ALL THE E-BOOK FOR VIDEOS word.docx

8/18/2019 ALL THE E-BOOK FOR VIDEOS word.docx

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ESSAY WRITING MATERIALS FORVIDEOS

UNDERSTAND THEUESTION


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BRAINSTORMING


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• A ) F i x h o l e s ( W H Y )

• ! S " # e e " s $ # e % $ & ' e # o s ( E ) • I * e e l s $ * e + $ # , - s # i % e • ! H i ' h . $ / $ + + i % e & " s

( F ) • T # + 0 e # s s 1 e & % 2 • ! 3 i " / l o o 0 s - $ %

( S ) • 4 5 6 T o # i s " s . o & 7 " + o 8 e

- $ + 0

• A ) F i x h o l e s ( W H Y )

• ! S " # e e " s $ # e % $ & ' e # o s ( E ) • I * e e l s $ * e + $ # , - s # i % e • ! H i ' h . $ / $ + + i % e & " s

( F ) • T # + 0 e # s s 1 e & % 2 • ! 3 i " / l o o 0 s - $ %

( S ) • 4 5 6 T o # i s " s . o & 7 " + o 8 e

- $ + 0

I81#o9e

#o$%s(WHAT)

• B ) B i l % & e . # o $ % s ( W H E R E )

• ! I & % o . & " o . & ( E ) • H i ' h # i s e - # i % ' e s , I l o 9 e

" h e 8 • ! F $ # $ . $ / & e i ' h - o # h o o % s

( F ) • : l $ & ; 8 i l , & e e % " h e 8 • ! O " h e # & e $ # - / " o . & s

( S ) • 3 o " o + $ , 5 6 I & + o & s i % e # $ " e %

% # i 9 e # s • ! : # o " e + " + i " i ? e & s

( E ) • S $ * e . h e & . $ l 0 i & '

• 3 ) : " " # $ = + l i ' h " s ( W H Y )

• ! A 9 o i % $ + + i % e & " s ( F ) • . i " h o " l i ' h " s , + $ o s • ! E % + $ " e % % # i 9 e # s

( S ) • > 5 6 I & + o & s i % e # $ " e %

% # i 9 e # s • ! : # o " e + " + i " i ? e & s

( E ) • S $ * e . h e & . $ l 0 i & '

I81#o

9e#o$%s

rganize your writing


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Ess$/ STRU3TURE - General introduction.

- pposing Point of view.

-Focusing.

-Thesis statement.

1 - To1i+ se&"e&+e@SS, Ex@SS, F$+"@SS;@S"$"@3losi&' se&"C

2 - To1i+ se&"e&+e@SS, Ex@SS, F$+"@SS;@S"$"@3losi&' se&"C

-

To1i+ se&"e&+e@SS, Ex@SS, F$+"@SS;@S"$"@3losi&' se&"C

-!um up the three "ody paragraphs

or restate your thesis statement.

- #nd with an advice or a $uestion

or a call for action.

- %omprehensi"ility and Grammar

- &ndentation' %apitals' and Punctuation

- Transitions and (ord %hoice

All around the world (Everyone believes that) (It is widely believed)

………………………. . (Some) Less than a third …………………….. . (Many) The

I & " # o % + " o # /

P a r a g r a p h1

1

2 2

; B o % / 1 $ # $ ' # $ 1 h s

1, 1, 1,

3

1

3 O N 3 L U S I O N : A R A G R A:1

1

1

1


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majority of …………………………………. I assert that (It seems to me that)(As far as I

am concerned)………………………. because (for these reasons)… Reason 1... ! …

Reason 2… ! and … Reason 3.. .

"n the first line! …………. . #irst ! ………. . #or e$am%le, …………….. .

Moreover , …………… . It is a fact that …………… . In addition, …………….. .

Accordin& to …………… ! ……….…… . As you can see ! ………………… .

To continue ! ………… . #irstly ! …………. . Everyone 'nows that ……….. .

esides , ……………… . *+ ma&a,ine mentions that, ……………… . #inally ,

………… . #or instance ! ……………. . Therefore ! ………… .

Last but not least ! …………… . To be&in with ! ………. . To illustrate !

…………… . Also ! …………… . As mentioned on--------- ! …………… . Last ! ……… .

As a matter of fact ! ……………… . As a result ! …………… .

To sum u% ! …………. because … Paraphrase Reason 1... ! … Paraphrase

Reason 2 … ! and … Paraphrase Reason 3 … . Therefore ! my advice is that

………………… . (OR) hy don/t you………… . (OR) Let/s…………… .

&ntroductory


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E9e#/o&e -elie9es "h$" 1eo1le +$#e $-o" "he

e&9i#o&8e&"C

I" is .i%el/ -elie9e% "h$" 1eo1le li9e i&

%ie#e&" 1l$+es o* "hei# +hoi+eC

All $#o&% "he .o#l% 1eo1le h$9e %ie#e&"

o-s %#i&' %ie#e&" s"$'es o* "hei# li9esC

G e & e # $ l I & " # o % + " i o &

O 1 1 o s i & ' 1 o i & " o * 9 i e .


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So8e -si&ess1eo1le $#e o&l/ i&"e#es"e% i&

8$0i&' 8o&e/ so "he/ %o &o" 1#o"e+" o#

1l$&e"C

Less "h$& $ "hi#% o* 8/ *$8il/ 8e8-e#s %o

&o" h$9e 'oo% &ei'h-o#sC

O&l/ *e. 1eo1le $#o&% 8e %o &o" $llo.

"hei# "ee&$'e so&s $&% %$'h"e#s "o .o#0C

F o + s i & '


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The 8$o#i"/ o* i&%s"#i$l es"$-lish8e&"s $#e

-il" i& ##$l $#e$sC

The 8$o#i"/ o* i&%i9i%$ls i& So"h A8e#i+$

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&e$# "he8C

Mos" o* A8e#i+$& +i"i?e&s h$% $ o- .he&

"he/ .e#e "ee&sC

T h e s i s s " $ " e 8 e & "


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I $sse#" "h$" -il%i&' $ l$#'e *$+"o#/ &e$# 8/

+o88&i"/ is &o" $ 'oo% i%e$ -e+$se o* "he

1$#0i&' s1$+e, "he s8ell, $&% "he 1oll"io&C

As *$# $s I $8 +o&+e#&e%, "he %esi#$-le

$li"ies o* $ 'oo% &ei'h-o# $#e "h$" he is

ho&es", h$#%.o#0i&', $&% *&C

I" see8s "o 8e "h$" "ee&$'e#s shol%

h$9e o-s .hile "he/ $#e s"ill s"%e&"s

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o 8 1 l e " e I & " # o % + " o # / : $ # $ ' # $ 1


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# i " / o * i & % i 9 i % $ l s i & S o " h A 8 e # i + $ . o l % 1 # e *

o 8 1 l e " e I & " # o % + " o # / : $ # $ ' # $ 1h


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. o # 0 C M o s " o * A 8 e # i + $ & + i " i ? e & s h $ % $ o - . he

3 o 8 1 l e " e I & " # o % + " o # / : $ # $ ' # $1


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# o " e + " o # 1 l $ & e " . T h e m a j o r i t y o f i & % s " # i $ l e s " $ - l i s h 8 e & "s%losing Paragraph

3 o 8 1 l e " e I & " # o % + " o # / : $ # $ ' # $ 1 h

3 l o s i & ' : $ # $ ' # $ 1 h


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It is "i!ely believe! that e!ucation is key tobe successful. #ess than a thir! of my classmates

prefer to stu!y "ith a roup of their peers. Themajority of professional people an! $E%&s aroun!the "orl! stu!ie! by themselves at theiruniversities. 's far as I am concerne!, stu!entsprefer to stu!y alone because they can focus, theycan learn at an time an! the can stu! an "here.

%losing Paragraph

(se synonyms

To sum up, stu!yin alone has many a!vantaeslike concentratin, learnin in your o"n time, an!

ettin kno"le!e any"here. )hat is your opinionabout this topic*

(se a short version

In summary, stu!ents "oul! choose to stu!y

alone because they concentrate, they learn at!i+erent times, an! they et kno"le!e in !i+erentplaces. o you aree "ith me*(se the passive voice

In conclusion, learners "oul! rather stu!y alone!ue to these reasons- concentration can be achieve!,learnin can happen "henever they have time, an!

kno"le!e can be acuire! any"here. /ave youbeen convince! by my reasons*

(riting )ody


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A#'8e&"$"i9e Bo%/ :$#$'#$1h Fo#8l$

3o&&, Topic SentenceEplain eason from Thesis. 3o&&,Supportin I!ea 1. 3o&&, Evi!ence 1. 3o&&, Supportin I!ea2. 3o&&, Evi!ence 2. 3o&&, Supportin I!ea 3. 3o&&, Evi!ence 3.3o&&, $losin Sentence #ink to Essay 4uestion

O& "he #s" li&e, As

/o +$& see,

TS 3o&&e+"o#s To +o&"i&e, 3S 3o&&e+"o#s

The#e*o#e,

; B o % / : $ # $ ' # $ 1 h s


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L$s" -" &o" le$s", As

$ #esl",

Fi#s",

Fi#s"l/,

To -e'i&

SS1

Mo#eo9e#,

Besi%es,

Also,

SSSU::ORTING

IDEA

I& $%%i"io&,

Fi&$ll/,

L$s",

SS;

I" is $ *$+" "h$" x

E9e#/o&e 0&o.s"h$" x

F$+"

EVIDEN3E

3ONNE3TORS

A++o#%i&' "o ,

8e&"io&s "h$"x

Fo# ex$81le,

Fo# i&s"$&+e,To ills"#$"e,

Ex$8

1leS"$"

F # o 8 I % e $ s " o T o 1 i + $ & % 3 l o s i & ' S e & " e & + e s


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• O & " h e G # s " l i & e , l e $ # & i & ' i s 0 e / " o s + + e e % i & l i * e C ( E x 1 l $ i & # e $ s o & ) • A s / o + $ & s e e ,

s + + e s s * l 1 e o 1 l e $ # e l i * e l o & ' l e $ # & e # s $ & % " h $ " i s . h / I . $ & " 8 / # o o 8 8 $ " e " o - e s " % i o s C ( L i & 0 " o " h e e s s $ / " o 1 i + )

A)S"%io

s

(Wh$")

• T o + o & " i & e , - e i & ' * & h e l 1 s 8 $ 0 i & ' * # i e & % s C ( E x 1 l $ i & # e $ s o & ) • T h e # e * o # e , i " i s e & o / $ - l e

" o - e $ # o & % * & 1 e o 1 l e C ( L i & 0 " o " h e e s s $ / " o 1 i + )

B) F&

(Whe#e)

• L $ s " - " & o " l e $ s " , $ ' # e $ " + h $ # $ + " e # " # $ i " i s # e s 1 o & s $ - i l i " / C ( E x 1 l $ i & # e $ s o & )

• A s $ # e s l " , " # s " . o # " h / # o o 8 8 $ " e s $ # e " h e - e s " C ( L i & 0 " o " h e e s s $ / " o 1 i + )

+)Res1o&si

-le

(Wh/)

A)S"%ios

!Le$#&

"o'e"he# (E)

!Sh$#e &o"es


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O& "he #s" li&e, le$#&i&' is 0e/ "o s++ee% i& li*eC Fi#s", I

1#e*e# "o le$#& .i"h o"he# 1eo1leC Fo# ex$81le, I +$& "e$+h o#

I +$& -e "$'h" "o le$#& 8o#eC Mo#eo9e#, 8$&/ i&%i9i%$ls

sh$#e &o"esC A++o#%i&' "o s"%/i&'-e""e#C+o8, six"/ 1e#+e&"

o* +l$ss8$"es $#e $++s"o8e% "o -o##o. +l$ss &o"es "o 'e"

-e""e# '#$%esC I& $%%i"io&, #oo88$"es "es" e$+h o"he#C I" is $*$+" "h$" /o i81#o9e /o# le$#&i&' .he& /o h$9e $++ess "o

%ie#e&" 1oi&"s o* 9ie.sC As /o +$& see, s++ess*l 1eo1le

$#e li*elo&' le$#&e#s $&% "h$" is .h/ I .$&" 8/ #oo88$"e "o

-e s"%iosC

O& "he #s" li&e, le$#&i&' is 0e/ "o s++ee% i& li*eC Fi#s",

'oo% s"%e&"s 1#e*e# "o le$#& .i"h o"he# 1eo1leC I" is $ *$+""h$", /o +$& "e$+h o# /o +$& -e "$'h" "o le$#& 8o#eC

Mo#eo9e#, I $8 $++s"o8e% "o -o##o. +l$ss &o"es "o 'e"

-e""e# '#$%esC Fo# ex$81le, I $s0 8/ +l$ss8$"es *o# "hei#

&o"es i& o#%e# "o h$9e %ie#e&" 1oi&"s o* 9ie.sC I& $%%i"io&,

8$&/ #oo88$"es "es" e$+h o"he#C A++o#%i&' "o

s"%/-e""e#C+o8, six"/ 1e#+e&" o* +l$ss8$"es 1#$+"i+e -/

$s0i&' $&% $&s.e#i&' 1ossi-le "es" es"io&sC As /o +$& see,

s++ess*l 1eo1le $#e li*elo&' le$#&e#s $&% "h$" is .h/ I .$&"

8/ #oo88$"e "o -e s"%iosC

HOW TO WRITE BODY :ARAGRA:HS

A)

S"%ios!Le$#&

"o'e"he# (F)

!Sh$#e &o"es


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All o9e# "he .o#l%, people live in countless !i+erent citiesC Less "h$& $ "hi#% o*

citi5ens believe their hometo"ns are not "here they "ant to beC The 8$o#i"/ o* people

"ho visit my hometo"n hol! the opinion that Santa $ru5 is ama5inC I $sse#" "h$" my city is

'#e$" because of its '#e$" "eather , "arm resi!ents, an! foo!.

(&ie)

(%eli+ios)

O& "he #s" li&e, 8/ ho8e"o.& has reat "eather is .ell 0&o.& *o# i"s

*$&"$s"i+ .e$"he#C Fi#s"l/, Santa $ru5 has plenty of briht, sunny !aysC A++o#%i&' "o

"eather.com, seventy percent of the !ays are sunny here. Mo#eo9e#, "ith reat "eather,

you can practice many sports. I" is $ *$+" "h$" people feel encourae! to !o any physical

activity "hen the sun shines. I& $%%i"io&, I can plan many "eeken! activities "hen I kno"

oo! "eather is in the hori5onC Fo# i&s"$&+e, last "eeken! I "ent to Samaipata an! visite!

the ruins. As /o +$& see, .e$"he# is $& i81o#"$&" isse .he& %e+i%i&' .he"he# o#

&o" /o li0e $ +i"/C

!We$"he#

S&&/ %$/sJ56 s&&/ %$/s

(s"$"is"i+)

:l$/ s1o#"s

Do 1h/si+$l $+"i9i"/

(*$+")

Wee0e&% $+"i9i"ies

I .e&" "o S$8$i $"$


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Wo#0 .@$ "e$8 (WHY)

A) Lo"s o* i%e$s

B) Die#e&" +h$#$+"e#s

3) Wo#0 $" %ie#e&" "i8e

A) M$&/ i%e$s (HOW)• 2 hea!s

6rainstorm St.

• Select only the 6est E. /o" to talk

• Save the rest of the time 7 on8t nee! to

B) Die#e&" +h$#$+"e#s (WHO)

• 9any talents St. $ritical thinkin

• oers 7. )ork har! to

Instructors E Trainin

3) Die#e&" "i8e (WHEN):iht;!ay shift pro!uct

• o more St. ouble;triple

• '!v.


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:AGE 4@TO:I3 K

Wo#0 .i"h $ '#o1 o# .o#0 i&%e1e&%e&"l/

E%i"i&' /o# Ess$/


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EDITING YOUR WRITING

#ast but not least, take a breather is important> %n the ?rst line, it no" is !i@cult !o:oun s v

somethin if have !istractions> 'lso, it is important bein orani5e! because "e kno"

embe! v"here is every thin.>. To continue, !evelopin a routine it is important> 7or eample, it for memy v

"as easy for "hen I present our home"ork> )hat8s more, the majority of !octors prefer "orkin v

"hen they are calme!>Secon!, "orkin as a team increases pro!uctivity> Someone perceiveshis or her s his or her vtheir "ork>Each of us have their oals>6esi!es, breathin !eeply can calm people !o"n> there are

many breathin eercises> 's a result, it is essential to take our time to think>

eAectin on your "ritin


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REFLECTING ON YOUR MISTAKES

ADJECTIVES

Adj noun

…people have differents ways to….

…necessaries things…

… constructives criticisms

…humans beings….

… goods professionals….


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…work’s goals….

… daily’s tasks…..

ESSAY STRUCTURE PROBLEMS

I assert that to produce our best work we must work without distractions, work alone, and work organized.

Working without people around you is productive

On the first line, work alone. irst, to concentrate. or e!ample, I need to concentrate.

"o continue, to learn. It is a fact that, I learn better. inally, no distractions.

seventy percent of well

magazine mentions that all people who work alone work good.

Ar&umentative Essay 0ubric EAS1 ESSA1S by 0osmery 0ibera

CATEGORY23 - Above Standards

4.5 - Meets Standar ds

5 - A%%roachin& Standar ds 6.5 - elow Standards

Score

EssayStructure

The author compete!"e#eops the essa!. Theessa! $s cear!or%an$&e".

The author 'r$tes para%raphs ut the! are

not thorouhly "e#eope".

The author "e#eops the*ntro"uctor! an" Cos$n%Para%raphs pus 2 +o"!Para%raphs.

The author "e#eops the*ntro"uctor! an" Cos$n%Para%raphs pus 1 +o"!Para%raph.


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ntroductory7ara&ra%h(23 %ointsac'&round!"%%osin&7oint of view!#ocusin&)(23 %oints

ThesisStatement)

The authors$ntro"uct$on catches therea"ers attent$on,presents an oppos$n%po$nt o- #$e' an" a-ocus$n% sentence, an"$ntro"uces a spec$-$cthes$s statement thatcear! states theauthors pos$t$on

supporte" ! 3 reasons.

The authors $ntro"uct$onattempts to catch therea"ers, "oes notpresent a -ocus$n%sentence or $ntro"uces athes$s statement that $s#a%ue or %$#es on! 2reasons.

The $ntro"uctor! para%raphe%$ns '$th a thes$s statementan" acs the other 3 sentences.

The author "$" not $ncu"e athes$s statement $n h$s or her $ntro"uct$on.

ody7ara&ra%hs(23 %oints%er ody7ara&ra%h)

The author 'r$tes /sentences -or each the3 +o"! Para%raphs. Thesentences are cear!connecte" to the $"ea"e#eope" on $t. There $sa cear Top$c Sentencean" a paraphrase"Cos$n% Sentence.There are 3 support$n%$"eas an" 3 e0ampes

per para%raph. Thee#$"ence presente" $s#ar$e" E0ampe, act,an" Stat$st$c. Asentences start '$th aconnector.

The author 'r$tes essthan sentences -or each+o"! Para%raph. There $sa cear Top$c Sentencean" a paraphrase"Cos$n% Sentence. Thereare 2 support$n% $"easan" 2 e0ampes perpara%raph. The e#$"encepresente" $s #ar$e"E0ampe, act, an"

Stat$st$c. A sentencesstart '$th a connector.

The author 'r$tes ess than sentences -or each +o"!Para%raph. There $s not a cearTop$c Sentence or aparaphrase" Cos$n% Sentence.There are 2 support$n% $"easan" 2 e0ampes per para%raph.The e#$"ence presente" $s not#ar$e" E0ampe, act, an"Stat$st$c. 4ot a sentences start'$th a connector.

The author 'r$tes ess than 5sentences -or each +o"!Para%raph. There $s not acear Top$c Sentence an" aparaphrase" Cos$n%Sentence. There are 2support$n% $"eas an" 1e0ampes per para%raph.The e#$"ence presente" $snot #ar$e" E0ampe, act,an" Stat$st$c. The sentences

"o not start '$th a connector.

8losin&%ara&ra%h

The concus$on $s stron%an" ea#es the rea"erso$"! un"erstan"$n%the 'r$ter67s pos$t$on.E--ect$#e restatement o-the pos$t$on statemente%$ns the cos$n%para%raph. The author

$ncu"es a 8uest$on, oran a"#$ce or a ca -oract$on.

The concus$on $sreco%n$&ae. Theauthor7s pos$t$on $srestate" '$th$n the -$rstt'o sentences o- thecos$n% para%raph.

The author7s pos$t$on $s restate"'$th$n the cos$n% para%raph, utnot near the e%$nn$n%.

There $s no concus$on 9 thepaper :ust en"s.

Transitions A #ar$et! o- thou%ht-utrans$t$ons $s use". The!cear! sho' ho' $"easare connecte". Theauthor "oes not repeatan! connectors.

Trans$t$ons sho' ho'$"eas are connecte", utthere $s $tte #ar$et!

Some trans$t$ons 'or 'e, utsome connect$ons et'een$"eas are -u&&!.

The trans$t$ons et'een$"eas are uncear ORnone0$stent.

9rammar :S%ellin&

Author maes no errors$n %rammar or spe$n%

that "$stract the rea"er-rom the content.

Author maes 192 errors$n %rammar or spe$n%

that "$stract the rea"er-rom the content.

Author maes 395 errors $n%rammar or spe$n% that "$stract

the rea"er -rom the content.

Author maes more than 5errors $n %rammar or spe$n%

that "$stract the rea"er -romthe content.

8a%itali,ation:7unctuation

Author maes no errors$n cap$ta$&at$on orpunctuat$on, so theessa! $s e0cept$ona!eas! to rea".

Author maes 192 errors$n cap$ta$&at$on orpunctuat$on, ut theessa! $s st$ eas! to rea".

Author maes a -e' errors $ncap$ta$&at$on an";or punctuat$onthat catch the rea"er67s attent$onan" $nterrupt the -o'.

Author maes se#era errors$n cap$ta$&at$on an";orpunctuat$on that catch therea"er7s attent$on an"$nterrupt the -o'.


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(se the passive voice

In conclusion, learners "oul! rather stu!y alone!ue to these reasons- concentration can be achieve!,learnin can happen "henever they have time, an!kno"le!e can be acuire! any"here. /ave you beenconvince! by my reasons*

(se a short version

In summary, stu!ents "oul! choose to stu!yalone because they concentrate, they learn at!i+erent times, an! they et kno"le!e in !i+erentplaces. o you aree "ith me*


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It is "i!ely believe! that e!ucation is key to be successful. #essthan a thir! of my classmates prefer to stu!y "ith a roup of theirpeers. The majority of professional people an! $E%&s aroun! the"orl! stu!ie! by themselves at their universities. 's far as I amconcerne!, stu!ents prefer to stu!y alone because they can focus,they can learn at any time, an! they can stu!y any"here.

(se synonyms

To sum up, stu!yin alone has many a!vantaes likeconcentratin, learnin in your o"n time, an! ettin kno"le!eany"here. )hat is your opinion about this topic*

(se the passive voice

(se synonyms

To sum up, stu!yin alone has many a!vantaeslike concentratin, learnin in your o"n time, an!ettin kno"le!e any"here. )hat is your opinionabout this topic*


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In conclusion, learners "oul! rather stu!y alone !ue to thesereasons- concentration can be achieve!, learnin can happen"henever they have time, an! kno"le!e can be acuire! any"here./ave you been convince! by my reasons*

(se a short version

In summary, stu!ents "oul! choose to stu!y alone becausethey concentrate, they learn at !i+erent times, an! they etkno"le!e in !i+erent places. o you aree "ith me*

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'll aroun! the "orl! people are pro!uctive in !i+erent "ays. Somein!ivi!uals prefer to "ork in!epen!ently. The majority of manaersan! $E%s prefer to "ork "ith a roup. I sustain that roup "ork ise@cient because it enerates lots of i!eas, it reunites !i+erent

personalities, an! it allo"s "orkin at !i+erent times of the !ay.

%n the ?rst line, "he 8o#e 1eo1le, "he 8o#e i%e$sC 7irst, t"ohea!s think better than one. 'ccor!in to oo! companies.com, atleast seventy percent more i!eas are enerate! by a roup thanin!ivi!ually. 9oreover, "hen you have many i!eas, you can select thebest of the best. 7or eample, !urin teachers Bmeetin "e eneratelosts of teachin activities, an! "e evaluate them an! use the reatones in our classrooms. In a!!ition, havin many i!eas allo"s bossesto CsaveD some for later. It is a fact that by havin a CbankD of i!eas"oul! save your time. 's you can see, "he#e $#e #i+h i%e$s .he&.o#0i&' i& $ '#o1C

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