Hands-on

Writing
Teacher’s Handbook

By: Ma. Teresa Walang/Dindin Bansolay

Pines English Academy

Volga Street, Riverside Subd., Anunas, Angeles City

PREFACE
 For many ESL students the beginning of learning how to write well is to unlearn much of what they've
been taught. Most students arrive at language academies with a grab-bag of rules that they try their best to hold on
to. They've never really thought about these rules, or wondered if they make sense. But students believe that
following these rules will help produce "good writing," and that "bad writing" is defined as breaking the rules.

With this problem commonly encountered, this class is designed to meet the needs of students for a more
formal, guided, and well structured writing!

For students who have taken Interactive Writing we believe they are very much ready to take a higher form
of writing that involves more hands-on activities which are lengthy, refined, and more precise.

As for this class, we encourage students to be more critical and objective, the good characteristics of
language used in dynamic writing will evoke students’ responses in writing activities. While essay types useful to
develop and to concretely show students’ progress will make them more creative, more entertaining, and most of all
more critical in depicting ideas.

All in all, this class leads students to formal form of English writings, and it serves as a tool in cases some
will take proficiency tests such as TOEIC and TOEFL, where in both Business and Practical English are used.

Teaching Guidelines

The class is divided into three main parts; during the first week students are going to
learn the 3 major structures of an essay. Introduction, body, and conclusion are discusses
followed by examples and then by a writing application.
 On the second week the students are going to learn the tools in maintaining unity and
coherence. Important lessons such as the use of transitions, proofreading symbols, and the like
are discussed.

On the third and fourth weeks, the students are going to focus on the content of their
work outputs, different types of essay will be the main focus of the class.

All throughout the term students are expected to finish every writing task given them, a
time limit is also set to encourage students to work well within a time pressured activity. The
rationale behind this is to instill to the students diligence in writing. At all times the use of
correct grammar, organization, coherence, clarity, and efficiency in writing is highly observed.
Therefore teachers are going to check each of the students’ work, and there after explain to the
students the mistakes formed, and thereby guide the student to make less error on the next
writing activity.

Students may find this class, exhausting and so teachers are expected to explain the
purpose of the class during the first day.

Table of Contents
UNIT CONTENT

Unit I Elements of a Good Paragraph

 Unit II Introduction

Unit III Paragraphs

Unit IV Conclusion

Unit V Proofreading

Unit VI Transition Markers

Unit VII Gathering Data for a Meaningful Essay

Unit VIII Choosing the Best Topics

Unit IX Descriptive Essay

Unit X Process Essay

Unit XI Definition Essay

Unit XII Application Essay

UNIT I. Elements of a Good Paragraph

A paragraph is effective for the following reasons:

1. The paragraph shows unity. All the sentences effectively relate back to the topic
sentence at the beginning of the paragraph. All of the sentences have something to do
with dogs not liking cats.
G
R
A
N
E
M
d
i
v
e
c
U
T
n
D
d
O
T
m
p
I
c
Y
S
P
o
t
G
.
b
R
U
L
A
E
s
w
z
u
x
i
n
g
r
a
e
h
-
l
N
y fur
M
S
top
mo
tat
Pr o
Topi
Supp
e
c sag
par
i
r eex
idea
ther
invo
ment
id
or
erd
r aph
ent
d
p
ofe
de
e n

of
et
ng D
Sent
cti
ce
eils
ta
tlain
h
ta
ails
the
i ls:
mainto
e: :
et ails
enc

2. The paragraph shows coherence. There is a flow of thoughts and ideas among the
sentences in this paragraph. There are good transitions employed in the paragraph. The
writer also presents her sub-topics in an orderly fashion that the reader can follow
easily.

3. The paragraph is developed. The writer gives herself enough space to develop the topic.
He or she gives us at least two reasons to accept her argument and incorporates some
examples in order to give those reasons more validity.

UNIT II. Introduction

Now sit down and write the essay. The introduction should grab the reader's attention, set up the
issue, and lead in to your thesis. (Note: The title and first paragraph are probably the most
important elements in your essay.. In the first paragraph you either hook the reader's interest or
lose it. In the real world, readers make up their minds about whether or not to read your essay by
glancing at the title.

Get the reader's attention

The first goal in your introduction is to grab the reader's attention. Wake him
or her up and generate some interest about the topic. To grab the reader's
attention, you might present . . .

 an interesting fact
 a surprising piece of information
 an exciting quotation
 an intriguing paradox
 an explanation of an odd term
 a short narrative/anecdote (not fiction)
 a provocative question

Do not begin so broad and general that the first several sentences could fit nearly any
essay. For example:

 Too General: Crime has been an issue throughout time.

 More Specific: The question of the severity of punishments for juveniles is an issue that
has garnered attention due to the increasing number of juvenile shootings in the last
several years.

 Too General: Man has always wondered about the meaning of information.
 More Specific: The Age of Information brought about through the digital revolution of
computers has posed significant questions about the value and worth of this
information: Does having instant access to every newspaper and journal blog in the
world make us more intelligent, value-based people?

Hands-on: Write an example Introduction for the topic “Why Go to University?” Write 2 or 3
sentences for the introduction.
UNIT III. Paragraphs

Each individual paragraph should be focused on a single idea that supports your thesis. Begin
paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the
clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you.
In other words, instead of writing the essay, try talking the essay.

I. Choose a singular focus

Each paragraph should have a clear, singular focus to it. If there is an overriding error
students make in writing essays, it is shifting topics within the same paragraph, rather than
continuing to develop the same idea they began with.

II. Begin with a topic sentence

Nothing will help you keep a tighter focus on your paragraphs than topic sentences. A topic
sentence is generally the first sentence of the paragraph, and it describes the claim or
point of the paragraph, thus orienting the reader to the purpose of the paragraph.

III. Develop ideas

Try to apply these techniques to develop the idea of your paragraph

 illustrate your idea with examples

 give an authoritative quotation
 anticipate and respond to counterarguments
 back your ideas with more evidence
 offer another perspective to the idea
 brainstorm more insights about the idea
 elaborate on causes/effects, definitions, comparison/contrasts

Activity (To be given as loose sheet)

 Instructions: This student paragraph should be broken into four separate
paragraphs. Divide the paragraph below into four by putting a slash (/) after
each paragraph.

Peter Singer was born in Melbourne, Australia, in 1946. A professor of bioethics at the University
Centre for Human Values, Princeton University, and Singer is the author of Practical Ethics, one of the
most widely used texts in applied ethics, and Rethinking Life and Death, which received the 1995
National Book Council's Banjo Award for non-fiction. As one of the most influential philosophers of the
twentieth century, Peter Singer in "The Singer Solution to World Poverty" tries to draw the attention
of the readers to the fact that together we could solve the problem of world's poverty, or at least
minimize it. He is not only writing about his solutions to this problem in his article, but puts himself as
a personal example. The New York Times mentioned that he donates one-fifth of his income to the
poor, and wants to convince his audience to participate in helping. Although helping the poor is one of
the most humane actions in our cruel world, he goes much too far by considering extreme charity our
responsibility when it in fact such extremes aren't required for morality. First of all, I don't think that
we, hard-working citizens are responsible for those careless mothers and fathers whose children who
are thrown on the street. I don't find it fair that we should pay one-fifth of our income for strange
children while their own parents might live well and even enjoy life. We might help those children out
of charity, but we are not obliged to take over the responsibility of free riders. Why should we pay for
something what is not our fault? If parents cannot care for their children, they shouldn't have had
them in the first place. We simply cannot be sure that the money we pay for charity goes to the needy
and not in the pocket of the agency or organization. Even Singer admits that the actual amount which
reaches its target is less than the amount donated. In addition, it should be the government's job to
allocate money for charity since citizens pay a substantial amount of tax. The government has many
possibilities of helping the poor directly and indirectly through this collective tax. Instead of spending
millions of dollars on military and on projects that benefit elites, for instance, more SOS children
villages could be built. In this way the poor would be provided for without each citizen emptying his
pocketbook beyond the standard required tax. Finally, Singer's claims rest on a narrow view of what
it means to be moral. Claire Andre and Manuel Velasquez, in "Word Hunger: A Moral Response," that
"our moral duty is always to act in ways that will maximize human happiness and minimize human
suffering." In other words, we are entitled to our money to maximize our human happiness. We are
already paying a lot. A certain and a quite high percentage goes to the government as taxes and
insurances; a big part is spent on living, and we are entitled to use the rest for relaxation and
entertainment. Relaxation and entertainment--as elements of our human happiness -- is our
entitlement as human beings. It's our hard earned money, and we should be free to decide how we
would like to spend it. In conclusion, life doesn't only consist of work and responsibilities. Dan
Roentsch says, 'Life is not all restricted consumption and delayed gratification. It offers evidence to
your senses that your life is good." In other words, life is not about giving up all comforts, luxuries, and
personal joys in order to maximize survival of every living being. It is of course admirable for people to
give away the things they don't need any more to the needy and poor; but these same people
certainly have the right to buy new things for themselves because they are working hard for the
money. Singer's logic just leads to absurd conclusions. After everyone pays a part of his/her income
for charity, what would be his next step? Asking us to take a strange child in our home and care for it?
Or not to get our own children at all and take children from the street instead? I understand that his
point of view is humanity, but in my opinion he goes much too far.
Hands-on: Write an example paragraph for the given topic, “Why Go to University?”
 UNIT IV. Conclusion

Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable
thought, perhaps a quotation, or an interesting twist of logic, or some call to action.

I. Recap your main idea

If your essay was long and complex, sometimes difficult to follow, in the
conclusion you'll want to recap your ideas in a clear, summarizing manner.

II. Leave a memorable impression

You've got to make a graceful exit from your essay by leaving a memorable
impression on the reader. To leave this memorable impression, try . . .

 giving a thought-provoking quotation

 describing a powerful image
 talking about consequences or implications
 stating what action needs to be done
 ending on an interesting twist of thought
 explaining why the topic is important

III. Keep it short

Keep your conclusion short, probably ten lines or less, and avoid fluff. You're just trying to make
a clever exit, and presumably all the really important points have been made previously in your
essay.

______________________________________________________________________________

Example of Real Conclusions

Today, as the phonographs which follow prove, the mystique of the cat is still very much
alive in the Egyptian environment. For after all, should not the cat be important in the Muslim
world, as apparently God inspired man to write its name-qi, t, t in Arabic letters-in such a shape
that it looks like a cat?

--Lorraine Chittock, Cairo Cats

Hands-on: Write a Conclusion about the essay above.

UNIT V. Proofreading

A. Common Proofreading Symbols

Symbol Meaning Example

insert a comma

apostrophe or single
quotation mark

insert something

use double quotation marks

use a period here

delete

transpose elements

close up this space

a space needed here

begin new paragraph

no paragraph

B. Common Proofreading Abbreviations

 Ab a faulty abbreviation She had earned a Phd along with her M.D.
Agr
agreement problem:
See also The piano as well as the guitar need tuning.
subject/verb or
P/A and The student lost their book.
pronoun/antecedent
S/V
awkward expression The storm had the effect of causing
Awk
or construction millions of dollars in damage.
Cap faulty capitalization We spent the Fall in Southern spain.
Raoul tried his best, this time that
CS comma splice
wasn't good enough
Due to the fact that we were wondering
DICT faulty diction
as to whether it would rain, we stayed home.
Working harder than ever, this job
Dgl dangling construction
proved to be too much for him to handle.
problem with
- ed Last summer he walk all the way to Birmingham.
final -ed
Depending on the amount of snow we get this
Frag fragment
winter and whether the towns buy new trucks.
problem in parallel
|| My income is bigger than my wife.
form
pronoun/antecedent A student in accounting would be wise to see
P/A
agreement their advisor this month.
My aunt and my mother have wrecked her car
problem with The committee has lost their chance to change
Pron
pronoun things.
You'll have to do this on one's own time.
unnecessary
Rep The car was blue in color.
repetition
Raoul tried his best this time
R-O run-on sentence
that wasn't good enough.
Sp spelling error This sentence is flaude with two mispellings.
-s problem with final -s He wonder what these teacher think of him.
 The proofreader uses this Latin term to indicate
that proofreading marks calling for a change
STET Let it stand
should be ignored and the text as originally
written should be "let stand."
subject/verb
S/V The problem with these cities are leadership.
agreement
T verb tense problem He comes into the room, and he pulled his gun.
Seldom have we perused a document so verbose,
Wdy wordy so ostentatious in phrasing, so burdened with too
many words.
What affect did the movie have on Sheila?
WW wrong word
She tried to hard to analyze its conclusion.

Activity (To be given as loose sheet)

This letter has plenty of mistakes!  Find the mistakes and correct them using
the proofreading symbols.  Record how many mistakes you found at the end of
the page. 
dear students

I hope you are enjoing being in my clasroom.  I am haveing a food time working with you each
day.

            What do you think has been the bestest part so far did you like the spelling bea or the
writing labs?  I like the writeing because it let’s me get to know you beter.  I like it when you
practice your righting because it makes me sure that you will do good on our riting test.

some of our reading prodjects have been fun to tell me which one was your favorit and we mite
trie it again.

Our principle tole me that you kids were super?  Now I no that he is write.  The next time I see
him i will say Mr. Smith, i have the best class ever 

sincerely,

Mrs. Strack

How many errors did you find?

Spelling___________________                      Capitalization____________

Punctuation________________                   Other   _________________

UNIT VI. Transition Markers

Use transition markers wisely. Sometimes you'll need to announce to your reader some turn in
your argument. Or you'll want to emphasize one of your points. Or you'll want to make clear
some relationship in time. In all these cases you'll want to use transition markers.
Here are some examples:

 To show place - above, below, here, there, etc.

 To show time - after, before, currently, during, earlier, later, etc.
 To give an example - for example, for instance, etc.
 To show addition - additionally, also, and, furthermore, moreover, equally important,
etc.
 To show similarity - also, likewise, in the same way, similarly, etc.
 To show an exception - but, however, nevertheless, on the other hand, on the contrary,
yet, etc.
 To show a sequence - first, second, third, next, then, etc.
 To emphasize - indeed, in fact, of course, etc.
 To show cause and effect - accordingly, consequently, therefore, thus, etc.
 To conclude or repeat - finally, in conclusion, on the whole, in the end, etc.

Sample Text

During the early twentieth century, Australian society experienced a transformation

of the domestic ideal. At this time families were subject to an increasing array of
government and 'professional' programs and advice aiming to manage and regulate
family life. Some of these programs were designed to counter social changes, others
were designed to engineer them; ultimately each heralded a growing expert
encroachment into the private sphere.
Intervention and influence took three forms. Firstly, techniques designed to
maximize efficiency were introduced into the home and scientific principles were
applied to its design. In addition, housework and parenting methods were scrutinized
and subject to unprecedented standards. Secondly, all aspects of reproduction
attracted increasing intervention from government and the medical profession.
Thirdly, state, professional and philanthropic groups began to usurp the parental role
within the family through instruction and policy. Consequently, the development of
'modern' social ideals brought regulation, intervention and ever-increasing unrealistic
standards.

Practicing the Usage of Transitions

Application: ( To be given as loose sheet)

Insert the best alternative

1. Polls show that Tony Blair is the most popular Prime Minister this century.
_______________, there are even members of his own party who are uneasy with his
approach.
   In particular      However      For instance  

2. There are some slight variations in temperature, but ________________ 26 to 27ºC should
be expected.
  
   consequently      as a rule  
otherwise  
3. The two main Channel Islands, ________________ Jersey and Guernsey, are much closer to
France than to England.
  
   for example      in particular  
namely   
4. It was announced that nurses' working hours would be increased by 25%. ______________ ,
even fewer trainee nurses are expected to join the profession.
   As a result       So that      Likewise  

5. Sales of CDs have experienced a small but steady fall over the past 12 months.
_____________ , vinyl records have seen an increase in their share of the market, up to 1.7%.

  
   Above all       In contrast   
Correspondingly   

6. The Vice Chancellor explained that in light of the current financial climate and because of
unexpected bad debts, it would be necessary to peg salary levels at their current level for all
grades of staff. ______________ , no-one was getting a pay rise.

   In other
   Nevertheless       Similarly  
words   

7. It is clear, therefore, that the situation in Brazil will improve only slowly. ______________
the economic problems being experienced in Japan, the outlook is slightly more optimistic.

   In
   Furthermore       With reference to  
comparison  
8. In order to try to reduce car use in the inner cities, the government has announced new
restrictions on company parking spaces and ______________ , a new tax on individual car use.

   in
   as well as       in the same way   
addition   

9. Essays must be handed in by the deadline, ______________ they will not be marked.

  
   obviously       as a result   
otherwise   

10. ______________ it has been shown that fractures can occur at even relatively low
pressures, the use of the material should not be completely discounted.

Nevertheless Because Even though

Hands-on: Imagine these 2 paragraphs are part of a larger essay on Wendy’s.

1. Insert transitional words & phrases within the FIRST PARAGRAPH to make it more
cohesive & less choppy. To do so, you’ll need to determine what kind of relationships
exist between sentences and phrases & choose transitions that are appropriate. You
may change punctuation as needed.
2. Provide a smooth transition sentence to begin the SECOND PARAGRAPH and smoothly
connect it to the preceding paragraph. “Also” doesn’t cut it. Neither does the more
grammatically correct “In addition…” (Notice the good transition that opens the 1 st
paragraph).

In spite of such negative statistics, I will continue to frequent Wendy’s in the Student

Union building. The fries are excellent. They are rarely too greasy. They are usually fresh

and crispy. They aren’t too crispy. The burgers are sizzling hot. The warmth of the burger is
accentuated by the coolness of the mayonnaise & other condiments. A Frosty makes a good

dessert. Dinner at Wendy’s is not healthy. The food tastes great.

Also, Wendy’s has great service. I particularly appreciate the lightening-fast finger work

of the Wendy’s cashier as he punches students’ orders into the magic box. When he quickly

enters my order, I am confident that he takes his work very seriously. Likewise, the other

Wendy’s employees are professional & courteous. They too acknowledge the need to work

quickly & effectively, and their service reflects such an understanding.

UNIT VII. Gathering Data for a Meaningful Essay

Four Basic Data Gathering Procedure Options

Some students are not aware of the fact that they need to know some data gathering
procedure techniques when writing their essays. Usually, they are simply concentrating on how
to come up with a good thesis statement, how to develop literature review or even how to cute
reference materials.

There are different ways for you to conduct data gathering procedures. Usually, these ways are
related to the same processes in statistics.

1. Data mining – this procedure involves the search for published data from reputable
sources. The process is simpler than other techniques but you need to make sure that
the data is up to date.
2. Interviewing - this data gathering procedure involves a certain amount of time and
effort investment. However, you can maximize the data that you can acquire form each
respondents because you will personally acquire data from them.
3. Depending on your essay topics, you can conduct surveying. If you wish to gather quick
and raw data, this is the best medium for you. Prepare a set of questionnaire and then
have your respondents fill them out.
4. Lab experiments – this type of data gathering procedure is intended if you wish to have
a control factor. You can then conduct lab experiments to gather raw data and then
compare your results to a control measurement.
UNIT VIII. Choosing the Best Essay Topics

Writing is an activity that has a sequence of logically well constructed sentences dedicated
towards representing in essence the viewpoint of an individual. There are many simple factors
that are considered when choosing the appropriate topics for essay. The style and the structure
of an essay depend on the specific type of essay that you are writing on but the basic
construction of an essay remains the same almost everywhere. The introduction is where the
writer ushers in the topic of the essay and makes a thesis statement if necessary. When
choosing a topic for essay keep in mind that you consider your level of knowledge and
experience on the topic.

Successful essays depend a lot on how the topic for essay was chosen. The occasion for which
the essay is to be written affects the language that you can you in essays.

The classifications are very broad, some factors are environment dependent. The environment
also determines what topic for essay is chosen. It is not always necessary to be outspoken and
outright. It helps sometimes to be tactful and soft spoken.

 Consider the audience: Always make it a point to consider your audience. If you have
time to write the essay then you can brainstorm the topic, it helps to converse with
peers about it and get the general opinion on the topic. Choose a catchy topic that is
targeted to the interests of your audience.
 Narrow your work down: Narrow down the possible topics for essay and make a list of
the extremities of the topics available to you. Make sure that you do not choose a
controversial topic to write an essay that has a high degree of importance unless you are
familiar with the topic in question.
 Research the topic: Research the topic if you have to. There are many online guides that
will help you write a powerful essay. Web sites dedicated to hosting articles offer in
great detail a good variety of sound articles which offer valuable help in writing drawing
from a large database of topics for essay.
 Use your imagination: Imagination has a very important role to play in the process of
writing. One thing to remember when choosing topics for essay is the importance of
your personal creativity and viewpoint. Adding your own individual element is just as
important as writing with the correct structure or the correct grammar. Blunt writing
only dulls the reader's affections towards your work.

Make a summary of the possible topics for essay. Work out the variables carefully and make a
final list. Before you draft your work, make sure that you have selected a topic that will
highlight your opinion and the need to act upon the topic.

To illustrate:
UNIT IX. Descriptive Essay

This type of essay describes what the author observes and perceives. The main message is the
author wants to share this experience with the reader.

A descriptive essay is to make the reader believe as if he/she has seen and experienced
something on his own.

To begin with a descriptive essay, it's important to identify exactly what to describe. Often, a
descriptive essay will focus on portraying one of the following:

I.
a person
a place
a memory
an experience
an object

Describing People

a) The introduction is where you state general facts about the person, indicating when,
where and how you first met him or her.
b) The main body of your descriptive essay is where you describe their physical appearance,
personal qualities and hobbies or interests. Start a new paragraph for each topic.
c) The conclusion must express your personal attitude towards the person.
y
m
v
g
k
f
t
w
b
l
a
.
s
c
p
r
o
n
e
i
d
u
L
A
S
W
h
When writing your descriptive essay and describing someone you know well or see often (i.e. a
friend, a neighbor etc), you should use a present tense. When describing someone who is no
longer alive or someone you may have met or were acquainted to in the past, narrate your
descriptive essay in the past tense.

Descriptions of people can be found in articles, letters, narratives etc. Your writing style
depends on the situation and the intended reader. Describing people in an essay can be difficult
if writing is not your strong point.

When you describe someone's physical appearance in your essay, you start with the general
features (i.e. height, age, etc) and move on to the more specific ones, such as hair color, nose,
eyes etc. You can even add small details like a description of the clothes the person likes to
wear.

When describing someone's personal qualities, you should support your description with
examples and /or justifications. You can also describe someone's personality through their
manners by:

a) referring to the way they speak

b) describing the gestures they use
c) mentioning a particular habit they have

II. Describing Places/Buildings

A descriptive essay about a facility or a place should have the following parts:

a) The introduction is where you give the name and location of the place or building and
your reason for choosing it.
b) The main body suggests describing the key aspects of the place or building in detail
for example, when you describe a place you should include the details of what you can
see and do there; when you describe a building you should describe its exterior and
interior, as well as give historical facts about this location.
c) The conclusion includes your comments/feelings and /or any recommendations.

Descriptions of place or buildings can be found in tourist magazines, travel brochures, stories,
letters, etc. The style you use depends on the situation and the intended reader. You normally
use present tenses to describe a place/building. You use a past tense to write about historical
facts.

III. Describing Objects

Description of objects can be found in catalogues, advertisements or parts of letters, stories,
reports or articles.

When you describe an object, you should give an accurate picture of it. Your description should
include information about size, weight, shape, pattern or decoration, color, origin and material
as well as many concerning special features.

To describe objects you should use a variety of adjectives. Always list opinion adjectives first,
followed by fact adjectives. These are formally listed in the following order: size, weight, age,
shape pattern, color, origin or material. Avoid using all of them one after another, as it makes
your description feel unnatural to the reader.

IV. Describing People

When you write a description essay about a person should be structured in the following way:

a) The introduction is where you state general facts about the person, indicating when,
where and how you first met him or her.
b) The main body of your descriptive essay is where you describe their physical
appearance, personal qualities and hobbies or interests. Start a new paragraph for each
topic.
c) The conclusion must express your personal attitude towards the person.

When writing your descriptive essay and describing someone you know well or see often (i.e. a
friend, a neighbor etc), you should use a present tense. When describing someone who is no
longer alive or someone you may have met or were acquainted to in the past, narrate your
descriptive essay in the past tense.
Descriptions of people can be found in articles, letters, narratives etc. Your writing style
depends on the situation and the intended reader.
When you describe someone's physical appearance in your essay, you start with the general
features (i.e. height, age, etc) and move on to the more specific ones, such as hair color, nose,
eyes etc. You can even add small details like a description of the clothes the person likes to
wear.

When describing someone's personal qualities, you should support your description with
examples and /or justifications. You can also describe someone's personality through their
manners by:

a) referring to the way they speak

b) describing the gestures they use
c) mentioning a particular habit they have
 V. Describing Places/Buildings

A descriptive essay about a facility or a place should have the following parts:

a) The introduction is where you give the name and location of the place or building and
your reason for choosing it.
b) The main body suggests describing the key aspects of the place or building in detail
for example, when you describe a place you should include the details of what you can
see and do there; when you describe a building you should describe its exterior and
interior, as well as give historical facts about this location.
c) The conclusion includes your comments/feelings and /or any recommendations.

Descriptions of place or buildings can be found in tourist magazines, travel brochures, stories,
letters, etc. The style you use depends on the situation and the intended reader. You normally
use present tenses to describe a place/building. You use a past tense to write about historical
facts.

VI. Describing Objects

Description of objects can be found in catalogues, advertisements or parts of letters, stories,

reports or articles.

When you describe an object, you should give an accurate picture of it. Your description should
include information about size, weight, shape, pattern or decoration, color, origin and material
as well as many concerning special features.

To describe objects you should use a variety of adjectives. Always list opinion adjectives first,
followed by fact adjectives. These are formally listed in the following order: size, weight, age,
shape pattern, color, origin or material. Avoid using all of them one after another, as it makes
your description feel unnatural to the reader.

VII. Describing Events

A descriptive essay about an event should consist of:

a) The introduction in which you give name, time, place, and reasons for celebrating
b) The main body should describe the preparations and the actual event in separate
paragraphs, using present tenses to describe annual festivals, or past tenses to illustrate
those you attended some time ago.
c) The conclusion should include people's feelings, comments or final thoughts about
the event.
In writing a descriptive essay, the best way to create a vivid experience for the readers is to
focus on the five senses.
sight
sound
smell
touch
taste

SAMPLE ESSAY
(Describing Places/Building)

Provo
by Guo Ying Gao
Read other essays by Guo Ying Gao

I have been in Provo for almost eleven months. I have seen winter, spring, summer, and

fall. Provo's winter is so beautiful. The mountains are covered with a lot of snow. They look like

many beautiful brides wearing wedding dresses, and veils. In spring, Provo doesn't have many

trees; when the snow melts the mountains are bald as strong bald men. Summer in Provo is very

hot in the daytime. Last summer when I was walking under the sky, it was like walking in an

oven; the sun was like a fire that burned my skin. In spring and summer the weather was always

clear. I never used my umbrella. Provo was like huge clothes dryer; it is very dry in spring and

summer. In the fall the weather in Provo is very strange. One late September morning when I

woke up, the mountaintops was covered with snow. Provo is a lovely and strange place. I love it

very much.

Activity (To be given as loose sheet)

Direction: Replace the words in italics with the correct
synonyms; write the answers in the open and close parenthesis.

My Favorite Place
By: Zeika Rodriguez
 My favorite (___________) place is the forest, because there I can hear the different
(____________) sounds of the animals are living there. I enjoy (__________) that when I am
alone, because I love to draw trees, but also I like to be with someone and talk. I like to live
through nature. I love nature. There you can think about the world, life, family, and the future.
I love to be there for a long (_________) time because I can rest softly, and I have a good
(_______) time there. There are trees, animals, and different (__________) plants. I can smell
the air; I can feel the temperature of the weather. I can look up through the sky, and I see its own
colors like blue and white and how the clouds are moving slowly and expanding
(_______________).
I enjoyed those times because I love this place a lot. I would like to be there.

UNIT X. Process Essay

Writing a process essay requires a lot of work to do. First of all the author is supposed to
explain the significance of the analyzed process. Then, the effect this process may have on
objects or even people is revealed. It is necessary to mention all the information about the
process to make the reader fully understand its essence. A good way to make a process essay
logical is to choose a correct number of steps within the process and the difficulties of each
step.

A process essay has a classical structure depending only on the amount of the process’ steps
described:

I- Introduction
In the introduction the author reveals the basic aim of the process leaving out specific details.
Basic background information is also provided. Another factor to mention is the true meaning
of this process and its everyday life application. Therefore the reader learns in which spheres he
can later apply the knowledge of this process. The thesis statement is always the final sentence
of the introduction.
II- Body
The amount of body paragraphs depends on the amount of process stages. Therefore the body
is a guide to how to carry out the procedure. Each step or stage should have its specific purpose
the reader needs to understand. All the stages need to be presented in a logical order making
one paragraph for each stage. The stages also should include all the necessary details for the
procedure including equipment and the stage’s main difficulties.
III- Conclusion
The conclusion paragraph reveals the result of the process. It is also offers a thesis restatement
to reinforce the significance of the procedure.

Process Essay Sample Outline

I. Introduction
Thesis: Ingestion, digestion, and absorption are the three major steps involved in the digestive
process.

II. Food is ingested.

A. Food enters the mouth.
B. Food is chewed.
C. Food is ready to travel to the stomach.

III. Food is digested.

A. Food is mixed with acidic gastric juices in the stomach.
B. The partially liquid food moves from the stomach to the small intestine.
C. Enzymes are secreted.

IV. Absorption
A. The digested food passes through the walls of the small intestine.
B. The digested food is absorbed into the bloodstream.

V. Conclusion
Paraphrased Thesis: The digestion process involves three major steps: ingestion, digestion,
and absorption.

Topic Suggestions: Process Analysis

1. How to lose weight without losing 2. How to choose a major

your mind 3. How to find the perfect roommate
4. How to get rid of a roommate-- 14. How to rent your first apartment
without committing a crime 15. How to avoid a nervous breakdown
5. How to succeed in (or flunk out of) during exams
college 16. How to enjoy the weekend for
6. How to pitch a knuckleball under $20
7. How to plan the perfect party 17. How to make the perfect brownies
8. How to survive a night of 18. How to keep peace with a spouse
babysitting or a roommate
9. How to pitch a tent in the rain 19. How to bathe a cat
10. How to housebreak your dog 20. How to complain effectively
11. How to kick a bad habit 21. How to survive a recession
12. How to overcome insomnia 22. How to toilet train a baby
13. How to stay sober on a Saturday 23. How to develop self-confidence
night 24. How to use Twitter

SAMPLE PROCESS ESSAY

A Process of Digestion
 The digestive process is important in maintaining the lives of living organisms and in providing
them with needed energy. Groups of organs, such as the mouth, esophagus, stomach, and intestines, work
together to perform this complex task. Digestion is the process of breaking down food from large
molecules into small ones to make it easier for absorption. The three major steps involved in the digestive
process are ingestion, digestion, and absorption.
Ingestion, which occurs in the mouth, is the first step of the digestive process. After food enters
the mouth, the teeth chew it. Saliva, which is produced by the salivary glands, plays a major role in
breaking down the food into smaller pieces. These small pieces travel to the stomach through the
esophagus.
In the stomach, the second step of the digestive process begins. When the chewed food reaches the
bottom of the esophagus, a valve lets the food enter the stomach. Contraction of the stomach wall mixes
the food. Acidic gastric juices, which are secreted by the gastric glands in the stomach, help in mixing the
food and in turning it into a partial liquid so it will have the ability to move into the small intestine. In
the small intestine, enzymes are secreted, and digestion is completed.
The last step in the digestive process is absorption. Absorption takes place in the small intestine.
The wall of the small intestine is lined with small, finger like projections called villi. Small molecules of
food are absorbed by the huge number of villi. Some of these absorbed molecules enter the bloodstream to
be distributed throughout the whole body.
In conclusion, the digestive process involves three major steps: ingestion, digestion, and
absorption. Ingestion, which occurs in the mouth, helps to increase the surface are of the food particles
and prepares them for digestion. In the stomach, digestion begins, and it continues until it reaches the
small intestine, where absorption takes place. The digestive process maintains organisms' lives by
providing them with energy needed for different functions.

Activity (To be given as loose sheet)

Direction: Number the following steps in cooking rice. Use numbers 1-9

__Rinse the rice in water to get rid of excess starch.

__For every cup of rice, add 1 1/2 cups water.

__Bring the rice to boil, uncovered, at medium heat.

__When boiling, turn the heat down to medium low. 

__When you can see holes or "craters" in the rice, put the lid on tight.

___Fluff up rice and serve.

__Simmer for another 15 minutes.

__Place the lid on the pot, keeping it tilted to allow steam to escape.

__Turn the heat to low.

UNIT XI. Definition Essay

I. A definition essay defines a word, term, or concept in depth by providing a personal

commentary on what the specific subject means.

A. Most physical objects have a definition about which most people agree.

1. Most people will agree on what trees, windows, computers, and pencils are in
general.

2. These objects all have specific physical properties that most people can agree
on through the use of their physical senses.

B. However, abstract terms, such as love, pain, or patriotism, have different meanings
for different individuals since such terms play on people’s feelings more than their
physical senses.

C. The definition essay provides a personal, extended definition of such terms by linking
or comparing the term to a previous definition and by illustrating how that term should
be applied.

II. Setting up the definition essay

A. Select a subject carefully.

 1. Since such essays are personal in nature, select your subject based on your
own need to clarify the term.

a. For example, if you feel that the word marriage should be defined in a
limited manner, that term would make a good subject for a definition
essay.

b. Perhaps as a parent, you want to define what the term discipline

means from your point of view.

2. Select a term or subject that you know well enough so that you can provide
specific examples to illustrate your definition.

a. For example, if you aren’t familiar with the term platonic love, don’t
attempt to define it in an extended essay.

b. The subject of the essay must be familiar enough to you that you can
readily supply specific examples.

3. Don’t select a subject either too broad or too narrow to fit the parameters of
your essay.

a. For example, the word hat may be too narrow for you to define in an
extended essay.

b. On the other hand, the term love may be too broad or general since
pinning it down to a single definition is very difficult.

B. Once you have selected a subject, outline your paper carefully before writing.

1. Outlining will help you determine the specific points you want to cover in the
definition and point out where you need examples.

2. Here are some suggestions for how to outline a definition paper:

I. Introduction

A. Attention getter
 1. You may want to include the traditional or dictionary definition here to
provide a basis for your personal definition.

2. You may want to open with a contradictory image to what would be your
image to illustrate that definition.

B. Thesis: State how you define the term. If you can write the definition using specific
points, you will find the definition easier to follow when writing the paper.

II. Body

A. Background information:

1. Often unnecessary in this type of paper

2. However, you may need to provide some background about the term or your
connection to the term.

B. Point one

1. The first part of your definition of the term.

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

C. Point two

1. The second part of the definition of the term.

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

D. Point three

1. The third part of the definition (if there is one)

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

E. Point four, etc.

III. Conclusion
 A. Review your definition’s main points

B. Closing attention getter

1. Sometimes a reference back to the opening attention-getter is a good way of

unifying the entire essay.

2. You may want to close with an explanation of how your definition has affected
you.

Here is the outline for the sample definition paper on patriotism:

I. Introduction

A. Attention getter: Traditional definition of patriotism (as perceived in an image)

B. Thesis: Patriotism is speaking out when a person feels the country is right or wrong,
voting, campaigning, and respecting others.

II. Body

            A. Speaking out when country is wrong

1. Vietnam

2. Slavery

3. Women’s right to vote

B. Speaking out when country is right

1. Afghanistan

2. Health care

C. Voting

1. Making a choice based on one’s needs

2. Being involved in the voting process

D. Campaigning

1. Finding a candidate who represents country’s needs

 2. Barbara Boxer from California

E. Respecting others

1. Paying taxes.

2. Respecting others’ points of view

3. Arab-American prejudice after 9/11.

III. Conclusion

A. Review of patriot as protestor, voter, and respectful citizen.

B. Closing attention getter: return to introduction's image of patriot 

III. Writing the definition essay

A. Make sure that you have a good, specific thesis that tells readers just how you will
define the term.

B. Follow your outline to remind yourself when you need examples and analysis of those
examples.

  1. Modify your outline when you think you need to.

  2. Remember not to paragraph based on your outline's points.

C. Use good, specific examples to illustrate each point.

How to write an effective definition?

1. Create a definition. There are several ways to define a term. Here are a few options.

a) Define by function. Explain what something does or how something

works.
b) Define by structure. Tell how something is organized or put together.
c) Define by analysis. Compare the term to other members of its class and
then illustrate the differences. These differences are special
characteristics that make the term stand out. For example, compare a
Siberian husky to other dogs, such as lap dogs, mutts, or sporting dogs.

Ex: A Siberian husky is a dog reputed for its ability to tolerate cold, its distinctive features, and
its keen strength and stamina.
 d) Define by what the term does not mean. This distinction can sometimes
clarify a definition and help a reader to better understand it.

2. Use understandable facts, examples, or anecdotes. Select facts, examples, or anecdotes

to fully explain your definition. Ask yourself, "Which examples will best help readers
understand the term? What examples would most appeal to my readers? Will a brief
story reveal the term's meaning?" Do not use any examples that will not support the
definition.

10 Examples of popular Definition Essay topics:

 Cognitive Theory in Adult Education

 Personal Responsibility
 Abstract - Love, life, silence, happiness, freedom, etc.
 Communication Studies
 Political or Social Injustice
 Sociology or Psychology
 Job Satisfaction
 Employee Motivational Strategies
 Villain or Hero
 Time Management

Activity: Define the following words using adjectives

School Nature Love

SAMPLE ESSAY
 COURAGE

So literally it means “an action that comes from a heart”, other words it is a noble action. It what
sense is this word used by modern people? The main interpretation of the usage of this term is – “to
describe people who have a quality of mind that allows them to face danger without fear, which is also
often referred to as bravery or boldness”. This word it mostly used when talking about man for from its
original it is considered to be more of a manly a good value. The definitions of this word are numerous,
but since the world around us changes the definitions change, too. For instance, if we talk about the
liberty of word we can define “courage” as the “the person’s ability to say what he thinks on this matter”.

Courage is a brilliant word. For many people risking or giving one's life for others is probably the
highest example of courage. This is an action that will always be deeply respected by other people and
touches every single one of us to the core. What about everyday courage? Can certain devoted actions
made by ordinary people in ordinary situations be considered to be courageous? Is courage measured by
physically giving someone’s life away for somebody? Is it “courage” when a person reconciles from the
death of the loved one? Or is “courage” living with a handicapped child? We can say that “courage” is
being strong even though you are afraid, but on the other hand it is taking risks without knowing the
future result. Bravery, heroism, boldness, spirit, confidence, firmness, persistence, fearlessness,
determination – these words can all be view from a point of being synonyms to the word courage. This
word is a combination of these words and has a deeper meaning...

UNIT XII. Application Essay

 1. Being good is not enough. Be unique.

There are many good essays out there. So you should not be contented with a good essay. You
have to work for an excellent essay.

Admissions officers have to evaluate mountains of applications. This means that they are busy
people. And when they have to go through identical papers a sort of fatigue sets in that could
inadvertently lead to rejection of the candidates who submit non-differentiated essays, even
though these essay by themselves are of good quality. This means that not only will your essay
have to be good; it has to be different enough to break the boredom and make the admissions
officer sit up and take notice.

You can do this by incorporating the right amount of creativity on your essay. Just make sure
that you do not overdo everything.

2. Your application essay should reveal your personality

You can make your essay interesting by portraying a four dimensional image of yourself
through your essay. You have to talk about your character as well.

Make sure that in addition to being grammatically correct, your essay must also be an
expression of your personality and character, and be persuasive enough to make a busy
admissions officer to accept your application.

You have to portray yourself as honestly as possible. The admissions committee will surely see
through your lies.

3. Your essay should talk about your past and future

Your essay should also incorporate the things that influence you. Talking about these things will
give uniqueness to your essay since people’s experiences and influences are not exactly the
same. It also pays if you talk about your goals and dreams.

Reflect on the way you view the world. Contemplate on the things that drive you, and on the
people that have made a difference in your life. And finally what are your aspirations

Talking about these things will give an impression that you are a person who is strong enough
to handle difficulties and who is active enough to pursue his or her dreams.

4. The essay should be natural and uses specific examples

 5. Your essay, in order to be noticed, should be unique and creative. It should reveal
your personality, experiences, and dreams.

19 Common Mistakes that Need to be Avoided…

Here’s some helpful advice to help improve an application essay:

1. Select the Best Topic and Subject. The Common Application, as well as many individual
college applications and supplements, give students the choice of essay topics. Resist
the temptation to quickly make a selection. Instead make an inventory of your key
experiences and achievements, adjectives that describe you, anything significant in your
background, as well as what you can potentially “offer” (e.g. athletics, music, dance) a
college. Then read the options carefully and decide which topic(s) provides the best
opportunity to portray your self in a desirable manner. If the application requires more
than one essay, select distinct topics and subject areas so the admissions people get a
broader, and more complete, picture of you. If you are an athlete, for example, try not
to write more than one essay about sports.
2. Answer the Question. Read the prompt carefully and pay particular attention to two
part questions. For example, if you choose to “evaluate a significant experience,
achievement or risk you have taken and its impact on you”, make sure you thoughtfully
and critically analyze both the situation and its impact. If you choose to “discuss an issue
and its importance to you” make sure you focus on its importance to you. The
admissions people are looking for a window into your character, passion and reasoning.
3. Be Personable and Specific. Colleges/Companies don’t learn much from a common
essay. If you are asked to describe your reasons for your interest in a particular
school/job that you are applying to, make sure your essay addresses the particular
features of that school/company that appeal to you and explain why. Brainstorm with
others. Don’t be afraid to think creatively. Don’t be afraid to reject ideas! Most strong
essays have more “show” than “tell”.
4. Make Your Essay The Right Length. Many prompts specify a desired number of words
or a range. If it’s 200 to 250 words, don’t insert your 500 word essay. In fact, many on-
line applications will not even accept more than the stated limit. If there is only an
upper limit, don't stress if your essay appears too short. Lincoln got his points across in
brief in the Gettysburg address -- in less than 275 words. Be concise. Omit irrelevant
details, clichés, and poorly developed ideas. Do not distract the reader with unnecessary
words and repetition.
5. Watch Your Tone. A bit of well placed humor is fine, but don’t try to be a comedian.
6. Don’t Appear Self-Interested or Materialistic. While few applicants are genuinely
altruistic, most colleges/companies are turned off by students/applicants who appear
more focused on what the school/company can do for them, rather than how they can
benefit from the education/job and at the same time be a contributing member of the
 campus/company community. If you are applying to a business program, the average
starting salary of recent graduates should not be your stated motivation for seeking
admission!
7. Don’t Rely on Your Computer’s Spell Checker. Applicants who rely solely on their
computer's spell check program may find themselves submitting applications with poor
grammar and word choice. Just because everything is spelled properly doesn’t mean it is
correct. A good way to catch mistakes is to read your essay very slowly and out loud.
8. Don’t Overlook the ordinary. Some of the best and most memorable essays are based
on a simple conversation between people. The impressions and takeaways from such a
conversation can be extremely engaging and provide a valuable window into the
personality and values of the writer. Some essays of this type center on a moment of
enlightenment or clarification when the writer views life from a new perspective and/or
gains new confidence.
9. Skip the Volunteer Trip. Dedicated community service over a period of time can be a
strong topic for an application essay. Volunteer day at the local park, or two weeks of
school building in Africa, will probably not impress the admissions committee. They see
many essays of this type. Not only is it difficult to stand out from the pack, but these
experiences are often more about the experience than about you, or convey that money
buys opportunity.
10. Don’t Rehash the Resume. The admissions committee relies on essays to learn
additional things about you such as your initiative, curiosity about the world, personal
growth, willingness to take risks, ability to be self directed, motivation and ability to
make the most of a situation. They are interested in your personal qualities such as
leadership, confidence, ability to work in a team, strength of character, resilience, sense
of humor, ability to get along with others and what you might add to the
campus/company community. In short, use your essays to showcase a side of you not
visible from other parts of the application.
11. Read thoroughly the Entire Application. Many applications, especially for some of the
more competitive schools, are complex and require multiple essays and short answers.
12. Don’t Fall in Love with the Thesaurus. There’s no need to use a big word in every
sentence. Use caution when showing off your extensive vocabulary. You risk using
language improperly and may appear insecure or overly eager to impress. Admissions
people aren’t keen about picking up a dictionary to understand your essay. Worse yet, if
your essay vocabulary is at a much higher level than what would be expected from your
English grades it may appear that your essay is not your own work.
13. Check Your Ego at the Door. Even if you are impressed with yourself, most admissions
officers don’t respond favorably to students/applicants who brag, put down others, or
wax eloquent about their amazing achievements.
14. Accentuate the Positive. Few students have a perfect resume, which is apparent in the
application. Drawing attention to weakness in an essay is generally not a good idea,
unless you were able to overcome a weakness, and make it a strong suit.
15. Proofread Carefully. Don’t let your eagerness to submit an application cause you to
overlook careless mistakes. Errors can doom your otherwise excellent application. Make
sure you schedule sufficient time for a thorough review. When possible, have at least
 one other person proofread your essay. They may catch something important that you
missed.
16. Organize Your Essay. An impressive essay generally contains a strong opening, well
organized content, and a powerful closing. If your essay lacks structure and seems to
ramble, chances are it won’t impress the reader. Start with an outline and design your
essay paragraph by paragraph. Make sure you include enough background information
about whatever topic you are writing about so that the reader can put it into context.
17. Research the College/Company Before Writing the Essay. Almost every
school/company has its own identity and mission. Some universities even have a slogan.
Others have niche areas of study that they like to promote. Pay attention to what is
important to the particular school/company and, when appropriate, consider including
it in some manner in your essay.
18. Invest in a Strong Introduction. Admissions people read a lot of essays and may not be
energetic and fresh when yours reaches the top of their pile. That’s why it’s essential to
attract their attention up front. It is critical that the first few sentences capture their
interest. A boring opening may cause the reader to not pay close attention to the
remainder of the essay. Design the introduction to draw them into your essay. A well-
planned essay may omit some key details in the opening forcing the reader to pay close
attention to the rest of the story.
19. Start Early and Take Your Time. Don’t wait until the last minute. Application essays
almost always take longer than you anticipate. Invest the time necessary to do it right. It
should be your best work. Ask others to review your drafts and offer comments and
suggestions. Take comments and suggestions seriously – behind every good writer is
usually at least one good editor!

Common Essay Topics for Admission Essay

 Consider the books you have read in the last year or two either for school or for leisure. Please
discuss the way in which one of them changed your understanding of the world, other people,
or yourself.
 Tell us about a situation where you have not been successful and what you have learned from
the experience.
 First experiences can be defining. Cite a first experience that you have had and explain its impact
on you.
 Recall an occasion when you took a risk that you now know was the right thing to do.
 Tell us what you think about a current scientific or social controversy.
 Most people belong to many different communities groups defined by (among other things)
shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual
heritage. Choose one of the communities to which you belong, and describe that community
and your place within it. Limit your response to half a page, or approximately 250 words.
 What can you contribute to a multi-cultural world?

SAMPLE ESSAY 1 (University)

 The Greatest Influence in My Life

It took me eighteen years to realize what an extraordinary influence my mother has been
on my life. She's the kind of person who has thoughtful discussions about which artist she would
most want to have her portrait painted by (Sargent), the kind of mother who always has time for
her four children, and the kind of community leader who has a seat on the board of every major
project to assist Washington's impoverished citizens. Growing up with such a strong role model, I
developed many of her enthusiasms. I not only came to love the excitement of learning simply for
the sake of knowing something new, but I also came to understand the idea of giving back to the
community in exchange for a new sense of life, love, and spirit.

My mother's enthusiasm for learning is most apparent in travel. I was nine years old
when my family visited Greece. Every night for three weeks before the trip, my older brother
Peter and I sat with my mother on her bed reading Greek myths and taking notes on the Greek
Gods. Despite the fact that we were traveling with fourteen-month-old twins, we managed to be
at each ruin when the site opened at sunrise. I vividly remember standing in an empty ampitheatre
pretending to be an ancient tragedian, picking out my favorite sculpture in the Acropolis museum,
and inserting our family into modified tales of the battle at Troy. Eight years and half a dozen
passport stamps later I have come to value what I have learned on these journeys about global
history, politics and culture, as well as my family and myself.

While I treasure the various worlds my mother has opened to me abroad, my life has been
equally transformed by what she has shown me just two miles from my house. As a ten year old, I
often accompanied my mother to (name deleted), a local soup kitchen and children's center.
While she attended meetings, I helped with the Summer Program by chasing children around the
building and performing magic tricks. Having finally perfected the "floating paintbrush" trick, I
began work as a full time volunteer with the five and six year old children last June. It is here that
I met Jane Doe, an exceptionally strong girl with a vigor that is contagious. At the end of the
summer, I decided to continue my work at (name deleted) as Jane’s tutor. Although the position
is often difficult, the personal rewards are beyond articulation. In the seven years since I first
walked through the doors of (name deleted), I have learned not only the idea of giving to others,
but also of deriving from them a sense of spirit.

Everything that my mother has ever done has been overshadowed by the thought behind
it. While the raw experiences I have had at home and abroad have been spectacular, I have
learned to truly value them by watching my mother. She has enriched my life with her passion for
learning, and changed it with her devotion to humanity. In her endless love of everything and
everyone she is touched by, I have seen a hope and life that is truly exceptional. Next year, I will
find a new home miles away. However, my mother will always be by my side.

SAMPLE ESSAY 2 (Application)

 Intel Job Application Essay

Essay #5 (Max 300 words)

Five Work Habits

Do you plan your work in advance? Are you more interested in the overall planning of a project,
or in specific details? What factors influence your priorities? How do you accommodate
unforeseen circumstances in your work?

For my whole life, people have asked me how I maintain such a busy schedule. The only way
that I am able to meet all of my obligations -- AP classes, college courses, science research, three
varsity sports, two musical instruments and peer tutoring – is through efficient time management.
My first priority is always my academic work, with sports, music and fun filling up my left-over
time.

When I begin a project, I try not to plan all of the work in advance. I develop a general approach
and then roll up my sleeves and get to work. I am a big believer in mental momentum, meaning
that when I begin to make progress and things seem to be running smoothly, I try not to break the
energy. In the same way, when I approach a task, I try to envision how the whole process will
work. Once that is conceptualized in my mind, I focus on the details making sure they are correct
as I go, so I won't have to go back to incomplete or inaccurate portions of the task.

I accommodate unforeseen circumstances by keeping my mind open and my attitude positive.

For instance, when my initial mentor had to resign due to poor health, I did not become
demoralized; I simply identified the most respected number theorist in my area of study and
contacted him. This experience reflects my personal optimism in that I always believe there is an
attainable solution, and it is my job to find the approach which will yield the desired result. Once
I determine the best course of action, I work tirelessly and thoughtfully and am willing to put in
as much time and effort as it takes to make the goal a reality.

APPENDICES
APPENDIX (Process Essay)
Suggested transition words to lead readers through your essay
Process essays are generally organized according to time: that is, they begin with the first step in the
process and proceed in time until the last step in the process. It's natural, then, that transition words
indicate that one step has been completed and a new one will begin. Some common transitional words
used in process essays are listed below:

One Another
Transition
time time

TIME
After a few hours, Immediately following,
Afterwards, Initially,
At last In the end,
At the same time, In the future,
Before In the meantime,
Before this, In the meanwhile,
Currently, Last, Last but not least, Lastly,
During Later,
Eventually, Meanwhile,
Finally, Next, Soon after,
First, Second, Third, etc. Previously,
First of all, Simultaneously,
Formerly Subsequently,

Immediately before, Then,

APPENDIX (Descriptive Essay)

Descriptive Adjectives List
List of Descriptive Adjectives List of Descriptive Adjectives List of Descriptive Adjectives
Describing Appearance Describing Personality Describing Feelings
Adorable Aggressive Afraid
Attractive Ambitious Angry
Alluring Amused Anxious
Beautiful Brave Bad
Bewildered Bright Bored
Confident Cruel Calm
Cheerful Combative Confused
Cultured Co-operative Comfortable
Clumsy Cowardly Creepy
Drab Dangerous Depressed
Dull Diligent Disturbed
Dynamic Determined Dominating
Disillusioned Disagreeable Deceitful
Elegant Evil Envious
Fair Frank Faithful
Filthy Fearless Fine
Gentle Generous Good
Glamorous Gifted Grieving
Handsome Helpful Horrible
Homely Harmonious Happy
Hurt Hesitant Hungry
Ill-mannered Instinctive Ill
Jolly Jealous Jovial
Kind-hearted Knowledgeable Kind
Lovely Loner Lively
Magnificent Mysterious Mature
Nervous Naughty Nice
Pleasant Pleasing Proud
Perfect Placid Peaceful
Plucky Punctual Protective
Smiling Successful Sorrowful
Splendid Sedate Silly
Self-assured Sincere Sombre
Snobbish Selfish Sore
Thoughtful Talented Tired
Tense Thrifty Troubled
Timid Truculent Testy
Upset Unbiased Unwell
Vivacious Voracious Vengeful
Wonderful Witty Wicked
Worried Wise Weary
Wild Warm Wrong
Zaftig Zany Zestful
eg- What an adorable baby! eg- He was a brave knight. eg- She was in a jovial mood.

Following is a list of descriptive adjectives that describe shape, sound, size, time and quantity.

List of Descriptive List of Descriptive List of Descriptive List of Descriptive

Adjectives Describing Adjectives Describing Adjectives Describing Adjectives Describing
Shape Size Time Quantity
Broad Big Ancient Abundant
Crooked Colossal Annual Bountiful
Circular Great Brief Cumbersome
Distorted Gigantic Early Empty
Flat Huge Fast Extra
Hollow Large Late Few
Narrow Miniature Modern Heavy
Round Mammoth Old Myriad
Square Petite Rapid Many
Skinny Tall Swift Multiple
Steep Thin Slow Numerous
Wide Tiny Young Substantial
eg- A skinny boy eg- A miniature train eg- An ancient manuscript eg- Myriad stars

The following descriptive adjectives list qualify nouns related to sound, taste, touch and color.

List of Descriptive List of Descriptive List of Descriptive List of Descriptive

Adjectives Describing Adjectives Describing Adjectives Describing Adjectives Describing
Sound Taste Touch Color
Blaring Bitter Hard Azure
Cooing Delicious Loose Aqua
Deafening Fresh Rough Blue
Loud Hot Smooth Black
Melancholic Icy Slippery Crimson
Noisy Juicy Sticky Cyan
Soft Spicy Sharp Gold
Shrill Sweet Scattered Green
Squeaking Sour Soft Magenta
Silent Salty Tender Orange
Thundering Tasty Uneven Pink
Whispering Tasteless Wet Turquoise
eg- Blaring loudspeaker eg- Delicious pastry eg- Rough surface eg- Green diamond