Exploratory task 1.12

Read the following piece of written reasoning and write in the space provided the reasoning errors (mentioned above) that you have noticed in this piece. Then rewrite the piece using the “flow chart”

Reasoning discourse				Reasoning errors
Resist Violence with Good: Myth or Reality? Violence is always bad. It is a rude violation of the human rights. If violence is resisted with good, then violent people will never get their lesson and will get off light. Nothing can justify violence. There is a good saying, “An eye for an eye”. Certainly people must try to find peaceful solutions and to sit at a negotiation table but the strongest party will use their position of force. Evil must be punished. A suspect is guilty in most cases. “There is no smoke without fire”.
Premise	Proposition	Arguments	Inference		Conclusion

An important aspect of teaching to reason is through cause and effect. Cause-and-effect writing can take the following shape:

• C ause

C ause Effect

Cause

Effect

• C ause Effect

Effect

(White, R. and V.Arndt. 1997. P. 86. Hamp-Lyons, L. and B. Heasley. 1997. P.89).

Exploratory task 1.13

Write a “cause-and-effect” discourse on the topic “Computer at school”. Use the two formats of writing. Reflect on the problems you have had in the process or writing

Cause 1	Cause 2	Cause 3	Effect
Cause	Effect 1	Effect 2	Effect 3
Reflections on the problems while writing

In teaching to write it is important to consider the choice of language. Talking about the language of writing, a crucial element will be the register. Register is a variety of language associated with a set of specific vocabulary, which is typical of a certain field (e.g. medical terminology or child’s language) and is best for achieving the communicative goals (Spolsky, B. 1998. P. 33).

Exploratory task 1.14 Rewrite the following making the language clear for your children

Peel potatoes, cut into thick slices and cook in the boiling salted water until potatoes feel soft when tested with a knife. Peel and slice onions and fresh garlic. Wash and chop celery. Drain potatoes when cooked. Mash with a potato masher. Beat in butter. Stir in some milk. Season with salt and pepper. Sprinkle with sliced onions and garlic on this potato dish.

An important aspect of teaching to write is a set of cohesive devices. Halliday and Hasan (Halliday, M. and R.Hasan.1976). In all there five types of cohesive devices that make textual clauses related to each other: reference (word or sentence becomes comprehensible from a previous or the next sentence), substitution ("Everybody believed in the victory. We did so too"), ellipsis ("They might win or they might not"), conjunction (next, at the same time, earlier, on another occasion, meanwhile etc), lexis (reiteration of the same topical words in the text (crisis - crisis), the use of synonyms (victory - triumph) and super-ordinates (senators - congressmen - politicians). The following table of cohesive devices can be used for the purpose of teaching to write cohesively:<div align="center">

Conjunctions and but or for	To link a topic as for concerning with regard to with respect to	To Summarize in all in a word in brief briefly	To Show Purpose in order that in order to so that
To Show Cause and Effect accordingly as a consequence as a result	To Compare by comparison here again likewise similarly	To Contrast conversely instead in spite of that on the contrary	To Explain, Give Reasons actually certainly in fact
To Add Information and Reasons besides equally moreover to say nothing of , to say the least of	To Show Logical Order for example for instance in particular	To Show Conviction at least apparently evidently certainly presumably	To Show Concession after all at any rate however nevertheless