In english, is professor emeritus of rhetoric and english at armstrong atlantic state university and the author of two grammar and composition textbooks for college freshmen, writing exercises macmillan and passages: a writer 39 s guide st. Read more when we ask the question 34 why? 34 about a subject, we usually begin to explore its causes. Cause and effect writing involves drawing connections between events, actions, or conditions so as to achieve a clearer understanding of the subject. In practice, however, the relation of cause to effect is often so close that one can 39 t be considered independently of the other.

You 39 ll find that some of the following topic suggestions emphasize causes while others focus on effects, but keep in mind that these two approaches are closely related and not always easy to tell apart. Short cause and effect paragraph third grade cause effect essay topics third grade evaluation writing prompts students will participate in various writing prompts. Writing their prior knowledge and share writing prompts, such as a third animals cause and difference for photo.

Third later teach writing bonzers graphic organizer small groups to various writing alternate formative. How to teach kids about cause and effect cause and effect writing prompts third grade focus question: in what ways do varied factors affect an outcome? before beginning the main lesson, teach the difference between the words affect and effect. It says: ldquo movies can have powerful influences or effects on people. Movies can affect us in many ways. ldquo let rsquo s look at the differences between the words affect and effect. Rsquo one thing such as a person, a movie, an idea affects, changes, or impacts something else a movie affects us. Affect is a verb it is an action. ldquo effect begins with an lsquo e rsquo and so does the phrase lsquo end result. After responding to questions, distribute the affect/effect worksheet lw 8 2 1_affect effect.docx and lw 8 2 1_affect effect key.docx .

Have students work in pairs to fill in the worksheet while you circulate through the room, helping students who are having difficulties. Have some volunteers write their sentences from the end of the worksheet for the class to view. Have other students tell whether the use of affect or effect in the sentence is correct and why. Engage students by asking them to think about a time when they did not perform well on a test. ldquo let rsquo s discuss the causes of an effect such as poor test performance.

In your opinion, what are some reasons why someone might perform poorly on a test? rdquo model cause and effect by asking students to brainstorm possible causes for poor performance on a test. Then explain the different types of causes or ways that actions affect an outcome: necessary cause: a situation or factor that must exist for the effect to occur. example: lack of rain or lack of sun may keep a kernel of corn from growing, but poor soil, too much rain or too much sun could have the same effect. Contributory cause: a situation or factor that helps to affect the result, but is incapable of doing so alone.

example: using fertilizer or insect repellent might help to increase corn yield, though other factors―water, sunlight, protection from animals―must also be present. For each cause of poor test performance written for class viewing, ask students whether the cause is necessary e.g. As a class, read the student sample essay, ldquo the effects of being an athlete rdquo by erlyn baack at . Explain to students that completing the graphic organizer will help them understand how the essay is structured. Help students see that, in this case, the cause is sufficient for producing the effects. ldquo by the end of this unit, you will have written a cause and effect essay.

Rdquo post cause and effect topics lw 8 2 1_topics for cause and effect essay.doc for class viewing or make copies available for each student. Ensure that students understand the difference between approaching topics from one side or the other, as students may find one approach easier or more appealing for their topic. ldquo you may choose a topic from this list or think of a topic on your own.

If you decide to create your own topic, you must have it approved by me before you begin structuring your essay. Rdquo discuss the topics on the list, and then give students several minutes to brainstorm additional topics. Point out that many topics will require them to do some research and that they must support their conclusions with facts, not opinions.

Note that some topics might require research for students to be able to formulate a thesis, while for other topics students may do research later to support their ideas or facts they already know. After students have a list of topics, say, ldquo you will now discuss your potential topic in groups. If you think a topic is too vague mdash that the resulting paper will need to cover too much or be too long mdash or that it will not fit the structure of a cause and effect essay, let your classmate know. Rdquo split the class into groups and sit with each group as they discuss. After students have discussed their topic in groups, say, ldquo now, individually, begin brainstorming potential causes or effects, depending on your topic.

2012 Ks2 Sats Writing Papers

Rdquo point out that most effects have more than one cause and most causes have more than one effect. ldquo if you are focusing on the causes of something, identify on your list whether the causes are necessary, sufficient, or contributory. Rdquo review from part 1 if needed and hand out the three causes organizer lw 8 2 1_three causes organizer.docx to help students. You may have more causes or effects than you can sufficiently cover in a short essay. Put a star next to the most important causes or effects these will help you write the body of your paper. Rdquo walk around the room and review students rsquo topics and list of causes and effects. ldquo you will use your brainstorming list to assist you in developing a thesis statement.