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Once youve written it, the paper will practically write itself.Youll just be filling in the blanks, so to speakproviding specific examples and other support to flesh out and prove the ideas youve already sketched out.
Teachers of writing will instantly recognize these “dead fish” beginnings. I have, however, had considerable success using the following strategy to help students write more lively, effective introductory paragraphs.
I use a fairly common symbol to articulate the role of an introductory paragraph.
These three pages will include background information, multiple sources, different pieces of evidence and explanation supporting that point, and often a brief description of alternative views and an explanation of why those views are not so convincing.
Smaller points supporting each of the main points might then take up a single page, or 2 - 3 paragraphsagain with evidence, explanation, alternative views and so on.
Well done.) I find that the portion of this model that flummoxes students the most is the BRIDGE.
Beginning writers often need considerable practice to smoothly transition from one idea to the next.
Students certainly don’t find this work easy; one of my grade six students recently asked me, “Would you feel my forehead?
My brain is overheating.” Yet, whether we are asking beginning writers or more experienced writers to complete such work, we are helping them develop a skill that makes writing entertaining and memorable–the ability to organize information in new, surprising, and playful ways.
First make sure which are main and which are supporting points.
For example, you may find that what you thought was a main point is really part of proving another main point.