Brief Overview of the 10 Essay Writing Steps

Brief Overview of the 10 Essay Writing Steps Below are brief summaries of each of the ten steps to writing an essay. Select the links for more info on any particular step, or use the blue navigation bar on the left to proceed through the writing steps. How To Write an Essay can be viewed sequentially, as if going through ten sequential steps in an essay writing process, or can be explored by individual topic. 1. Research: Begin the essay writing process by researching your topic, making yourself an expert. Utilize the internet, the academic databases, and the library. Take notes and immerse yourself in the words of great thinkers. 2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays written by others. 3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance. Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks and think and think until you come up with original insights to write about. 4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know where you're going, and why. It's practically impossible to write a good essay without a clear thesis. 5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's order. Map out the structure of your argument, and make sure each paragraph is unified. 6. Introduction: Now sit down and write the essay. The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of bringing your reader into the essay's argument. (Note: The title and first paragraph are probably the most important elements in your essay. This is an essay-writing point that doesn't always sink in within the context of the classroom. In the first paragraph you either hook the reader's interest or lose it. Of course your teacher, who's getting paid to teach you how to write an essay, will read the essay you've written regardless, but in the real world, readers make up their minds about whether or not to read your essay by glancing at the title alone.) 7. Paragraphs: Each individual paragraph should be focused on a single idea that supports your thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay. 8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is there something you want the reader to walk away and do? Let him or her know exactly what. 9. MLA Style: Format your essay according to the correct guidelines for citation. All borrowed ideas and quotations should be correctly cited in the body of your text, followed up with a Works Cited (references) page listing the details of your sources. 10. Language: You're not done writing your essay until you've polished your language by correcting the grammar, making sentences flow, incorporating rhythm, emphasis, adjusting the formality, giving it a level-headed tone, and making other intuitive edits. Proofread until

it reads just how you want it to sound. Writing an essay can be tedious, but you don't want to bungle the hours of conceptual work you've put into writing your essay by leaving a few sloppy misspellings and poorly worded phrases...

every body take part in solving this comprehension.

.3. Read the following passage and answer the questions that follow. Use your own language. (20) Human beings are afraid of death just as children feel afraid of darkness. The fear of darkness of kids increased by the stories of the heard ghosts and thieves. In the same way, the fear of human being is increased by the stories which they heard about the agony of dying man. If a human being regards death as a kind of punishment for his sins he has committed and if he looks upon death as a means of making an entry into another world, he is certainly taking a religious and sacred view of death. But if a human being looks upon death as a law of nature and then feels afraid of it, his attitude is of cowardice. However, even in religious meditations about death there is sometimes a mixture of folly and superstition. Monks have written books in which they have described the painful experiences which they underwent by inflicting physical tortures upon themselves as a form of self purification. Thus, one may think that the pains of death must be indescribably agonizing. Such books and such thoughts increase a man's fear of death. Seneca, the Roman Philosopher is of the view that the circumstances and ceremonies of death frighten people more than death itself would do. A dyeing man is heard uttering groans; his body is seen undergoing convulsions; his face appears to be absolutely bloodless and pale; at his death his friends begin to weep and his relations put on mourning clothes; various rituals are performed. All such facts make death appear more horrible than it would be otherwise.

1-What is the difference between human beings' fear of death and children's fear of darkness? 2-What is a religious and sacred view of death? 3-What are the painful experiences described by the Monks in their books? 4-What are the views of Seneca about death? 5-What are the facts that make death appear more horrible than it would be otherwise?

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Comprehension 2009 Q.3. Read the following passage and answer the questions that follow. (20) It is very nature of helicopter that is great versatility is found. To begin with, the helicopter is the fulfillment of tone of mans earliest and most fantastic dreams. The dream of flying not just like a bird but of flying as nothing else flies or has ever flown. To be able to fly straight up and straight down to fly forward or back or sidewise, or to hover over and spot till the fuel supply is exhausted. To see how the helicopter can do things that are not possible for the conventional fixedwing plane, let us first examine how a conventional plane works. It works by its shape by the shape of its wing, which deflects air when the plane is in motion. That is possible because air has density and resistance. It reacts to force. The wing is curved and set at an angle to catch the air and push it down; the air, resisting, pushes against the under surface of the wing, giving it some f its lift. At the same time the curved upper surface of the wing exerts suction, tending to create a lack of air at the top of the wing. The air, again resisting, sucks back, and this give the wing about twice as much lift as the air pressure below the wing. This is what takes place when the wing is pulled forward by propellers or pushed forward by jet blasts. Without the motion the wing has no lift. Questions: (i) Where is the great versatility of the helicopter found? (ii) What is the dream of flying? (iii) What does the wing of the conventional aircraft do? (iv) What does the curved upper surface of the wing do? (v) What gives the wing twice as much lift?

Paper of English Precis and Composition CSS 2014

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Paper of English Precis and Composition CSS 2014

by Rashid Sat Feb 15, 2014 10:43 pm

Past Paper Paper of English Precis and Composition CSS 2014 unsolved Paper of English Precis and Composition CSS 2014, that was held on 15 February 2014 on Saturday, Paper is attached here English (Precis and Composition) CSS 2014 Part II Q 2. Write a Prcis of the following passage and suggest a suitable heading to it: Probably the only protection for contemporary man is to discover how to use his intelligence in the service of love and kindness. The training of human intelligence must include the simultaneous development of the empathic capacity. Only in this way can intelligence be made an instrument of social morality and responsibility and thereby increase the chances of survival. The need to produce human beings with trained morally sensitive intelligence is essentially a challenge to educators and educational institutions. Traditionally, the realm of social morality was left to religion and the churches as guardians or custodians. But their failure to fulfill this responsibility and their yielding to the seductive lures of the men of wealth and! pomp and power and documented by the history of the last two thousand years and have now resulted in the irrelevant God Is Dead theological rhetoric The more pragmatic men of power have had no time or inclination to deal with the fundamental problems of social morality. For them simplistic Machiavellianism must remain the guiding principle of their decisions-power is morality, morality is power. This oversimplification increases the chances of nuclear devastation. We must therefore hope that educators and educational institutions have the capacity, the commitment and the time to instill moral sensitivity as an integral part of the complex pattern of function human intelligence. Some way must be found in the training of human beings to give them the assurance to love, the security to be kind. and the integrity required for a functional empathy.

Q.3 Read the following passage and answer the questions that follow. Use your own language. In the height of the Enlightenment, men influenced by the new political theories of the era launched two of the largest revolutions in history. These two conflicts, on two separate continents, were both initially successful in forming new forms of government. And yet, the two conflicts, though merely a decade apart, had radically different conclusions. How do two wars inspired by more or less the same

ideals end up so completely different? Why was the American Revolution largely a success and the French Revolution largely a failure? Historians have pointed to myriad reasons far too various to be listed here. However, the most frequently cited are worth mentioning. For one, the American Revolution was far removed from the Old World; that is, since it was on a different continent, other European nations did not attempt to interfere with it. However, in the French Revolution, there were immediate cries for war from neighboring nations. Early on, for instance, the ousted king attempted to flee to neighboring Austria and the army waiting there. The newly formed French Republic also warred with Belgium, and a conflict with Britain loomed. Thus, the French had the burden not only of winning a revolution but also defending it from outside. The Americans simply had to win a revolution. Secondly, the American Revolution seemed to have a better chance for success from the get-go, due to the fact that Americans already saw themselves as something other than British subjects. Thus, there was already a uniquely American character, so, there was not as loud a cry to preserve the British way of life. In France, several thousands of people still supported the king, largely because the king was seen as an essential part of French life. And when the king was first ousted and then killed, some believed that character itself was corrupted. Remember, the Americans did not oust a king or kill him they merely separated from him. Finally, there is a general agreement that the French were not as unified as the Americans, who, for the most part, put aside their political differences until after they had already formed a new nation. The French, despite their Tennis Court Oath, could not do so. Infighting led to inner turmoil, civil war, and eventually the Reign of Terror, in which political dissidents were executed in large numbers. Additionally, the French people themselves were not unified. The nation had so much stratification that it was impossible to unite all of themthe workers, the peasants, the middle-class, the nobles, the clergyinto one cause. And the attempts to do so under a new religion, the Divine Cult of Reason, certainly did not help. The Americans, remember, never attempted to change the society at large; rather, they merely attempted to change the government. 1. Why and how did the Reign of Terror happen? 2. In what ways does the author suggest that the American Revolution was easier to complete than the French Revolution? 3. Of the challenges mentioned facing the French revolutionaries, which do you thing had the greatest impact on their inability to complete a successful revolution? Why? 4. Of the strengths mentioned aiding the American revolutionaries, which do you thing had the greatest impact on their inability to complete a successful revolution? Why?

Q 4. Write a comprehensive note (250-300) on any one of the following: i) Actions speak louder than words ii) Girls are more intelligent than boys iii) First deserve, then desire iv) Nothing is certain unless it is achieved. Q 5. Use only five of the following in sentences which illustrate their meanings. (Extra attempt shall not be considered) i) To bring grist to the mill ii) To keep one's fingers crossed iii) With one's tongue in one's cheek iv) A storm in the tea cup v) To talk through one's hat vi) Hum and Haw vii) To let the grass grow under one's feet viii) Penny wise and pound foolish

Q 6. Correct only five of the following. Extra attempt shall not be considered. i) Each furniture in this display is on sale for half price. ii) He is abusing the money of his father. iii) The duties of the new secretary are to answer the telephone, to type letters and bookkeeping. iv) The new models are not only less expensive but more efficient also. v) He complied with the requirement that all graduate students in education should write a thesis. vi) No sooner we left the shop it began to rain. vii) The population of Karachi is greater than any other city in Pakistan.

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Rashid

Posts: 513 T o p Joined: Fri May 04, 2012 8:40 pm

Re: Paper of English Precis and Composition CSS 2014

Part-1 MCQS of English (Precis and Composition) CSS 2014

Following are the MCQS Q 1. Choose the world that is nearly most similar in meaning. 1) Apropos a) Regarding b) Unexpected c) Misspoken d) Idea 1) Bulwark a) Conundrum b) Festival c) Rampart d) Confuse 3) Epitome a) Volume b) Essence c) Summit d) Deliverance 4) Regurgitate a) Assimilate b) Reproduce c) Exemplify d) Study 5) Plutocrat a) Magnate

by Rashid Sat Feb 15, 2014 10:48 pm

b) Priest c) Judge d) Astronaut 6) Inebriate a) Dreamy b) Stupefied c) Unsteady d) Drunken 7) Prodigious a) Unacceptable b) Phenomenal c) Discouraging d) Vain 8) Nuance a) New word b) Sense c) Interpretation d) Subtle meaning 9) Canny a) Obstinate b) Handsome c) Clever d) Stout 10) Sonorous a) Loud b) Heavy c) Sleepy d) Bright Q 2. Choose the world that is nearly most opposite in meaning. 1) Extenuate a) Alleviate

b) Preclude c) Worsen d) Subdue 2) Inadvertent a) Accidental b) Disingenuous c) Forthright d) Calculated 3) Ornate a) Spartan b) Blemished c) Sturdy d) Counterfeit 4) Flagitious a) Cardinal b) Mercenary c) Meritorious d) Askew 5) Malediction a) Blessing b) Termination c) Parochial d) Simian 6) Brusque a) Gold b) Opulent c) Gracious d) Suspect 7) Verdant a) Dishonest b) Suspicious c) Moldy

d) Arid 8) Epicurean a) Ascetic b) Slovenly c) Imprecision d) Providential 9) Quiescent a) Active b) Dormant c) Weak d) Unconcerned 10) Loquacious a) Reticent b) Talkative c) Garrulous d) Verbose

Rashid

Posts: 513 T o p Joined: Fri May 04, 2012 8:40 pm

Re: Paper of English Precis and Composition CSS 2014

by asadlahori Sat Feb 15, 2014 10:53 pm

Rashid wrote:

Part-1 MCQS of English (Precis and Composition) CSS 2014

Following are the MCQS Q 1. Choose the world that is nearly most similar in meaning.

1) Apropos a) Regarding b) Unexpected c) Misspoken d) Idea 1) Bulwark a) Conundrum b) Festival c) Rampart d) Confuse 3) Epitome a) Volume b) Essence c) Summit d) Deliverance 4) Regurgitate a) Assimilate b) Reproduce c) Exemplify d) Study 5) Plutocrat a) Magnate b) Priest c) Judge d) Astronaut 6) Inebriate a) Dreamy b) Stupefied c) Unsteady d) Drunken 7) Prodigious

a) Unacceptable b) Phenomenal c) Discouraging d) Vain 8) Nuance a) New word b) Sense c) Interpretation d) Subtle meaning 9) Canny a) Obstinate b) Handsome c) Clever d) Stout 10) Sonorous a) Loud b) Heavy c) Sleepy d) Bright Q 2. Choose the world that is nearly most opposite in meaning. 1) Extenuate a) Alleviate b) Preclude c) Worsen d) Subdue 2) Inadvertent a) Accidental b) Disingenuous c) Forthright d) Calculated 3) Ornate

a) Spartan b) Blemished c) Sturdy d) Counterfeit 4) Flagitious a) Cardinal b) Mercenary c) Meritorious d) Askew 5) Malediction a) Blessing b) Termination c) Parochial d) Simian 6) Brusque a) Gold b) Opulent c) Gracious d) Suspect 7) Verdant a) Dishonest b) Suspicious c) Moldy d) Arid 8) Epicurean a) Ascetic b) Slovenly c) Imprecision d) Providential 9) Quiescent a) Active b) Dormant

c) Weak d) Unconcerned 10) Loquacious a) Reticent b) Talkative c) Garrulous d) Verbose

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