Listening to the teachers evaluation and making corrections. Assessing your essay on the C2 scale. If we now get down to considering each stage in detail, we can easily see how the algorithm mentioned above can be broken down into three distinctive types of work, namely, pre-writing, writing and post-writing activities. As many experts point out, especially those busy with assessing the writing tasks, one of the most disturbing causes of the failure to produce a successful logical essay is the failure to understand the rubric or the topic which we are going to write about. There are a few tricks we can use at this point. First of all, the pupils are given 2 minutes to think in silence tree about what issue is going to be discussed. With this in mind, they are asked by the teacher to underline the words which they think arethe key words and suggest any synonyms or equivalent expressions for those. Also, to comprehend better what aspects of the problem are going to be considered, it often makes sense to ask a general and then an information question to the statement offered by the rubric. For weaker classes, the discussion is held mostly in Russian to save the time and make sure the students understand what is going.
We usually have a very basic presentation concerning essay writing on the tv screen, while the blackboard is also extensively used. In our essay view, the 10 steps to writing a successful essay in the classroom look as follows: Understanding the rubric. Brainstorming the topic-related vocabulary. Planning and drawing a spider-diagram (or just 2 columns). Thinking of the reasons supporting your opinion. Thinking of the reasons supporting the opposite point of view. Writing the draft version (paragraph by paragraph, each time followed by step 7). Counting words immediately after finishing a para. Reading aloud your writing to the class.
How can we fight against procrastination when it comes to writing? The answer is obvious: by writing together with students, by writing regularly, and by writing in the classroom, not at home. It is a very simple idea but it works. Through trial and error, the author has got convinced that the best way to cope with writers block of your students is to do writing all together during the lesson. Double periods of 90 minutes are the best solution, but if you do not have any double periods on your time-table, you can start and do as much as you can within a normal class and proceed from where you dropped last time. We are making a point here that the whole essay should be written, analyzed, and brought to perfection in the classroom. Another key moment is the teachers on-line participation in the process of writing. There is a simple algorithm for the entire activity, which logically falls into ten consecutive steps.
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And later producetheir ownsimple, combined, and complex sentences followed by whole paragraphs and completed ep by step, students get acquainted with some theoretical points of good writing. The books on this subject are agronomist readily available today; for example, we find the corresponding section of Longman Exam Dictionary business 1 extremely handy. Throughout the course, thechildren should get increasingly familiar withavariety of linking devices, from elementary to more sophisticated. It goes without saying that they should know about such things as different genres of writing, the appropriate register, the structure of a paragraph, and have some idea of the topic sentenceand supporting sentences, and general text organization. However, if we come back to earth and try to be realistic, quite often this is not the case.
With lots of slow students who happily announce at year 11 they have decided to take a russian State exam in English, along with (alas!) general teachers reluctance to teach writing in classand to check it at home, we have to think of some efficient. At the opposite end, students themselves find this part of the examination the most challenging. It is not a secret that, being human, we all tend to avoid unpleasant experience, so we usually put off the moment when we have to hand in an essay, or push the deadline by all means. And this is really understandable because writing (along with speaking) is a productive languageskill, so it usually takes a long time to master. So, the question arises, how can we overcome this trend?
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Ielts writing Task 2: 'strong opinion' essay
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