The document outlines classroom rules regarding cell phone use and provides comprehensive guidance on writing paragraphs, including the identification and correction of sentence fragments, the structure of paragraphs, and the formulation of topic sentences. Key features discussed include the qualities of effective paragraphs, the classification of sentences (simple, compound, complex, and compound-complex), and the importance of organization in academic writing. Practical examples illustrate how to recognize and construct various sentence types and cohesive paragraphs.

1. Cell Phone Use:
The use of cell phones in any capacity
(cells, texting, internet, email……)is not
allowed in this class .You are required
to turn off your phones or put them on
silent mode. leaving class to make or
answer calls is not permitted.
Classroom Instructions

2. Polydisciplinary Faculty Errachidia
WRITING PARAGRAPH
Prof. LALLA ZHOUR RZYEK
2024 - 2025

3. Idetifying Fragments From Sentences
 A sentence fragment is a group of words that looks like a
sentence, but actually is not a complete sentence.
Sentence fragments are usually missing a subject or
verb, or they do not express a complete thought. While it
may be punctuated to look like a complete sentence,a
fragment cannot stand on its own.

4.  Here are the distinguished features of a sentence fragment:
 It is missing a subject
 Example: Ran to the store faster than a rabbit (Who ran ?)
 It is missing a verb or has the wrong verb form
 Example: My favorite history teacher (What did the teacher do or say ?)
 It is a leftover phrase
 Example:For better or worse.(What is better or worse? What is it modifying?)
 It is an abanded clause
 Example:When my mother married my father.(What happened when my
mother married my father ?)
 It is a misuse of ‘such as,for example,especially,’etc.
 Example:Such as my brother was practicing material arts.(It is unclear;did
something happen when my brother was practicing material arts?)

5. Making sentences from Fragments
 Fragments express incomplete thoughts. There are diferent fragments into
sentences:
 Adding the missing elements
 Ex: Loves to lie around in the sun all day.(A subject is missing. Who loves to
lie around?)
 Correct:My roommate’s dog loves to lie around in the sun all day
 Attaching the fragment to a complete sentence
 Because she was late .she missed the bus.
 She missed the bus because she was late.
 Complete the thought
 Although he studied hard /He did not pass the exam; although he studied
hard.

6. Recognizing Degrees of Specifity
 A paragraph moves from a general statement to mre
specific ones; the sentences within a paragraph are (or
should be ) interrelated according to different levels of
generality.
 The topic sentence is the most’general ‘statement in the
paragraph,as it introduces the topic without going into detail
 Supporting sentences are moderately specific as they
provide more information about the general statement.They
often include explanations ,descriptions, or reasons that
support the main idea.

7. The Sentence
When a group of words consists of a subject and
aa predicate nd stands for a complete idea or
thought and ends up with a full stop, a question
mark or an exclamation mark,it may be called a
simple sentence.
Example: Doha works hard.

8. Complex Sentences
Uses a subordinating conjunction to create a
dependent clause
Clauses are groups of words with subjects
and verbs in them.
The dependent clause joins with an
independent clause to create the complex
sentence.
Since Meryem cooks couscous, she uses a lot
of vegetables .

9. Choppy Sentences
Choppy sentences are sentences
that are too short .They should be
combined to make longer sentences.
For example, I like dogs. Dogs make
good pets. Dogs are friendly and
loyal.

10. Stringy Sentences
They are long sentences which consist of
too many independent clauses which are
concerned with and and but or because
These sentences are many times the result
of writing the same way as we speek.These
types of sentences can also be difficult to
comprehend and are tiresome to read.

11. Run –on Sentences
They are consisted of two or more
independent clauses with no
punctution
and more difficult to understand

12. Compound Sentence
This type of sentence uses coordinating
conjuction to join two complete
sentences.
Example: Adam loves football;he
catches as many games as possible at
the stadium in the summer.
Use a semicolon to join two complete
sentences

13. Compound Complex Sentences
These join the coordination of a compound
sentence and the subordination of the complex
sentence to connect ideas in a more
sophisticated fashion. These are types of
sentences that set your writing off in terms
academic sophistication.
Example: While Jimmy watched television, he
ate a lot of snacks,so he was too full to eat
dinner later on.

14. The phrase
 A phrase could bedefined as a group of related words that lacks a
subject and a verb.Not any combination of words is properly said a
phrase unless the chunk make sense as a group.
 The words have to be semantically related to be meaningful.
 Aphrase may be used instead of many parts of speech such as noun or a
pronoun .It is then called a noun or nominal phrase.
 Example 1:I talked to theperson living next door.
 Instead of’ I talked to the neighbor’.
 Example 2:John and I are friends .Instead of ‘We’are friends.
 A phrase can also be verbal,adjectival or adverbial replacing a verb or
an adverb .

15. The clause
 Unlike The phrase, the clause is a group of related words that has a subject and a verb
 That is called the predicate.The clause is usually used as part of a sentence.In this case
we usually distinguish between two types of clauses:
 The main or independent clause./can stand by its own.
 As in simple sentence: He failed his exams.
 The subodinate or dependent clause ,on the contrary cannot stand on its own and is
marked by the presence of a conjunctionor some other kind of connector that is
consideredpart of it .
 Example: Although he workedhard ,he failed his exams.
 The use of a main clause or its combinations with another main and /or subordinate
clauses result into different types of sentences called simple,compound,complex,or
compound complex .

16. QUALITIES AND STRUCTURE OF THE STANDARD PARAGRAPH
• A standard paragraph includes a topic sentence, which states the main idea of the
paragraph.
The topic sentence must be a complete independent clause (containing at least a subject,
verb, and often an object).
• A standard paragraph has several supporting sentences.
• Supporting sentences give information that explains the main idea.
• A supporting sentence must explain, describe, give reasons, facts, comparisons, details,
or examples.
• A standard paragraph is unified. All of its sentences work together as a whole. Each
supporting sentence helps readers understand the idea stated in the topic sentence.
• A standard paragraph should include only relevant ideas to the topic idea.
• The first line of each paragraph should be indented, that to say the writer should leave a
small free space at the beginning of each new paragraph.
• A standard paragraph should have a concluding sentence that brings the paragraph to a
logical ending.

18. QUALITIES AND STRUCTURE OF THE STANDARD PARAGRAPH
Because I did not know for many years that I needed eyeglasses, my first few
years in school were miserable (Topic Sentence). I could not see the blackboard clearly,
so I often copied homework assignments incorrectly. Even worse, when tests were
written on the blackboard, I often had low scores. Worst of all, some of my teachers
thought I was not very bright, while others thought I was lazy (Supporting Sentences).
Now that I have eyeglasses, I am no longer miserable in school (Concluding Sentences).
Outline of the standard paragraph
Topic idea/sentence: Not having eyeglasses made my first few years in school
miserable.
Supporting idea/sentence 1: I often copied homework assignments incorrectly.
Supporting idea/sentence2:I did not do well on tests which were written on the
blackboard.
Supporting idea/sentence 3: Some teachers thought I was either not bright or lazy.
Concluding idea/sentence: I now have eyeglasses, so I am no longer miserable in
school.

19. QUALITIES AND STRUCTURE OF THE STANDARD PARAGRAPH
Successful students have learned three important techniques: organizing, planning,
and preparing. Organized students have the necessary tools for their classes. They usually
carry an assignment notebook and calendar, a highlighting marker, folders to keep papers in
order, and a pocket dictionary. In addition, successful students plan their time well. They
keep lists of assignments and due dates and allow enough time to do the work. Finally,
successful students prepare well for tests. They take good class notes and anticipate test
questions. Students with these techniques are the most likely to succeed in the classroom.
Outline of the standard paragraph
Topic idea: Successful students have learned to organize, plan and prepare
Supporting idea 1: Successful students are organized
Details: they have many tools, such as assignment notebook and calendar, a highlighting marker, folders,
and a pocket dictionary. (in which way they are organized)
Supporting idea 2: successful students plan well.
Details: They keep lists of assignments and the dates and allow enough time to do the work. (How they plan
for the tests)
Supporting idea 3: Successful students prepare well for the tests.
Details: They take good class notes and anticipate test questions. (How they prepare for the tests)
Concluding idea: Students with these techniques are the most likely to succeed in the classroom.

25. What is a Paragraph
A paragraph is a collection of related
sentences dealing with a single topic.
Learning to write good paragraphs will help
you as writers stay ontrack during your drafting
and revision stages .you can have fantastic
ideas , but if those ideas aren’t presented in
an organized fashion , you will lose your
readers and fail to achieve your goals in
writing.

26. Definition of the Topic Sentence
The topic sentence is usually the first sentence
in a paragraph.It introduces the main idea. All
subsequent points made in the
paragraphs should support the topic
sentence
The topic sentence indicates what the
paragraph is about.what it will describe or
discuss.

27. A good Topic Sentence
How to identify a good topic sentence?
 A topic sentence should narrow down or limit the paragraph to an
exact point.A strong topic sentence guides the paragraph by
establishing clear and specific boundaries for the subject.
 Some examples of topic sentences :
 Camping can be inexpensive vocation
 Eating a blanced diet is essential for maintaining good health
 Playing sports teaches valuable teamwork and leadership skills

28. The Topic Sentence and Title
 A topic sentence is a sentence within a paragraph.It is not set off
from or above a paragrph as a title (topic).It is from the main body
of a paragraph.
 Meanwhile the title is written separately and provides the overall
subject or theme of paragraph or piece of writing.The title is often
brief and gives a general sense of what the entire paragraph essay
will be about.
 Atitle introduces the whole piece of writing .while a topic sentence
introduces and controls the cotent of single paragraph

29. The Topic and Controlling Idea
 Topicsentences contain both a main idea (the subject,or
topic that the writer is discussing) and a
controlling idea(the writer’s specific stance on that subject).
 A topic sentence consists of a conrolling idea to direct
the paragraph.
 Different writers may use the same main idea but can
guide their paragraph in a number of different directions
according to their stance on the subject.

30.  The topic tells the reader what the paragraph will dscuss
 The controlling idea narrows the focus and indicates how or why
the topic will be discussed . It controlls the paragraph by limiting
what will be covered.
 Example: topic sentences:Regular exercise improves mental and
physical health.
 Regular exerciceis the topic
 Improving mental and physical and physical health is the controlling
idea

31. Practice

32. Practice

33. Recognizing Broad and Narrow
Statements

34. The Place of the Topic Sentence

35. Tips to Writing a Good Topic Sentence

36. Practice

37. Practice