But then you don't give me any examples. Okay?
For example, if you're talking about books, this is like already the second sentence, you're talking about what books he likes, what science he likes...
For example, if a child likes dinosaurs, the parents can then go buy him a dinosaur set, a model set, or books about dinosaurs,
or they can take him to the museum to see... the Natural History Museum to see how dinosaurs evolved, and died, and etc.
Or if you're talking about TV, well, what's wrong with TV? TV can be very educational, but for your purpose, you want to give the example.
If the child is watching too many cartoons or is watching violent movies, he's not going to be able to concentrate on his math homework.
Right? Or if his imagination is getting carried away, how's he going to concentrate on his science lessons?
So, give me the points, yes, make sure that you give me concrete examples.
"Concrete" meaning give me a real thing, something I can actually hold onto.
The dinosaur set, concrete example, cartoons on TV, concrete examples. Okay?
Make sure you support your reasons with examples.
Make sure you support your argument with reasons.
Everything has to be connected, better to take only one or two of these ideas, expand on them, and give me examples to support them to make them stronger. Okay?
So, this is the general idea about the paragraphs in body one, body two.
Same thing for body two, you're going to a new topic, introduce it with a topic, make sure you have the transition between paragraph,
body paragraph one and two, topic sentence, reason you think so, example, maybe another point, go on to your conclusion.
Now, this one, the last one, this is actually a bit of a "pet peeve", I'll explain this expression.
A "pet peeve" is something that you find really annoying. Right?
Something that happens all the time, and it really bothers you.
So I've had many students, and I've explained to them this point, I'm going to explain to you in a second, and I say: "Don't do this."
And then their next essay, they do it again; and then their next essay, they do it again, like, you say: "Don't do it, don't do it", and they do it, and they do it.