Monthly Archives: April 2008

WRITING A DESCRIPTIVE ESSAY TIPS

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A student from eight grade told me…

By: Mr.Mrtz

Three things happened to make up my mind; first, an essay is speculation of course. Each one is someone’s opinion, someone’s guesses, someone’s attempts to put together the details from the subject.

 

Second; most authors expend substantial effort on description, describing scenes, events or characters so that readers will be able to verbalize them. The best descriptions often offer no more that hints key words; the writers are trained butlers on obtrusive opening of a particular door.

 

And third; the reader goes through that door herself or himself, you need not to be a master of writing an essay; writing an essay is a source of scourge, disconsolation, lamentation and recitation of a litany of woes. There are expendable gimmicks that neutralize the truly intention to launch the rocket of writing. The novice writer goes to the restroom, and thinks about what or who to write; gets some candies or chocolate ice cream from the cupboard or the freezer; looks through the window from her bed; accommodates her pillows on her back, sits in front of the computer, looks through the window again and then her head is grasped with the two hands and gets hysterical and cries out!!!

 

In my position as a novice writer and teacher, I merely suggest to have clarity, elegance, flexibility, ego, identity, authenticity, and lucidity to explore the nucleus of the writing craft. Writing is a craft of preconceived thoughts that are putting together in a spectrum of syllables, words, clusters, sentences, lines, paragraphs, chunks, compositions, essays, short stories, novels and publishing books.

 

Consequently, I would like to tell you one of the most rewarding experiences I had ever had as a teacher. Departing from the school last Friday- April 11th; on the way to the parking lot; one student from eighth grade ran into me and enunciated how much she missed my class. She brought to memory one occasion in which I had returned her writing piece four times and how frustrated she had felt by then that she had thrown the paper through the window. I knew her source of scourge and I felt it was a violation of someone´s creation when I crossed some words and scrawled the editing symbols.

 

 

In some parts of her evocation; she mentioned that she had gone home and had thought how to cater or please her writing teacher. She just connected her life to the ground. She was so inspired that words started dripping and shedding from her imagination; her hand was the vehicle on the avenue of her touching task.

 

Ever since that instance, she became an amateur writer and is thinking to enroll in La Universidad Javeriana in the English Literature program once she finishes her high school studies.  

 

You can make the difference by following Lee´s quotation “knowing is not enough, we must apply; willing is not enough, we must do” start planning your adventure and rediscover your occult side of your emotions.

Part of a Descriptive Essay sample: My Maltese

My Maltese is a small dog that has long, white, silky hair. She is well mannered and very affectionate. She has a beautiful long, white tail that curves when she is happy. Her legs and feet are delicate and feathered with white hair. She weighs 5lb. 7 oz. She moves with a smooth, flowing gait. She loves for me to throw her a small ball or a small soft teddy bear.
Why this part of this essay sample is a descriptive essay:
The part of this essay describes the writer¨s Maltese in descriptive details. A person should be able to get a mental picture of what her Maltese looks like. It gives details of the writer*s Maltese such as her weight and her delicate bone structure. The essay does more than tell. It shows or gives a verbal picture.

 

Consider the following description taken from Harry Potter books by J.K. Rowling.

 

Hagrid : when he bursts into the hut-on-the-rock: He’s large, hair, and has beetle bright eyes. He has a large overcoat and a pink umbrella.

Draco Malfoy: a boy with a pale, pointed face.

Mr. Olivander: an old man was Standing before them, his pale eyes shining like moons through the gloom of the stop.

Ron Weasly: tall thin and gangling, with freckles, big hands and feet a long nose. Oh yes, and   there was the little black smudge on the nose.

Hermione: she had a bossy sort of voice lots of blushy brow hair and rather large front teeth.

Goblin: true swarthy face and long fingers.

 

WRITING A DESCRIPTIVE ESSAY

INTRODUCTION:

Attention getting opener: Draw your readers into the essay by using an interesting quotation, asking a question or relating an anecdote.

Identify the subject: Clearly identify the subject that you are describing.

BODY:

Chronological Order: Use spatial order, order of importance, or chronological order to describe your subject since the essay is describing an event (describe one anecdote or routine)

Sensory Details: Feeling and sight: describe how sth looked, smelled sounded, felt or tasted will help your reads.

Transitional words: use transitional work to link ideas and more your narrative along.

Figurative language: Imaginary Descriptions that use imaginary can help readers picture your subject. Be sure that the images that you’re using are familiar.

Sensory Details: Sight and sound continue to describe your subject using as many sensory details as possible.

Figurative Language: Simile: use figures of speech, such as, metaphors and simile to compare unfamiliar things to familiar things.

CONCLUSION:

Final thoughts and feelings as you conclude your essay let your reader know what the subject means to you. Be sure to share your feeling about.

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MY PHILOSOPHY OF TEACHING

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My Philosophy of Teaching

 

By: Mr. Mauricio Martinez

 

As a teacher, it is my mission to facilitate what goes on in my classroom on a daily basis. I am not doing all the work- my students are. Of course, all the preparation work is done before they get in the room each day, but once they walk through that door, the shredhold of knowledge; they become productive and self-reliant. A great deal of responsibility is placed on them; choices and incentives are fuel in their achievements. They have very little opportunity for misbehavior because they are working on various stages of the protocol of the class: Presentation, Practice and Production which are divided into Perceptive Phase, Active Phase, Social Phase and Meaningful Learning Phase. They are always engaged and focus on and as they work, I assess their progress, knowledge consolidation, understanding and mastery for content.

 

If there is a problem with behavior, there is no recipe for dealing with particular issues. Every student is treated differently according to his or her own needs. What works with some students, does not work with others; sometimes inappropriate behavior is ignored in the hopes the student will self-correct. If I choose to deal with it, I always make sure they understand and insight what was unacceptable and the ever-lasting why. Then, they are usually asked to come up with a punishment or sanction according to the school code of conduct. Determination, strong will, and positive mental attitude instigate a worthwhile and respectful way of interaction within educator and student.

 

Revising and changing to what I thought the ceiling of education purpose was committed a vast majority of my time and my best judgment; and after several years of interdisciplinary approach by using students’ abilities and nuisances a new richer more diverse and efficient organized model of instruction emerged from our practice. Organization, application, analysis, generation integration and evaluation skills from Harold Bloom’s taxonomy were undoubtedly crucial in every class planning. Reuven Feuverstein mental operations development figured our tuition encounters day to day by nourishing our minds with his cognitive modifiability structure theory. Students have found it critical and effectively applicable in their cognitive processes.

 

Concerning to processes, creativity and higher levels of cognitive skills have been promoted through varying learning strategies. (Open-ended tasks, discussion groups, research skills and methods) while encouraging productive use and management of knowledge that students have mastered through higher levels of critical thinking and problem solving.

 

To end up, likewise education is a daily correlation that is based on trust and confidence, to be firm, consistent and fair will craft the hone of the rapport with students. To be encouraged will boost to diminish risk taking, self-confidence, cultural awareness, and functionality in their performances. Setting high expectations, respecting their differences, learning styles and preferences are unconditionally the key for success in every class.