Try to restate your thesis in a way that reflects the journey the essay has taken.
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
invites students to select a topic for a Cause-Effect/Before-After essay, and instructs them to describe the changes they observed in themselves via specific, vivid description (SHOWING) instead of general summary (TELLING).
What is the difference between showing and telling? What actions have you taken to SHOW that you have changed?
Students learn about the characteristics of an effective personal narrative and compare those to a news article.
They do prewriting activities and practice writing details to show rather than tell about an experience.
Topics like facing a fear, falling in love, overcoming an obstacle, discovering something new, or making a difficult choice tackle feelings and events that happen in everyone’s life.
Aside from Peter, who supposedly guards the gates of heaven and is a pivotal figure in any number of jokes, the only saint who’s ever remotely interested me is Francis of Assisi, who was friends with the animals.
have students write a complete second draft in which they add details, condense or expand ideas, use sentence variety, edit for correct grammar, and incorporate the literary techniques discussed in Part 1. Use the following checklist for students to critique their essays. ___ I use some of the literary techniques discussed in class to create interest in my personal essay.
Say, “Today you are going to do one peer critique or one self-critique.” Checklist ___ I identify some characters in my personal essay. ___ There is a plot to my story (including conflict, turning point, climax, and resolution).