THE ESSAY

Unit 2

Writing 2203

Name:_

Teacher:_

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Essay Notes and Terms Fill in the necessary information by following the Essay Powerpoint

Slide 2: Definition of ________________

Derived from the French verb essayer “to try”, an essay is a composition discussing a topic in either an informal or formal style.

It is an extended piece of writing in which an author explores a subject in some detail.

The author should have a clear purpose, should reflect on his or her ideas, organize them clearly, and “try” to capture the attention of the intended audience with stimulating and insightful content.

Slide 5: Definition of __________________

The reason for its existence; the reason it has been written. It will determine nearly everything about the piece of writing-its tone, diction, style, selection of specific details, audience, attitude etc.

Slides 6 & 7 Types of Essays

Expository:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Narrative:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Descriptive:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Persuasive/argumentative:

________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Slide 9 Definition of __________________

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The people for whom a piece of literature is written. Authors usually write with a certain audience in mind, for example: children, members of a religious or ethnic group, or colleagues in a professional field. The term “audience” also applies to the people who gather to see or hear any performance, including plays, poetry readings, speeches, and concerts

Slides 10 – 12 A well-written essay should have the following elements:

_____________your essay should contain only the content that is relevant to your topic ______________refers to the logical arrangement and progression of ideas. This can be done by

presenting content in a given order and by using transition phrases to connect the ideas. ______________means that important elements in the essay are made to stand out (key ideas)

How can this be done?

Slide 13 Definition of style________________________________________________________________________________________________________________________________________________________________________________________________________________________

Slides 13 – 15: Style continued:

___________________that is polite, respectful and following particular conventions (covering letter for job, textbooks, public speeches)

___________________is the language used in letters to friends and in family conversations. The writing is less obviously serious in purpose, usually shorter, freer of structure, and is written to please and entertain rather than to instruct

Imaginative

___________________making a comment about a serious subject in a humorous way; use of sarcasm

Narrative – tell a story; lots of action, little plot development

Slide 17: Definition of diction:____________________________________________________________________________________________________________________________________________________________Slide 18: Definition of tone____________________________________________________________________________________________________________________________________________________________

Slide 19: Definition of theme____________________________________________________________________________________________________________________________________________________________

Slide 25: Definition of thesis statement________________________________________________________________________________________________________________________________________________

Slides 26-32 Methods of Development

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______________________is used to support an idea, reinforce a contention, or clarify some topic.

Process Analysis ________________________________________________Process refers to the way something is done or how it happens. Analysis of a process explains rather than specifically shows how. How-to of a process details specific steps

Comparative Essay:• __________________________________________________________________ • Makes a thesis statement about these similarities and differences• Reveals unexpected relationships among items• Can be written for one of more of the following purposes: to inform, persuade, evaluate or

entertain• Uses specific examples • Is organized consistently, item by item

Cause and effect• ________________________________________________________________ • Supports explanations with specific evidence• Presents the evidence in a well-organized, logical sequence• Makes connections clear with transitional words such as as a result, because, due to

______________________________Is a means whereby items, ideas, topics, or any entity are sorted and arranged into meaningful categories. This arrangement attempts to deal with the complexity of a subject by separating it into smaller, individual units. A writer may wish to further divide his topic into parts in order to begin a more detailed analysis.

Definition ____________________________________________________It may extend beyond the basic definition by dealing with a topic’s qualities, purpose, history and so on. Definition is at home with process analysis, where unfamiliar terms must be explained.

Humor

Analogy (comparison)

Restating a key idea in different words

Approaches to studying the Essay

1. Read the introduction. Mark the specific points brought out.

2. Read the essay quickly to get the main idea, the point of view, and , if possible, the tone and the mood.

3. Read the study questions at the end of the essay if they exist.

4. Study how the author has developed his essay. Note:(a) The major steps in the development of the essay(b) How the writer initially catches the reader’s attention(c) How he builds up his case (Logically, chronologically, haphazardly)

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(d) How he pinpoints his main ideas (topic sentences or implied topics)(e) How he develops each major idea (see methods of development)(f) How he carries over the thought from idea to idea (transitional devices, repetition, etc.)(g) How he concludes the essay

5. If you have done a good job up to this point, you should now know the following:(a) The purpose of the essay(b) The appeal of the essay (logic or emotions)(c) Something of the author's personality, especially in an informal essay.(d) Something of the author's style(e) The type and class of the essay(f) The character of the times

6. Look at the study questions and see if you can answer them. If you cannot, re-read the essay, keeping the questions in mind:

What is the author’s purpose?

What is the tone of the essay?

What is the theme of the essay? In other words, what is the writer saying about life?

What method of development is the writer using to achieve his purpose?

What do you know about the personality of the writer as it is revealed in this essay? What values does the author hold?

For what audience is the writer writing this essay?

Is this essay informal or formal?

How would classify this essay? (narration, description, persuasion, exposition)

Comment on the author’s use of language – vocabulary, sentences (kinds and structure), length of sentences, use of non sentences (fragments), paragraph length and arrangement, figures of speech, images, etc.

Descriptive Writing

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Descriptive writing is about using the power of words to arouse the imagination, capture the attention, and create a lasting impact in the mind of the reader.

Read the two sentences given below:

I felt tired at work today.

As the day wore on at work, I felt a cramp beginning to form at the nape of my neck, my eyes began to feel droopy, and the computer screen in front of me began to blur.

Discuss in small groups what characteristics the second example has compared to the first. Brainstorm you list in the space given below:

This is what descriptive writing is all about: heightening the sense of perception and alluring your reader to read ahead, because you have so much more to say.

Good Examples of Descriptive Writing

'But the door slid slowly open before Lupin could reach it. Standing in the doorway, illuminated by the shivering flames in Lupin's hand, was a cloaked figure that towered to the ceiling. Its face was completely hidden beneath its hood. Harry's eyes darted downwards, and what he saw made his stomach contract. There was a hand protruding from the cloak and it was glistening, greyish, slimy-looking and scabbed, like something dead that had decayed in water...'

- Harry Potter and the Prisoner of Azkaban by J.K. Rowling

'I don't know what I'd expected but it was something different than I saw. She looked unexpectedly young. Or, I suppose said better, she looked unexpectedly "not old". Her hair, which was completely white, had a yellowish cast that could almost have been mistaken for a pale blond, and it was loose around her shoulders. And long. Longer than mine. No doubt she normally wore it pulled up in a bun, and such a style would have given her a more predictable little-old-lady look, but the way it was here now, parted on the side - long, loose, and straight - she seemed ageless as an ancient sculpture. This sense was enhanced by her skin. Though it had the fragile crepeyness of age, she had few wrinkles, especially across her forehead, which was smooth to a point of being almost waxy looking. She was of

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obvious northern Germanic heritage, with pale eyes and prominent features. Although she was not overweight, her bones were big and blunt, giving the impression of a tall, sturdy woman.'

- Twilight Children by Torey Hayden

To make descriptive writing more effective, consider the following tips:

Identify what you're about to describe

As you start with descriptive writing, identify exactly what you are setting out to describe. Usually, a descriptive piece will include the depiction of a person, a place, an experience, a situation, and the like. Anything that you experience or perceive about your subject can be the focal point of your descriptive writing.

Decide why you're describing that particular aspect

While it can be a wonderful creative exercise to simply describe anything you observe, in descriptive writing, there is often a specific reason to describe whatever you have set out to describe. Tapping this reason can help you keep the description focused and infuse your language with the particular emotion or perspective that you want to convey to your readers.

Maintain a proper chronology/sequence

Sometimes, you may get so caught up in making your work colorful and creative that you may end up having a mash-up of descriptions that follow no particular order. This will render the effort of writing useless as the various descriptions will simply confuse the reader.

Use Imagery

Imagery is the best tool you can employ in descriptive writing. Since you cannot show your reader what you are imagining, you need to paint a picture with words. You need to make the depiction of your imagination so potent that your reader will instantly be able to visualize what you are describing. However, don't go overboard. Make sure that the focus does not dwindle stray.

Hone the senses

One of the most effective ways to make the experience you are describing vivid for your reader is to use the five senses: smell, sight, sound, taste, and touch. When the descriptions are focused on the senses, you provide specific and vivid details in such a way that it shows your reader what you are describing.

Use strong nouns and verbs effectively, adjectives intelligently

It is true that the purpose of adjectives is to describe a subject, but overuse of adjectives in descriptive writing can render the piece shallow and hollow. Hence, make it a point to use other parts of speech to express the same sentiment. You'll be surprised how effectively nouns, verbs and adverbs can be used to describe something, sometimes even better than adjectives alone.

Pick related words

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Before you actually begin writing, it is always a good idea to build a word bank of related words and ideas. For instance, if you are going to be describing a flower arrangement, you could jot down a few ideas before you start describing it, like: vase, color, types of flowers, leaves, stem, style, shape, fresh, etc. Once you have these basic words, you could start descriptive sentences for each one. Then, carry on from there.

General topic: pop culture!

People Places Objects Events Other

Choose your topic, and use the chart below to add in descriptive details. Some of the senses may not apply to your topic.

Topic:

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Writing Activity Unit 2 # 1: Your topic is to be kept secret. Print off a picture or bring in the actual object and place it in the numbered paper bag. Write a description of your topic without disclosing the actual answer, and attach it to the paper bag. The other class members will read your description and will write down what they think it is. The student with the most points wins a prize!

1. 6. 11. 16. 21.

2. 7. 12. 17. 22.

3. 8. 13. 18. 23.

4. 9. 14. 19. 24.

5. 10. 15. 20. 25.

Evaluation Rubric for paper bag description

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Attributes 1 point 2 points 3 points 4 points

Three essential structural elements are present -- introduction, body text, and  conclusion

 

Lacks two of the essential elements.

Lacks one of the essential elements.

Has introduction, adequate body text and conclusion.

All elements are present at high level of skill – appropriate proportions; high comprehension.  

Interest level

 

Simplistic in style and content -- uses simple sentence structures; not original in ideas nor execution.

Addresses the topic in cursory manner. Mixes simple and some compound sentences. Has adequate content.  

Intersperses higher level content with adequate content. Uses compound and complex sentences as appropriate.  

Excels in content and creative content with original ideas. Skillful use of sentence types.

Use of details and descriptive phrases

 

Has only basic details – uses few descriptive terms, and they are mostly concrete.

Has basic details with some descriptive terms, a few descriptive phrases, and some abstract descriptive terms.  

Skillfully uses more descriptive terms and phrases and other modifiers.

Exceptional use of abstract and concrete modifiers, phrases and descriptive language.  

Use of transitions -- coherence

 

Little flow of ideas. Blocky and disjointed. Relevance not always

Ideas have some flow, and are mostly on topic.

Ideas flow with transitional words, yet organization remains evident. Included parts

Exceptional use of vivid transitions. Topical flow and organization are evident. All parts

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clear. address the topic.  

highly relevant.  

Use of supporting ideas

 

Expresses ideas with few supporting facts or opinions.

Expresses ideas with some supporting details and/or opinions.

 

Ideas are well supported with adequate detail and facts/opinions.  

Exceptional use of supporting detail. Facts and opinions are distinguished.  

Mechanics and grammar are correct – end-marks, capitals, punctuation, subject/verb agreement

 

More than seven errors per 100 words.

Four to six errors per 100 words.

Two to three errors per 100 words.

Error free, or one error per 100 words.

Spelling (this may not be a graded element for some special need groups)

More than seven errors per 100 words.

Four to six errors per 100 words.

Two to three errors per 100 words.

Error free, or one error per 100 words.

1. Narrative

Narratives in their simplest form refer to the telling of a story. It is possibly the most prevalent type of human communication, and the oldest. Its purpose may be to illustrate a point, to entertain or to describe an experience. Pure narratives exist only to tell a story. Narrative essays are when an author attempts to communicate a point, or to show a complete process. In this sense, the narrative becomes expository, and the narrative essay may be defined.

Characteristics of narratives:

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1. The 5Ws must be-considered when writing a narrative.2. A traditional narrative-has a beginning, middle and end.3. Narration is found under all kinds of writing. There is always a storyteller.4. The narrative essay is more than telling a story, is has a purpose.5. Events are often arranged in chronological order with use of temporal reference points to

aid coherence.6. Tone refers to the emotions and attitudes communicated to the reader.7. Decide on the point of view.8. Identify your details that develop your idea, limit them to those that are necessary.9. Dialogue can be used to tell a story, depict character or to add to description.10. Flashback can be used as an effective device.11. Narratives may be employed in more than one method simultaneously, no one method is

usually used in isolation.

Example:

The doctor was called in. He said medicine would have little effect, but eggs and chicken broth might be given with profit.

Mamilal was only ten years old. To consult his wishes was out of the question. Being his guardian I had to decide. The doctor was a very good Parsi. I told him that we were all vegetarians and that I could not possibly give either of the two things to my son. Would he therefore recommend something else?

“Your son’s life is in danger,” said the good doctor…

An Attack on the Family by Gerald Durrell

I grew very fond of the scorpions in the garden wall. I found them to be pleasant, unassuming with, on the whole, the most charming habits. Provided you did nothing clumsy or silly (like putting your hand on one), the scorpions treated you with respect, their one desire being to get away and hide as quickly as possible. They must have found me a trial, for I was always ripping sections of the plaster away so I could watch them, or capturing them and making

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them walk about in jam-jars so that I could see the way their feet moved. By means of my sudden and unexpected assaults on the wall I discovered quite a bit about the scorpions.

By crouching under the wall at night with a torch, I managed to catch some brief glimpses of the scorpions’ wonderful courtship dances. I was them standing, claws joined, their bodies raised to the skies, their tails lovingly intertwined; I saw them waltzing slowly in circles, claw in claw. But my view of these performances was all to short, for almost as soon as I turned on the torch the partners would stop, pause for a second, and then, seeing I was not going to extinguish the light, they would turn around and walk firmly away, claw in claw, side by side. They were definitely beasts that believed keeping themselves to themselves. If I had kept a colony in captivity I probably would have been able to see the whole courtship, but the family had forbidden scorpions in the house, despite my arguments in favor of them.

Then one day I found a fat female scorpion in the wall, wearing at first what appeared to be a pale brown fur coat. Closer inspection proved that this strange garment was made up of a mass of tiny babies clinging to their mother’s back. I was enraptured with this family, and I made up my mind to smuggle them into the house and up to my bedroom so that I could keep them and watch them grow up. With infinite care I maneuvered the mother and the family into a matchbox, and the hurried to the villa. It was unfortunate that as soon as I entered the door lunch was being served; however I placed the matchbox carefully on the mantelpiece in the drawing-room, so that the scorpions could get plenty of air, and made my way to the dining-room and joined the family for the meal. Dawdling over my food, feeding Roger under the table and listening to the family argue, I completely forgot about my exciting new capture. At last Larry, having finished, brought the cigarettes from the drawing-room, and lying back in his chair he put one in his mouth and picked up the matchbox he had brought. Unaware of my impending doom I watched him interestedly as, still talking glibly, he opened the matchbox.

Now I maintain to this day that the female scorpion meant no harm. She was agitated and annoyed at being shut in a matchbox for so long, and so she seized the first chance she had to escape. She hoisted herself out of the box with great rapidity, her babies clinging on desperately, and scuttled on the back of Larry’s hand. There, not quite certain what to do next, she paused, her sting curled up at the ready. Larry feeling the movement of her claws, glanced down to she what it was, and from that moment things got increasingly confused.

He uttered a roar of fright that made Lugaretiza drop a plate and brought Roger out from beneath the table, barking wildly. With a flick of his hand he sent the unfortunate scorpion flying down the table, and she landed midway between Margo and Leslie, scattering babies like confetti as she thumped on the cloth. Thoroughly enraged at this treatment, the creature sped towards Leslie, her sting quivering with rage. Leslie leapt to his feet, overturning his chair, and flicked out desperately with his napkin, sending the scorpion rolling across the cloth towards Margo, who promptly let out a scream that any railway engine would have been proud to produce. Mother, completely bewildered by this sudden and rapid change from peace to chaos, put on her glasses and peered down the table to see what was causing the pandemonium, and at that very moment Margo, in a vain attempt to stop the scorpions advanced, hurled a glass of water at it. The shower missed the animal completely, but successfully drenched mother, who, not being able to stand cold water, promptly lost her breath and started gasping at the end of the table,

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unable to even protest. The scorpion had now gone to ground under Leslie’s plate, while her babies swarmed wildly all over the table. Roger, mystified by the panic, but determined to do his share, ran around the room barking hysterically.

“It’s that bloody boy again…” bellowed Larry.“Look out! Look out! They’re coming!” screamed Margo“All we need is a book,” roared Leslie; “don’t panic, hit’em with a book.”“What on earth’s the matter with all you?” Mother kept asking, wiping her glasses.“It’s that bloody boy…. He’ll kill the lot of us… look at the table knee deep in

scorpions…”“Stop screeching and get a book, for God’s sake… You’re worse than the dog… Shut up

Roger”“By the grace of God I wasn’t bitten”“Look out… there’s another one… Quick… quick”“Oh, shut up and get me a book or something…”“But how did the scorpions get on the table dear?“That bloody boy… Every matchbox in this house is a death trap…”“Look out. It’s coming towards me… Quick, quick, do something…”“Hit it with your knife… your knife… Go on hit it…”

Since no one had bothered to explain things to him, Roger was under the mistaken impression that the family were being attacked, and that it was his duty to defend them. As Lugaretiza was the only stranger in the room, he came to the conclusion that she must be the responsible party, so he bit her in the ankle. This did not help matters very much.

By the time a certain amount of order had been restored, all the baby scorpions had hidden themselves under various plates and bits of cutlery. Eventually, after impassioned pleas on my part, backed up by Mother, Leslie’s suggestion that the whole lot be killed was defeated. While the family, still simmering with rage and fright, retired to the drawing-room, I spent half an hour collecting the babies, picking them up in a teaspoon, and returning them to their mother’s back. Then I carried them outside on a saucer and, with utmost reluctance, released them on the garden wall. Roger and I went and spent the afternoon on the hillside, for I felt it would be wise to allow the family to have a siesta before seeing them again.

Writing Activity unit 2 # 2: Rewrite about the incident in the house from, “Now I maintain” until the scorpions are safely removed from the house. Instead of the narrator’s point of view, write from the scorpion’s point of view.

Expository and Persuasive Writing

Exposition refers to a method of writing whose purpose is very different from that of the narrative. Story is the fundamental to narrative writing. If ideas-are expressed, developed or analyzed, they are most often examined-in the essence of plot development, characterization, and description. An idea does not take precedence over these narrative elements.

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For exposition, an idea, a process, or a discussion forms the basis of expository writing. What is more, it -is not enough to simply present ideas, as might be done in narrative writing. Logic is used in developing these ideas and facts are used to support them. Logic and facts-as opposed to emotion and opinion-make exposition a distinct form of writing.

Example:

The entire score of a Chanoyu (Japanese tea ceremony) is a symphony in three movements, lasting about four hours, generally beginning at noon, although the hour is flexible. The first session is a meal and is called Kaiseki. This is followed by a short recess during which guests return to the “waiting bench” in the garden. To signal the beginning of the second part the host beats a gong near the tea room-five or seven times…excerpt from The Japanese Tea Ceremony by Julia V. Nakamura

***Review Methods of Creating Coherence

English teachers often assign comparative essays. Comparison is a method of development often used to juxtapose two texts, thereby analyzing similarities and differences between the two.

Writing activity unit 2 # 3. Divergent and The Hunger Games. You have read the novel, Divergent, in your English class. View the movie, The Hunger Games and then write a comparative essay about the two. Often in literature, as characters struggle to overcome obstacles in their path, they become stronger and more self-reliant.

Comparative StudyA comparative study of two texts, such as novels, is one which offers the similarities and differences between the two selections. How are they alike? How are they different? When comparing two texts, facts, incidents, concrete details (references from the novels) may be used to point out the similarities and differences.

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Using a venn diagram will help develop ideas on the similarities and differences between two texts. The similarities go in the gray area; the differences, the white.

After that, there is an easy format to follow which will help you write your essay:

Introduction Rephrase the question to which you are responding to make it a thesis statement Introduce the two novels you will be comparing. Be sure to note the authors as well. Write a statement to show each novel is similar; write a statement to show how each is

different.

BodyThe body of your essay should address these similarities and differences by adding references from the novels to support your answer. The best set-up is to do ONE of the following:

OPTION 1 is THE BLOCK METHOD –for the body part of the essay, the block method will answer the question for NOVEL A in one paragraph; NOVEL B in the next paragraph, then do a THIRD paragraph which explores the similarities and differences between the two.OPTION 2 THE SIDE BY SIDE METHOD-choose three key points (or, at the beginning of, as the novel progresses, at the end…) upon which to compare your two texts, then follow this pattern:

At the beginning of novel A___ . Similarly/on the other hand, in novel B,

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As novel A progresses, In much the same way, novel B….

At the end of novel A, Novel B, on the contrary, ends on a different note

ConclusionFinally, write a concluding paragraph that restates the ideas in your introduction. It is important to link the two novels together in the conclusion as well, but do not add new information. Finish with a final thought that sums up what you’ve learned about the topic.

Transition words link ideas, sentences, and paragraphs to one another. This creates coherence. Here are some examples of transitions that can be used for a comparative study:

accordingly for this reasonafter furthermorealso howeverand on the other handanother similarlyas a result thereforeat first when,at last yetbefore longbut, finallyfor example for instance

What is a persuasive/argumentative essay?

Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.

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The following are some of the different ways to support your argument:

Facts - A powerful means of convincing, facts can come from your reading, observation, or personal experience.

Note: Do not confuse facts with truths. A "truth" is an idea believed by many people, but it cannot be proven.

Statistics - These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources.

Quotes - Direct quotes from leading experts that support your position are invaluable.

Examples - Examples enhance your meaning and make your ideas concrete. They are the proof.

The Art of Persuasion!

Listen to The Debaters Season 3 Episode 2. The topic is “Whereas university is an expensive and long term commitment that doesn’t necessarily lead to a job, be it resolved that Canadians put too much emphasis on a university education.

Review methods of development most used in persuasion:

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Bruce Clarke arguing that too much emphasis is placed on the importance of a university education:

Professor Irwin arguing that a university education important:

Argument 1:

Argument 2:

Argument 3:

Bare knuckle round:

Firing line:

Final summations:

In your notebook/portfolio, answer the following questions.

1. What tools of persuasion (i.e. facts, examples, etc.) did the speakers use for their arguments?

2. Which tool did you find to be the most effective one? Why? 3. Which tool did you find to be the least effective? Why?

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4. In your opinion, who gave the stronger and more convincing debate? Support your response with evidence from the chart given above.

Writing activity unit 2 # 4 Letter to the Editor

In response to this debate topic, you will write a letter to the editor giving your insight into the topic of our society’s emphasis on the importance of a university education.

Here are some tips to follow as well as a sample:

Choose your point of view about the topic debated. Begin by writing your interest in the issue as an individual or as an organization (if you

are representing an organization). This states the purpose of letter in short. Write 2 - 3 sentences about giving some examples to validate your interest/reason for

writing the letter. These may be facts and data collected by you that highlight the intensity of a specific situation or other similar things.

Give some of your personal opinions. In one or two sentences, provide motivation or encourage readers to champion the cause

that you are trying to highlight through your letter like global warming, pollution, traffic problems, etc.

Ensure all paragraphs are properly assembled. Mention your full name and contact details properly at the end of the letter.

Proofreading the letter is important as that will help to cast a good impression on the editor. Poorly proofread letters are not accepted. Show professionalism and do proofread it.

Check out local newspapers address, emails ids and send your letter. Research proper way of sending the letter. Some newspapers accept attachments while some prefer full text in the body.

A Sample Letter

Date: 03/14/2012

To,The Editor,The New Era Times,9 West 57th Street,

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NY, 4123USA

Subject: Spreading Mass Awareness About Dangers of Using a Cell Phone While Driving

Through your esteemed newspaper, we are pleased and honored to express our views on increasing threats of using a cell phone while driving. We are the undergrad students of St. Patrick's College in Park Street, New York. In an unfortunate incident, exactly two weeks ago, we lost one of our classmates, Nick Breck (21), in a tragic accident. He succumbed to severe injuries before he could be taken to the hospital. The cause of accident as reported by the police officials has been negligent driving. It is mentioned in the report that Nick was talking on a cell phone that led to a lapse in his concentration and he eventually lost his control, bumping into a huge cargo truck.

His sudden demise has left us in inexplicable pain. As a tribute to our love for Nick, we all have decided to gather courage and recover from this shock. To engage ourselves in constructive work, we have started a campaign to spread awareness about accidents related to cell phones and driving. In the reference material attached to this letter, you can see various newspapers cuttings and photographs that highlight the gravity of the situation. In the year 2008 alone, nearly 6,000 American residents lost their lives because of accidents related to a cell phone use while driving. Moreover, car crashes and texting while driving have been related more closely in recent years. Cell phones usage while driving has been rated to be far more dangerous than drunk driving, which highlights the dangers of using cell phones when we are commuting from one destination to the other.

Students of our college have vouched never to use a cell phone while driving and we have made several communities on social networking websites to promote the same cause. Coming Sunday, we have called for a meeting of teenagers and youth in our locality to share our views and opinions on this sensitive topic. The discussion will be addressed by our college principal, Mr. Ben Jon. We are trying to contact some other senior people in highway control departments so that the discussion can get more media coverage and the message can be spread far and wide. We are also carrying out a Silent Candle March on the same day in the evening to highlight the cause.

We kindly request your newspaper team to provide us media coverage so that our campaign and the idea behind it can get recognition, thereby spreading more awareness about cell phone use in cars and its dangerous consequences. For any information and in case you are interested in helping us, please feel free to contact at our college office phone number (777) 651-4860 or on the address mentioned below.

Yours sincerely,John Gates (Coordinator)St. Patrick's College,234, Park Street

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NY, 4123USA

Reflection # 2

In this unit, you have done the following. All items must be included in your portfolio:

Essay notes Descriptive writing paper bag (writing activity unit 2#1) Paper bag challenge-guess the topic Narrative writing-change point of view (writing activity unit 2#2) Comparative essay Divergent and Hunger Games (writing activity unit 2#3) Debaters’ chart and questions Letter to the Editor (writing activity unit 2#4) Reflection unit 2

What piece of writing did you find to be the most challenging? Explain your point of view.

When writing exposition or persuasion, what did you learn about how to support your thesis statement? What methods do you prefer? Which ones do you feel are more effective? Why?

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Write about two things that you did that you felt you did really well throughout this unit. Then, add a wish-something you’d like to work on in the future. This will allow you to set goals about

your writing; to focus on where your writing strengths and needs are.

***Choose one of the four pieces of writing and submit it for evaluation. This will be graded separately and then handed back to you. You must then rewrite keeping in mind the suggestions given. This will earn you edit for credit points***

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