– Provide students with questions about the example text(s) which guide them to discover its key structural features.
– Discuss in class, or encourage students to discuss in groups, what they have discovered, and check that everyone is on the same page.
Here’s a task I’ve borrowed from Purser, E., (Cornelsen, 2004), chapter III: Don’t make the mistake of thinking that this kind of teaching will put all the responsibility onto the students and you’ll be able to sit back and relax, though!
Finding suitable “input” and composing the right questions to guide students’ discovery can be time consuming – and you also have to ‘do’ the task yourself to be prepared for questions and discussions afterwards.
Did you know the word ‘essay’ is derived from a Latin word ‘exagium’, which roughly translates to presenting one’s case?
So essays are a short piece of writing representing one’s side of the argument or one’s experiences, stories, etc. So let us learn about types of essays, format, and tips for essay-writing.
It also basically assumes that we learn by making, testing and adjusting hypotheses on the basis of input – and in Guided Discovery the teacher guides the input on which learners will base their hypotheses and prompts them with questions that scaffold the testing and adjusting stages.
So here’s (a suggestion of) how to do it, focussing on teaching paragraph structure: – Provide students with (a) good example(s) of (a) text(s) which follow(s) the structural pattern(s) you would like them to adopt and will be understandable to your students, taking account of their current level of language competence.
A conclusion is also a great place to sum up a story or an argument.
You can round up your essay by providing some moral or wrapping up a story.