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Ibn Tahir CPGE, Errachidia

MP Classes
Activity: CNC English Test Layout

CNC English Exam Structure

Sections, Questions
&
Templates

I. Introduction:
The CNC English Exam aims at testing CPGE students in different language sections, which are
basically Reading, Writing, and Translation. Each section includes sub-sections, with specific directions to
follow and a limited space to answer. The time allotted for the exam is 2 hours. Accordingly, the exam is laid
out as follows:

Section 1: Critical Reading

A. Displaying Comprehension
B. Commenting

Section 2: Translation

A. Theme
B. Version

Section 3: Writing

Synthesis Essay

or

Persuasive/Argumentative Essay

II. Questions and Templates

In what follows, key-questions in each section are going to be discussed, with some handing in on the
skill targeted, and the possible best way to answer. By no means should the latter limit your reflection or
language use. Rather, it should help you in structuring your answers easy and quick.

Section 1: Critical Reading

This is the first section of the exam. It is initiated by a Reading Passage of about 700 – 800 words.
Students are supposed to read through the passage, applying the skimming skill. This would enable the
examinee to have a bird’s eye view of the theme and activate their knowledge about it. Keep in mind that the
reading passage in this section is always based on one of the themes covered in the 1st or 2nd year, both in colles
or class courses. Once the skimming is done, then students should turn to questions. To answer the questions
correctly, you must identify the type of question, scan the passage, take notes, draft your answer, then edit it
carefully before copying it on the answer sheet. This section has two parts, which are:
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A. Displaying Comprehension:

As the heading suggests, this subsection aims at measuring the student’s ability to understand the
passage. The word ‘display’ means show or expose and ‘Comprehension’ means understanding. As to the
questions in this subsection, they are referred to as “High-Order-Thinking Questions.” This means questions
that go beyond finding and copying details from the passage. Instead, they involve deep refection, that is,
thinking beyond what the text offer.

Thus, questions here might be formed by the following phrases:

✓ According to the author/passage what is/are ________________ and Why ______________________ ?

✓ Do you think that __________________________ and Why ______________________ ?
✓ Do you agree _________________________. Justify?
✓ What is your evaluation of __________________________ ?
✓ Which is an example of ________? Why?
✓ What information can you get from ______________________ ?
✓ What evidence is there that ____________________________ ?

Keep in mind that you must use your own words answering these questions. Follow these suggestions:

✓ According to the author/passage + subject + verb … . This is principally because …

✓ In my opinion, subject + verb … . This is because …
✓ In fact, I do agree with the idea that + subject + verb …
✓ My evaluation of … is that it is … because …
✓ The instance one can proffer of …. is …. , since …
✓ What one might infer from is that …
✓ The clearcut evidence available about … is …

The next possible question in this section are Paraphrasing-Question and Summary-Question. These are
highly recurrent question through which student are asked to paraphrase and summarize the whole passage.
The questions about these are phrased in this manner:
Paraphrasing Questions: ‘Paraphrase the statement below.’
Summary-Questions: ‘In a 75-word paragraph, summarize the whole passage.’

* Paraphrasing Steps:

Paraphrasing questions are about specific statement taken from the passage. Paraphrasing means
changing only the words and style of the given statement, but without changing meaning. The language of the
paraphrased statement is mostly figurative. So, for this question to be answered properly, the following steps
might be of good help:

1. Read the statement carefully.

2. Underline the key words in the statements.
3. Change vocabulary (only nouns and pronouns cannot be changed).
4. Change the structure of the sentence (passive voice, conditional statement, etc.)
5. Do not exceed the length of the given statement (1 sentence = 1 sentence)

* Summary-Writing Steps:

1. Read each paragraph of the passage then summarize it in one sentence.

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2. Before you combine the sentences in one paragraph, come up with the Topic Sentence (this is the main
idea of the whole passage).
3. Use the following checklist to write and edit your summary-paragraph.

Summary-checklist

✓ Does your paragraph include all Main Ideas?

✓ Is your paragraph Concise?

✓ Does your paragraph include a Topic Sentence?

✓ Does your paragraph include Supporting Sentences?

✓ Does your paragraph include a Concluding Sentence? Optional

✓ Does your paragraph include Connectives/Linking Words?

✓ Does your paragraph respect Punctuation and Grammar rules (simple present)?

Use the Following Template:

The author of the passage deals with ___________(name the topic)___________ . He stresses that ________(the
main idea)_________ . Also, ____________(1st supporting idea)_____________ . Moreover, ______________(2nd main
idea)__________ . Furthermore, _______________(3rd main idea)________________ . Additionally, ________________(4th main
idea)___________ . Finally, _________________(5th main idea)_______________ .

(75 words)

B. Commenting:

Commenting questions are the second type of questions in the Critical Reading Section. There are two
types of Commentary-Writing questions, which are:

1. Posters
2. Citations

In the exam, only one of these is given, that is, either a poster-commentary or citation-commentary. The answer
of these must be given in a paragraph with a specific number of words (70, 75, 80, or 85 words) not to exceed.

Commentary-Writing Steps:

Posters:

1. Observe closely the poster.

2. Look for connections with the Reading Passage.
3. Structure your commentary-paragraph:
a. Topic sentence: give the poster a context (the reading passage will help you guess)
b. Argument: give your argument.
c. Example: give your example.
d. Concluding statement: stress the argument.
4. Use connectives.
5. Use punctuation.
6. Respect grammar rules (short sentences: subject + verb + object; use the simple present)
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Quotation:

1. Read attentively the quote.

2. Look for connections with the Reading Passage.
3. Structure your commentary-paragraph:
a. Topic sentence: paraphrase the quote.
b. Argument: give your argument.
c. Example: give your example.
d. Concluding statement: stress the argument.
4. Use connectives.
5. Use punctuation.
6. Respect gramma rules (short sentences: subject + verb + object; use the simple present)

Useful Expressions to Use:

A. To introduce the Topic Statement:

• In this quote, the author suggests that …

• In the quote above, the author insinuates that …

• The author pinpoints that …

• The author points out that …

• The author advances that …

• The poster portrays …

• The poster is about …

• The poster pints a vivid portrayal of …

B. To introduce the Argument:

• In other words, …
• Put differently, …
• Put otherwise, …
• In a way, …
D. To Introduce the Concluding Statement:
• In a word, …
• Thus, …
• Hence, …
• All in all, … / Above all
• In brief, … / Briefly, …
• In a nutshell, …
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• To sum up, …

Commentary-Paragraph Sample:

Question: In a 85-word paragraph comment on the following quote:

“Instead of worrying about what you cannot control, shift your energy to what you can create.” ― Roy T.
Bennett, The Light in the Heart.

Sample 1:

Bennet advances that it is inconsequential for individuals to be obsessed with possibilities

that cannot be achieved, but with smart actions that can be realized to improve their present
situation. Put otherwise, in case of failure one purports to brood over it as an outcome and not as
an experience to learn from, which would make negative thoughts and feelings pervade mind and
spirit. Being as such, one would lose the ability to think creatively and, thus, cannot change failure
into success.

(82 words)

Sample 2:

Bennet appears to insinuate that dwelling on negative past experiences is not worthwhile,
given their impossibility to change or alter. It is a truism that “after the event, everyone becomes
wise,” as the proverb goes. However, people can learn from their past experiences as well as
mistakes, and work on themselves by honing their conduct to perfection. Put differently, worrying
about the past with its results on the present is to keep the experience one went through fresh in
mind and do whatever it takes to get positive results. This is creativity.

(92 words)

Section 2: Translation
In this section, there are two sub-sections. They are:

▪ Theme: Translate the extract below into English

▪ Version: Translate the extract below into French

In the Theme sub-section, you will have a short passage, approximately 3 to 5 sentences, in French, and
you will be asked to translate it into English. Keep in mind that the topic is close to the reading passage you
have in Section 1, but from a different point of view.

In the Version sub-section, you will have a short passage, approximately 3 to 5 sentences, in English.
You will be asked to translate it into French. Also, the topic is close to both the reading passage in Section 1 and
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the short passage in Theme sub-section. Both the Theme and Version extracts have references. Don’t translate
them.

Useful Translation Tips with Exercises:

Since our focus is to translation from French into English and from English into French, we shall be
concerned with the basic techniques that would help in the process of translation, that is, the principles of
Accuracy. Keep in mind here, that you should not adopt word by word translation. This means that you should
give accurate transcription of the substance of the original. ‘Accuracy’ in this sense implies equivalence of
thoughts, concepts, phrases and even sentences. In this regard, therefore, we will consider some techniques that
we can adopt to help us translate accurately. They will be followed by exercises.

Techniques of Translation:

Basically, these techniques will enable the learner:

1. Examine the pattern of words in the source text.

2. Observe any change in patterning the words in the receptor language.

3. Observe the use of words in different contexts with different meanings.

4. Apply the knowledge gained in the translation work.

Thus, these techniques emphasize the point that you try to re-express meaning using the forms and
structures of the target language.

Technique 1:

Use Sentence Patterns of the Target Language to Convey the Message in the Source Text. Look at these
examples:

FRENCH ENGLISH

Je le lui ai donné. I gave it to him/her.

Sa mère lui a parlé hier. Her mother spoke to him/her yesterday.

Un chien l’a mordu. A dog bit him.

Le policier l’a frappé. The policeman beat him.

Elle la lui a envoyée. She sent it to him/her.

You would have noticed that in French the direct and indirect object pronouns respectively come before the
main verb, but in translating into English, the main verbs come before both the direct and indirect objects.

Exercise 1

Translate the following sentences into English.

1. Elle le lui a envoyé.

2. Un moustique l’a piqué.

3. Son oncle lui a destiné une lettre.

4. Je le lui ai posté.
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5. Elle lui parle.

Technique 2:

Place Adjectives at their Proper Positions in the Target Language. Examine these examples below.

FRENCH ENGLISH

Le garçon intelligent a eu une bourse. The intelligent boy had a scholarship.

Une fille américaine est venue au stade. An American lady came to the stadium.

Il a acheté une table ronde. He bought a round table.

Elle a un grand nez. She has a big nose.

Le gros garçon est mort. The fat boy is dead.

Exercise 2:

Translate the following sentences, placing the adjectives at their proper positions in English.

1. Il fait un bruit infernal.

2. Il y avait de la pluie diluvienne l’année passée.

3. Il a un froid de canard.

4. C’est une belle idée.

5. L’homme achète une nouvelle voiture.

Technique 3:

Translate the Sense Rather Than the Words of the Text. Look at the way the following sentences have been
translated into English.

FRENCH ENGLISH

A.

J’ai faim. I am hungry.

Il a soif. He is thirsty.

Il a du sommeil. He is feeling sleepy.

Elle a chaud. She is feeling warm.

Tu as froid. You are feeling cold.

B.

Il a mal au ventre. He has a stomach-ache.

Elle a un mouchoir blanc. She has a white handkerchief.

J’ai mal à la gorge. I have a sore throat.

J’ai une maladie de sommeil. I have a sleeping sickness.

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You would have observed that in both cases (A & B), the main verb used in French is the verb ‘avoir’ (i.e. to
have). In the translation, the sentences in column A, are translated with the verb ‘être’ (to be) which are: I am,
you are, he is, etc. This is so because that is what the native speaker of English says and so you translate the
message as such.

Exercise 3:

Translate the following into English.

1. Ce mur a deux mètres de haut.

2. Il a encore son père.

3. J’en ai pour dix minutes.

4. Elle a de la nostalgie.

5. Il a cinq ans.

Look at another set of examples that use the verb ‘être’ (to be) with nationality or profession.

FRENCH ENGLISH

Il est ghanéen. He is Ghanaian. (or He is a Ghanaian man).

Elle est marchande. She is a trader.

Je suis togolais. I am a Togolese. (or He is a Togolese man).

Il est tailleur. He is a tailor.

Tu es professeur. You are a teacher.

You would have noticed that while the indefinite article is omitted before nationality or profession in French, it
is retained before a profession in English. It is retained or omitted before a nationality, depending on the type
of sentence structure that the translator uses.

Exercise 4:

Translate the following sentences into English.

1. Elle est marchande.

2. Il est égyptien.

3. Je suis ivoirien.

4. Tu es professeur.

5. Il est médecin.

Technique 4:

Translate Prepositions According to the Heads that they Precede in the Target Language. Take the following
examples which make use of the preposition ‘à’ and its subsequent translation into English.
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A.

FRENCH ENGLISH

Ama est à la maison. Ama is (at) home.

Ama va à la boutique. Ama is going to the shop.

Ama était à Kumasi. Ama was in Kumasi.

Maman va à pied. Mama is going on foot.

You would observe that the translation of ‘à’ depends on the noun which follows it. In other words, its ‘meaning’
depends on the environment in which it occurs. Examine another set of examples where different prepositions
used in French are translated by the same prepositions in English.

B.

FRENCH ENGLISH

Kofi a trouvé un livre sur le plancher. Kofi found a book on the floor.

Kofi a trouvé un livre le mardi. Kofi found a book on Tuesday.

Kofi a trouvé un livre en vente. Kofi found a book on sale.

Kofi a trouvé un livre de Grammaire. Kofi found a grammar book.

Exercise 5:

Translate the following into English.

1. Son sac est plein de livres.

2. Papa vient d’arriver de Londres.

3. Les pieds sont couverts de boue.

4. Le blanc est le symbole de la paix.

5. Regarde, cette jeune fille se conduit toujours de cette manière.

Technique 5:

Evoke the same Grammatical Mood of the Writer. Look at the way the following sentences are translated.

FRENCH ENGLISH

Ne restez pas ici! Do not stay here (Imperative).

Que Dieu te bénisse. May God bless you (Subjunctive).

Il serait à la maison. He would be in the house (Conditional).

L’enfant est content. The child is happy (Indicative)

Ecris le mot au tableau ! Write the word on the board! (Imperative).

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Exercise 6:

Translate the following into English.

1. Allez la voir !

2. La route mène au cimetière.

3. Je doute qu’il ne vienne aujourd’hui.

4. L’enfant est content.

5. Il mangera des raisins ce soir.

Technique 6:

Maintain the Emphasis the Writer makes. Examine how the following have been translated into English.

FRENCH

1. Le dissident a été poursuivi par le soldat.

2. Des rapports sont prévus vers la fin de la semaine.

3. C’est le temps terrible qui le conduit fou.

4. Ce qu’il pense n’est pas nécessairement vrai.

5. Je crois que vous devriez penser deux fois à cette situation.

ENGLISH

1. The dissident was chased by the soldier.

2. Reports are expected by the end of the week.

3. It is the awful weather that drive him crazy.

4. What he thinks is not necessarily true.

5. I do believe that you should think twice about this situation.

Exercise 7:

Translate the following sentences into English.

1. Elle a été trichée par le vendeur.

2. J’étais à peine arrivé qu’il commença à se plaindre.

3. C’était moi qui ai reçu le prix.

4. Je ne le vois guère.

5. La voiture a été conduite par une femme.

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Technique 7:

Use Reciprocal Words, Provided they do not Change the Meaning of the Text. Reciprocal words refer to a set of
words which give the same meaning as the word used in a context. For instance, the use of the words ‘not
mentally alert’ for ‘dull’. Look at the following translations which make use of reciprocal words.

FRENCH ENGLISH

1. Il est intelligent. He is not a mentally dull person.

2. On lui a dit que l’histoire n’était pas vraie. He was told the story was false.

3. Elle n’est pas occupée actuellement. It is free now.

4. Il fréquente ici. He often comes here.

5. Il n’est pas là. He is absent.

Exercise 8:

Translate the following into English using reciprocal words.

1. Il est un homme brave.

2. Il est un homme gentil.

3. Elle fréquente cette maison.

4. Il déteste son professeur.

5. La salle n’est pas occupée.

Technique 8:

Render the Tense Used in the Source Text Correctly in the Target Language. Look at the way these tenses are
translated into English in the following sentences.

FRENCH ENGLISH

Je lui parlerai quand je le verrai. I shall speak to him when I see him.

S’il l’a déjà fait, ne dites rien. If he has done it already, say nothing.

Quand il le lirait, il n’y comprendrait rien. Even if he has read it, he would not understand it.

Elle s’est demandée ce qui était arrivé durant son absence. She wondered what had happened in her absence.

Exercise 9:

Translate the following into English.

1. Lorsque nous fûmes arrivés, on nous accueillit.

2. Chaque année les examens scolaires de l’université se font en deux sessions.

3. Elle a traversé la route en clopinant.

4. L’affaire sera jugée à la prochaine session.

5. Il y avait longtemps que tu ne l’avais pas vu.

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Examine how the following conditional clauses are translated into English.

FRENCH ENGLISH

S’il pleut, je planterai le chou. If it rains, I will plant the cabbage.

Si papa vient aujourd’hui, nous irons à la plage. If papa comes today, we will go to the beach.

Si j’avais de l’argent, je bâtirais une maison. If I had money, I would build a house.

S’il était là, il participerait aux funérailles. If he were there, he would take part in the funeral.

S’il était venu, il serait allé avec eux. If he had come, he would have gone with them.

Exercise 10:

Translate the following conditional clauses into English.

1. S’il crie, je le renverrai de la salle.

2. S’il fait beau, nous irons à la piscine.

3. Si mon papa avait une voiture, il quitterait à l’aube.

4. Si j’avais un portable, j’appellerais ma sœur.

5. S’il avait vu mon père, il lui aurait dit l’affaire.

Technique 9:

Render the Thoughts, Concepts and Ideas Underlying the Words, Phrases or Sentences into the Target
Language appropriately.

Idiomatic Expressions:

FRENCH ENGLISH

Elle fait le gros dos. She put on airs.

Il ne fera pas de vieil os. He will not live long.

Il est toujours sur le talon de son professeur. He is always following the teacher’s footsteps.

Elle a les dents longues. She is very hungry.

J’en ai pardessus la tête. I cannot stand it any longer.

You would notice that equivalence of thoughts and concepts are used in the translation.

Exercise 11:

Translate the following into English.

1. Il dort à poings fermés.

2. C’est une femme de tête.

3. Il connaît à fond du projet.

4. L’homme qui traversait la route était ivre.

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5. Elle a disparu en un clin d’œil.

Proverbs:

FRENCH ENGLISH

Ventre affamé n’a point d’oreille. A hungry man is an angry man.

Qui a bu, boira. Once a drunkard, always a drunkard.

Petit à petit, l’oiseau fait son nid. Little drops of water make a mighty ocean.

Pierre qui roule n’amasse pas mousse. A rolling stone gathers no moss.

C’est la dernière goutte qui fait déborder le vase. It is the last straw that broke the camel’s back.

Exercise 12:

Translate the following sentences into English.

1. Le chat parti, les souris dansent.

2. Qui se ressemble, s’assemble.

3. Vouloir, c’est pouvoir.

4. Loin des yeux, loin du cœur.

5. Tout ce qui brille n’est pas d’or.

Simile

FRENCH ENGLISH

Il est sourd comme un pot. He is as deaf as a doorpost.

Il est vaniteux comme un paon. It is as vain as a peacock.

Il est facile comme bonjour. It is as easy as ABC.

Il est lent comme une tortue. He is as slow as a tortoise. (or a snail)

Il est laid comme un pou. He is as ugly as a scarecrow.

You would notice that the nouns that are used in French are most often translated using different culturally
accepted equivalence.

Exercise 13:

Translate the following sentences into English.

1. Il est fidèle comme un chien.

2. Il est malin comme un singe.

3. Il est doux comme un agneau.

4. Il est sage comme une image.

5. Il est heureux comme un poisson dans l’eau.

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Look at the way the following idiomatic expressions are translated into English.

FRENCH ENGLISH

EIle a donné libre cours à ses sentiments. She has aired her feelings.

Elle a pris ses cliques et ses claques. She packed up bag and baggage.

Il a tourné autour du pot. He has beaten about the bush.

Je le vois tous les trente six du mois. I see him once in the blue moon.

Le vieillard a cassé sa pipe. The old man has kicked the bucket.

Exercise 14:

Translate the following sentences into English.

1. La vieille dame soutient la conversation.

2. L’étudiant est mal noté par le professeur.

3. Cette terre est l’objet de litige.

4. Il attaque le grelot.

5. Elle a reçu l’étranger à bras ouvert.

Onomatopoeic words:

FRENCH ENGLISH

Le lion rugit. A lion roars.

L’éléphant barrit. An elephant trumpets.

L’abeille bourdonne. A bee hums.

Le chien aboie. A dog barks.

L’oie cacarde. A goose honks.

You would have seen that the definite article ‘le’ used in the French sentence has been replaced by the
indefinite article ‘a’ in English. This is so because if the translator maintains ‘the’, the meaning of the sentence
would change from the generic to the specific.

Exercise 15:

Translate the following sentences into English.

1. Le cheval hennit.

2. Le chat miaule.

3. Le souris chicote.

4. Le serpent siffle.

5. Le canard nasille.
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Section 3: Writing
In this section, there are two types of writing questions. You are asked to choose just one of them. They
are:

• Persuasive/Argumentative Essay
• Synthesis Essay

Synthesis Essay:

It is frequently the first in order. The question takes the following structure:

Topic 1: Write a synthesis of the suggested documents.

- Document 1: the reading text (p.2)

- Document 2: the poster (p.3)
- Document 3: the paragraph in the translation task, Thème (p.4)

Compulsory indications:

- Write your synthesis in 200- 250 words.

- Indicate the number of words between brackets at the end of your product (title included).
- Refer to the documents as (Doc1, Doc 2, Doc 3). All the documents are equally important.

Useful Tips:

1. What is a Synthesis?

A synthesis is a written discussion incorporating support from several sources of differing views. This type of
assignment requires that you examine a variety of sources (Doc 1, 2, and 3) and identify their relationship to
your thesis.

2. Essay Structure:

Title:

▪ Give a short title to your synthesis essay.

Introduction:

▪ State the common theme shared in the three docs.

▪ Name briefly the aspect of difference.
▪ Don’t exceed 4 sentences in the introduction.

1st Body Paragraph:

▪ Briefly summarize the 1st Doc. (2 sentences max)

▪ Restate the main arguments and comment on them. (3 sentences max)

2nd Body Paragraph:

▪ Briefly summarize the 2nd Doc. (2 sentences max)

▪ Restate the main arguments and comment on them. (3 sentences max)

3rd Body Paragraph:

▪ Briefly summarize the 3rd Doc. (2 sentences max)

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▪ Restate the main arguments and comment on them. (3 sentences max)

Argumentative Essay:

This is the second choice of the writing task. The question may take the following structure:

“Write a four-paragraph essay stating your attitude in favor of or against this statement.”

Here you will have a short passage that states a debatable point of view that is provided as a context for you to
agree or disagree. Normally, the attitude to agree or disagree is specified, which means you don’t choose to
agree or disagree.

Useful Tips:

1. What is an Argumentative Essay?

Argumentative essay, also called opinion essay, expresses the writer’s thought and attitude towards something.
The writer’s main concern is to argue in favor of or against an idea or point of view. In other words, the writer
presents arguments for or against to persuade the reader.

2. Essay Structure:

The argumentative essay should be developed in four paragraphs, which are:

Introduction. (4 sentences max)

▪ The hook Sentence.

▪ Comment in 1 sentence on the hook.
▪ Thesis Statement sentence.
▪ Transition sentence.

1st Body Paragraph. (5 sentences max)

▪ Topic sentence. (Introduce the aspect of two arguments)

▪ 1st argument.
▪ 2nd argument.
▪ Concluding sentence

2nd Body Paragraph. (5 sentences max)

▪ Topic sentence. (Introduce the aspect of the two arguments)

▪ 1st argument.
▪ 2nd argument.
▪ Concluding sentence

Conclusion. (2 sentences max)

▪ Restate the thesis statement.

Now, an explanation of the content of each part and some useful expressions to use are given below.

Introduction:

A. The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:

1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great
place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
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2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)

3. Opening with a Quotation: (Elbert Hubbard once said, "Truth is stronger than fiction.")

4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is
short and to the point.

5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your
topic. It may be wise to include the item's authoritative source.

6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for
television?) 7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as
the comet flew overhead.)

B. The introduction should also include a thesis or focus statement. The Thesis/Hypothesis is your statement of
purpose. The thesis/hypothesis should be one sentence in length. This is the foundation of your essay and it will
serve to guide you in writing the entire paper. There are three objectives of a thesis statement:

1. It tells the reader the specific topic of your essay.

2. It imposes manageable limits on that topic.

3. It suggests the organization of your paper.

Through the thesis, you should say to the reader: "I've thought about this topic, I know what I believe about it,
and I know how to organize it."

Body: Definition

The body of your essay must contain two paragraphs. The main drive here is to provide evidence to support the
opinion expressed by the thesis statement in the introduction. Each paragraph is based on a solid reason to back
your thesis statement: Arguments.

The Possible lay-out of Body-Paragraphs:

Body-Paragraph One:

Topic statement: introduces the first aspect of your arguments

Supporting idea 1: develops clearly your first argument.

Example(s) if necessary.

Supporting idea 2: develops clearly your second argument (from a different angle).

Example(s) if necessary.

Clincher: emphasizes the topic statement then open up to the 2nd main argument

Body-Paragraph Two:

Topic statement: introduces the second aspect of your arguments

Supporting idea 1: develops clearly your first argument.

Example(s) if necessary.

Supporting idea 2: develops clearly your second argument (from a different angle).
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Example(s) if necessary.

Clincher: emphasizes the topic statement.

Conclusion:

Restates your thesis or focus statement.

Summarizes the main points.

Write a personal comment or call for action. You can do this:

Transition Expressions to Use:

Body-Paragraph One/Two:

To introduce the topic statement (Body-Paragraph One):

▪ The main reason why … is …

▪ The main reason that … is …
▪ The principal reason behind the belief / idea that…resides in …
▪ First, …
▪ To introduce supporting idea 1:
▪ Principally, …
▪ Chiefly, …
▪ Mainly, …

To introduce example:

▪ For example, …
▪ For instance, …
▪ As a matter of example, …
▪ As a matter of instance, …

To introduce supporting idea 2:

▪ Also, …
▪ Moreover, …
▪ Still another more point is …

To introduce clincher:

▪ That is why …,
▪ Thus,…
▪ Hence, …

To introduce topic statement (Body-Paragraph Two):

▪ Another main reason is that …

▪ …is another head and chief reason that refutes the idea that…
▪ Second, …

Expressions to Introduce Conclusion:

▪ To conclude, …
▪ By way of conclusion, …
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▪ By way of encapsulation, …
▪ To sum up, …
▪ In a word, …
▪ In summary, …
▪ In conclusion, …
▪ In brief, …
▪ In short, …
▪ In a nutshell, …
▪ As shown above, …
▪ As has been noted, …
▪ Given these points, …
▪ Given the above-mentioned, …

Argumentative Essay Sample

Topic: Many students prefer to start up their school days without having their first meal of the day,
assuming that it is not an important meal. Write a four-paragraph essay Arguing for or against
the statement

A lot of people, especially students, go through the day without having breakfast. Many of them believe
that it is not necessary, or they say that they do not have time for that, and begin their day with no meal. I
believe that everyone should eat breakfast before going to their activities.

The first reason why one should have breakfast before going to school is for health reasons. Basically,
when one skips breakfast and goes to school, s/he is looking for a disease because it is not healthy to have an
empty stomach all day long. As a matter of example, an empty stomach keeps on gargling, sometimes
painfully due to gastritis. Moreover, the empty stomach is highly liable to produce stomach cancer owing to the
acid secretions. For instance, in case one should persist on hunger, lava is produced highly and that provokes
acid which might result in stomach inflammation. Thus, breakfast is highly recommended for health reasons
and for performance in class as well.

Another reason for eating breakfast is because you need food to do well in your classes. Apparently,
one’s body and brain are not going to function as good as they could because one has no energy and no
strength. For instance, when one tries to learn something and have nothing in stomach, s/he are going to have
a lot of trouble succeeding. Additionally, many people think that they should not eat because they are going to
feel tired and slow, but that is not true. For example, breakfast as a meal seem to be light and healthy. It cannot
make one stuffed to feel lethargic; on the contrary, one is going to feel tired if s/he does not have breakfast
because s/he has spent the entire previous night without food. Hence, as the first meal in the day, it helps the
mind to function normal.

In a nutshell, Students have to realize that breakfast is the most important meal of the day, and they
cannot skip it without harmful consequences on health and school. It is better to wake up earlier and have a
good breakfast than run to school without eating anything. It is time for students to do something for their
health, and eating breakfast is the better way to start our day.