OK so let's get started.
As you know this is a live class that is going over the application of strategy for the child's writing
task number one task number one is where you are required to write a report.
There's usually going to be about a pie chart or table or bar graph for lying lying lying graph or a
diagram or even a process.
And if you have watched the videos or watched the lectures in the course then you understand that there
are there.
There was there is a method or strategy that we use for any type of graph or chart or process or diagram.
It's the same strategy.
It doesn't matter if as a diagram it doesn't matter if it's a process or a line graph is the same strategy
and strategy is taught over and over and over again.
Now you know the way that strategy is and this is in the course of things going over very quickly right
now but it teaches in the course that you have to have four paragraphs you have an introduction which
is a paraphrase of what the graph recharter diagram is about.
Then you have your second paragraph which is a general overview which is there the common the common
or the obvious things that you see from the process diagram or chart and then your last two paragraphs
are where you make specific comparisons of what you see.
Right now I'm going to go through this first one step by step I'm going to first go through the introduction
and go through the general overview and then also go through the two specific comparison paragraphs.
All right now while I'm doing this you're more than welcome to try your hand at typing your own introductions
and I can copy and paste your introductions to my screen and we can take a look at your introductions
or I might just look at them directly and let you know that's in there that's in the ballpark or not
but you're welcome to right along with me and to see if you're doing it correctly.
All right.
So I've looked in the chat box and I don't see any questions right now.
So let's go ahead and get started.
So when we look at this first one that we have here we're dealing with a two chart issue right.
We have a pie chart on the top and we have a table on the bottom right so we have a two chart issue.
And this is the two charts.
It follows the same process introduction general overview specific specific.
OK.
So our first job is to look at what the chart is about and then we want to paraphrase that information
into our own sentence.
Paraphrasing is something that the graders on the Isles exam highly highly value I mean highly value
the they are highly valued in writing and they highly value with in speaking like if you look at the
speaking rubric it says I can put a score of eight that the person can paraphrase effectively.
Right.
They are in writing.
They feel the exact same way.
Because remember this is not an intelligence test is a test of your English ability and paraphrasing
is a very high level English ability.
So I'm going to go ahead and write my introduction for this one right here.
It says the following pie charts and tables show how three countries USA UK and Malaysia deal with dangerous
waste.
Why a report for a university lecturer describing the information below.
Right.
At least one hundred fifty words.
Ok so I'm going to go ahead and write my introduction.
And you are welcome to try your hand at writing or in your own introduction in the chat box and I'll
take a look at it.
OK so I'm going to go silent for about two minutes while I go ahead and write this introduction and
then after I write this introduction please zoom in a little Zool. zone and the little
c all the wispy to zoomie and a little
yeah well you know although when I do that I can do that.
But you are you won't be able to.
You won't be able to see much of what I'm.
Well I'm going to have to write on the same document.
OK.
So when I start writing you probably will go out of the screen.
But that's about as much as I can effectively zoom in.
OK.
All right.
So I want to go ahead and write my introduction now.
And you're welcome to do the same.
I'll be silent for about two minutes you will hear me speaking and then afterwards we can talk about
it.
OK.
All right so there you have a look at my introduction.
Right.
We take a look at my introduction my introduction says a university request a report requires a look
back to the year 2000 to analyze it part chart and table the detail of the USA UK Malaysia manage hazardous
hazardous waste.
All right.
So when you take a look at my introduction I mean take a look at my introduction.
I'm moving the screen so I can try to get both on at the same time.
You can see that there is a use of symtom language.
For example I don't say deal with as a man which I don't say dangerous I say hazardous.
Right.
So this is what they are looking for in terms of an introduction is very straightforward but really
in their introduction what they're really are looking for is from the start.
Does this person have the ability to paraphrase write this is presented really to paraphrase
although yours looks pretty good.
I would I would say although when I'm looking at yours you can you all can see what all wrote what maybe
you can see on the road.
I don't know.
You probably can't feel the road.
What the road is this.
We have two pie charts.
We make it bigger.
I would guess pretty good.
I don't.
The only thing the only thing I would say is the last part down here there are three countries
followed to get out of their serious ways.
This right here you're going to have a you're going to have a word choice problem.
Because that's just something we wouldn't see it that way in normal English to get out there.
Serious waste serious is not really a synonym for dangerous.
Right.
It would it would.
I mean if you were doing something like that right you would.
His slogan is not really worded correctly.
He would have to have a siddurim the word USA remove but he wouldn't say serious you have to say we're
like treacherous or hazardous or you know you can say
environmentally
sensitive waste that's just a you know that's a way that you could say
right.
But you have to be able to say it in a way you have to be able to say it in a way that we would that
we would use it in English.
OK.
All right but pretty good.
All right so we've done we've done our first part.
Someone illustrates the amount of dangerous waste which these three countries namely you face.
The only thing I would say sit on is not is not make.
We're talking about the past.
So you wouldn't use it as you need to use was right.
That's that's a question that people ask me sometimes and I think just in general I mean there are two
ways of thinking about it but just in general if it's in the past just try to keep your language in
the past as much as possible within the future of course your language and be future oriented so we
can really talk about it.
All right.
So but pretty good.
So the next part first part is done and the next part is we have to do a general overview in case we
have to do a general overview and when we're doing a general overview we're looking at the pie chart
and the table and we're going to talk about the general obvious things that we see now when we're doing
the general overview we're not getting into numbers.
We're not getting into comparison of numbers.
That's not the goal.
OK.
You don't get to you shouldn't see any percentages and numbers and things like that in a general overview
a general overview is general right.
So what are the most obvious things that you see the most obvious general clear items that you see from
the pie chart and the table.
Okay.
So I'm going to go ahead and take probably three minutes to type my general overview paragraph and you
can go ahead and take some time to do the same.
And I'll talk to you in about three minutes and you'll see me typing on the screen
sorry for your solve it for a minute.
But there is my general paragraph my general overview my general overview right.
So one thing will note that I got one thing that I'd point out a couple of things to you.
Well you can see that the the general information that I use that's obvious.
But the other other thing that I really want to point out to you is that they're grading your level
of writing.
They're looking at your level of writing so you know they're grading you on how will you address or
answer the question they're grading you on your coherence your grammar and your vocabulary.
So when you look at my paragraph here we see that I have done two compound sentences right.
So I've shown the ability to do compound sentences.
The other thing that you'll see which I really want to point out to you is when you look at this paragraph
my second paragraph you don't see me use any verbs.
Right.
What I say be verbs.
Does everybody know what I mean when I say be verbs be verbs or like is are was were you don't you don't
see me using those kind of of words you don't see me using those words.
And the reason why I point that out is B verbs are the base the most basic form of writing.
Right.
When you first learn how to how to speak in English and write in English the first things you say are.
My name is Ola Rye.
I was you know you you you always are using B verbs.
Now look at the verbs I'm using here and this is how you instead of using the verbs I'm using more advanced
level verbs you see the word exploited.
You see that you see the verb accumulated you see the verb generated right.
That's the mark of high level writing.
Right.
Most of you most people or most students when I see them writing they heavily heavily rely on verbs
and that's OK but sometimes people ask me and that's why I'm doing it this way today.
Sometimes people ask me Well you know if I want to get a 8 or 9 was the best way to do that.
Stop using the beaver.
Stop using the helping verbs stop using the has the have the had.