DEAR CAC BAN K3, XIN VAO MAIL LOP DE DOWN FILE NAY NHA, LA CAC CHU Y CUA THAY VE MON WRITING 4 KHI THI VA MINH CUNG TONG HOP LAI MOT SO TAI LIEU CU DE CAC BAN THAM KHAO NE. ĐỀ THI CÓ HAI LOẠI: COMPARISION & RGUMENTATIVE ESSAYS (WRITING 4 SEP 2013, LOP K4 ) *** CÁC LƯU Ý KHI LÀM BÀI WR4 (time 60 mins) : 1/ Read the topic: (time: 2 mins) - what ? - requirement ? types ? - main ideas ? 2/ Brainstorm : 3 ideas (time: 10 mins) - free writing - word map - listing 3/ Organize ideas -> 3 paragraphy (time: 5 mins) 4/ Write the introductory paragraphy (time: 35mins) (including topics & 3 main ideas) ** phải viết đúng chính tả (spelling) ** grammar + structure ** Không dùng câu quá dài, viết câu ngắn rồi gom lại ** Punctuations (dấu câu- dấu phẩy, chấm phẩy ,…phải rỏ ràng, không bao giờ dùng dấu ba chấm) 5/ : Cohesion (các cấu kết trong câu) / coherence (sử dụng các liên từ) , conjuntion , logic . Viết câu văn có logic không ?sử dụng liên từ để nối hai câu. Nên viết ngắn gọn, 1 đoạn 7 câu, chừa ra 5 mins để xem lại. Viết 5 đoạn, mỗi đoạn 7 mins, 1 câu 1 min. I/ COMPARISION: • A comparison and contrast essay describes the qualities of a subject or idea by discussing the similarities and differences it shares with a different subject or idea. • A comparison and contrast essay can be organized in two different ways: • By comparing and contrasting a number of issue point-to-point • By focusing first on the similarities and then the differences or by presenting each subject or idea alternately For comparison: Like, unlike, similar to, also, similarly, in the same way, ** likewise (adv, (formal) the same, in a similar way, also ) again, compared to, in like manner, besides, moreover, furthermore ~ moreover (adv, in addition to what has just been started, furthermore is used especially to add a point to an argument.) , additionally, what is more, etc. • A comparison and contrast essay describes the qualities of a subject or idea by discussing the similarities and differences it shares with a different subject or idea. • Comparison: similarities • Contrast: differences A/ Commonly-used structures to compare: • In contrast to X, Y is.. • X and Y differ in … • X, on the other hand, doesn’t … • Whereas X does sth, Y doesn’t … • Unlike X, Y is … • Similar to X, Y is … • Like X, Y … • Different from X, Y is … • Compared with X, Y is … • X is …., but Y isn’t …. • X is …, yet Y isn’t … • X is similar to/ is the same as Y, because…. • X and Y are alike/ are similar as … • X can be compared to/ with Y in … • X is dissimilar to Y … B/ Introduction : • Presents the subject that is to be compared or contrasted • Ends with a thesis statement that focuses the comparison or contrast. C/ Conclusion: • Summarize the differences and similarities and state your feeling about the topic D/ ORGANIZATION : • A comparison and contrast essay can be developed in two basic ways: • Point-to-point: comparing and contrasting two things point to point (each point includes both similarities and differences). The number of paragraph in the body depends on the number of points to be discussed • Block (All-of-One/ All-of-the-Other): There are two paragraphs in the body: the first focuses on the similarities, and the second emphasizes the differences; or the first discusses the item A, and the second talks about item B. E/ POINTS TO CONSIDER : • Restrict the points of comparison or contrast to two to four which are the most significant and can support the key ideas in your essay. • Set your goal clearly (your purpose to compare/contrast) so that you can focus on the similarities over the differences or vice versa to achieve your objectives • In point-to-point pattern, within each body paragraph, the topic sentence states the point of comparison or contrast between the subjects. The supporting sentences that follow provide 2 or 3 examples. • The body paragraphs should use sequence transitions, such as first, second, furthermore, etc., to connect the point-to-point analysis within the paragraph. • In a short essay, the block comparison might work more effectively (easier to understand to the reader, can emphasize one item over the other) • In a longer essay, point-to-point organization might work more effectively (present sth new to the readers) F/ Transitions : Like, unlike, similar to, also, similarly, in the same way, likewise, again, compared to, in like manner, besides, moreover, furthermore, additionally, what is more, etc. II/ ARGUMENTATIVE ESSAYS : Known as a persuasive essay. This kind of essay expresses an opinion about a controversial issue. You must take a position and persuade the reader to agree with your opinion by using strong, logical reasons to support your agument A/ INTRODUCTION : • Usually include 4 parts: - The hook introduces and emphasizes the importance of the topic - Background information gives a broad picture of the issue and mention difficulties in discussing the topic and saying what issues are involved - Narrow down the topic and tell the readers exactly what you are going to write about. - Outline your essay. B/ USEFUL EXPRESSIONS FOR INTRODUCING TOPICS : • …. is a topic of growing importance in …. because… • In recent months there has been a lot of debate about …. • It is becoming increasingly difficulty to ignore the issue of …. • … is one of the most important issues affecting … today • In the history of development economics, ….. has been thought of as a key factor in ....... • One of the most significant current discussions in …. is …. • In recent years, there has been an increasing interest in .... • Over the past century there has been a dramatic increase in ..... • Recent developments in …. have heightened the need for ...... C/ FOR OUTLINING THE ESSAY : • This essay is divided into four parts which focus on… • This piece of work focuses initially on …. and the continues with … • This essay first examines the issues of … and then moves on to… • This paper begins by ...... It will then go on to ...... Argument in support of the death penalty often focus on the concepts of deterrence and retribution; however, opponents of the death penalty put forward moral arguments against the killing of humans. This essay will examine this topic firstly by considering the arguments put forward by those in favor of the death penalty and then by looking at the arguments opposed to the idea. D/ BODY-POINTS TO CONSIDER: • There is no one particular pattern organization for an argumentative paragraph. Since the purpose is to persuade or convince, you can use whatever type of organization and support that is suggested by the reason you give. • For instance, if you believe that there should be stricter controls over the dumping of chemical wastes, and one of the reasons you give is the pollution that irresponsible dumping has caused, you can discuss the effects of dumping. • Likewise, if you want to argue that the street light should be put in on a street, you can telling a story / an experience (an accident you witnessed) which underlines the importance of street light (difficult to cross the streets without light) • You should fully understand the points need to be argued. • .Think of both sides of the issues and clearly set your stand to be well on the way toward constructing a logical argument. • Try to understand on your opponents’ point of view, some reasons they may use to support their opinion -> argue to the points the opposition hold and convince the readers that yours is better • The essay should refute opposing arguments (prove they are wrong) • If the opponent does have a valid point, concede that point. • A basic, workable body may include: • A counter-argument: presents an opposing opinion. • A concession: expresses some agreement with the opposing view • A refutation: show evidence that the argument is stronger. • The counter-argument is usually in body paragraph one to three. • The counter-argument is the writer’s opinion about the opposing point of view. It gives reasons why the writer’s point of view makes sense. By including the counter-argument, the writer shows an understanding of the opposing point of view. • Ex: Some students may argue that because of their situation, they sometimes have no choice but to buy essays off the Internet. • In a concession the writer agrees that the opposing point of view is valid, but emphasizes how his or her argument is still stronger. • Ex: I understand that students are under a lot of pressure to produce well-written essays in order to pass their classes, but this does not justify the plagiarism. • The refutation is the writer’s response to the counter-argument. In the refutation, the writer shows why the counter-argument is weak and his or her position is strong. The refutation may also address doubts the reader may have writer’s position. • Ex: If they plagiarize, they will not develop their own writing and critical thinking skills. As a result, they may not be prepared to pass their final exams. In the end, plagiarizing is harmful to the student’s own academic success E/ CONCLUSION : • Restates the argument that appeared in the thesis. • It can end with a prediction, a warning, or other type of comment that reinforces your viewpoint • It may state the general issue in a broader context.
Posted on: Wed, 11 Sep 2013 05:06:32 +0000
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