L1+Martel+Elizabeth

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

**__ Date of Lesson __**** : ** 1 **__ Topic __**** : ** Different Writing Styles Grades 9-Diploma "The Great Gatsby" // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. This lesson supports the Maine Learning Results because I will be addressing and discussing the various types/styles of writing not only within the material/text at hand but in other various materials and pieces of texts. This lesson will also provide the students with a new mindset on how to read and interpret different pieces of writing. Students will be able to refine their knowledge of different writing styles by creating examples of at least two to three (2-3) writing styles. They can share this information in their groups, completing a worksheet. They can then go back to the previous given examples and compare their own work. Students will then search the web for more examples of writing styles and share their findings with the class. Students will be evaluated through class discussions, sharing their work, as well as completing various worksheets. Students will read various pieces of other literary text with multiple writing styles and be able to recognize these writing styles and highlight or underline them. Students will also be able to use a checklist for self evaluation- to evaluate where their knowledge of the content lies. Students will then post findings and thoughts on the class wiki. Students will also be blogging each day about class discussions, work, and their own thoughts concerning the novel. They will then be evaluated with a rubric for their wiki/blog postings. At the end of this lesson, students will be able to describe and explain the multiple writing styles used within the text. Students will be able to utilize technology by viewing this video, [] as the hook. Students will also be able to work with technology as they post their thoughts and findings to the class wiki. Students will also be using technology by using blogs. They will be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Theatre/Drama- Students who are intrapersonal learners, who like to work with other people and discuss the topic at hand, have the chance to work with others during the class. Science- Students who are kinesthetic learners, who learn from being hands on, will be able to use their computers to research and reflect upon their work/examples. Math- Students who are logical learners, when doing research can find logical ways to explain and interpret their ideas and opinions. After using an Idea Wheel in order to identify writing styles and describe them, students will also be asked to use a KWL chart in class. During this time students will be able to work individually. Students will then be separated into small groups of three, according to a fun personal fact, "Circle the Sage". I will poll the class to see what color they like and will, at random, pick one person to represent each of the colors. Then I will tell the rest of the classmates, to come pick a car out of the bowl on my desk. There are only three students per group, therefore there are six different colored (matchbox) cars to pick from (18 cars in all), and (this may be adjusted to the number of students in the classroom). Once in their groups the students will then discuss these worksheets. After working in groups the student will, while sitting with their group, bring the group(s) discussion to the rest of the class.
 * __ Teacher’s Name __**** : ** Ms. Elizabeth Martel
 * __ Grade Level __**** : ** 9-12
 * __ Objectives __**
 * Student will understand that ** a good reader will navigate through the piece of literature with an open mind and be open to new styles of writing.
 * Student will know ** key facts and details: tone, author's information, time period of events, location, writing style, and character roles, and context.
 * Student will be able to ** describe and explain the multiple writing styles used within the text.
 * __ Maine __****__ Learning Results Alignment __**
 * Maine Learning Result: English Language Arts- ** //** A. Reading **//
 * A2 Literary Texts
 * Rationale: **
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** - Students will be able to write down all notes in their notebooks as well as record them on the handouts. This will allow the students to be able to re-read their notes aloud for further understanding.
 * Visual ** - The graphic organizer will enable spatial learners to organize their ideas. This will help when referring back to this information at a later date.
 * Interpersonal ** - The students will work in groups during the worksheet activity. Spending time with other members of the class allows for social interaction on many levels.
 * Intrapersonal **- Students will be able to go back and research and reflect on their work/examples. The students can spend time in class on their own as well as, outside of class, reflect on their work and findings.
 * Kinesthetic **- Students will be working on their computers to research. Being able to get up and use a computer, to keep their hands busy will help kinesthetic learners.
 * Logical ** - Clearly defining a writing style with a structured worksheet will help logical learners. Having an organized way to view a lot of information will help those who like clear and precise directions.

(**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**) Students will be informed that if they are sensitive to some of the material being covered and do not wish to participate, they can inform me and I will supply them with the appropriate alternative to the activity. Absences ** If a student is absent, they must make an appointment to meet with me to discuss missed work and material. If they are absent, work must be turned in at the next class meeting. No other late work will be accepted and if turned in any later than the date approved by me, due to an absence, it will receive a zero.
 * Modifications/Accommodations **

Students will be challenged to think more deeply about the various writing styles used. In order to achieve this higher thinking, students will be able to use computers and other technology made available within my classroom to research and then go beyond and post their thoughts and findings on the class wiki. The materials needed to complete this lesson are: Computers for me and each of the students Projector screen and speakers Worksheets and Handouts Paper Pens and Pencils My notes- content notes Video Clip Markers and White Board Handouts [rubric, self evaluation checklist and handout for students (based on my content notes)] The idea for this lesson came from using the WHERETO method, discussed within // Integrating Differentiated Instruction & Understanding by Design // by Tomlinson and McTighe. The hook came from a video from [|www.youtube.com] entitled- Dead Poets Society- 3. [] - This site was used to help create the rubric to evaluate their postings on the class wiki. [] - This site was used to inspire and help create the Idea Wheel and KWL chart that the students will use during individual and group work. [] - This site was used to help create the idea for groupings during group working time. [] - This site was used to inspire how to allow the students to self-evaluate themselves as well as why individual work is important to a deeper understanding of the material. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. [] - This site was used to help inspire and create the writing styles worksheet. [] - This site was used for brief information on // The Great Gatsby. // [] - This site was used for a tutorial on blogs. [] - This site was used for a tutorial on wikis.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

I made this lesson my own by using the knowledge that I have acquired from reading // Integrating Differentiated Instruction & Understanding by Design // by Carol Ann Tomlinson and Jay McTighe, // Multiple Intelligences // by Thomas Armstrong, and // Fair Isn't Always Equal // by Rick Wormeli. By using the input from my peers as well as the resources located on this site, http://edu221spring09.wikispaces.com/Agenda+%26+Assignment+Block+2, I have interpreted and creatively processed the information and made a lesson that is unique and fun for my students. I also have been inspired by Mr. Jason Allshouse and Ms. Jenna Yeomelakis’ lesson plans and suggestions towards my lesson plans. Their advice and guidance have been much appreciated. (Please see Content Notes for additional resources) I have met this standard in several ways using my knowledge of multiple intelligences, relating to each of the different types of learners that I have in my classroom. I have organized my classroom and the learning experiences so that each of my students will be able to be actively engaged in each individual, group, and classroom discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by showing video clips, allowing for individual and group work time, using computers to research, allowing the students to use worksheets as well as post their ideas and findings on the class wiki. The students are encouraged and even pushed to work harder to learn as well as research the material. I have organized my lesson this way so that my students can feel comfortable at one if not two and hopefully several moments throughout the class and work activities. The use of rubrics and checklists helps to ensure that the students know and understand the material at hand. All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to describe and explain the multiple writing styles used within the text. By the end of this lesson students will be able to not only understand the multiple writings styles within the particular piece of text at hand but be able to describe multiple writing styles, identify them within other pieces of text, and understand as well as show, how they contribute to the overall meaning of a novel/piece of text. This lesson is also in line with the MLR and the content notes help to emphasize the material and understanding. **Verbal** - Students will be able to write down all notes in their notebooks as well as record them on the handouts. This will allow the students to be able to re-read their notes aloud for further understanding.
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** :
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** :
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * Visual ** - The graphic organizer will enable spatial learners to organize their ideas. This will help when referring back to this information at a later date.
 * Interpersonal ** - The students will work in groups during the worksheet activity. Spending time with other members of the class allows for social interaction on many levels.
 * Intrapersonal **- Students will be able to go back and research and reflect on their work/examples. The students can spend time in class on their own as well as, outside of class, reflect on their work and findings.
 * Kinesthetic **- Students will be working on their computers to research. Being able to get up and use a computer, to keep their hands busy will help kinesthetic learners.
 * Logical ** - Clearly defining a writing style with a structured worksheet will help logical learners. Having an organized way to view a lot of information will help those who like clear and precise directions.

Students will be able to utilize technology by viewing this video, [] as the hook. Students will also be able to work with technology as they post their thoughts and findings to the class wiki. Students will also be using technology by using blogs. They will be keeping a journal of what work they have done in the class (on that day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Theatre/Drama- Students who are intrapersonal learners, who like to work with other people and discuss the topic at hand, have the chance to work with others during the class. Science- Students who are kinesthetic learners, who learn from being hands on, will be able to use their computers to research and reflect upon their work/examples. Math- Students who are logical learners, when doing research can find logical ways to explain and interpret their ideas and opinions. This lesson uses a mixture of formative and summative assessments in order to fully understand and gage the students' learning. The formative assessment allows me to view where the students are in their thinking as well as how well they are working with the material. The summative assessment allows me to view whether or not my students have learned the material and if they can apply this learning to alternate material. The two assessments used are: Students will be able to refine their knowledge of different writing styles by creating examples of at least two to three (2-3) writing styles. They can share this information in their groups, completing a worksheet. They can then go back to the previous given examples and compare their own work. Students will then search the web for more examples of writing styles and share their findings with the class. Students will be evaluated through class discussions, sharing their work, as well as completing various worksheets. Students will read various pieces of other literary text with multiple writing styles and be able to recognize these writing styles and highlight or underline them. Students will also be able to use a checklist for self evaluation- to evaluate where their knowledge of the content lies. Students will then post findings and thoughts on the class wiki. Students will also be blogging each day about class discussions, work, and their own thoughts concerning the novel. They will then be evaluated with a rubric for their wiki/blog postings. At the end of this lesson, students will be able to describe and explain the multiple writing styles used within the text. The students will enter the class room and find a seat in one of the desks around the room. The room will be shaped in a ** U ** to allow the students to view each other, myself, as well as for me to be able to walk around the room. The ** U ** will be structured so the students sit facing each other and I will be standing in front of the board, at the open part of the ** U **. This will allow me to view each student and group during group work time as well as be able to view their work. After viewing the hook and discussing the questions at hand, the students will be working individually at their seats using worksheets (Ideal Wheel and a KWL chart) on their own and researching different styles of writing. Then they will be working in their groups (decided by their cars- the color of the car) to compare, contrast, and create examples of multiple writing styles. The students will then be asked to sit with their group but bring their group discussion to the entire class. After a class discussion and examples shared with everyone, students will return to their original seats and use their computers to research more information and examples of writing styles.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** :
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Teaching and Learning Sequence __**** : **
 * Introduction Paragraph ** :

After students are seated, I will poll the class to see who is familiar with, is not familiar with, or who can not remember- the novel at hand, //The Great Gatsby// as well as the movie- //Dead Poets Society//. Then students will be asked to clear their desks but to keep their "hook question handout" on their desk and keep those questions in mind while viewing the video. Students will then climb on top of their desks to view the clip and (after viewing the clip) to have a class discussion. They will be viewing a clip from the video // Dead Poets Society // from youtube. After viewing the clip, students will be asked to explain how this clip relates to learning in general and what they believe the movie saying about learning. After discussing this topic for a little while, students will then be asked to discuss what makes a movie or a video important or meaning to them. They will also discuss the different ways an author or a director can create a "message" or an idea to his or her audience. After this I will then introduce the idea of writing styles: what does this mean, what it involves, and why it is important to know when reading a novel. (See content notes) After a brief introduction into what writing styles are and what they mean to us as a reader and as a writer, I will introduce the idea of “point of view”- what is it, what the different types of point of view are, and how to identify the different types within a novel or piece of text. Then students will, on their own, using the worksheets provided, research, using their computers (the web) to find and describe different styles of writing. They will record this on their Ideal Wheel handout. They will then be asked to use a KWL chart. After researching, students will be separated into groups by different colored matchbox cars (drawing from a bucket). There will be six or seven different groups of three. In their groups students must then discuss the research they have found and compare and contrast. They will have to create at least two to three (2-3) examples of writing styles, keeping in mind the point of view, to share with the class. At the end of class I will review how to post to the class wiki, how to create a blog, and how to create blog entries. Students must read a small section of the novel for homework and blog about their initial thoughts. (80 Minutes)
 * Day 1 **

After students find their seats in the classroom I will ask if there are any initial questions on writing styles or information related from the previous day. At this point, I will handout some information on //The Great Gatsby.// At this point the students should have read a small section of the novel and I will ask them to be keeping in mind what writing style is present within this novel, throughout their research. They will then find their groups from the previous day and get back into their groups to work together to finish creating examples. Then they will then compare these with the previous examples given and take notes on their worksheets. After group work, students will remain seated in their groups and share their examples with the class. This will be followed by a discussion on the different types of writing styles and those found within the novel at hand. I will then go over, once more, information about writing styles and point of view and open up any other discussion about the topic at hand, preferably questions. The students will then be able to go back to their individual seats and search the web for more information. They will be recording this information on their worksheets and saving it for later. The students, as homework, must post their findings, research, individual and group examples and opinions to the class wiki. Students may have time to finish their assignment during class, if not it must be completed for homework. Students must also create a blog entry about class discussions, work, and their own thoughts concerning the novel. (80 minutes)
 * Day 2 **
 * Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal **

Students will need to know definitions and vocabulary of not only writing style, but of the other words associated with the definition and examples. They will also need to know that this information is important to the overall understanding of not just the novel at hand but of any novel read. They must know and understand the information presented in class by not just me but by their peers in order to be able to further research the topic of writing styles. Students will be able to listen and take notes not just from me as I relate information to them about writing styles but as they research on their own, with their groups, and during class discussions. I will be walking around the classroom, checking and working with each group to make sure that they are not only on task but that they know what they are supposed to be doing, what they must accomplish during class, why this is relevant, and whether or not they are "understanding" at this time the material at hand. I will also be checking each student’s worksheets to see if they have written any notes, what notes have they written, and if their notes are helpful and relate to the topic at hand. I will also be giving them, at the end of class a self-evaluation sheet. This sheet will allow me to assess how well they worked on their own, how well they worked in groups together, and how much of the material they know and understand. My content notes will include: A definition of writing styles, information and examples of different writing styles and all information related to each writing style Information on points of view (within a novel) How to identify what writing style and point of view is within a piece of text Information on the novel at hand, // Great Gatsby // Why this is useful to know for future readings
 * Second Paragraph **
 * Equip, Tailor: Interpersonal, Visual, Verbal, Intrapersonal**

The students will be able to learn and explore by being a part of group discussion and group work as well as having time for self reflection. They will be able to refine the knowledge heard at the beginning of class through their own research. The students will be able to ask me questions, during individual work time on how to research, what to research, and how to gain a further understanding. The students must pull their knowledge together in order to be able to share with their groups. The students must work as a group to create two to three (2-3) examples and be ready to share them with the class. Each group member must participate in not only the smaller group discussions but the class discussion as well, helping one and other to learn and understand the material. They can use their worksheets for all of the work they are doing for reference, to record, and to further their understanding. They will be able to ask myself as well as their peers, questions about their own examples and the examples given by other groups. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples, allowing for a greater understanding. After all of the discussion that has taken place, students will then be able to return to the computer to work individually to refine their knowledge and understanding of the material at hand. This will help them when they must turn their worksheets, notes, and ideas into a posting on the class wiki. The students will be given a rubric for the postings on the class wiki so they know what they are required to accomplish. I will also be giving them a checklist so that they may be able to self-assess themselves. Then they can see just how much they understood from the lesson and from each other. For homework the students must post their work to the class wiki as well as create their blog entry for the next class period. (homework). The facet used in this lesson is the ability to describe and explain the multiple writing styles used within the text. By the end of this lesson students will be able to not only understand the multiple writings styles within the a particular text but be able to describe multiple writing styles, identify them within other pieces of text, and understand as well as show how they contribute to the overall meaning of a piece of text. The grouping in this class will be done by using colored matchbox cars. I will pick 6 colors and have 3 cars of each color in a bucket. I will have 18 cars (or more adjusted to the number of students in my classroom) 3 cars of one color, 3 cars of another color and so on. I will then have the rest of the class come up and pick a car from the bucket. They must find their matching color cars and this will become their group. Each member of the group must contribute to not only the discussion but to the work, examples, as well as sharing the notes they have recorded on their work sheets. At the end of the group discussion the students will able to work on their own, once more, to find more information and examples of writing styles.
 * Third Paragraph **
 * Explore, Experience, Rethink, Refine, Tailors:** **Logical**, **Intrapersonal, Verbal, Interpersonal**

After the students have finished researching on their own once more, I will handout a checklist so they will be able to self-assess themselves on the work they have recorded, the examples they have found, and any other information important to the material at hand. I will then collect this handout before the students leave class. I will read and assess where the students are in their learning and understanding of the material. At the next class meeting I will address any problems, questions, and any other areas in which the students had confusion or misunderstandings. Basically I will review their knowledge of the material to check for knowledge and understanding, making sure that each student fully understands writing styles and their importance to English and reading. In future assignments the students will have to not only work together in groups, work individually, and/or use their computers but they will have to post to the wiki as well. This assignment will help them to become familiar with the computer, their classmates, and using the class wiki as well as the whole concept of writing styles, points of view, and how to identify each.
 * Fourth Paragraph **
 * Evaluate, Tailors:** **Logical**, **Intrapersonal, Verbal, Interpersonal**

Prompt Questions: What is this movie clip saying about learning? What makes a movie important or meaningful to you? What are the different ways an author or a director can create a "message" or an idea to his or her audience? How to identify the point of view in a piece of text: ** Analyze [|**http://www.ehow.com/how_2064037_identify-narrative-style-literature.html**] Step 1- Notice if the story seems to be told from the perspective of one, central character and with a limited point of view. Look for the words "I' or "we". This is first-person narration. Authors use this form to focus on how one person views the events of the story, the world around them and others. It's often used in detective fiction and mystery novels. Step 2- Detect objective third-person narration by looking for a general, basic perspective on the events of the work. Third-person narrative style does not let the reader into the mind or feelings of any one character and presents the events and characters in an objective way. Step 3- Identify the narrative style of a work as third-person omniscient when the narrator relates the thoughts and feelings of many or all characters. An omniscient narrator will present the story in a broad view and move through different perspectives. This narrator is seemingly all-knowing. It is a common style and delivers a much more panoramic view of the story. Step 4- Look for clues of an unreliable narrator such as blatant, untrue statements, the claim to be mentally ill and delusional and elements of the story that suggest the narrator may have a distorted or biased point-of-view. Often, the idea of an unreliable narrator is only alluded to, forcing you to constantly question how trustworthy he or she is. Authors use unreliable narrators as a literary device in their work to convey meaning and they are ripe for literary analysis. [] Identify your own style of writing: Every piece of writing reflects the unique individuality of a person and no two writers are known to write in the same manner. The writing style reveals a writer’s personality and thought flow. The choice of words may be same, but the arrangement cannot. Every individual has a unique way of absorbing and analyzing thoughts. It is very important to have a style of writing that can bring out the best every writer has to offer and it is not necessary that the style that suits one person will also suit the other. It is important that the style adopted should also be in accordance with the goal and focus of the article. Different styles of writing can be incorporated in articles, such as conversational, journalistic, informational and editorial, depending on the target audience and the media. Many publishers look for informative and interesting writing style, while some prefer the analytical style. Hence, it is very important to identify your writing style. In order to master the art of good writing, it is essential to understand the focus of the matter and then decide on the style of writing that will best suit the content. The following are some of the styles of writing: What is the purpose of a particular factor? How did it happen? Try to incorporate the following tips to enhance your style of writing: · Active voice: Using active voice over the passive voice in sentence construction can improve the writing style, as it helps to put together concise and direct sentences. · Balanced Sentences: Balanced sentences can help to provide a sense of proportion to the article, expressing balanced ideas. · Keep it short and simple: Try to keep your sentences short and simple, to avoid any difficulty in comprehending the content. Avoid unnecessary repetition of words that do not add any meaning to the sentence and only make the reader weary. · Target audience: It is important to consider the target audience while writing the articles, as the choice of words and language differ from one group to another. The connotation of a particular word refers to a specific association. As a writer, it is important to choose vocabulary carefully. [] With the objective point of view, the writer tells what happens without stating more than can be inferred from the story's action and dialogue. The narrator never discloses anything about what the characters think or feel, remaining a detached observer. Here the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. We learn about the characters through this outside voice. In the first person point of view, the narrator does participate in the action of the story. When reading stories in the first person, we need to realize that what the narrator is recounting might not be the objective truth. We should question the trustworthiness of the accounting. A narrator who knows everything about all the characters is all knowing, or omniscient. A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view. As you read a piece of fiction think about these things: How does the point of view affect your responses to the characters? How is your response influenced by how much the narrator knows and how objective he or she is? First person narrators are not always trustworthy. It is up to you to determine what the truth is and what is not. Think about the ways that point of view is used to help you solve the murder in "A Jury of Her Peers." [] [] point of view- [] Point of view, or p.o.v., is defined as the angle from which the story is told. 1. // Innocent Eye // - The story is told through the eyes of a child (his/her judgment being different from that of an adult). 2. // Stream of Consciousness // - The story is told so that the reader feels as if they are inside the head of one character and knows all their thoughts and reactions. 3. // First Person // - The story is told by the protagonist or one of the characters who interacts closely with the protagonist or other characters (using pronouns I, me, we, etc). The reader sees the story through this person's eyes as he/she experiences it and only knows what he/she knows or feels. 4. // Omniscient //- The author can narrate the story using the omniscient point of view. He can move from character to character, event to event, having free access to the thoughts, feelings and motivations of his characters and he introduces information where and when he chooses. There are two main types of omniscient point of view: a) // Omniscient Limited // - The author tells the story in third person (using pronouns they, she, he, it, etc). We know only what the character knows and what the author allows him/her to tell us. We can see the thoughts and feelings of characters if the author chooses to reveal them to us. b) // Omniscient Objective // – The author tells the story in the third person. It appears as though a camera is following the characters, going anywhere, and recording only what is seen and heard. There is no comment on the characters or their thoughts. No interpretations are offered. The reader is placed in the position of spectator without the author there to explain. The reader has to interpret events on his own. Examples of different writing styles and all information (if needed) related to each writing style (see student sample) Information on the novel at hand, // Great Gatsby // and how the writing style affects the overall book (discussion) Why this is useful to know for future readings (discussion) Information about how to post to the class wiki and the "assignment" (dependent on the set up of my wiki page) Hook Questions Great Gatsby Infoormation Worksheet on Writing Styles Idea Wheel KWL Chart Rubric- for wiki/blog postings Checklist- for self evaluation
 * Content Notes **
 * Styles of Writing: **
 * Types of Writing styles: **
 * Analytical Style: ** The analytical style of writing requires detailed analysis of the situation and issue. It requires an introduction to the topic and a description or definition of the ideas in an analytical form. Support your article by explaining every point mentioned and form a different paragraph for a different factor. Try to discuss the most important factor first and then explain the minor ones.
 * Persuasive Style: ** The Persuasive style is suitable for a large audience and includes feature articles, columns and profile articles, obituaries, interviews, biographies, reviews as well as persuasive speeches. It can also be used for sales and purchase or product based articles. It calls for a strong opening statement, to captivate the reader’s attention. Then gradually, the content should flow into the main focus of the article. The central theme should be highlighted in the introduction, in an interesting manner. The article should support different points with substantial theory. It should be attractively written, so that the reader not only glances through the article, but is also inclined to accept the content. For example, if it is a product-based article, it should appeal to reader and end in goodwill and a steady market.
 * Expository Style: ** Expository style of writing basically depends on a combination of elements, such as the target audience, type of writing, punctuation, word choice and syntax, as well as the overall style of presentation adopted. An article with the expository style of writing would explain the content in detail and is very informative and analytical. Newspaper articles, as well as encyclopedia articles incorporate the expository style of writing. While writing an explanatory article, you need to write in response to questions like:
 * Narrative Writing: ** The narrative style of writing tells a story or puts into words a sequence of events interestingly. It should be meaningful enough to arouse the emotions of the reader. The primary focus of narrative writing is to establish who, when, where and why of the content. The primary focus needs to be well established and you should set the backdrop of events by specifying the time and place, in accordance to the theme. Descriptions of dramatic incidents are known to captivate the readers. In the body of the article, you can explain a complication or problem and then provide a suitable conclusion.
 * Tips to enhance writing style ** :
 * Points of View **
 * Objective Point of View **
 * Third Person Point of View **
 * First Person Point of View **
 * Omniscient and Limited Omniscient Points of View **
 * Handouts **