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Writing an Essay??

How do you write an essay?? and what's the best way to start off??

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my first cricket match

What did I get myself into? by signing into the papatoetoe cricket club
I asked myself that question almost immediately once I concluded the 15-km drive to go play cricket for the first time in my life.
I’m sure other people have been in the same predicament as me. The idea of something new sounds good at the time, but once it’s time to actually do it, it’s a different story.
I was speaking earlier in the week to my old coach and he mentioned that we should go golf soon. A day later he messaged me and says, “Want to play Cricket this Saturday?”
Thinking Cricket was a name of a golf course I replied and told him “Definitely. Anytime works for me.”
Twenty minutes later I learned our proposed Saturday tee time was in actuality a cricket match. I already said yes. I wasn’t going to back out now.
When I arrived at the park where the cricket match was to take place there were only four people in the field warming up and setting up the field. I decided to sit in my car and wait for my manager to arrive.
I knew beforehand that we were playing with all Indian guys from school, only one or two of them that I had actually met before, but I never realized how out of my element I’d really be in.
My manager arrived and we walked to the field to join everyone playing. We got a crash course into cricket from one of my co-student and took a few swings to try to get to the new style of swinging. The first pitch I crushed for a home run or whatever it’s called in cricket. All I knew was that it was worth six runs. The next five pitches or bowls didn’t go as well.
The time had come to finally get the game started and of course they picked the two white guys to be team captains and select teams.
Is there any better way to make me feel more uncomfortable then to have me choose players for my team whose names I can’t pronounce so I have to select by calling people based on their clothing?
I’ll take red shirt. Okay give me blue jeans. I guess I’ll take tattered tee. That’s seriously how I had to choose.
The game started and my team took the field first. I stood in the outfield just hoping I’d catch the ball. Immediately I was confused. The batter would hit the ball, but would just stand there in the batter’s box. After some more instruction, I learned that if you don’t think you can score a run (run down to the bowler, while the other runner comes to the batter’s box), then you can stay in the box.
After watching the same two batters (batsmen) go back and forth for what seemed like 10 swings a piece, someone new finally came up and I was always to capture the first ball that came my way.
Eight more batters and 44 runs later, my team finally got their chance to bat.
Our team’s first two batters scored multiple runs for our team. It was now my turn to step up to the plate.
I stepped in, had my cricket bat in hand, and waited on that first bowl. I connected with a nice line drive to the outfield. Unfortunately I reverted back to my baseball days and dropped the bat, not remembering that I was supposed to run with it in hand.
Quickly I turned around to get the bat and run back toward the pitch, but it was too late. My day was done with one out thanks to my base-running, bat-dropping error.
The team finished strong and we ended up winning 45-44. Little did I know that a cricket game only consists of a single inning.
I can definitively say that the cricket game was one of my most disappointing sport experiences in my life. I was bored, didn’t understand it, and from what I did understand, didn’t like it.
My day would’ve been much more gratifying if I would’ve participated in a pogo stick contest, hopscotch or a four square match. That’s how much I disliked this game.
As I took the 15-mile drive back home I was contemplating why I even came. Was it because I accidentally seemed enthused to come? Did I do it because my manager asked me to?
The real reason I participated was that I wanted to try a new game.
Just because I didn’t like it doesn’t mean I wasn’t glad I went. I may have felt that way initially, but reflecting now I’m glad I got to somewhat understand the game of cricket.
More importantly I got to see the passion a different culture has for a game that we barely understand.
Most of the guys were extremely competitive throughout the day. There’d be conflicts about if a ball was wide, which scored a run, or if the wicket was knocked over in time. Some verbal arguments ensued which were interesting, even though I couldn’t understand them since the combatants were speaking in Hindi.
Cricket was an experience that I won’t forget in a while. I’ll probably will play it again, but i have to get more practice , at least In a year

Read the essay question carefully
Highlight key words.
Use the dictionary to check the meaning of any unfamiliar words.
Identify the task words that indicate what needs to be done, eg ‘discuss', ‘explain', ‘compare'.
Identify the topic words that indicate the particular subject of the essay, eg the character of ‘Juliet' in Shakespeare's Romeo and Juliet, the ‘causes' of World War 1.
Identify any limiting words that restrict the discussion to a particular area, eg in ‘Chapters 1-3', during the ‘nineteenth century'.
Finish any necessary reading or research as background to the essay
Be selective: use sources which are relevant and accessible.
Write notes in your own words.
Write down quotations that may be particularly useful, but ensure the source of these quotes is acknowledged if they're used.
Take note of sources so they can be provided in footnotes and the bibliography.
Brainstorm ideas in response to the question
Jot down any relevant points.
Make note of any relevant evidence or quotes that come to mind.
Use a mind map to help stimulate lateral thinking.
Develop a thesis (idea/argument) that encapsulates the response to the question
The thesis should be a statement that strongly expresses the overall response to the question.
Avoid a thesis that's too simplistic – show thought has been put into some of the complexities behind the question.
The thesis is the backbone of the essay – it will be stated in the introduction. It also needs to be referred to several times in the essay before restating it and demonstrating how it has been proven in the conclusion.
Write a plan for the response
Order ideas in a logical sequence.
Make sure every point in the plan is relevant to the question.
After the plan has been written it should be clear where the essay is going.
Write the introduction
Open up the discussion.
Introduce the thesis.
Indicate how the questions will be answered.
Name any texts to be discussed, if appropriate.
Engage the reader.
Write the main body of the essay
Ensure each point is given a new paragraph.
Use words or phrases at the start of each paragraph that will indicate to the reader how it relates to the previous paragraph, eg, 'however', ‘in addition', ‘nevertheless', ‘moreover'.
Start each paragraph with a topic sentence that clearly links the paragraph to the rest of the essay, eg "A striking example of Gary Crew's use of light and darkness imagery to suggest notions of knowledge and ignorance occurs in the scene on the jetty".
Provide supporting evidence for each point that you make.
Revisit the thesis, and express it in different ways if possible, to emphasise how the question is being addressed.
Write the essay conclusion
Summarise the main ideas.
Demonstrate how you have proven your thesis.
Finish with an interesting or thought-provoking, but relevant, comment.
Edit the draft
Check for spelling, punctuation and grammar.
Delete any sections that are not particularly relevant.
Change vocabulary to improve expression.
Seek feedback from peers or a teacher before writing the final copy.
Write the final copy
Add any footnotes or bibliography if required.
Present a clean, neat copy.
Submit on time.

I read an article in several sources: websites, books, magazines.
Then, from memory I start to write an essay.
In the end, reference is made to the sources. The main thing is to structure content.

Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author.

I try to concetrate, switch on my imagination, write all my random idea, than to collect all this into one good essay. If I understand that I can't write an essay, I ask for help But if I write essay on my own I always try to answer the question "What?" The first question to anticipate from a reader is "what": What evidence shows that the phenomenon described by your thesis is true? "How?" A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is "how": How does the thesis stand up to the challenge of a counterargument? How does the introduction of new material—a new way of looking at the evidence, another set of sources—affect the claims you're making? "Why?" Your reader will also want to know what's at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context.

Say it Explain it Repeat it You want to start your essay with a grabbing intro. A lot of vivid words can only help you. And just because it is an informative essay doesn't mean you can't make it interesting. Example: if you are asked to explain how your family has influenced who you are, you can start your essay with saying in a couple of sentences something like a memory, and then go into your thesis statement. Your thesis statement should include what you are going to talk about. A thesis statement should be written in 1-2 sentences. Throughout the body of your essay stories relating to the topic can only help strengthen your essay. A lot of instructors remind their students that they are helpful when you might not know what to say. And, again, use vivid words. You want to paint a picture in your readers head. Anybody can write an essay, but the ones that stick out are usually the ones with the better outcome, whether it be a good grade or admission to the college of your choice. The conclusion is basically restating and summarizing everything you just wrote. You're probably going to say your thesis statement again in this paragraph. And you're going to want to use a ending sentence that will leave an impression on your reader. The beginning and ending are the things that people will remember most about your essay, so make it good. Remember: An essay is usually 5 paragraphs; however, a 4 paragraph essay can be just as strong. If you plan to write your essay in 4 paragraphs your 2 paragraph body needs to be just as strong if not stronger than if it were 3 paragraphs.

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Essay is made up of three parts, introduction, body analysis and conclusion.

Longer academic essays (often with a word limit of between 2,000 to 5,000 words) are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review. Longer essays may also contain an introductory page in which words and phrases from the title are tightly defined. Most academic institutions will require that all substantial facts, quotations, and other supporting material used in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention allows others (whether teachers or fellow scholars) to understand the basis of the facts and quotations used to support the essay's argument, and thereby help to evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and tests their intellectual capabilities. Some types of essays are:

a)Descriptive essays
The aim of descriptive essays is to provide a vivid picture of a person, location, object, event, or debate. It will offer details that will enable the reader to imagine the item described.
Narrative essays
The aim of a narrative essay is to describe a course of events from a subjective vantage point, and may be written in first-person present or first person past tense. Though not always chronological, narrative essays do follow the development of a person through a series of experiences and reflections. The focus of the essay is often to more clearly identify the point of view of the narrator, and to express common features of subjectivity.
Compare and contrast essays
The aim of a compare and contrast essay is to develop the relationship between two or more things. Generally, the goal is to show that superficial differences or similarities are inadequate, and that closer examination reveals their unobvious, yet significant, relations or differences.
b)Persuasive essays
In a persuasive essay, the writer tries to persuade the reader to accept an idea or agree with an opinion. The writer's purpose is to convince the reader that her or his point of view is a reasonable one. The persuasive essay should be written in a style that grabs and holds the reader's attention, and the writer's opinion should be backed up by strong supporting details.
c)Argumentative essays
Argumentative essays are most often used to address controversial issues - i.e. serious issue over which there is some evident disagreement. An argument is a position combined with its supporting reasons. Argumentative papers thus set out a main claim and then provide reasons for thinking that the claim is true. Acknowledging opposing views and either refuting them or conceding to them is a common practice in this form of essay.
d)Reflective essay
This deals with topics of abstract nature, as habits,and ambitions. Social, political,philosophical and religious subjects also come under this head

Imitation essays are essays in which the writer pulls out the main thesis and outline of a particular paper, and then writes an essay in his or her own style.