Developing Ideas for
Writing a Paragraph
WTUC
March 8, 2007
Goal
• To learn how to brainstorm ideas for
writing
• Language Focus: Identifying verbs in
sentences
Brainstorming
• Write quickly all the thought that come
into your head
• Don’t think whether the idea is good or
not
• Sim...
The Importance of Brainstorming
Brainstorm by…
• Thinking about the topic first and then
• Writing words and ideas
• The f...
How Brainstorming Works
• It’s not a linear or a consecutive process
• Messy process
• Move from one idea to another
• Cro...
Topics A-C
• Choose a topic you would like to write
about and brainstorm ideas
• 3 minutes
Pages 31-33
Subject-Verb Agreement
• All sentences in English contain a verb
• The regular present tense has two forms:
the base form ...
Tips
• The form of the verb depends on the
subject of the sentence.
• First find the subject, then you can write
the verb ...
Language Focus
1. Live (most people)
2. is (a pair)
3. Carries (Joseph)
4. is (main method)
5. are (trees)
6. revolves (ea...
Activity 4, pp. 36–37:
Paragraph 13, p.36:
• she really doesn’t,
• class begins,
• she usually arrives,
• she has to tell,...
Building Better Sentences
• Page 229-230
• Practice 3, pp. 232-233:
• A. Charlotte is a kindergarten teacher at
King Eleme...
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Unit 2 Basic Writing

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Unit 2 Basic Writing

  1. 1. Developing Ideas for Writing a Paragraph WTUC March 8, 2007
  2. 2. Goal • To learn how to brainstorm ideas for writing • Language Focus: Identifying verbs in sentences
  3. 3. Brainstorming • Write quickly all the thought that come into your head • Don’t think whether the idea is good or not • Simply write to get your ideas on paper • Storm of ideas Page 29
  4. 4. The Importance of Brainstorming Brainstorm by… • Thinking about the topic first and then • Writing words and ideas • The first step in writing is THINKING Page 30
  5. 5. How Brainstorming Works • It’s not a linear or a consecutive process • Messy process • Move from one idea to another • Cross out words, draw lines to make connections, and change their minds • Cycle with steps that repeat continually • Associating ideas, one idea produces another • List, cluster • Visualize the paragraph Pages 30-31
  6. 6. Topics A-C • Choose a topic you would like to write about and brainstorm ideas • 3 minutes Pages 31-33
  7. 7. Subject-Verb Agreement • All sentences in English contain a verb • The regular present tense has two forms: the base form and the ‘s’/ ‘ies’ form • For example − Prepare I prepare. They prepare. − Prepares He prepares. • 3rd person singular (he, she, it) uses the ‘s’ form
  8. 8. Tips • The form of the verb depends on the subject of the sentence. • First find the subject, then you can write the verb correctly. • A prepositional phrase includes a preposition (for example ‘for’, ‘at’, ‘from’, ‘by’, ‘with’, ‘without’, ‘in’, ‘of’) and the noun or pronoun that follows − The owner of these restaurants is Italian. -Preposition (of); Noun (restaurants)
  9. 9. Language Focus 1. Live (most people) 2. is (a pair) 3. Carries (Joseph) 4. is (main method) 5. are (trees) 6. revolves (earth) -for more info… List location or contact for detailed schedule (or other related documents)
  10. 10. Activity 4, pp. 36–37: Paragraph 13, p.36: • she really doesn’t, • class begins, • she usually arrives, • she has to tell, • Her young students keep, • there are some problems, • Charlotte’s young students do not always listen
  11. 11. Building Better Sentences • Page 229-230 • Practice 3, pp. 232-233: • A. Charlotte is a kindergarten teacher at King Elementary School. • B. She teaches twenty-two very young children. • C. After school, Charlotte must attend meetings and create new lessons.

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