CONTINUOUS WRITING

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CONTINUOUS WRITING
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CONTINUOUS WRITING.

• CHOOSING THE TOPIC DONT START WRITING UNTIL
  YOU ARE SETTLED AND SURE. KEEP COOL!
• PLANNING.
• OPENING PARAGRAPH IT INFORMS THE READER ABOUT
  THE SUBJECT MATTER OF THE ESSAY. THE OPENING
  PARAGRAPH SHOULD SHOW THE WRITER AT HIS/HER BEST.
• LENGTH 350 WORDS.

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CONTINUOUS WRITING

• YOU WILL HAVE FIVE TOPICS TO CHOOSE FROM.
• YOU WILL HAVE ABOUT ONE HOUR TO COMPLETE YOUR
  PIECE OF CONTINUOUS WRITING.
• YOU ARE REQUESTED TO WRITE ABOUT 350 WORDS,
  BUT YOU ARE NOT EXPECTED TO COUNT THE WORDS AND
  TO REMAIN RIGIDLY WITHIN THESE LIMITS.(THE
  QUALITY OF YOUR WORK IS WHAT COUNTS NOT THE
  LENGTH)

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CONTINUOUS WRITING.

• ORGANISING SENTENCES AVOID WRITING A LONG SERIES
  OF SHORT SENTENCES.
• USE YOUR SENTENCES TO LINK IDEAS TOGETHER SO THAT
  THE READER IS CARRIED SMOOTHLY FROM ONE IDEA TO
  THE NEXT.
• AS YOU WRITE, TRY TO VARY THE LENGTH AND TYPE OF
  THE SENTENCES YOU USE.USE SENTENCE VARIETY AS
  WELL AS APPROPRIATE VOCABULARY TO ACHIEVE THE
  EFFECT YOU WANT.

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CONTINUOUS WRITING.

• RELEVANCE.
• VOCABULARY FOR COMMUNICATION TO BE CLEAR, YOU
  MUST USE WORDS THAT CONVEY TO THE READER, AS
  EXACTLY AS POSSIBLE, THE INFORMATION THAT YOU
  INTEND.NEVER TRY TO IMPRESS YOUR EXAMINER BY
  USING WORDS WHICH SOUND CLEVER BUT MAY NOT MEAN
  WHAT YOU INTEND.
• PUNCTUATION.

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CONTINUOUS WRITING.

• PARAGRAPHS VARIED IN LENGTH, WITH THE FINAL
  PARAGRAPH SHORT TO DRIVE HOME THE WRITERS
  OPINION AND CONCLUSION.
• HANDWRITING AND PRESENTATION.
• SUBJECT MATTER WHEN YOU WRITE, BE YOURSELF. USE
  EXPERIENCES, SETTINGS AND IDEAS THAT ARE FAMILIAR
  TO YOU AND THAT YOU UNDERSTAND.

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CRITERIA FOR CONTINUOUS WRITING.

• LANGUAGE IS ENTIRELY ACCURATE.
• TOPIC IS ADDRESSED WITH CONSISTENT RELEVANCE.
• INTEREST OF THE READER IS AROUSED AND SUSTAINED
  THROUGHOUT.
• SENTENCE STRUCTURE IS VARIED ABLE TO VARY
  SENTENCE LENGTH AND TYPE TO ACHIEVE AN INTENDED
  EFFECT.

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CRITERIA.

• PARAGRAPHS ARE WELL-PLANNED, HAVE UNITY AND ARE
  APPROPRIATELY LINKED.
• VOCABULARY IS WIDE AND USED WITH PRECISION.
• PUNCTUATION IS ACCURATE AND HELPFUL TO THE
  READER.
• SPELLS ACCURATELY OVER THE FULL RANGE OF
  VOCABULARY USED.

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STANDARD ENGLISH

• COMMUNICATES CLEARLY.
• OBEYS THE RULES OF SPELLING, PUNCTUATION AND
  GRAMMAR.
• SUITABLE VOCABULARY.
• SHOULD NOT CONTAIN SLANG OR EXPRESSIONS WHICH
  MIGHT BE ACCEPTABLE IN A CONVERSATION BETWEEN
  FRIENDS, BUT WHICH ARE OUT OF PLACE IN A PIECE OF
  WRITING INTENDED TO DEMONSTRATE THE WRITERS
  ABILITY TO USE STANDARD ENGLISH.
• DONT COPY THE LANGUAGE OF COMICS, ETC.USE
  ENGLISH THAT YOU FEEL COMFORTABLE WITH AND WHICH
  WILL BE EASY FOR YOUR READER TO UNDERSTAND.

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WRITE BETTER SENTENCES

• USE SIMPLE SENTENCES.
• SENTENCES WITH JOINING WORDS.
• LONGER SENTENCES.
• SENTENCES WITH DIFFERENT BEGINNINGS.
• SENTENCES OF DIFFERENT LENGTHS.

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WRITE BETTER SENTENCES.

• ADD ADJECTIVES TO NOUNS.
• ADVERBS TO VERBS.
• PHRASES.
• CLAUSES.

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The order of Adjectives.

• 1. size ( how big )
• 2. age ( how old )
• 3. shape ( what shape )
• 4. colour ( what colour )
• 5. origin ( where from )
• 6. material ( what is it made of )
• 7. purpose ( what is it made for )
• gt Noun.

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Examples.

• A short young man ( size age)
• An old Indian woman (age origin)
• A long yellow bus (shape colour)
• A new white cotton dress ( age colour
  material)
• A big brown shopping basket ( size colour
  purpose)

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Other examples.

• An old boring Italian movie.
• A beautiful wooden house.
• A small marble chair.
• Thick black hair.
• A round Japanese serving bowl.
• A tall handsome Malay man.
• A large colourful Persian carpet.
• An enormous black African elephant.
• An old leather travelling bag.
• A large wooden dining table.

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WRITE BETTER SENTENCES.

• USE FIGURATIVE LANGUAGE.
• IDIOMATIC EXPRESSIONS.
• PROVERBS.
• SIMILES.
• COLOUR IDIOMS.
• PAIRS OF WORDS.
• DIRECT SPEECH.

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HOW TO MAKE YOUR SENTENCES INTERESTING?

• ADD ADJECTIVES TO NOUNS ample food, monotonous
  voice, risky journey, etc.
• ADD ADVERBS TO VERBS decorate beautifully, dial
  repeatedly, sleep soundly, etc.
• USE PAIRS OF WORDS safe and sound, hue and cry,
  time and again, etc.
• USE FIGURATIVE LANGUAGE Ali tried to jump the
  queue at the canteen because he was hungry and
  wanted to get his food quickly.

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HOW TO MAKE YOUR SENTENCES INTERESTING?

• USE IDIOMATIC EXPRESSION. Chee Seng was only
  pulling my leg when he said I looked fat.
• USE PROVERB All that glitters is not gold.
• USE SIMILE He remained calm and was as cool as
  a cucumber when he was tortured by his
  kidnappers.
• USE COLOUR IDIOM Once in a blue moon.

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HOW TO MAKE YOUR SENTENCES INTERESTING?

• ADD PHRASES TO NOUNS The apartment with
  expensive furniture belongs to the millionaire.
• The spectators cheered in an exciting manner
  when Singapore scored a goal.
• ADD CLAUSES TO SENTENCES I got up so early so
  that I could catch the 6 oclock bus.
• Mount Kinabalu which is in Sabah is a popular
  tourist destination.

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Writing a short story.

• The opening.
• Use direct speech because this can be an
  interesting way to begin a story. It sounds more
  lively if you do so.

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• These are some examples
• Hey look Shouted Halim, up there! Somethings
  wrong with that plane. The children stared into
  the sun. At first their eyes were dazzled by the
  blinding rays but even so it soon became
  horrifyingly clear that the aircraft was falling
  from the sky, spinning helplessly and hurtling
  towards the city below.

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• Thats the last time Im ever going to listen to
  you! I snapped angrily. my feet are killing me
  and I havent eaten since breakfast! Sarah
  looked downcast. A tear appeared in the corner of
  her eyes. My heart melted. Oh come on then,
  lets get going. Its only another ten kilometers
  to the youth hostel.

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• Another technique is to be noisy. Begin an essay
  with a noisy note. This gives a good effect to
  your essay.
• These are some examples

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• Whizz! Zoom! The rockets sped upwards and
  illuminated the dark sky. The faces of the
  children glowed with pleasure as the sound of
  fireworks exploded in their ears.

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• Splash! The diver broke the surface of the water.
  For a few seconds the silence seemed to hang in
  the air and then the wild applause of the crowd
  shattered the peace as the result came up on the
  board a perfect ten.

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Using the right word.

• I had a nice holiday in Hawaii. I had wanted to
  spend only a week there but I had such a nice
  time that I decided to extend my vacation for
  another week. The weather was so nice and I had
  a nice weekend on a nice stretch of beach. I also
  met a nice young man. We became nice friends. He
  took me to his house in a nice sports car. It was
  a very nice house with a very nice garden. He
  took me to a nice restaurant which served some
  really nice dishes. He also bought for me a very
  nice dress. I looked nice in it. Then we went to
  see a nice movie.

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Good and Nice.

• 1. I had a happy/pleasant/enjoyable/excellent/fine
  /
• splendid/magnificent/marvelous/superb/
• wonderful holiday/time.
• 2. How is the weather? It is bright/cloudless/favo
  urable/fine/sunny
• 3. He is a pleasant/fine/honest/helpful/friendly/
• dependable/considerate/cheerful/charming/
• capable/approachable man.
• 4. Beautiful/cosy/posh house/restaurant.
• 5. Appetising/delicious/enjoyable/mouth-watering/t
  asty food/dishes.
• 6. A lovely/gorgeous/beautiful/attractive
  dress.
• 7. I looked charming/gorgeous/graceful/lovely/stu
  nning.
• 8.interesting/exciting/entertaining/amusing/
  engrossing movie.

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USING THE RIGHT WORD.

• I had a wonderful day in Hawaii. Initially, I had
  wanted to spend only a week there but I had such
  an enjoyable time that I decided to extend my
  vacation for another week. The weather was bright
  and sunny and I had marvelous weekend on a
  beautiful stretch of beach. I also met a charming
  young man. We became close friends. He took me to
  his house in a sleek, shiny sports car. It was a
  very quaint but cosy house with a spacious
  garden. He took me to a posh restaurant which
  served some exotic, mouth-watering dishes. He
  also bought for me an attractive dress. Then we
  went to see an interesting movie

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Sentence connectors.

• SHOULD CANING BE ALLOWED IN SCHOOL?
• As far as the issue of the use of the cane is
  concerned, there are two different opinions. On
  the one hand, there are some educationists and
  experts who denounce the use of the cane for the
  following reasons. First, is the fear that the
  cane would be abused. For instance/For example/As
  an example, when a teacher has had a bad day or
  when he has problems, the teacher would resort to
  the cane to give vent to his frustrations.
  Besides/Moreover/Furthermore/In addition/Other
  than that/Apart from this, the abuse of the cane
  can have far-reaching psychological effects on
  the child as it undermines a students dignity.
  Consequently/Therefore/As a result/ So, the
  student will grow up with a low self-esteem.

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Sentence connectors.

• However/On the other hand/On the
  contrary/Nevertheless, there is another group
  which believes that the cane can be an effective
  deterrent. In fact/As a matter of fact, this
  group believes that the use of the cane can check
  indiscipline in schools. While the cane may not
  be the sole answer to all the discipline problems
  in schools, caning will make students feel that
  they are being caned for their wrong doings. In
  short/To sum up, the cane should be used with
  caution only when the situation warrants it.