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English Language AN ESSAY SUGGESTING SOLUTIONS TO A PROBLEM Writing

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What are some common problems people face in daily life?

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Can you think of any solutions to these problems?

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LOOK AT THE TEXT. WHAT PROBLEM DOES THE TEXT ADDRESS? READ AND CHECK.

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Every year people all over the world throw away millions of tons of waste. The damaging effect that this has on the environment is one of the most serious problems that our society faces nowadays. What can we do then to reduce the amount of waste we produce? To begin with, we can set up recycling schemes in every area and encourage people to recycle their rubbish. This way, less rubbish would go to landfill sites. Another solution would be to make sure we only buy products with reusable packaging, such as glass, jars and bottles. As a result, you can recycle more household waste and reduce how much rubbish you throw away. All in all, there are a number of ways that we can reduce the amount of waste we throw away. If we employ some of these suggestions, then the world we live in will be a cleaner and nicer place.

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Suggestions Expected Results COPY AND COMPLETE THE TABLE WITH INFORMATION FROM THE TEXT.

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•To introduce suggestions: To begin/start with, One way to, Another way to solve this problem would be •To express results: Therefore, As a result/consequence, consequently •To conclude: All in all, To sum up, All things considered STUDY SKILLS

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To begin with = This way = Another solution would be = As a result = All in all = REPLACE THE PHRASES IN BOLD WITH ALTERNATIVES FROM THE STUDY SKILLS BOX.

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To begin with = To start with This way = Therefore Another solution would be = Another way to solve this problem would be As a result = Consequently All in all = To sum up REPLACE THE PHRASES IN BOLD WITH ALTERNATIVES FROM THE STUDY SKILLS BOX.

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Suggestions Expected Results plant trees in local parks and forests fewer cars on streets – cleaner air encourage people to use public transport or cycle trees absorb carbon dioxide – air becomes cleaner MATCH THE SUGGESTIONS TO THE EXPECTED RESULTS

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One possible solution is to ….. . This way, ……….. .

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1.Choose a Problem: (global warming, lack of green spaces in cities). 2. Each group discusses and writes down the problem and at least two solutions. 3. Present: Each group presents their problem and solutions to the class. Group Activity – Planning the Essay (10 minutes)

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Para 1: state the problem (The air in our cities is getting more and more polluted.) Para 2-3: your solutions & expected results (To begin with, ... . This way, ... . Another solution would be ... . As a result, ... .) Para 4: summarise points; state your opinion (All in all, ... .) H/W: EX: 5, P: 15

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ELEME NTS

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THE PLANNING PROCESS During this part of the writing process you might do any number of the following things: •Choose a topic •Make sure you understand the parameters and requirements of your task •Narrow down your main topic to clarify your point, argument or focus •Consider your overall purpose, context and audience •Organize your content into clear categories •Create a rough map or outline of how your ideas might be organised •Express similar ideas in different ways to gain new perspectives

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Definition: Generating broad ideas then building on them with more detail in bullet pointed lists. Then, group and label these lists so you have possible sub- points to develop. Use it when: You need to produce a lot of information in a short amount of time or when you have a broad topic that you need to narrow down. LISTING

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Writing is something that different people take different approaches to. One thing is for sure that it doesn't (or shouldn't) happen overnight! It's a recursive process meaning that each step you take will feed into other steps and it can sometimes be a bit messy and fluid as you move back and forth, adding and editing until you've completed your final copy. For the purpose of explaining a successful writing process, we can break it down into four key steps that each have a distinct focus. These are: INTRODUCTION Planning Drafting Revising Editing

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PLANNING

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Planning (also referred to as pre-writing) includes anything that takes place before the actual writing of the text. It might include processes such as group discussions, brainstorming, note-taking and researching. Generating ideas for your writing is a crucial step in ensuring you meet your specific purpose. WHAT IS PLANNING?

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PLANNING STRATEGIES Although there are many different planning strategies during the pre-writing stage, the following slides will outline four of the most popular styles.

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Definition: A visual strategy that shows hierarchy and explores relationships between topics or ideas (also called clustering). Use it when: You're a visual learner who likes to the bigger picture of how ideas relate to one another. MIND-MAPPING

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Definition: Writing a series of initial questions that centre around the who, what, where, when, why and how of a topic then conducting research to answer them. Use it when: You need a starting point or you want to clarify important points that may get lost in your planning or drafting. QUESTIONING

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DRAFTING

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During this part of the writing process, try not to get side-tracked by perfectionism. Your focus is more about making sure you've said everything you need to say about a topic. Keep the following in mind when drafting: Don't pause to research Sometimes this process will evoke new ideas, implications or questions that you hadn't thought of previously. Try not to pause and research in between. Make a note or add brackets to follow up on it later. Avoid adding minute details You've got plenty of time to rewrite sentences to make them polished later. It's also not as important to pay attention to the little things such as spelling and grammar just yet. Make a mess It's totally fine if your draft is rough. Use bullet points, sentence fragments, and temporary titles or paragraph headings for now and don't worry about being repetitive or boring as you can rework your draft later. THE DRAFTING PROCESS

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REVISING

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Revising occurs during your first re-read of your draft when you start to think about how well it addresses the task requirements and how well it addresses the needs and expectations of your readers. You might decide you need to add or remove parts, conduct further research if needed, add transitions and replace words with clear and precise vocabulary. WHAT IS REVISING?

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EDITING & PROOFREA DING

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Editing and proof-reading go hand-in-hand although editing is more to do more with revising the logistics of your writing and proof-reading is the last step you take to check the smaller, surface-level errors before printing or publishing. You'll want to rearrange words, sentences, or paragraphs to make sure they're in a clear and logical order. WHAT ARE EDITING AND PROOFREADING?

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EDITING STRATEGIES It's easiest to start with the bigger parts of the text first and then move down through the smaller parts. Use the following question sets to help guide your editing process, depending on what area you'd like to focus on.

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•Are my introduction and conclusion clear? •Does each paragraph focus on a specific idea? •Is the order logical and easy to follow? •Are there clear transitions between paragraphs? •Does each paragraph effectively support my thesis? •Does each paragraph have a clear topic sentence? •Are ideas and paragraphs logically connected through transitional phrases? •Have I understood the task requirements? •Have all parts of the question been addressed? •Is the information I’ve provided relevant? •Is any information missing? CONTENT STRUCTUR E PARAGRAP HS

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•Is my sentence structure clear and easy to follow? •Do I need to combine sentences for clarity, precision or variation? •Have I varied sentence length and structure to make my writing interesting? SENTENCE S •Have I chosen the most effective vocabulary to express my ideas? •Are there any unnecessarily 'wordy' phrases? •Have I used any vague, general or cliche words or phrases that I could rewrite to be more precise or specific? VOCABULA RY •Are all terms easily defined for the reader? •Is my writing coherent? (i.e. does it make sense?) •Is the tone or register appropriate for the audience? (e.g. formal, colloquial) •Are the language and conventions I've used suited to the particular genre? CLARITY & STYLE

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TO FINISH UP Many students find the writing process a bit tedious and often forget (or avoid) crucial steps that can help them submit a polished and professional good copy. Adopting effective strategies when planning, drafting, revising and editing can help you deliver a powerful, clear and well-crafted piece of writing. So let's get to it!

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ELEME NTS

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