Professional Documents
Culture Documents
ACADEMIC WRITING
KINDS OF ESSAYS
KINDS OF ESSAYS
Argumentative essays
essays: to express writers point of view
towards an issue in the world
Cause & Result essays
essays: to analyze the relationship between
a cause and its results or vice versa
Classification essays
essays: to classify sub-groups in a main
group according to their characteristic.
essays to compare or to contrast
Comparison & Contrast essays:
two subjects
essays to tell readers the nature of
Example (or definition) essays:
the given topic by giving examples
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KINDS OF ESSAYS
essays to tell readers how to do something or how
Process essays:
something is operated from the beginning to the end
essays to tell reader the content of a chart, a
Chart/Graph essays:
graph, or a statistics
Satirical essays
essays: to criticize a politic or economic policy
with satirical tone of language
essays to analyze something in a
Analyzing literature essays:
short story or a novel
Introductory paragraph
Idea/Aspect/Example/Stage 01
Supporting paragraph 01
Introducing sentence
Expanding sentence(s)
[Proving sentence(s)]
Concluding idea/aspect/stage 01
Idea/Aspect/Example/Stage 02
Introducing sentence
Expanding sentence(s)
[Proving sentence(s)]
Concluding idea/aspect/stage 02
Idea/Aspect/Example/Stage 03
Concluding sentence
Topic sentence
Expanding sentences
[Proving sentences]
Concluding sentence
Supporting paragraph 02
Topic sentence
Expanding sentences
[Proving sentences]
Concluding sentence
Supporting paragraph 03
.
Concluding paragraph
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ESSAY
What is a good essay?
A good essay is a group of paragraphs discussing one
and only one topic,
topic. concisely,
concisely. logically,
logically. structurally,
structurally.
coherently,
academically,. and convincingly.
coherently. academically
one and only one topic: if not, it lacks of unity
concisely: if not, it is wordy, a lot of redundancies, boring
logically: if not, it is incredible
structurally : if not, readers get difficulties to acquire
coherently: if not, it is unsmooth, readers get difficulties to follow
academically: if not, it is just informal
convincingly: if not, writers get NO SUCCESS
COHERENCE
PARALLEL STRUCTURE
- Usually, the children spend the summer weekends playing
ball in park, swimming in the neighbour's pool, eating ice
cream under the tree, or camping in the backyard.
- Ellen likes to hike, attend the rodeo, and take afternoon
naps.
- John Taylor Gatto criticizes public schools because they are
compulsory, government-funded, and destructive.
- John Taylor Gatto criticizes public schools because they
require students to attend, receive money from the
government, and destroy students humanity.
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APPROPRIATE PRONOUNCE
1. The generic YOU
- When you come to the class, you can see immediately a
teacher desk right opposite to the door.
- In the class, the teacher desk is right opposite to the door.
2. Appropriate pronounce
- No one realizes when their time is up. (wrong)
No one realizes when his or her time is up. (awkward)
None realize when their time is up.
3. Ambiguity
Tom said Jim lost his wallet.
The union workers were angry with their supervisors because
of the size of their pay raise.
4. Pseudo subjects
COHESION
A sentence is a group of words expressing a complete
thought.
(1)She saw a boat sinking. (2)On the sinking boat, a boy was
crying in vain. (3)She swam immediately to the middle of the river.
(4)The boat was at the middle of the river. (5)She wanted to save the
boy. (6)She swam with her most powerful strength.
1)
2)
3)
4)
5)
6)
COHESION
A sentence is a group of words expressing a complete
thought.
(1)She saw a boat sinking. (2)On the sinking boat, a boy was
crying in vain. (3)She swam immediately to the middle of the river.
(4)The boat was at the middle of the river. (5)She wanted to save the
boy. (6)She swam with her most powerful strength.
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COHESION
(1)The
(2)It
hotel is famous.
is one of the most well-known hotels
in the country. (3)The latest international dancing competition
was held at the hotel. (4)The hotel spent a lot of money to
advertise the event. (5)Because the hotel wanted to gain
international reputation. (6)But not many people attended the
event.
(1)The
COHESION
(1)New Zealand consists principally of two islands. (2)The
southern is the larger of these but the northern is the more highly
populated. (3)New Zealand is situated between latitudes 34S and
47S. (4)The Maoris were the dominant inhabitants of New
Zealand until the end of the eighteenth century. (5)The country
began to be colonised by the British then. (6)The Maoris resisted
them fiercely at times. (7)The Maoris' valour and physique have
been much admired. (8)The Maoris are now a peaceable people.
(9)At one time they were divided into many tribes. (10)These were
often at war with each other. (11)The tribal system scarcely exists
among them. (12)The Maoris have a tradition. (13)Their name means
'indigenous. (14)According to this tradition they originally came
from an island called Hawaiki. (15)Some people have identified it
with Hawaii.
ACADEMIC LANGUAGE
Faced with the companys grim financial reality, both
groups agreed that the talks about the companys efficiency
problems had achieved a very good result. Advice from
outside said the company could bring about big change by
increasing the amount of goods produced per hour. The
unions accepted this comment but suggested the gains would
be reached faster if management came up with better policies
as well as buying better equipment. Management said
spending on equipment had gone up by 15% during the 1990s
but they agreed to look into this issue. The reaction to the
talks was pretty good and has resulted in everyone getting on
better at work.
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ACADEMIC LANGUAGE
Faced with = After considering / Upon examination
grim financial reality = the unfavorable fiscal situation
groups = negotiating parties
talks = discussions
a very good result = a mutually beneficial result
Advice from outside said = External advice
bring about = realise / achieve
big change = a significant expansion in total production
increasing the amount of goods produced per hour = becoming more efficient
comment = recommendation / assertion
reached faster = further realized
came up with = formulated / developed
better policies = developed increasingly flexible shiftwork
buying = purchasing
better equipment = more technologically advanced
said = asserted / contended / stated
spending = expenditure / the fiscal outlay
gone up = grown / increased / risen
look into = investigate / evaluate
talks = discussions / negotiations
pretty good = positive / favourable
everyone getting on better at work = improved workplace relations
ACADEMIC LANGUAGE
Upon examination of the unfavorable fiscal situation,
both negotiating parties agreed that the discussions about the
company's efficiency problems had achieved a mutually
beneficial result. External advice suggested the company
could achieve a significant expansion in total production
by increasing efficiency. The unions accepted this
recommendation but suggested the gains would be further
realized if management formulated increasingly flexible
shiftwork policies as well as purchasing more technologically
advanced equipment. Management asserted the fiscal
outlay on equipment had increased by 15% during the 1990s
but they agreed to evaluate this issue. The reaction to the
negotiations was positive and has resulted in improved
workplace relations.
Introductory paragraph
Supporting paragraphs
Concluding paragraph
KINDS OF PARAGRAPHS
IN AN ESSAY
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INTRODUCTORY PARAGRAPH
KINDS OF INTRODUCTION
According to Smalley, R. L. & Ruetten, M. K. (1982) in
Refining Composition Skills Rhetoric and Grammar for ESL
Students, there are four kinds of introductory paragraphs;
consisting of
a) Turn-about,
b) Dramatic entrance,
c) Funnel, and
d) Quotation.
KINDS OF INTRODUCTION
According to Oshima, Alice & Ann Hogue (2006) in Writing
Academic English (4th ed.), there are two kinds of introductory
paragraphs; consisting of
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KINDS OF INTRODUCTION
In fact, the number of kinds of introductory paragraphs differs
from a course-book to one another; for example the Academic
writing course of the University of Victoria lists up to seven
kinds of introductory paragraphs
1) Funnel,
3) Survey,
5) Question,
7) Definition.
2) Anecdote,
4) Quotation,
6) Setting a Scene, and
KINDS OF INTRODUCTIONS
o
o
o
o
o
FUNNEL
TURN-ABOUT
DRAMATIC ENTRANCE
QUOTATION
MIXED
PURPOSES OF INTRODUCTIONS
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PARTS OF INTRODUCTIONS
General statement
o introduce the general topic of the essay,
o capture the reader's interest.
Thesis statement
o is normally the last sentence in an introductory paragraph;
o states the theme of the essay;
o mention to the writers point of view toward the topic (implicitly
or explicitly);
THESIS STATEMENT
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NOT an announcement
Below, I would like to discuss the reason why I scare of the dark.
In this essay, I am going to discuss the reason why students should
wear uniform when coming to their school.
PURPOSES
PURPOSES
OF THESIS
OF INTRODUCTIONS
STATEMENTS
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Funnel
Turn-about
Dramatic entrance
Quotation
Mixed
KINDS OF INTRODUCTION
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FUNNEL
o Most frequently used for
the short essay,
o Begins with a broad,
GENERAL STATEMENT
general statement about the
topic,
NARROW
o Follows with narrower,
DOWN
more specific statements
about the topic,
o Final sentence is thesis
THESIS STATEMENT
statement, in which the theme of the
essay is mentioned and, if possible, the body of the essay is
outlined.
FUNNEL
FUNNEL
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FUNNEL
FUNNEL
TURN-ABOUT
o Appropriate to Argumentative essay most;
o Begins with a counter-argument;
o Follows with narrower, more specific statements about the
counter argument;
o Final sentence is thesis statement
o theme of the essay
o writers point of view towards the theme
o if possible, outline the organization of the essay body
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TURN-ABOUT
TURN-ABOUT
General idea
TURN-ABOUT
Expanding
counter-argument
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DRAMATIC ENTRANCE
o In someway, this kind of introductory paragraph is opposite to
the Funnel and forms a triangulation from the top to the
bottom,
o Appropriate to some topics asking the writers to express their
point of view towards a worldwide issue,
o Begins with an event really having happened in our real world
that the readers already knew,
o Expanding the event broader and broader,
o Final sentence is thesis statement,
in which the theme is mentioned and, in some ways, the body of the
essay is outlined.
TOPIC: Stress
(cause & effect essay)
DRAMATIC ENTRANCE
Dramatic event
DRAMATIC ENTRANCE
Dramatic event
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DRAMATIC ENTRANCE
Dramatic event
QUOTATION
o Appropriate to some topics relevant to literature, for example,
asking the writers to analyze a short story,
o Also developed in the way of a funnel introduction,
o Begins with a saying, a quotation expressing a broad, general
point of view towards the topic,
o Follows with narrower, more specific statements about the
point of view and approaching the topic,
o Final sentence is thesis statement,
in which the theme is mentioned, and, if possible, the body of the
essay is outlined.
QUOTATION
Quotation
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QUOTATION
Quotation
It was until 1952 in The Old Man and the Sea that
Ernest Miller Hemingway wrote A man can be
destroyed but not defeated, but such attitude had
been very often exposed in his pre-1930 published
Expand quotation works. -------------------------------------------------------to general idea
----------------------------------------------------------------.
Focus on the topic Published in 1927 in the collection Men Without
Women, In Another Country, one of his best-known
short stories, also referred to such attitude. In the
story, the Major always tries to adapt to normal life to
express his belief, A man can be destroyed but not be
defeated. However, it is in such efforts that the most
Thesis statement
tragic situation occurs to the Major when he fails to
Essay theme
accomplish his desire.
MIXED
o Combine two ways to develop an introductory paragraph above
into one; for example:
o
o
o
o
TOPIC: Stress
(cause & effect essay)
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KINDS OF ESSAYS
EXAMPLE ESSAY
General idea
Introduction
Supporting
paragraph 01
(Example 01)
Supporting
paragraphs
Supporting
paragraph 02
(Example 02)
ARGUMENTATIVE ESSAY
Introduction
Supporting
paragraphs
Counter-argument
Turn-about (should Expanding counter-argument idea
Confirming the counter-argument idea
be)
Thesis statement
Topic sentence for reason 01
Supporting
Expanding reason 01
paragraph 01
Proving reason 01
(Reason 01)
Concluding reason 01
Transition (word, phrase, clause, sentence)
Topic sentence for reason 01
Supporting
Expanding reason 01
paragraph 02
Proving reason 01
(Reason 02)
Concluding reason 01
Repeating counter-argument
Conclusion
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Supporting
paragraphs
Funnel or
Dramatic entrance
(should be)
Supporting
paragraph 01
(Result of cause
01)
Result of cause 02
Concluding result or cause 02
Supporting
paragraphs
(have TWO
paragraphs)
Supporting
paragraph 01
(Subject 01)
General idea
Expanding general idea
Focusing on the topic
Thesis statement (characteristics)
Topic sentence for Subject 01
Characteristics 01 of Subject 01
Characteristics 02 of Subject 01
Concluding Subject 01
Conclusion
Supporting
paragraphs
(usually have
THREE
paragraphs)
Supporting
paragraph 01
(Characteristic 01)
General idea
Expanding general idea
Focusing on the topic
Thesis statement (characteristics)
Topic sentence for characteristic 01
Subject 01 with characteristic 01
Subject 02 with characteristic 01
Concluding characteristic 01
Conclusion
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CLASSIFICATION ESSAY
Introduction
Supporting
paragraphs
(have THREE
paragraphs)
Supporting
paragraph 01
(Subject 01)
General idea
Expanding general idea
Focusing on the topic
Thesis statement (characteristics)
Topic sentence for Subject 01
Characteristics 01 of Subject 01
Characteristics 02 of Subject 01
Concluding Subject 01
Conclusion
CLASSIFICATION ESSAY
Introduction
Supporting
paragraphs
(usually have
THREE
paragraphs)
Supporting
paragraph 01
(characteristic 01)
General idea
Expanding general idea
Focusing on the topic
Thesis statement (characteristics)
Topic sentence for characteristic 01
Group 01 with characteristic 01
Group 02 with characteristic 01
Concluding characteristic 01
Conclusion
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