writing - essay

writing  - essay

toefl ielts sınavları için

https://yadi.sk/d/Ni8_EsDC3L7heZ

Els Van Geyte Writing Learn to Write Better

Els Van Geyte  Writing Learn to Write Better

https://yadi.sk/i/FzX0h7Id3KbSBF

writing in history / tarih yazımı

writing in history

https://yadi.sk/i/fqXH4wTB3JSYLQ 

"For artifacts

• When and where was the artifact made?

• Who might have used it, and what might it have been

used for?

• What does the artifact tell us about the people who made

and used it and the period in which it was made?

For art works (paintings, sculpture, and so on)

• Who is the artist, and how does the work compare to his

or her other works?

• When and why was the work made? Was it commissioned?

If so, by whom?

• Was the work part of a larger artistic or intellectual movement?

• Where was the work first displayed? How did contemporaries

respond to it? How do their responses compare to

the ways in which it is understood now?

For photographs

• Who is the photographer? Why did he or she take this

photograph?

• Where was the photograph first published or displayed?

Did that publication or venue have a particular mission

or point of view?

• Do any obvious details such as angle, contrast, or cropping

suggest bias?

For cartoons

• What is the message of the cartoon? How do words and

images combine to convey that message?

• In what kind of publication (for example, a newspaper or

a magazine) did it originally appear? Did that publication

have a particular agenda or mission?

• When did the cartoon appear? How might its historical

context be significant?

For maps

• What kind of map is this (for example, topographical,

political, or military)?

• Where and when was the map made? What was its

intended purpose?

• Does the map contain any extraneous text or images? If

so, what do they add to our understanding of the map

itself?"

Writing Kaynakları

Writing Kaynakları

https://yadi.sk/d/N_Jq_clL3DMGmE

Deneme Writing Essays

Deneme Writing Essays

https://yadi.sk/d/ZFDt-J8ZvUBxq

Toefl essay: Borrowing money?

I think that borrowing money from a friend has some negative aspects and can harm or damage the

friendship in some cases. For example, a person borrowed some money from his or her friend and did

not return it.

 

 

 

However, I believe that borrowing money from a friend and returning it on time can not harm

friendship. Moreover, it even can strengthen the relationships between them. For several reasons, which I

will mention bellow, I think borrowing money from a friend and returning it do not damage the friendship.

I think that borrowing money from a person who is close to one is normal. Imagine that someone needs

help and no doubt that his or her friends will offer it. For example, when my friend asks me to baby-sit her

child while she is taking her classes I agree because I know that she desperately needs my help in order

to finish her degree and save some money.

 

 

 

 

 Furthermore, I am sure that she will be there for me if I need

help. The same thing is with the money, sometimes we borrow money from each other but we always

return it to each other. I think it is very important to return money borrowed from a friend. I am glad that I

can lend her some money when she needs it because I am sure that she will return it as soon as

possible.

In addition, I believe that when friends lend and borrow money from each other it means that they trust

each other. However, I cannot disagree with the fact that money often can cause the end of the

friendship. For example, a person, who borrowed money from his or her friend and did not return it, will try

to avoid any contacts with the second person. At the same time, a person who lent the money to his or

her friend and did not get it back will have more likely an unpleasant feeling about the situation too. As a

result friends will fall apart.

 

 

In conclusion, I think that borrowing money and returning it will help to keep friends together.

Writing and ‘creating’

One possible objection to a course such as that outlined above is that it is severely functional. While it is true that most people learn foreign languages for functional reasons, it

may well be asked what role there is in EFL for a creative approach to writing.

It should be said at once that the kind of scheme outlined can be exciting, particularly when students genuinely feel that they are progressing successfully, and also that it can

include imaginative story writing, both guided and free. At the same time, in the early stages, there is a tendency to

emphasise accuracy at the expense of the fluency which can add genuine pleasure to the process of composition,

particularly for the able student, in a foreign language. In practice, it may be sensible at the early stages to divide the

aims, and to tell students that the purpose of the main writing course is to develop accuracy in the first instance, but

that the teacher will be delighted to look at—for example—a diary or anything else written solely for pleasure in English.

However, it is inadvisable to express willingness to ‘correct’ mistakes, otherwise the situation is back to that of

approaching a random mass of errors which cannot be systematically treated, and the whole purpose of the early

controlled composition work was to avoid that. At the same time the teacher should be willing to discuss the content of

freely written work with the students and to encourage them in every way, but they need to be made aware that they must

have an ability to do ‘normal’ writing in English before they can justify being experimental. The emphasis in this chapter

has been on controlling, defining and organising the writing course. It is clearly advantageous to the teacher to know

exactly what he is doing, but even more the organisation enables the student to see his own progress in terms of a scheme. This builds up his confidence, and with language teaching confidence can be enormously important.