Презентация на тему Writing: Apple activity

(How something works)
NARRATIVE (How something happened)
DESCRIPTION (How something/someone appears)
COMPARISON

(How two things are alike/different)
CAUSE AND EFFECT (How one thing affects something else)
PROBLEM SOLUTION (How a problem can be solved)
CLASSIFICATION (How something can be categorised)
ARGUMENTATION (How a position or an opinion can be asserted and supported)
DEFINITION (How to explain or to make something clear and distinct)

senses: see, hear, feel, taste, and smell give a

description of the apple.
Use: figures of speech: metaphors, similes, personifications.
Vocabulary: fruit, shape (oval, round), taste (sweet, sour), feel (hard, smooth), colour (green, red, pink, yellow), ripe, juicy.
Grammar focus: 1) link/copular verbs + Adj. 2) Degrees of Comparison (adjectives, adverbs)

is it unique? What makes it special?” Focus your

description on these details.
2. Be specific/ Choose exact, precise words: complain instead of say, cottage/manor/block of flats instead of house, etc.
3. Use vivid words to describe: scarlet instead of red, thoughtful instead of nice, etc.
4. Use words that appeal to human senses: see, hear, smell, feel, taste

far right
next to
on the top
at the bottom

above
over
middle
halfway
between
below
under, etc.

making definite, distinct, or clear
Use your previous

life experience and give a definition of the apple.
Name:
type/class/category
main characteristics and features
properties and peculiarities
qualities
family
conditions (of existence, living, growing, etc)
surrounding /environment
usage, etc.

other important facts or details are coming.

Add-ons signal

us to look for main ideas.

also, and, another, besides, for example, for instance, further, furthermore, in addition, (even) more important, moreover, more than that, too, similarly, specially

event or a series of events (a story or

an account)

Tell how the apple turned to be here.

Use your imagination and previous experience.

Pay attention to the order of events and sequence.

the order in which events in a story take

place

Call attention to the main ideas

after, at about the sometime, at last, at the start, before, begin, during, earlier, finally, first, formerly, in the beginning, last, later, meanwhile, next, now, second, simultaneously, soon, then, toward the end, while, while this was going on.

in a group because they are similar or alike

Give your classification according to different principles. Group things according to size, shape, weight, or colour, etc.

to make

Explain how to do something in a clear

and sensible way

Help us bake bread, take a test, or build a bookcase

in order to go somewhere / or to get

from one place to another

Help to travel to a new place

Need to be complete, yet clear and easy for the listener

as possible.

Give each step in the right order.

Tell the

person what to do first, second, and so on.

Use time-order words like next, after, now, soon, last.

how things are similar and different, with the greater

emphasis on similarities

Contrast is using examples to show how things are different in one or more important ways.

a sentence

Tell you that the ideas in the

second part of the sentence will be different from those in the first part

Call attention to the ideas that come before them

although, anyhow, besides, but, by contrast, despite, even though, however, in fact, in particular, instead, nevertheless, on the other hand, yet, etc.

logical way.

Persuasion is prevailing on a person to do

something by advising or urging

Give your personal point of view.

or phrases that indicate important points or main idea:

chief, chiefly, especially, mainly, most, most important, primarily, principal, principally etc

signal words and phrases that help us bring together

thoughts that form main ideas:

apparently, as a result,
clearly, consequently, in conclusion, in effect, obviously, so, therefore, thus, we can see, we have demonstrated, we have shown, etc.

is suggested.
The steps in solving the problem are given.
There

is proof that the solution is a good one.

is our purpose.
Why are we writing?

To tell a story? To persuade someone about an opinion we have? To explain how to do something?
Think about who will read. That is our audience.
Who will read what we write? Will our reader be someone of our own age/younger/an adult? Consider your audience when you speak or write.
Think about the style: formal/informal language.

What form will you use (letter, article, essay)?

Central Michigan University, Writer’s Guide. Newsweek , Inc., the

USA.
Don L. Wulffson, The Basics of Writing. Globe Book Company Inc., the USA.
Adventures in American Literature. Curriculum and Writing. Francis Hodgins, University of Illinois, Kenneth Silverman, New York University. Harcourt Brace Jovanovich, Publishers, the USA.
Wink, Diane M. (1993).Using Questioning as a Teaching Strategy. Nurse Educator.
Patrek Sebranek, Verne Meyer, and Dave Kemper, Write for College (A student Handbook), Write Source/ Great Source Education Group, a Houghton Mifflin Company, Wilmington, Massachusetts.