English Language Writing Skills

By Danso Kwasi Nti Samuel (DAS). Study the complete course source, examine every model and practise alongside Professor Jarvis.

Course printed page 122 PDF page 128 of 505

For tables, matching columns, IPA and original formatting, open the course PDF above.

Teacher: Now that you have your topic, let’s move on to planning your composition. First,

you need to identify and discuss the purpose, audience, and context of your piece.

Student B: Our purpose is to inform the community about the impact of river pollution.

Student C: Our audience will be the local residents and the town council.

Student D: The context is the increasing pollution in the river affecting local wildlife and

possibly our drinking water.

Teacher: Excellent! Now use graphic organizers to help you organize your ideas. You can

use mind maps, T-charts, or flowcharts.

[Students use graphic organizers to plan their composition.]

Student A: Let’s create a mind map to organize our ideas. We’ll start with the main issue

in the center: Pollution in the River.

Student B: We can branch out into causes of pollution, effects on wildlife, and solutions.

Student C: For the causes, we can include things like industrial waste, littering, and runoff

from farms.

Student D: Under effects, we’ll write about the impact on fish and other wildlife, and how

it might affect our water supply.

Student A: And for solutions, we can suggest increasing recycling efforts, better waste

management, and community clean-up programs.

Teacher: Great job! Now each group will present their planned composition to the class.

Share your topic, purpose, audience, and the main points from your graphic organizer.

[Groups present their work to the class.]