This document is a PowerPoint presentation on topics, main ideas, and topic sentences from Chapter 5 of the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The presentation defines important terms, discusses strategies for identifying topics and main ideas in paragraphs, and provides tips for writing effective topic sentences. It includes review questions to help readers assess their understanding.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
This document summarizes techniques for identifying implied main ideas and central ideas that are not directly stated in passages but can be inferred from details and context clues. It defines implied main ideas and central ideas, and provides strategies for determining them such as analyzing an author's thought patterns, identifying topics and supporting details, and formulating summary statements. The document uses examples and questions to illustrate how to apply these skills of implied understanding.
This document discusses reading and writing essays with multiple patterns of organization. It defines a multi-pattern essay as one that uses more than one pattern of organization. It provides tips for identifying primary and secondary patterns in readings and sample essays. Common secondary patterns include examples, definitions, and descriptions. The document also provides guidance on choosing primary patterns, using secondary patterns, planning a multi-pattern essay, and writing introductions, body paragraphs, and conclusions that incorporate multiple patterns of organization.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
The document is a PowerPoint presentation about chapter 6 from the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The PowerPoint covers topics like supporting details, transitions, implied main ideas, and strategies for identifying the implied main idea of a paragraph. It provides examples and review questions to help readers understand these key concepts for reading and writing paragraphs.
This ppt is about most important part of reading i.e. true, false, not given or yes, no, not given. These tips are very useful to get your answers right.
The document provides tips and boosters for each section of the TOEFL exam:
[1] For reading, it recommends practicing comprehension questions from advanced English books and carefully reading questions to identify what is being asked.
[2] For speaking, it suggests focusing on pronunciation, vocabulary, content, smooth responses, and familiarizing yourself with the tasks and scoring.
[3] For listening, it advises understanding "gist" questions that ask about the main idea or purpose of conversations or lectures.
[4] For writing, there is an integrated task combining reading and listening, and an independent task expressing opinion or experience.
This document is a PowerPoint presentation about reading, planning, and organizing essays. It discusses the components of an essay, strategies for reading essays effectively, choosing topics, generating ideas, planning essays, and organizing essays. The presentation provides tips on highlighting and annotating while reading, determining an author's purpose and qualifications, applying classroom skills to topics, using outlining and mapping to plan, and choosing a formal tone and pattern of organization.
This document summarizes techniques for identifying implied main ideas and central ideas that are not directly stated in passages but can be inferred from details and context clues. It defines implied main ideas and central ideas, and provides strategies for determining them such as analyzing an author's thought patterns, identifying topics and supporting details, and formulating summary statements. The document uses examples and questions to illustrate how to apply these skills of implied understanding.
This document discusses reading and writing essays with multiple patterns of organization. It defines a multi-pattern essay as one that uses more than one pattern of organization. It provides tips for identifying primary and secondary patterns in readings and sample essays. Common secondary patterns include examples, definitions, and descriptions. The document also provides guidance on choosing primary patterns, using secondary patterns, planning a multi-pattern essay, and writing introductions, body paragraphs, and conclusions that incorporate multiple patterns of organization.
The document discusses strategies for revising paragraphs, including examining ideas by rereading, making major changes to sentences and ideas, and adding, deleting, and rearranging ideas. It recommends reading the paragraph three times - once to examine content, again to evaluate effectiveness, and again to check for correctness. Additional strategies include creating an idea map to reexamine ideas and checking for common errors in areas like grammar, spelling, and punctuation.
The document provides guidance on developing writing skills for different audiences, purposes, and contexts. It discusses constructing sentences, choosing appropriate tenses, and outlining a paragraph structure. Sample topics are given to demonstrate how to choose a subject and brainstorm ideas before writing. The importance of considering the audience, purpose, and language is emphasized.
The document is a PowerPoint presentation about chapter 6 from the book "In Concert: An Integrated Reading and Writing Approach" by Kathleen T. McWhorter. The PowerPoint covers topics like supporting details, transitions, implied main ideas, and strategies for identifying the implied main idea of a paragraph. It provides examples and review questions to help readers understand these key concepts for reading and writing paragraphs.
This ppt is about most important part of reading i.e. true, false, not given or yes, no, not given. These tips are very useful to get your answers right.
The document provides tips and boosters for each section of the TOEFL exam:
[1] For reading, it recommends practicing comprehension questions from advanced English books and carefully reading questions to identify what is being asked.
[2] For speaking, it suggests focusing on pronunciation, vocabulary, content, smooth responses, and familiarizing yourself with the tasks and scoring.
[3] For listening, it advises understanding "gist" questions that ask about the main idea or purpose of conversations or lectures.
[4] For writing, there is an integrated task combining reading and listening, and an independent task expressing opinion or experience.
This document provides tips for answering reading comprehension questions on the TOEFL exam. It discusses techniques for reading passages like skimming to get the main idea and scanning to find specific information. It also outlines different types of reading questions such as main idea questions, topic questions, detail questions, and vocabulary questions. For each question type, it offers strategies like focusing on topic sentences, keywords, and restatements of information in the passage. The overall document aims to help test takers understand reading question formats and develop strategies for answering different question types on the TOEFL reading section.
IETLS Reading question type True/False/Not GivenJuliana Dourado
This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
The document discusses identifying main ideas in texts. It defines a main idea as the most important point the author is trying to convey in a paragraph. A topic sentence is often used to express the main idea. Main ideas are not always explicitly stated and the reader may need to infer the implicit main idea. The document provides examples of passages and asks the reader to identify the main ideas. It concludes that practicing identifying main ideas is important for comprehension and writing skills.
This document provides guidance on writing paragraphs with a clear topic sentence and sufficient supporting details. It emphasizes that paragraphs should have completeness, with enough details and examples to back up the topic sentence. The body of the paragraph must use detail and example sentences to convince the reader of the key points. There should be a concluding sentence that restates or summarizes the topic sentence and supporting ideas, leaving the reader with a closing thought. The document encourages practicing these skills by applying the techniques to case study writing assignments.
The document provides instruction on sentence expansion techniques, including coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. Students are assigned a writing task applying these techniques and must underline and label the patterns used. They are also given reading and office hour assignments.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
The document discusses concluding sentences for paragraphs. It notes that the last sentence of each paragraph should be a concluding sentence that ends the paragraph smoothly. It provides examples of what can be done in a concluding sentence, such as giving advice, writing about the future, giving an opinion, or summarizing the main ideas. The document also lists optional signal words that can be used to indicate to the reader that the concluding sentence is ending the paragraph, such as "in conclusion," "in summary," or "in my opinion."
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
The document provides guidance for the TOEFL Reading section. It is composed of 3 academic passages totaling 12 to 15 questions each that must be completed within 1 hour. Passages are about 700 words long and contain 5 to 7 paragraphs with an introduction, body, and conclusion. When reading, students should skim the first and last sentences of paragraphs to identify the topic ("what") and main idea ("why") of each passage. Combining all the topics gives the overall topic, and combining all the main ideas provides the overall main idea. To answer questions, students should read the question, find the answer in the passage, and eliminate incorrect choices by throwing out extreme, tempting, silly, or answers
This document provides an overview of the IELTS Speaking module marking scheme and structure. It discusses the criteria of fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. It then outlines the three parts of the Speaking test - Part 1 involves general questions, Part 2 includes preparing on a topic and speaking, and Part 3 covers two topics in more depth. Sample questions and topics are provided. The document concludes with some hidden points and preparation tips examiners look for in the test.
The document discusses key features of effective body paragraphs in essays, including topic sentences, supporting sentences, and concluding sentences. It provides definitions and examples of each. A topic sentence should express the main idea of the paragraph in a complete sentence. Supporting sentences then provide additional details and explanation relating to the topic sentence. The paragraph concludes with a sentence that summarizes or leaves the reader with a final thought. Good paragraphs also demonstrate unity by keeping all sentences focused on the single topic or idea introduced in the topic sentence.
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.
The document provides information and instructions for an EWRT 1A class. It discusses revising essays #2 or #4 for a class, with revisions due before Friday of week 9. It offers tips for revising, including reading instructor comments, and notes there is no penalty for revisions and the new grade will replace the original. It also discusses revising problem essay #5 to use for essay #6, highlighting areas to check like the topic, thesis, causes, consequences, examples, and citations. Finally, it covers eliminating wordiness in writing through reducing clauses and phrases, avoiding empty openers and overworked modifiers, and removing redundancies.
As the IELTS test is known to be the most popular and trusted test of proficiency in all forms of the English language, no need to explain the standard it maintains. Writing a perfect essay in the IELTS test is not just writing any essay. It needs special training and skill to write a ‘Quality Essay’ to score a high band in the test.
How to Write College Papers: Main Body ParagraphsStephen Beale
A detailed guide to main body paragraphs including topic sentences, supporting sentences and ideas, concluding sentences, paraphrasing and referencing.
This document provides tips and guidance for preparing for the comprehension exercises in IGCSE exams. It explains that Exercise 1 will be based on a short text from a brochure or report with headings, while Exercise 2 uses a longer news article or report including a graph or chart. It advises the reader to skim the text, underline key details, and read questions carefully before matching the question to information in the text. Specific tips include understanding question words, only providing the brief information requested rather than full sentences, and learning common phrases. The document emphasizes accurately including all requested details to receive marks and not writing in the examiner use section of the paper.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
This document is a PowerPoint presentation about drafting and revising essays. It discusses strategies for writing a draft, including referring to tips in the textbook. While drafting, reading can help writers stay on topic and recognize repetition or organizational errors. The presentation provides guidance on writing thesis statements, using evidence, employing transitions, crafting introductions/conclusions, and revising through critical thinking. It emphasizes editing for errors and ensuring proper formatting. Review questions assess comprehension of the key points.
This document is a PowerPoint presentation on critical thinking, reading, and writing arguments. It discusses key concepts such as the components of an argument, strategies for reading arguments effectively such as evaluating evidence and examining opposing viewpoints, and techniques for writing argumentative paragraphs and essays. The presentation provides examples and review questions to help readers understand and apply the concepts.
This document provides tips for answering reading comprehension questions on the TOEFL exam. It discusses techniques for reading passages like skimming to get the main idea and scanning to find specific information. It also outlines different types of reading questions such as main idea questions, topic questions, detail questions, and vocabulary questions. For each question type, it offers strategies like focusing on topic sentences, keywords, and restatements of information in the passage. The overall document aims to help test takers understand reading question formats and develop strategies for answering different question types on the TOEFL reading section.
IETLS Reading question type True/False/Not GivenJuliana Dourado
This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
The document discusses identifying main ideas in texts. It defines a main idea as the most important point the author is trying to convey in a paragraph. A topic sentence is often used to express the main idea. Main ideas are not always explicitly stated and the reader may need to infer the implicit main idea. The document provides examples of passages and asks the reader to identify the main ideas. It concludes that practicing identifying main ideas is important for comprehension and writing skills.
This document provides guidance on writing paragraphs with a clear topic sentence and sufficient supporting details. It emphasizes that paragraphs should have completeness, with enough details and examples to back up the topic sentence. The body of the paragraph must use detail and example sentences to convince the reader of the key points. There should be a concluding sentence that restates or summarizes the topic sentence and supporting ideas, leaving the reader with a closing thought. The document encourages practicing these skills by applying the techniques to case study writing assignments.
The document provides instruction on sentence expansion techniques, including coordination, subordination, relative clauses, appositive phrases, and adverbial clauses. Students are assigned a writing task applying these techniques and must underline and label the patterns used. They are also given reading and office hour assignments.
This document provides guidance for students on writing a summary. It begins by highlighting videos that students can watch to learn techniques for sentence structure, paraphrasing, and noun phrases which will help with summary writing. It then defines the key criteria for a good summary as being complete, concise, clear, and creative. Additional features that can be included in a summary are also listed. The process of writing a summary is outlined as reading the text, annotating it, taking notes, and then writing the summary in paragraph form. Students are provided instructions to practice the summary writing process with sample texts. Guidelines are also given for an assessed summary writing task, including word count, formatting, and marking criteria.
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
The document discusses different types of teaching and learning situations at the University of Aberdeen. It describes seminars as taking place in small groups where the emphasis is on discussion, sharing ideas, and evaluating concepts. Lectures are defined as occurring in large groups where students mainly listen to an explanation of ideas. Tutorials involve one-on-one meetings between a lecturer and student to provide feedback and clarify understanding. The document also addresses common concerns students have about participating in discussions and provides tips for overcoming them. It emphasizes the importance of asking questions in seminars to further understanding.
The document discusses concluding sentences for paragraphs. It notes that the last sentence of each paragraph should be a concluding sentence that ends the paragraph smoothly. It provides examples of what can be done in a concluding sentence, such as giving advice, writing about the future, giving an opinion, or summarizing the main ideas. The document also lists optional signal words that can be used to indicate to the reader that the concluding sentence is ending the paragraph, such as "in conclusion," "in summary," or "in my opinion."
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
The document provides guidance for the TOEFL Reading section. It is composed of 3 academic passages totaling 12 to 15 questions each that must be completed within 1 hour. Passages are about 700 words long and contain 5 to 7 paragraphs with an introduction, body, and conclusion. When reading, students should skim the first and last sentences of paragraphs to identify the topic ("what") and main idea ("why") of each passage. Combining all the topics gives the overall topic, and combining all the main ideas provides the overall main idea. To answer questions, students should read the question, find the answer in the passage, and eliminate incorrect choices by throwing out extreme, tempting, silly, or answers
This document provides an overview of the IELTS Speaking module marking scheme and structure. It discusses the criteria of fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. It then outlines the three parts of the Speaking test - Part 1 involves general questions, Part 2 includes preparing on a topic and speaking, and Part 3 covers two topics in more depth. Sample questions and topics are provided. The document concludes with some hidden points and preparation tips examiners look for in the test.
The document discusses key features of effective body paragraphs in essays, including topic sentences, supporting sentences, and concluding sentences. It provides definitions and examples of each. A topic sentence should express the main idea of the paragraph in a complete sentence. Supporting sentences then provide additional details and explanation relating to the topic sentence. The paragraph concludes with a sentence that summarizes or leaves the reader with a final thought. Good paragraphs also demonstrate unity by keeping all sentences focused on the single topic or idea introduced in the topic sentence.
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.
The document provides information and instructions for an EWRT 1A class. It discusses revising essays #2 or #4 for a class, with revisions due before Friday of week 9. It offers tips for revising, including reading instructor comments, and notes there is no penalty for revisions and the new grade will replace the original. It also discusses revising problem essay #5 to use for essay #6, highlighting areas to check like the topic, thesis, causes, consequences, examples, and citations. Finally, it covers eliminating wordiness in writing through reducing clauses and phrases, avoiding empty openers and overworked modifiers, and removing redundancies.
As the IELTS test is known to be the most popular and trusted test of proficiency in all forms of the English language, no need to explain the standard it maintains. Writing a perfect essay in the IELTS test is not just writing any essay. It needs special training and skill to write a ‘Quality Essay’ to score a high band in the test.
How to Write College Papers: Main Body ParagraphsStephen Beale
A detailed guide to main body paragraphs including topic sentences, supporting sentences and ideas, concluding sentences, paraphrasing and referencing.
This document provides tips and guidance for preparing for the comprehension exercises in IGCSE exams. It explains that Exercise 1 will be based on a short text from a brochure or report with headings, while Exercise 2 uses a longer news article or report including a graph or chart. It advises the reader to skim the text, underline key details, and read questions carefully before matching the question to information in the text. Specific tips include understanding question words, only providing the brief information requested rather than full sentences, and learning common phrases. The document emphasizes accurately including all requested details to receive marks and not writing in the examiner use section of the paper.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
This document discusses strategies for active reading presented in Chapter 1 of the textbook "In Concert: An Integrated Reading and Writing Approach". It outlines six main goals for active reading: 1) read actively, 2) preview before reading, 3) form guide questions, 4) develop strategies for understanding text, 5) build vocabulary through reading, and 6) think critically. For each goal, effective strategies are presented such as taking notes, creating an idea map, determining the meaning of unknown words, and questioning an author's perspective. Sample review questions are also provided to test comprehension of the reading strategies.
This document is a PowerPoint presentation about drafting and revising essays. It discusses strategies for writing a draft, including referring to tips in the textbook. While drafting, reading can help writers stay on topic and recognize repetition or organizational errors. The presentation provides guidance on writing thesis statements, using evidence, employing transitions, crafting introductions/conclusions, and revising through critical thinking. It emphasizes editing for errors and ensuring proper formatting. Review questions assess comprehension of the key points.
This document is a PowerPoint presentation on critical thinking, reading, and writing arguments. It discusses key concepts such as the components of an argument, strategies for reading arguments effectively such as evaluating evidence and examining opposing viewpoints, and techniques for writing argumentative paragraphs and essays. The presentation provides examples and review questions to help readers understand and apply the concepts.
The document is a PowerPoint presentation about the writing process from a textbook on reading and writing. It outlines the five steps of the writing process as generating ideas, planning and organizing, writing a first draft, revising, and proofreading. For each step, it provides techniques and tips, such as brainstorming and outlining for developing ideas, using peer review for revision, and checking for grammar, spelling and punctuation in proofreading. It emphasizes considering the audience and purpose in writing.
The document is a PowerPoint presentation about organizing paragraphs. It discusses five common patterns of organization: chronological order, process, narration, description, and example. It provides details on how time sequence relates to chronological order, process and narration. Description is defined as using language that appeals to the senses. Examples should clearly connect to the main point. The presentation includes review questions to test the understanding of patterns of organization.
The document is a PowerPoint presentation about organizing paragraphs using different patterns such as definition, classification, comparison and contrast, and cause and effect. It provides examples and tips for writing paragraphs using each organizational pattern, and reviews key terms and concepts. The presentation concludes with review questions to test understanding of the different patterns.
The document is a chapter from a textbook about writing essays using sources. It discusses finding appropriate sources to support ideas or develop a new thesis. Key points include developing a thesis before finding sources, recording sources to avoid plagiarism, comparing how sources agree or disagree in synthesis, integrating sources through summarization or quotation, and using MLA or APA citation styles with in-text citations and a references page. The chapter provides questions to review the goals and strategies for writing essays using outside sources.
English Composition & Comprehension.pptxZahidRafiq18
This document provides strategies for identifying the main idea or topic sentence in a paragraph. It explains that the topic sentence is usually the first sentence and introduces the central concept discussed in the paragraph. If not explicit, the main idea can be inferred by analyzing supporting details, repetition of words/ideas, and the tone of a sentence that signals an important shift. The strategies outlined are to look for the first sentence, determine the subject, check for repetition, consider the tone, and analyze how supporting sentences develop the central concept.
This document provides a step-by-step guide for writing good paragraphs. It outlines 6 steps: 1) deciding the topic, 2) developing a topic sentence, 3) demonstrating your point with examples and details, 4) giving the paragraph meaning and significance, 5) concluding, and 6) proofreading. It emphasizes having a clear topic sentence that states both the topic and controlling idea. Supporting sentences should prove the point with facts, examples, and details. The conclusion should summarize the main point and link to the next paragraph.
The document provides guidance and resources for students on researching and writing an essay. It includes a checklist, rubric, vocabulary list, note-taking template, and information on finding the main idea, citing sources, and using research in an essay. Students are instructed to watch videos on main idea and citing sources, and provided with guidance on how to understand text, take notes, cite sources using EasyBib, and give credit to photo sources.
This document provides information on paragraph writing, including the definition, structure, and types of paragraphs. It discusses the four main types of paragraphs: descriptive, narrative, expository, and persuasive. The document also outlines a systematic six-step method for writing paragraphs: choosing a topic, developing a topic sentence, demonstrating the point, giving the paragraph meaning, concluding, and proofreading. Finally, it identifies the four essential elements of a good paragraph: unity, order, coherence, and completeness.
The document provides guidance on writing good paragraphs by outlining the typical structure of paragraphs and the writing process. It explains that paragraphs generally have three parts: a topic sentence, supporting details, and a closing sentence. It then describes each part and gives examples. Finally, it outlines the steps to take in prewriting, writing, editing, and publishing paragraphs, with specific guidance and tips provided for each stage.
This document provides guidance on writing a speech, including choosing a topic, analyzing the audience, sourcing information, and outlining the speech. When choosing a topic, one should consider details they are knowledgeable about to make the speech more personal. When analyzing the audience, the speaker should consider questions like what the audience has in common, how they differ from the speaker, and how the topic could benefit them. Information sourcing requires evaluating the author's credentials and whether the source is appropriate. Outlining involves considering the order of information such as chronological, spatial, or problem-solution. Sample speech topics are also provided.
The document discusses effective strategies for reading and learning from textbooks. It recommends writing while reading to focus attention, test understanding, and facilitate recall. It also suggests using textbook features like chapter outlines and summaries. Effective learning strategies include periodic review, organizing ideas, associating concepts, and using visuals or mnemonics. Selective reading, understanding goals, and adjusting speed are presented as ways to determine important information from textbooks.
The document discusses the writing process for paragraphs, including prewriting, planning, drafting, revising, and proofreading. It covers generating and developing ideas, organizing those ideas, creating and editing drafts, and doing a final proofread. The goal is for students to learn how to write paragraphs that demonstrate unity, support, and coherence through effective use of topic sentences, details, and transitions.
The document outlines an agenda for discussing problem solution essays. It introduces two sample essays - "More Testing, More Learning" by Patrick O'Malley and "Win-Win Flexibility" by Karen Kornbluh. It reviews the basic features of a problem solution essay such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. It provides discussion questions to analyze how these features are incorporated in the two sample essays. Finally, it introduces the assignment for Essay #4 - for students to propose a solution to a problem faced by a community or group.
The document outlines an agenda for discussing problem solution essays, including introducing two sample essays and their use of common features of the genre. It discusses generating a topic for Essay #4 by having students identify a problem and proposed solution for a group or community. The document provides guidance on evaluating sample essays based on elements like a well-defined problem, clearly described solution, effective counterargument, and evaluation of alternatives. It also includes prompts for an in-class writing exercise where students begin choosing a topic by filling out a chart identifying problems for different groups and communities.
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. In Concert:
An Integrated Reading and Writing Approach
by Kathleen T. McWhorter
Part Two:
Reading, Writing, and Organizing Paragraphs
Chapter 5:
Topics, Main Ideas, and Topic Sentences
PowerPoint by Sarah Gilliam, Instructor of English
Mountain Empire Community College
2. Chapter 5: Topics, Main Ideas, and Topic Sentences
Copyright 2014 by Pearson Education, Inc. All rights reserved.
3. Important Terms
Paragraphs are made up of topics, main
ideas/topic sentences, and supporting details.
1. Topic
2. Main Idea
3. Topic Sentence
4. Supporting Details
Copyright 2014 by Pearson Education, Inc. All rights reserved.
4. How do I know the topic of a paragraph?
Consider:
• What is the ONE idea the author discusses
throughout the paragraph?
• Look for repeated words or phrases
Copyright 2014 by Pearson Education, Inc. All rights reserved.
5. The main idea is the most important sentence
in a paragraph. It is also the most general
sentence in the entire paragraph.
How do I locate the main idea of a paragraph?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
6. Strategies to locate the main idea:
1. Identify the topic
2. Locate the most general sentence
(topic sentence)
3. Study the rest of the paragraph
Copyright 2014 by Pearson Education, Inc. All rights reserved.
7. How do I think critically about main ideas?
Consider:
• Main ideas can be, but are not always, fact
• Main ideas can be the author’s opinion
• Main ideas do not always present all sides of a
story
Copyright 2014 by Pearson Education, Inc. All rights reserved.
8. The Function of Topic Sentences:
1. To make clear what the paragraph is about (the
topic)
2. To express a view or make a point (about the
topic)
Helpful Tip:
Make sure topics are not too broad or too narrow
Copyright 2014 by Pearson Education, Inc. All rights reserved.
9. Strategies for Writing Effective Topic Sentences:
1. The topic sentence should state the main point
of the paragraph
2. Choose a manageable topic
3. Make sure the topic sentence is a complete
thought
4. Place your topic sentence first in the paragraph
to begin
5. Avoid “announcing” your topic
Copyright 2014 by Pearson Education, Inc. All rights reserved.
10. Goal 1: Structure a Paragraph
Review Questions
Which of the following does NOT make up a
paragraph?
A. Topics
B. Footnotes
C. Supporting Details
D. Main ideas/topic sentences
Copyright 2014 by Pearson Education, Inc. All rights reserved.
11. Goal 1: Structure a Paragraph
Review Questions
Which of the following does NOT make up a
paragraph?
A. Topics
B. Footnotes
C. Supporting Details
D. Main ideas/topic sentences
Copyright 2014 by Pearson Education, Inc. All rights reserved.
12. Goal 2: Identify the Topic of a Paragraph
Review Questions
True or False:
Looking for repeated words and phrases in a paragraph is
an effective strategy for identifying its topic.
True or False:
The author usually has two or three topics per paragraph.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
13. Goal 2: Identify the Topic of a Paragraph
Review Questions
True or False:
True: Looking for repeated words and phrases in a
paragraph is an effective strategy for identifying its topic.
True or False:
False: The author usually has two or three topics per
paragraph.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
14. Goal 3: Locate Main Ideas
Review Questions
The main idea or topic sentence of a paragraph can be
located:
A. At the beginning of the paragraph
B. At the end of the paragraph
C. Neither A nor B
D. Both A and B
Copyright 2014 by Pearson Education, Inc. All rights reserved.
15. Goal 3: Locate Main Ideas
Review Questions
The main idea or topic sentence of a paragraph can be
located:
A. At the beginning of the paragraph
B. At the end of the paragraph
C. Neither A nor B
D. Both A and B
Copyright 2014 by Pearson Education, Inc. All rights reserved.
16. Goal 4: Think Critically About Main Ideas
Review Questions
True or False:
The main idea of a paragraph is always fact.
True or False:
The author’s opinion can be the main idea of a
paragraph.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
17. Goal 4: Think Critically About Main Ideas
Review Questions
True or False:
False: The main idea of a paragraph is always fact.
True or False:
True: The author’s opinion can be the main idea of a
paragraph.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
18. Goal 5: Write Effective Topic Sentences
Review Questions
Which of the following is NOT an effective strategy for
writing topic sentences?
A. Start your topic sentence, “This essay will discuss…”
B. To start, put your topic sentence at the beginning of
the paragraph
C. The topic sentence should be the main idea of the
paragraph
D. Don’t choose a topic that is too narrow
Copyright 2014 by Pearson Education, Inc. All rights reserved.
19. Goal 5: Write Effective Topic Sentences
Review Questions
Which of the following is NOT an effective strategy for
writing topic sentences?
A. Start your topic sentence, “This essay will discuss…”
B. To start, put your topic sentence at the beginning of
the paragraph
C. The topic sentence should be the main idea of the
paragraph
D. Don’t choose a topic that is too narrow
Copyright 2014 by Pearson Education, Inc. All rights reserved.
Editor's Notes
Paragraph: a group of sentences (at least 4-5) that focuses on a single idea. They are made up of topics, main ideas/topic sentences, and supporting details.Topic: the one thing a paragraph is about.Main Idea: the point the paragraph makes about a topic.Topic Sentence: The sentence that states the paragraph’s main idea. Topic sentences are usually general.Supporting Details: The sentences that explain the topic sentence using examples, facts, and reasons. They will get more specific as your paragraph develops.These elements of a paragraph provide an easy-to-follow structure for expressing ideas clearly. You can create an idea map (see page 145) to visualize how these pieces work together to develop a paragraph.Activity: Use Exercise 5-2 on page 147. Ask students to provide specific examples for the general ones given. This may be done individually or in groups, and answers will vary.
Every sentence in the paragraph is relevant to the topic. Look for repeated words, terms, and phrases in the paragraph. Ask yourself: what is the ONE main point or idea the author is expressing throughout the entire paragraph?Activity:Either using your own paragraphs or those provided in Exercise 5-3 on pages 148–150, ask students to locate the main idea (multiple choice in exercise) of each paragraph. Additionally, ask students to keep track in a journal or online discussion post as to WHY they chose specific answers.
Like we already learned, determine the general subject the paragraph is about.This sentence is broad enough to include all the other ideas in the paragraph.It covers all the details and examples in the paragraph. Topic sentences are usually the first (most often) or last sentence in a paragraph. Sometimes an author will use the topic sentence at the beginning of a paragraph and reiterate it at the end for emphasis.The main idea makes the rest of the paragraph meaningful. Every sentence, example, reason, and detail in the paragraph must relate back to the main idea. Activity: Using your own paragraphs or the paragraphs in Exercise 5-4 on pages 153-155, ask that students identify the main idea/topic sentence in each paragraph. Additionally, ask students to explain WHY they chose their respective answers. This may be done as an in-class discussion or an online follow up exercise.
To think critically about main ideas, you will often have to distinguish fact from opinion (See Chapter 13 for more details). It is up to the reader to determine if the author is leaving out information or presenting a biased point of view. Often, authors will express their own viewpoints in a writing without considering other views on the topic. As a reader, you must think about the other angles and points of view on the topic. What is the author leaving out or not considering?
Topics should be general but provide enough details to interest the readers. Topics should not be too broad. Broad topics are topics that have too many examples and details that could be reasonably covered in your paper. Narrow topics are the opposite—topics so overly focused that you cannot provide enough details and examples. As you compose your sentences, review them to determine if they are manageable for the paper you must write. A topic like “Sports are my favorite activity” is too broad. “Football is my favorite sport” is a better topic because it is specific, but not so specific you cannot provide enough details.Activity:Using your own topics or those in Exercise 5-8 on page 159, determine if the topic sentences are general or specific.
Topic sentence should state main point of paragraph.Manageable topic—not too broad or narrow as we discussed.Avoid fragments and run-ons!While we noted topic sentences can be anywhere in a paragraph, it is best to begin by making the topic sentence the first in your paragraph until you are more comfortable in your writing.Do not state your topic directly (Example: “This paper will discuss….” or “The topic of this paper is….” or “I will explain….” Instead, state your main point (Example: “Texting and driving is a dangerous activity.”).
Answer: B—Footnotes
Answer: B—Footnotes
Answers: TrueFalse: The topic is the ONE main idea the author is expressing in a paragraph. Two or three topics in a single paragraph would be unorganized and confusing.
Answers: TrueFalse: The topic is the ONE main idea the author is expressing in a paragraph. Two or three topics in a single paragraph would be unorganized and confusing.
Answer: D—the topic sentence is usually at the beginning of a paragraph, but can also be located at the end.
Answer: D—the topic sentence is usually at the beginning of a paragraph, but can also be located at the end.