Great Writing 3 Unit 1 Lecture

1,582 views
1,079 views

Published on

For Sangmyung University Writing 4 Class

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,582
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
35
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Great Writing 3 Unit 1 Lecture

  1. 1. Unit1: IntrotoParagraphs
  2. 2. Paragraph Mechanics
  3. 3. Page 1: What’s a Paragraph Letter > word > sentence > paragraph > essay
  4. 4. Page 2: 3 Main Parts of a Paragraph 1 2. 3. Topic sentence Supporting sentences Concluding sentence Topic Sentence = main subject + controlling idea Cars can be used in many different situations. Cars have changed enormously in the past 50 years.
  5. 5. Page 5: Five Features of a good topic sentence 1. Guide paragraph – what’s coming 2. Not well-known fact – be interesting! 3. Be specific – contain details 4. But not too specific – if too specific, you have nothing to write about! 5. Must contain controlling idea
  6. 6. 1. Digital cameras •Have more features than film cameras
  7. 7. Page 3 Activity 1 • Choose the best sentence. Put a check. 1.A 2.B 3.B 4.A 5.A
  8. 8. Page 6 Activity 3 • Thinking about the previous page, choose the best topic sentences in this activity. • Underline the controlling idea. 2. Dolphins : nature’s most incredible animals 3. Ninio’s Pizzaria : wide selection of foods 4. Snowboarding : interesting history 5. Seashells : great souvenirs
  9. 9. Page 9: Activity 6 • Read the paragraphs, and write a good topic sentence with controlling idea. 1. If you’re looking for a good way to stay in shape, running is one of the best exercises around. 2. Getting a job is difficult, but there are six steps than can really make it easier for you.
  10. 10. Page 11: Activity 7 Brainstorming • Let’s think about our first paragraph. Choose one the the topics and brainstorm ideas about the topic. Come up with four ideas about the topic. • Write a topic sentence about the topic. • On page 12, write a paragraph. • Exchange your paragraph with a partner. Read your partner’s paragraph and ask a question or two about it. Underline your partner’s topic sentence. • Now, return the paragraph. LOOK at your paragraph. Did your partner underline the correct topic sentence?
  11. 11. Homework •Page 17 Activity 12 •(Look at internet practice icons in book) these are related: •Page 18 Activity 13 •Page 20 Activity 15 (supporting sentences. Study page 12-13) •Page 21 Activity 16
  12. 12. Week 3 • Schedule coming soon • Unit 1 continued • Keep writing portfolio Warm Up – Take 5 minutes to write about anything you want in your notebook. Don’t worry about grammar or punctuation.
  13. 13. Page 17 Language Focus • Many scientist = many scientists Activity 12 Editing for Noun Forms
  14. 14. ConcludingSentences:Page22
  15. 15. Page 22 Concluding sentences A concluding sentence wraps up the paragraph. Let’s the reader know you’ve finished. Features: 1. Usually last sentence. 2. Let’s reader know you’ve finished. 3. Brings a logical conclusion. • Restate main idea (but not exactly the same!) • Offer a suggestion, give opinion, or make a prediction.
  16. 16. Page 22 Continued: Example: Look at Paragraph 6 (Page 15) Topic sentence: One of my greatest vacations was spent in Washington, D.C. Concluding Sentence: Clearly, Washington, D.C. has a lot to offer visitors! Transitions with Concluding Sentences because of all of this as a result clearly Etc.
  17. 17. Page23 – Activity 17 Practicewritinga concludingsentence. • Write concluding sentences for the paragraphs on pages 9 & 14. • What does the sentence do? Page 23 Four Features of Well-Written Paragraph 1. Topic sentence states main idea 2. All sentences about one topic 3. First sentence is indented 4. Concluding sentence makes logical conclusion
  18. 18. Page24–Activity18 Analyze aparagraph
  19. 19. • Activity 21 = extra practice • Check your answers with a partner… Page26 – Activity 20 – Vocabulary WordAssociations (website has flash cards) circlethe correctword
  20. 20. • First Draft • Brainstorm for ideas • Follow the guidelines on page 28 • Bring all to class • Paragraph should be In book, notebook or printed Assignment1 (Start with Activity22 Page28)
  21. 21. Checklist
  22. 22. Peer Editing • Why peer review?
  23. 23. Also…. • Learn how to read carefully, with attention to the details of a piece of writing (whether their own or another writer's); • Learn how to strengthen their writing by taking into account the responses of actual and anticipated readers; • Make the transition from writing primarily for themselves or for an instructor to writing for a broader audience-a key transition for students as they learn to write university- level papers and as they prepare for post-graduate work; • Learn how to formulate and communicate constructive feedback on a peer's work; • Learn how to gather and respond to feedback on their own work. Source: http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.UyvG662Sxqs
  24. 24. Tips for peer editing: Page 30
  25. 25. PeereditingSheet1–Page239
  26. 26. Portfolio 10%

×