learning difficulties australia
TRANSCRIPT
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Learning Difficulties AustraliaLearning Difficulties Australia is an association of teachers and other professionals dedicated
to assisting students with learning difficulties through effective teaching practices based on scientific research.
www.ldaustralia.org
@LD_Australia
@LearningDifficultiesAustralia
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Acknowledgement of Country
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Jenny Baker
Jenny Baker is a Speech pathologist who has been working in the area of spelling and written expression for over 30 years.
She is one of the directors of Fremantle Speech Pathology Services - a busy private practice in WA that works almost exclusively with school-aged children.
Jenny is also involved in the clinical education of speech pathology students - equipping them with the knowledge and experience required to operate in school-based settings.
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Developing Written Issue-based
Texts
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Explanation of Issue-based Texts
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Issue-based Text
An issue-based text aims to educate the reader about social, environmental or emotional issues.
It is not designed to be persuasive nor argumentative, and the end goal is to ensure that the reader has learned new and interesting information regarding the chosen issue.
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Social issues explored within Issue-based texts
u Graffitiu Gamblingu Bullyingu Consumerismu Eating disordersu Binge drinking
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Read this blog from EWRITING SERVICE to gain insight into how topics can be “unpacked” via the Issue-based essay.
https://ewritingservice.com/blog/social-issues-topics/
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Graffiti
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Content via Research
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Graffiti Notes
What is Graffiti?u Graffiti is a form of visual
communication that is usually illegal. It involves the unauthorized marking of a public space by an individual or group. People who graffiti use different materials such as permanent markers or spray paint to make their marks.
What does the word “graffiti” mean?u “Graffiti” comes from the Italian word
graffio that means, “ to scratch”.
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Graffiti Notes
Who does it?u In the past, graffiti was closely
associated with gangs who used it for claiming territory, boasting about crimes, or challenging rival gangs to a fight.
u Data from WA Police Force indicates the main offenders are between 12 to 25 years old who come from all different socio-economic backgrounds. Between 2005 and 2009, 46% of graffiti was done by males aged 14 to 16 years.
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Graffiti Notes
Where do people graffiti?
u Graffiti is seen a lot in major city centres throughout the world; common targets are railways, billboards, and walls.
What is the history of graffiti?
u Archaeologists have found simple drawings on ancient monuments in Egypt and other locations. These examples of graffiti have proven useful to scientists because they show them how ordinary people lived in ancient times. Many examples have been found on sites of the Roman Empire, including taverns and houses, as well as on pottery. Shop owners in ancient Rome would draw the things they sold on the wall outside their shop to advertise their wares.
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Tag
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Throw-up
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Stencil
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Macrostructure
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Basic Macrostructure of the Issue-basedtext
Introduction
Reasons
Consequences
Solutions
Conclusion
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Breakdown of the
Macrostructures
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Macrostructure for Issue-based texts:
Topic Sentence
Definition of the terms in the Topic sentence
Details – who / where / what types
History of the topic
Menu
Reasons & Evidence
Consequences & Evidence
Solutions & Evidence
Conclusion
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Introduction
Topic Sentence
Definition of key words
Details
History
Menu
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IntroductionTopic Sentence: _______ is a big problem / issue in society today.
Definition: __________ can be described as…………..
Details:Who?
The main type of people who _____ are………..
Where?__________ mainly occurs …………
How?___________ can be classified into…………………..
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History: _______________ was first………………
Menu: The reasons why people _______________ and the
consequences of _______________ will be discussed and some
solutions will be presented.
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Definitions
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Teaching definitions
u This website provides a simple entry-point into definitions.
u http://www.versalearn.com.au/index.php/free-educational-resources/36-teaching-students-to-write-word-definitions
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Useful articles:
Marinellie, S. (2010) Improving children's formal word definitions: A feasibility study. Child Language Teaching and Therapy 26:23
Nippold MA, Hegel SL, Sohlberg MM and Schwarz IE (1999) Defining abstract entities: Development in pre-adolescents, adolescents and young adults. Journal of Speech, Language and Hearing Research 41: 473-81
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A formal definition consists of three parts:
1. The term (word or phrase) to be defined
2. The class of object or concept to which the term belongs
3. The differentiating characteristics that distinguish it from all others of its class
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Graffiti is any act of illegal writing or drawing on a public place.
Graffiti
is any act
of illegal writing or drawing
on a public place.
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Graffiti is writing or drawings made on a wall or other surface, usually without permission and within public view.
Graffiti
is writing or drawings
made on a wall or other surface,
usually without permission
and within public view.
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Extended Definitions
Extended definitions have components of both informal and formal definitions.They employ techniques to define a concept including:v Listing and describing the parts;
identifying smaller aspects to contribute to the definition of the bigger concept.
v Etymology: sharing a word's origin.v Examples or anecdotes; providing a
story or example to illustrate the concept.
v Negation: defining a concept by explaining what it is not.
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Extended Definitions
v Evoking the senses; using a word that creates a sensory image through sound, sight, touch, hearing, or smell.
v Environment; identifying how and where something is used.
v Ramifications; showing how the term or concept affects people or objects.
v Historical references; showing how a concept has been defined throughout history.
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Introduction
TOPIC SENTENCE: Graffiti is a big problem in society today. DEFINITION: Graffiti is any act of illegal writing or drawing on a public place. DETAILS: The main sort of people who graffiti are young teenage boys and some older gang members. EVIDENCE:Between 2005 and 2009, 46% of graffiti was done by males aged 14 to 16 years. You can see graffiti in places like train stations, abandoned buildings and bridges. Graffiti can be classified into tags, stencils and throw-ups. HISTORY: The first known evidence of graffiti was seen in ancient Rome when shopkeepers would carve a picture of the things they were selling on the walls of their shops. MENU: The reasons why people graffiti and the consequences of it will be discussed and some solutions will be presented
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Evidence
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Three types of evidence:
Testimonial
Statistical
Anecdotal
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Testimonial Evidence: Opinions of Experts
u Including an expert opinion is a great way to support information about a topic; it can be used to establish credibility.
u Some examples of testimonial evidence include the following:
• Direct interviews with experts
• Quotes from an expert’s book or article
• The author’s own knowledge if they have the experience to support it
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Statistical Evidence: Numbers that Matter
u Statistics are powerful, especially if they come from reliable sources; they can be used to support specific points within the essay or even as a “hook” in the introduction to gain the readers’ attention.
u Some examples of statistical evidence include the following:
• Numbers from your own research
• Numbers from personal experience if you have sources to support them
• Percentages from good sources like government reports
• Measurements and numbers from others’ research
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Anecdotal Evidence: Stories that Illustrate a Point
u Anecdotal evidence is a story or case study that supports a point of view; it helps form a connection with readers, as they may relate to the person or place mentioned in the story.
u Some examples of anecdotal evidence include the following:
• An interview with someone • A personal experience related to your
topic• An experience of another person /
place
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Anecdotal Evidence
Begin with a ‘place’ and / or ‘time’ phrase (adverb)
Include details of the subject –name / location
To authenticate your evidence (make it more realistic) you can explain how the story was reported in the news or on television.
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Universal Principles for Reasons, Consequences
& Solutions
u In order to expedite the process ofselecting variables, it is useful to provide students with lists of possible variables that could apply to a range of issues.
u The lists are not exhaustive but can be considered as “best-fit” boundaries for each area – reasons, consequences and solutions.
u These variables have been identified following analysis of exemplary issue-based essays, where valid and reliable variables were identified and then tested against the range of issues they could apply to.
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Reasons why social issues arise
Poor attitude
Emotional instability
Pressure from society
Addiction
Lack of education
Economic reasons
Conflict
Inequality
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Reasons:
There are three major reasons why people _______________
1
2
3
Add evidence to one of the reasons
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Reason paragraph
LEAD IN: There are three main reasons why people graffiti. REASON # 1: The first is because they get pressured by their friends to do it. They might not want to do something illegalbut they are too embarrassed to say no. REASON # 2: Another reason is that they might be angry with a particular place or person, so they spray rude words all over the building where that person works to show how angry they are. REASON # 3: A final reason is because they want to use the graffiti to give them power and control. Some gang members write tags on walls to warn other gangs not to go on to their territory. EVIDENCE: In Fremantle, the Gypsy Joker Biker Gang has a clubhouse and all the buildings around it have tags on them to warn others not to come close.
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Possible consequences of social issues
Personal / health
Environmental
Economic
Social
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Consequences:
There are many serious consequences when people _______________
1
2
3
Add evidence to one of the consequences
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Consequence paragraph
LEAD IN: There are many serious consequences when people graffiti property. CONSEQUENCE # 1: The paint that people use to graffiti walls is hard to remove and it costs the council a lot of money to get cleaners to scrub it off. CONSEQUENCE # 2: If they cannot get the paint off, then the walls will be permanently damaged. EVIDENCE: Last year, some young guys spray painted a beautiful old church in Melbourne, and the stains are still there even though they have tried to use every thing to clean it. CONSEQUENCE # 3: Finally, tourists don’t really want to visit parts of the city that have had graffiti painted all over them. It makes the places feel unsafe.
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Solutions to social issues
Education
Punishment
Prevention
Creative solutions
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Solutions:
Some solutions to solve the problem of _______________ have been identified.
1
2
3
Add evidence to one of the solutions
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Solution paragraph
uLEAD IN: Some solutions to solve the problem of graffiti have been identified. SOLUTION # 1: Those people who create the mess could be made to clean it up. They should be given the job of making everything clean again. SOLUTION # 2: Someone from the council should go around to schools and teach the students how bad graffiti is so that they learn how to respect their environment. SOLUTION # 3: Finally, they could build a big wall somewhere in the city where people of all ages could go and paint their own graffiti without being illegal. This might stop them from doing it on public property. EVIDENCE: In Berlin, there is a “Graffiti Wall” where the German kids can do whatever they want on it, and there isn’t very much other graffiti in Berlin
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Conclusion
Topic Sentence: _______________ is a big problem in society today.
Many reasons + serious consequences + valuable solutions
Final personal comment –can be an “I” statement = personal voice
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Conclusion paragraph
LEAD IN: Graffiti is a big problem in society today. SUMMARY: There are many reasons why people graffiti including peer pressure and power. There can be serious financial and social consequences. However, there are some solutions such as educating people that will hopefully reduce the amount of graffiti that is seen in cities. PERSONAL STATEMENT: I hate seeing beautiful buildings so badly damaged by graffiti and hope we can all help to prevent it from happening.
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Use “Immersive Reader” from
office.comWatch the demonstration
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Microsoft Immersive Reader
The Microsoft Immersive Reader is a free tool, built into Word, OneNote, Outlook etc. You can copy and paste a student’s essay into a word document and then use the built-in tools to identify nouns, verbs, adverbs and adjectives to assist with analysis.
The level of accuracy is reasonable –(sometimes, adjectives are mistaken for nouns) but it provides a great entry point into analysing word choice and sentence construction employed by a student.
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Watch the demonstration of Immersive Reader
https://www.youtube.com/watch?v=wHJJCLV-DNg
Watch from the start until 11 minutes 40 seconds
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Analysis of Year 9 Pollution Essay via Immersive Reader
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Areas to Evaluate:
u 1. Content
u 2. Structure
u 3. Evidence
u 4. Nouns & Noun Elaboration
u 5. Verbs & Verb Elaboration
u 6. Literary Devices
u 7. Cohesion
u 8. Paragraphing
u 9. Introduction & Conclusion
u 10. Sentence Structure
u 11. Punctuation
u 12. Spelling
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Microstructure
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People & Programs
u Writing Matters: William Van Cleave
u The Writing Revolution: Judith Hochman & Natalie Wexler
u Talk for Writing: Pie Corbett
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Nouns: particularly
important for expository texts
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Every verb gives you the opportunity to upgrade it. Every noun gives you the opportunity to describe it.
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Techniques to upgrade nouns
u Proper nouns
u Nominalisation
u Appositives
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Proper Nouns
u Increase specificity of information
u Are always capitalized
u “Please walk the dog.”
u “Please walk Digby.”
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Proper Nouns
Common
u capital cityu palaceu train stationu prime ministeru planetu desertu ocean
Proper
u Perthu Buckingham Palaceu Subiaco Train Stationu Scott Morrisonu Jupiteru Sahara Desertu Pacific Ocean
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Upgrade the nouns: Replacing Common Nouns with Proper Nouns
https://k12.thoughtfullearning.com/minilesson/replacing-general-nouns-specific-nouns
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Nominalisation: A process for
q forming nouns from verbs -q forming nouns from adjectives -
Nominalisation brings the important noun to the front of the sentence.
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Nominalisation
u https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/literacy/writing/stage-3/spelling/nominalisation
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Nominalisation
Verbu They decided to…..
u Police need to investigate…..
u Graffiti has evolved…..
Nounu The decision was made
u A police investigation was required
u The evolution of graffiti…..
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Nominalisation
Adjectiveu The honest people
were rewarded
u The young woman felt guilty
u Because she is famous, she gets a lot of money
Nounu Honesty was rewarded
amongst the people
u Guilt was her overwhelming emotion
u Her fame attracted her a fortune
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Appositives
u The second noun (or noun phrase) that is placed beside another noun to explain it more fully
u The West Coast Eagles, last year’s AFL winners, have climbed into the top 8 this week.
u Sydney, the largest city in Australia, is home to the Opera House.
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Appositives
are good for topic sentences and concluding sentences
create variety of sentence openings
increase syntactic and semantic complexity
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Discourse Cohesion
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Discourse Cohesion
A very useful website
u Connecting ideas in writing – University of Melbourne
u https://students.unimelb.edu.au/academic-skills/explore-our-resources/developing-an-academic-writing-style/connecting-ideas-in-writing
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Discourse Cohesion
u Discourse devices allow the writer to be more precise about the relationships between statements in / between sentences.
u Particular phrases and words serve different functions in connecting ideas and arguments.
u They signal the following relationships:
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Discourse Cohesion
u Addition: In addition, Furthermoreu Condition: Provided that, If, in that caseu Comparison (similar): On the one hand, For
the same reasonu Contrast (different): On the other hand,
Nonetheless
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Discourse Cohesion
u Emphasis: Interestingly, More importantlyu Illustration: An example of this is, For
instanceu Rephrasing: In other words, Put more simplyu Cause: The results of, The consequence of
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Discourse Cohesion
u Effect: Accordingly, For this reasonu Concession: Admittedly, Obviouslyu Generalisation: For the most part, In generalu Time: Firstly, Secondly, Finally,
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Verbs
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Verbs for essays
u https://salt.arizona.edu/sites/salt.arizona.edu/files/tutoringfiles/handouts/Powerful%20Verbs%20for%20Essays.pdf
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Adverbs of manner
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Adverbs of manner
u Mostly end with ‘ly’u Are added to the verbu Provide aspects of atmosphere and toneu Provide aspects of emphasis and poweru Can be applied to verbs and adjectives
u Completely understand (verb)
u Extremely hot (adjective)
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Adverbs of Manner
actually extremely happily
casually honestly nervously
clearly patiently rapidly
completely rudely severely
deliberately quietly savagely
sharply loudly gradually
closely firmly sneakily
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Connectivity for establishing….
ReasonConsequence
AdversityTime
ConditionAddition
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Connectivity……
Reason: why something happened
Consequence: what will happen as a result
Adversity: what unexpected outcome arose
Time: when something happened
Condition: under what condition will something happen
Addition: what happened in addition to the first event
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Part A Connector Type
Connector Word Part B
It was raining outside
Reason because a huge storm cloud drifted over our district.
It was raining outside
Consequence so we had to eat our lunch in the classroom.
It was raining outside
Adversity but we were still allowed to play outside.
It was raining outside
Time during assembly last Friday.
It was raining outside
Addition and it also started to hail.
It will only rain outside
Condition if the cold front continues to move in our direction.
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Type ExamplesCausal because since as to due to the
fact thatConsequential so therefore consequently hence thus
Adversative but however although yet nonetheless
Additive and and in addition
as well as plus also
Conditional unless if since
Time during when while beforehand after
before whenever as soon as meanwhile until
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Write your own Issue-based text
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Bullying
Write your own text about bullying, using the macrostructure framework showcased in the presentation.
01Divide it into the sections (as outlined in the slides below)
02Use your example as well as the “graffiti” essay to illustrate the macro and micro structures of the Issue-based essay to your students.
03
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Issue-based essay framework
A word copy of this document is provided for you
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Introduction
Topic Sentence: _______________ is a big problem in society today.
Definition: _______________ is / can be defined as
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Introduction continued
Details: The main sort of people who _______________ _______________ occurs_______________ can be classified into
History: _______________ was first
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Introduction continued
MenuThe reasons why people _______________ and the consequences of _______________ will be discussed and some solutions will be presented.
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Reasons
Reasons: There are three major reasons why people _______________123
Evidence: ………………………………………………………………..
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Consequences
Consequences: There are many serious consequences when people _______________123Evidence: ……………………………………….………………………..
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Solutions
Solutions: Some solutions to solve the problem of _______________ have been identified.123Evidence: ……………………………………….………………………..
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Conclusion
Topic Sentence: _______________ is a big problem in society today.
Summaryu There are many reasons why people ______ including
_____and ____. There can be serious ______ and _____ consequences. However, there are some solutions such as ________that will hopefully reduce/improve/prevent ______.
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Conclusion continued
Personal StatementI feel / think that___________+ Call to action+ Rhetorical questions
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Resources
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University of Exeter: Writing Research for Teachers;
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u "This site has been designed to support the teaching of writing and each section draws on research we have conducted here in the Centre for Research in Writing. These resources have either been developed for CPD with primary and secondary teachers or used in research projects which have led to positive improvements in students’ writing. We hope you find them useful.”
u Professor Debra Myhill, Director of the Centre for Research in Writing
u http://socialsciences.exeter.ac.uk/education/research/centres/writing/grammar-teacher-resources/grammaraschoice/samplelessonplansandschemes/argumentwriting/
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FOOD WASTECAN YOU CHANGE THE WORLD?
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Video clip 1:
https://www.youtube.com/watch?v=tU1m6EWMZaY
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Statement Sentences
q We live in a society where food seems to be everywhere.
q One in four apples in fridges and fruit-bowls is thrown away.
q The amount of food wasted in UK homes each year is 7.2 million tonnes.
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Words around the Topic
Nounsrubbish wastefulness disposal refuse environmentconsumer consumption perishables landfill produce suppliers exporters packaging emissions pollution
Verbssquander misuse redistribute pollute
Adjectives:nourishing unsold edible consumable misshapen imperfect
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Reflection PointWhat do you know about food waste now?
q What facts do you know that might support an argument?
q What are the different ways in which food gets wasted?
q What are the consequences of food waste?
q Why does it matter?110
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Video clip 2:
https://www.youtube.com/watch?v=ZVkaYxJDqmI
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Facts for Pollution
Language and Reading Research Consortium
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Language and ReadingResearch Consortium
The Ohio State Universityhttps://larrc.ehe.osu.edu/
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115Earth Materials – Grade 3
Lesson 1 – Hook
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u Pollution is any substance or object put into nature that causes negative changes. It exists in many different forms and is produced by a variety of sources.
u In fact, there are four main types of pollution.
uHow many of them can you think of?uWhere did they come from?uWho produced them?
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u The four different types are…o Air pollution
o Water pollution
o Soil (also known as land) pollution
o Noise pollution
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u Air pollution is anything that contaminates (or dirties) the natural makeup and chemistry of the air.
u It is produced by:
o Manmade sources such as vehicle exhaust and building construction
o Natural sources such as forest fires, volcanic eruptions and dry soil wearing away
(erosion) 118 of 15
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Car Exhaust
Factory Smoke
Aerosol 5 of 15
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120 of 15
Volcanic Eruptions
Soil ErosionForest Fires
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u Water is polluted when it is no longer pure (or clean) because of chemicals or bacteria.
u It is produced by many sources including…o Litter (garbage)
o Sewage
o Soil fertilizers
o Oil spills from tankers and ships
o Chemical spills from companies
7 of 15
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8 of 15
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uSoil pollution is contamination of earth that stops or slows down natural growth and balance to the land
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Oil SpillsSewage
Litter Pesticides
10 of 15
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uNoise pollution is when humans, animals or machines make high levels of noise.
uThis can cause hearing loss in humans AND animals.
11 of 15
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AirplanesIndustrial Machinery
Construction and demolition
ConcertsTraffic
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EVERYONE and EVERYTHING!13 of 15
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u Walk or bike, rather than driving, whenever possible!
u Make a compost for garbage to make fresh clean soil!
u Recycle, Recycle, Recycle!
u What else can you think of to help reduce pollution?
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Graffiti notes for essay
Graffiti Notes What is Graffiti?
Graffiti is a form of visual communication that is usually illegal. It involves the unauthorized marking of a public space by an individual or group. People who graffiti use different materials such as permanent markers or spray paint to make their marks.
What does the word “graffiti” mean?
“Graffiti” comes from the Italian word graffio that means, “ to scratch”.
Who does it?
In the past, graffiti was closely associated with gangs who used it for claiming territory, boasting about crimes, or challenging rival gangs to a fight.
Data from WA Police Force indicates the main offenders are between 12 to 25 years old who come from all different socio-economic backgrounds. Between 2005 and 2009, 46% of graffiti was done by males aged 14 to 16 years.
Where do people graffiti?
Graffiti is seen a lot in major city centres throughout the world; common targets are railways, billboards, and walls.
What is the history of graffiti?
Archaeologists have found simple drawings on ancient monuments in Egypt and other locations. These examples of graffiti have proven useful to scientists because they show them how ordinary people lived in ancient times. Many examples have been found on sites of the Roman Empire, including taverns and houses, as well as on pottery. Shop owners in ancient Rome would draw the things they sold on the wall outside their shop to advertise their wares.
What are the different types of graffiti?
Fremantle Speech Pathology Services 2021
Graffiti notes for essay
(see https://graffitocanberra.wordpress.com/styles-of-graffiti/ )
There are many types of graffiti, but these are some of the most common.
1. Tag Tagging is the easiest and simplest style of graffiti; it includes one colour and the artist’s name.
2. Throw-up A throw-up is like a more complicated tag. It usually has two or more colours, and bubble-style lettering.
3. Stencil A stencil is an easy way to put up detailed pieces. By spraying over a stencil, you can produce a more detailed piece than by doing it free hand.
Why do people graffiti?
Graffiti is an antisocial behaviour that is done by individuals to gain attention or as a form of thrill seeking, but it also can be done by people who want to get their point across, especially if they are protesting about something like Government policies.
What problems are associated with graffiti?
Graffiti can cause damage to the surfaces of buildings, and it costs the council a lot of money to get rid of it. Areas that have a lot of graffiti look ugly and appear threatening, which puts customers off from visiting that area. Some graffiti can also be very rude or aggressive to people, particularly racist graffiti.
How can graffiti be reduced?
Most countries have laws prohibiting graffiti because it is considered as vandalism; there are Government campaigns that teach children not to graffiti. In some countries, punishment is quite severe. For example, in Singapore people caught doing graffiti are fined a lot of money. Some cities have introduced “free walls” to provide legal places for young people to graffiti.
Fremantle Speech Pathology Services 2021
Issue-based Essay: Graffiti
Introduction TOPIC SENTENCE: Graffiti is a big problem in society today. DEFINITION: Graffiti is any act of illegal writing or drawing on a public place. DETAILS: The main sort of people who graffiti are young teenage boys and some older gang members. You can see graffiti in places like train stations, abandoned buildings and bridges. Graffiti can be classified into tags, stencils and throw-ups. HISTORY: The first known evidence of graffiti was seen in ancient Rome when shopkeepers would carve a picture of the things they were selling on the walls of their shops. MENU: The reasons why people graffiti and the consequences of it will be discussed and some solutions will be presented.
Reason Paragraph LEAD IN: There are three main reasons why people graffiti. REASON # 1: The first is because they get pressured by their friends to do it. They might not want to do something illegal but they are too embarrassed to say no. REASON # 2: Another reason is that they might be angry with a particular place or person, so they spray rude words all over the building where that person works to show how angry they are. REASON # 3: A final reason is because they want to use the graffiti to give them power and control. Some gang members write tags on walls to warn other gangs not to go on to their territory. EVIDENCE: In Fremantle, the Gypsy Joker Biker Gang has a clubhouse and all the buildings around it have tags on them to warn others not to come close.
Consequence Paragraph LEAD IN: There are many serious consequences when people graffiti property. CONSEQUENCE # 1: The paint that people use to graffiti walls is hard to remove and it costs the council a lot of money to get cleaners to scrub it off. CONSEQUENCE # 2: If they cannot get the paint off, then the walls will be permanently damaged. EVIDENCE: Last year, some young guys spray painted a beautiful old church in Melbourne, and the stains are still there even though they have tried to use everything to clean it. CONSEQUENCE # 3: Finally, tourists don’t really want to visit parts of the city that have had graffiti painted all over them. It makes the places feel unsafe.
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Issue-based Essay: Graffiti
Consequence Paragraph LEAD IN: Some solutions to solve the problem of graffiti have been identified. SOLUTION # 1: Those people who create the mess could be made to clean it up. They should be given the job of making everything clean again. SOLUTION # 2: Someone from the council should go around to schools and teach the students how bad graffiti is so that they learn how to respect their environment. SOLUTION # 3: Finally, they could build a big wall somewhere in the city where people of all ages could go and paint their own graffiti without being illegal. This might stop them from doing it on public property. EVIDENCE: There is a “Graffiti Wall” in Berlin where the German kids can do whatever they want on it, and there isn’t very much other graffiti in Berlin.
Conclusion LEAD IN: Graffiti is a big problem in society today. SUMMARY: There are many reasons why people graffiti including peer pressure and power. There can be serious financial and social consequences. However, there are some solutions such as educating people that will hopefully reduce the amount of graffiti that is seen in cities. PERSONAL STATEMENT: I hate seeing beautiful buildings so badly damaged by graffiti and hope we can all help to prevent it from happening.
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Issue-based Essay
Breakdown of the Issue-based Essay
Topic Sentence :
_______________ is a big problem in society today.
Definition :
_______________ is / can be defined as
Details :
The main sort of people who _______________
_______________ occurs
_______________ can be classified into
History :
_______________ was first
Menu
The reasons why people _______________ and the consequences of
_______________ will be discussed and some solutions will be presented.
Reasons :
There are three major reasons why people _______________
1
2
3
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Issue-based Essay
Evidence :
………………………………………………………………..
Consequences :
There are many serious consequences when people _______________
1
2
3
Evidence :
……………………………………….………………………..
Solutions :
Some solutions to solve the problem of _______________ have been
identified.
1
2
3
Evidence :
……………………………………….………………………..
Conclusion
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Issue-based Essay
Topic Sentence :
_______________ is a big problem in society today.
Summary
There are many reasons why people ______ including _____and ____.
There can be serious ______ and _____ consequences. However, there
are some solutions such as ________that will hopefully
reduce/improve/prevent ______.
Personal Statement
I feel / think that___________
+ Call to action
+ Rhetorical questions
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