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Topic: Composition

These resources relate to writing skills, including the composition of essays, persuasive pieces, and other types of texts.

Genre of Argument and Discussion 1

Activities

Warm-up

What kind of text is an argument or discussion?

What is its purpose?

What makes it different from other texts?

Activity 1

Read the essay on the hand out.

1. What is the topic of the essay? What facts do you learn?

2. What is the author's perspective? How can you tell?

3. How is this text written? What is the tone? Why is it written in this way?

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Genre of Argument and Discussion 2

Lesson Plan

Goals:

  • Identify and analsye how nominalisations are used in essays
  • Identify and analsye how the passiv voice is used in essays
  • Apply these features in a writing task

Lesson Plan

This is Part 2 of the lesson on Argument and Discussion. 

Make sure you have the handout from Part 1. 

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Genre of Argument and Discussion 2

Activities

This is Part 2 of the lesson on Argument and Discussion. 

Make sure you have the handout from Part 1. 

In the first lesson, you looked at how information is organised through discourse structure. In this lesson, you will examine choices of language and register.  

Activity 1

Re-read paragraph 3. Can you find an example of the same word being used in different grammatical roles?

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Genre of Encyclopaedia Entries

Lesson Plan

Goals:

  • Identify the purpose and tone of encyclopaedia entries
  • Analyse the discourse structure and register features
  • Produce an encyclopaedia entry using the same techniques

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register

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Genre of Encyclopaedia Entries

Activities

Warm up

What kind of text is an encyclopaedia?

What is its purpose?

What makes it different from other texts?

Activity 1

Read the Tiger encyclopaedia entry.

  1. What are three facts you learn about tigers?
  2. How is this text written? What is the tone? Why is it written in this way?

What three words best describe the tone and style of this text?

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Genre of Narratives and Recounts

Lesson Plan

Goals:

  • Distinguish recounts from narratives
  • Identify the discourse structure and features of register used in narratives
  • Re-order a narrative by following the appropriate features

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register

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Genre of Narratives and Recounts

Activities

Activity 1

Today, we're looking at the genre of storytelling. Narratives and recounts are two ways of describing events.

What do you think is the difference between narratives and recounts?

Narratives and recounts both relate events that took place in the past and which occur in a logical order.

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Genre of Newspaper Articles

Lesson Plan

Goals:

  • Identify and analsye the discourse features of newspaper articles
  • Identify and analsye the register features of newspaper articles
  • Apply these features in writing 

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register

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Genre of Newspaper Articles

Activities

Warmer 

Discuss with a partner: 

  • What was the last newspaper article you read? What was it about? 
  • Why do people read newspapers and news websites?  
  • What features do we expect to see in a newspaper article? Why are they used? 

Activity 1

Read Article A. Discuss the following questions: 

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Genre of Recipes

Lesson Plan

Goals: 

  • Compare the discourse structure and register features of two recipes
  • Identify which grammatical features can be omitted for effect 
  • Analyse why recipes follow a predictable structure and set of features

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register

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Genre of Recipes

Activities

Warmer 

Discuss with a partner: 

  • What's your favourite meal? 
  • What recipes can you cook? 
  • What kind of information do recipes normally include?

Activity 1 

In pairs or small groups, read recipes A and B. Take turns describing each recipe, and then discuss with your partner: 

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Information structuring

In this activity, students will be asked to find different ways to express a similar meaning. You may be surprised at just how many different ways you can find! The activity is based on an idea from Max Morenberg’s book Doing Grammar (3rd edition, Oxford University Press, 2002).

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Information structuring: Activity

  • Sally was late. It annoyed the boss.

  • Sally was late and it annoyed the boss.
  • It annoyed the boss that Sally was late.
  • Sally’s lateness annoyed the boss.

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Language and context

Sometimes great humour is born from taking language out of context. This lesson explores that fact with some examples, and asks students to think of some of their own.

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Linguistics of lies

In this lesson, students explore the features of lies, from a linguistic perspective.

Goals

  • Discuss the features of lies from a linguistic perspective.
  • Identify pronouns, negative emotional terms, sense terms and causal phrases.
  • Discuss the role of context in interpretation.
  • Present evidence to support an argument.

Lesson Plan

Background

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Linguistics of lies: Activity

Extract 1

Hi Paul

I’m not going to be able to make it in today as the boiler’s broken down and I need to wait for the repair man to come round.

I’ll do what work I can here and email you the report for Thursday’s meeting.

Mark

Extract 2

Dear Paul

Sorry about this but I can’t make it in today. I’ve got a stinking cold and I’m feeling really rough. It came on over the weekend and the kids have been feeling pretty bad too.

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No 'AND's

In this lesson, students build a story without the word and.

Goals

  • Recognise the uses and meaning of the word and.
  • Become more conscious of our own use of the word and.

Lesson Plan

The teacher explains that today, we will tell a story. There's only one rule: no one is allowed to use the word and.

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Passives with 'get'

Goals

  • Identify the difference between a get-passive and a standard passive.
  • Describe some of the differences between get-passives and standard passives in terms of grammar, semantics, and pragmatics.

Lesson Plan

The teacher explains that today, we will look at passives.

First, let's briefly review our understanding of actives, and of passives and get-passives. 

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Passives with 'get': Activity

Uncle Ahmed was bitten by the snake.
Uncle Ahmed got bitten by the snake.

A large house was demolished on Westmoreland Hill.
A large house got demolished on Westmoreland Hill.

These temples were abandoned in medieval times.
These temples got abandoned in medieval times.

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Past participles in composition

This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

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Past participles in composition: Activity 1

His report, published yesterday, demands fundamental changes in the way safety is regulated in the North Sea. →

His report was published yesterday. It demands fundamental changes in the way safety is regulated in the North Sea.

Invented in the late sixties, the melotron used a complicated system of loop tape recordings to achieve an effect similar to sampling. →

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Past participles in composition: Activity 2

Beckett’s early work was written in English over the period from 1929 to 1938. It seems restless, nomadic. →

Written in English over the period from 1929 to 1938, Beckett’s early work seems restless, nomadic.

The electromagnetic bell was patented in 1878 by Thomas Watson. It is rugged, reliable and loud enough to be heard from some appreciable distance. →

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Playing with person

In this exercise, students make changes to pronouns in texts, and evaluate the effects of those changes.

Goals

  • Identify first, second, and third person pronouns, and practise switching from one to another.
  • Evaluate the effects of writing using different personal pronouns.

Lesson Plan

The teacher explains that today, we will make changes to existing texts by changing the personal pronouns in those texts.

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Playing with person: Activity

I’m sitting here looking out of the window. Nothing’s happening; it never does. I sit here every day for hours on end, just looking. Looking for what? I don’t know. They never told me what I should be looking for. And I’ve never found out.

I once thought I’d found something, but I couldn’t be sure. It might just have been a trick of the light. How was I to tell?

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