Module One Essay

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Introduction

This week’s essay is called the Module One essay because it is based
on Module One: Gathering and Processing Information. It
is an analytical essay which requires a discussion on the main idea,
writer’s purpose and writer’s tone. It also requires an analysis of
the writer’s organizational strategies and language techniques. It is
usually an essay of about 500 words; sometimes 300. This essay helps
to sharpen your analytical and critical thinking skills.

General Guidelines for Writing and


Organising Module One Essay

The form and structure of the module one essay is very simple. Below are the
guidelines to help you with the essay

1. There must be an INTRODUCTION:

o start with a synopsis of the piece: title and author and main idea
o add the writer’s purpose
o end the intro with a clear thesis statement

2. There must be a BODY for the content:

For a 500 word essay we suggest that you choose two organizational strategies and
two language techniques and use one paragraph to discuss each one fully
• avoid overloading paragraphs. Use one paragraph to fully
develop one idea or point.
• demonstrate maturity of thought
• demonstrate maturity of expression
• vary sentence structure and avoid sentence errors
• use punctuation and capitalization correctly
• use appropriate vocabulary expected for your level (A level)
• use transitional words and discourse markers correctly

3. There must be a CONCLUSION:

• no new ideas must be introduced


• you may re-instate your thesis
• close off your discussion skilfully

Below, we go into more details with guidelines to help you write and format the
essay.

The INTRODUCTION / INTRODUCTORY PARAGRAPH

Usually, the examiner will require that you state the main idea of the piece, and the
writer’s purpose. It is advisable that you include them in your introduction. Also,
every expository introduction ends with a thesis statement.

Here are a few pointers to help you.

Main idea:

From a previous lesson, we remember that the main idea is the message that the
writer is conveying to the audience about the subject. Your main idea should look
like this.

❖ The main idea of the piece is that some students have problems writing the
module one essay since it requires critical thinking skills.
❖ The author’s main idea is that although essays are challenging to write, many
students excel in that area.”

Writer’s purpose:

On the other hand the writer’s purpose is always stated as a verb. It is what the
writer hopes to happen as a result of your reading the piece. So the writer wants
to “inform the reader of...”, “to entertain the reader...”, “to criticise...” “to argue
that...”. An example is:

❖ The writer’s intent or aim is to convince readers that the module one essay should
be included in the syllabus because it enables students to develop or master
analytical and critical thinking skills.

End the introduction with a clear thesis statement. See examples below.

❖ The writer achieves her purpose by making use of effective organizational


strategies and language techniques.
❖ Appropriate organizational strategies and language techniques were used by the
writer to help him achieve his purpose.
❖ This essay is an analysis of the writer’s use of organizational strategies, writer’s
techniques and the appropriateness of his tone.

Note
REMEMBER to start the introductory paragraph with a synopsis of the piece: title
and author and main idea. This means that the you should include a brief
statement of what the passage/extract is about ensuring that you reference the title
and author of the piece.

Tips on the writer’s Tone


Sometimes the examiner will require that you comment on the appropriateness of
the writer’s tone. Use a separate paragraph - preferably before the concluding
paragraph to discuss this. Tone is the attitude of the author towards the topic that
he/she is writing about. One easy way of understanding tone is to ask, “what
attitude did I get from reading the author’s words?”

Always use adjectives to describe the tone. Examples: serious, critical,


humorous, amusing, sarcastic, indignant, nostalgic straight-forward etc.

Then comment on whether you thought the tone was appropriate, based on the
writer’s purpose or the subject that he is discussing. Is the tone too humorous for a
subject like cancer, or, was the critical tone useful in demonstrating how important the
subject matter is….

Body Paragraph
Commenting on writer’s organizational strategies and language
techniques.

Two thirds of the essay are about identifying and discussing the organizational
strategies and language techniques that the writer employed to help her convey
the main Idea and achieve her purpose.
Organizational strategies

Organizational strategies help writers organise their ideas and develop their
points within the paragraph. Using them in your writing will help you to
communicate an idea in a clear, intelligible manner.

These are some organizational strategies or tools that help writers achieve
their goals.

• Cause and effect-A cause and effect essay is a composition where the writer’s
purpose is to identify the circumstances that led to a particular occurrence and the
result of the occurrence. The purpose of a cause and effect essay is also to suggest
how the occurrence can be avoided if it has a negative effect, or it can be repeated if
it has a positive effect.

• Advantages and disadvantages


• Problem - solution
• Comparison and contrast
• Classification
• Extended descriptions

• Chronological ordering- This refers to relating or stating events as they happen in


time. This is very commonly used in narratives. For example, "He drank his coffee
as the sun arose on the horizon. At nine o'clock, he picked up his newspaper
pondering on what new events would surface today."

• Process explanation- A process analysis essay is an expository essay that lists all
the steps that one must take, in chronological order, to achieve a specific objective.
It explains how to do something, how something works, or how something
happens. A process analysis essay is a composition in which the writer explains
step by step how to do something.
• Listing

• Spatial patterns- Objects may be described in terms of the specific pattern that they
appear in reality: left to right, top to bottom, near to far and vice versa. In an essay
on the difference between an Inline car engine and a V car engine, the discussion
on the layout of these engines would follow a spatial pattern or description of the
parts which are seen first to last.

• Statistical reports-

• Scientific evidence- (Statistics and Figures) In objective writing, a writer may


choose to use empirical evidence to present and discuss important points. For
example:

“According to today's data, the population of the small


country, Bangladesh is bigger than the population of Russia. There are 20
million more people in Bangladesh even though the area of the country is
116,000 times smaller than that
of Russia.”(Source: https://brightside.me/wonder-curiosities/13-statistical-
world-facts-that-even-those-who-hate-numbers-find-interesting-479210/)

• Historical data
• News reports
• Eye-witness accounts
• Expert opinions- scientists and technocrats etc
• Experiential knowledge
• Examples and illustrations
• Definitions and logical descriptions
• Analogy
• Humour
• Famous quotations or sayings
• Order of importance- Commonly used in single topic essays, writers may choose to
begin discussing the most pressing point to grab the reader's attention, and
culminate with the least critical idea.

For example, in an argumentative essay on the challenges of online learning,


a writer may choose to begin with an argument on high student drop out
rates, and end with a less serious point such as student preference.

• Moving from general to specific- This strategy involves moving from general
information on a topic in the first body paragraph, to specific information on this
topic in subsequent paragraphs. For example, in an article on the problem of
climate change in Saint Lucia, a writer may choose to discuss the effects of common
worldwide practices on the global level and by extension Saint Lucia and then
zoom in on the specific practices in Saint Lucia that contribute to the problem of
climate change.

• Moving from specific to general

Language Techniques

In order to achieve his or her goal or purpose, a writer employs certain language
techniques. Language techniques help writers use words in specific ways that
enable them to express their ideas effectively. The list of language techniques
seems inexhaustible. Nevertheless, there are some common ones that are worth
remembering:

Figurative devices

• Metaphors
• Hyperbole
• Alliteration
• Paradox
• Satire
• Satire
• Irony (satire)
• Onomatopoeia

Rhetorical Devices

• Rhetorical question
• Repetition
• Emotive language

Personal pronouns

• First person to include self


• Second person to focus on the audience
• Third person to exclude self

Other

• Colloquial language
• Slang
• Creole
• Academic language
• Tone
• Simple and short sentences
Once you have identified a organizational strategy or language
technique:

1. you need to state what it is and write out an example from the passage
2. then you must write about the effectiveness of the device; in other words,
3. what is this device adding to the piece?
4. how does it appeal to the senses and therefore to your understanding?
5. how is it aiding the author to achieve her/his purpose and expand her/his
main point?

Effectiveness can also be measured in terms of “Does the writer’s strategy


match his/her purpose?” Some examples of how writer’s strategies and techniques
affect the reader or audience:

• Historical data add or lend credibility to what is said, as a reader can easily
check the records

• Humour usually helps to capture the reader’s interest help him retain the
information for further consideration

• Illustrations and examples allow the reader to create a vivid picture in his
mind that allows him to appreciate how genial or severe a situation is

• Cause and effect allows a writer to explain the situation that leads to an
issue and further discuss the results or effects to deepen a reader’s
understanding of the implications of a behaviour, policy or decision

• An analogy enables a writer to use a situation that is familiar to a reader in


order that he understands a concept that might be difficult to assimilate

• Literary device such as hyperbole exaggerates a seemingly trivial issue to


make a statement about its importance, or just to alarm the reader to get his
attention and get him to respond or act
• Use of metaphor activates the imagination, and the writer is more able to
convey emotions and impressions through metaphor. Metaphor expresses
nuances for which no standard vocabulary exists and entices readers to think
in abstract ways. One effect of metaphor is to make writing memorable.
• Emotive words used when certain word choices are made to evoke an
emotional response in the reader. This kind of language often aims to
persuade the reader or listener to share the writer or speaker's point of view,
using language to stimulate an emotional reaction.
• Use of personal pronouns make the text seem as though it is directly
addressing the reader, making it more personal and more likely for the
reader to respond.
• Rhetorical questions let the reader fill in the gap with their own mind,
creating a rhetorical effect. Rhetorical questions often help convey the
writer's perspective and get readers to agree with them.

• Conversational tone (found in anecdote and use of personal pronouns) on the


other hand allows for the reader to be drawn into the piece as one feels that
the writer is striving to make us comfortable with the piece

The challenge is not to define the devices but


rather to identify appropriate examples (use quotation marks) from the passage to
support and then say how they add or why you believe that the writer used them.
In rare cases, you may mention what they took away from the piece.

SECTION A

MODULE 1 – GATHERING AND PROCESSING INFORMATION

Read the extract below and then answer the questions that follow.

Look at them behind their counters – young, neatly outfitted in their starched fast
food uniforms or their linen and polyester clerk suits. They quickly and effortlessly
tap the keys on their cash registers and computers, answer phones, and look quite
efficient, don’t they? They seem as if they can think, don’t they? Don’t let the
pressed clothes and technology fool you; many of them can’t. Let there be a glitch
or a breakdown and then you’ll see what lies beneath the suits and uniforms and
beyond the counters – operators of broken-down cash registers and computers who
will fumble to spell and calculate. And you, older than they, will wonder what they
spent their primary and secondary school years learning.
You can spot them every day, everywhere. Last week, for example, I saw the brain of
a young attendant at a fast-food outlet shut down the instant his computer crashed.
Before the crash, he had appeared capable as he punched the appropriate keys for
the orders. But when he was faced with having to write down what his customers
wanted, he could only operate in slow motion. I know because, to my misfortune, I
was about to order a tuna sandwich and a large orange juice when the system failed.
After a minute or two of trying to spell the two items, he scrunched up the piece of
paper and started writing afresh on a second sheet. I was not sure I’d get the correct
meal.
Two days after this calamity, I encountered one of Mr. Illiteracy’s pals, a Miss
Innumeracy, in a store downtown when I was trying to pay a bill of $26.05 with two
twenty-dollar bills. Because of a mix-up, the cash register was closed, and so the
young girl had to calculate on paper how much change to give me. After an eternity
of scratching her head and calculating on a sheet of paper, she handed me $14.05,
but, thanks to my Standard Five teacher, I had already calculated in my head that I
should have received $13.95. When I told her so, she seemed mentally paralysed.
Luckily, another suited girl, who looked senior in age and rank, came to her rescue.
She whipped out a calculator, pressed a few keys, and, presto, gave me the right
change, scolding Miss Innumeracy for her bad math!
I left, thinking sadly that there was nothing I could do to help them make up for the
years they had spent in their classrooms not bothering to learn how to read, write,
count, or think.
Adapted from Suzanne Mills, “Between the Lines”,
Trinidad and Tobago Newsday, June 2, 2004, p.11.

Write an ESSAY in no more than 500 words in which you include reference

to the following:

(i) The writer’s MAIN point


(ii) The writer’s purpose
(iii) Organisational strategies
(iv) Language techniques
(v) An evaluation of the appropriateness of the tone.

[Total 25 marks]

Now that you have answered the questions on the Essay, let us discuss and
compare answers.

Question 1 Mark scheme for Content (10 marks)

(a) 2 marks for the main point of the writer:

Young adults in the workplace, both male and female, are frustratingly illiterate and
innumerate, having squandered their learning opportunities in school.

(b) 2 marks for the writer’s purpose, something like the following:

To draw public attention to the illiteracy and innumeracy of primary and secondary school
graduates in the workplace in hope, perhaps, of motivating corrective action.

(c) 1 mark for each of TWO of the following organizational strategies such as:

• report of personal or anecdotal experience (two encounters: one with an


illiterate young man, the other with an illiterate young lady);

• use of contrast (for example, between the attendants’ impressive attire


(physical) and their educational incompetence (mental); between that
incompetence of young generation and the competence of the writer’s
generation
• cause and effect- the effect is the illiteracy and innumeracy of the current
generation caused by their having squandered their educational opportunities

• Use of humour-

(d) 1 mark for each of TWO language techniques

• Emotive language, particularly, the language of frustration and distress


• Use of hyperbole- exaggeration e.g. brain shut down; mentally paralysed;
everyday everywhere
• Metaphor- choice of names to emphasise characteristics focused on.
• Rhetorical question (paragraph 1)
• The general-reference statement ‘You can spot them every day, everywhere’,
illustrated by the two encounters mentioned above

(e) 2 marks for an evaluation of tone such as the following:

There is a clear tone of concern/frustration that is achieved through, for example,


use of negative emotive words/phrase (for example, ‘fumble’, ‘wonder…’, ‘to my
misfortune’, ‘calamity’, ‘Mr. Illiteracy’) and a contrast between physical appearance
and mental incompetence. The tone is appropriate as it effectively portray the
severity or seriousness of her message of crisis.

(f) 1 mark for an answer which simply identifies the tone.

SAMPLE ANSWER

Suzanna Mills’ main point in the extract Between the Lines is that the younger
generation has become heavily dependent on modern technology due to wasted
years during primary and secondary school. Her purpose is highlighted in the
extract’s title Between the Lines. She wants to show that beneath the younger
generation’s “uniforms” and “polyester suits”, there is very little education and
skills and that modern technology serves as a camouflage. She makes use of varied
organizational strategies and language techniques to help her achieve her purpose.

To give credibility to her purpose, she gives specific anecdotal evidence. The
examples are to convince the reader(s) that what she is claiming is actually true. To
heighten these two examples, she employs the use of exaggeration, for example, in
the lines, “I saw the brain of a young attendant” and taking “an eternity” of trying to
figure out the correct change. These ‘brainless’ attendants are the perfect
metaphorical embodiment of “Mr. Illiterate” and “Ms. Innumerate.”

In addition, the writer uses illustration to build her argument. The writer uses these
two examples to sustain the irony- which now explains the title Between the Lines– of
what appears to be and what is. Both this device and the anecdote give credence to
the opening paragraph and the remaining portion of the piece.
She employs a conversational tone sustained by sarcasm and ridicule. This style of
writing allows her to use a kind of story-like quality, that is, narrative exposition
aiding the dominant discourse, persuasion. This kind of direct speech to the reader
makes the register informal and helps her bond with the reader, especially in her
repeated rhetorical question, “…don’t they?” But it serves another purpose: it
provides her with the perfect opportunity of mocking or name-calling the
‘uniformed workers’.

This mockery (and ‘dialogue’ between herself and the reader) comes to the fore in
the first line, “Look at them…neatly dressed,” and is sustained later in the line,
“don’t let [them] fool you.” Their appearance is both a mockery and a sham, masked
by formality, computers and cash registers. What these things are really hiding is
their total dependence on modern technology and their illiteracy and innumeracy.

Her sarcastic colloquial tone is appropriate because it allows her to use the first-
person-construct. This only makes the extract and or its content seems believable,
and also enables her to build trust in the reader, since she is giving a first-hand
account. This overall dominant tone underscores her later ‘sympathy’ in the last
paragraph, making it (seem) rather disingenuous. It however suggests a bigger issue
or purpose: something needs to be done to address illiteracy and innumeracy among
young people who have squandered their time in primary and secondary school.

MODULE 1:
GATHERING AND PROCESSING

Okay, okay. I agree. I actually agree now with the position of a local
editor who posits that environmentalists are anti-people.

It's taken me a couple of weeks. I think all the tree hugging makes me
a little slow. I accept it. Environmentalists are definitely anti - people.
I mean now that I see the light, I totally get where he's coming from.

Environmentalists must be anti- people. That is why we protest for


the loss of quality of life. We value trees more than we value money.
And everybody knows that this is the most shameful thing for a
modern consumer to do. Eat it, sleep in it, bathe yourself in it. Let it
soothe your dark hours. Because environmentalists are anti- people,
and we don't like the progress. Clearly the only way to define your
progress is in tall buildings and smokestacks. Tall buildings to mimic
trees tall trees. Shiny metallic monuments to attract iron birds and
upright animals whose only instinct is to make money.

We environmentalists are an over- emotional bunch of zealots, you


know. We just don't understand that progress is about murdering,
decimation, pillaging and conquest. After we've gone through all of
those things maybe we might want to consider saving a tree or two.
But for now, the focus should be on maximizing everything.

Thank goodness some among us in this society still have the good
sense to point out our shortcomings to us. Thank Jah for the people
who are pro- people. [Those] who want to make sure we're all getting
what we deserve from our government that loves us enough to want to
give us a smelter.

Unfortunately, I'm so anti- people I'll maintain my defiance and


wallow in my environmental ignorance. My life would be way too
pleasant and predictable any other way.

Attilah Springer
Source: Lord et al. (2012). Cape Communication Studies. Pearson.
Write an essay of no more than 500 words in which you include
reference to the following:

. The main idea of the extract

· The writerer's purpose

· The Organizational Strategies and Language Techniques used

· The appropriateness of the tone used in the extract

MARK SCHEME

A. Content 10 marks

• Main idea
• Writer’s purpose
• Tone
• Two organizational strategies
• Two language techniques

B. Organisation 7 marks

• Excellent introduction, thematic cohesion, appropriate use of


transitional devices, effective conclusion. 7
• Good use of the above with one to two weaknesses visible. 5 - 6
• Adequate level of organisation with several weaknesses noted. 3 -
4
• Unsatisfactory level of organisation. Weaknesses in all areas
identified above 1 - 2
• No organisation. 0

C. Expression 8 marks

• Excellent, effective and error free use of language. 8


• Very good use of language though there may be few lapses. 7
• Good use of language though there may be a few lapses. 5 - 6
• Some ability to use language accurately and effectively, but with
some inconsistency in accurate usage. 3 - 4
• Frequent, inaccurate use of language OR Insufficient information
presented to make an assessment. 1 - 2
• Inability to use language accurately OR Too little information
presented to make an assessment. 0

Total 25 marks

WRITING AIDS

Below are some resources/ writers’ aids such as discourse markers, transitional
words and sentence structure. Go through them and as much as possible, use them in
your writing.

Discourse markers
Discourse markers help ideas flow within a paragraph. Here are some common ones.
'However...' 'although...', 'if so...', 'and so...', 'but...', 'clearly...', 'on the other hand...',
'therefore...', 'supposing that...', 'furthermore...', 'looked at another way...', 'in
contrast...', 'on the contrary...', etc.

Transitional words
Transitional words also help ideas flow from idea to idea or from paragraph to
paragraph. Here are some words used to indicate add, emphasize, contrast or order.

Mastering Basic Sentencing Skills


When a writer tries to put too much information into one sentence it reduces the
readability of the work. This is likely to reduce the clarity of the message and confuse
the reader. Long, complicated sentences often mean that you aren't sure about what you
want to say. Shorter sentences are better for conveying complex information; they break
the information up into smaller, easier-to process units. Nevertheless, it is advisable to
vary the length of your sentences to include both long and short sentences.

Simple Sentence

Let’s consider the standard simple sentence; the sentence in its simplest form. The
simple sentence consists of one INDEPENDENT clause made up of a subject and a
predicate.

For example:

1. The dog barked.

2. The dog bit the postman.

3. The dog is vicious.

Complex Sentence

A complex sentence contains a simple sentence and a dependent clause. A


DEPENDENT clause is a group of words that contains additional information about
the subject but do not express a complete thought. A dependent clause cannot stand
alone as a complete sentence. It usually starts with a conjunction such as since, because,
although, so, despite and adverbs such as, before, after, when to attach it to the simple
sentence.

For example:

1. The river rose overnight because of the torrential rains

2. The dog wagged his tail when he saw his owner.

3. Before the rain starts, we need to clear the drains.

Compound Sentence
A compound sentence is formed when two INDEPENDENT clauses are joined
together to form one sentenced. Independent clauses can stand alone as sentences but
to form a compound sentence they must be joined by a coordinating conjunction such
as therefore, and, nor, but, or, yet, so,

For example:

1. I like tea but my husband likes coffee.

2. I am counting calories, yet I crave desert.

3. There was traffic congestion in town; therefore, all roads were impassable.

4. Our car broke down, so we were late.

Some sentences contain errors that undermine your writing and distort the intended
meaning of your sentence. These errors can make sentences choppy, string, run- on or
fragmented, so you must always avoid them when you write. Here are some examples
below.

Choppy Sentences – are sentences that are too short. Short sentences can be effective in

certain situations. However, many short sentences in succession make it appear that a

writer is incapable of sustaining a complex thought. Choppy sentences are easy to


correct. Just combine two or three short sentences to make one compound or complex
sentence.

Example:

Incorrect: Wind is an enduring source of power. Water is also an unlimited energy source.
Dams

produce hydraulic power. They have existed for a long time. Windmills are relatively new.

Correct: Both wind and water are enduring sources of power. Dams have produced hydraulic

power for a long time, but windmills are relatively new.

Stringy Sentences – are sentences with too many clauses, usually connected with a

comma or a coordinating conjunction (often and, but, so, and because). It often results

from writing the way you speak, going on and on like a string without an end.
Example:

Incorrect: Many students attend classes all morning, and then they work all afternoon, and they

also have to study at night so they are usually exhausted by the weekend.

Correct: Many students attend classes all morning and work all afternoon. Since they also have

to study at night, they are usually exhausted by the weekend.

Run-on Sentences – is a sentence in which two or more independent clauses (complete

sentences) are joined without appropriate punctuation or conjunction.

Example:

Incorrect: My family went to Australia and then they emigrated to Canada.

Correct: My family went to Australia, then they emigrated to Canada.

Sentence Fragments – are incomplete sentences or parts of sentences. Remember that a

complete sentence must contain at least one main or independent clause. A sentence

fragment does not contain an independent clause.

Example:

Incorrect: Because some students work part-time while taking a full load of classes. And
they have no free time.

Correct: Some students work part-time while taking on full loads of classes; therefore,
they have no free time. OR

Some students have no free time because they work part-time while taking on full loads.

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