Assessment 1:Essay

Assessment 1:Essay

1. Academic Writing

   • The analytical Essay
     • focus on analysis, begin with descriptions, situations, theories, then provide analysis, (Grellier & Goerke, 2010, p.113)
   • The Argumentative Essay
     • Requires a conclusion that has been introduced and built upon during the body of the essay, formal writing, formal language (Grellier & Goerke, 2010, p.113)
   • Thesis Statement
     • One complete sentence that expresses a view point or stand on a certain subject, introduces and anchors argument, must be stated in introduction and then again in conclusion, must validate evidence provided in the body of essay (Grellier & Goerke, 2010, p.116)
   • Writing in the active voice means constructing sentences where the subject “acts”: • I threw the ball. • You are making too much noise. • Ben will eat popcorn and watch a movie tomorrow evening. In each of these sentences, the subject (I, You and Ben respectively) performs the action of the verb (threw, making, will watch). The sentences are punchy, direct and make it clear who’s doing what. Writing in the passive voice means constructing sentences where the subject is “passive” – acted upon, rather than agents of action. For many forms of writing, this can create an undesired effect: sentences often become confusing or simply dull. • The ball was thrown by me. • Too much noise is being made by you. • Tomorrow evening, popcorn will be eaten and a movie will be watched by Ben. From http://www.dailywritingtips.com/active-voice/ Use the active voice when you want your writing to be simple, direct, clear and easy to read. If you’re not very confident about your writing, using the active vo

2. • What does the essay question mean? What does it mean by language is ‘an object to be analysed’? Think about the multiple definitions discussed in Week One and the many elements that need to be considered when crafting a definition of the term language. Think about language in its material forms, e.g. written texts and audio recording and language as a system, i.e. grammatical or syntactic structures.

3. • How is language a social process? For this section you will be expected to discuss/cover - • language as a social semiotic; • language change and variation – dialect, varieties of English etc. • formal/informal uses of language • language in social context - register and the appropriacy of language in social context etc.

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4. For your discussions on how you could apply your knowledge of the socio-cultural nature of language to the classroom you can either – discuss the key point and consider the implication for teaching and learning in each paragraph; discuss the key points, paragraph by paragraph, and then consider the implications in a penultimate paragraph.

   • • The writing classroom will be saturated in print – print which is appropriate to the needs of the students and print which will be a source of a variety of literacy strategies and resources. Every classroom, regardless of the age of the students, should be a place where quality literature is on hand for students to explore, albeit through the teacher when students are emerging as readers. Loane, Gail. Developing Young Writers in the Classroom : I've got something to say, Taylor and Francis, 2016. ProQuest Ebook Central, . Created from curtin on 2017-09-30 01:02:35.
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