Now you can use those same skills to write a persuasive essay!

You can find more on audience and purpose in 's discussions of  and  in language and writing.

Errors and Expectations: A Guide for the Teacher of Basic Writing.

Teachers can also create informal response activities to engage students in content. Zemelman and Daniels (1988) recommend that teachers consider three things when creating these kinds of response activities: What are the key ideas or concepts for students to think about? What kind of thinking would be most effective for students to connect with this content? What kinds of activities will encourage this kind of thinking about this content?

This handout includes a brief introduction to the following genres of essay writing:

Writing Modes: The Four Purposes of Writing

Numerous studies (Mellon, 1969; O'Hare, 1973; Cooper, 1975; Shaughnessy, 1977; Hillocks, 1986; Strong, 1986) show that the use of sentence combining is an effective method for improving students' writing.

For more tips about writing thesis statements, take a look at our new handout on

A writer's audience can range in size from one (consider, for example, the diarist or the letter-writer) to all humanity. Beyond the writer's primary audience may lie a secondary one: the diarist may hope that his or her diary will someday interest all humanity. Most writers write for a fairly well defined primary audience consisting of readers who share an interest in the subject-matter: vegetarian cooking, for example, or web design, or cytokinesis.

They also discover the decisions writers make in revising for style and effect.


Purposes of Writing an Essay. Writing With A Purpose.

For example, a teacher who sees that many students are writing sentences containing misplaced modifiers can present a minilesson on this concept, using examples from student writing.

Identify the Purposes of Different Types of Organisation

Example
In Instrumental Music III, students complete a "sensual description" activity to help them listen closely when being introduced to a composition before they sight read it (the focus of this activity is to engage the musicians as careful listeners rather than stressing strict sight reading skills). Without identifying the composition by name, the band director instructs students to close their eyes and listen to the piece one time through. He/she encourages students to listen with all of their senses and provides the following prompts: What does the music sound like? What visual images come to mind? What textures does the music bring forth? What smells/tastes can be associated with the sounds of the music? After listening, students select one sense to focus on and share their response quickly in pairs. The band director then identifies the piece of music as Symphony No. 1 ("In Memoriam, Dresden, 1945") by Daniel Bukvich and shares historical information on the bombing of Dresden. The band director then plays the music a second time, this time telling students to list words or phrases that come to mind as they listen. The response may be in the form of a list, scattered words and phrases or even in paragraphs and is shared informally. Finally, the band director identifies the four movements of the piece by name and engages students in a discussion of the musical devices that the composer used to achieve varied effects in each section of the composition. The activity allows students to preview the piece and connect to it with their senses before sight reading it.

Essay on the purposes of different types of organisation, ..

Differences in characters’ personalities — their styles — are often revealed through the words they speak. Younger students can practice assuming different voices: angry, sad, whiny, excited, scared, dreamy. What words would they use? What would the words sound like? Would their sentences be long or short? Older students often have difficulty moving away from a chatty, conversational voice to the more authoritative voice of expository writing genres; practice with an emphasis on voice will help.

Similar Themes but Different Purposes in Travel Writing

Brian, in the old days, many textbooks presented three purposes: inform, entertain, and persuade. This was sort of a taxonomy for student writing. Most of the “modes” will work under the three divisions. For example, narrative sometimes entertains, informs, and persuades…Huckleberry Finn might be an example. It informs us about “boyhood” and good times on the Mississippi, but also comments on the historical moment in satirical way.
It is also persuasive in dealing with the satirical targets. Moreover, there are lots of chuckles as Huck comes of age. Nevertheless, you might make case if you were careful about presenting your paradigm. Keep on keeping on. You may have the small end of a big idea.