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Category Archives: Writing

Types of Tawheed: Essay Guide

Here’s a simple essay guide I made up to guide my elementary kids in writing an essay on the three types of tawheed, which we have recently studied. (I have some resources for the three types of tawheed from our latest study that I hope to post soon, insha Allah).

Topic: The Three Types of Tawheed

Introduction – introduce the names of the three types of Tawheed in one sentence.

Type 1

  1. introduce it with a transition word (one sentence)
  2. explain this Tawheed (one sentence)
  3. give one or more examples of this Tawheed (one sentence)

 

Type 2

  1. introduce it with a transition word (one sentence)
  2. explain this Tawheed (one sentence)
  3. give one or more examples of this Tawheed (one sentence)

Type 3

  1. introduce it with a transition word (one sentence)
  2. explain this Tawheed (one sentence)
  3. give one or more examples of this Tawheed (one sentence)

 

Conclusion: Explain to your reader why it is important to know about these types of tawheed. (one – three sentences)

  • Double space your first draft.
  • Go back and proofread your work, making sure that your sentences make sense. Make sure you do not have run on sentences (use only one idea or thought per sentence).
  • Give your essay a title when you are finished (main words and first word should be capitalized. Try to come up with a catchy or interesting title.
 
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Posted by on May 14, 2011 in Islamic Studies: Tawheed, Writing

 

Writing Companion/Guide for Timed Essay Writing Practice

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I refined my GED/timed writing essay practice book into a small guide/checklist to use during timed essay writing practice.  The kids are required to follow it and turn it in with their essay.

 

On a related note, I came across this site with GED style instructions for writing, a writing plan (which I used in the companion above) as well as 5 sample writing prompts.

http://www.unm.edu/~tinan/writing/ged_essay_directions.htm

 
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Posted by on June 21, 2010 in Tests: GED, Writing

 

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Transitions Master List

I compiled a list of transitions, arranged by type of transition (i.e. compare/contrast, sequence, examples, etc)

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I made this for my older kids and then for the younger ones, I will pull off words to make simpler lists, in sha Allah.

 
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Posted by on May 25, 2010 in Writing

 

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Sample Writing Schedule

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I’m reworking our writing schedule to provide regular review in the different modes.

Here’s our latest:

Sunday (our first day of the week): Narrative/Personal Narrative

Monday: How to’s or writing directions to a place; OR Persuasive (reviews: games, movies, books, audios, stories)

Tuesday: Compare/contrast OR Descriptive writing (animals, seasons, foods, sports, places, religions etc)

Wednesday: Informational/expository (paragraphs about animals, science concepts, places, foods, toys games, people (biography/autobiography), religious concepts

Thursday: friendly letters, business letters (e.g. write a letter to dad or diary explaining what was learned this week; write a regular friendly letter to a relative; request information in a business letter/email; write a letter of complaint. OR write a letter summarizing what was learned this week.

Since we’ve dropped off in writing, I needed a schedule to make planning the assignments easier, in sha Allah. 

If I am behind and haven’t come up with a specific writing assignment, the kids can use this as a guide for what to write that day, in sha Allah.

 
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Posted by on May 25, 2010 in Writing

 

Writing Sentences for Spelling

Sentence Strip Magnets

Writing sentences with spelling words is one of our regular, old school activities. I have them write each word (whether it is misspelled or not) from the week’s list in a sentence.

Having them write sentences is immensely useful in developing writing and grammar skills (not really sure if it helps spelling as much, lol). Writing sentences also draws out other spelling words that they have problems with. In that case, I record non-spelling word words in a misspelled words list for review.

Now, sometimes we get some really whacky sentences. I know it can be tough sometimes to come up with meaningful sentences, so I sometimes have them apply certain requirements for their sentences.

Some examples:

1. Sometimes they must vary the sentence types because typically we will just get statements.  So I have them write commands, exclamations, or questions.

2.  Have them apply the grammar rule that they are currently working on (say, use adjectives if they are studying adjectives).

3. For misspelled words, I may try to have them write repetitive sentences that those words are repeated in, such as

misspelled: sour

So they may have to come up with 5 things that are sour and write simple sentences.

Lemons are sour.

Limes are sour.

Sour cream is sour.

 

or once we did this for “annoy:”

 

Write five things that annoy you and use them in  sentences.

Loud noise annoys me.

My brother annoys me.

Losing my toy annoys me.

 

 

4. Sometimes I require them to vary their sentence beginnings, otherwise all the sentences they write tend to start with nouns.

Start two sentences with a who/what (noun)

Start one sentence with a where (In the field, …….)

Start one sentence with a when (This morning, …….)

 

5. Sometimes I ask them to write sentences for nouns that define the word or tell what it is used for…..

A  desk is a piece of furniture

or

A drill is used for……………….

 

6. Combine as many words as you can in one sentence.

This is a fun one where they get whacky sentences on purpose, but the sentences are grammatically correct.  We don’t do this as often, but it is a winner.  This one is really great because while fun, it really makes them have to stretch their imagination to make a sentence that flows well with so many words.

7. Sometimes I make a requirement that nouns must be exact; Instead of “boy,” they have to name him, say, Fred. Or  “the man” must transform into something like, Mr. Jacobs. And then even add a descriptor like…Mr. Jacobs, the man across the street, …….etc.

 

These are just a few ideas that we have used to improve writing, grammar, and hopefully somewhere in there, lol, spelling skills.

 

Do you have any other variations that would be useful in this activity? If so, I am always looking for new ways to make sentence writing even more meaningful. Would love to hear your ideas……..

 
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Posted by on May 18, 2010 in Spelling, Writing

 

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