Elements of a good paragraph 1. Topic Sentence – this signals to the reader what the paragraph will be about. It states the argument of the paragraph (should also include the author and title) 2. Textual Support – this is evidence (quotes) from the text that supports the argument the paragraph makes 3-Steps to using Textual Support 1. Introduce the quote – tell the situation and/or the speaker 2. Give the quote – rewrite
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Cynthia Morris – Descriptive Essay There is a quote that says: Mothers are angels who teach their children how to fly. Indeed my mother was an angel who in my younger years I thought was sent here to torture me especially when I wanted to hang out with my friends instead of doing chores or homework. My mother was the pillar of strength‚ love‚ and compassion. Mothers may be misunderstood but that doesn’t mean they don’t care or know better. My earliest memories of my mother‚ was her pretty
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In the article “Unteaching the Five-Paragraph Essay”‚ Marie Foley argues that the five-paragraph formula restrains students from actively thinking. The five-paragraph structure is still used today because teachers are continuing to teach students the formula. The formula is said to be easier to teach to a class rather than to teach individual students different patterns of organization. Foley says that the formula being taught is easier on them to teach and to grade because of how crowded the English
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Donato 1 Justin Donato Professor Jessica Catron English II 23 February 2014 Descriptive Essay: First Year at HAA The year was 2010 when my parents decided that it was time for a change. I have not really realized how big that change impacted my life until now. I went to North Shore Seventh Day Adventist Academy for six years. At first‚ I really did not want to switch schools but as I put more and more thought into it‚ I decided that it was the best thing for me to do. This first year at
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Chandell Gabler English 099-22-Intro to College Writing 9:05-10:15 am Professor Braxton-Robinson/Professor Sheffield Assignment: Write a Descriptive Essay describing a storm you have witnessed. The storm I witnessed was Hurricane Sandy. When I first heard of the hurricane I thought it wouldn’t be as bad as some people were prediciting‚ but as the storm approached I certainly changed my mind. As we sat in the house it became very real how bad the storm was going to be. It was scary to
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En 97 November 5‚ 2012 Beach On a hot‚ sunny day a great place to go is to the beach. I would go out to the beach to enjoy the water‚ the sun‚ or just to be with family and friends. There are so many things about the beach that makes it a calming and soothing place. The most obvious objects that stand out are the sights‚ and sounds‚ but most definitely the beautiful landscape. The less noticeable when going to the beach are the smell and most of all taste. There is nothing to dislike about going
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read a book‚ especially oriental fantasy book. One thing different from now is the book was Korean but now is English. When I was in high school in Korea‚ I hated not only reading but also writing in English. Because every time I read English paragraph‚ there was at least one vocabulary I didn’t understand and I had to open up the dictionary and looked it up. In my high school‚ they did not let student have an electronic dictionary. We were allowed to have only big‚ heavy‚ and thick hard cover
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Ivory Koehn 9/10/2010 Descriptive Essay Under The Raised Hand Prologue When I was a young girl learning about life and love‚ I always thought that some man would sweep me off my feet and it was my fate to be with him and only him. My mother was not a big fan of love and fate. She didn’t have a very good history of guys and relationships. She would always tell us love was not a reality and we should find someone with a lot of money. My mother is a strong feminist woman and I tried as hard
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GCSE ENGLISH LANGUAGE UNIT 3: DESCRIPTIVE WRITING The Descriptive Writing task in Unit 3 is worth 7.5% of the subject award and is marked out of 20. The mark given for each of the examples provided is supported by comments related to the criteria given in the specification for (i) Content & Organisation; (ii) Sentence Structure‚ Punctuation & Spelling. A notional grade is indicated in each case‚ based on the way that the same mark scale for Writing has been used in the past‚ and consistent with
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Descriptive Words Smile‚ grin‚ beam‚ smirk . . . Frown‚ scowl‚ glare‚ glower‚ grimace . . . Stare‚ gaze‚ gape‚ watch‚ gawk‚ ogle‚ look‚ examine‚ leer . . . Flinch‚ recoil‚ balk‚ cringe‚ shy away‚ pull back‚ wince‚ cower‚ shrink‚ tremble . . . Incredulous‚ disbelieving‚ skeptical‚ doubtful‚ dubious‚ uncertain‚ suspicious‚ questioning‚ vague . . . Quizzical‚ questioning‚ puzzled‚ surprised‚ perplexed‚ inquiring Interested‚ curious‚ involved‚ attentive‚ concerned‚ attracted‚
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