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5 Written questions

5 Matching questions

  1. self-assessment
  2. reference works
  3. basic requirements for a thesis statement
  4. personal writing
  5. formal outline guidelines
  1. a subject, purpose, focus, specific language, briefly state subdivisions
  2. b can be used in a group work to assist students in raising their awareness about the quality of their contributions to the group; part of any writing assignment to summarize strengths and weaknesses they see in their writing
  3. c dictionaries, encyclopedias, writers' reference handbooks, books of lists, almanacs, thesauruses, books of quotations, and so on
  4. d students can express their innermost thoughts, feelings, and responses through a variety of personal writing, including journal writing, diaries, logs, personal narratives, and personal essays
  5. e number, letters, indentations signaling groups and levels of importance; each level has more than one entry; all subdivisions are at the same level of generality; headings don't overlap; only first word (and proper nouns) of each entry capitalize; introductory and concluding paragraphs omitted, but thesis is state about the outline itself

5 Multiple choice questions

  1. this is the stage of writing that involves rewriting or "re-seeing;" emphasis is place on examining sentence structure, word choice, voice, and organization of the piece
  2. is a metaphor (a comparison of two unlike things) used throughout a work or over a series of lines in prose or poetry
  3. this stage of the writing process involve gathering and selecting ideas; teachers can help students in several ways: creating lists, researching, brainstorming,reading to discover more about the author's style, talking, collecting memorabilia or clips from other texts, and free-writing
  4. a following of one thing after another (key words: after, next, afterward, during, preceding, finally, immediately, first, later, now)
  5. spatial, geometrical, or geographical arrangement of ideas according to their position in space (examples: left/right, top/bottom, circular, adjacent)

5 True/False questions

  1. evaluatingin this stage, students begin writing, connecting, and developing ideas

          

  2. persuasive / argumentative writingstudents learn rhetorical strategies to persuade others, such as by writing editorials, arguments, commentaries, and advertisements

          

  3. concluding paragraphsleads into the topic of the essay, trying to capture the reader's interest

          

  4. elements in an argumentstates the central message of the essay, accurately reflecting the essay's content

          

  5. cause and effectthe particular group of readers or viewers that the writer is addressing

          

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