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Thursday, June 13, 2013

MALAY STUDENTS WEAK IN WRITING AN ESSAY

The reason why students are unable to solve their essay writing crisis is because they just do not know how and where to attack the problem. 

They do not have many vocabulary words in mind


Secondary school students who are weak in an essay writing should always opt for narrative essays over descriptive (requires excellent vocabulary) and argumentative / expository essays (requires a totally different set of skills).

Point (1) - Essay flow means no break in the story plot. A disjointed narrative threatens a fiction essay, 


As you can see, there is a break in the story flow – no link between the two sentences. The student did not apply the 5Ws 1 H technique, with ‘Why’ and ‘How’ being the most essential.

I used to suffer greatly from this problem as well. Initially, I forced myself to employ the 5Ws and 1Hs technique with every, yes every, sentence I wrote. Right now, it is beyond a piece of cake.

**Character emotions form the crux to the climax (conflict) of the essay**

The emotions: 

Happy - elated
Excited – brimming with excitement
Sad - melancholy
Angry – enraged, inflamed
Anxious – dilated pupils, adrenaline rush
Shock – paralyzed with fear


Character emotions allowed me to predict essay questions easily for my O levels- This comment is probably god sent to students who are desperate for some sort of miracle in the face of impending major examinations. 

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1 esei pelajaran: Membenarkan anak anda untuk menulis esei pertama

Annie was walking back home from school. Suddenly, she saw a cat stuck in the tree.


Pengajaran karangan 2: Pengajaran aliran esei beliau, menggunakan 5Ws dan 1H teknik

Annie was walking home from school. Suddenly, she heard a loud meowing coming from the trees. Upon closer look, Annie found a cat stuck in the tree.


Pengajaran esei 3: Beri lebih kehidupan watak 

Annie was walking home from school. She was thinking about her lesson earlier on. Suddenly, she heard a loud meowing coming from the trees. She snapped out of her thoughts. Annie went forward to check. Upon closer look, Annie found a cat stuck in the tree. The cat was not able to climb down the tree.



Pengajaran esei 4: vocab (peringkat awal)

Annie was walking home from school. Her thoughts were preoccupied with her lesson earlier on. Suddenly, a loud meowing from the trees snapped her out of her stupor. Annie went forward to investigate. Upon closer look, Annie found a cat perched precariously on a tree branch. The cat was not able to climb down the tree



Pengajaran esei 5: Hukuman struktur variasi (peringkat awal)

Annie was walking home from school, her thoughts preoccupied with her lesson earlier on. Suddenly, a loud meowing from the trees snapped her out of her stupor. Upon closer examination, Annie found a cat perched precariously on a tree branch, making futile attempts to climb down the tree.



Oleh itu, pelajar ini akan mempunyai 5 esei yang sama untuk membandingkan dan meningkatkan keyakinan / beliau - peningkatan kanak-kanak dalam penulisan karangan jelas kelihatan di atas kertas. Salah satu daripada anak-anak tuisyen saya ketawa selepas membandingkan percubaan ketiga beliau dengan yang pertama yang memuaskan beliau . Ia memberikan beliau keyakinan untuk meningkatkan lagi karangan beliau.

Jangan menukar soalan esei berbeza setiap kali anak anda cuba untuk menyegarkan kembali kemahiran menulis esei / beliau untuk anak anda tidak akan dapat belajar dengan baik.  Sebagai pendatang baru ke tempat kejadian menulis esei, mereka cukup buruk kepada perubahan.


Hanya untuk menunjukkan keberkesanan esei soalan standard: Anda telah menyedari bahawa saya hanya menggunakan satu jenis contoh sepanjang keseluruhan entri - esei tentang kucing terlekat di pokok itu. Ia memberikan anda pemahaman yang lebih jelas tentang konsep dikemukakan. Membandingkan dan membezakan menjadi mudah.



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