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Expository essay writing University College London (UCL)

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The Thesis - The Foundation of a Great Essay. The thesis statement, from the first to last sentence, must be airtight. The primary argument has to come from a solid base. Brighton. If there is a specific question that needs to be answered, the thesis statement must address it within the expository essay writing University, conclusion of the first paragraph. About Wilbraham And Monson Academy. Also, the essay thesis needs to be a plan of essay University attack for College what the body paragraphs are going to be about. Click here for expository writing College London (UCL) more information on writing strong thesis statements. Review Pacific. Good writers know that attention to detail is as must. Plus, your professor will expect it. Expository Essay Writing London (UCL). Make sure to clearly read the instructions (all of them) and clarify by writing Brighton College asking questions.

For example, some common things to expository writing, look out for include: (ii) Required number of how to write a college entrance University of Massachusetts Boston Boston sources; (iii) Essay type (argumentative, comparative, narrative…etc); Thoroughly read the original essay instructions and make a plan before even starting to write. Strong Organization = Well-Written Essay. The structure of an essay can really make it or break it for essay writing London (UCL) you. Make sure that you have strong opening and closing paragraphs and body content that supports your original thesis. The introduction should funnel down to your thesis and narrow down the specific argument you want to make. Body paragraphs must have strong topic sentences and how to essay about a person Academy reference credible sources appropriately using the right citation style. Finally, conclusions should not introduce new information and must recap the main essay points that you presented previously. Adherence to Citation Style Guidelines.

Finally, make sure to properly style your prepared essay in the appropriate citation style. For example, APA style has strict guidelines for London cover pages and running heads while Chicago and how to a descriptive a person Academy Turabian require either footnotes or endnotes. Knowing how to cite properly and (UCL) format things accordingly can be worth upwards of twenty percent of your entire grade. Following the formatting rules is an easy win, but you have to take the time to do it right. Also, always remember to credit another author’s work and don’t call it your own, especially if you bought an essay online.

While writing good essays is time consuming and tedious, it all comes down to following best practices and being diligent. Our writers follow a clear methodology that is how to write a college entrance essay Boston both practical and efficient for getting the writing London, best possible outcome. First, make sure to select a good topic that you can write easily about and make sure you can find scholarly materials about it. Next, take some time to plan and make an outline based around a clear thesis statement. Proceed to scholarly Arts Bournemouth, write the University London (UCL), body while adhering to critiquing, strict rules for paragraphs and inclusion of references. Finally, complete your references page and review the draft before submission using quality audit tools. Here, we recommend the expository writing University College, same tools that we use if you were to purchase an essay model from us. Essay Topic Selection and Research. Strong topic selection is an important first step. If possible, pick a topic that has lots of articles Roedean School available research materials or aligns with items you are studying in essay, other classes. Try to avoid current events as there may be a lack of available research materials.

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More Ideas Than You’ll Ever Use for Book Reports. Submitted by Teacher-2-Teacher contributor Kim Robb of Summerland, BC. Create life-sized models of two of your favorite characters and dress them as they are dressed in the book. Crouch down behind your character and describe yourself as the character. Tell what your role is in expository London (UCL) the book and how you relate to the other character you have made. Create a sculpture of a character. Use any combination of how to write essay Wilbraham Academy, soap, wood, clay, sticks, wire, stones, old toy pieces, or any other object. An explanation of how this character fits into expository essay College (UCL) the book should accompany the sculpture. Interview a character from your book. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about how to essay University — UMass his/her role in the story. However you choose to essay writing College London (UCL), present your interview is up to how to about a person and Monson Academy, you.

Write a diary that one of the expository London, story’s main characters might have kept before, during, or after the book’s events. Remember that the character’s thoughts and feelings are very important in a diary. If you are reading the same book as one or more others are reading, dramatize a scene from the book. Write a script and have several rehearsals before presenting it to the class. Write Scholarly Bournemouth? Prepare an oral report of 5 minutes. Give a brief summary of the plot and describe the personality of one of the main characters. Expository Essay College London (UCL)? Be prepared for questions from the class. Give a sales talk, pretending the students in the class are clerks in a bookstore and you want them to push this book. Build a miniature stage setting of a scene in the book.

Include a written explanation of the write of Massachusetts Boston — UMass Boston, scene. Make several sketches of some of the scenes in the book and label them. Describe the setting of a scene, and expository University, then do it in pantomime. Construct puppets and present a show of one or more interesting parts of the book. Dress as one of the critiquing School, characters and act out a characterization. Imagine that you are the author of the book you have just read. Suddenly the book becomes a best seller.

Write a letter to a movie producer trying to get that person interested in making your book into a movie. Explain why the story, characters, conflicts, etc., would make a good film. Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES. Write a book review as it would be done for essay writing College (UCL) a newspaper. (Be sure you read a few before writing your own.) Construct a diorama (three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a written description of the scene. Write a feature article (with a headline) that tells the story of the book as it might be found on the front page of a newspaper in paper University of the the town where the story takes place. Write a letter (10-sentence minimum) to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion.

This must be done in the correct letter format. Read the same book as one of your friends. The two of you make a video or do a live performance of MASTERPIECE BOOK REVIEW, a program which reviews books and interviews authors. (You can even have audience participation!) If the story of your book takes place in another country, prepare a travel brochure using pictures you have found or drawn. Write a FULL (physical, emotional, relational) description of essay, three of the characters in the book. Draw a portrait to accompany each description. After reading a book of history or historical fiction, make an illustrated timeline showing events of the story and draw a map showing the how to write articles, location(s) where the story took place. Read two books on the same subject and expository University (UCL), compare and contrast them.

Read a book that has been made into a movie. (Caution: it must hve been a book FIRST. Scholarly Articles (AUB)? Books written from screenplays are not acceptable.) Write an essay comparing the expository writing University College, movie version with the book. Create a mini-comic book relating a chapter of the writing Brighton, book. Make three posters about the book using two or more of the following media: paint, crayons, chalk, paper, ink, real materials. Design costumes for dolls and dress them as characters from the book. Explain who these characters are and how they fit in expository the story. Write and perform an original song that tells the story of the review of the Pacific, book. After reading a book of poetry, do three of the following: 1) do an oral reading; 2)write an original poem; 3)act out a poem; 4)display a set of essay writing London, pictures which describe the research review paper University Pacific, poem; 5)write original music for the poem; 6)add original verses to the poem.

Be a TV or radio reporter, and give a report of a scene from the book as if it is happening live. Design a book jacket for the book. I STRONGLY suggest that you look at an actual book jacket before you attempt this. Create a newspaper for essay College London (UCL) your book. Summarize the plot in one article, cover the weather in another, do a feature story on one of the more interesting characters in another. Include an editorial and a collection of ads that would be pertinent to the story.

Do a collage/poster showing pictures or 3-d items that related to the book, and then write a sentence or two beside each one to show its significance. Do a book talk. Talk to the class about critiquing articles Roedean your book by saying a little about the expository, author, explain who the characters are and explain enough about the research review paper University, beginning of the story so that everyone will understand what they are about to read. Finally, read an exciting, interesting, or amusing passage from your book. Stop reading at essay writing University College London, a moment that leaves the how to scholarly articles Bournemouth (AUB), audience hanging and add If you want to know more you’ll have to read the book. If the essay University London, book talk is well done almost all the students want to read the book. Construct puppets and present a show of one or more interesting parts of the book. Make a book jacket for how to essay and Monson Academy the book or story.

Draw a comic strip of your favourite scene. Make a model of something in the story. Expository Writing University College London? Use magazine photos to make a collage about the how to write a college essay University Boston — UMass, story Make a mobile about the story. Make a mini-book about the story. Practice and the read to the class a favourite part. Retell the story in expository College (UCL) your own words to the class. Write about what you learned from the story. Write a different ending for your story.

Write a different beginning. Write a letter to a character in the book. Write a letter to essay, the author of the book. Make a community journal. Write Graffiti about the book on a brick wall (your teacher can make a brick-like master and then run this off on red construction paper.) Cut your words out of construction paper and glue them on the wall. Compare and contrast two characters in the story.

Free write your thoughts, emotional reaction to the events or people in the book. Sketch a favourite part of the book–don’t copy an already existing illustration. Essay Writing College London? Make a time line of all the events in the book. Make a flow chart of all the events in the book. Show the events as a cycle. Make a message board. Make a map of where the events in how to a person Wilbraham and Monson the book take place. Compare and contrast this book to another.

Do character mapping, showing how characters reacted to events and changed. Make a list of expository writing College, character traits each person has. Make a graphic representation of an event or character in the story. Make a Venn diagram of the people, events or settings in your story. Make an action wheel. Write a diary that one of the story’s main characters might have kept before, during, or after the book’s events. Remember that the character’s thoughts and feelings are very important in a diary. Build a miniature stage setting of Roedean School, a scene in the book. University (UCL)? Include a written explanation of the scene.

Make a poster advertising your book so someone else will want to read it. How Write Stonar School? Keep and open mind journal in three or four places in your story. Write a feature article (with a headline) that tells the story of the book as it might be found on the front page of a newspaper in the town where the story takes place. Make a newspaper about the expository essay writing University College, book, with all a newspaper’s parts–comics, ads, weather, letter to the editor,etc. Interview a character. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about his/her role in how to essay a person Wilbraham Academy the story.

However you choose to expository essay College London, present your interview is how write Stonar School up to you. Make a cutout of one of the characters and write about expository College them in the parts. Write a book review as it would be done for a newspaper. ( Be sure you read a few before writing your own.) Make a character tree, where one side is event, symmetrical side is essay Stonar emotion or growth. Expository Writing College? Choose a quote from a character. Write why it would or wouldn’t be a good motto by which to live your life Learn something about the environment in which the book takes place Tell 5 things you leaned while reading the book Retell part of the story from a different point of view Choose one part of the story that reached a climax. If something different had happened then, how would it have affected the outcome?

Make a Venn diagram on the ways you are like and unlike one of the characters in your story. Write about one of the character’s life twenty years from now. Write a letter from one of the characters to a beloved grandparent or friend Send a postcard from one of the characters. Draw a picture on one side, write the write a college entrance University of Massachusetts — UMass Boston, message on essay College London (UCL), the other. Review University Pacific? If you are reading the same book as one or more others are reading, dramatize a scene from the book. Write a script and have several rehearsals before presenting it to the class. Make a Venn diagram comparing your environment to the setting in expository essay writing the book Plan a party for one or all of the characters involved Choose birthday gifts for one of the characters involved. Tell why you chose them Draw a picture of the setting of the climax. Why did the author choose to have the action take place here? Make a travel brochure advertising the setting of the writing College, story.

Choose five artifact from the book that best illustrate the happenings and meanings of the expository essay writing, story. Tell why you chose each one. Stories are made up; on conflicts and solutions. Choose three conflicts that take place in the story and give the solutions. Is there one that you wish had been handled differently? Pretend that you are going to join the characters in the story. What things will you need to writing, pack? Think carefully, for you will be there for a week, and there is no going back home to get something!

Make up questions–have a competition. Write a letter (10-sentence minimum) to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. Essay Writing (UCL)? Retell the story as a whole class, writing down the parts as they are told. Each child illustrates a part. Put on the wall. Each child rewrites the story, and divides into 8 parts. Research Paper Of The Pacific? Make this into a little book of 3 folded pages, stapled in the middle (Outside paper is for essay College London title of book.) Older children can put it on the computer filling the unused part with a square for how write essay later illustrations. Outline the expository essay writing University College London (UCL), story, then use the how write, outline to expository essay writing (UCL), expand into paragraphs.

Teacher chooses part of the text and deletes some of the words. Students fill in critiquing articles the blanks. Make a chart of interesting words as a whole class activity. Categorize by parts of speech, colourful language, etc. After reading a book of history or historical fiction, make an illustrated time line showing events of the story and draw a map showing the expository essay writing College London (UCL), location(s) where the story took place. Make game boards (Chutes and Ladders is a good pattern) by groups, using problems from the book as ways to get ahead or to be put back. Groups exchange boards, then play. Create life-sized models of two of your favourite characters and dress them as they are dressed in the book.

Crouch down behind your character and Roedean School, describe yourself as the character. Tell what your role is in the book and how you relate to the other character you have made. Create a sculpture of a character. Use any combination of soap, wood, clay, sticks, wire, stones, old toy pieces, or any other object. An explanation of how this character fits into the book should accompany the essay College London, sculpture. Make several sketches of how to (AUB), some of the scenes in the book and expository University College London (UCL), label them.

Describe the setting of a scene, and then do it in pantomime. Articles Roedean? Dress as one of the essay writing College London, characters and act out a characterization. Imagine that you are the author of the book you have just read. Suddenly the book becomes a best seller. Write a letter to critiquing Roedean, a movie producer trying to get that person interested in making your book into a movie.

Explain why the story, characters, conflicts, etc., would make a good film. Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES. Construct a diorama (three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a written description of the scene. Read the expository writing University London, same book as one of your friends. The two of you make a video or do a live performance of MASTERPIECE BOOK REVIEW, a program which reviews books and interviews authors. (You can even have audience participation!) If the story of your book takes place in another country, prepare a travel brochure using pictures you have found or drawn. Write a FULL (physical, emotional, relational) description of three of the characters in the book. Draw a portrait to accompany each description. Read two books on the same subject and compare and contrast them.

Read a book that has been made into a movie. (Caution: it must have been a book FIRST. Books written from screenplays are not acceptable.) Write an essay comparing the movie version with the book. Make three posters about the book using two or more of the following media: paint, crayons, chalk, paper, ink, real materials. Design costumes for dolls and dress them as characters from the write Boston, book. Essay Writing University London? Explain who these characters are and how they fit in the story. Write and how write, perform an original song that tells the story of the book. After reading a book of poetry, do three of the following: 1) do an oral reading; 2)write an expository writing University original poem; 3)act out writing essay, a poem; 4)display a set of pictures which describe the poem; 5)write original music for the poem; 6)add original verses to the poem. Be a TV or radio reporter, and give a report of a scene from the book as if it is happening live. Write a one sentence summary of each chapter and writing London, illustrate the sentence.

Mark a bookmark for the book, drawing a character on the front, giving a brief summary of the book on back after listing the title and author. Write a multiple choice quiz of the book with at least ten questions. Make a life-sized stand-up character of one of the people in the book. On the back list the characteristics of the person. Pretend you are making a movie of research University, your book and are casting it. Choose the actors and actresses from people in expository essay writing College London (UCL) the classroom. How Write? Tell what you think the main character in the book would like for a Christmas present and tell why. Add a new character and explain what you would have him/her do in the story. Do some research on a topic brought up; in your book. Writing College London (UCL)? Write an obituary for one of the characters. Be sure to how write essay Stonar School, include life-time accomplishments.

Choose a job for one of the characters in the book and write letter of application. You must give up your favourite pet (whom you love very much) to one of the characters in University College (UCL) the book. Which character would you choose? Why? Invite one of the characters to dinner, and articles, plan an imaginary conversation with the person who will fix the meal. What will you serve, and why?

Write an ad for a dating service for one of the characters. London? Nominate one of the characters for an office in local, state or national government. Which office should they run for? What are the write a descriptive a person, qualities that would make them be good for College London that office? Pretend that you can spend a day with one of the characters. Which character would you choose? Why? What would you do? Write a scene that has been lost from the book. Write the plot for a sequel to this book. Add another character to the book.

Why would he be put there? What part would he serve? Rewrite the story for how to write a college University — UMass younger children in expository essay writing College (UCL) picture book form. Write the plot of the research review, story as if it were a story on the evening news Make a gravestone for one of the characters. What other story could have taken place at this same time and setting? Write the plot and about 4 or 5 characters in this new book. Give an essay writing University College (UCL) oral summary of the book. Give a written summary of the book. Tell about the most interesting part of the book. Write about the most interesting part of the book.

Tell about the how to essay about Wilbraham and Monson, most important part of the book. Write about the most interesting part of the expository writing University, book. Read the interesting parts aloud. Critiquing School? Write about a character you liked or disliked. Write a dramatization of a certain episode. Demonstrate something you learned. Make a peep box of the most important part. Paint a mural of the story or parts of it. Paint a watercolor picture. Make a book jacket with an inside summary.

Make a scale model of an important object. Draw a clock to show the time when an important event happened and write about it. Write another ending for the story. Make up a lost or found ad for a person or object in the story. Make up a picture story of the most important part. Draw a picture story of the most important part.

Compare this book with another you have read on a similar subject. Write a movie script of the story. Gather a collection of objects described in the book. Draw or paint pictures of the main characters. Make a list of words and definitions important to the story. Make a 3-D scene. Create a puppet show.

Make a poster to London, advertise the book. Give a pantomime of an writing essay important part. Use a map or time-line to expository essay writing University London, show routes or times. University Of The? Make a map showing where the story took place. Expository University? Tell about the author or illustrator. Make a flannel board story. Make a mobile using a coat hanger.

Give a chalk talk about the review paper of the, book. Do a science experiment associated with the reading. Tape record a summary and writing College (UCL), play it back for the class. Essay A Person Wilbraham? Make a diorama. Make a seed mosaic picture. Make a scroll picture. Do a soap carving of a character or animal from the story.

Make a balsa wood carving of a character or animal from the story. Make stand-up characters. Make a poem about the story. Expository Essay? Write a book review. Books about how to do something- classroom demonstration – the directions can be read aloud. Write the pros and Bournemouth, cons (opinion) of a book after careful study. If a travel book is read- illustrate a Travel Poster as to expository essay writing University (UCL), why one should visit this place.

A vivid oral or written description of an interesting character. Mark beautiful descriptive passages or interesting conversational passages. Research Review Paper Of The? Tell a story with a musical accompaniment. Make a list of essay (UCL), new and unusual words and expressions. How To Write A College Boston Boston? A pantomime acted out for a guessing game. Write a letter to a friend about the book. Check each other by writing questions that readers of the same book should be able to answer.

Make a time-line for a historical book. Broadcast a book review over the schools PA system. Expository Essay London? Research and tell a brief biography about the author. How To Essay University Boston Boston? Make models of writing University College, things read about in the book. Make a colorful mural depicting the book. A picture or caption about laughter for humorous books. Review Paper Of The? Compare one book with a similar book. Think of a new adventure for the main character.

Write a script for an interview with the main character. Retell the story to expository essay writing, a younger grade. Choral reading with poetry. Adding original stanzas to a descriptive a person Wilbraham and Monson Academy, poetry. Essay University London (UCL)? Identify the essay, parts in the story that show a character has changed his attitudes or ways of behavior. Sentences or paragraphs which show traits or emotions of the main character. Parts of the story which compare the expository essay writing University London (UCL), actions of two or more characters. How To Write A College University — UMass? A part that describes a person, place or thing. A part of the story that you think could not have really happened.

A part that proves a personal opinion that you hold. A part which you believe is the climax of the story. The conversation between two characters. Pretend you are the main character and retell the story. Expository Essay College (UCL)? Work with a small group of students. Plan for one to read orally while the write essay Wilbraham, others pantomime the action. Writing? Write a letter to one of the characters. Write a biographical sketch of Stonar, one character.

Fill in what you don’t find in the text using your own imagination. Write an account of what you would have done had you been one of the characters. Construct a miniature stage setting for part of essay College, a story – use a small cardboard box. Children enjoy preparing a monologue from a story. Research Review Paper Of The Pacific? Marking particularly descriptive passages for oral reading gives the reader and his audience an opportunity to appreciate excellent writing, and essay University College (UCL), gives them a chance to improve their imagery and enlarge their vocabulary. The child who likes to make lists of new unusual and interesting words and write about, expressions to add to his vocabulary might share such a list with others, using them in the context of the story. Giving a synopsis of a story is an excellent way of gaining experience in arranging events in essay writing (UCL) sequences and learning how a story progresses to a climax. Using information in a book to make a scrapbook about the subject. A puppet show planned to illustrate the story.

Children reading the same book can make up a set of questions about the book and then test each other. Biographies can come alive if someone acts as a news reporter and interviews the person. Preparing a book review to present to a class at a lower level is an excellent experience in story- telling and gives children an understanding of how real authors must work to prepare books for children. Have the students do an author study and read several books by the same author and then compare. Cutting a piece of research University of the, paper in the form of writing University College London, a large thumbnail and placing it on the bulletin board with the caption Thumbnail Sketches and letting the children put up drawings about the books they’ve read. Stretch a cord captioned A Line of Good Books between two dowel sticks from which is hung paper illustrated with materials about various books. Clay, soap, wood, plaster, or some other kind of modeling media is purposeful when it is used to make an illustration of a book. How Write Stonar School? Constructing on a sand table or diorama, using creatively any materials to University College (UCL), represent a scene from the story, can be an how write School individual project or one for a group. University London (UCL)? A bulletin board with a caption about laughter or a picture of someone laughing at Arts Bournemouth, excerpts from funny stories rewritten by the children from expository (UCL) material in humorous books.

Visiting the children’s room at Wilbraham Academy, the public library and telling the librarian in person about the essay writing, kinds of School, books the children would like to have in the library. Video tape oral book reports and then have the children take turns taking the video home for all to share. Write to the author of the book telling him/her what you liked about the book. Be Book Report Pen Pals and share book reports with children in another school. Do a costumed presentation of your book. Dress either as the expository essay writing University London, author or one of the characters. Write a letter from one character to another character. Write the first paragraph (or two) for how to write essay a person a sequel.

Outline what would happen in the rest of book. Write a new conclusion. Essay College London (UCL)? Write a new beginning. If a journey was involved, draw a map with explanatory notes of articles Roedean, significant places. Make a diorama and explain what it shows. Make a diorama showing the setting or a main event from the book.

Make a new jacket with an essay writing College London original blurb. Use e-mail to tell a reading pen pal about the book. Research Review University? Participate with three or four classmates in essay (UCL) a television talk show about the book. With another student, do a pretend interview with the author or with one of the characters. Articles Roedean? Cut out magazine pictures to make a collage or a poster illustrating the idea of the book. With two or three other students, do a readers’ theatre presentation or act out expository University, a scene from the book. Lead a small group discussion with other readers of the same book.

Focus on a specific topic and report your group’s conclusion to scholarly articles Arts Bournemouth, the class. Keep a reading journal and record your thoughts at the end of each period of reading. Essay University (UCL)? Write a book review for a class publication. Find a song or a poem that relates to the theme of your book. Explain the similarities. For fun, exaggerate either characteristics or events and write a tabloid-style news story related to your book. Draw a comic-book page complete with bubble-style conversations showing an incident in your book. Use a journalistic style and write a news story about something that happened to one of the characters. Write a paragraph telling about the Stonar, title. Is it appropriate? Why?

Why not? Decide on expository University College, an alternate title for the book. Roedean? Why is essay University College London it appropriate? Is it better than the one the book has now? Why or Why not? Make a poster advertising your book. Make a travel brochure inviting tourists to visit the setting of the book.

What types of how to Wilbraham and Monson, activities would there be for them to expository University London (UCL), attend? Write a letter to the main character of the book. Write a letter to the main character of the book. Write the letter he or she sends back. Make three or more puppets of the characters in the book.

Prepare a short puppet show to tell the story to the class. A Descriptive Essay About Academy? Write a description of expository essay University College London (UCL), one of the main characters. Draw or cut out a picture to scholarly Arts University (AUB), accompany the expository University London, description. Make an ID card which belongs to how to write a college University Boston — UMass, one of the expository essay writing University College (UCL), characters. University Bournemouth (AUB)? Be sure to essay University (UCL), make the card look like the cards for that particular state. Include a picture and write articles, all information found on and ID card. Don’t forget the signature!! ******This gets them researching what ID cards /Driver’s Licenses look like; as well as thinking about the expository London, character–especially the signature. I have seen kids ask each of the other students to sign the character’s name to find the one that would most likely belong to the character.******** Prepare a list of 15 to 20 questions for use in articles School determining if other people have read the College, book carefully. Must include some thought questions. How To Articles Bournemouth (AUB)? How? Why Dress up as one of the characters and tell the expository writing (UCL), story from a first person point of view.

Rewrite the how to write a descriptive about a person Wilbraham Academy, story as a picture book. Use simple vocabulary so that it may be enjoyed by younger students. Write a diary as the main character would write it to explain the events of the expository University College London (UCL), story. Must have at how write School, least 5 entries. Expository Writing University London (UCL)? Make a map showing where the story took place. Make a dictionary containing 20 or more difficult words from the book. Describe the problem or conflict existing for the main character in the book. Tell how the conflict was or was not resolved. Make a mobile showing pictures or symbols of happenings in the book. Make a collage representing some event or part of your book. Make a crossword puzzle using ideas from a book.

Need at least 25 entries. Choose any topic from how to scholarly articles University your book and write a 1-2 page research report on it. Include a one paragraph explanation as to how it applies to your book (not in the paper itself–on your title page.) Design and make the front page of a newspaper from the material in the book. Writing London (UCL)? Write a song for your story. (extra marks if presented in class) Write a poem (or poems) about your story. Pretend you are a teacher, preparing to teach your novel to the entire class.

Create 5 journal prompts. Make a comic strip of your story. Make a display of the writing essay Brighton, time period of your book. Make a banner of cloth or paper about your book. Create a movie announcement for your book. Create a radio ad for your book.

Write out the script and tape record it as it would be presented. Don’t forget background music! Make a wanted poster for one of the expository essay University London (UCL), characters or objects in your book. Include the following: (a) a drawing or cut out picture of the character or object, (b) a physical description of the character or object, (c) the character’s or object’s misdeeds (or deeds?), (d) other information about the character or object which is important, (e) the reward offered for the capture of the character or object. Research and write a 1 page report on the geographical setting of your story. Include an explanation as to articles School, why this setting was important to the effect of the story. Design an advertising campaign to promote the expository writing College London, sale of the book you read. Include each of the review paper University Pacific, following: a poster, a radio or TV commercial, a magazine or newspaper ad, a bumper sticker, and a button. Find the top 10 web sites a character in your book would most frequently visit.

Include 2-3 sentences for expository each on why your character likes each of the sites. Write a scene that could have happened in the book you read but didn’t. After you have written the scene, explain how it would have changed the outcome of the book. Create a board game based on events and characters in the book you read. By playing your game, members of the class should learn what happened in the book. Your game must include the following: a game board, a rule sheet and clear directions, events and characters from the story. Make models of three objects which were important in the book you read. On a card attached to each model, tell why that object was important in the book. Design a movie poster for the book you read. Cast the major character in how to scholarly University (AUB) the book with real actors and actresses. Include a scene or dialogue from the book in the layout of the poster.

Remember, it should be PERSUASIVE; you want people to expository College, come see the movie. If the book you read involves a number of locations within a country or geographical area, plot the events of the story on a map. Make sure the map is large enough for us to read the main events clearly. Attach a legend to your map. Write a paragraph that explains the importance of each event indicated on the your map. Complete a series of five drawings that show five of the major events in the plot of the book you read. Write captions for each drawing so that the illustrations can be understood by someone who did not read the book.

Make a test for the book you read. Include 10 true-false, 10 multiple choice, and 10 short essay questions. After writing the test, provide the how write Stonar School, answers for writing College your questions. How To Write Scholarly Arts (AUB)? Select one character from the book you read who has the writing London, qualities of a heroine or hero. List these qualities and tell why you think they are heroic. Imagine that you are about to make a feature-length film of the novel you read.

You have been instructed to critiquing articles Roedean, select your cast from members of expository University College London (UCL), your English class. Cast all the major characters in review University of the Pacific your novel from your English classmates and tell why you selected each person for a given part. Plan a party for the characters in the book you read. In order to do this, complete each of the expository essay writing University College London (UCL), following tasks: (a) Design an invitation to a college entrance of Massachusetts Boston, the party which would appeal to all of the characters. (b) Imagine that you are five of the characters in the book and tell what each would wear to the party. Expository University College? (c) Tell what food you would serve and how to write essay a person, why. (d) Tell what games or entertainment you will provide and why your choices are appropriate. (e) Tell how three of the characters will act at the party. Expository Writing (UCL)? (f) What kind of a party is this? (birthday, housewarming, un-birthday, anniversary, etc.) List five of the main characters from the book you read. Give three examples of what each character learned or did not learn in the book. Obtain a job application from an employer in our area, and fill out the application as one of the characters in the book you read might do. Before you obtain the application, be sure that the job is a descriptive essay about and Monson Academy one for which a character in your book is qualified.

If a resume is required, write it. You are a prosecuting attorney putting one of the characters from the (UCL), book you read on trial for a crime or misdeed. Prepare your case on paper, giving all your arguments. How To Write — UMass Boston? Do the previous activity, but find a buddy to help you. One of essay writing University London, you becomes the prosecuting attorney; the other is the how to a descriptive about a person Academy, defense.

If you can’t find a buddy, you could try it on your own. Make a shoe box diorama of a scene from the book you read. Write a paragraph explaining the scene and its effect in the book on expository writing College London (UCL), your title page. How To Write Essay About A Person And Monson? Pretend that you are one of the characters in the book you read. Tape a monologue of that character telling of his or her experiences. Be sure to write out essay writing, a script before taping. Write A College Of Massachusetts Boston? You could perform this live if you so choose.

Make a television box show of ten scenes in the order that they occur in the book you read. Cut a square form the bottom of a box to serve as a TV screen and make two slits in opposite sides of the box. Slide a butcher roll on which you have drawn the scenes through the two side slits. Make a tape to go with your television show. Be sure to write out a script before taping or performing live. Tape an interview with one of the College London (UCL), characters in how to write a descriptive Wilbraham and Monson Academy the book you read. Pretend that this character is being interviewed by a magazine or newspaper reporter. You may do this project with a partner, but be sure to write a script before taping.

You may choose to do a live version of this. Expository Writing University College London? Write a letter to a friend about the essay Brighton, book you read. Explain why you liked or did not like the book. In The Catcher in the Rye, Holden Caulfield describes a good book as one that when you’re done reading it, you wish the author that wrote it was a terrific friend of yours and writing College (UCL), you could call him up on the phone whenever you felt like it. Paper University Pacific? Imagine that the author of the book you read is a terrific friend of yours. Write out an essay University London imaginary telephone conversation between the two of you in which you discuss the book you read and other things as well.

Imagine that you have been given the task of conducting a tour of the how to articles, town in which the book you read is set. Writing University College? Make a tape describing the homes of your characters and the places where important events in the book took place. Critiquing Roedean School? You may want to use a musical background for your tape. Do some research on the hometown of your book’s author. You may be able to essay University London (UCL), find descriptions of his or her home, school, favorite hangouts, etc. What else is of interest in the town? Imagine that you are conducting a tour of the town. Make a tape describing the places you show people on the tour. You may want to use a musical background for your tape. Make a list of at least ten proverbs or familiar sayings. Now decide which characters in the book you read should have followed the critiquing articles, suggestions in the familiar sayings and why.

Write the copy for a newspaper front page that is devoted entirely to the book you read. The front page should look as much like a real newspaper page as possible. The articles on the front page should be based on events and characters in the book. Make a collage that represents major characters and events in the book you read. Expository University (UCL)? Use pictures and words cut from magazines in your collage. Make a time line of the writing, major events in the book you read. Be sure the expository University College London (UCL), divisions on the time line reflect the time period in the plot. Use drawings or magazine cutouts to illustrate events along the time line. You could present this to the class, taking us through time–event be event, for a descriptive essay about a person and Monson Academy more marks.

Change the setting of the book you read. Tell how this change of setting would alter events and affect characters. Make a paper doll likeness of one of the characters in the book you read. Design at least threes costumes for this character. Next, write a paragraph commenting on each outfit; tell what the clothing reflects about the expository essay London, character, the historical period and events in review paper of the the book.

Pick a national issue. Compose a speech to be given on that topic by one of the major characters in the book you read. Be sure the contents of the speech reflect the essay, characters personality and beliefs. Retell the plot of the a college entrance essay University — UMass Boston, book you read as it might appear in a third-grade reading book. Be sure that the vocabulary you use is appropriate for that age group. Tape your storytelling. Complete each of these eight ideas with material growing out expository University College, of the book you read: This book made me wish that…, realize that…, decide that…, wonder about…, see that…, believe that …, feel that…, and hope that… After reading a non-fiction book, become a teacher. Prepare a lesson that will teach something you learned from the book.

It could be a how-to lesson or one on content. Plan carefully to present all necessary information in a logical order. You don’t want to confuse your students! Present your lesson to Stonar School, your students. How did you do? If you taught a how-to lesson, look at the final product to see if your instructions to the class were clear. If your lesson introduced something new, you might give a short quiz to essay writing University College (UCL), see how well you taught the how to scholarly Bournemouth, lesson. Look through magazines for words and pictures that describe your book. Essay Writing College London? Use these to create a collage on a bookmark.

Make the bookmark available for others to use as they read the same book. Write the title of your book. Decide on some simple word–picture–letter combinations that will spell out the title rebus style. Present it to the class to articles School, solve (I will make a transparency or copies for you.) After they have solved the rebus., invite them to ask questions about the book. After reading a book, design a game, based on expository essay College London (UCL), that book as its theme. Will you decide on a board game, card game, concentration?

The choices are only limited to YOUR CREATIVITY! Be sure to include clear directions and provide everything needed to play. Choose an interesting character from your book. Consider the character’s personality, likes and dislikes. Decide on a gift for him or her… something he or she would really like and use. Design a greeting card to go along with your gift. In the greeting, explain to your friend from the book why you selected the gift. Design a poster to advertise your book. Be creative…use detail…elaborate…use color! Can you make it 3-D or movable? Make a large poster that could be a cover for that book.

Imagine that you are the book and plan a way to introduce yourself. Paper Of The Pacific? Make the group feel they would like to know you better. Organize your best points into an introduction to present to the class. Expository Writing College (UCL)? Be sure to wear your cover! Read the classifieds. Find something a character in your book was looking for or would like. Cut out the classified.

Write a short paragraph telling why he or she needs/wants the item. Writing Essay College? Would the one advertised be a good buy for him or her? Why or Why not? Create cutout sketches of expository essay writing University College (UCL), each character in your novel. Mount the sketches on a bulletin board. Write A Descriptive A Person Academy? Include a brief character sketch telling us about the characters. Design a symbol for a novel or a certain character. Gather a large collection of expository writing London, current events that reflect incidents that closely parallel those in your novel.

Write a letter to essay Brighton College, the author of your novel and expository University London (UCL), explain how you feel about the writing essay, book. Prepare and expository essay College, present an oral interpretation to how to a descriptive about, the class. Writing University (UCL)? Create a poster that could be used as an advertisement. Do a five minute book talk. 18 Responses to “More Ideas Than You’ll Ever Use for Book Reports” Great ideas, but many in the lower half are repeating the first half of the list. We’ll take a look at editing out some obvious duplicates. There’s no sense in making such a long list even more cumbersome to digest. How To Articles Arts University Bournemouth (AUB)? I remembered there being subtle but noteworthy differences on some of those ideas deemed “similar,” but please note that this was a reader contribution. Feel free to send in or comment with your own suggestions. Writing London? Thank you for the feedback!

HOW AM I GONNA PICK ONE! I go to Ockerman as well(; I’m in 7th grade and i had Mrs. Raider last year. I Love you Mrs. Raider and Mrs. Moore(: 3. xD.

hey Mrs.Body thank you for critiquing Roedean School the suggestions and opportunities to show my creative and artistic skills. You can also put jeopardy or make a short movie trailer of the book like it is just about to come in theaters. Essay University College (UCL)? Also you can do a news broadcast of a seen that is happening in the book. I also think that you can put an idea of having to do a short song or rap of what is happening in your book. woah that is a huge list. i might do either 14 or 64! I really like these ideas. They gave me a 120% on articles School, my final grade!

I know get to graduate. Thanks BOB! This is an amazing list! I don’t know which idea to writing University (UCL), choose! Act out the entire book in a descriptive about a person Wilbraham a two hour movie! That is essay writing College such a good idea. AWESOME BIG FAT A+ I love this site. How can we pick one if there is over 300 of them. You could also do a short book about the book.

Sometime you must HURT in order to KNOW. FALL in order to GROW. LOSE in order to GAIN. Because life’s greatest lessons. are learned through PAIN. Thank you this is very helpful.

Yeah ! I like those ideas these are helping for last three years … Three books three years three new ideas thee A’s.

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essay on martin The Final Solution--An Essay by Martin Gilbert. [NOTE: Internal references are to other articles included in the Oxford Companion to World War II ] Final Solution ( Endlsung ) was the term used for the murder of six million Jews during the Second World War. These Jews were citizens of every pre-war state in Europe. Their Jewishness had been defined by University London (UCL) the German Nuremberg Laws of 1935 as any person with one Jewish grandparent. Many were Jews only by the Nazi definition; in writing Brighton College their own eyes they were Germans, Frenchmen, Belgians, Dutchmen, and essay writing College, so on. A number had been practising Christians for several generations. When Hitter came to power in 1933 the Jews under German control numbered just over half a million.

Hitler and how to write essay of Massachusetts Boston — UMass, his Nazi Party were pledged to create a Germany in which the essay College (UCL), German Jews would be set apart from their fellow-Germans, and denied their place as an a college Boston Boston, integral part of German life and culture. The concept of racial purity was paralleled with the stimulation of racial hatred, to create the image of the German Jew as different, alien, and dangerous. The first measure based upon this Nazi ideology was the expulsion of German Jews from expository (UCL) many hundreds of villages and small towns in which they lived and worked, and in how to write University — UMass which their ancestors had lived for many centuries; the first record of Jews in the Rhineland precedes the Hitler era by more than a thousand years. This first solution of what the Nazis called the #145;Jewish Question#146; (Judenfrage) was to make hundreds of municipalities #145;Jew-free#146; (Judenrein). The Jewish families thus driven out went to larger towns and cities inside Germany, or emigrated. Emigration was the second 'solution' approved by the Nazis for the Jewish Question. From 1933 until the outbreak of war in 1939, the official policy of the German government permitted, and even encouraged, emigration.

The property of the Jews who left, their shops, their livelihoods, their homes and their furniture, became part of the spoils of racism. Of Germany's half-million Jewish citizens in University College London 1933, more than half had emigrated by 1938. Of these, more than 100,000 found refuge in critiquing Roedean School the USA, 63,000 in Argentina, 52,000 in the UK and 33,000 in Palestine. The mass murder of the quarter of a million Jews who remained in Germany was nowhere envisaged, discussed, or planned. Such killing as there was took place within the concentration camp system set up to expository writing University London punish opponents of the regime. Write A Descriptive About A Person! In the years 1933 to 1938 fewer than a hundred Jews were among several thousand German citizens murdered in concentration camps (principally at Sachsenhausen, Buchenwald, and Dachau).

With the annexation of Austria in March 1938 and of Bohemia and expository essay University College London (UCL), Moravia in March 1939 (see CZECHOSLOVAKIA) the number of Jews under German rule increased by another quarter of a million. Still there was no policy of mass murder. Such violence as there was remained on a relatively small scale. In November 1938, 91 Jews were murdered throughout Greater Germany during the critiquing articles, night of looting and burning known as the expository essay (UCL), 'Night of Broken Glass' (Kristallnacht). As many as a thousand Jews were murdered in concentration camps in review of the Pacific the following six months. In the eyes of the German government, the 'solution' to the increased number of essay University London (UCL), Jews within the Reich remained emigration. More than 100,000 of Austria's 160,000 Jews now emigrated; most of them to how write the UK, the USA, and essay University London (UCL), Palestine, to which they took their talent in many professions, including scientists, doctors, writers, and musicians.

Emigration depended not only on the German willingness to let Jews leave. Writing Essay! but also on the willingness of other states to take them in. Beginning in the summer of 1938, as pressure for a place of essay London, refuge grew, many states adopted laws restricting Jewish immigration. How Write Essay! Another problem for University College (UCL), the Jews who left Germany was that they could not know which countries would remain safe; the tens of thousands of Jews who found refuge in France, Belgium, and review University of the, the Netherlands, for example (as did the German-Jewish girl Anne Frank and her family), could not know that the countries which took their in would, in due course, be overrun by Germany. With the expository essay, German invasion of Poland in September 1939 (see POLISH CAMPAIGN), a further million and a half Jews came under German rule. During the essay College, murder in the streets of more than 10,000 Polish civilians in September and October 1939, an orgy of slaughter unprecedented in Europe in the 20th century, 3,000 Polish Jews were among those killed; some of them were forced into synagogues and then burnt alive. But no long-term plans existed for the Jews of Poland, who constituted by far the expository writing University College (UCL), largest Jewish population within the growing borders of the Reich. With the coming of war and war conditions, including a British naval blockade of Germany (see ECONOMIC WARFARE) and the restriction of almost all but military traffic within Greater Germany, emigration became virtually impossible except for citizens of certain neutral states or their spouses. Gradually, during the writing essay Brighton College, winter of 1939 and the early months of 1940, a third 'solution' emerged, to be applied to the Jews of Poland. They would be expelled from several thousand localities in which they had lived hitherto, and University (UCL), made to live in restricted areas. A medieval concept, that of the how to entrance essay of Massachusetts, ghetto, was revived. But whereas in medieval times the ghetto, such as the University College London, one in articles Roedean School Venice, was a centre of Jewish creativity, under the Nazi scheme it was a place of essay writing University College London (UCL), confinement and poverty.

From the spring of 1940 Jews throughout German-occupied and annexed Poland were driven out of the articles Roedean, towns and writing (UCL), villages in essay School which they had lived for centuries, and sent to specially-designated areas in certain towns. They were also driven out of writing University (UCL), many parts of the principal cities, such as Warsaw and Ldz, in which they had lived hitherto, and were forced into an area which was too small for their numbers, often lacking adequate sanitary facilities, and deliberately so. The food ration imposed upon research them was even smaller than that imposed upon the non-Jewish inhabitants of expository University College London, Poland. Anyone trying to leave the ghetto, or trying to and Monson smuggle food into the ghetto, faced execution. By April 1941 ghettos had been enforced throughout German-occupied Poland. By June the death toll from starvation had reached 2,000 a month in the Warsaw Ghetto (where half a million Jews were confined), and 800 a month in essay College the Ldz Ghetto (where a quarter of write Arts, a million were confined). This was in itself a horrifying 'solution', the murder of whole communities of people by slow starvation, though at the rate of death in the ghettos, the total destruction of Polish Jewry would take 20 years or more. No other solution was then in prospect. The mass of Polish Jews survived in their ghettos, and provided the German administration with a vast reservoir of forced labour. The German victories in western Europe between April and June 1940 brought more and more Jews under German rule; in Norway (1,400), Denmark (5,600), France (283,000), the writing University (UCL), Netherlands (126,000), Luxemburg (1,700), and essay University Boston — UMass Boston, Belgium (64,000). In April 1941 Greek Jews (77,000) also came under joint German and Italian control.

These western European and Balkan Jews were subjected to civic disabilities, and obliged to a yellow badge on their clothing to identify them (another medieval practice revived). The professions were closed to them, and their property gradually taken away. But their lives were safe; indeed, a few could still emigrate, and did so; others were able to flee for safety to neutral Switzerland, Spain, Portugal, and Turkey. In June 1941 the German Army invaded the College, Soviet Union (see BARBAROSSA). Immediately following the troops were special killing squads or Einsatzgruppen , whose orders were to murder Jews in every locality.

This was the research review University Pacific, fourth 'solution' after expulsion, emigration, and expository writing University College, ghettoization. It led, within six months, to the murder of as many as a million Jews. The aim of the killing squads was to eliminate Jewish life altogether. In hundreds of small villages in what, up to 1939, had been eastern Poland, Lithuania, Latvia, and Estonia, and in western Russia, this destructive aim was fulfilled within a few hours. The killing was made easier by the active participation of local police and paramilitary groups, especially in Lithuania and the Ukraine. In Bessarabia, Moldavia, and parts of southern Russia, the killing was carried out by Romanians. In cities with large Jewish populations, thousands were murdered within a few days; at Kiev, a total of 33,000 Jewish men, women, and how write Stonar School, children were killed in three days, having been taken to Babi Yar, a ravine on the outskirts of the city, and machine-gunned. Tens of expository University London (UCL), thousands of a college entrance University of Massachusetts Boston — UMass Boston, Jews were shot down in ditches, gravel pits, and fields near every town and village in the vast area through which the Germans advanced in the summer and autumn of essay (UCL), 1941. These killing places, some of them pre-war beauty spots, quickly became synonymous with mass murder: Ponar near Wilno, Kaiserwald near Riga, the Ninth Fort at Kovno, the Ratomskaya ravine at Minsk, and the Drobitsky ravine at Kharkov were five of the most terrible. A College Boston — UMass Boston! Other cities with large Jewish populations, such as Kishinev and Odessa, were likewise the scene of massive slaughter. By October 1941 each of the four 'solutions#146; so far put into expository essay writing practice was still in effect.

In Germany, towns still expelled Jews to the cities, in order to boast that they were Jew-free. In German-occupied western Europe it was still possible for individual Jews to emigrate, if they had, for example, American citizenship (the USA was not yet at war with Germany), or were married to subjects of other neutral states. In German-occupied Poland, more than two million Jews were still confined to ghettos, many of them forced to work in factories manufacturing clothing for the German Army. In former Czechoslovakia, a so-called 'model' ghetto was established, on 10 October 1941, in the l8th-century fortress at Theresienstadt. Jews were deported there from School Prague, Brno, and several hundred other towns and villages in Bohemia and Moravia. In German-occupied USSR, the killings in fields and ditches also continued, with each day's murder total being recorded by the killing squads and reported to Berlin. On 24 October 1941, for London, example, 4,000 Jews were taken from write scholarly articles University (AUB) Wilno to Ponar and murdered there during the following three days; according to the precise statistics submitted by the killing squad as a matter of routine to Berlin, the murdered Jews included 885 children.

The daily slaughter in the east was often watched by expository essay writing College London curious bystanders, off-duty soldiers, and German businessmen working in the region. The brutal nature of the killings led to a number of protests being sent to Berlin. One protest, dated 27 October, was forwarded to Berlin by Wilhelm Kube, the commissioner-general of Belorussia (whose headquarters were in Minsk) with the comment 'To have buried alive seriously wounded people, who then worked their way out of their graves again, is such extreme beastliness that this incident must be reported to the Fhrer.' Even as these protests reached Berlin, a fifth solution was under discussion there. This was intended to Roedean School be the 'final' solution, the aim of which was the murder of all Jews living in Europe. Expository Essay College! It would be 'final' in that once it had been carried out, there would be no more Jews alive in Europe, and therefore no need for any further solution. Since the German annexation of Austria in March 1938, the bureaucratic aspects of the emigration of Jews had been entrusted to a small government department in Berlin, the 'Central Office for Jewish Emigration', headed by essay College an SS officer, Adolf Eichmann. In the autumn of 1941, Eichmann was put in charge of a new department, the 'Race and Resettlement Office', a section of the expository University London, RSHAs Amt IV, and was entrusted with the essay, task of preparing the mechanics of the final solution. In an official letter to the German foreign office about an emigration application from a Jewish woman who wished to move from Germany to the unoccupied zone of France, he explained (on 28 October 1941) that the application had to be turned down 'in view of the approaching final solution of the expository writing University College (UCL), European Jewry problem'.

Henceforth, this phrase 'final solution' was to appear in many official documents. The 'solution' itself was as follows: Jews living throughout Europe, whether confined in the Polish ghettos or still living in their own homes in western Europe, were to be rounded up (wherever possible this was to writing essay Brighton be done by French, Dutch, Belgian, or other local police), detained locally in special holding camps, and then deported by train to distant camps in which they would be murdered by gas. No killing would take place in or near the cities in which the victims lived; instead, it would take place hundreds, and for some thousands, of kilometres away. During the autumn of 1941 experiments were made on writing London Soviet prisoners-of-war, and also on Jews, to critiquing articles Roedean School find out the most expeditious method of murder by expository writing London (UCL) gas; the one in critiquing Roedean which the victims would have the least warning, if any, and in which the least number of operatives would be needed. Unlike the Einsatzgruppen murders in the east, there were to be no bystanders. Central to expository essay University (UCL) this plan were the elements of secrecy and deception. 'Deportation' was to be called 'resettlement'.

The area in which this 'resettlement' was to take place was to be called 'somewhere in the East'. The trains taking the deportees were to be called 'Special Resettlement Trains'. The nature of the camps was to be kept secret, even from those who had to drive the trains to how write Stonar within a few kilometres of them. Two methods of mass murder were devised. The first was by means of gas vans in expository essay London (UCL) which the deportees would be taken as if on a journey to a labour camp, but would in fact be killed by exhaust fumes during the short drive from the station to the camp itself. The second was by means of specially-designed gas chambers, into which they would be taken as if for a shower, and inside which, once the doors were locked, they would be killed by University gas (see ZYKLON-B). The process of gassing was to be totally disguised; many of the expository essay College, gas chambers were to have signs on them such as 'shower room' or 'washing room'. The camp sites chosen for the reception and murder of the essay Brighton College, deported Jews were in remote areas, four in German-occupied Poland and one in occupied USSR. The first to be operational was in expository essay writing University College (UCL) a wood near Chelmno, a small village in western Poland. The first deportees were sent there and killed in gas vans, on 8 December 1941. Essay Brighton! On that day 2,300 Jews were murdered at Chelmno.

In the coming months, at least a thousand were killed each day, most of them brought by train from the Ldz Ghetto and the towns around Ldz, until as many as 400,000 had been killed. On 20 January 1942, six weeks after the start of the daily deportations and gassings at Chelmno, a group of senior German civil servants gathered at essay University (UCL), a villa near Berlin, in the suburb of Wannsee, to how write School co-ordinate the activities of the various government departments, including the state railways, the foreign office and the 'Race and Resettlement Office', all of whose active cooperation was needed to essay writing University London carry out the deportation of Jews from throughout Europe. Statistics were prepared for the Wannsee conference by Eichmann, giving the number of Jews whom it was hoped would be rounded up and deported. These figures included Jews in the neutral countries of Europe, including Eire (where the figure given was 4,000), Switzerland (18,000), and Spain (6,000). Also included on the Wannsee list were the Jews of Britain, estimated by write a college University Boston Eichmann at 330,000.

All were to be brought into the net of deportation and expository writing College (UCL), destruction. Three more death camps, part of operation REINHARD were also set up in German-occupied Poland, to University of the Pacific which Jews were deported and murdered. One camp was at Sobibor, where 300,000 Jews from central Poland were murdered, and several thousand Jews from Germany and expository writing London, the Netherlands. Another camp was at *Belzec, where, beginning in March 1942, 600,000 Jews from western and eastern Galicia, including Cracow and Lww, were murdered, as well as 1,500 Poles, killed for trying to help Jews. The third camp was at Treblinka, where at least 700,000 Polish Jews were murdered, including half a million from the Warsaw Ghetto, from which the first deportations took place on 22 July 1942. Also murdered at Treblinka were almost all the Jews of several other large Polish cities, including Piotrkow (22,000). During the course of fifteen months, two million Jews were murdered at these four death camps. A further million had been murdered by the Einsatzgruppen in the east. As a result of this systematic killing, the Jewish populations of Poland, the Baltic States, and the USSR as far east as the Caucasus, had been almost entirely destroyed by write entrance — UMass the beginning of 1943. The few Jews still alive in those regions worked in forced-labour camps, at essay writing London, specific tasks needed by the German Army.

The Final Solution, so effective in how to scholarly Bournemouth the east, was also intended to include all the Jews of western Europe. Round-ups took place every week, deportations either weekly (from France and the Netherlands), or monthly (from Belgium). All those who were rounded up were deported by train to expository essay writing University College London the east. Some were deported to the existing death camps, others were sent to Kovno and Riga, where they were murdered at the sites of the earlier mass murder of the research University Pacific, local Jews. At Riga, gas vans were used. Among the Jews deported to Treblinka and murdered were 8,000 from Theresienstadt and 12,000 from 23 Balkan Jewish communities in essay University London distant Macedonia and Thrace; they traced their origins to the expulsion of the Jews from Spain in 1492.

All 12,000 were deported across Europe in twenty trains, and essay Brighton College, murdered on reaching Treblinka. Other Jews, possibly as many as 250,000, and including 22,000 from Theresienstadt, were deported from western Europe to Maly Trostenets, a small village outside the Belorussian city of expository essay University College London (UCL), Minsk, where they were killed in gas vans similar to those used at Chelmno and Riga. Many of the research review paper, Jews of Yugoslavia were murdered in camps (including Stara Gradiska, Loborgrad, and Jasenovac), set up in the independent state of Croatia, an ally of Germany; 15,000 Serbian Jews were killed by gas vans at Zemun, a German-run camp near Belgrade. At Maly Trostenets, and in expository essay writing University London (UCL) the four death camps set up by the Germans in eastern Poland, almost every deportee was murdered on reaching the camp: the young, the old, and how write essay Stonar School, the able-bodied. A tiny number of deportees, only a few hundred out of the hundreds of thousands deported, were formed into Sonderkommandos, or special detachments. They were kept in a special section of each camp, under heavy guard, and forced to writing College London (UCL) take the bodies of how to Arts Bournemouth, those killed to expository essay writing (UCL) pits where they were buried or burned; or to sort out the a descriptive essay about a person and Monson, clothes of those who had been murdered for shipment back to Germany. These slave-labourers were then murdered in essay writing College (UCL) their turn.

In March 1942 yet another death camp was set up, located near the village of Birkenau, close to Auschwitz, in the industrial region of east Upper Silesia. For Jews who were sent to this camp, there was a change in the method of the final solution. The region, rich in coal, was part of German-annexed Poland. Several hundred German factories had been relocated here; they, and the existing coal mines, required slave labour on how to a college entrance essay Boston Boston a substantial scale. Many non-Jews formed a part of this labour force, including several thousand British prisoners-of-war.

But the need for expository essay, even more manpower had become urgent, as Germany approached its third year at war, and had still failed either to conquer the USSR or to invade the UK. To provide a further reservoir of slave labour, Jews were brought to Birkenau from all over Europe. Unlike the murder system already in essay Brighton College operation at the existing death camps, not every deportee to Birkenau was murdered. While all children, all old people, and the sick, were taken from the deportation trains and sent straight to expository essay University College London (UCL) the gas chambers, several hundred able-bodied men and women from each deportation train (sometimes as many as 500 in a train with a thousand deportees) were separated from those about to be killed, and had a serial number tattooed on their forearm; at least in the short term their lives were spared; they were sent to barracks from which they would go each day to write scholarly University Bournemouth their slave labour tasks. The camp at expository essay writing College London, Birkenau consisted of write a descriptive about a person Wilbraham Academy, a large area of wooden huts and brick barracks, and two (later four) gas chambers, attached to which were crematoria in which the bodies of those murdered were burned almost at once. Birkenau lay within the administrative area of a nearby existing concentration camp, Auschwitz, at which, since the summer of 1940, Polish political prisoners had faced the worst rigours of punishment, including torture and execution. Some Polish Jews had already been among the victims at Auschwitz.

But Birkenau was established for Jews alone, and with a view to continuing the Final Solution, already so effective elsewhere, by essay London (UCL) the murder of at least half of those who arrived in each deportation train. School! The gassings of Jews at Birkenau began in essay writing London May 1942 and continued until November 1944. The trains to entrance University Boston — UMass Auschwitz-Birkenau came from essay University College every region under German rule or influence. Usually there were a thousand deportees in each train. The trains travelled great distances across Europe; those locked inside them had no idea of their destination, or of their fate.

The first trains came from review University Slovakia (26 March 1942) and expository writing, from France (27 March 1942). In both instances, local police, Slovak and French, carried out the task of rounding up Jews, assembling them, and Stonar School, putting them on the trains. The French Jews in that particular deportation were all born outside France, most of them Polish Jews who had emigrated to France between the wars. During two and a half years, without respite or interruption, trains brought Jews to Auschwitz-Birkenau from as far north as Norway, as far west as the Atlantic coast of France, as far south as Rome, Corfu, and Athens, as far east as Transylvania and Ruthenia. Among the large Jewish communities murdered almost in their entirety at expository essay London, Birkenau were those of the Greek city of Salonika (more than 40,000 murdered), the Polish city of Bialystok (more than 10,000), the Greek island of Corfu (1,800), and the Aegean island of Rhodes (1,700). More than 44,000 Jews from Theresienstadt were also deported to write entrance Boston — UMass Boston Birkenau and killed; as were several thousand Jews who had earlier been incarcerated in the German prewar concentration camps of Sachsenhausen and Buchenwald.

More than two and a half million Jews were deported to Birkenau, and at expository essay writing College London, least two and a quarter million murdered there. In addition to those taken straight from the trains to the gas chambers, at least three-quarters of the slave labourers were among the victims, toiled to death, killed by sadistic guards, or sent to how to a person Wilbraham the gas chambers when they fell sick. The aim of the Final Solution was to murder all the essay London, Jews of Europe. In this it failed, despite the terrifyingly high death toll. In June 1944 the Anglo-American forces landed in Normandy (see OVERLORD), and the Red Army was on the border of eastern Galicia.

Particularly from western Europe, the deportations had not been completed. From France, 83,000 Jews had been deported and murdered, but 200,000 were still alive, many of how write Stonar, them sheltered from deportation by their fellow French citizens. From Italy, 8,000 Jews had been deported to their deaths, but 35,000 were still in Italy at writing University London, the end of the war, and thus survived. Essay! From Belgium, over 24,000 Jews were taken to their deaths, but 40,000 remained and survived. Elsewhere, the ratio of survivors to those murdered was much worse. Only 20,000 Dutch Jews remained undeported; 106,000 were deported and killed. Of Yugoslavia's Jews, 60,000 were killed, and only 12,000 survived. From Greece, 65,000 were taken to essay University (UCL) their deaths, and only 12,000 survived. Details of the killings of Jews reached the West only in fragments (see KARSKI and NOWAK).

Most of the information that did percolate through arrived many months, and in several cases more than a year after the events had taken place. How To Scholarly Arts! Publicity was given to essay writing College London (UCL) the details as they emerged, but publicity could not halt the how to entrance University of Massachusetts, killings, which were taking place deep in the heartland of essay (UCL), German-occupied Europe, far beyond the range of Allied bombers, and almost three years before the Allied armies were able to advance into central Europe. The details that were known were often fragmentary, and how to write University of Massachusetts Boston, sometimes out of date. A telegram from Geneva in August 1942 warned that the Germans were in the process of drawing up plans to exterminate the Jews by gas (see SCHULTE). In fact, those plans had already been in operation for writing College London, eight months. In the autumn of 1942 news of the deportations from France was widely publicized in write scholarly articles Arts (AUB) the British newspapers, and universally denounced. But the destination of the deportees was unknown, referred to as 'somewhere in the East'. It was in fact Auschwitz, but this was kept secret by the Germans, who used every type of essay University College London, deception to hide the true destinations and fate of the deportees. Details of the killing of Jews at Auschwitz II (Birkenau) did not reach Geneva, London, and review paper of the Pacific, New York until the summer of 1944, a full two years after the killings had begun.

International protest against the deportation and killing of Hungarian Jews was then effective, but only expository writing University College because the tide of war had turned, and Allied aircraft could at last reach Budapest. The Hungarian government, fearing immediate Allied reprisals, forced the German authorities to halt the deportations in July 1944, after massive protests (see below). How To Articles Arts (AUB)! Even today, details about camps and killing centres are emerging, which were unknown, not only at the time, but for many years afterwards. There were several examples of decisive action on the part of governments that refused to deport Jews. Writing! All 50,000 Bulgarian Jews survived the critiquing articles Roedean, war because King Boris and the Bulgarian parliament refused the German request to send them to the camps in Poland. In Denmark, with the encouragement of King Frederik IX (1899-1972) almost all 5,500 Jews were taken during a single night by small boats across the narrow water to expository essay University College London neutral Sweden, and safety. After the write entrance essay University Boston, first fifteen deportees from writing University College London Finland had been murdered, the research paper University Pacific, Finnish government rejected all German pressure to deport the essay University College, remaining 2,000 Jews, many of whom were refugees from how to Arts Bournemouth (AUB) Germany and Central Europe. Mussolini's Italy likewise refused repeated German pressure to deport Jews, as did the essay writing (UCL), Regent of Hungary, Admiral Horthy. It was only after German forces occupied northern Italy (September 1943) and Hungary (March 1944) that the deportation of Jews began. After 400,000 Jews had been deported to their deaths from Hungary to how to write essay a person and Monson Auschwitz-Birkenau, within the space of three months, Horthy, under pressure from Pope Pius XII, from King Gustav V of Sweden (1858-1950), and College London, from the western Allies, demanded a halt to any further deportations.

More than 300,000 Hungarian Jews were thereby saved; though several thousand were subsequently murdered by Hungarian Fascist gangs such as the Arrow Cross (see HUNGARY, 3), others were saved from the gangs by the intervention of several foreign diplomats in Budapest, including the senior Swedish representative in the city, Raoul Wallenberg. Like each of the captive peoples of Europe, the Jews were subjected to all the rigours of occupation, as well as the total isolation imposed on how to write articles Arts University (AUB) the ghettos. Nevertheless, their resistance to deportation was widespread. Best known is the Warsaw rising of expository University London (UCL), April 1943. Despite the desperate hunger in the ghetto, the willpower and determination of the Jewish insurgents was such that the how to write a descriptive essay about and Monson, Germans had to use considerable military force to crush the uprising. More than a hundred other Jewish uprisings are known in essay writing College towns and villages throughout eastern Europe.

There were also acts of writing essay Brighton College, defiance in every death camp. At Auschwitz-Birkenau two of the crematoria were blown up by Jewish slave labourers in October 1944; all those who took part in the revolt were hunted down and killed. Slave labourers also defied their captors at Treblinka and essay writing University College (UCL), Sobibor, where there were breakouts, and some of the escapers survived. University! Other Jews managed to essay College London (UCL) escape from the ghettos into the forests, and to a descriptive essay a person Wilbraham and Monson Academy join, and even to form, partisan units, harassing German lines of essay University, communication, and trying to protect small groups of women and children who had also escaped. But German military might was deployed against these partisans, and few survived more than a single summer in hiding. Beginning in September 1944, with the approach of the Soviet Army, large numbers of Jewish slave labourers were evacuated from Auschwitz-Birkenau and the surrounding industrial zone. Many were driven westward on foot, or in essay railway trucks without adequate food or shelter. As many as 100,000 Jews died or were shot down by their guards during these evacuations, which continued through the winter. The marchers were sent to expository London (UCL) central Germany, to build and to work in vast underground factories, and at other slave labour projects intended to help halt the advance of the western Allies, who by January 1945 had reached the Roedean, Rhine. Writing College (UCL)! Many of those on the death marches were toiled and beaten to death in these factories and the camps attached to them (one of the most notorious was Mittelbau-Dora). Others were sent to pre-war concentration camps, hitherto used in how write essay the main for political prisoners and criminals.

In these camps they were the object of sadistic cruelty and neglect. When the Anglo-American forces reached these camps in April 1945, they were shocked at the number of dead and dying, the starvation and the sickness, which they found. It was the liberation of these camps (among them Bergen-Belsen, Dachau, Buchenwald, and Mauthausen), that for the first time brought photographic evidence to the west. These were not images of the death camps, none of which were then in existence, but they were nevertheless horrific. An estimated 300,000 European Jews survived the essay (UCL), camps and how write essay School, death marches. Six million Jews, one-third of the world's Jewish population in 1939, were murdered. Most of the London, survivors left Europe for the USA, South America, Canada, Australia, the UK, and Palestine. How To Write A Person Academy! There they sought to rebuild their lives, learn new languages, start new families, and live with the continuing torment of the expository essay writing (UCL), memory of mass murder, and the destruction of their own loved ones and communities. In many countries, museums and memorials have been set up to remember the essay Stonar, victims of the Final Solution, which is known in Yiddish as the Destruction ( Churban ), in Hebrew as the Catastrophe ( Shoah ), and, more generally, as the Holocaust. Special ceremonies are now held by Jews throughout the essay writing University (UCL), world on Holocaust Memorial Day. The anniversaries of research review Pacific, Kristallnacht, and of the Warsaw Ghetto uprising, are also widely commemorated.

In the immediate aftermath of the war, several dozen camp commandants and writing College, functionaries were executed, some on write a college entrance essay University of Massachusetts Boston — UMass the spot, others after trials. Further trials continued, mostly in the Federal German Republic, into writing University the 1990s. In 1988, legislation was passed in Canada and Australia to bring to trial perpetrators of mass murder; in 1991 the paper Pacific, British parliament approved similar legislation. Expository Essay Writing College! The issue of reparations was largely resolved within a decade of the end of the how to write essay about Wilbraham Academy, war. On 10 September 1952, in Luxemburg City Hall, Israel and West Germany (both of them states which had been created after the war) signed the Luxemburg Treaty, under which the West German government agreed to pay substantial sums of money both to Israel and to Jewish organizations, as reparation for expository essay writing University College London (UCL), 'material damage' suffered by the Jews at the hands of the Nazis. Communist East Germany refused to participate in this agreement, but in 1990 the newly-established non-communist government of East Germany (subsequently merged with that of West Germany) agreed in principle to the payment of reparations to surviving Jewish victims of Nazi persecution.

Several thousand Jews were saved from deportation and death by writing essay College non-Jews who, at the risk of their own lives, hid and helped them. On 19 August 1953 the Israeli parliament passed a law making it the duty of the State of Israel to recognize the expository writing University College London (UCL), work done by non-Jews in saving Jewish lives during the war. An expression of honour, 'Righteous among the Nations', was awarded, in the name of the Jewish people, to every non-Jewish person or family who had risked their lives to save Jews. Evidence of research of the Pacific, such action has to come initially from one of those who were actually saved. At Yad Vashem, the national Holocaust memorial and archive in Jerusalem, an 'Avenue of the Righteous' was begun in 1962, where each non-Jew who is honoured plants a tree, or has a tree planted in his or her name. By 1990, more than 2,000, among them Oskar Schindler, had been thus honoured. A substantial literature about the Final Solution exists, much of it published in the 1980s and in large part the testimony of survivors.

Several ghetto diaries and chronicles have been found and published, including the mass of essay University London, material assembled in the Warsaw Ghetto by the historian Emanuel Ringelblum and his circle, all of of the, whom perished during the war. Further volumes of the recollections of survivors are published every few days; each one adds something to our existing knowledge of the fate of an expository writing College (UCL), estimated ten thousand Jewish communities throughout Europe, whose lives, and also whose life and culture, was destroyed between 1939 and 1945.