Persuasive Essay

WOMEN and ABORTION

Many women have abortions around the world. There are many reasons to abort for women. There is so much disagreement about abortion whether or not it is good, bad or neither. Some of them think about it because they have fear of having a child or some of the others think not having enough money or the reason of rape. I think whatever the situation; there should not be acceptable reasons to get an abortion unless the life of the pregnant woman was threatened. We have human values, religious values, and values of self-conscience for not to have an abortion.
One of the reasons why women should not have an abortion is related to basic human values. There is so much disagreement about the human status of the fetus; does it have any rights, and should the fetus be considered a person. According to my idea women have to think about their unborn babies who are not responsible for this situation. These unborn babies should have the opportunity to live and grow into a normal person. Women should be more caring and less selfish. On the other hand, the baby doesn’t know how or why he is here. I think it is not necessary to kill a life; there are many solutions to resolve this problem instead of having an abortion.
The second reason why women should not abort because of the religious values said too. In almost all religious, women are not allowed to have an abortion. If they have an abortion, their religions will punish them. In some religions, for example, a woman cannot take close association after having an abortion; she is being ignored by public. In my religious of Muslim, abortion is forbidden in most cases but is acceptable depending on the circumstances around the pregnancy. In the case where the woman’s life is threatened by the pregnancy, Muslim experts agree that abortion is allowed based on the principle that mother’s life takes precedence over the life of the fetus. This is because the woman is considered the “original source of life,” while the fetus is only “potential life.”
One of the other reasons and I think it is the most important one why women should not abort is the related to her self-conscience. When a woman has an abortion, she will always think about the baby which will always remind her that she killed it. Because she has had an abortion, she will never have a good life, and her self-conscience will remind her of what she has done. Since a woman who has an abortion cannot forget about what she has done, these thoughts will always be with her, and the results can be distressing. Also many researches show that women feel regret after their abortions. Women who abort often suffer from traumatic stress, nightmares and depression. Eating disorders, alcoholism, and drug abuse are more common among the women who abort.
Each and every one of us has come across with the issue of abortion; we all have our individual opinion about this subject. When I think most of us think about abortion will be what we think about sex, about reproduction, about the beginning of human life, about responsibility, about killing, about equality, and about religion. There are many reasons why women should not have an abortion. The truth is that women needed to think about the consequences that can occur before having sexual relations. I think that the effects of an abortion can be very sad for everyone involved, both for the woman who has the abortion and for the family who lives with her.

Analytical Essay‏

The Difference between Driving
in California and Turkey

When I arrived in the USA I knew many things would change in my life, including how to drive. Actually, it was scary at the beginning. I wasn’t familiar with the rules and their enforcement by police officers in America. Within my first days of driving in the USA, a police officer stopped me and asked, “Are you aware of how your driving is?” I said, “Sure,” I thought that I was driving well, so I was comfortable with answering his questions. He was really upset with me and he said, “No, you were not doing well. You didn’t stop completely at the stop sign. You just passed through it, without waiting.” I was shocked; he was right according to him, but I was right too for myself because I was pretty sure that I checked around before I passed the stop sign. He said, “No, you have to stop completely at the stop sign before you move on.” I just realized that the difference was coming from the fact that we didn’t have stop signs in Turkey, so you decide where you should stop even though this situation may cause an accident. At the time when I was stopped by the police officer, I realized it would be really difficult learning the rules in the USA because we have so many differences and I have to figure out all these differences while driving in the USA.
That was not the only thing that I realized about the driving rules in America. In Turkey, yellow lights last longer than here. It means that more cars can pass with the yellow light. I made a couple mistakes until I learned that I need to prepare to stop as soon as possible when I see the yellow light. I almost had a bad accident a couple of time. Back home in Turkey we don’t have as many traffic signs like here. We have our own auto control through the traffic. But the system here is better than in my country regarding traffic rules and in that way the risks of accidents decrease. You feel safe in the expectation that everyone knows and will follow the rules. I now know to stop at stop signs and check around totally and then pass without taking risks. The other thing is that in Turkey we cannot turn right on a red light. Of course, I didn’t know that is different here. One day I was waiting for a red light to turn green and the driver behind me was so mad at me because the road was empty and I could have turned right, but I didn’t. Then I learned it’s okay to turn right on a red light, if the road is clear.
The second and one of the biggest issues here are pedestrians. You have to be really careful and aware of them all the time. Pedestrians are always right here, no matter what. If you hurt someone someway you may go to jail. You have to be cautious all the time while you are driving. You cannot be sure any time that they will not suddenly jump out from the middle of the road and it is not in your power to stop them. You have to be careful; that is the only thing you can do. There are traffic lights for pedestrians too. Fortunately, most of them obey the rules. But back home there are no rules for pedestrians; they can jaywalk any time and you have to stop. At this point if something happens that won’t be only the driver’s fault like in the US. So you can’t just blame the driver if a pedestrian gets injured because pedestrians should be careful and cautious, too, like drivers.
And the third thing I realized regards the police officers in America. American police officers are pretty strict with people who seem dangerous on the road. If they catch you for some reason they rarely forgive you. You don’t have right to say anything against them. If they find you guilty they give you ticket and you cannot discuss about this ticket or even say something. You can’t even think about bargaining in this case. That would be the worst thing one could do in this country. Many people are afraid of police officers here. In Turkey, if police officers catch you, you can make a deal about your position before they give you a ticket or something else. You can offer them a bribe to get rid of this situation. That’s why many people feel comfortable driving. We are not truly scared of our police officers. Therefore, many of us are not really concerned about the rules, which is bad because in this case our life is in danger; we don’t really follow the traffic rules and our graphs of statistics of accidents are increasing day by day.
In conclusion, I really feel more comfortable and safe driving in the USA than in my country because everything is in order and people generally obey the laws. Drivers try not to break the rules; if someone breaks the rules no matter what she or he says or offers to the police here you might go to jail or a ticket. It is unacceptable to offer something to the police officers. And now I am aware of so many things about traffic rules, police officers and pedestrians which now makes me feel safe. The point is that I feel safe and more comfortable about driving here now, but I am still afraid of coming across police officers. They make me a little bit nervous.

CHAPTER 31 – Mind MAP

CHAPTER 31 – CONDUCTING RESEARCH on the INTERNET

We should first get organized. We should be sure to have the question that we need answered in front of us so that it is easy to refer back to it as you begin to collect data. We should plan how we intend to answer the question. Most essays include the following: a debate on an issue, personal opinion, and answers the questions briefly of who, what, when, where, why and how as it relates to the subject. We should start research by typing the main subject of the question into the internet search engine window and notice what comes up when we search. And second step starts visiting websites at least 3 to 10 sites that appear on the front page (if they are not specific to the subject of our essay try another search using another set of words.) we should make notes on our paper of the following as we review these sites: recent stories, studies or interviews about the subject, any similar information written about the question you are trying to answer -- we may want to include the main subject plus the word "essay" to see what other people have written about it (read as much as you can so that we have an idea how to write our essay), statistical information related to the subject (may be used as our opening paragraph tied in with our own experience), what others have done or expect as it relates to the subject, and end with a future outlook, famous quote or your personal opinion. Third step is beginning writing. Whatever comes to our mind based on the research we have found write it, no matter how it sounds. We are attempting to brainstorm for the best ways to convey our points and sometimes that comes from purging out all the unclear and confusing thoughts first. Leave space for details we don't know offhand simply by creating blank lines.

CHAPTER 30 – Mind MAP

CHAPTER 30 – CONDUCTING PRIMARY and LIBRARY RESEARCH

Library research paper is one type of writing, where everything – time, place and people – get together. A library research paper is at least time-saving. While writing it we can freely use the nearest help and it is the librarians. These people know everything about their book shelves, backrooms and archives. Apart from librarians, a library research paper presupposes some literary sources that we will also have. There are plenty of useful materials for us on the bookshelves of our library. Here is another thing for an excellent library research paper: unite Advice number one (count several lines from this place above, if you have hard times with memory) with book sources available and you will get a perfect list of references for our library research paper. We should add some of our personal research methods to the library research paper. We can conduct our own observations or hold some experiments. Illustrations will also suit the library research paper, but do on overdo on this part. It is not necessary to draw portraits of helpful librarians in a desire to acknowledge them.

CHAPTER 29 – Mind MAP

CHAPTER 29 – Getting Started: From Planning Research to Evaluating Sources

This chapter outlines the logical steps to writing a good research paper. You should take care in selecting your thesis firstly. We should come up with an original thesis or take an aspect of someone's thesis and develop it. Our thesis is the most critical aspect of our research essay. In the body part, it's a marshalling of facts to support our argument. We should make sure we have found out in any academics have made similar arguments and acknowledge them in our essay, even if we did not draw directly from them. If they said things, which don't support our argument, say why these statements are either wrong or not applicable in the circumstances. In the conclusion part, typically we summarize our arguments. We can also end with an example or a quote, which sums up our arguments. As usual, a clearly-written, well organized essay. Top marks would go to an original thesis, which showed thorough research and good writing. If we have a tired old thesis, no matter how well we write the essay, our grades will be limited

CHAPTER 28 – PREPEARING ORAL PRESENTATIONS

Before we begin writing our presentation, we need to define our purpose and analyze our audience. Do we want to inform, persuade, or entertain? We should expect to write more than one draft. Presentations, like papers, require revisions. Our presentation will consist of three main parts: the introduction, body, and conclusion. A good introduction must grab the audience’s attention. We can explain why our presentation is of value to our audience. The body of our presentation contains the main points and supporting data. Our format (persuasive, chronological, cause and effect, or comparison and contrast) should support our purpose. We should write our transitions to make a smooth flow from idea to idea. In our transitions, emphasize what we have covered and where we are headed. In your conclusion, we should review our key points and why they are significant. We should be sure to present no new information, only what we have already covered. Be brief and to the point. We should prepare our notes to use during our presentation. Notes help guide you through our presentation. An outline is helpful because we can highlight our main points and indent supporting data. Be brief but specific. We should have steady eye contact, Pause for emphasis, or slow down. We should use overhead visuals to guide our audience through the presentation. Keep our overheads simple, one topic per overhead, three to ten lines per overhead, and keep graphics basic. Use a large enough font size (30+) so the audience can easily read our overheads. We should use appropriate colors and type face because we do not want to distract our audience.

CHAPTER 26 -WRITING for the WORKPLACE

This chapter helps us in taking care of the business at hand. Communication skills, including writing, are consistently ranked as one of the top skills needed in workplace and professional settings. Although much of workplace communication may seem mundane--such as writing a typical memo or email message--organizational cultures are created, sustained and challenged by the accumulation of these seemingly routine messages.

And, on occasion, writing plays a role in difficult persuasive situations in which an important project, a great deal of money, or perhaps even a person's career is at stake.
This workshop addresses strategies for handling a range of writing situations. Participants will learn or enhance strategies for effective written communication--these are skills participants can pass on to students and use themselves in professional settings. The workshop will focus on topics such as analyzing communication situations, building goodwill, adapting messages to audiences, making our writing easier to read, dealing with difficult persuasive situations, and writing effective informative messages such as memos, letters, and emails.

CHAPTER 25 – TAKING ESSAY TESTS

This chapter helps us write better essay answers. We should read all the directions and questions first. We should take notice of the number of questions, the points for each question, the range of difficulty and the time available. We should write any answers that come to our mind immediately. We should write down any other key information we don't want to forget. We should analyze the test question and divide it into its main parts and sub-parts. From the parts, we should quickly make an outline of what we will write about. We should read the instructional words included in the question carefully. We should make an outline as a "map" to answer the essay question. If we don't have time to finish the whole test, this outline may give us some points. More importantly, the outline helps us to stay focused. We should make our answer as specific as possible. We should use part of the test question sentence in our test answer at the beginning of the paragraph. This tells the reader that we are answering this part of the essay here. It should include a topic statement at the beginning and a conclusion paragraph at the end. Then we should review our answers. We should give our self enough time at the end of the test to check for spelling mistakes, grammar errors, omitted words, incorrect dates, etc.

CHAPTER 24 – WRITING ABOUT LITERATURE and the ARTS

This chapter’s goal is to experience an artwork or performance, understand its elements, and then write an essay analyzing and perhaps evaluating the work. We choose an art form or type of performance with which we are familiar or are willing to learn about. We understand the work, experience it thoughtfully, looking carefully its content, form and overall effect. We gather information, take notes on what we experience, seek to understand the whole work before we analyze the parts. We organize our thoughts, review the notes that we took as we analyzed the work. The key what insight about the work has our analysis let us to see and we make judgment our thesis through this, and organize supporting points logically in a scratch or full outline. We write the first draft then we review and revise the essay, once we have revised our appraisal, clarified our transitions, and checked our evidence, polish the phrasing and diction. In particular, we should check that we have used the special terms of the special terms of the literary genre or art form clearly and accurately.

CHAPTER 23 – Mind MAP

CHAPTER 23 – LAB, EXPERIMENT AND FIELD REPORTS

The goal of this chapter is to accurately record and thoughtfully interpret the results of a scientific study or experiment so clearly that others could repeat your experiment. When writing a lab report, there are many formatting issues that we need to keep in mind. If we are writing lab reports for a chemistry course, for example, we will need to follow the guidelines as established by the teacher or professor. Although the requirements for lab report writing may differ somewhat from class to class, most will contain cover page, title, purpose, equipment and materials, procedure, results and discussions, conclusions, references. The cover page of the lab report should contain only a few, basic pieces of information but the title should appear on the top of the report. We must also state our "purpose" when we write a lab report. This portion of the lab report is written in order to describe why we are doing the experiment, what we hope to gain from the experiment, and what skills we will be able to develop by completing the experiment. Finally, we must cite all of the reference materials we used in the development of the lab report. Any materials we used to help you with the experiment or to help we draw our conclusions should be listed in this section. The writing should be straightforward and to-the-point in regard to the information presented. The text of a lab report should simply explain the scientific process that was used, as well as the results, but should not include our opinions on the experiment.

CHAPTER 22 – Mind MAP

CHAPTER 22 – INTERVIEW REPORT

The goal of this chapter is to gain insights by interviewing someone and then sharing those revelations with readers. Aim to ask the right questions, record answers accurately, and report results clearly. An interview report is a report which gives you an idea of what a person is like, and what kind of opinions that person holds to a particular topic or group of topics. When writing an interview report you have a chance to share someone's views with the world. The interview report can generally be written in a conversational style, as the interview itself. For much of an interview report will be writing using the interviewee's own words, so one of the most important parts of the interview report is the preparatory phase where we decide what the general aims of the interview will be and determine a list of possible questions, along with an outline on the topics that we want to hit as we move through the interview process. The interview report should start with a basic introduction of the person being interviewed. Once we have introduced the interviewee, we should move on to the questions. The questions should try to relate whatever topics the interview is about to the interviewee's own experience. Also we should be sure that we have a reliable method of recording the interview. In the interview report we shouldn’t use the quotes were not specifically stated by the interviewees. If all we have is a vague sense of the interviewee's opinion, then we should make it clear that we are paraphrasing. When we follow these tips then our interview report will give people an accurate impression of the person.

CHAPTER 21 – Mind MAP

CHAPTER 21 – OBSERVATION REPORT

In this chapter we have learned powerfully re-create our observations of a location and/or an event. Aim to share our sensory impressions so clearly that reader gets an accurate, rich sense of the situation. This type of report permits the reader “view” the described experience with his own eyes. A good observation report makes an imprint in the memory of the reader and becomes his own experience destroying the borderline between real and read experiences. It is obvious that good observational skills are crucial for a professional observational report. In order to achieve a good observational result the author while the process of observation needs to catch every little detail. Knowing all the possible details will convert the report into a real creative masterpiece and make the reader notice details he has never thought of before. Every sound, smell, touch, glance and taste should be mentioned. Observation reports can be written on many different topics which base on the information ordinarily focused on the main five senses of human beings. Delicate approach to the choice of a topic or keen understanding of the one topic is the key element of good report writing.

CHAPTER 19 – Mind MAP

CHAPTER 19 – PERSUADING READERS to ACT

Persuading others is a difficult task. No one is expected to persuade every reader or audience member, but we can get all of the readers or audience to think critical about our view. Persuasive writing attempts to convince the reader that the point of view or course of action recommended by the writer is valid. To accomplish this, the writer must develop a limited topic which is well defined and debatable, that is has more than one side. It is important that the author understand other sides of the position so that the strongest information to counter the others can be presented. In the essay, only one side of the issue is presented. The topic should be a statement of position. That position must be clear and direct. This statement directs the readers to follow along with our logic towards the specific stated conclusion that we want them to support. We should not make it personal so we should not use personal pronouns. We should make it definitive. Then we can state the best reasons that we have to support our position as the remainder of the opening paragraph. These reasons become the topics of each of the supporting paragraphs. In the body of the essay, we should use specific evidence, examples, and statistics and not broad generalizations or personal opinions to persuade the reader that the stated position is a valid one. Each additional sentence must closely relate to the topic and the sentence that came before it. This way, the logic of the argument and transition between paragraphs are easy to follow. As one closes the essay, it is most important to clearly redefine the topic and restate the most compelling evidence cited in original form because this is the last chance to remind the reader and convince him/her to accept the writer's position. So we should not introduce new material in the conclusion.

CHAPTER 18 – Mind MAP

CHAPTER 18 – TAKING a POSITION

Position essays express the writer’s opinion on some debated issue in writing. The primary goal of a position essay is to persuade the reader that the writer's point of view or opinion is correct. To write a successful position essay, the writer should carefully pick the topic and do proper research on the discussed issue. Position papers need to be well-balanced, and interesting to read. Both, the writer's position and the alternative (opposing) position should be presented to assure the other thoughts. The alternative/opposing position presented in a position paper should reflect the most common view of the audience on the chosen topic. A successful position essay is well-grounded, supported by evidence and consistent in style. Despite mentioning different sides of the issue, the writers should take one side and prove to the readers that their position is valid. The alternative position should be refuted and shown as incorrect. Validity can be confirmed by research, statistics, evidence and profound knowledge on the matter. Position essays can be written on absolutely any topic as long as there are clear positions for the writer to take. One should avoid writing on vague topics where it is hard to establish a position. Unlike narrative or descriptive essays that impartially account for certain events, topics or people, position essays are about taking a side and arguing it in writing.

CHAPTER 17 – Mind MAP

CHAPTER 17 – STRATEGIES for ARGUMENTATION and PERSUASION

In persuasive or argumentative writing, we try to convince others to agree with our facts, share our values, accept our argument and conclusions, and adopt our way of thinking. Persuasive writing utilizes logic and reason to show that one idea is more reasonable than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts. When planning the persuasive essays we should choose our position. Which side of the issue or problem is I am going to write about, and what solution will I offer? I should know the purpose of my essay. I should research my topic to provide specific and convincing evidence. We should figure out what evidence we will include and in what order we will present the evidence. Remember to consider the purpose, my audience, and the topic. Understand the opposite viewpoint of our position and then we should counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument. We should support our position with evidence. We should remember that our evidence must appeal to reason. Examples enhance your meaning and make your ideas concrete. They are the proof.

CHAPTER 16 – Mind MAP

CHAPTER 16 – DEFINITION

A definition essay is writing that explains what a term means. Some terms have definite, concrete meanings, such as glass, book, or tree. Terms such as honesty, honor, or love are abstract and depend more on a person's point of view. In definition essay we should tell readers what term is being defined, present clear and basic information, use facts, examples, or anecdotes that readers will understand. We need to understand the term before you can define it for others. We should explain the term briefly in your own words. Also, it's important to limit term before we start defining it. For example, we could write forever on the term "love." To limit it, we would write about either "romantic love," "platonic love," or "first love." The thesis statement usually identifies the term being defined and provides a brief, basic definition.

CHAPTER 15 – Mind MAP

CHAPTER 15 – PROCESS WRITING

Process writing is practical writing that answers the kinds of questions we face every day at home, in college, or on the job. Writing answers these types of question analyzes the process in which we’re interested, breaks it down into steps, and shows how the process works. The three basic forms of process writing include describing a process, explaining a process, and giving instructions. We choose one of these forms to carry out the process as breaking the process into specific steps and write about it. To write one of these forms, we must study the process until we understand to show how each steps leads logically to the next, and how all the steps together complete the process. We should decide what our writing should do and choose the form that fits our purpose and audience. Regardless of the form that we choose, we should make our writing accessible to all of the readers by addressing the reader who knows at least about the topic. If I talk about the guidelines about process writing first of all I should select a topic, then review the process to find issues that I need to research, then organize the information by adding reordering steps as needed after my research, then draft the documents by describing, explaining a process and writing instructions, then for all these we should revise the writing, then read the writing for organization and completeness by testing the writing, get feedback from classmates for clarity of writing, finally edit and publish the essay.

CHAPTER 14 – CLASSIFICATION

In a classification essay, a writer organizes, or sorts, things into categories. We use clarification criteria to distinguish one subgroup from another. For example, classifying local apartments by size, price or age so we should choose criteria that fit our purpose. Then we are supposed to test our criterion. Writer uses the diagrams to organize the information that he gathered as an aid for developing classification essay. Then draft your thesis; the thesis statement includes the topic and how it is classified. Classification essay contain an opening, middle, and a closing paragraph. Opening should have a thesis statement. Writer compares and contrasts various aspects of the items or topics being classified in middle paragraph. The closing is used to restate the thesis and summarize the facts and information presented with the classification essay. Then we get feedback from our classmates or someone as wants from them to read. We revise the essay just in case we need to edit essay to make some changes. Finally we share our writing with people.

Persuasive Essay

WOMEN and ABORTION

Many women have abortions around the world. There are many reasons to abort for women. There is so much disagreement about abortion whether or not it is good, bad or neither. Some of them think about it because they have fear of having a child or some of the others think not having enough money or the reason of rape. I think whatever the situation; there should not be acceptable reasons to get an abortion unless the life of the pregnant woman was threatened. We have human values, religious values, and values of self-conscience for not to have an abortion.

One of the reasons why women should not have an abortion is related to basic human values. There is so much disagreement about the human status of the fetus; does it have any rights, and should the fetus be considered a person. According to my idea women have to think about their unborn babies who are not responsible for this situation. These unborn babies should have the opportunity to live and grow into a normal person. Women should be more caring and less selfish. On the other hand, the baby doesn’t know how or why he is here. I think it is not necessary to kill a life; there are many solutions to resolve this problem instead of having an abortion.

The second reason why women should not abort because of the religious values said too. In almost all religious, women are not allowed to have an abortion. If they have an abortion, their religions will punish them. In some religions, for example, a woman cannot take close association after having an abortion; she is being ignored by public. In my religious of Muslim, abortion is forbidden in most cases but is acceptable depending on the circumstances around the pregnancy. In the case where the woman’s life is threatened by the pregnancy, Muslim experts agree that abortion is allowed based on the principle that mother’s life takes precedence over the life of the fetus. This is because the woman is considered the “original source of life,” while the fetus is only “potential life.”

One of the other reasons and I think it is the most important one why women should not abort is the related to her self-conscience. When a woman has an abortion, she will always think about the baby which will always remind her that she killed it. Because she has had an abortion, she will never have a good life, and her self-conscience will remind her of what she has done. Since a woman who has an abortion cannot forget about what she has done, these thoughts will always be with her, and the results can be distressing. Also many researches show that women feel regret after their abortions. Women who abort often suffer from traumatic stress, nightmares and depression. Eating disorders, alcoholism, and drug abuse are more common among the women who abort.

Each and every one of us has come across with the issue of abortion; we all have our individual opinion about this subject. When I think most of us think about abortion will be what we think about sex, about reproduction, about the beginning of human life, about responsibility, about killing, about equality, and about religion. There are many reasons why women should not have an abortion. The truth is that women needed to think about the consequences that can occur before having sexual relations. I think that the effects of an abortion can be very sad for everyone involved, both for the woman who has the abortion and for the family who lives with her.

Chapter 14- Mind Map

Chapter 13

In this chapter, we will learn to use comparison and contrast example in the essay. When we use this kind of examples in the essay it will be understandable. They help readers understand the topics. If we want to use comparison and contrast in the essay we have to follow those three things: think about readers, know your purpose and be logical.

Chapter 13- Mind Map

Chapter 12- Mind Map

Chapter 12

We ask a lot of times `why` question to others in a day to learn some details. When we know answer of the why questions it helps us understand and control the condition. In other words, cause and effect reasoning helps us deal with everyday issues.

if we use this method in our essay we can develop our writing. We have to pay attention some points to write good essay like know your readers, think logically and test your thinking.

We can choose almost any topics that we care about. The topic might be family life, politics, society, environment and workplace.

Chapter 11- Mind Map

Chapter 11

This chapter says us how we can write an essay like previous chapter. It talks about write essay that is about our life experience or something very important for our life and something is milestone for our life. It may be change a job or city or country to live. You should delineate your story very well for reader and the readers can understand your story. Whatever topic you choose you have to follow some rules to write your story.

Mind Map- Chapter 10

Mind Map- Chapter 8

Mind Map- Chapter 7

Mind Map- Chapter 6

Mind Map- Chapter 5

Mind Map- Chapter 4

Mind Map- Chapter 3

Mind Map- Chapter 2

Presentation

The Earthquake

I still remember like yesterday. I was traveling by bus from Istanbul to my hometown, Zonguldak in august 17 th 1999 It was around 3 am early in the morning. And our bus stopped to take a break for stopover. The trip was so long and we needed to take a break to rest for a while. While we were up to leave the stop place the ground started to shake, it was shake intensely. First of all I thought an accident happened and then I realized it was not an accident. It was exactly an earthquake. It stopped after a while and we kept going on our trip. But I felt something inside of my heart like a fear.

When I got my home in Zonguldak, I heard that the center of the earthquake was Izmit where the city was my mom lived in. When I heard it first time, I didn’t think something could be happened to my mom. So I went to bed to sleep. And there is a belief in my culture if something is happened bad there is no way not to hear soon. After I woke up in the afternoon I watched the news on the TV and I saw how the earthquake was bigger than I thought. I tried to call my mom immediately and my sister but it seemed that there was no way to reach them at that moment. I couldn’t reach her despite all my efforts and then I tried to call police station to get information about the city where my mom was living and I got very bad news from the police officers in that area.

I felt like that I could run there. I had to get there the city as soon as possible but there was no transportation. The police closed the freeway to public and they were just allowing the cars for rescuing the people on freeway so I tried to get there from mountain road. It took seven hours to get there it was more than regular traveling time. And finally I was there. When I got there I was shocked by the scene that I saw. I was just standing and looking at my house. It was too hot but very cold wind was going through my body. I was just trying to understand the situation that I was in. I was just looking at the house without moving. Actually it was not the whole house that I saw. It was actually the rest of the house because it was collapsed. I just could see the roof of the house. I couldn’t think anything that time. And then my mom’s picture came to my mind and some memorizes with her and me. I was crying very quietly but my heart was screaming inside. There was a lot of pain and tears in there. A father was crying for his kids, a woman was crying for her husband and everybody was searching for their relatives under the wreck of their houses. I had to forget the pain of my mom in my heart to help the people who were trying to pull outside the people who under the wreck. I got a man out under the wreck. He was injured, thirsty, scared and in shock. But he seemed he never lost his hope for life. When I hold his hand I saw his eyes were shining. Seeing him hopeful took some of my pain away. I also helped for my mom’s body to take out from under the wreck. While I was reaching her body I knew that there was no way to get her out alive from there. Ten days after I got there, finally I found my mom’s body, she was still so beautiful and she was smiling to me. I had no hope for her being alive. At least to find her body made me happy. Because I knew that there were a lot of people who couldn’t even find their relatives’ body. At least she has a grave to visit her and go pray for her now.

After this unusual event, I have understood how short and meaningless life. I have understood we shouldn’t delay our plan to next day; she had a lot plans for future but future wouldn’t come for her and I have understood if you love somebody don’t wait for tomorrow to tell I love you because the death is waiting for you out of there so it might come earlier than tomorrow. It really did and I couldn’t tell her `I love you` last time.

Summary

CHAPTER 1

CRITICAL THINKING THROUGH READING, VIEWING, and WRITING

Critical thinking helps us college work. When we start to think critically, we can examine ideas with multiple perspectives on issues, and find reasonable conclusions. Critical thinking will prepare us for work in our profession and in the public square. We start to think critically, using reading, viewing, and writing to make sense of things. These natural reading-viewing-thinking-writing connections are this chapter’s focus.

CRITICAL THINKING through READING

Reading is basic to writing. Words are important for reading. Words should be chosen correctly, the writer must always develop his or her text with awareness of readers’ perspectives to appeal to a reader.

Use a Reading Strategy: SQ3R

If your goal is to absorb and engage the text as a student all college reading assignments can be approached systematically. One such strategy for critical thinking is called SQ3R: Survey, Questions, Read, Recite, and Review.

Survey

It is helps previewing the material. Try to spot main ideas. It is like reference your reading. If you have been given questions or a study guide you should first read these and then introductory and concluding paragraphs and glance at each page in between. You should pay attention to headings, chapter titles, illustrations, and boldfaced type, graphics.

Benefits; it gives you big picture, stabilizes and directs your thoughts, and gets you over the starting humps.

Question

As you survey, begin to ask questions that you hope to answer as you read.

· Turn the headings and subheadings into questions.

· Imagine a specific test question covering each major point in your reading.

· Be through by asking the journalist’s questions.

· Look over any questions found at the end of the text or the chapter.

Benefits; asking questions will keep us actively thinking about what is coming up and will help you to maintain an appropriate critical distance.

Read

Read difficult parts slowly; reread them if necessary. Look up unfamiliar words or ideas, and use your senses to imagine the events, people, places, or things you are reading about. Imagine talking with the writer. Express agreement, lodge complaints, ask for proof- and imagine the writer’s response or look for it in the next.

Benefits; engaging actively with the text in this way will draw you deeper into the world of the writing. You’ll trigger memories and make surprising connections.

Recite

After finishing a page, section, or chapter, recite the key points aloud. Answering Who? What? When? Where? Why? and How?

Benefits; reciting tests your comprehension, drives the material deeper into your lon-term memory, and helps you connect the content with what you already know.

Review

As soon as you finish your reading the material, double check the questions you posed in the ‘question’ stage of SQ3R. Can you answer them? Consider the following helpful memory techniques:

· Visualize the concepts in concrete ways.

· Draw diagrams, or clusters.

· Put the material in your own words.

· Teach it to someone.

· Use acronyms or rhymes.

Benefits; Reviewing within 24 hours help you to move information from your short-term to your long-term memory. You will also improve your memory.

READING ACTIVELY

Active reading is kind of mental dialogue with the writer. Certain practical techniques will help you stay alert for active reading:

· Pace yourself

· Project

· Speak the text

· Track the text

Take Thoughtful Notes

Find a note-taking system that suits you, using legal tablets, note cards, laptop software, or a palm device. Your system should allow you to distinguish clearly among facts, quotations, paraphrases, summaries, and personal marks.

Annotate the Text

Annotating involves marking up the text itself. Write notes in the margins. Writing activities your thinking and records your insights. Try these techniques, shown in the sample passage on the next page:

· Write a question-or a simple.

· Link related passages by drawing circles, lines, or arrows, or by making notes.

· Add personal observations.

· Create margin index.

Annotating in Action

There is a excerpt in this page and shows how a student reader engages the text and comments on key ideas. Underlining or highlighting key words or phrases can be helpful, but don’t overdo it. If you are nor careful with that, too much underlining becomes a means of evading rather than engaging the text.

Map the Text

One way to do is by ‘clustering’. Start by naming the main topic in a circle at the center of the page. Then brunch out using lines and ‘balloons’, each balloon containing a word or phrase for one major subtopic.

Outline the Text

It is the traditional way of showing all the major parts, points, and sub points in a text. An outline uses parallel structure to show main points and subordinate points.

Evaluate the Text

Critical thinking means thoughtfully inspecting, weighing, and evaluating the writer’s ideas. To strengthen your reading skills, learn to evaluate texts using the criteria below.

1. Judge the reading’s credibility

2. Put the reading in a larger context

3. Evaluate the reasoning and support

4. Reflect on how the reading challenges you

RESPONDING to a TEXT

In a sense, when you read a text you enter into a dialogue with it. Your response express your turn in the dialogue. Follow these guidelines for response writing:

· Be honest

· Be fluid

· Be reflective

· Be selective

SUMMARIZING A TEXT

Writing a summary disciplines you by making you pull only essentials from a reading- the main points, the thread of argument. By doing so, you do not only create a brief record of the text’s contents but also exercise your ability to comprehend, analyze, and synthesize information. Use these guidelines for summary writing:

· Skim first; then read closely

· Capture the text’s argument

· Test your summary

CRITICAL THINKING THROUGH VIEWING

Consider these guidelines for viewing images.

· View actively

· View with a purpose

· View with a plan

INTERPRETING AN IMAGE

Interpreting means figuring out what the visual image or graphic design is really meant to do, say or show. Each of the elements below may offer special challenges to the reader to understand the complications in the interpretation: image, designer, viewer, subject, message, and context, medium.

EVAULATING AN IMAGE

When you encounter an image, you must do more than understand and interpret it: you have to decide whether it is worth your time and attention. In other words, you have to evaluate it. Consider the purpose, evaluate the quality, and determine the value.

CRITICAL THINKING THROUGH WRITING

In college your writing often must show your ability to think critically about topics and issues by analyzing complex process, synthesizing distinct concepts, weighing the value of opposing perspectives, and practicing new applications of existing principles.

Develop Sound Critical-thinking Habits

To be curious, be creative, be open to new ideas, value others’ points of view, get involved, focus, be rational, make connections, tolerate ambiguity, test the evidence, develop research-based conclusions, and expect results.

Ask Probing Questions

Every field uses questions to trigger critical thinking. To improve the critical thinking in your writing, ask better questions. Ask open questions, ask ‘educated’ questions, keep a question journal, and write Q&A drafts

Practice Inductive and Deductive Logic

Inductive logic; reasons from specific information toward general conclusions.

Deductive logic; reasons from general principles toward specific applications.

Think by Using Analysis

As you analyze we should think about the question listed below.

· Composition: what elements does it contain? What is not part of it?

· Categories: how are things grouped, divided or classified?

· Structures: what are the parts or elements? How are they related?

· Comparisons/contrasts: how are things similar? How are they different?

· Causes/effects: why did this happen? What are the results?

· How does it work or happen? What are the stages?

Think by Using Synthesis

It is the opposite of analyzing. Where analysis breaks things down into parts, synthesis combines elements into a new whole. The following kinds of questions may get you started:

· Applying: what can I do with both?

· Bridging: How can I build a connection between the two?

· Combining: how can I connect, associate, or blend the two?

· Conflicting: which is good, better or best?

· Inventing: what parts could these two play in drama?

· Proposing: what do you suggest doing with both?

· Sequencing: which comes first?

Think by Using Evaluation

Questions like these will help you evaluate things in writing:

· Aspects: What elements of the topic will you evaluate?

· Vantage Point: What are your experience and point of view?

· Criteria: On what standards will you base your judgment?

· Assessment: How does the topic measure up by those standards?

· Comparison: How does it compare to and contrast with similar things?

· Recommendation: Based on your evaluation, what do you advice?

Think by Using Application

Thinking by application defines the practical implications of something. When applying ideas, let questions like these guide your writing:

· Purpose: What is something designed to be or do?

· Benefits: What should this idea make clearer, better, or more complete?

· Solutions: What problems are solved by application of this idea?

· Outcomes: What results can be expected? Where could we go from there?

CHAPTER 2

BEGINNING THE WRITING PROCESS

Writing results from a process that can be learned, practiced, and improved. Before you begin writing in a paper, it is important that you understand the following points about the writing process:

· Writing never follows a straight path

· Each writer works differently

· Each assignment presents challenges

Understanding the Rhetorical Situation: Subject, Audience, and Purpose

Understand Your Subject: Knowing details about the subject, will help you decide issues such as what to include in your writing and how to organize it.

Understand Your Audience: For any writing task, you must understand your audience in order to develop writing that meets their needs.

Understand Your Purpose: Knowing your purpose – why you are writing – will help you make decisions, such as choosing an organizational strategy.

Understanding the Assignment

Read the Assignment: Certain words in the assignment explain what main action you must perform. Key words, options and restrictions.

Relate the Assignment: to the goals of the course, to other assignments, to your own interests.

Reflect on The Assignments: first impulses, approaches, quality of performance, benefits, key traits.

Selecting a Subject

Your topic must….

· Meet the requirements of the assignment

· Be limited in scope

· Seem reasonable

· Genuinely interest you

Limit the Subject Area: You should select a specific topic related to the general area of study- a topic limited enough that you can treat it with some depth in the length allowed for the assignment.

Conduct Your Search: Finding a writing idea that meets the requirements of the assignment should not be difficult, if you know how and where to look.

Explore for Possible Topics: You can generate possible writing ideas by using journal writing and free writing, listing and clustering strategies.

Collecting information

· Determine what you already know about your topic.

· Consider listing questions you would like to answer during your research.

· Identify and explore possible sources of information.

· Carry out your research following a logical plan.

CHAPTER 5

REVISING

Revising takes courage. Once you have your first draft on paper, the piece may feel finished. Good writing almost always requires revising and, in some cases, substantial rework. During this step in the writing process, you make changes in the content of your first draft until it says exactly what you mean.

ADRESSING WHOLE-PAPER ISSUES

When revising, first look at the picture. Take it all in. Determine the whether the content is interesting, informative, and worth sharing. Note any gaps or soft spots in your line of thinking. Ask yourself how you can improve what you have done so far. The information that follows will help you address whole-paper issues as these.

Ø Revisit your purpose and audience

Ø Consider your overall approach

-The topic is worn-out

-The approach is stale

-Your voice is predictable or fake

-The draft sounds boring

-The essay is formulaic

REVISING YOUR FIRST DRAFT

Revising help you turn your first draft into a more complete, thoughtful piece of writing.

Ø Prepare to revise

Ø Think globally: Ideas, organization, voice.

REVISING FOR IDEAS AND ORGANIZATION

As you review your draft for content, make sure that all of the ideas are fully developed and the organization is clear.

Ø Examine your ideas : Complete thinking, clear thesis

Ø Examine your organization: Overall plan, opening ideas, flow of ideas, closing ideas

REVISING for VOICE and STYLE

Generally, readers more fully trust writing that speaks in an informed voice and a clear, natural style. To develop an informed voice, make sure that your details are correct and complete; to develop a clear style, make sure that your writing is well organized and unpretentious.

Ø Check the level of commitment

Ø Check the intensity of your writing

Ø Develop an academic style: Personal pronouns, technical terms and jargon, level of formality, unnecessary qualifiers.

Ø Know when to use the passive voice

ADRESSING PARAGRAPH ISSUES

While drafting, you may have constructed paragraphs that are loosely held together, poorly developed, or unclear. When you revise, take a close look at your paragraph for focus, unity, and coherence.

Ø Remember the basics

Ø Keep the purpose in mind

Ø Check for unity: Topic sentence, placement of the topic sentence, supporting sentence, consistent focus

Ø Check for coherence: Effective repetition, clear transitions

Ø Check for completeness: Supporting details, specific details

REVISING COLLABORATIVELY

Your group might collaborate online or in person. In either case, the information on the next two pages will help you get started.

Ø Know your role

Ø Provide appropriate feedback

Ø Respond according to a plan

USING THE WRITING CENTER

A college writing center or lab is a place where trained adviser will help you develop and strengthen a piece of writing. You can expect the writing center adviser to do certain things; other things only you can do.

CHAPTER 6

EDITING and PROOFREADING

When you edit, look first for words, phrases, and sentences that sound awkward, uninteresting, or unclear. When you proofread, check your writing for spelling, mechanics, usage, and grammar errors.

EDITING YOUR REVISED DRAFT

When you have thoroughly revised your writing you need to edit it, so as to make it clear and concise enough to present to readers. Use the editing guidelines below to check your revised drafts.

Ø Review the overall style of your writing: Read your revised writing aloud, check it against three key stylistic reminders, examine your sentences

Ø Consider word choice: Avoid redundancy, watch for reputation, look for general nouns, verbs and modifiers, avoid highly technical terms, and use fair language.

COMBINING SENTENCES

Effective sentences often contain several basic ideas that work together to show relationships and make connections.

Ø Edit short, simplistic sentences

EXPANDING SENTENCES

Expand sentences when you edit so as to connect related ideas and make room for new information. An expanded sentence, however, is capable of saying more – and saying it more expressively.

Ø Use cumulative sentences

Ø Expand with details

CHECKING for SENTENCE STYLE

Ø Avoid sentence problems

Ø Review your writing for sentence variety

Ø Vary sentence structures

Ø Use parallel structure

Ø Avoid weak constructions

AVOIDING IMPRECISE, MISLEADING, and BIASED WORDS

As you edit your writing, check your choice of words carefully.

Ø Substitute specific words: Specific nouns, vivid verbs

Ø Replace jargon and clichés: understandable language, fresh and original writing, purpose and voice

Ø Change biased words: Words referring to ethnicity, age, disabilities or impairments, conditions, additional terms, gender, occupational issues

PROOFREADING YOUR WRITING

Ø Review punctuation and mechanics

Ø Look for usage and grammar errors

Ø Check for spelling errors

Ø Check the writing for form and presentation

CHAPTER 7

SUBMITTING WRITING and CREATING PORTFOLIOS

FORMATTING YOUR WRITING

A good page design makes your writing clear and easy to follow. Keep that in mind when you produce a final copy of your writing.

Ø Strive for clarity in page design: Format and documentation, typography, spacing, graphic devices.

SUBMITTING WRITING AND CREATING PORTFOLIOS

Once you have formatted and proofread your final draft, you should be ready to share your writing.

Ø Consider potential audiences

Ø Select appropriate submission methods

Ø Use a writing portfolio

CHAPTER 8

ONE WRITER’S PROCESS

ANGELA’S ASSIGNMENT and RESPONSE

Ø Angela examined the assignment: Subject, purpose, audience, form, assessment

Ø Angela explored and narrowed her assignment: Angela’s cluster, free writing, and narrowed assignment.

ANGELA’S PLANNING

Ø Angela focused her topic

Ø Researched her topic

Ø Decided how to organize her writing

ANGELA’S FIRST DRAFT

After her composing her opening, middle, and closing paragraphs, Angela put together her first draft. She then added a working title.

Ø Angela kept a working bibliography

ANGELA’S FIRST REVISION

After finishing the first draft, Angela set it aside. When she was ready to revise it, she looked carefully at global issues-ideas, organization, and voice. She wrote notes to herself to help keep her thoughts together.

ANGELA’S SECOND REVISION

Next, Angela asked a peer to review her work. His comments are in the margin. Angela used them to make additional changes, including writing a new opening and closing.

ANGELA’S EDITED DRAFT

When Angela began editing, she read each of her sentences aloud to check for clarity and smoothness.

ANGELA’S PROOFREAD DRAFT

Angela reviewed her edited copy for punctuation, agreement issues, and spelling.

ANGELA’S FINISHED ESSAY

After proofreading and formatting her essay, Angela added a heading and page numbers. She also added more documentation and a references page at the end. As assigned, she omitted the title page and abstract.

CHAPTER 9

FORMS of COLLEGE WRITING

Writing helps us in two ways: first to learn course content and second to learn how to carry on a written dialogue with others in your field.

THREE CURRICULAR DIVISIONS

Based on each department’s area of study and focus, the college curriculum is generally divided into three groups: humanities, social sciences and natural and applied sciences. The groups are then subdivided into specific departments, such as biology, chemistry, and physics. Below you will find an explanation of each division, along with its more common departments.

TYPES of WRITING in EACH DIVISION

Ø Humanities

Ø Social sciences

Ø Natural and applied sciences

TRAITS of WRITING ACROSS the CURRICULUM

Ø Humanities

Ø Social sciences

Ø Natural and applied sciences

CHAPTER 10

NARRATION and DESCRIPTON

A personal narrative story – a story that mirrors you and your experiences. In it, you may tell about a time when you were afraid, lost something (or someone), found joy learned a tough lesson, or discovered some secret. Whatever the topic, your story should help readers see, hear, touch and taste those details make your experience come alive. To do that, you must carefully describe key aspects of the experience.

Ø Select a topic

Ø Narrow your focus

Ø Determine your purpose and audience

Ø Gather details

Ø Collaborate

Ø Write your first draft

Ø Share your story

Ø Revise your writing

Ø Edit and proofread

Ø Prepare your final copy.