Lesson Six Developing Paragraphs
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This document provides guidance on developing paragraphs, including the key elements of a paragraph and different methods for paragraph development such as using time, process, space, examples, comparison/contrast, cause/effect, and classification. It also includes examples of transitional words and phrases for each development method. The document concludes with writing assignments - to state, explain, and describe a social problem that can be fixed in one's lifetime, and to read the next chapter.
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College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Ict power point paragraph
A paragraph consists of a topic sentence that introduces the main idea, supporting sentences that develop and explain the main idea, and a closing sentence that restates the main idea. It should have unity with all sentences connected to a single topic, coherence through logical connections and transitions between sentences, and adequate development of the topic with sufficient details and examples. When writing a paragraph, one should prewrite by planning ideas, write the topic, supporting and closing sentences, edit for grammar, organization and style, and finally publish a final draft for submission.
The paragraph
The document provides information on how to write effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea. There are typically three parts to a paragraph: a topic sentence, supporting sentences, and a concluding sentence. Additionally, a good paragraph maintains unity by only discussing one main idea and coherence by connecting ideas in a logical order. The document outlines the steps for prewriting, writing, and editing paragraphs and provides examples of transitional signals that can be used to link ideas between sentences and paragraphs.
Topic 3 what are essays
The document discusses the basics of writing essays. It begins by explaining that essay writing builds on fundamental writing skills like sentence construction. There are different types of academic essays used to evaluate students, including descriptive, narrative, comparative, and argumentative essays. The document then outlines the key stages of writing an essay: pre-writing to plan content, drafting the essay, editing, and producing a final draft. It also discusses important essay elements like outlining paragraphs, using discourse markers to connect ideas, and common types of essays like explanation, argumentation, and discussion essays.
Effective paragraphs-presentation
The document provides information on paragraph structure, including its history and key components. It discusses how prior to the 19th century, paragraphs did not have a standardized structure. It then describes how Alexander Bain developed one of the first standardized paragraph models in the 19th century, proposing that paragraphs should have unity with one main idea, coherence through logical order and transitions, and development through supporting the main idea. The document continues by explaining additional concepts like topic sentences, coherence between and within paragraphs, counterarguments, introductions, and conclusions.
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion: Biblical Perspective
Getting Started
You will see that crossing cultures is nothing new. Characters in the Bible were frequently confronted by value systems that were in direct conflict with their own. One of the most apparent issues for those who manage globally is learning to respond to differences in cultural values. This refers to philosophies and practices that derive from a long standing practice in a society, as well as thought and behavior that is acceptable or unacceptable because of societal consensus. Such values can be externalized (intellectually accepted because they are normative) or internalized (fully embraced intellectually and emotionally as my own).
Upon successful completion of this discussion, you will be able to:
· Articulate the importance of integrating a Christian worldview with global business practice.
Resources
·
Bible
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the following passages in your Bible:
a. Matthew 5:21–22, 27–28, 31–32, 33–37, 38–42, and 43–48
b. Matthew 6:20–21 and 31–33
c. 2 Corinthians 6:14–18
3. After reading, think about how you would answer the following questions:
a. In the Matthew passages, you see just a few ways that Christ says the values of believers will be internalized as compared to the external norms established by societies. What are some of these differences?
b. In 2 Corinthian 6:14–18, Paul tells those who have believed in Christ that they are different. In what ways? What is his point?
c. 1 Corinthians 8 is a challenge for those who live in other cultures who have expectations of Christians (that may not even be correct). Why?
===========================================================================
2.2 Discussion: Power Distance (Part B)
Getting Started
Note: This is Part B of a two-week discussion forum. In the previous workshop, you made an initial post; in this workshop, you will respond to the posts of your classmates and will post a summary of your new learning. You and your classmates must pace yourselves to complete the discussion fully within the time allotted.
For this discussion, you will watch a 10-minute video in which researcher Geert Hofstede explains “power distance,” which is one of six dimensions of national culture that were described in his formative research on culture. From the video and the accompanying PowerPoint presentation, you will discover:
Definition of power distance
How power distance transfers between generations within a society
Differences between cultures characterized by large distance and small power distance
The role of the perception of inequality and hierarchy in power distance
Characteristics of power distance
Components of the power distance index (PDI)
Societal characteristics that can be correlated with the PDI
Upon successful completion of this discussion, you will be able to:
Examine theoretical concepts in th.
Research paper
This document outlines the steps for writing a research paper. It discusses forming study groups, choosing a topic, developing a thesis statement and research questions, outlining the paper, drafting and revising. Key steps include gathering background information, determining the paper structure, finding and annotating sources, drafting multiple versions, and ensuring proper formatting and citations are used. The goal is to guide students through the research paper writing process.
How to use this template To use this template, replace the inst.docx
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
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The document provides guidance on writing essays, including how to structure an essay with an introduction, body, and conclusion. It emphasizes the importance of developing a clear topic sentence for each paragraph that includes both a topic and controlling idea. Examples of effective topic sentences are provided, and the reader is given exercises to develop their own topic sentences.
Reading comp 2010 w deptford
The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
16 How To Write An Essay11 Pagaa
The document provides instructions for writing an essay. It discusses what an essay is, the purpose and structure of writing, and the steps of the writing process. It then focuses on how to write an argument essay, outlining the 5 main steps: reading the essay prompt, underlining key words, getting ideas on whether to take a 'for' or 'against' position, deciding on an organizational layout, and writing the essay. Finally, it provides some useful transition words and phrases and an example essay.
Week 4 writing 4-topic sentence
The document provides guidance on writing essays, including:
1. It defines and provides examples of key terms used in essay questions like analyze, assess, classify.
2. It outlines the structure of an essay with an introduction, middle, and conclusion. The middle should make a point and back it up with evidence or examples in each paragraph.
3. It explains that a strong topic sentence should contain both a topic and controlling idea to clearly signal to the reader what the paragraph will be about.
4. It provides an exercise for students to practice writing topic sentences.
1st ppt eng 101
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and conclusions that leave an impact. It also discusses sentence structure, editing documents, and a three-stage editing process of conceptual, linguistic, and proofreading stages.
Structure
The document discusses organizing and structuring essays effectively. It provides various techniques for different parts of an essay, including introductions that engage readers and get them "hooked", bodies that present clear and logical arguments, and conclusions that reinforce the main points. It also discusses organizing information within essays using techniques like examples, definitions, comparisons, and explaining causes and effects.
Timed Writing PowerPoint - ODU WCS
This document provides strategies and templates for writing successful timed essays for college exams. It recommends reading the exam carefully and analyzing questions to focus on known information. A sample time budget allocates 18 minutes for planning, 18 minutes for outlining, 90 minutes for writing, and 54 minutes for revising. Body paragraphs should be short and take notes for future paragraphs. Templates are provided to help structure responses. Resources like handbooks and guides on academic writing are recommended for additional support.
Thesis writingworkshop
This document provides guidance on writing a thesis statement. It explains that a thesis statement declares what you believe and intend to prove in a clear, specific, and arguable way. It should avoid vague language and inspire the reader to ask "how" or "why." The document provides examples of strong and weak thesis statements and discusses how to develop topics, ask interesting questions, and use topic sentences and transitions to ensure paragraph coherence.
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
patternsofdevelopment-230104154947-62ee03dd.pptx
This document discusses different patterns of paragraph development that students are expected to learn. It covers 9 main patterns: description, definition, chronology (narration and process), classification and division, exemplification, comparison and contrast, problem-solution, and persuasion. For each pattern, it provides details on what the pattern is used for and examples of transitional devices that can be used. It also includes exercises for students to identify which pattern fits different thesis statements and allows for questions and answers at the end.
The writing process
The document outlines the stages of the writing process, including prewriting, writing, revising, and editing. It provides details on each stage, such as choosing a topic, determining the audience and purpose, developing a thesis, creating an outline, drafting and revising content, and editing for grammar and style. The goal is to produce a clear, precise, and concise final draft that is appropriate for its intended audience and context.
Planning and organisation of essays by Cristian Zarza
This document provides guidance on planning and organizing essays. It discusses developing a thesis statement, creating an outline, structuring paragraphs with a topic sentence and supporting details, and writing effective introductions and conclusions. Key steps include planning with mind maps or notecards, using various paragraph types to structure the essay body, and concluding with a summary or call to action that leaves the reader with something to consider.
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College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
How to use this template To use this template, replace the inst.docx
How to use this template To use this template, replace the inst.docx
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Planning and organisation of essays by Cristian Zarza
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- 1. Lesson Six Developing Paragraphs
- 3. Write your name and student number at the top of your paper. Do not cheat. You will hand in your quiz after we are finished.
- 6. Developing Paragraphs Developing paragraphs is about thinking and logic . We must logically order our thoughts and present them clearly to our readers. (Pg. 91)
- 7. Developing Paragraphs When deciding how to develop a paragraph, it is important to look at your topic sentence and ask yourself the following questions: “ What do I expect to see next?” “ What is the most logical way to present this information based on the topic sentence?”
- 9. 1. Development by Time Using Time to develop paragraphs simply means putting supporting evidence in a chronological order. Transitional words to show time: after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while
- 10. 2. Development by Process Development by Process usually displays supporting evidence to the topic sentence by giving step-by-step instruction, description, and details.
- 11. 3. Development by Space Provides supporting detail of any space that a writer wishes to describe. Example: Describing your hometown. To show place or direction: above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)
- 12. 4. Development by Example Giving certain examples that help develop or explain the topic of the paragraph. To give examples: for example, for instance, in fact, specifically, that is, to illustrate
- 13. 5. Development by Comparison & Contrast Occurs when the writer wishes to show similarities and dissimilarities. To compare: also, in the same manner, likewise, similarly To contrast: although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet
- 14. 6. Development by Cause & Effect Cause and Effect often takes topic sentences(TS) and states different causes involved with the TS and the effects those have over the general idea.
- 15. 7. Development by Classification Classification simply defines the topic sentence by placing or categorizing the subject for further meaning.
- 16. Developing Paragraphs Developing paragraphs is about thinking and logic . We must logically order our thoughts and present them clearly to our readers.
- 17. Developing Paragraphs When deciding how to develop a paragraph, it is important to look at your topic sentence and ask yourself the following questions: “ What do I expect to see next?” “ What is the most logical way to present this information based on the topic sentence?”
- 18. Create a Topic Sentence List effective methods towards development Explain why the effective method is appropriate and what type of details might you use in supporting your topic sentence. State, explain, and describe to a general academic audience one social problem that can be fixed during your lifetime. Overpopulation in China
- 19. Developing Paragraphs To show addition : again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too To give examples : for example, for instance, in fact, specifically, that is, to illustrate To compare : also, in the same manner, likewise, similarly To contrast : although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet To summarize or conclude: all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up To show time : after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while To show place or direction: above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.) To indicate logical relationship : accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus
- 20. Writing Assignment State, explain, and describe to a general academic audience one social problem that can be fixed during your lifetime. Due in 2 weeks Underline the topic sentence of each paragraph.
- 21. Writing Assignment Definition Social : of or relating to human society, the interaction of the individual and the group, or the welfare of human beings as members of society
- 23. Reading Assignment Finish reading Chapter 4.