Writer

COMPONENT CREATIVE WRITING ACADEMIC WRITING

Organization and Text Development

1. The writer develops his or ideas freely, in creative writing. There may be comparisons present, but there is no need for numerical evidences or processes. The author may use personal anecdotes or stories in writing, and may appeal to his or her own character or expertise.
2. The text is organized in the writer’s preference because creative writing allows for the writer to maximize their imagination, therefore giving less importance on a standardized format. The author may start the piece with an introduction and follow through with the traditional flow of a discussion or body and a conclusion immediately after, or the order can be mixed up.

Others, for example, start with the ending and make their way to the beginning, or start from the middle. This suggests that the audience may be composed of a diverse group of people who do not necessarily mean to learn solid facts, but rather to emotionally connect and possibly form their own opinions of the topic.

1. The writer develops his or her ideas in a systematic manner to promote the cohesiveness and clarity of the material. The author may compare and contrast between ideas for better argumentation. The material may make use of statistics or numerical evidences, and it may describe a process, if applicable. Personal stories about one’s own experiences are not encouraged and are only used to put emphasis on the significance of the study. Opinions may be shared for evaluation, but only to an extent such that the argument still heavily relies on evidence and logical reasoning.
2. The text is organized in a way that the systematic flow of events is evident. This is so that the main ideas are relayed to the reader as clearly as possible. Usually, it is started with an introduction, followed by a lengthy discussion of often complex ideas, and ended with a tie back of ideas at the conclusion. This suggests that the audience is a group of people who intend mainly to gain knowledge of the material for better understanding.

Voice and Register

1. The voice of the material may be informal and humorous. The language may include informal terms and there may exist sarcasm and irony. All this, along flowery words and other literary devices, aid the author in creating a purposeful piece with originality and individuality.
2. The sentence rhythm may vary, depending on the specific type of creative writing. It may be quite fast for poetry, given the staccato sentences or phrases. For (poetic) prose, on the other hand, there may be a greater variety, depending on the topic, the audience, and on the writer’s individual style. The rhythm contributes to the author’s intended emotions to be associated in the piece.
3.  The voice of the material is formal and serious. There is also no sarcasm or irony. This functions to effectively promote the author’s purpose in relaying accurate, concise, and straightforward ideas.
4. The sentence rhythm may vary, but is often rushed or sped up due to the complex sentences used to relay complex ideas. It contributes to the voice by possibly giving a sense of urgency.
5. The author does not refer him or herself using the first person. Furthermore, the voice is distanced and impersonal. The language used is objective often avoids emotional language.

Purpose and Functions

1. The material may be about anything the author wishes to write about. It does not have any specificities or boundaries with regards to the topic or subject.
2. The purpose of creative writing is to relay the writer’s opinions, and to possibly affect the reader’s own opinions on the matter. It may be biased toward a certain argument to invoke certain responses from the target audience. This is evident in the way creative writers use informal language to emotionally connect to the reader.
3. The material’s main idea is what the author writes about. It is usually the author’s own perspective on a certain topic.
4. The author may be anyone at all, because there is no need for any proper training for this kind of writing. The writer does not necessarily have any authority in the subject area, but may still choose to write about it given their interest or passion.
5. The material’s topic is often concerned with the study or research of specific areas of expertise. It covers the general subject of intellectual discourses, branching out to more specific areas.
6. The purpose of academic writing is to inform the reader of the topic/s involved. It introduces an idea, or a research, and is supported by unbiased arguments. This is evident in the author’s introduction seeing as they would have to set up the focus of the material.
7. The material’s thesis or main idea is what the material is all about. It tells the reader the idea that the author wishes to convey throughout the whole piece. Often, it is an argument, or a stand, on a particular topic.
8. The author of the material may be anyone who is well-informed of the particular field of study. More often than not, these are researches or experts who specialize in a certain subject area.

Audience

1. The material may be printed or digital. It may exist in magazines, literary materials, and it may also be easily accessible through online sources. It may also be in periodicals, such as popular magazines. This suggests that there are particular kinds of readership, depending on the periodical.
2. The language used may be informal and is accessible to a more general readership. It may include regional terms and slangs, but it does not necessarily involve technical terms that even fewer understand.
3. The material may still include forms of reference so as to comply with the law. It can be seen in referenced quotations within the text.
4. The target audience may be anyone at all depending on the general subject involved. The broadest discourse community may be the community of poetic prose and poetry.
5. The material is often printed in academic journals, professional publications for people in particular fields, and possibly archived in the database of official and professional organizations. The periodical it is in suggests a specific readership which is influenced by the subject or purpose of the material.
6. The language is usually technical and is field-specific. The specialized terminology may be defined and explained in the material to assure that the ideas of the author are clear and are not misinterpreted by the reader.
7. The material includes a list of works cited or other references in order to give proper acknowledgements and to avoid committing any form of plagiarism.
8. The target audience is a group of people involved in a specific field of expertise. It includes the academic discourse community, with all its branches (specific areas), as suggested by the topics tackled and the conventions used.

Objective: Apply conventions of academic writing to a variety of texts and styles. As a music teacher and an owner of a private music tutoring business, it is important to know how to write and speak in a different context. Knowing how words that surround the main idea impacts that Idea.

In writing a letter, it is important to know your audience, the institution to which you are addressing, and the accepted norms of the time. To understand the contexts and style one must look at some context clues. These are definition/explanation, synonyms (restatement), contrast/antonym, inference and punctuation? With the definition clue, this is where a word or a phrase is used and its meaning is understood immediately after its use.

A restatement or synonym is used in writing where a hard word or phrase is used so that someone can understand easily. The Antonym clue is when opposites are used to help explain an idea. A signal word is a transitional word ‘But’. An inference occurs when the original sentence or a word is not clarified but it can be explained in other sentences. And finally, a punctuation clue is using quotation marks dashes bracket etc. to help infer a meaning.

In writing is important that you understand the difference between homophones and homonyms and how to use them correctly. When writing it is important to know the difference between words that are noun and words that are verbs even when the sound the same. By identifying this difference in how you spell the word would be different. It is also important to know the meaning of words that sound alike for example: quite means fairly while quiet means silent. And if not looked closely can be mistaken when writing.

Objective: Clearly articulate your ideas in ‘your own voice’. In finding your own voice it is important to know the different rhetorical contexts, then apply them to your writing. In Understanding the rhetorical context of writing, you must ask yourself the following questions. Who is writing (the author), what is the writer purpose or what is he/she tries to accomplish? What is the topic? What is the motivation or occasion the writer is writing about?

To accomplish finding your own voice it is important to be specific while keeping it simple. Writing short sentences using your active voice of subject-verb and object. Understanding that the shorter the paragraph the easier it is to read, this is very important when writing. Use, less qualifying words as this does not add to your meaning. Also, refrain from rambling and repeating yourself, it is more important to get to the point rather than being redundant. To get your own voice it is important to write what you know. This allows you to articulate with greater effectiveness.

In finding your voice it is important to generate your idea before you begin writing. Having an understanding of the components of a sentence will help you in putting ideas together. The components of a sentence are as follows; subject, predicate, clause, phrase and modifier. The subject refers to what or whom you are addressing. A predicate is a verb that tells you something about your subject. The clause is the added information in the sentence.

A clause can be independent or dependent. A dependent clause is a phrase that cannot stand by itself to make a sentence. While an independent clause is a phrase that can stand on its own as a sentence. Thus, a phrase is a dependent clause. However, there are different types of phrases such as noun phrase, adjective phrase. Adverb phrase and this phrase starts with a proposition. On the other hand, a prepositional phrase is also a modifier.

Objective: Understanding that writing and other creative outputs are a recursive process. This process includes four main steps these are; pre-writing (recording your ideas), drafting, redrafting and editing. The pre-writing process includes brainstorming takings notes. It also includes dialoguing with others and gathering information. The drafting process consists of putting your ideas into sentences and paragraphs. During this process, however, it is important to minimize words while at the same time getting your ideas across. In long sentences, you can use a comma to help present the idea. However, in using a comma the following rules should be applied:

1. To indicate a quick pause in the sentence.
2. Separating the subject and predicate. This is not applied if the meaning will become obscured.
3. When there are several nouns in the sentence
4. When the expression interrupts the flow of the sentence
5. To show when words have been omitted
6. When words are placed outside their natural position in a sentence
7. Sentences that begin with phrases with more than three words, a comma is used after the phrase.

Commas are used to distinguish a question from a statement and to introduce or interrupt a direct quote. It is also used in date’s separation and to show official titles when names are used.

In revising your document make sure that your sentences are as short as possible. Make sure your ideas are clear and concise. Be sure that there are a verb and subject-verb agreement. It is also important to formulate your idea in a way that the reader can follow and understand. This leads to you editing the document and checking for grammar, spelling and mechanics.

Objective: Demonstrate critical reading comprehension and evaluation skills. Critical reading allows the reader to apply certain models, processes, theories and questions that brings greater clarity and comprehension. With a critical thinker, he approaches the text with an open mind. As a reader you allow the story to develop, without trying to use your own idea to rewrite the text. It is important for you to be the audience. This allows the flow of the narrative to help create the story the author desire.

As a critical reader, it is important to learn clues about the writer. By reading the title and the introduction it can give you the reader an idea of the writer’s viewpoints, his approaches and the writer’s attitude. Reading slowly allows you the reader to make a better connection with the text. Never pass over a word you don’t understand. It is better you look it up the word and get the meaning, as every word is important. This is also true as technical words used in text allows you to see how it is being used and how you can apply them in another context.

When reading it is important that you take notes or highlight important points in each paragraph. Writing down the main points helps you to remember. It helps you to see the writer’s main idea and how this supports his thesis. By taking written notes it allows you to develop both skills.

The thesis involved making a claim which he tries to support in the text. This thesis statement declares your belief and what you will prove in the document. It is important, however, to make a distinction between a research project and where one is just stating facts. In writing a thesis statement it must have these attributes: can it be contested? Can the point be proven easily? Can your point be proven based on evidence? Can, it refutes any counterpoint posed? And does it avoid vague languages and the use of the first person?

Objective: Show an understanding of authorship and academic honesty. According to the Merriam Webster’s dictionary, authorship is the profession of writing, the state or act of writing, creating or causing.

To better understand authorship it is important to look at the author, who is the individual that creates the document. However, there are co-authors that may help in the process these persons must also be recognized. It is also important to identify the areas in which they have contributed. This allows for accountability on the work done.

Academic honesty suggests that work/ document being submitted is authentic and was done by the individual. If the document is submitted by the individual contains words or any idea from another, this must be acknowledged. This can come in many forms in having your work done by a parent or student (being a teacher this I have to deal with on a regular basis.), plagiarism or simple miss representing the facts. Being academically honest is important as it allows the reader to be able to trust your work both now and in the future.

Objective: Formulate and defend a thesis. It is important to understand what a thesis is and the different type of thesis for you to formulate and defend it. A thesis is designed to give the reader a basic knowledge of what your argument is about. As the reader reads they will see some elements of the statement in each paragraph. An essay can be written in three ways that are analytical, expository and argumentative. Having a knowledge of these will determine how the essay will be written.

In an argumentative essay, the written states a claim and then defends this claim in the body of the essay. The expository statement explains a topic and also list the areas of the topic to be discussed and the order it will be discussed in the document. Finally, the analytical thesis looks at an issue in a focused way, by breaking down, defining and evaluate the subject matter being discussed. In the analytical approach, the subject matter is would be found in the statement.

In order to write a good statement and essay, it is important that you read and review your materials. And you can divide them into the issue for and against your statement. It is important to also integrate other person’s idea into your argument. However, it is important that be careful of plagiarism. It is also important to state your source. Stating source can come in many ways, such as the MLA, Chicago and the APA styles. These styles are explained in depth on ‘Purdue online writing lab’ site.

Since writing comes in different forms such as a letter, reports. Proposals and even a critique. All these documents follow the same principle as an essay with some variation with their format. Having an understanding of how to approach each document is important. The structure of a report would have a title, summary, introduction, body, conclusion, recommendation and appendices (which have details to support your conclusion).

The proposal format can be seen at the following website ‘Office of Research services’. A critique has an introduction which has the title and the author, with a summary of your argument and your thesis statement. The body would support your argument by highlighting the relevant points. Your conclusion looks back at your statement and a summary of your critique.

Information gained from the following source

• The Writing Center: https://www.csuohio.edu/writing-center/critical-reading-what-critical-reading-and-why-do-i-need-do-it
  https://www.councilscienceeditors.org/resource-library/editorial-policies/white-paper-on-publication-ethics/2-2-authorship-and-authorship-responsibilities/
• Council of Science Editors www.kean.edu/~roneilfi/How%20to%20write%20a%20thesis%20statement.htm
• Merriam Webster Dictionary https://www.merriam-webster.com/dictionary/authorship
• Purdue Writing Lab: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
• Pen and Pad: https://penandthepad.com/different-types-thesis-statements-2593.html
• Career Anna June 10, 2016, Report Writing format and Sample Report: https://www.careeranna.com/articles/report-writing-format-sample-report/
• Office of Research Services: http://www.ors.hawaii.edu/index.php/apply/proposal-development/proposal-format
• South Eastern University: https://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm

If you watched the Seattle Seahawks play the New York Jets on Sunday, you couldn’t help but notice the glaring difference between the two teams’ head coaches. It was a study in contrast: The Seahawks’ Pete Carroll was as excitable and animated as the Jets’ Todd Bowles was stoic and expressionless.

Do you think their outward demeanor means either coach is less emotionally invested in the game or the outcome? Of course not. Trust me when I tell you — if you’re a coach in the NFL, you love the game of football, you love your team and nothing matters more to you than winning.

That said, everyone reacts differently to emotional stimulus. No two people process events or information exactly the same way. Everyone has his own way of doing things. And that’s especially true of leaders in any field, whether they’re coaches on the field, CEOs in corner offices or entrepreneurs working out of a garage.

Related:

And yet, we consume massive amounts of generic, one-size-fits-all, self-help advice. You know what I’m talking about: personal routines, habits and hacks. How to be productive. What to eat. How to behave. When to wake up and when to go to bed. How to become rich and famous. Why you should quit your day job and start an online business.  

If any of those NFL coaches had wasted their precious time on that sort of nonsense, they never would have made it to the top of their profession in the first place. That goes for executives and business leaders, too. The reason is simple. They don’t let anyone else tell them how to think or act.

Real leaders follow their own path. They trust their own instincts. They have the courage and conviction to do things their own way. Of course they have mentors and teachers, but that’s different. That’s personal and specific, not the sort of useless, prescriptive nonsense folks are obsessed with these days.

The worst thing about all that generic content is that its publishers have but one goal: clicks, ad dollars and subscriptions. They don’t have skin in your game. They don’t have your best interests at heart. Rather, they post whatever popular dogma is prevalent at the time. Their job is to feed millions of readers whatever it is they want to hear. Period.

Now, contrast that with what Steve Jobs had to say during his famous :

“Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma — which is living with the results of other people’s thinking. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.”

Jobs was absolutely right about popular dogma or beliefs being a trap. If he only knew how many of you have fallen for that trap through the breakthrough technology Apple created, he’d probably turn in his grave.  

Related:

Perhaps the greatest irony of the modern era is that the overwhelming majority of successful executives and business leaders — the kind of people we all admire — don’t waste a minute of their precious time reading or regurgitating that sort of popular garbage. They’re too busy working. They’re too busy doing what matters.

According to the latest report from , 61 percent of Fortune 500 CEOs have no social media presence whatsoever, and of the rest, nearly three quarters, use only LinkedIn and few are active. It’s not just that they have better things to do; they don’t see the value in it. Neither do I.

As for books, CEOs I’ve known read everything from classic literature and popular fiction to historical biographies. I’ve seen the occasional business book — but usually by an expert like Drucker or Levitt or dramatic stories about how real executives overcame adversity to achieve extraordinary results.

In a 2014 “Wall Street Journal” op-ed, : a decades-old, out of print edition he borrowed from his mentor, Warren Buffet, “Business Adventures” by John Brooks.

Related:

Gates explains that Brooks, a writer for the “New Yorker,” was an exceptional storyteller whose deep knowledge of what happened behind the scenes at exceptional companies like Xerox, General Electric and Ford provided powerful insights into what it takes to succeed in the real business world:

“Unlike a lot of today’s business writers, Brooks didn’t boil his work down into pat how-to lessons or simplistic explanations for success. You won’t find any listicles in his work. Brooks wrote long articles that frame an issue, explore it in depth, introduce a few compelling characters and show how things went for them.”

Gates goes on to say that the book has stood the test of time because it’s as much about human nature — how leaders react to challenging circumstances — as it is about specific businesses. It’s that human factor, the drama, that inspires readers to think for themselves and draw conclusions that are relevant to their own circumstances.

For more on what it takes to be successful in today’s highly competitive business world, get Steve’s new book, , and check out his blog at .   

It therefore has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to ake, rather than you. Your arguments should also show balance and both sides of . he issue. Explicitness Academic writing is explicit about the relationships int he text. Furthermore, it is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signalling words. (PEE Point, example, empirical evidence. ) Hedging In any kind of academic writing you do, it is necessary to make decisions about your tance on a particular subject, or the strength of the claims you are making.

Different subjects prefer to do this in different ways. Using verbs such as might/may/could and reporting verbs gives extra detail/protection of your position. Responsibility In academic writing you must be responsible for, and must be able to provide evidence and Justification for, any claims you make. You are also responsible for demonstrating an understanding of any source texts you use. The Six Features of Academic Style By SapphireP

What is the Purpose of Summary?

One of the most popular tasks for modern students is writing a summary paper. A summary is the condensed version of a text. It reduces this text to its core and reproduces its structure by presenting its main ideas in the same order and proportion. It strictly contains information that is provided in the original text—it does not add information that is provided in related texts. The article summary comes right after the title. It`s an important element of an article because it can assist in leading the reader to read the rest of the article.

The summary is indispensable in preparing for and writing an argumentative essay. The summary contains only the most important information of the original. It does not have to follow the organization or order of the original. As a condensed version of the source material, it can range anywhere from a couple of sentences to a short collage summary article, depending on the length of the source and your purposes for writing.

In writing a summary, you need to select the most important points of the source text and report on (vs. react to) them using your own words. You can combine several important points from the source into a brief general statement, or go more in depth and relate minor points as well, again depending on the purpose of your professional summary.

How do you write a summary?

To write a good summary, it is important to understand the material you are working with thoroughly. It should focus on the central idea and indicate all the main points in the passage that support the central idea, as well as the relationship between the ideas, including their order and emphasis. Three techniques – selection and deletion, note taking, and miniaturizing – can help you shorten the material.

Here are some tentative steps in writing a summary.

• Read, think about, and understand the text. Review the material to make sure you know it well. Use a dictionary or context clues to figure out the meaning of any important words that you don’t know.
• Take notes. Write down or underline the one-two sentences that convey the main ideas and important details of the article.
• Write a thesis statement (the idea in your own words). In a single sentence, state the main idea of the article. The thesis statement should mention the underlying meaning of the article, not just the superficial details. Ask yourself, “what is the most important idea the author wants us to know and remember?”
• Organize and outline ideas. Once you have identified the main points, create an outline or concept map to organize the main idea and major supporting points visually. Be sure to paraphrase these points by using your annotations. Write down the important details you need to include in the summary. Put them in a logical order.
• Using your outline or concept write your summary. Include one sentence to put the main idea of the entire passage in your own words, followed by one sentence for each of the major details using transition words to make the summary flow and read clearly.

Here are some tips in order to make your writing easier:

• Your summary should be about one-third of the length of the original article.
• Focus on the main point of the article and the most important details.
• Avoid plagiarism as it will destroy the uniqueness of the paper. Try to use your thoughts.
• Use transition words to connect the sentences and the paragraphs.
• Avoid technical language. Write in simple and understandable English.
• It must be objective.
• Replace long phrases with single words and use practical clauses instead of full clauses.
• Proofread and revise. Try to brush up the paper and make it perfect without mistakes and misspellings.
• Write your draft. Use blue or black ink. Skip lines. Write on one side of the paper only. Include a title on the top line.
• Read your summary one last time before you turn it in. Look for careless spelling, punctuation, and grammar errors, especially omitted words or letters. Cross out errors neatly with a single line and write the correction above.

Summary essay outline or how to determine the main elements of an essay?

There are several essential elements to any successful summary essay. This handout will define those elements and show you how to put them together using an outline. What is the outline? If to speak briefly, it is the type of the skeleton for the paper. It means that you create the steps that you will follow in order not to miss the essential facts. It will help you to organize your thoughts.

1. Introduction

An introduction is an extremely important part of any speech. If you interest the listeners in the beginning, they will listen to carefully further words. It should state the problem, as in summary but with more background information. You can indicate here your basic method of approach to the problem, stating in English what you plan to share with the client. In other words, it is a brief comment leading to the subject matter.

2. How to write the main body of summary essay?

After writing your introduction, you need to discuss the main points that you will cover to answer the essay question. This section is a chain of paragraphs, and each paragraph is dedicated to one point that you make. A good rule of thumb is to have at least three points to support each topic sentence. An effective essay of your opinion will show the connection between paragraphs with transitions. These can be the final sentence of each body paragraph or can be integrated into the next topic sentence with transition words.

3. Conclusion

A conclusion is a part of the article where the writer can summarize all his ideas concerning the topic. The conclusion looks back over the experiment and analysis and can serve as a springboard for questions and suggestions about the future investigation. You can end your summary in many different ways. On the one hand, you can finish your creation with the interesting quotation or funny statement. It will be the type of the attractive ending. On the other hand, you can use your imagination and analytical skills and add some your assumption regarding the controversial issue.

We also recommend you to try to use some predictions and state the hypothesis about the possible development of the central question.

If you correctly determine your focus and then scan and read your research articles, you can manage to write and edit your summary paper in a great way that will come nothing short of perfection.

Summary essay examples

It is rather complicated to submit the summary of the paper in order to clarify its peculiarity. The writer should use the analytical skills and compare two writings and find the differences. Especially, those things will be the distinguishing feature of the summary. Surfing the Internet, you can come across various examples that will inspire you. We are intended to set the right direction for your writing because the bigger part of the work is your duty.

We induce you to cast a glance at the plan of the summary that will convey the main thoughts of the original paper.

Part 1: Submit the name of author and title of the original source. You can use the direct quotations from the biography, but do not forget to cite in order to avoid plagiarism. Your task is also to attract the reader’s attention that is why we highly recommend you to grab their time with the interesting statement or rhetorical question. The winning introduction should be interesting and informative at the same time.

Part 2: Your main body should contain the statements. Nevertheless, each fact should be proved with the quotation from the primary writing. Do not confuse the reader with extra and new facts. Try to divide the main part into some sections in order to make the structure clear and concise. The summary is such type of paper that should be understandable; it means that it is the lite version of the complicated composition. That is why make an effort and help your target audience find the answers to the questions after the first reading.

Part 3: The final part is the conclusion. Make the brief overview of the submitted material and help the readers recollect all the necessary information. The biggest mistake is to make the conclusion too wordy; such feature will distract the readers’ attention. The third part of the summary is your assumptions about the topic and issue. That is why your task is to estimate the original text and do a logical thesis. It is always more interesting to read the personal thoughts rather than the copied one.

Now you know everything about the summary. Believe in your skills and surprise your supervisor. Good luck!

In reading the articles that we have covered in category, there is one inquiry that comes to mind. Why? What is the intent of schooling and why do we analyze it? The reply to this is non really simple and it requires a organic structure of work from many different writers to seek to reply to the full. But unfortunately, this is what I seek to make with my essay in which I will compare and contrast several articles written by outstanding experts on Education such as Alfred Kohn, Philip Jackson, Patricia Carini, Barbara Rogoff, and John Dewey. There are many people who frequently assume that Education is an unreal thing created for grounds that are out of our control. But through the usage of these articles and my ain pertinent experience, I seek to show that acquisition, and schooling by extension, are non at all unreal and organize a important portion of our development as worlds ; the intent of schooling is hence to assistance in our already natural procedure of acquisition and contribute to it meaningfully.

Let us therefore get down by analysing each writer ‘s chief points. Carini argues that through observation we can come to see the function that instruction dramas in the lives of kids. She therefore says that kids should be, “ Understood as active and open-ended, [ like ] us at any minute in our lives, and in all taken together, a complex [ image ] of weaknesss and virtuousnesss, of strengths and exposures. It seems to me that this is what makes us interesting and what makes instruction ( and non developing ) a possibility ” ( Carini, 64 ) . It is of import to observe that she highlights the difference between instruction and preparation, something that most people frequently equate school to. The following writer, Rogoff, attempts to demo us how school is a natural continuance of larning that begins from birth by giving us assorted illustrations from assorted civilizations to drive the point place. She says that, “ The leaning to seek propinquity to and engagement with their seniors aids immature kids everyplace in larning about the activities of the individual who is followed ” ( Rogoff, 289 ) . This quotation mark shows us how some kids learn, through engagement and engagement with other members of their household. These first two writers focus the bulk of their several articles on analysing why schools exist and how this affects the kids in it. They ponder largely upon the intents of school in general. Herein we will discourse what this means.

These two writers are in kernel doing the same point while reasoning from two different points of position. Rogoff argues that schooling is the right and natural continuance of larning and although schools must accommodate to each kid ‘s method of acquisition, it however emphasizes rational development in a faster and more structured manner, as opposed to the cultural methods she references. Her chief point is besides borne out of her position that merely as kids learn through guided engagement in cultural enterprises, so excessively must this method be used when it comes to structured school acquisition. It is the most natural method of larning and creates schools that merely mimic natural procedures of larning. Therefore, schooling in her head is merely a more structured manner of traveling through the procedure of larning which already occurs of course. The statement made by Carini is that of detecting kids and seeing how they act both in and out of school, to accurately see a image of them as persons and more significantly, bookmans. Schools are hence merely a normal continuation of society for Carini, a topographic point in which kids should be watched and dealt with in a specific mode harmonizing to how they learn and develop. Consequently, it becomes clear that the point that she tries to do is that of analysing kids decently in order to see their accomplishments and aptitudes highlighted in footings of acquisition, so that they may go better persons. This so leads us to our following three writers whose articles attempt to non merely analyze the relationship that childs have with school and why schools exist, but besides the specific methods of instruction.

One of the first writers who begins to analyse the function of schooling is society is Jackson who in his article efforts to analyse the schoolroom, seeing how such a great portion of our twenty-four hours as kids is spent at that place. He summarizes the chief focal point of his essay like so: “ In three major ways them – as members of crowds, as possible receivers of congratulations or rebuke, and as pawns of institutional governments – pupils are confronted with facets of world that at least during their childhood are comparatively confined to the hours spent in schoolrooms. True, similar conditions are encountered in other environments ” ( Jackson, 10-11 ) . The of import portion of this quotation mark is the fact that the three facets mentioned by the writer are as he said, “ facets of world ” . As a consequence, we can get down to see his chief point that classrooms fix the young person of our state for the existent universe. But doubtless as instruction continues, the procedure becomes more complex and thereby leads us to the following writer, Dewey. This educational expert argues that schools degenerate in a sense from topographic points where acquisition is the exclusive end to topographic points of competition and criterions. This he explains by stating that, “ This mental wont which reflects the societal scene subsidiaries instruction and societal agreements to stratifications based on mean gross lower statuss and high qualities ” ( Dewey, 20 ) . He shows us by extension that this is the world of school as it stands but it is non, by any stretch of the imaginativeness, the existent intent of it. This so leads us to the 3rd writer that grapples with this issue, Kohn, who besides highlights a lack in the school system which undermines the whole intent of its being. He says: “ The truth is that the job is non merely penalties but besides wagess, non bad classs but the accent on rating per Se. Anything that gets kids to believe chiefly about their public presentation will sabotage their involvement in larning, their desire to be challenged, and finally the extent of their accomplishment ” ( Kohn, 159 ) . All these points form a basic statement clear uping what the intent of instruction is, an statement that we will further analyse in the following subdivision.

What do these writer ‘s theses have in common? In Jackson ‘s except we see what the writer sees as the intent of schooling but the other two writers address the subject otherwise by stressing the mistakes with the current system and how this is incongruous with what the end of instruction should be. Jackson toys with the thought that schoolrooms are a simulacrum of existent life that easy diffuses this fact to the kids through the old ages and hence helps to fix them for life. This is an idealised position of instruction because as Dewey and Kohn point out, the system has gone amiss. They point out the defects in the system and how this has changed the current educational ends and affected us negatively through the usage of extended scaling, inordinate testing, extrinsic motives, and ranking systems. What so do all these writer ‘s statements connote?

The first two writers focused more on the ground why schools exists and should, while the last three writers we covered tended to concentrate more on how the educational system tallies and should be running and how this affects the pupils. For that ground, the deductions of their statements are important. They show us how school should ideally be and so portray the actuality of it and what that inspires in me, and hopefully all the readers, is disgust. We should be perfectly huffy and aghast with the current province of our educational system which has become increasing politicized and has lost its planetary border. I can talk to this as a merchandise of this really same system, which got progressively more oppress0ve and head numbing as the old ages went on. But that should non be the manner it is, because instruction is our hereafter and by altering the system into this more regulated and standardized from of its old ego, we are making more injury than good. This essay and these articles should be seen as a call to action in order to change by reversal this perfectly exasperating procedure and to reform the current intent of schooling which is now an unreal creative activity. The chief statements made by these writers can sum up the intent of schooling as a natural attack to larning in a structured environment that Fosters larning, creativeness, imaginativeness, and find and does non concentrate on methods which emphasize nil but conformance to averageness.

To better understand how influential this new intent of schooling would be, I must uncover a spot about myself. The fact of the affair is that I did pre-K to 1st class in Colombia and when I came to the United States, things were radically different. For starting motors, things in Colombia were every bit usual, structured for basic nucleus categories such as Writing and Math but in every other category we had a really broad scope of freedom that I could merely compare to my recent visit to Far Hills Country Day School. This private school sets itself apart from most public schools by offering a different method of larning for the pupils which includes giving them greater freedom to travel approximately and speak and interact with things in the schoolroom while still keeping subject. To be honest, I truly enjoyed watching those childs because it reminded me greatly of my schooling in Colombia which was set up in a really similar manner with a batch of cultural enrichment plans. But as a point of comparing, I can merely raise up memories from my first two old ages of schooling in the United States. Thingss were really different for me as I had grown up in a theoretical account that allowed me greater freedoms. I now had to hold a hall base on balls, and a bathroom base on balls and mark in and out of the schoolroom in my typically big 2nd class script and had assigned seats fro the whole twelvemonth and to be in categories with a really stiff construction that made me suffering for the first few months. Although it did non smother my English linguistic communication acquisition as that was indispensable for societal interaction, it did hold a negative impact on my mathematical accomplishments seeing how I was non used to this stiff system. That summer I had to even travel to summer school. Furthermore, I can state that 2nd class in the U.S was the first clip I was introduced to a system of standardised classs for the lower classs and even a system of honor axial rotation ; I was wholly alienated. Therefore, I must state that I extremely agree with the writers here who suggest that acquisition and school should be founded upon more natural and unconditioned methods of larning which allows for greater freedom and therefore a better scholastic public presentation for childs.

In decision, what we have seen is how several different writers analyze what the intent and importance of school is in our modern society. And it is through the lens of their articles that I have analyzed my ain school experience and have come to hold with them in what the intent of school should be. I agree that school should non be so stiffly structured and that the intent of schooling is to mime the natural procedure in which a kid learns because this will mind better consequences. What does this imply? To take action! Our current educational system is rapidly being eroded and replaced by something that some old ages ago, writers such as George Orwell or Aldous Huxley would hold called oppressive. We must take action and battle against the current system that seeks to do school more structured, more strict, and overall, more unreal. An antithesis to what a existent instruction should be. The intent of schooling is to inform and to animate and through this essay I hope I have done nil less but to fuel your choler against the current system of incompetency and bureaucratic averageness and to do you recognize that larning and instruction is non a job ; its intent is to do you a better person.

Beginnings:

Carini, P. ( 2000 ) . A missive to parents and instructors on some ways of looking at and reflecting kids. In M. Himley & A ; P.F. Carini ( Eds. ) , From another angle: Children ‘s strengths and school criterions, pp. 56-64. New York: Teachers College Press.

Rogoff, B. ( 2003 ) The cultural nature of human development. Chapter 8 “ Learning through guided engagement in human enterprises. Oxford University Press.

Kohn, A. ( 1999 ) . Punished by wagess. Boston: Houghton Mifflin. Pp. 142-159.

Dewey, J. ( 1922/1966 ) . Individuality, equality and high quality. In J. Ratner ( Ed. ) , Education today. ( pp. 171-177 ) . New York: Macmillan.

Jackson, P. W. ( 1968/1990 ) . Life in Classrooms. New York: Teachers College Press. Chapter 1 ( 3-37 ) .

My ain experience.

APTER I. INTRODUCTION

A. Problem

Discussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed.

Discussion is not limited to controversial issues – although polarized views may make it easier to teach completing a for-and-against ‘skeleton’ to bring issues from another area of the curriculum into literacy learning) Expository text is a type of writing where the purpose is to inform, describe, explain, or define the author’s subject to the reader Analytical exposition is one of classified type and to present arguments for supporting the issued thesis, analytical will end with a re-iterat Hortatory exposition is a text which represent the attempt of writer to have the addressee do something or act in certain way, and also hortatory will try to persuade the reader how should or not do concerning the writer’s idea.

B. Solving Problem

Remember that is large enough about the paper about discussion text and expository text, so that the writer limits to discuss this paper below:

• 1. What is definition of discussion text?
• 2. What this general structure of discussion texts?
• 3. What this Language feature of discussion texts?
• 4. What is definition of expository texts?
• 5. What is different between analytical exposition and hortatory exposition?

C. Propose of Discussion

• 1. We can explain about discussion text
• 2. We can define about structure of discussion text
• 3. We can define about expository text
• 4. We can differ between analytical exposition and hortatory exposition

CAPTER II

DISCUSSION DISCUSSION TEXS AND EXPOSITORY TEXS A. DISCUSSION TEXS

1. Definition and purpose of discussion texts Discussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed. One important point to keep in mind for the author is to try to use words that clearly show what they are talking about rather than blatantly telling the reader what is being discussed. Discussion texts generally make use of formal and impersonal language to demonstrate objectivity.

They can sometimes combine other modes of communication (visual images, diagrams) with written text in order to present the range of viewpoints and the evidence for them. Discussion is not limited to controversial issues – although polarized views may make it easier to teach completing a for-and-against ‘skeleton’ to bring issues from another area of the curriculum into literacy learning). In contrast, critically evaluative responses to a text may lead to a discussion of subtleties within it. The purpose of this texts is to discussion presents differing opinion, viewpoint or perspectives on an issue, enabling the leader to explore different ideas before making an informed decision.

2. Structure of discussion texts. There are four parts of discussion texts, such as:

• a. A statement of position supplying necessary background information. In this case, a discussion begins with a brief introduction describing the situation. This Introduction recognizes that there are two foints of view.
• b. Arguments for an supporting evidence. In this case, the next view paragraphs elaborate the arguments for the issue, based on researching, surveying or interviewing people.
• c. Arguments against and supporting evidence. In this case, the next set of paragraphs describes the arguments against the issue, based on researching, surveying or interviewing people.

Each paragraph should be clearly structured with a topic sentence supported by details. The supporting material could be reported speech reflecting comments. Specialist who has responded to the issue, or supporting evidence from research or surveys. Thinking and action verbs are used to persuasively establish and evaluate each argument.

• d. A Recommendation or conclusions. In this case, the discussion ended by presenting a personal point of view before concluding. A recommendation or conclusions sometimes sums up both side of the argument if they are fairly balanced or can recommend one arguments over the other if the evidence is overwhelming.

3. Language feature of discussion texts. There some language features of discussion texts are often used but not always such as:

• a. Use of Simple present tense
• b. Use of Generic participants. Example: people; scientists; smokers
• c. Use of Logical connectives to link argument.Example: therefore, however
• d. Use of general nouns to make specific statement Example: Machines, cars and many other
• e. Use of Emotive language
• f. Use of relating verbs. Example: is,
• g. Use of thinking verbs that express a personal point of view. Example: consider, contemplate
• h. Use of conjunctions to link clauses. Example: but, and, while, when. And many others.
• i. Use of detailed noun group. Example:
• j. Use of varying degrees of certainty ( modality ) Example:
• k. Use of adverbs of manner. Example: honestly, badly and many others.
• l. Use of abstract and terminology.
• m. Use of saying verbs to quote.
• n. Use of quote and reported speech. Example: Mr white, when interviewed said……
• o. Use of factual adjective
• p. Use of adjective expressing an opinion Example: horrifying advantage
• q. Use of comparative adjective Example: significant, more significant, most significant From the language features above it’s easy for us to make or understand about discussion texts.

4. Here some examples of discussion texts Convenience or Care? When something issued by someone, we say it has been consumed.

We as consumers use many things, both natural and processed. We consume more of the Earth’s resources than other animals do and, as a result, we cause problems for the environment. Like all animals, we need clean air and water, food and shelter for survival. Unlike other animals, however, we have certain “want”. These are items that are not necessary for our survival, but that we want because they make our lives easier or more enjoyable. Environments claims that a great deal of waste is created by both the production and the consumption of these items or product. Disposable products, such a pens, take away food containers, plates, shavers and cutlery, are made using the Earth’s resources.

When these products are thrown away, the resources are lost. Another example of waste is the unnecessary packaging on many products. The material is often not recycled and used again. Throwing thing away also increases pollution. The amount of disposable plastic litter that ends up in waterways is a serious problem. When this waste reaches the oceans, it can kill marine life. Industrialist counters these arguments with their own point of view. They claim that consumer’s expect to be able to purchase food which is attractively presented, prepackaged to extent its life and easy to store. In a busy society, convenience is a priority. Products which make life easier, era in demand.

Industrialist argues that they cater to this perceived need. Packaging is also big business and provides jobs for many people who might otherwise be unemployed and a burden to society. Environmentalist declares that for thousands of year, people survived perfectly well with re-usable products. However, people of the twenty-first century have become used to wing in a ‘thrown-away’ society. It is up to each one of us to dispose of waste products carefully, recycle as much as possible and to reduce the stress on our environment. Think when buying pre-packaged goods and consider whether the same products can be bought without the extra wrappings. Let’s make the best of what we have.

5. EXPOSITORY TEXT

Expository text is a type of writing where the purpose is to inform, describe, explain, or define the author’s subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in elementary schools, middle schools, high schools, colleges and universities. A well-written exposition remains focused on its topic and lists events in chronological order.

There are two kinds of expository texts, such as: 1. Analytical Exposition Text

A. Definitions Exposition is a text that elaborates the writer’s idea about phenomenon surrounding.

Its social function is to persuade the reader that the idea is important matter or to persuade the reader or listener that something is the case. Analytical exposition is one of classified type and to present arguments for supporting the issued thesis, analytical will end with a re-iteration. And also will try to influence the reader by presenting some argument to prove that the writer’ idea is important.

B. General structure of Analytical Exposition This places the writer’s position on the essay. From the generic structure, what make big different is

• a)Thesis is introducing the topic and indicating the writer’s position, it’s mean that pre-conclusive paragraph states the writer’s point of view about the topic discussed. Writer has show himself in clear position of the discussed topic.
• b)Argument 1 is explaining the argument to support the writer’s position, it’s presenting arguments in analytical exposition text is as important as giving conflict plot in narrative text. The series of argument will strengthen the thesis stated before.
• c)Argument 2 is explaining the other arguments the writer’s position.
• d)Reiteration is restating the writer’s position, the end paragraph actually is restating the thesis. It’s something like conclusive paragraph from the previous arguments.

C. Significant Lexica grammatical Features

• a)Use of simple present tense
• b)Use of relational processes
• c)Use of internal conjunction to state argument
• d)Reasoning through causal conjunction or nominalization.

D. Example of analytical exposition Is smoking well for us?

Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking. Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater.

Ninety five percent of people who suffer of bronchitis are people who are smoking. Smoking are two and half times more likely to die of heart disease than non smokers. Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as substance causing cancer as if he had smoked fifteen cigarettes. Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else. From the example above, we can determine that in this pre-conclusive paragraph states the writer’s point of view about the topic discussed. The writer has show himself in clear position of the discussed topic.

Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the very fatal impact of the smoking habit. Clearly the writer wants to say that smoking is not a good habit. In the paragraph 2 and 3 are the detail arguments presented in a reporting fact to support that smoking is not good even for smokers themselves. Furthermore, people who don’t smoke but they are in smoky area have the bad effect too from the smoking habit. The last paragraph of this example of analytical exposition points again that smoking is not good for smokers and people around smokers. However smoking is very good for cigarette companies. 2. Expository Hortatory Exposition.

• a.Definition of hortatory exposition Hortatory exposition is a text which represent the attempt of writer to have the addressee do something or act in certain way, and also hortatory will try to persuade the reader how should or not do concerning the writer’s idea.
• b. General structure of hortatory exposition

There are three structure of Hortatory Exposition such as:

• a)Thesis is similar to tentative conclusion which needs to be proven by certain fact and argument. In the end it can be true or false.
• b)Arguments is the phase which thy to examine and support that the thesis stated above is true.
• c)Recommendation, this is what should or should not be done in the hortatory text.

This recommendation is differentiating from analytical exposition. c. Language Feature of Hortatory Exposition

• a)Focusing on the writer
• b)Using abstract noun are policy, advantage many other.
• c)Using action verb
• d)Using thinking verb
• e)Using modal adverb are certainly, surely and many other.
• f)Using temporal connective words are like important, valuable, and trustworthy and many others.
• g)Using passive voice
• h)Using simple present tense.

d. Example of Hortatory Exposition Why Should Wearing a Helmet When Motorcycling We often hear lots of stories from road regarding people talking spill on motorcycle when they are riding without using helmet. Mostly the riders badly end up in mess.

Wearing a fitted protective helmet offers many benefits which reduces the negative aspects of riding. First and the most important is that wearing the correct helmet can save a rider’s life, physical ability, family pain, and money. The recommended designs of motorcycle helmets can provide total protection. They not only protect riders from getting a worse road injured accident but also from flying bugs, such as rain, sleet, mud and other potential projectiles. Second, wearing a helmet can gives the raiders a matter of style. Helmets give the opportunity for rider to express the image they may want to project when riding on they way. This benefit may not be important to some people, but to other, it means a lot of and important.

By choosing the most appropriate helmet from all of the various styles, such as beanie, Shorty, German, and many others, wearing a helmet which can projecting an image is an inherent crucial part of motorcycling and help riders feel more confident when riding on the road. However, what most important is wearing helmet when riding is a matter of using it property. Bikers should use the helmets which are fixed to their head. It is really not good if they places simply the helmets on the head without setting them property. The bikers should fasten the helmet correctly to their head in order to get safe and comfort. From the example of above, we can understand that in the first paragraph is thesis. the importance of wearing helmet which is stated in the first paragraph”. The second paragraph is argumentative because of wearing helmet gives a total protection and giving a chance in imaging self form of argumentative. The last paragraph is form of recommendation, we can know from bikers should wear helmet property to get the benefit. ?

CAPTER III CONCLUTION

Discussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed. The purpose of this texts is to discussion presents differing opinion, viewpoint or perspectives on an issue, enabling the leader to explore different ideas before making an informed decision.

Expository text is a type of writing where the purpose is to inform, describe, explain, or define the author’s subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in elementary schools, middle schools, high schools, colleges and universities. Analytical exposition is one classified type as hortatory exposition in text genre. Both analytical exposition and hortatory exposition present arguments for supporting the issued thesis. What makes them different from one to each other is the last stage of the text, which the analytical exposition will end with a re-iteration. In the other hand, hortatory will close the essay with a recommendation.