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The similarities between a five paragraph essay and an article are quite numerous but for the reason of this discussion just the relevant ones will be picked and discussed. An article is a piece of writing mostly nonfiction about the contemporary happenings in the society. It comes in various sizes of length and is usually for the newspaper, magazine, journals or books of reference. A five paragraph essay is an essay that has all the ideas written and organized in five paragraphs. The essay is usually a prose and can be descriptive, argumentative, expository, imaginative, or analytical in nature, and usually from a personal view point. The similarities between writing a five paragraph essay and an article is that first an article contains paragraphs and an article may be five paragraphed. This simply means that both kinds of writing have their ideas developed sequentially in paragraphs following a logical sense of development of the idea and topic of discussion. This data has been written with the help of Essay Freelance Writers.

Another similarity is that both kinds of writings do not have address of both the writer and the person being written to in the case of an article. Since Guidelines For Critical Thinking is for publication, it is normally assumed that it carries an address of the writer and the publisher, but that is only obtainable in letters. The same applies for an essay. Essays are mainly for students and for academic purposes; it does not require an address of the writer. In addition to that, there are no salutations in both kinds of writing. There is no need for a "dear sir or ma" in a five paragraph essay nor in an article. The same goes for a complimentary conclusion. Hence the need for a "yours faithfully" is overruled in both kind of writing. Both kinds of writing could have the same nature depending on the topic of discussion. That is they could both be descriptive, narrative, expository as the case maybe. An article as well as a five paragraph essay would have information to offer the reader, and could criticize an issue or try to persuade the reader with ideas on a particular issue.

Analytical Essay Troubleshoot: Real Writers Do Essays Today which is a by-product of Poststructuralism has had special placement in the English Curriculum in Australia and I suspect that its demise will only lead teachers astray in the real and discerning functions of the subject English in Australian society. Brecht (1993, as quoted in Pope, 2002:81) notes: “A man with one theory is lost, he needs several of them - or lots! He should stuff them in his pocket like newspapers”. Ignoring his gendered-specific way of commenting, we can only reflect on the advantage of having a theoretical framework from which effective English teaching should be based. This essay used the picturebook The Rabbit as a specimen through which premises of Poststructuralism and Postcolonialism could be applicable and useful. It shows elements of colonisation of a particular place, this time, Australia, racial and ethnic stereotypes in black-white relations through binary oppositions, the notion that knowledge and familiarity of language and systems are powerful and the decentring and marginalisation of the Aboriginal culture.

These readings call for appropriate moral and ethical responses from readers and this activity can be reviewed, affirmed and realised in the English classroom. Such is the pertinent role of the subject English in exploring the practical, cultural and in Kress’ (1996:13) term ‘technological’ resource of our society. ACARA , 2011, The Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority, Australia. Bradford, C., 1993, ‘The Picturebook: Some Postmodern Tensions’, in Papers, Vol.4, No.3, pp.10-14. Corcoran, B., 1994, ‘Balancing Reader Response and Cultural Theory in Practice’, in Knowledge in the Making: Challenging the Text in the Classroom, Boynton/Cook Publishing, Portsmouth, NH, pp.3-23. Croker, B., 2010, ‘Reading the Contemporary Picture Book: Negotiating Change’, in Visual Literacies. Gribble, J., 1993, ‘Why Teachers Don’t Need Critical Theory’, in English in Australia, no. 103, March, pp. Kress, G., 1996, ‘Reimagining English: Curriculum, Identity and Productive Futures’, Idiom, No. 2, pp.11-19. Macken-Horarick, M., 2009, ‘Navigational Metalanguages for New Territory in English: The Potential of Grammatics’, in English Teaching: Practice and Critique, Dec. 2009, Vol.8, No.3, pp. Macken-Horarick, M. and Morgan, W., 2008, ‘Getting Meta: Reflexivity and Literariness in Secondary English Literature Course’, in English Teaching: Practice and Critique, May 2008, Vol. Marsden, J. and Tan, S., 2010, The Rabbits, Lothian, Melbourne. Mellor, B. and Patterson, A., 2007, ‘Poststructuralism in English Classroom: Critical Literacy and After’, in International Journal of Qualitative Studies in Education, Vol.17, No. 1, pp.83-98. Perdon, R., 2010, Footnotes to Philippine History, USA: Universal Publishers. Pope, R., 2002, The English Studies Book, 2nd Edition. Pride, A., 1994, ‘Ethics, Criticism and Creativity in a Post-PostStructuralist Classroom’, in English in Australia, No. 109, September, pp.57-75. Queensland Studies Authority, 2003. Brisbane, Queensland. WRITING THE LITERARY ANALYSIS ESSAY , L., 2008, ‘Comparing and Composing Digital Representations of Literature: Multimedia Authoring and Meta Communicative Knowledge’, in New Literacies in the English Curriculum, London: Continuum. Comments are not for promoting your articles or other sites.