In the essay. the author clearly defines his place or attitude to the topic. He shows esteem and grasp for the Dr. Tao. In add-on to that. he vividly and intelligently strives to reply the inquiries that linger in the heads of the readers of the essay ( Shields. 2010 ) . Detailss of why the talk room was full at the beginning of the essay are answered to the content of the reader. Other important information about Dr. Tao is answered in the class of reading.
Ranging from the educational background of Dr. Tao his household. accomplishments and his hereafter undertakings are outlined professionally ( Roen. Glau. & A ; Maid. 2008 ) . In add-on. the essay focuses on a inquiry that develops the full essay. The overpowering turnout in the talk followed by the petition from the pupils for autographs from Dr. Tao forms the footing of the geographic expedition. This creates inquiries in that connexion. Why do the pupils all of a sudden decide to go to the talk? Why do the pupils request for autograph signatures from the lector?
Who is the lector? What impact did he do that interested the pupils? Developed backwards the author quenches the questions of the readers. An luxuriant illustration is his mention to the resolution of the jobs on premier Numberss ( Roen. Glau. & A ; Maid. 2008 ) . Furthermore. the author had expectancy of farther inquiries about the topic. For that6 ground. he gives the background of the topic to understand the scenario at the beginning of the essay and goes farther to give the information available about him.
From the awards. the engagements of Dr. Tao and the hereafter that is expected from him. The author explores the topic in diverse position the leaves the reader merely desiring more ( Roen. Glau. & A ; Maid. 2008 ) . REFERENCES Shields. M. ( 2010 ) . Essay Writing: A Student’s Guide. London: SAGE Publications Ltd. Roen. D. . Glau. G. R & A ; Maid. B. M. ( 2008 ) . The Brief McGraw-Hill Guide. Writing for College. Writing for Life. New York. NY. McGraw-Hill Higher Education.