GENRE-BASED

WRITING






GENRE-BASED WRITING




Oleh,
Sri Utami Budi, M.A.
Isti Purwaningtyas, M.Pd.
Arcci Tusita, M.Hum.
Fredy Nugroho S., M.Hum.










2017

2

GENRE-BASED WRITING

Penulis :
Sri Utami Budi, M.A.
Isti Purwabingtyas, M.Pd.
Arcci Tusita, M.Hum.
Fredy Nugroho S., M.Hum.



 PENGANTAR PENULIS


Puji syukur kehadirat Allah SWT atas
limpahan rahmat dan karunianya sehingga Buku
Genre-Based Writing ini telah dapat diselesaikan.
Buku ini merupakan pedoman bagi mahasiswa
dalam penulisan akademik serta memberikan
petunjuk praktis agar mahasiswa mendapatkan
gambaran secara jelas dalam menyelesaikan
penulisan tersebut.
Kami menyadari masih terdapat kekurangan
dalam buku ini untuk itu kritik dan saran terhadap
penyempurnaan buku ini sangat diharapkan.
Semoga buku ini dapat memberi maanfaat bagi
mahasiswa pada khususnya dan bagi semua pihak
yang membutuhkan pada umumnya.

Malang, Maret 2017

Penulis


 DAFTAR ISI


Pengantar Penulis 7
Daftar Isi 8

UNIT 1: AN ESSAY 10
UNIT 2: DESCRIPTIVE ESSAY 26
UNIT 3: NARRATIVE ESSAY 34
UNIT 4: EXPOSITORY ESSAY 50
 UNIT 1
AN ESSAY
By the end of this unit, students will be able to:
- understand the definition of an essay
- understand the structure of an essay
- know how to write a thesis statement

1.1. What is an essay?
Is an essay a paragraph? NO, it is not. It is more than a paragraph.
A paragraph is:
- A group of sentences
- About a single topic
- Often between five to ten sentences long, but it can be
longer or shorter, depending on the topic
- (usually) the first sentence is the topic sentence.
- The main idea in the topic sentence is supported/
explained by its following sentences.
- The first sentence of a paragraph is usually indented a few
spaces.



African American have
both Topic sentence
contributed new words to
English and changed the

meanings of some existing

words. Many of their ancestor,
were brought to the States
who
as slaves hundreds years ago,
introduced a number of
have

words to English from language
they spoke in their native
that Supporting details
countries.
New English
vocabulary
also comes from the
meaning
of words which
sometimes
change over time.
The word cool is a good
example. In this way, English
10
Concluding sentence
owes some of its interesting and
colorful vocabulary to African sentence
Americans.


An Essay is:
- a group of paragraphs
- about a single topic and a central main idea.
- has a thesis statement
- at least consists of three paragraphs.
- constructed from introduction, body paragraph(s), and
conclusion

Example of an essay:

Changing English: the African American Influence

If you ask average American where their language comes
from, they will probably say “England.” However, English
vocabulary has also been influenced by other countries and
groups of people. Some words are borrowed from other
languages, such as typhoon, which originally came from the
Chinese word, “tai-fung,” meaning big wind.” Skunk, the name of a
small, smelly, black-and-white animal, came to English from a
native American language. African American, too, have both
contributed new words to English and changed the meanings of
some existing words.
African Americans, many of whose ancestor were brought
to the States as slaves hundreds years ago, have introduced a
number of words to English from language that they spoke in their
native countries. The common English word OK is used around the
world today, but it was not always part of English vocabulary. One
theory is that slaves in America used a phrase in their own
language that sounded like OK to mean “all right.” Another good
example of a “new” word is the word jazz. African American
musicians living in United States began playing jazz music in the
city of New Orleans, and they used the world jass or jazz to
describe the music and certain kinds of dancing. No one is sure
where the world originally came from, but as jazz music became
more and more popular, the word jass became a common English
world.
The meaning of words sometimes change over time. The
word cool is a good example. Cool has been used in English for
long time to describe a temperature that is “not warm but too
cold” or to describe a person who is “calm or unemotional.”
However, an additional meaning was given to the word cool in the
past 100 years. Just like the word jazz, African American
musicians used the word cool to describe to describe the music
they are playing. For them, cool meant “good.” As jazz music and
other forms of music played by African American became popular,
more and more people started to use the word cool in
conversation. Today, it is still commonly used word, especially by
younger people, to mean “good” or “great.” A word with opposite
meaning os cool is square. Square is, of course, a shape, but also is
used to describe a person who is not cool. This may be a because a
person who is too old-fashioned an not flexible is like a shape with
four stright sides and four corners.
English owes some of its interesting and colorful vocabulary
to African Americans. Exiting etnic groups in the United States as
well as new immigrants will surely continue to bring new words
to English and give fresh meaning to existing words. Who knows
what the “cool” word of tomorrow will be?

Source: from Essay to Paragraph, by Zemach, 2003.

12
 1.2. Structure of Essay
Title
Introduction

Thesis Statement


Topic sentence

Major Support
Minor Supports
Major Support

Topic Sentence
Minor Supports

Concluding sentence
Major support
Minor Support
Minor Support Topic sentence

Major Support Major Support

Minor Support Minor Supports
Minor Support Major Support
Minor Supports
Major Support
Minor Support Concluding sentence
Minor Support

Concluding Sentence Topic sentence

Major Support
Minor Supports
Major Support
Minor Supports

Concluding sentence

Conclusion
An essay is likely a development of a paragraph. While a
paragraph has topic sentence, supporting details, and concluding
sentence; an Essay consist of:
- Introductory paragraph
- Body
- Concluding paragraph.
It is a myth that an essay consist of five paragraph. The number of
paragraph in an essay depends on the limitation which is stated in
the thesis statement.

Tips

How to Format an essay?
- give title which reflects the idea discussed to your essay,
- give indentation to the first sentence of each paragraph,
- write your essay is double line spacing
- don’t forget to state your thesis statement in the
introductory paragraph




1.3. Thesis Statement
Thesis statement is the sentence that tells the main idea of the whole
essay. It usually comes at the end of the introductory paragraph.

A good thesis statement should not be:

A fact
Earth has one satelite.
Fish live in the water.

A question
Is exercise related to health?
Why few people concern global warming?

A phrase
The recent increase in the rate of unemployment in developing
country

14
A general statement
Men are different to women.

A good thesis statement should be:

Opinion
Studying abroad benefits international students to learn local
language and culture of the hostland while they are pursuing
higher education.

Debatable
The quality of education is determined by facilities condition,
students traits, and teachers competence.

Not to broad/ too narrow
Some inspiring writers who change my view of life.
I love reading classic novels because it mostly talk about love.

Read these thesis statements below. Write (TS) for good thesis
statement and (Not TS) for not a good thesis statement.
1. Some people prefer facebook for its features which are
user friendly and its broadly used by people around the
world
2. Indonesia became an independent country in 1945.
3. Classical music help improving childen focus.
4. Vegetarians do not eat meat.
5. Is exercise good for our health?
6. Thomas Edison was the first to succeed in producing the
viable electric light bulb.
7. Success is determined by hardwork and discipline.
8. The unforgetable memory in my childhood.
9. Joining outdor sport activity is good for students’ physical
and emotional development.
10. The last survey in New Zeland shows that fertility rates for
women in their thirties decreased during the 1960s and
1970s but increased in the 1980s and 1990s.
11. A company should survey its target market in order to
create good product.
12. Scholarship helps students in many ways.

What are in thesis statement?

Thesis statement = Topic + controlling idea

While Topic is the subject/ main idea, controlling idea is principal
because it will guide the writer in organizing the idea in an essay.
For example:
Every nation need a great leader who has qualities, like integrity,
confidence and patience.
Topic : leader
Controling idea : qualities of great leader (integrity,
confidence, and patience).

The controlling idea tells us that the body of the essay will discuss
about the qualities of a great leader, i.e. integrity, confidence, and
patience.

Practice
Analyze the following thesis statements. Circle the topic, and
underline the controlling idea.
1. Everyone who wants to become a successful writer should have
some qualities, like, self belief, motivation, and determination.
2. Taking care of the poorest members of society is both the ethical thing
to do and good for business.
3. There are reason why industries grow fast in Singapore.
4. Traveling by train is less risky for pregnant woman and elderly.
5. Zoo is not only place for amusement park, but also center for
educationand conservation.

Write thesis statements based on the topic. Circle the main idea,
and underline the controlling idea.

Topic: Friendship
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

16
b.__________________________________________________________________________

____________________________________________________________________________

Topic: Homework
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

b.__________________________________________________________________________

____________________________________________________________________________

Topic: Television
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

b.__________________________________________________________________________

____________________________________________________________________________

Topic: Time management
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

b.__________________________________________________________________________

____________________________________________________________________________

Topic: Study abroad
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

b.__________________________________________________________________________

____________________________________________________________________________

Topic: Football
Thesis Statement
a.__________________________________________________________________________

____________________________________________________________________________

b.__________________________________________________________________________

____________________________________________________________________________

Tips
Avoid making anouncements
Example:
X The subject of this essay is ......
X I am going to talk about .....
X This essay will discuss ......
X The writer wants to .......
X ......... is the main topic that are going to be elaborate in
this essay

18

1.4 Developing idea
A. Mind mapping
Mind mapping is a way of narrowing general topic into more
specific idea.

poverty


cause

famine Lack of
democracy



effect

Thesis statement: Underlying all famines are two factors: poverty
and lack of democracy.



Practice
Develop the following topic using mind mapping


............

student
competition s
............


Athletes



............ ............








Traveling












HOAX










Online Shop

20
B. Outlining
What is an outline?
It is a list of information that we are going to write in an essay. It
shows the organisation of our essay; what comes first, second, and
the next. In other words, it shows the structure of an essay.

How to write an outline?

In order to show how ideas work together, we should number
the outline. However, several different types of numbers and
letters are used to shows the organization of the ideas.
I. Thesis Statement
II. First main idea
A. First supporting point
1. First detail
2. Second detail
B. Second supporting point
1. First detail
2. Second detail
III. Second main idea
A. First supporting point
1. First detail
2. Second detail
B. Second supporting point
1. First detail
2. Second detail
IV. Third main idea
A. First supporting point
1. First detail
2. Second detail
B. Second supporting point
1. First detail
2. Second detail
V. Conclusion

Outline example

Don’t Support Nuclear Energy

I. Nuclear Power is not a good energy source for the
world.
II. Very Expensive

A. Nuclear power is expensive
B. Nuclear power stations are expensive
1. Cost of construction
2. Cost of training workers
3. Cost of safety features fuels can harm
workers
III. Nuclear materials are not safe
A. Nuclear fuels are dangerous
1. Mining fuels produces radioactive gas
2. Working with radioactive
B. Nuclear waste products are dangerous
1. Very radioactive
2. Difficult to dispose of or store safely
IV. There is great possibility of accidents

A. Nuclear power stations can fail
1. Three Mile Island, USA (1979)
2. Tarapur, India (1992)
3. Darlington, Canada (1992)
B. Workers can make mistakes
1. Chernobyl, USSR (1986)
2. Kola, Russia (1991)
3. Tokaimura, Japan (1999)
C. Natural disasters can occur
1. Earthquake: Kozloduy, Bulgaria (1977)
2. Tornado: Moruroa, the Pasific (1981)
V. Because of the cost and the danger, the world should
develop different types of energy to replace
nuclear power.




(taken from: From Paragraph to Essay, 2003)

22
 UNIT 2
DESCRIPTIVE ESSAY


Objectives

Finishing this unit you are expected to :

• Understand descriptive writing and purposes for writing it.

• Be able to write descriptive writing.


Description plays an important role in many aspects of our
life. In marketing, you might need to describe how an
advertisement employs sensory details to persuade audience to a
product. As a witness to a crime, you might need to describe a
suspect to the police. As a doctor or a nurse, you might need to
describe the course of treatment of a patient. In writing,
decription is used to visualize things you want to share with other
people who read your writing.
Descriptive writing emphasizes description of objects,
such as places, people, situations, or events. The description is
based on information gathered from our senses (sight, smell,
hearing, touch, and/or taste) and feelings so that the writing is
enriched with detailed expression about the things being
described. Descriptive writing invites the readers to perceive the
writer’s experience by using his/her imagination. In order to do
so, the use of active verbs and vivid adjectives in the writing is
necessary to create particular sensory descriptions.

4.1. Formulating a Thesis Statement
The purpose of descriptive writing is to create dominant
impression. The dominant impression leads to the formulation of
a thesis statement as starting point of the writing. All of the
details, then, should be presented and elaborated in accordance
with the thesis statement. The well-described details are
acquaired through sentences that “show”, namely subjective
sentences influenced by the writer’s personal experiences that are
able to elicit mental images and trigger emotional response. The
formulation of a thesis statement can be shown in the following
process:

Purpose

Dominant
Impression

Thesis
Statement


Figure 4.1. Formulation of thesis statement

The conceptual process portrayed in figure 4.1 can be
implemented as follows: I intend to support a pet adoption
program. So, I have set purpose for my essay, that is promoting a
pet adoption program by attracting readers to adopt pet. In this
case, I choose kittens as pet to adopt. The purpose is then directed
to attract the readers to adopt the kittens. In order to achieve this
purpose I use descriptive writing to create a dominant
impression for the readers of adorable kittens that need to be
adopted. This is represented in a thesis statement, “Adopting
adorable kittens that need love is reasonable”. Therefore, the
conceptual process develops into:

24
 Purpose Attracting readers to adopt kittens


Dominant Impression Adorable kittens need to be adopted


Thesis Statement Adopting adorable kittens that need
love is reasonable

Figure 4.2. Developed formulation of thesis statement

Exercise 1
Compose a thesis statement that is going to be the essence of your
descriptive writing by following the aforementioned step. Before
going to the thesis statement, decide the purpose and the
dominant impression that lead you to the formulated thesis
statement. Complete the chart below:

………………………………………....................
Purpose ………………………………………………………..
………………………………………………………..


………………………………………………………..
Dominant Impression ………………………………………………………..
………………………………………………………..


………………………………………………………..
Thesis Statement ………………………………………………………..
………………………………………………………..




Exercise 2
Develop the thesis statement into a paragraph that serves as
introduction of your writing. The paragraph consists of at least
five sentences. Put the thesis statement at the end or near the end
of the paragraph. Begin the paragraph with “the hook”, that is the
expression to engage the readers.

Introduction
…………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………


4.2. Developing Description
After formulating a thesis statement, the next step is to do
is to develop description. In this step, sensory details that appeal
to our sense of sight, smell, sound, touch, and taste and our feeling
are used. They are expressed in adjectives. According to Zemach &
Rumisek (2003:25), the adjectives commonly used are those that
describe shape and size, atmosphere, how you feel, and
appearance. Take a look at the excerpt of description bellow.

The kitten is a new spark of life in softest fur. Her eyes tell
of pure energy tempered by an undercurrent of nervousness. They
are bluer than glacier water. Looking closer, I can see the faint
brighter stripes in her irises, which remind me of spring grass. She
leaps with the sudden pounce of a tiger, gaining confidence and
accuracy. It will not be long before she is pure cat, independent and

sassy, the queen of her human subjects. She is still a little girl trying

on mama's shoes, sitting to lick herself like a year old already,
loosing her balance and trying to look like she meant to do it.
Taken and adapted from:
https://www.descriptionari.com/quotes/a-kitten/

26
 The aforementioned example is possible development of
the thesis statement “Adopting adorable kittens that need love is
reasonable” as stated earlier in the previous section. The sense of
sight is dominantly used to describe the kitten’s physical
attributes and appearance, especially its eyes, and its behaviour.
This is then supported by how the writer feels about the kitten
and its all doings. The adjectives used strengthen the impression
of the kitten’s beauty, for instance, “soft” as is “a new spark of life
in softest fur” and “bright” as in “the faint brighter stripes in her
irises”. In addition, the use of active and spesific verbs support the
portrayal of this lovely creature, for instance, “leap” as in “She
leaps with the sudden pounce of a tiger”.
Methods of organizing body paragraphs may vary,
depending on the subject and your approach to it. Sometimes a
descriptive paragraph has spatial arrangement, namely top to
bottom, front to back, small to large, inside to outside, and so
forth. The paragraph may employ climactic arrangement, such as
most important to least, most familiar to least, dramatic to
mundane, etc. There is also chronological arrangement that
includes newest to oldest, past-present-future, and stream of
consciousness.

Exercise 1
Develop the given description about a puppy in the following
figure into a series of sentences that will construct a abody of a
descriptive writing. The body of writing consists of at least seven
sentences representing the explanation of sensory details
identified in figure. Notice that you need to use vivid adjectives
and active verbs to sharpen your description of the puppy.
Remember, avoid telling a story about the puppy.

 •You can see his
melancholy
sight eyes, folded
ears, and fragile
feet

•You can hear his

sound barks sound like
a melody

•You can touch

touch his gentle and
soft fur


Image taken from:
http://www.appszoom.com/
android_applications/personalization/
cute-baby-animals-wallpaper_fgclq.html


Description of the puppy


…………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………


Exercise 2
Develop body of descriptive writing based on the introductory
paragraph composed in “Exercise 2” of sub-unit 4.1. The first step
you need to do is to draw mindmap that will lead you in
28
composing the paragraphs. Thus complete the table below with
phrases or words that contain adjectives to assist you in
constructing the body paragraphs. Keep in mind that you do not
need to fill all of the elements of sensory details if cannot find any
under a certain sensory detail; for instance, if you cannot mention
the impression under the category of “taste” and/or “smell”, you
can leave it and direct your focus on the other categories.

Sensory Details
Sight Smell Sound Touch Taste Feel
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….
…………. …………. …………. …………. …………. ………….

Exercise 3
After identifying the things you intend to describe, arrange 2-3
paragraphs that consists of at least fifiteen sentences that are
going to be the body of your descriptive writing. Choose one of the
methods of organizing body paragraphs: spatial arrangement, or
chronological arrangement.

Body Paragraphs

…………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………



Body Paragraphs (continued)

…………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………




4.3. Drawing Conclusion
The conclusion paragraph of a descriptive writing is more
than merely summary or restatement of the thesis. A strong
conclusion provides a sense of closure by telling the reader the
overall importance of the discussion. In “Adopting kittens”
writing, for example, the conclusion may talk about our
responsibility to the thousands of unwanted animals that are put
to sleep because nobody wants them.

Exercise
Write a concluding paragraph that consists of at least three
sentences that gives closure to your writing. Notice that
concluding is different from summarizing.

Conclusion

…………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………
30


UNIT 3
NARRATIVE ESSAY

Objective:
After finishing this unit, you will be able to
• Understand the characteristics of narrative essay
• Write outline for narrative essay
• Write biographical essay
• Write itinerary essay
• Write family ritual essay

A. Warming Up
1. Have you ever had trouble getting from one place to
another while traveling?
2. What happened that made this travel difficult?

(Image taken from http://worldartsme.com/images/family-road-trip-clipart-
1.jpg)
3. Share your story with your friends

B. What is Narrative Essay?
Narrative essay is an essay which tells a story. Narratives
can tell long stories or just a few minutes’ worth of
excitement.
 Even though the narrative essay has the same basic form
as most other academic essays, it allows the writer to be a
little more creative than academic essays usually do.

To make your story interesting, there are several

important elements you should pay atention to. Those are:

• Theme : the basic idea of the story.

Very often the theme will deal with a topic

• Plot : the sequence of events which

happens in the story. The plot often includes a
climax or turning point at which the characters or
event change.

• Characters : the people in the story.

They are affected by the mood of the story, and
they react to the events in which they are involved.

• Setting : the location where the action in a
story takes place.

32
 C. Example of Narrative Essay

Frustration at the Airport

I had never been more anxious in my life. I had just spent
the last three endless hours trying to get to the airport so that I
could travel home. Now, as I watched the bus driver set my luggage
on the airport sidewalk, I realized that my frustration had only just
begun.

This was my first visit to the international terminal of the

airport, and nothing was familiar. I could not make sense of any of

the signs. Where was the check-in counter? Where should I take my
luggage? I had no idea where the immigration line was. I began to
panic. What time was it? Where was my plane? I had to find help
because I could not be late!
I tried to ask a passing businessman for help, but my words
all came out wrong. He just scowled and walked away. What had
happened? I had been in this country for a whole semester, and I
could not even remember how to ask for directions. This was awful!
Another bus arrived at the terminal, and the passengers came out
carrying all sorts of luggage. Here was my chance! I could follow

them to the right place, and I would not have to say a word.

I dragged my enormous suitcase behind me and followed

the group. We finally reached the elevators. Oh, no! They all fit in it,
but there was not enough room for me. I watched in despair as the
elevator doors closed. I had no idea what to do next. I got on the
elevator when it returned and gazed at all the buttons. Which one
could it be? I pressed button 3. The elevator slowly climbed up to
the third floor and jerked to a stop. A high, squeaking noise
announced the opening of the doors, and I looked around timidly.
Tears formed in my eyes as I saw the deserted lobby
and realized that I would miss my plane. Just then an elderly
airport employee shuffled around the corner. He saw that I
was lost and asked if he could help. He gave me his
handkerchief to dry my eyes as I related my predicament. He
 smiled kindly, and led me down a long hallway. We walked up some
stairs, turned a corner, and, at last, there was customs! He led me past
all the lines of people and pushed my luggage to the inspection
counter.
When I turned to thank him for all his help, he was gone. I will
never know that kind man’s name, but I will always remember his
unexpected courtesy. He helped me when I needed it the most. I can
only hope that one day I will be able to do the same for another

traveler who is suffering through a terrible journey.






Glossary
to scowl : to frown
a terminal : an arrival and departure point for some forms
of mass transportation
to despair : the condition of having no hope
to gaze : to look at slowly and steadily
to jerk : to move with an abrupt motion
timidly : hesitantly, shyly
deserted : empty
elderly : older; mature
to shuffle : to walk by sliding one’s feet along the ground
a predicament : a troubling situation
a courtesy : a kind or polite action

34
D. Structure of Narrative Essay
Just like other types of essays, an effective narrative essay
also includes these elements:

1. Introductory paragraph
2. Body parapraphs
3. Concluding paragraph

Introductory Parapraph
The introductory paragraph should identify the topic and
explain why it is important and worthy of discussion.
Introductory paragraph also contain the most important
aspect of the essay, thesis statement.
In most types of essays, the thesis statement conveys the
main idea of the essay and tells what the organization of the
information will be. However, in a narrative essay, the thesis
statement should introduce the action that begins in the first
paragraph of the essay


Body Paragraphs
Body paragraphs should support and expand upon the
thesis, main idea, and/or argument presented in the
introductory paragraph. Body paragraphs in narrative essay
can be the series of events/actions which support the thesis
statement.
The action in the plot can be organized in many different
ways. One way is chronological or time order. In this method,
each paragraph gives more information about the story as it
proceeds in time—the first paragraph usually describes the
first event, the second paragraph describes the second event,
and so on.

Transitional Sentences
In an essay with chronological organization, each body
paragraph ends with a transitional sentence. Transitional
sentences have two purposes:
(1) to signal the end of the action in one paragraph, and
(2) to provide a link to the action of the next
paragraph.
These sentences are vital because they give your story unity
and allow the reader to follow the action easily

Concluding Paragraph
Although put in the end of the essay, the concluding
paragraph can the most important. The writer must not merely
repeat the introductory paragraph, but explain in expert-like
detail what has been learned, explained, decided, proven, etc. The
concluding paragraph of narrative essay may also provide a moral
value of the story.

Exercise 1.
Direction: read the essay above and answer these following
questions
1. Where is the setting of this story?
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. What is the the basic idea, of “Frustration at the Airport”?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. List the characters in this essay.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

36
 4. This essay is arranged in chronological order. In a few
words, describe what happens first, second, third, and so
on.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Exercise 2
Direction: Below is an outline for “Frustration at the Airport.”
Some of the information is missing. Reread the essay and
complete the outline.

Title:
I. Introduction (Paragraph 1)
Thesis statement:
II. Body
A. Paragraph 2 (Event 1) topic sentence: This was my first
visit to the international terminal of the airport, and
nothing was familiar.
Supporting details:
1. The signs were confusing.
2. I began to panic.
Transition sentence:

________________________________________________________________

________________________________________________________________

B. Paragraph 3 (Event 2) topic sentence:

________________________________________________________________

________________________________________________________________

Supporting details:
1. He scowled and walked away.
2. I could not remember how to ask for directions.
3._________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Transition sentence:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

C. Paragraph 4 (Event 3) topic sentence: I dragged my
enormous suitcase behind me and followed the
group.
Supporting details:

1._________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. I got on the elevator and looked at the buttons.

3._________________________________________________________________

___________________________________________________________________

___________________________________________________________________

38
Transition sentence:

____________________________________________________________________________

____________________________________________________________________________

Paragraph 5 (Event 4) topic sentence:

____________________________________________________________________________

____________________________________________________________________________

Supporting details:

1. An airport employee offered to help.

2. ___________________________________________________________________

___________________________________________________________________

3. ___________________________________________________________________

___________________________________________________________________

Transition sentence: He led me past all the lines of people

and pushed my luggage to the inspection counter.

III. Conclusion (Paragraph 6)
A. Close of the action:

______________________________________________________________________

B. Moral Value:

______________________________________________________________________


D. Grammar for Writing
Connectors and Time Relationship Words
The most common way to organize events in a narrative
essay is in chronological order. The event that occurs first is in the
introduction, and the events that follow are in the next paragraphs
(the body) and continue to the end (the conclusion).
To make sure that readers understand time relationships,
effective writers use connecting words and phrases to show how
events progress. Look at the time words in the chart below. These
are connectors that you can use in narrative writing.

Time Words That
Chronological Begin ClausesTime
Preposition
Order Words That Begin
Clauses
first (second, after (a After
third, etc.) moment)
next at (9:00 a.m.) as soon as
finally by (bedtime, Before
then)
later During (the Until
afternoon)
during from (then on) When
now until (five Whenever
o’clock)
then While







40
Exercise 3
Direction: Read the essay below. Fill in the blanks with an
appropriate connector or time relationship word or phrase.
Becoming a Man

(1) When they are asked who their idol is, most people will
name a famous person. I am not most people. My idol is a person
whom I have known my entire life. He is my brother Claudio, and
even today he teaches me about life. The day that Claudio taught
me the importance of being a man is the day he left home to go to
college.
(2)It was an early Saturday morning in August. As usual,
we were woken up by the sound of our sister playing the piano.
She was always playing that silly instrument!
_______________________________________ a few minutes of lying in our
beds, wishing she would stop, we slowly got up.
__________________________ that point, we knew we could not fall back
asleep. She was probably going to play that piano all day!
(3)___________________________we reached the kitchen, there
was a surprise for Claudio—his favorite breakfast.
____________________________________________ Mom saw us, she gave us a
big smile and told us to sit down for our pancakes. It was obvious
that this was an important day for everyone
_________________________________ we finishing breakfast, Claudio went
upstairs to continue packing.
(4)_______________________________I heard him call my name. I
ran to the room we shared, sat down on the bed, and watched
Claudio close his suitcase. He turned to me and nodded. “It’s time,
brother,” he said. I thought he was referring to his time to leave
the house. Actually, he went on to explain all of the important
responsibilities that I would have after he was gone. Claudio
meant that it was time for me to take on a bigger role in the
family. _________________that point, I understood everything.
(5)______________________________________then on, I took
my role as the “man of the house” very seriously. With
Claudio away, I would need to be available for Mom
whenever she needed me. What have I learned from my
brother? I have learned about family, love, and
responsibility.

Vocabulary Building
Exercise 4
Direction: Circle the word or phrase that is most closely related to
the word or phrase on the left. If necessary, use a dictionary to
check the meaning of words you do not know.

No. Words A B
1 A scowl A happy face An angry face
2 A predicament Goodluck Trouble
3 To shuffle Ears feet
4 To gaze Eyes mouth
5 Knowledge Alot of Almost no
information information
6 Idol Celebrity Violation
7 somber serious Understanding
8 Residential Houses and officers
apartments
9 Driveway cars People
10 severity funny serious

42

Exercise 5
Direction: Fill in each blank with the word or phrase on the
left that most naturally completes the phrase on the right.

1. Ask/to ask How ____________________ for help

2. Journey/lobby A deserted ___________________

3. Feeling/letter An unconfortable _____________

4. Through/down To rush ____________________the

stairs
5. From/by Hit _________________ a car

6. By/on To trip _____________________

something
7. Do/make To ________________ sense of
something
8. Bed/table Sit down on the ____________________

9. Say/tell To ___________________ the truth

10. Lesson/street Learn a ______________________________

DEVELOPING A NARRATIVE ESSAY
There are three important steps you can follow in
developing a narrative essay.
1. Choosing a topic
2. Brainstorming
3. Making an outline

Choosing a Topic
When you write a narrative essay, choose a topic that is
important to you—your essay will be easier to write and
more interesting to read if you do. Also remember that
smaller is better. The smaller the action or event you choose,
the easier it will be to keep your readers’ interest and
describe the action fully.
Exercise 6
Direction: Take a few minutes to think about possible topics
for a narrative essay. Write your ideas.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Brainstorming
Brainstorming is a process to help you generate ideas about
essay topics. When you brainstorm, do not worry about
correct grammar or spelling. Just focus on getting your ideas
on paper. Here are three ways to brainstorm ideas for an
essay:
1. Ask wh- questions about your topic. With this method, you
begin with a general idea of the topic that you are interested
in. Then ask the questions Who? What? When? Where? Why?
44
 and, in some cases, How? The answers to these questions will
help clarify what you would like to write about.
Here is an example:
General topic: Celebrating Mother’s Day
Questions:
Who celebrates Mother’s Day? What is the history of
this celebration? When does the celebration take
place? In what parts of the world is Mother’s Day
celebrated? Why is it
celebrated? How do people celebrate Mother’s day on
this day? How is it the same or different from
Kartini’s Day?
2. Make a list of words or phrases that describe your topic. This
list can help with vocabulary choices when you write your
essay.
Here is a sample list on the topic of Women’s Day.
Remember, this is the first step in the writing process, so
many of your ideas might change.
December Flowers My family

Gifts History Tradition

Respect Mother Children give

to mother

3. Make a visual map of your essay ideas. One kind of visual map
is called clustering.
To make a cluster map, write your topic in the center of
a piece of paper and then circle it. Then draw lines out
from the circle. At the end of those lines write words and
ideas associated with the topic. Write whatever comes to
mind. Connect any words that are related with lines.
When you are finished, you will have many new ideas
about your topic


NARRATIVE ESSAY – BIOGRAPHICAL ESSAY

A. Warming Up

(http://pre08.deviantart.net)

1. Who is the person in the picture?

2. Do you know anything about his life?
3. What are his contributon toward Indonesian literature?
4. Discuss it with your friends.

46
B. What is Biographical Essay?
Biographical essay is an essay about the life and personality
of a person who actually lived. A biographical essay should
have the following characteristics:
• a real-life subject
• a thesis statement that states a specific idea about that
person’s life and achievements
• an account of one or more major events in the subject’s life
• a description of the subject’s key character traits

C. Example of Biographical Essay

George Washington: A Quiet American Hero

When George Washington was a boy, he liked to
make up his own sayings. “Lean not on anyone” was one
of them. As he grew older, a strong sense of self-reliance
and responsibility—to his family, his soldiers, and his
country —shaped Washington’s character. It gave him a
quiet strength that helped him direct the course of our
nation.
Washington grew up on his family’s Virginia
plantation As a young man, he decided to learn a trade
as a land surveyor. George Washington was only sixteen
years old when he set out on his first surveying
expedition. Sleeping outdoors and hunting for his food
made the teenager more mature. This maturity and
sense of responsibility were the perfect qualities for a
military leader.
Seven years later, Washington was already a
colonel commanding Virginia’s colonial troops. At six
feet two inches tall, he was a forceful leader who
inspired his men to defend the colony’s 350-mile
western frontier.
In 1775, Washington’s leadership was called
 upon one more time. The Second Continental
Congress named him commander in chief of the
army. From 1775 to 1783 his strength helped his
soldiers overcome many problems. Washington’s
troops didn’t have enough supplies, and
many soldiers deserted. The men suffered horribly
during the bitterly cold winter at Valley Forge.
After Washington’s death, Thomas Jefferson
said about the leader, “His integrity was most pure,
his justice the most inflexible I have ever known.”
Without this quiet American hero, with his strong
sense of responsibility, our nation’s early history
would have been very different.

Exercise 1
Direction: Read biographical essay above and answer these
following questions.
1. Underline the thesis statement of the essay above.
2. How is the organization of the essay?
___________________________________________________________________

___________________________________________________________________

3. How the writer develop the body paragraph? By focusing

on a few events; or by contrasting the public’s opinion

with the real man?

___________________________________________________________________

___________________________________________________________________

48
D. Steps in Writing Biographical Essay
These are several steps in writing biographical essay.

1. Choose your subject.

Choose a person whose life seems especially appealing to
you. Once you have decided on a subject, make notes
about what you already know about his or her life and
personality.
2. Gather information.
Once you have reviewed what you know, think about
what areas of this person’s life you would like to focus
on. Then, write down some questions to help you direct
your research.
3. Choose one topic.
Based on your research, make some decisions about your
subject’s personality. What did he or she value most? Is
there a connection between your subject’s character
traits and his or her role in history?
4. Write a thesis statement.
You have learned more about your subject and reflected
on his or her life and personality. You are ready to write
a thesis statement.

E. Assignment - Writing Biographical Essay
Think of a person that you know well. Be sure that you feel
comfortable writing about him or her. Tell a story about this
person. What unusual or exciting experience has this person
had?
How did he or she influence you?
1. Make an outline.
2. Develop your outline into a good essay

 UNIT 4
EXPOSITORY ESSAY
The expository essay is a genre of essay which requires writer to
state an idea, expound on the idea, evaluate evidence, and set an
argument concerning with main idea in a clear and concise way.
This writing can be accomplished through comparison and
contrast, definition, example, and set the analysis of cause and
effect, and more.

This genre of writing is commonly assigned as classroom

evaluation tool and also found in various types such as human
characterization and movie review.

There are some main points which need to be aware of in writing

expository essay:

• A clear, concise, and defined thesis statement in the

first paragraph of the essay.

The thesis statement is essentially written in narrow and clear

format. Therefore, the student needs to master the portion of the
essay therefore they can composeit in an effective or persuasive
essay.

• Clear and logical transitions between the introduction,

body, and conclusion.

Clear and logical transition is an essential in delivering main

idea in the essay. The writer needs to hold the foundation essay
together. Without logical transition, the reader will not be able to
follow the essay’s argument and more importantly the structure
will collapse.

• Body paragraphs including evidential support.

Every paragraph should be limited to the exposition of one

general idea. Therefore, this wil allow to clarify and the clear
50
direction throughout the essay. In addition, the conciseness will
create an ease of readability for the reader. It is important that
each paragraph must include some logical connection to the thesis
statement in each opening paragraph.

• A Complete Argument
Thinking of writing argument paragraph as a debate with
a classmate. Think about some question that would arise in the
middle of the debate (when you write the essay), so it will urge to
find the solution of the effect that arise the concerning questions.
By completing all possible question and effect, the expository
essay will be written in a complete and logic way and leaving no
doubt in reader’s mind.

• Evidential support (whether factual, logical, statistical,

or anecdotal).

A writer or student must be prepare well to write an

expository essay, because a little or even no preparation will not
allow a great deal of statistical or factual evidence. Therefore,
putting factual logical, statistical or anecdotal statement will be a
great support

• Explore and put more creativity!

Though creativity and artfulness are not always associated

with essay writing, it is an art form nonetheless. Try not to get
stuck on the formulaic nature of expository writing at the expense
of writing something interesting. Remember, though you may not
be crafting the next great novel, you are attempting to leave a
lasting impression on the people evaluating your essay.

• The five-paragraph Essay

It is a common method for writing an expository essay to have five

paragraph as the approach. However, this is by no means the only
formula for writing such essays. The common method consists of:
 1. an introductory paragraph
2. three evidentiary body paragraphs
3. a conclusion

• A conclusion that does not simply restate the thesis,

but readdresses it in light of the evidence provided.

This is an inevitable begin to struggle. This part of essay will

leave most immediate impression on reader’s mind. Therefore,
the conclusion must be effective and logical. Never introduce new
information in to the conclusion but come to a conclusion
concerning with the information presented in the body of the
essay.

The following is the structure used in expository essay in
academic writing.


Opening Sentence
Start your writing with a general statement
about your main idea which catches the
reader’s attention, a relevant quotation,
question, anecdote, interesting facts,
definition, analogy, the position opposing one
you will take in, or a current dilemma that

needs a solution.


Introduction

Context
Provide any information which the reader will
need to understand more your topic.



Thesis Statement
Write your arguable statement on the topic
that you will support with evidences in your
following body paragraphs.


52
 Topic Sentence
Provide your main idea of the paragraph.



Supporting Evidence
Include some specific textual evidences
such as cited quotes, paraphrases or
summary. You can also put evidences that
support your writing from other sources,
for example, anecdotes, based on
interviews or your own experience.


Analysis
Paragraph
Body Explain to the reader the significance of the

evidence you have provided. Explain more

why it is included. How does every

evidence support your writing? The

evidence sources may be anecdotes, first-

person interviews or your own experience.


Transition
Connect each paragraph with a sentence or
two that demonstrates how each idea leads
into the next, and how they work together
to support your position. The evidence
sources may be anecdotes, first-person
interviews or your own experience.




Provide the reader an overview of the main ideas

you have discussed. In addition, be sure to add the

progression of your thought. Offer solutions, next

Conclusion steps or present new questions that your writing

generated. Don’t only restate your thesis but show

the significance of your thesis.

Example of Expository Essay:
1. Movie Review

“Gravity”

I decided to watch “Gravity” after I heard claims that it is the best

film about outer space that has ever been released on screen. I
have my own, rather conservative opinion about the best space
films; my personal list includes such masterpieces as “2001: A
Space Odyssey,” “Solaris,” “Dune,” and the original “Star Wars”
trilogy, of course (I think no chart about space films can omit
these pictures by George Lucas). Spoiled by world famous films, I
decided to take a glance at the newborn candidate to my list, and
went to the cinema.

The plot develops around a pair of astronauts who were

repairing the Hubble Telescope on its orbit; their space shuttle
collided with space trash, and out of the entire crew only two
survived: Matt Kowalski and Ryan Stone. The destruction caused
by the accident did not allow them to return to Earth; Kowalski
makes a desperate decision to reach the International Space
Station using their manned maneuvering units (or, simply
saying, jet packs. The ISS is abandoned because of a similar
accident with space trash; the only hope for the astronauts is the
old shuttle on board of the ISS. However, Kowalski dies as he
approaches the station, and Stone manages to fix the shuttle and
return to Earth.

“Gravity” by Alfonso Cuaron is a thriller that manages to pump up

the tension by many artistic means at once: people in an isolated
environment, hopelessness of the situation, a hostile environment,
and of course the perfect actors’ play—George Clooney (Matt
Kowalski) and Sandra Bullock (Ryan Stone). In many reviews, the
film has been characterized as a chamber thriller, or a
‘claustrophobic’ thriller; I would like to disagree with this
definition because of one simple obstacle that prevents me from
perceiving “Gravity” as a claustrophobia-causing film: the
space. Maybe I am agoraphobic, but the vastness of space
around Kowalski and Stone, the understanding that in the
entire Universe nobody can save or help them, total and
complete loneliness of a tiny human being in the endless
ocean of space—this is what gave me chills while watching
54
the film. Somehow Cuaron managed to create and convey the
sensation of overwhelming emptiness—and this is the most
remarkable fact about “Gravity.”

As I have already mentioned, the atmosphere of the film is

breathtaking. It is literally impossible to look away from the
screen, because every little detail is important and helps to
engage the audience deeper into the shown situation. I
especially liked how Bullock managed to convey all her emotions
mostly with the help of her breath: its intensity and depth aided
the audience in understanding what Stone was feeling like better
than any traditional actors’ means. As for Clooney, his protagonist
sometimes looked too calm, considering the situation: “Lost in
space? No problem!” But in general, his performance also was
convincing and satisfactory.

I disliked only two moments in “Gravity,” and both of them are

obvious even for those who got an F in physics or astronomy at
school. The first of them refers to the crazy rescue plan suggested
by Kowalski. In reality, the Hubble Telescope is located 559
kilometers above the equator, whereas the ISS hangs on the height
of 418.3 kilometers above Russia. Such distances require even
spacecrafts to refuel, while Kowalski and Stone manage to cover it
using only jet packs. Another drawback that I noticed was the
helmets of the astronauts spacesuits. In the film, they are
completely transparent, whereas real spacesuits have mirror
reflecting helmets, which prevent their eyes from blindness and
skin from burns. Of course I understand that the helmets’
transparency was caused by the necessity to show the astronauts’
emotions, but still this fact instills a feeling of imperfection. Other
minor defects that attentive viewers can possibly notice do not
spoil the atmosphere.

Overall, I would like to say the film has definitely

supplemented my personal collection of favorite space
films. The atmosphere of desolation and loneliness that Alfonso
Cuaron managed to create, the environment, and the situation in
which the main characters have found themselves causes a truly
thrilling effect. Even minor discrepancies do not spoil the general
impression. Therefore, I would like to strongly recommend
watching “Gravity” to all who read this review.
Source:
https://academichelp.net/samples/academics/reviews/movie/gr
avity.html

2. Human Character

“Fear of Success”

Perhaps everyone is familiar with the fear of failure: a paralyzing

sensation of a probable setback preventing a person from
accomplishments, broadening one’s zone of comfort, trying out
something new, self-expression, and so on. Indeed, the fear of
failure can greatly affect a person’s life, so even a gifted and skilled
man or woman who could have reached success due to their
talents prefers to stay passive to avoid potential failures.
However, this is not the only obstacle one can face; there is also
another fear, which for many people might seem paradoxical, but
which, nevertheless, is an effective and sometimes unbearable
barricade on one’s way to accomplishments: the fear of success.

At first glance, it might seem absurd; the fear of success is

something a person in the modern success-oriented society can
hardly confess to other people. Still, it remains a great problem for
thousands of people all over the world. A talented writer having
written several brilliant novels, hesitating to send them to a
publishing house; an office worker who could greatly improve the
productivity of his/her department, afraid to step up and submit
his/her propositions on reorganization; a scientist bearing a
revolutionary theory contradicting deep-seated conceptions, but
does not expose them; a person having found a dream job, but
afraid to send his/her CV. These are just some examples of the
fear of success.

But what causes this fear? Why would someone be so afraid of

reaching their dreams so badly that it would prevent them from

56
even trying to do it? Psychologists suggest several possible
reasons for this.

Susanne Babbel, a psychologist specializing in trauma and the

post traumatic stress disorder, believes that the fear of
success might have something in common with the fear of
excitement and arousal, including sexual sensations. People
who suffered from traumatic experiences in the past, or are
struggling with PTSD currently, might confuse the excitement
of success with the excitement or arousal experienced during
traumatic events (since excitement is not necessarily a
“positive” feeling—it can occur not only while anticipating for
something pleasant to happen, but also in situations of
danger). For example, if excitement or arousal was experienced
in relation to sexual trauma, the excitement of being close to
achieving success might, in certain cases, be confused with the
sensations connected to the trauma, and thus become undesired
and feared; although, this is not always the case. In other words,
people who have undergone traumatic events can associate the
feeling of success with the feeling of trauma, and in order to avoid
exposing themselves to danger, they prefer to abstain themselves
from accomplishing their goals, or achieving success otherwise
(Psychology Today).

Success has a more complicated nature than failure, and is

connected to great uncertainty. Failure is more “familiar,” so
to say; success, on the other hand, may involve enormous
potential changes in one’s lifestyle, behavior, connections, and so
on. Therefore, for some people, it feels safer to stay within known
territory—in the situations they have got used to; success implies
becoming exposed to criticism, evaluation, envy, new demands,
social pressure, expectations, public scrutiny, and so on. A person
subconsciously anticipating all this may not feel prepared for this
kind of challenge, so in order to feel safer, such a person prefers to
not strive for success, but rather to stay where they are (99U).
Another reason underlying the fear of success might seem
insignificant at first glance, but it is still a serious problem for
many people, especially in religious communities. This is the fear
of appearing nonspiritual, materialistic, and egoistic. Many
people, not necessarily religious, live with the conviction that
there is something wrong about wanting to be successful and
rich; “It’s easier for a camel to go through the eye of a needle, than
for a rich man to enter the kingdom of God.” This Biblical quote, as
well as its numerous variations (such as “rich people are
dishonest/greedy/bad”), often being misinterpreted, serves as
one of the main stop signs for many people. Success is often linked
with money, and money in public consciousness is something that
directly opposes spirituality, inner peace, self-development. Such
expressions as “to sell-out,” “to be shallow,” “to be selfish,” “to be
overly ambitious” and many others point to an opposition
between being a spiritual person and being rich—as if one
excludes another. Oppressed by public opinion along with one’s
own convictions, a person might sometimes even consciously
avoid situations where they could prove themselves, stand out
somehow, just in order to appear more spiritual, more altruistic,
than if they would in case of achieving success (Lifehack).

It is also important to remember about the fear of

disappointment—the fear of success often goes hand-by-hand
with it. Many people live under the impression that striving for
success assumes having high expectations and hopes; in case if
success cannot be achieved for some reason, the fear of having
one’s hopes and dreams crumble may be a strong obstacle, so
success becomes connected to potential disappointment; avoiding
the latter, a person also avoids the former. Besides, people tend to
feel they are simply not good enough for success, due to abusive
feedback from their environment received in childhood (for
instance, children calling each other “losers” in schools, or parents
envying someone else’s success and justifying their own
misfortunes with the constructions such as “honest people cannot
have it”). Success, in this case, becomes something a person feels
he/she does not deserve, or should not have (Psychology Today).
58
The fear of success is a complicated phenomena, involving a
number of smaller fears, misconceptions, and wrong convictions.
A fear of success might be connected to some traumatic events
that occurred to a person in the past; it can be also caused by the
fear of great changes in one’s life accompanied by success. A
person might think that “good people cannot be successful,” that
they do not deserve success, or that being successful somehow
turns them into selfish, shallow beings. All these convictions can
be got rid of, so a person fearing success should not be ashamed of
their feelings, and should probably visit his or her local
psychotherapist for consultations, as it is an effective way of
dealing with harmful and/or dysfunctional beliefs.

My Outline
Try to apply the structure provided above to your own
writing: write the corresponding elements of your
introduction, body paragraphs and conclusion in the space
provided below.

Introduction:
Begin your essay with a
opening sentence about your
topic that catches the reader’s
attention.

Provide the context: give the

information the reader will
need to understand the topic.





State your thesis with your
arguable position on the topic.
Decide which side will you take
and explore it, then prove your
argument in your papaer.

One Practice Body paragraph:
Write a general topic sentence
that
states the main idea in the first
body paragraph.



Write down the specific textual
evidence or evidences from
other sources that you are
using to support your writing.

Analyze your evidence that you
have stated: tell the reader
what is significant or important
point to include this evidence.
How does every evidence
support your thesis? Why did
you choose it?

Put a transition sentence to
connect each paragraph with
one or two sentences that
demonstrates how each idea
leads into the next.
60

Conclusion:
Make connections for the
reader in your
conclusion. You should refer
back to
your thesis, don’t simply
restate it.
the following questions will
guide you:
• Did you propose any solutions?
Are
there solutions yet to be
discovered?
• What questions still need to be
answered?
• What is the larger significance
of the
topic you chose to write about?
• What should the reader do or
think
after reading your paper?




***