5 Paragraph Essay - Gabriella`s ESL Portfolio

What is a 5 paragraph essay ? It is an essay with 5 paragraphs. The first paragraph consist in a introduction. Then there is at least 3 body paragraphs that talks about the topic, and there is the conclusion. Where and when will you write a 5 paragraph essay ? I will write an essay for a school assignment when the teacher told me to crete one to explain something, I can write a 5 paragraph essay in a word document or in google drive so I can save it and I didnt lost any information that I wrote in the 5 paragraph essay. Why do you need to know how to write a 5 paragraph essay? How do you write a 5 paragraph essay? First of all you have to do an outline talking about the top. The first paragraph is called introduction, you have to put a hook, whisch is a sentence that catches the readers attention, and also the topic sentences. Then There is the body paragraph, you have to do at least 3 of them, to make a good essay you must include quotes, data numbers to support what you wrote. After you do the 3 body paragraohs you must do the conclusion. The conclusion consist in summary of your topic, you should never talk about a new information in you conclusion.


The “Appendices” include useful checklists, American Psychological Association (APA) citation examples, information on articles and noun plurals, punctuation and capitalization rules, subject-verb agreement issues, irregular verb lists, verbs and their complements, and sample letters. The book’s layout is user friendly and students can write some of their answers in the book if they choose. However, visual support is extremely rare and the odd photograph that does appear is of poor quality and is in black and white. Teachers may find it necessary to address this, depending on their students’ motivation, needs, and learning styles. The authors of Refining Composition Skills have used an integrated skills approach by including both macro and micro level reading and writing skills. However, the goals at the beginning of each chapter are not specific enough in terms of the micro skills addressed. Clearly identifying the skills and knowledge indicators for each chapter will enable students and teachers to better assess the effectiveness of their teaching and learning in both formal and informal ways. The book refers to rhetorical patterns at the paragraph and text levels.

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Whilst it concentrates on description, reports, expositions, discussions and explanations of how and why, it does not use the terminology associated with genre-based approaches. In fact, there is little attention to making genres explicit or to highlighting the social processes commonly used in different written products. Refining Composition Skills is more product-focused than process-focused. In order that the essay types addressed be truly developmental there needs to be a movement from less demanding genres to more complex combination genres. For example, chapter 10 addresses “The Process Analysis Essay.” This term could be somewhat confusing for students unless carefully handled because it appears to combine two genres as if they were one genre or text type. According to the authors, “There are two types of process essays: those that instruct or direct and those that explain or analyze” (p. 224). However, the writing processes that the students in fact need for the “process analysis essay” draw on processes from two different genres and lead to a variety of different products.

Where students write to explain “through the process of sequencing phenomena in temporal and/or causal relationships,” they can produce explanations of how, explanations of why, accounts, elaborations, and so on (Knapp & Watkins, 1994, p. 78). Where students write to instruct “through the processes of logically sequencing actions or behaviors,” they may produce directions, recipes, manuals, procedures, and so on (Knapp & Watkins, 1994, p. 96). It seems then that the “process analysis essay” is a term that addresses two distinct genres or text types; the explanation text type and the instruction text type. Both units 1 and 2 neglect to focus explicitly on the specific grammatical features found within specific rhetorical patterns or genres. For example chapter 4 discusses some of the features expected in a description. However, it fails to mention that factual descriptions tend to use the simple present tense, relational verbs dominate when classifying appearance, qualities, parts, functions, and so on. Once again this information may well be located in the Instructor’s Manual. However, students would undoubtedly benefit from having it included in the Student’s Book. Attention to linguistic features could be developed further, as students find such knowledge empowering when practicing writing skills.

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