TLW write introductions and conclusions for an expository writing piece. These particular introductions and conclusions go with the following writing prompt:
To read samples of student writing click here: The first page consists of a narrative description of their experiences and the second page consists of an explanation of what they learned from the experiment.
Although the assignment covers two different modes of writing, it should be written as a single assignment. This assignment should Expository writing lesson done individually, and not as a group, because the group experience lessens its value in strengthening perceptions. Before turning the paper in to the instructor, they read it in class.
This is a good first assignment for students to read orally before the class because it requires writing skills they already possess and therefore they should feel less uneasy about how their peers may react.
What does bring positive reactions from the class and one of the elements I look for when grading, is involvement with the assignment. When the writer has been involved, the class listens more intently and more actively develops their listening and discussion skills.
The first exercise causes an awareness of the existence of plot as an element of the short story, and the second exercise- with the addition of a "theme" shows how plots are shaped by a theme.
The students sit in a circle, each having sufficient writing paper and their names on the first sheet. When the instructor says, 'Begin' they begin writing a story starting with the phrase "It was a dark and stormy night.
As the time for a conclusion draws near, Expository writing lesson instructor announces that the next writer will begin to finish up the story and the one after that will conclude the story.
The class may be told that this will happen so that they can mentally prepare for finishing a story although they won't know which one.
The instructor chooses 1 of the 3 sayings from each and puts one for each class member, and the instructor, on a slip of paper. When everyone has drawn their sayings from a box, the instructor says "Begin. These exercises are helpful in showing the function of "theme" by being absent and then present.
The students then see how theme shapes the evolution of a story. Plus, the interaction between students as they guide or deflect each other's purposes, also shows the power of intent and concept on the story at any given point.
As one joins in doing the assignment, its value and strength in teaching creative writing becomes apparent. It develops inward and outward directed perceptions regarding real life people that can be transferred to the development of more realistic characters.
The assignment was done when I had the option to have an evening class, pm. It may not be feasible to do in less than several hours, and I did not include it in my most recent classes. The procedure is as follows: The students choose a box [usually cardboard] that 'fits' their personality.
They may vary from shoe boxes and hat boxes to packing boxes. A few have made their boxes, some from plywood. On the outside of the box they place a collage of pictures and words from magazines, etc.
Then they cover the inside with pictures and words that describe them as they really are. Nowhere on the box should they put their name. They should turn the box in on the morning of the evening class. The box should be in an opaque bag with a piece of paper with the student's name on it.
For the evening class arrange the boxes in the room with an identifying number on the desk which the box is on. When the students arrive for the evening class, have them all meet in a room that doesn't contain the boxes, and go over the directions with them first.
Then let them into the room with the boxes.
The procedure is as follows. With sufficient notebook paper, the students go from box to box writing first their assessment of the external qualities of the box maker as portrayed by the exterior of the boxes and then doing the same with the interior of the boxes.
Then they are to make a guess as to whose box it is. If they change their minds, they should draw a single line through previous choices. Then when the sheets containing all the comments on their individual box are typed up and given to them, they can see which other students had similar boxes.
The students should not talk to each other during the writing and if they take a break they should not stand around mutually guessing the identity of the creator of each box.THE OBJECTIVES OF THE EXPOSITORY BIBLE STUDY METHOD.
This is a practical, hands on, course designed to develop Bible Study skills by learning . This lesson will assist you in identifying and understanding the major components of expository writing. Learn more about expository writing and see some common examples. Plan your lesson with helpful tips from teachers like you.
SWBAT define expository writing and list the steps to compose an expository report; write an expository paragraph together. Complete lesson plans for a creative writing course.
UNIT: BLIND/DEAF EXPERIENCE The students spend one hour either "blind" or "deaf" in a safe situation of their choosing and then they write two typewritten pages, one narrative and one expository.
Find quality Lessons, lessonplans, and other resources for Middle School Expository Writing and much more. Practice writing to a prompt within a specified time.
Links verified on 5/30/ Alike or Different You Be the Judge - expository writing lesson from the Beacon Lesson Plan Library ; All Across America - lesson plan about preparing a travel guide for a cross-country journey [expository writing lesson] ; All Writing tranceformingnlp.com - Writing prompts you can sink your teeth into.