text is
implied (not directly stated). Skim the text, and then supply an appropriate
thesis statement.
The answer should be as follows:
An appropriate thesis statement would be “ …(Here, write your
thesis statement.)….” This thesis statement reflects the main idea of the whole
text which focuses on ..(Here mention what it focuses on)… This idea is fully
elaborated in the body paragraphs.
T- Genre: a type of art, literature, or music characterized by a specific
form, content, and style
In literature, there are 4 main genres:
1.
poetry
2.
drama
3.
fiction (realistic fiction “stories that could
have actually occurred to people or animals in a believable setting” and non-realistic
fiction “something that cannot really happen e.g., Alice in Wonderland”)
4. non-fiction (e.g., news article – article – essay- biography- diary – memoir - etc.)
Notes for the ESSAY
Notes Before You Write:
-
Read the prompt carefully.
-
Underline what they are asking you to do.
-
Pay attention to the main idea so that you
don’t go off topic. (e.g., If they ask about the disadvantages of excessive use
of technology and you write about the disadvantages of technology, you’re off
topic because they asked for excessive use of technology, so the grade is 0. If
they ask about the effects of the lockdown during Covid-19 on teenagers and you
write about the effects of Covid-19 on teenagers, you’re off topic because it’s
about the effects of the lockdown and not Covid-19. Also, if you write about
the effects of the lockdown in general instead of focusing on the effects of
the lockdown on teenagers, you’re also topic. In such a case, your grade is 0.)
-
If they don’t specify the number of categories
of/ or number of effects, causes, problems, etc., you should write 3 body
paragraphs. If they say 2 categories or 2 causes, 2 effects, etc., write 2 body
paragraphs.
Notes for the Writing Part:
1. Don't forget a catchy title. It shouldn't be a sentence and
should have the initials capitalized. Don't capitalize a, an, the, or
prepositions in the middle of the title.
2. Start with an interesting introduction that has a hook, a lead-in-sentence
which includes the mini title (effects/ causes/ advantages/ disadvantages/
characteristics/ problems /solutions /categories/traits/types /differences /
similarities....), and finally, you should have a thesis statement that
includes the topic +minititle +controlling ideas. Watch OUT: the thesis
statement is NOT a question. And do not say " Here are
some..." or "I will discuss.." This is wrong and is not
acceptable.
3. In each body paragraph, begin with a clear topic sentence which
has the topic, minititle, controlling idea, and 2 details for the controlling
idea. Then, support each detail with 2 sentences. As such, the paragraph would
have 5 sentences (topic sentence + 2 supporting sentences for detail 1 + 2
supporting sentences for detail 2)
4. The conclusion should have at least 2 to 3 of the following
functions. (restate the thesis statement using different words - state an
opinion - suggest solutions - give recommendations - state future expectations
- open a new horizon)
Note: Make sure you use at least 25 lofty vocabulary words from the
hackneyed words list to enrich your text. Underline the words you use.
-
Your introduction has the power to impress your
reader, so make sure you start with a catchy hook, use lofty vocabulary words
-checking the “avoid hackneyed words” paper can help -, and make sure you don’t
jump out of a sudden to a new idea by writing a lead-in-sentence that
introduces the mini-title (causes, effects, problems, solutions, etc.) after
the hook, and finally have a clear thesis statement that has the topic,
mini-title, and 3 Controlling Ideas.
-
Vary the length of your sentences throughout
the essay. à Have simple sentences with simple or compound
subjects and predicates, compound sentences, complex sentences, and compound
complex sentences.
-
Use inversion and passive and active voice. (e.g.
Not only does climate change pose a threat to human beings, but it also
threatens the lives of species through the extreme weather conditions that
could destroy habitats.)
-
Vary your subject. à Don’t
always start with the same subject. You might want to start with a
prepositional phrase and vary between a dependent and an independent clause at
the beginning so that the subject doesn’t open each sentence.
-
Work on your word choice:
1.
Use powerful verbs and sensory words to show
not tell (e.g., ran quickly à dashed
/ sprinted / raced --- leave à storm
off (idiom)/ flee / vacate / bolt / dash – cry à weep, sob, snivel, wail)
2.
Watch out for collocations: e.g.;
instead of released from hospital à discharged from hospital
3.
Avoid using hackneyed words: e.g., Instead
of “difficult”, you can use: onerous; challenging; complicated; demanding;
trying; tiring; grueling; strenuous; arduous; complex -------Another example:
Instead of “easy”, you can use: uncomplicated, unchallenging, trouble-free, or
facile.
4.
Use idioms: e.g., instead of “seldom”, you can use “once
in a blue moon” – Instead of “easy”, you can use “piece of cake” , “a walk in
the park”, “not rocket science”
5.
Avoid repetition.
6. Avoid the use of slang words. (e.g.,
stuff)
-
Your conclusion will leave a final impression
on your reader, so remind him/her of the ideas you’ve discussed and how
organized you were while discussing your points by restating the thesis
statement using different words. Then provide 2 additional sentences that serve
one or 2 purposes (advice – solutions – a final opinion – a new horizon – a future
vision or future expectations). Make sure that the vocabulary words you use and
the sentence structure in the conclusion leave a good impression, so again,
avoid hackneyed words, use inversion, passive and active voice, and vary the
length of your sentences. You might want to memorize a quote related to the
theme to be used in the 2nd or 3rd sentence of the
conclusion. It would also leave a good impression.
Ì Structure of a Thesis Statement in Different
Types of Essays
Problem-solution Essay
(topic) is a serious issue which triggers countless problems which
require instantaneous measures and solutions, and these problems vary between
(CI 1), (CI2), and (CI3).
Example 1
Climate change is a serious issue which triggers countless problems
which require instantaneous measures and solutions, and these problems vary
between physical, environmental, and economic
Example 2:
Adolescence is a treacherous period of time during which an
adolescent is forced to grapple with a slew of social, physical, and
psychological problems that need urgent measures and solutions of those teens
are to be saved.
Multi-effects Essay
(topic) + entails + a slew of noteworthy + mini title (effects),
which vary between (CI 1: effect 1), + (CI2 effect 2), + (CI 3 effect 3).
Example
Technology entails a slew of noteworthy effects which vary between
social, economic, and physical effects.
Multi-causes Essay
(topic) + is the inevitable outcome of + a slew of noteworthy +
mini title (causes), which vary between/which include/such as (CI 1: cause 1),
+ (CI2 cause 2), + (CI 3 cause 3).
Example
Global warming is the inevitable outcome of a slew of noteworthy
causes which include human activities, greed, and industrialization.
Cause Effect Essay
If they ask for 2 causes and 2 effects of a certain
topic:
Form: (topic) + is the inevitable outcome of + a slew of noteworthy + (CI
1: cause 1 + cause 2) and has the potential to bring about an amalgam of + (CI
2: effect 1 + effect 2).
Example
Technology addiction is the inevitable outcome of a slew of
noteworthy social and psychological causes and has the potential to bring about
an amalgam of social and physical effects.
è
You can develop your essay with 1 body
paragraph for the two causes and 1 body paragraph for the effects. A topic
sentence in the body paragraph in such a case can be as follows: To begin with,
technology addiction often results from a plethora of social and psychological
causes.
OR
àYou can
develop 2 body paragraphs for the causes and 2 body paragraphs for the effects.
The topic sentence in a body paragraph in such a case should abide by the form
you’ve been taught where the category is the CI and then you provide 2 details.
Example: One major set of effects that technology addiction could instigate is
the social one, including social isolation and loss of social skills.
If they ask you to discuss the causes and effects of
a certain topic in any domain/category.
Form: (topic) + is the inevitable outcome of + a slew of noteworthy + (CI
1: cause 1 + cause 2) and has the potential to bring about an amalgam of + (CI
2: effect 1 + effect 2).
Technology addiction is the inevitable outcome of a slew of
noteworthy social causes and has the potential to bring about an amalgam of
social effects.
In such a case, you’d have one body paragraph for the category of
causes and one body paragraph for the category of effects.
Persuasive Essay
If you want to convince readers that something is disadvantageous
and dangerous or should be stopped, avoided, abolished, or prohibited and
fought:
Form: (topic) is + a serious problem which should be + stopped/abolished/eradicated/
fought tooth and nail/banned/prohibited due to its downsides which vary between
(CI 1), (CI 2), and (CI 3).
If you want to convince readers that something is advantageous,
important, beneficial, or should be supported, embraced, implemented,
legalized, etc.
Form: (topic)
is + a vital issue which should be implemented/imposed/supported/encouraged/ legalized
/funded) due to its benefits which vary between (CI 1), (CI 2), and (CI 3).
Examples of Thesis Statement in a Persuasive Essay:
Convincing Readers that Something Is Bad/ Harmful/ Dangerous/
Disadvantageous/ Lethal /Should be Stopped/Eradicated/Fought/Banned/Prohibited/Avoided
Form 1:
Child marriage is a serious problem which should be fought tooth
and nail and abolished since it entails a host of lethal social, physical, and
mental disadvantages.
Form 2:
Child marriage is a serious problem which should be fought tooth
and nail and abolished due to its perilous effects which vary between lethal
social, physical, and mental disadvantages.
Convincing Readers that Something Is Good/ Beneficial/ Advantageous
/ Should be Supported, Embraced, Implemented, Imposed, or Legalized
Form 1:
Euthanasia is a vital issue which should be encouraged and
legalized since it entails a host of benefits which vary between social,
physical, and economic.
Form 2:
Euthanasia is a vital issue which should be encouraged and
legalized due to its countless benefits which vary between social, physical,
and economic.
Essay about Advantages
(topic) + entails + a slew of noteworthy + mini title (advantages),
which vary between (CI 1: advantage 1), + (CI2 advantage 2), + (CI 3 advantage
3).
Example:
Technology entails a slew of noteworthy advantages which vary
between social, economic, and physical advantages.
Essay about Disadvantages
(topic) + entails + a slew of lethal + mini title (disadvantages),
which vary between (CI 1: disadvantage 1), + (CI2 disadvantage 2), + (CI 3
disadvantage 3).
Example:
Technology entails a slew of lethal disadvantages which vary
between social, economic, and physical disadvantages.
Argumentative Essay
Although some argue that (topic) +opposing argument ( against:
abolished/banned/prohibited /fought/ stopped OR with: encouraged/supported/funded/legalized/imposed/implemented)
+ since + their strongest point (con if they're against OR
pros if they are with)+, +one can't help but disagree and argue
that + it should be + (your argument [ with: encouraged/supported/funded/legalized/imposed/
implemented OR against: abolished/banned/prohibited/fought/stopped]) because
+ (strongest point 1/con if they're against OR pros if they are with)and
(strongest point 2 con if they're against OR pros if they are with) .
If I'm with
Although some argue that euthanasia should be banned since it
violates human rights, one can't help but disagree and argue that it should be
legalized because it helps one die with dignity and entails economic benefits.
Things needed in persuasive and argumentative writing:
Ì Guidelines
1.
Clearly state your claim: whether you’re
with or against
2. Give reasons
to support your claim: a reason is a basic cause or statement presented to
justify a belief, action, fact, event… Give two or three strong reasons to
support their claim.
3.
Transitional words /phrases: To
improve your writing you need to make sure that your ideas stick together or
have coherence and that the gap between ideas is bridged smoothly, and one way
to do so is through using transitions-words or phrases or techniques that help
bring two ideas together.
4.
Use persuasive words and phrases.
|
In Support of |
In Support of “Against” |
|
Should
Critical Must
Phenomenal Strongly
recommend Remarkable Needs
to be Most
important Accurate
Trustworthy Workable
Worthwhile Popular Profitable Sensational Advantage Best Certain Confident
Convenient Definitely Effective Emphasize Essential |
Disadvantageous Disadvantages Aggravate
Damaging Harmful
Irritate Dreadful
Inferior Repulsive
Offend Shameful
Shocking Unreliable
Unstable Harsh
Cruel Confusing
Must not Should
not |
5. Use one of the
following sentence starters.
|
Sentence
Starters |
|
It is vital that….. Others must agree that…… It is clear that… Clearly…. This clearly shows that….. Without doubt… The time has come to …... The fact is …. In truth,…. Surely,…. One reason why….. Yet another reason why… Another
reason why…. For this reason,……For these reasons,….. For the
reasons above,….. Further evidence is... This shows that…. Given these points…. |
6. Use pieces of
evidence which appeal to reason to support your claim: The
following are different ways to support your claim.
a. Facts: Facts
are powerful means of convincing since they cannot be disputed. Facts can come
from your reading, observation, or personal experience.
b.
Statistics:
Using statistics can provide excellent support for your argument since amounts
and numbers are concrete and therefore support claims because they use logic
and facts.
c.
Quotes: Using
quotes from leading experts or authorities in their fields will support your
position is a good way to back up your claims.
d.
Examples: Examples or anecdotes from one’s
own experience can enhance his/her meaning, engage the reader, and allow a
reader to relate to the issues personally.
7.
Abide by the following to achieve your purpose behind
writing your persuasive essay.
a.
Emotive Language ( e.g.
terrible, delighted, disappointing, confusing, repulsive, etc.)
b.
Directive Language
(commands/ when language is used to get the audience to do something)
c.
Important Facts
d.
Important Statistics
e.
Expert testimony
f.
Anecdotal evidence
g.
Complex vocabulary
h.
Complex sentence
structure
i.
Powerful beginning
j.
Powerful ending
k.
l.
A powerful argument (in
argumentative essay)
m.
Refuting an argument
powerfully (in argumentative essay)
n.
Avoid logical fallacies
like generalization
o.
Have a combination of ethos
(credibility, authenticity, and reliability)-social, pathos
(emotion, imagination, and sympathy)-emotional, and logos (logic,
reason, and rationality)-reasoning.
Ethos tools:
- One might state their professional qualifications.
- might consist of demonstrations of charity or fellow feeling with
the audience
-
One must appeal to the moral sensibility of the audience, which may or may not
match one’s own.
Pathos tools:
The
author tries to convince readers that their arguments are valid based on an
emotional response. And evoking an emotional response is used to help readers
connect with a character.
Characters
need to feel human. Humans are subject to input sensory data from their body
they see, feel, hear, taste, smell, and feel emotions which convinces them
more.
Logos
tools:
One
can convince people by appealing to their sense of logic or hard facts. Using
statistics and numbers is heavily used when we talk about logos. And this gives
a sense of credibility.
Examples
on ethos:
-
"He is a forensics and ballistics expert
for the federal government - if anyone's qualified to determine the murder
weapon, it's him."
Examples
on pathos:
-
"If we don't move soon, we're all going to
die! Can't you see how dangerous it would be to stay?"
-
“Make Lebanon Great Again!”
Examples
on logos:
-
"Ladies and gentlemen of the jury: we have
not only the fingerprints, but the lack of an alibi, a clear motive, and an
also expressed desire to commit the robbery… We also have a video of the
suspect breaking in. The case could not be more open and shut."
-
"More than one hundred peer-reviewed
studies have been conducted over the past decade, and none of them suggests
that this is an effective treatment for hair loss."
Comments
Post a Comment