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Forms and styles

This section describes the different forms and styles of essay writing. These forms and styles are used by a range of authors, including university students and professional essayists.

Cause and effect

The defining features of a “cause and effect” essay are causal chains, careful language, and chronological or emphatic order. A writer using this rhetorical method must consider the subject, determine the purpose, consider the audience, think critically about different causes or consequences, consider a thesis statement, arrange the parts, consider the language, and decide on a conclusion.

Classification and division

Classification is the categorization of objects into a larger whole while division is the breaking of a larger whole into smaller parts.

Compare and contrast

Compare and contrast essays are characterized by a basis for comparison, points of comparison, and analogies. It is grouped by object (chunking) or by point (sequential). Comparison highlights the similarities between two or more similar objects while contrasting highlights the differences between two or more objects. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion. Compare and contrast is arranged emphatically.

Descriptive

Descriptive writing is characterized by sensory details, which appeal to the physical senses, and details that appeal to a reader’s emotional, physical, or intellectual sensibilities. Determining the purpose, considering the audience, creating a dominant impression, using descriptive language, and organizing the description are the rhetorical choices to be considered when using a description. A description is usually arranged spatially but can also be chronological or emphatic. The focus of a description is the scene. Description uses tools such as denotative language, connotative language, figurative language, metaphor, and simile to arrive at a dominant impression. One university essay guide states that “descriptive writing says what happened or what another author has discussed; it provides an account of the topic”.

Dialectic

In the dialectic form of essay, which is commonly used in Philosophy, the writer makes a thesis and argument, then objects to their own argument (with a counterargument), but then counters the counterargument with a final and novel argument. This form benefits from being more open-minded while countering a possible flaw that some may present.

Exemplification

An exemplification essay is characterized by a generalization and relevant, representative, and believable examples including anecdotes. Writers need to consider their subject, determine their purpose, consider their audience, decide on specific examples, and arrange all the parts together when writing an exemplification essay.

History (thesis)

A history essay, sometimes referred to as a thesis essay, will describe an argument or claim about one or more historical events and will support that claim with evidence, arguments and references. The text makes it clear to the reader why the argument or claim is as such.

Narrative

A narrative uses tools such as flashbacks, flash-forwards, and transitions that often build to a climax. The focus of a narrative is the plot. When creating a narrative, authors must determine their purpose, consider their audience, establish their point of view, use dialogue, and organize the narrative. A narrative is usually arranged chronologically.

Critical

A critical essay is an argumentative piece of writing, aimed at presenting objective analysis of the subject matter, narrowed down to a single topic. The main idea of all the criticism is to provide an opinion either of positive or negative implication. As such, critical essay requires research and analysis, strong internal logic and sharp structure. Each argument should be supported with sufficient evidence, relevant to the point.

Other logical structures

The logical progression and organizational structure of an essay can take many forms. Understanding how the movement of thought is managed through an essay has a profound impact on its overall cogency and ability to impress. A number of alternative logical structures for essays have been visualized as diagrams, making them easy to implement or adapt in the construction of an argument.

Head
Training, Research, Assessment & Consultancy Department
SEAMEO Regional Language Centre
Singapore

Postgraduate Diploma in Applied Linguistics (RELC, Singapore)

Advanced Diploma in Research Methods (Shizuoka University, Japan)

Diploma in Education, TESL (University of Malaya, Kuala Lumpur)

B.A. (Hons.) English & Geography (University of Malaya, Kuala Lumpur)

M.Ed. TESL (University of Malaya, Kuala Lumpur)

Ph.D. Applied Linguistics (Victoria University of Wellington, New Zealand)

Currently as the Head of the Training, Research, Assessment & Consultancy Department of the Southeast Asian Ministers of Education (SEAMEO), Regional Language Centre (RELC) Singapore, Dr Chan Yue Weng is dedicated to the development of language teacher education and promotion of international cooperation among language professionals in the region. As such, he has conducted many TESL/TEFL teacher training workshops and courses in China, Vietnam, Indonesia, Brunei Darussalam, the Philippines, Thailand, Malaysia, Hong Kong, Japan and Singapore.

His latest language testing projects include the conceptualization and implementation of the Aviation English Competency Test (AECT) for the Civil Aviation Authority of Singapore (CAAS), the MINDEF/SAF Language Proficiency Scale (MSLPS), Ministry of Defence, Singapore, and the Malay Oral Proficiency Test (MOPT) for Conversational Malay Enrichment Programme, Ministry of Education, Singapore.  He’s an authorized and certified language examiner for pilots and air-traffic controllers for the Singapore Aviation Academy.

He is also currently, the editor of the RELC Journal – A journal of language teaching and research.

Prior to joining RELC, he was the Dean of the School of Languages and Liberal Arts at INTI College Malaysia, one of the premier providers of private education in Malaysia.

In addition, he also has 22 years of experience as a TESL teacher educator in 5 Malaysian teacher training colleges. He has worked closely with the Malaysian Ministry of Education’s Teacher Education Division to pioneer the joint B.Ed. TESL degree programme for pre-service TESL teachers between Malaysian teacher training colleges and the UK, Australia and New Zealand universities. In addition, as the head of the Research and Development Department at the English Language Teaching Centre, Malaysia (ELTC), he has conducted nationwide research on the professional and linguistics needs of in-service TESL teachers with objectives of improving the quality of English language teaching in the country. He was also very much involved in the conceptualizing and implementation of the English for the Teaching of Mathematics and Science Teachers (ETeMS) programmes in Malaysia.

Major Interests: Reading-writing connections (intertextuality, reading across texts, writing from sources, writing task requirements), action research, teacher professional development, and language testing

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Abstract for Plenary Session:  Sociolinguistic Competence: The Often Neglected Link in CLT

Gloria C. Kismadi holds a Master’s degree in Literature but her lifetime concern, by choice, has been language teaching, be it ESL, EFL Teacher Training and Professional Development, and the appropriateness of English language teaching materials. “Literature is my passion,” she says, “language teaching my vocation. So be it.”

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Abstract for Plenary Session: Is There Already an Indonesian Variety of English?

Previously, he was Head of English Language in the Department of English Language and Literature at the National University of Singapore where he taught for more than 25 years. More recently he was a Language Specialist with Southeast Asian Ministers of Education Organization, Regional Language Centre (RELC) in Singapore. Professor Foley has taught in all the countries in Southeast Asia as well as Japan, China, Australia and the UK. He has also been advisor to several Ministries of Education and Research fellow in Australia, Japan, Mauritius, Thailand and the UK. He has published widely, mainly in the area of Systemic Linguistics, Language Development and World Englishes. He was for many years been the editor of the RELC Journal and is now editor of The New English Teacher.

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Abstract for Plenary Session: English as a Lingua Franca in Thailand

Abstract for Concurrent Session: Standard Used in Assessing Students’ Competence

Politeknik Negeri Jember, Jember, Indonesia

31 March – 1 April 2011 (Thursday – Friday)

Conference Flyer can be downloaded here.

INTENDED NUMBER OF CONFERENCE PRESENTERS & PARTICIPANTS:

11 Invited Speakers and Presenters from Core Teacher-Writers Group from UK and Asia

70 Presenters: Local and International Teachers and Faculty Members

200 Participants: Local and National English Teachers, Practitioners, and Faculty Members

Deadline for Abstract Submission

7 March 2011

Notification of Abstract Acceptance

11 March 2011

Early Bird Registration

12 January – 10 February 2011

Regular Registration

11 February – 10 March 2011

Late Registration

11 – 25 March 2011

Special Registration for Presenters

10 – 22 March 2011

selestin@liaconferences.com, selestin@cbn.net.id

Current Position    : Manager, Teacher Training & Development (TTD) sub directorate, LBPP LIA
Selestin Zainuddin is currently a manager of Teacher Training and Development Manager Sub Directorate at Lembaga Bahasa dan Pendidikan Professional LIA (LBPP-LIA) Jakarta. She earned her Bachelor Degree in Mathematics from University of Indonesia and her Master’s Degree in Applied Linguistics from Atmajaya University Jakarta. She has been teaching and working with young learners, teenagers, adults, student teachers, teachers and teacher trainers for over 15 years now – and still loves it!

As a teacher she has taught General English programs of all levels. She has taught ESP programs as well — English for Pilots, English for Miners, English for Engineers, English for Business, English for Content Teachers and many others. As an academic supervisor, she mentored and developed teachers in sharpening their abilities. As a teacher trainer, she mentors student teachers and teaches subjects related to grammar, pronunciation, classroom management, lesson planning, professional development and the teaching of the four skills. She is involved in the recruitment/ selection and the training  of LBPP LIA teachers, academic operation officers, and teacher trainers.

She has also written materials and tests for some LBPP-LIA English programs. She is very much involved in the conceptualizing and implementation of English for Content Teachers Program (ECT). She has been writing materials and tests for Content Teachers since 2006. Her latest project which is one of her passions  is designing and implementing LIA e-TEFL. Her teaching interests revolves around teacher education—TEFL for both adults and children (especially the teaching of listening and reading) and the use of  technology for enhancing teaching and learning (especially e-learning).

Luz Saguin Ismail is currently one of the curriculum consultants of LBPP-LIA headquarters, a pioneer of English language teaching in Indonesia. Her responsibilities include designing syllabus and curriculum, editing and previewing materials for the institute. In the past, she was the manager of the  materials and test development department designing materials and assessments tools for various programs.  Besides working at LBPP-LIA , she is also an English Language Teaching (ELT) Consultant & Teacher Trainer for Pearson Education, an international publishing company which has a representative office in Indonesia. As a consultant, she has worked with several school administrators and teachers, assisting them in syllabus designing and materials adoption. She has conducted many teacher trainings and workshops for primary and secondary schools as well as private and  state universities. Her almost 27 years of teaching at all levels, fifteen years of materials development and ten years of teacher training experiences have provided her with sufficient knowledge and expertise in the field of English language teaching.

Download:

- Abstract for Plenary Session: Do Teachers Need to Speak Standard English?

- Abstract for Concurrent Session: Teaching Listening for Acquisition: Can Non-Native Teachers of English Provide Comprehensible Language Input in an EFL Classroom?