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Learning Objectives
• Writing complete sentences, including topic
sentences and thesis statements.
• Writing and developing effective paragraphs
using transitional words and phrases to create
better flow.
• Writing effective multi-paragraph essays that
include an introduction, a body, and a
conclusion.
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Sentences (LO 3.1)
Incomplete sentences
• Unable to stand on
their own.
• Missing at least one of
the 3 elements required
to be a complete
sentence.
Complete sentences
Contain 3 elements:
• Subject (Topic)
• Verb (Action)
• Complete thought
(Allows the sentence
to stand on its own)
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Parts of Speech (LO 3.1)
Nouns
– Name of a person, place, or thing (e.g., Mr. Smith,
hotel, dog)
Pronouns
– Replace a noun (e.g., he, she, it)
Verbs
– Show action or a state of being (e.g., climb,
moved, are)
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Parts of Speech (contd.)
Adjectives
– Modify or describe a noun (e.g., shiny, smart,
colorful)
Adverbs
– Modify or describe verbs, adjectives, or other
adverbs (e.g., slowly, quickly)
Prepositions
– Link a noun to another word (e.g., under, beneath)
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Parts of Speech (contd.)
Conjunctions
– Join clauses, sentences, or words (e.g., for, and,
but)
Interjections
– Express a strong feeling(e.g., Wow!, Oh no!)
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Sentence Variety (LO 3.1)
• Vary your sentence length.
• Short sentences emphasize a key point.
• Longer, complex sentences can illustrate
relationships among the ideas presented.
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Writing a Paragraph (contd.)
Supporting sentences
• Main points that support the opinion in
your topic sentence.
• Usually require 3-5 supporting sentences.
• More common to have too few supporting
sentences than too many.
• All sentences should support the topic sentence.
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Writing a Paragraph (contd.)
Transitions help notify the reader that the
writer is changing directions or making a new
point:
• To give examples: for example, for instance
• To show time or order: first, later
• To show location: above, near
• To compare: similarly
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Writing a Paragraph (contd.)
Transitions continued:
• To contrast: in contrast
• To show a cause: because
• To show an effect: as a result
• To add information: additionally, along with
• To show emphasis or repetition: in other words,
in fact
• To conclude or summarize: finally, as a result
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Writing a Paragraph (contd.)
A Concluding sentence is used for a standalone
paragraph.
• Restate the main idea and opinion you
wrote in the topic sentence.
• Use different words than the original thesis.
• Consider writing an additional memorable
sentence for the reader.
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Writing an Essay (LO 3.3)
Introductory paragraph
• Should capture the audience’s attention.
• Should state the thesis .
• Should provide an overview of the main points
which will be covered in the body of the paper.
• Should contain an attention-getter.
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Writing an Essay (contd.)
Attention-Getters
• Usually come at the beginning of the paper
• Convince the audience that the paper is
worth reading
• Introduce the thesis statement
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Writing an Essay (contd.)
Attention-Getter Ideas
• Brief description or story
• Comparison or contrast
• Dialogue
• Inspiring or intriguing
quote
• Relevant statistic
• List of relevant
examples
• Short summary
• Surprising statement
• Thought-provoking
question
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Writing an Essay (contd.)
• State your thesis.
– Identifies the main idea of your essay.
– Usually comes in the first or second paragraph.
– Similar to a topic sentence but represents the
idea of an entire essay versus one paragraph.
– Contains a topic and your opinion of the topic.
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Writing an Essay (contd.)
• Provide an overview of the main points.
– Additional sentences may be used if the
main points are not identified in the thesis.
– Avoid a mechanical list of points.
– Give the reader a clear idea of what is going to
be covered.
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Writing an Essay (contd.)
Body paragraphs
• Often begin with a topic sentence
• Include several supporting sentences
• Use transitions to help ideas flow smoothly
• Make sure all ideas relate to the overall thesis
of the essay
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Writing an Essay (contd.)
Concluding paragraph
• Should wrap up the entire essay
• Should restate the thesis
• Should summarize the main points
• Should end with a memorable thought
• Avoid introducing new ideas or concepts
• Avoid clichés
