This document provides instruction on writing effective paragraphs. It discusses the key components of paragraphs including the topic sentence, supporting sentences, concluding sentence, coherence, unity, and different types of paragraphs such as narration and exposition. Specifically, it explains that the topic sentence introduces the overall idea, supporting sentences provide explanation and details, and the concluding sentence summarizes. It emphasizes using connectors to ensure coherence and focusing on one main topic for unity. Examples are also provided to illustrate these concepts.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
This workshop is based on the work of Patricia Cunningham and is a 20 minute training session for teachers, but may be used in the classroom with students. Great way of building skills in preparation for mandated tests.
This document discusses subject-verb agreement in English grammar. It explains that the verb must match the subject in number, with singular verbs used for singular subjects and plural verbs for plural subjects. Some tricky cases are covered, such as compound subjects, collective nouns like "everybody", prepositional phrases, and questions. The key is to identify the subject and check that it agrees with the verb in number. Mastering subject-verb agreement is important for constructing grammatically correct sentences.
The document discusses supporting sentences in paragraphs. It defines supporting sentences as sentences that come after the topic sentence and provide details to support and explain the main idea. Supporting sentences should answer questions like who, what, where, and how. Effective supporting sentences include specific details and use connectors or linkers to provide coherence between sentences. An example paragraph is provided to illustrate how supporting sentences provide additional information about the natural features that make a hometown famous mentioned in the topic sentence.
The document outlines the typical structure of plot in stories, including exposition to introduce characters and setting, conflict as a problem arises, rising action as further problems develop, climax as the peak of conflict, falling action showing the results, resolution concluding the story, and sometimes a denouement with final events. It describes each stage in the standard plot structure.
The document discusses different types of sentences:
- Complete sentences have both a subject and a predicate.
- Sentence fragments are incomplete because they are missing either a subject or predicate.
- Run-on sentences improperly connect two independent clauses without proper punctuation or conjunction.
- Compound sentences properly join two independent clauses with a coordinating conjunction like "and", "but", or "or".
The document provides examples and exercises to identify different sentence types and practice combining sentences.
The document discusses two types of characterization - direct and indirect. Direct characterization involves the author directly telling the audience about a character's personality, while indirect characterization involves the author showing aspects of a character's personality through their speech, thoughts, interactions with others, actions, and appearance. Indirect characterization uses five methods - speech, thoughts, effect on others, actions, and looks - to reveal a character's personality without explicitly stating it.
The document discusses the key characteristics of a strong topic sentence for a paragraph. An effective topic sentence should [1] express the main idea, [2] state a definite opinion or attitude, and [3] give the reader a clear understanding of what the paragraph is about. It should be a complete sentence that introduces both the topic and controlling idea for the paragraph.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
This workshop is based on the work of Patricia Cunningham and is a 20 minute training session for teachers, but may be used in the classroom with students. Great way of building skills in preparation for mandated tests.
This document discusses subject-verb agreement in English grammar. It explains that the verb must match the subject in number, with singular verbs used for singular subjects and plural verbs for plural subjects. Some tricky cases are covered, such as compound subjects, collective nouns like "everybody", prepositional phrases, and questions. The key is to identify the subject and check that it agrees with the verb in number. Mastering subject-verb agreement is important for constructing grammatically correct sentences.
The document discusses supporting sentences in paragraphs. It defines supporting sentences as sentences that come after the topic sentence and provide details to support and explain the main idea. Supporting sentences should answer questions like who, what, where, and how. Effective supporting sentences include specific details and use connectors or linkers to provide coherence between sentences. An example paragraph is provided to illustrate how supporting sentences provide additional information about the natural features that make a hometown famous mentioned in the topic sentence.
The document outlines the typical structure of plot in stories, including exposition to introduce characters and setting, conflict as a problem arises, rising action as further problems develop, climax as the peak of conflict, falling action showing the results, resolution concluding the story, and sometimes a denouement with final events. It describes each stage in the standard plot structure.
The document discusses different types of sentences:
- Complete sentences have both a subject and a predicate.
- Sentence fragments are incomplete because they are missing either a subject or predicate.
- Run-on sentences improperly connect two independent clauses without proper punctuation or conjunction.
- Compound sentences properly join two independent clauses with a coordinating conjunction like "and", "but", or "or".
The document provides examples and exercises to identify different sentence types and practice combining sentences.
The document discusses two types of characterization - direct and indirect. Direct characterization involves the author directly telling the audience about a character's personality, while indirect characterization involves the author showing aspects of a character's personality through their speech, thoughts, interactions with others, actions, and appearance. Indirect characterization uses five methods - speech, thoughts, effect on others, actions, and looks - to reveal a character's personality without explicitly stating it.
The document discusses the key characteristics of a strong topic sentence for a paragraph. An effective topic sentence should [1] express the main idea, [2] state a definite opinion or attitude, and [3] give the reader a clear understanding of what the paragraph is about. It should be a complete sentence that introduces both the topic and controlling idea for the paragraph.
This document discusses sentence fragments and how to identify and correct them. It defines a sentence as having a subject and predicate that expresses a complete thought. A fragment lacks one of these elements. The document describes several types of fragments, including dependent word fragments, -ing and to fragments, added detail fragments, and those lacking a subject or predicate. It provides examples and explains strategies for correcting each type, such as attaching the fragment to another sentence or adding a subject or verb.
Plot structure describes the arrangement of events in a story. Freytag's Pyramid models plot with five parts: exposition, rising action, climax, falling action, and resolution. The climax is the turning point of highest tension. Rising action involves conflicts that build to the climax, while falling action occurs after as a result. Modified Freytag's Pyramid extends before and after the primary rising and falling action. Key plot components include the inciting incident that begins the action, and the dénouement that concludes any remaining questions.
Plot concerns the main events in a story that involve characters dealing with and eventually resolving a conflict. It follows an exposition that introduces characters and setting, rising action where events build towards the climax, the climax which is the turning point, falling action where loose ends are tied up after the climax, and a resolution that wraps up the story for the reader.
Infinitives are verbals formed with "to" plus a verb that can function as nouns, adjectives, or adverbs. When used as adjectives and adverbs, infinitives usually precede nouns and pronouns in sentences. Infinitives can be used as subjects, direct objects, objects of prepositions when functioning as nouns. When used as adjectives, infinitives modify nouns and when used as adverbs, they modify verbs or adjectives. Infinitive phrases can also function as nouns or adjectives. Infinitives should not be confused with prepositional phrases which are "to" plus a noun or pronoun.
This document discusses sentence fragments and how to identify and fix them. It defines a sentence fragment as an incomplete sentence that is missing a subject, verb, or complete idea. Examples of fragments are provided and fixed by adding subjects and verbs. There are three methods to fix fragments: attaching the fragment to another sentence, adding a subject or verb, or removing the fragment-causing phrase. Sentence fragments should generally be avoided in formal writing.
Inferencing involves finding clues, putting them together to solve problems like puzzles. The document provides examples of inferencing like solving riddles, answering questions, and reading. It discusses looking for clues about places, times, colors, textures, body language, actions, and situations. Examples are given about inferencing from visual clues in pictures, words, body language, and commercials. The document encourages practicing inferencing skills through jigsaw puzzles and mystery stories that require putting clues together.
This document discusses denotation and connotation in word choice and meaning. Denotation refers to the literal or dictionary definition of a word, while connotation refers to the implied or cultural meanings associated with a word. Good writers consider both denotation and connotation when choosing words to effectively communicate their intended tone and message. The document provides examples of words with both positive and negative connotations, and instructs readers to analyze the denotative and connotative meanings of additional words in a chart.
The document provides a review of punctuation and capitalization rules. It defines common punctuation marks like periods, commas, quotation marks, and explains their proper uses. It also covers capitalization rules for proper nouns, titles, sentences, and other cases. The response rewrites 10 sentences applying the discussed punctuation and capitalization guidelines.
This document defines and provides examples of different types of characters in stories: the protagonist is the main character driving the story's plot; the antagonist opposes the protagonist; flat characters lack depth while round characters are complex and multi-dimensional; static characters don't change but dynamic characters do change over the course of the narrative. Examples like Shrek and Anakin Skywalker illustrate characters that undergo transformation.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
This document discusses adjectives and adverbs. It explains that adjectives are either descriptive or limiting, and describe nouns. Adverbs modify verbs, adjectives, or other adverbs, and many are formed by adding "-ly" to adjectives. Some words like "so" and "very" are also adverbs. Adverbs answer questions like "how." Linking verbs require adjectives, not adverbs, to modify the subject complement. The document provides examples and exercises to distinguish between adjective and adverb forms.
The document discusses object complements in sentences. An object complement follows and modifies or refers to a direct object, and can be a noun or adjective. Examples are provided of sentences containing direct objects and object complements, such as "The court ruled his actions illegal" and "We call Ashley supervisor of our team." The document also provides formulas for sentences containing object complements and additional examples and activities.
The document discusses main ideas and supporting details. The main idea of a story is its overall topic, which can be summarized in one sentence. Supporting details provide extra information and examples that help explain the main idea. They give readers a better understanding of the story by engaging one or more of the five senses. Identifying both the main idea and supporting details of a passage is important for comprehension.
Context clues are hints in the text that can help the reader understand the meaning of unfamiliar words without having to look them up. These clues include synonyms, antonyms, definitions, examples, descriptions, and comparisons that provide context around the unfamiliar word. Learning to use context clues can improve reading comprehension and vocabulary.
An adverb phrase is a group of words that functions like an adverb to describe when, where, why or how an event occurred. An adverb phrase can be a prepositional phrase that modifies a verb, adjective or other adverb. An adverb phrase tells how, when, where or to what degree something is done and may include pre-modifiers and post-modifiers around an adverb as the headword. Common adverb phrases use prepositions like "in", "after" or "behind" to indicate time, place or manner.
The document provides information about absolute phrases, including:
- An absolute phrase consists of a noun followed by a participle (usually an -ing verb).
- Examples of absolute phrases are given from sentences describing a bicyclist racing down a road and zooming in on specific nouns and their associated -ing verbs, such as "legs pumping" and "sweat dripping".
- The document outlines different structures for absolute phrases, including using nouns with -ing, -ed, or -en verbs, adverbs, adjectives, prepositions, and possessive pronouns. Removing the verb "to be" from sentences can also create absolute phrases.
This document provides a review of subject-verb agreement rules. It discusses how to identify the subject and determine if it is singular or plural. Verbs must agree with their subject in number, with singular subjects taking singular verbs and plural subjects taking plural verbs. Exceptions covered include subjects separated from verbs by prepositional phrases, verbs appearing before subjects, indefinite pronoun subjects, and compound subjects. The key rules are that subjects and verbs must match in number, singular verbs end in -s, subjects are never in prepositional phrases, indefinite pronouns are singular, and compound subjects take plural verbs.
This document discusses misplaced and dangling modifiers. It defines misplaced modifiers as words or phrases that incorrectly modify the wrong word or words in a sentence. Dangling modifiers are described as modifying words or phrases where the intended subject they describe is missing from the sentence. Examples are given of misplaced and dangling modifiers and how to correctly structure sentences to avoid these errors. Four common types of misplaced modifiers are also listed.
What is adjective? What is adjective clause? What is adjective phrase? How is the way to change an adjective clause into an adjective phrase? What is the function both of adjective clause and adjective phrase? Find the answer here!
Topic: Film Review Type: Analytical Essay Subject: Geography
Academic Level: Undergraduate Style: APA Language: English (U.S)
Number of Pages: 3 (double-spaced, Times New Roman, Font 12)
The document provides guidance on writing effective essays, including how to research a topic, take notes, plan an essay, write an introduction, body, and conclusion, and properly cite references. It discusses selecting a topic, researching sources, organizing notes, creating an outline, structuring paragraphs, and ensuring the essay answers the assigned question. Key aspects of essay writing such as developing arguments, using evidence, and linking paragraphs are also covered.
This document discusses sentence fragments and how to identify and correct them. It defines a sentence as having a subject and predicate that expresses a complete thought. A fragment lacks one of these elements. The document describes several types of fragments, including dependent word fragments, -ing and to fragments, added detail fragments, and those lacking a subject or predicate. It provides examples and explains strategies for correcting each type, such as attaching the fragment to another sentence or adding a subject or verb.
Plot structure describes the arrangement of events in a story. Freytag's Pyramid models plot with five parts: exposition, rising action, climax, falling action, and resolution. The climax is the turning point of highest tension. Rising action involves conflicts that build to the climax, while falling action occurs after as a result. Modified Freytag's Pyramid extends before and after the primary rising and falling action. Key plot components include the inciting incident that begins the action, and the dénouement that concludes any remaining questions.
Plot concerns the main events in a story that involve characters dealing with and eventually resolving a conflict. It follows an exposition that introduces characters and setting, rising action where events build towards the climax, the climax which is the turning point, falling action where loose ends are tied up after the climax, and a resolution that wraps up the story for the reader.
Infinitives are verbals formed with "to" plus a verb that can function as nouns, adjectives, or adverbs. When used as adjectives and adverbs, infinitives usually precede nouns and pronouns in sentences. Infinitives can be used as subjects, direct objects, objects of prepositions when functioning as nouns. When used as adjectives, infinitives modify nouns and when used as adverbs, they modify verbs or adjectives. Infinitive phrases can also function as nouns or adjectives. Infinitives should not be confused with prepositional phrases which are "to" plus a noun or pronoun.
This document discusses sentence fragments and how to identify and fix them. It defines a sentence fragment as an incomplete sentence that is missing a subject, verb, or complete idea. Examples of fragments are provided and fixed by adding subjects and verbs. There are three methods to fix fragments: attaching the fragment to another sentence, adding a subject or verb, or removing the fragment-causing phrase. Sentence fragments should generally be avoided in formal writing.
Inferencing involves finding clues, putting them together to solve problems like puzzles. The document provides examples of inferencing like solving riddles, answering questions, and reading. It discusses looking for clues about places, times, colors, textures, body language, actions, and situations. Examples are given about inferencing from visual clues in pictures, words, body language, and commercials. The document encourages practicing inferencing skills through jigsaw puzzles and mystery stories that require putting clues together.
This document discusses denotation and connotation in word choice and meaning. Denotation refers to the literal or dictionary definition of a word, while connotation refers to the implied or cultural meanings associated with a word. Good writers consider both denotation and connotation when choosing words to effectively communicate their intended tone and message. The document provides examples of words with both positive and negative connotations, and instructs readers to analyze the denotative and connotative meanings of additional words in a chart.
The document provides a review of punctuation and capitalization rules. It defines common punctuation marks like periods, commas, quotation marks, and explains their proper uses. It also covers capitalization rules for proper nouns, titles, sentences, and other cases. The response rewrites 10 sentences applying the discussed punctuation and capitalization guidelines.
This document defines and provides examples of different types of characters in stories: the protagonist is the main character driving the story's plot; the antagonist opposes the protagonist; flat characters lack depth while round characters are complex and multi-dimensional; static characters don't change but dynamic characters do change over the course of the narrative. Examples like Shrek and Anakin Skywalker illustrate characters that undergo transformation.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
This document discusses adjectives and adverbs. It explains that adjectives are either descriptive or limiting, and describe nouns. Adverbs modify verbs, adjectives, or other adverbs, and many are formed by adding "-ly" to adjectives. Some words like "so" and "very" are also adverbs. Adverbs answer questions like "how." Linking verbs require adjectives, not adverbs, to modify the subject complement. The document provides examples and exercises to distinguish between adjective and adverb forms.
The document discusses object complements in sentences. An object complement follows and modifies or refers to a direct object, and can be a noun or adjective. Examples are provided of sentences containing direct objects and object complements, such as "The court ruled his actions illegal" and "We call Ashley supervisor of our team." The document also provides formulas for sentences containing object complements and additional examples and activities.
The document discusses main ideas and supporting details. The main idea of a story is its overall topic, which can be summarized in one sentence. Supporting details provide extra information and examples that help explain the main idea. They give readers a better understanding of the story by engaging one or more of the five senses. Identifying both the main idea and supporting details of a passage is important for comprehension.
Context clues are hints in the text that can help the reader understand the meaning of unfamiliar words without having to look them up. These clues include synonyms, antonyms, definitions, examples, descriptions, and comparisons that provide context around the unfamiliar word. Learning to use context clues can improve reading comprehension and vocabulary.
An adverb phrase is a group of words that functions like an adverb to describe when, where, why or how an event occurred. An adverb phrase can be a prepositional phrase that modifies a verb, adjective or other adverb. An adverb phrase tells how, when, where or to what degree something is done and may include pre-modifiers and post-modifiers around an adverb as the headword. Common adverb phrases use prepositions like "in", "after" or "behind" to indicate time, place or manner.
The document provides information about absolute phrases, including:
- An absolute phrase consists of a noun followed by a participle (usually an -ing verb).
- Examples of absolute phrases are given from sentences describing a bicyclist racing down a road and zooming in on specific nouns and their associated -ing verbs, such as "legs pumping" and "sweat dripping".
- The document outlines different structures for absolute phrases, including using nouns with -ing, -ed, or -en verbs, adverbs, adjectives, prepositions, and possessive pronouns. Removing the verb "to be" from sentences can also create absolute phrases.
This document provides a review of subject-verb agreement rules. It discusses how to identify the subject and determine if it is singular or plural. Verbs must agree with their subject in number, with singular subjects taking singular verbs and plural subjects taking plural verbs. Exceptions covered include subjects separated from verbs by prepositional phrases, verbs appearing before subjects, indefinite pronoun subjects, and compound subjects. The key rules are that subjects and verbs must match in number, singular verbs end in -s, subjects are never in prepositional phrases, indefinite pronouns are singular, and compound subjects take plural verbs.
This document discusses misplaced and dangling modifiers. It defines misplaced modifiers as words or phrases that incorrectly modify the wrong word or words in a sentence. Dangling modifiers are described as modifying words or phrases where the intended subject they describe is missing from the sentence. Examples are given of misplaced and dangling modifiers and how to correctly structure sentences to avoid these errors. Four common types of misplaced modifiers are also listed.
What is adjective? What is adjective clause? What is adjective phrase? How is the way to change an adjective clause into an adjective phrase? What is the function both of adjective clause and adjective phrase? Find the answer here!
Topic: Film Review Type: Analytical Essay Subject: Geography
Academic Level: Undergraduate Style: APA Language: English (U.S)
Number of Pages: 3 (double-spaced, Times New Roman, Font 12)
The document provides guidance on writing effective essays, including how to research a topic, take notes, plan an essay, write an introduction, body, and conclusion, and properly cite references. It discusses selecting a topic, researching sources, organizing notes, creating an outline, structuring paragraphs, and ensuring the essay answers the assigned question. Key aspects of essay writing such as developing arguments, using evidence, and linking paragraphs are also covered.
The document provides guidance on how to structure academic writing assignments. It recommends including an introduction that outlines the scope of the essay, a main body with subsections addressing key points, and a conclusion that summarizes the main ideas. Sections should have clear headings and flow logically. References and a bibliography are necessary to avoid plagiarism. The assignment should be 10 pages or less and follow formatting guidelines for submission by the due date.
This document discusses different types of topic sentences that introduce the main idea of a paragraph, including general, clueing, and specific topic sentences. It provides examples and formulas for each type and recommends steps for writing an effective topic sentence, such as picking a sentence type and formula, exploring relevant words, and checking the sentence.
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests. The topic sentence introduces how rats have survived extermination attempts, and the rest of the paragraph provides supporting details on the many strategies used against rats and how they continue to evade such efforts.
Our business writing skills presentation gives some simple but powerful tips on making your writing interesting and impactful. Effective business writing skills can enhance your productivity dramatically.
The document provides information on how to write an effective paragraph. It explains that a paragraph contains a topic sentence that introduces the main idea, supporting sentences that develop and provide examples for the topic sentence, and a concluding sentence that wraps up the key points. It emphasizes making topics specific rather than general. The document also includes examples of how to structure sentences within a paragraph about a mother at age seventeen, including potential topic, supporting, and concluding sentences.
This document discusses learner language and interlanguage. It defines interlanguage as the developing language system of second language learners. Key points made include: (1) Learner language follows systematic developmental sequences, even when learners have different first languages; (2) Errors made by learners reflect their current understanding of the target language and are part of the learning process; (3) While first language influence exists, many errors result from generalization, overgeneralization, and simplification as learners develop rules of the new language.
This document provides guidance on writing an academic assignment. It outlines the typical structure, which includes sections like the title page, abstract, introduction, literature review, methodology, findings and conclusions. Key elements of each section are defined. The importance of critical analysis and synthesis is emphasized. Tips are provided on topics selection, reading literature, using sources, being critical, structure, writing style, and meeting assignment requirements. Analysis involves breaking down concepts while synthesis combines elements to form a coherent whole.
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
HOW TO WRITE AN ESSAY (REVISITING PARAGRAPH WRITING)
English Language learners: This is a step-by-step 24-slide presentation to help you revisit necessary information about paragraph writing, so you can assemble an essay in a few easy steps. (Created by Rita Zuba Prokopetz / G&R Languages – October, 2013)
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
This document provides an overview of good communication skills and business writing. It discusses five main methods of communication - written, spoken, symbolic gestures, visual images, and multimedia. It then covers various aspects of business writing like business letters, memos, reports, notices, and sales letters. Key tips are provided for writing clearly, concisely, courteously, completely and correctly. The document also discusses grammar, punctuation, and strategies for effective planning and structuring of business documents.
This document provides guidance on writing effective thesis statements by defining what a thesis statement is, its key characteristics, and by walking through examples of strong and weak thesis statements for various writing prompts. It emphasizes that a good thesis statement makes an arguable claim, addresses all parts of the assigned prompt, and previews the scope and focus of the essay. Through a series of examples, it helps the reader to identify the thesis statement that is the best fit for the assigned writing task.
The document outlines how to write an effective paragraph. It defines a paragraph as a piece of writing consisting of one or more sentences, sometimes with an indented first line. An effective paragraph contains three parts - a topic sentence, supporting details sentences, and a concluding sentence. It provides an example paragraph and identifies the topic sentence in red, supporting details in blue, and conclusion in brown. Finally, it lists the five step process to write a paragraph: brainstorming, organizing ideas, writing a first draft, editing, and final work.
The document discusses effective writing skills training topics such as developing good reading strategies, creating powerful presentations, organizing thoughts, structuring sentences and paragraphs, and writing to engage readers. It provides tips for effective business writing including being terse, clear, and to the point. Specific tips include getting to the point, being concise, using paragraphs and lists, choosing the right tone, and avoiding errors through proofreading. Contact information is given for training consultants.
This is a presentation explaining the process of writing reflective essays. It includes structuring the essay using a reflective model and suggestions for introductions and conclusions.
A paragraph typically contains a topic sentence, supporting sentences, and a concluding sentence. The topic sentence introduces the overall idea or topic. Supporting sentences provide details and explanation to support the topic sentence. The concluding sentence summarizes the information presented in the paragraph. Together, these elements discuss one main subject in a cohesive manner.
This document discusses coherence and unity in writing. Coherence refers to how well ideas flow smoothly from one sentence to the next. Connectors like "for example" and "first" help provide coherence by tying ideas together. A coherent paragraph is analyzed as having smooth transitions between its three points about natural landmarks in a town. Unity means a paragraph only discusses one main topic. An example paragraph is assessed as mostly unified, except for one off-topic sentence that discusses an American astronaut rather than Russian space projects. Connectors and focusing on only one topic help provide coherence and unity.
The document provides guidance on writing formally and with coherence and unity. It discusses avoiding contractions in formal writing and using major and minor connectors to smoothly link ideas between sentences and within paragraphs. Major connectors indicate the main points, while minor connectors link details to each point. Unity means a paragraph is about one main topic; sentences unrelated to the topic compromise unity.
This document provides guidance on writing different types of paragraphs, including basic paragraph structure and the key elements of definition, classification, description, compare/contrast, sequence, choice, explanation, and evaluation paragraphs. It outlines the purpose of each paragraph type and provides examples and helpful words to use when writing each type of paragraph.
A paragraph should be focused on a single topic or central idea. It includes a topic sentence that introduces the overall idea, supporting sentences that explain or provide examples about the topic sentence, and sometimes a concluding sentence that summarizes the key points. Proper paragraphs are coherent, concise, and avoid shifting between unrelated topics within the same paragraph. Details should also be included to fully explain the central idea.
Characteristic of a paragraph:completenesseleng_kleng
The document discusses the characteristics of a complete paragraph. It defines completeness as a paragraph being well-developed. A complete paragraph includes a topic sentence that states the main idea and controlling idea, body sentences that develop and support the topic sentence with examples and details, and a concluding sentence that restates the main points. It provides an example of a complete paragraph that discusses the natural features the author's hometown is famous for.
The document provides guidance on writing effective topic sentences for paragraphs. It defines a topic sentence as a general statement that introduces the overall idea to be discussed in the paragraph. A good topic sentence limits the scope of the topic by adding context like place, time, quality, or cause/effect. Examples show how broad topics can be narrowed by specifying location, type of event, or other details. Readers are given an exercise to practice narrowing topics and generating topic sentences.
This document discusses the key characteristics of a well-written paragraph: coherence, cohesion, and unity. Coherence means the ideas flow smoothly from one sentence to the next. Cohesion refers to how the supporting sentences connect to each other and the topic sentence using cohesive devices like connectors and pronouns. Unity means the entire paragraph is focused on discussing a single main topic without introducing unrelated, off-topic sentences.
Coherencecohesionunity 110122165841-phpapp01Jeremie Ann Ho
This document discusses the key elements of writing a good paragraph: organization, coherence, and unity. It explains that a paragraph needs a topic sentence, supporting sentences, and a concluding sentence. Coherence means the ideas flow smoothly from one sentence to the next. Cohesion connects the supporting sentences to each other and the topic sentence using devices like connectors and pronouns. Unity means the entire paragraph focuses on just one main topic.
This document provides information on the structure and components of paragraphs. It defines a paragraph and discusses the main components - the topic sentence, supporting sentences, and closing sentence. It explains that the topic sentence states the main idea, the supporting sentences provide details and examples to strengthen the topic sentence, and the closing sentence summarizes the key points. It also discusses how to create unity, coherence, and order within a paragraph. Finally, it provides examples of different types of paragraphs such as narrative, expository, descriptive, cause/effect, and persuasive paragraphs.
A paragraph is a group of sentences about one topic. Each sentence must provide information about the topic. Paragraphs can be used to describe something, tell a story, explain something, or convince the reader. A good paragraph includes a topic sentence, supporting details, and a closing statement. The topic sentence states the main idea and what the paragraph will be about. Supporting details provide information to understand the topic. The closing restates the paragraph's message.
The document provides guidance on writing academic paragraphs, including their typical structure and components. It states that paragraphs generally have three parts: a topic sentence, body sentences, and a concluding sentence. The topic sentence is the most general statement and introduces the overall idea. Body sentences then provide supporting details to explain or develop the topic sentence. Finally, the concluding sentence summarizes the key information presented in the paragraph. The document also offers tips on incorporating details, maintaining formality, and using transition signals and reporting verbs in academic paragraphs.
THESIS STATEMENTSThesis statements perform the following functions.docxssusera34210
THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little more to be said.
Example: Applicants must take a test before getting their driver’s license.
A thesis statement contains both a subject (what is being written about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad, too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis with a refined focus is more desirable.)
1. My parents have been the most influential people in my life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in our neighborhood.
3. The members of the post-World War II “baby boom” make up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although in other respects I was limited.
2. The problem of overcrowded American prisons must be solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages, but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a particular topic. A paragraph has four basic parts: topic sentence, supporting details, sub-details, and a concluding or transitional sentence.
The topic of the paragraph is expressed in the topic sentence which is generally (always for our purposes) the first sentence of the paragraph. The topic sentence is a general statement of the paragraph topic that directly supports the thesis statement; they are the “bones” of the paragraph.
Consider we’re writing an essay about the perks of the Tidewater area. (recalling what you learned about topics / thesis statements, our topic sentences for this topic should explain the perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a great tourist spot. Notice how “general” the sentence is; it does not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details, which are the “meat on the bone.” They support the topic sentences by offering clar ...
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1. Distrital universityschool of sciences and educationlebei THE ABC’S OF PARAGRAPHS ENGLISH COMPOSITION YAMITH J. FANDIÑO MA IN TEACHING
2. Theabc’s of PARAGRAPHs The topic sentence The sentence introduces an overall idea that you want to discuss later in the paragraph. Suppose that you want to write a paragraph about the natural landmarks of your hometown. The first part of your paragraph might look like this: My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. Note how the first sentence, My hometown, Wheaton, is famous for several amazing geographical features, is the most general statement. This sentence is different from the two sentences that follow it, since the second and third sentences mention specific details about the town's geography, and are not general statements.
3. Theabc’s of PARAGRAPHs Here are some examples of sentences that cannot be used as topic sentences. Can you figure out why they are inappropriate? - My hometown is famous because it is located by Wheaton River, which is very wide, and because it is built near an unusually steep hill called Wheaton Hill. - There are two reasons why some people like to buy cars with automatic transmission and two reasons why others like cars with manual transmission. - Clouds are white. The problem with sentence # 1 is that it contains too many details. Topic sentences are general, and details should appear later in the paragraph. A better topic sentence would be like the one mentioned above, My hometown is famous for several amazing geographical features.
4. Theabc’s of PARAGRAPHs Sentence # 2 is not appropriate as a topic sentence because it mentions two topics, not just one. Paragraphs are usually about one main thing and so their topic sentences should also be about only one main thing. The problem with sentence #3 is that it is too general. It is also very boring! Would you like to read a paragraph with this topic sentence? Most people would not. We can rewrite sentences #2 and #3 in the following ways to make it better: - There are two reasons why some people like to buy cars with automatic transmission. In a different paragraph, there are two reasons why some people like cars with manual transmission. - The shapes of clouds are determined by various factors.
5. Theabc’s of PARAGRAPHs The supporting sentences My hometown, Wheaton, is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. Thethirdamazingfeatureisthe Big OldTree. Thistree stands twohundredfeettall and isprobablyaboutsixhundredyearsold. The second sentence (First, it is noted for the Wheaton River, which is very wide and beautiful) gives some explanation for the fact that Wheaton is a famous town. Similarly, we can see that the third and fourth sentences also give some explanation for the fact that Wheaton is famous by giving other examples of "amazing natural features," in this case, Wheaton Hill and The Big Old Tree The second and third sentences are called supporting sentences. They "support," or explain, the idea expressed in the topic sentence. Of course, paragraphs in English often have more than two supporting ideas. At minimum, you should have at least five to seven sentences in your paragraph.
6. Theabc’s of PARAGRAPHs Details in Paragraphs Whenever possible, you should include enough details in your paragraphs to help your reader understand exactly what you are writing about. In the paragraph about Wheaton, three natural landmarks are mentioned, but we do not know very much about them. For example, we could add a sentence or two about Wheaton river concerning HOW wide it is or WHY it is beautiful. My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of these trees fall and cover the riverbanks like golden snow. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. Even though it is steep, climbing this hill is not dangerous, because there are some firm rocks along the sides that can be used as stairs. There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.
7. Theabc’s of PARAGRAPHs The concluding sentence In formal paragraphs you will see a sentence at the end of the paragraph which summarizes the information that has been presented. This is the concluding sentence. You can think of a concluding sentence as a sort of topic sentence in reverse. Let's see how a concluding sentence (in bold font) might look in our sample paragraph about Wheaton: My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place. Notice how the concluding sentence (These three landmarks are truly amazing and make my hometown a famous place)summarizes the information in the paragraph. Notice also how the concluding sentence is similar to, but not exactly the same as, the topic sentence.
8. Theabc’s of PARAGRAPHs Coherence and unity Coherence refers to a certain characteristic or aspect of writing. Literally, the word means "to stick together." Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next sentence. With coherence, the reader has an easy time understanding the ideas that you wish to express. Consider the paragraph that we saw before: My hometown is famous for several amazing natural features. First, it is noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of these treesfall and cover the riverbanks like golden snow. Second, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. Even though it is steep, climbing this hillis not dangerous, because there are some firm rocks along the sides that can be used as stairs. There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.
9. Theabc’s of PARAGRAPHs Major Connectors Do you see how the words in bold help guide the reader? For example, consider the words, First, Second, and The third amazing feature. We can call these words major connectors. Major connectors help organize the main parts of your paragraph. This paragraph has three main parts: (1) a part about the Wheaton River, (2) a part about Wheaton Hill, and (3) a part about the Big Old Tree. Another way of saying this is that this paragraph has three main points which are indicated by the major connectors. Using such major connectors is an important way of providing coherence in a paragraph. Minor Connectors What about the other words in bold, such as those appearing in the phrases "these trees" and "this hill"? We can call these minor connectors. Minor connectors provide coherence to a paragraph by connecting sentences within each of the main parts of your paragraph. That is, when you write about your main points, you can use minor connectors to link your details to each main point.
10. Theabc’s of PARAGRAPHs Now, look at this paragraph. Can you identify the main points? Each of the U.S. manned space exploration projects had specific major goals. The Mercury project was designed to test whether or not human beings could survive and function in outer space. The Mercury project tested rockets with the new Mercury space capsule, which could hold one person. The Gemini project was intended to find out whether two people could work in the weightless environment of space. Gemini astronauts took "spacewalks." They floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini astronauts tried out new flying skills. Some astronauts flew two spacecraft extremely close together; this procedure was called "rendezvous." On some Gemini flights, astronauts physically linked two spacecraft together. Linking, or "space docking," was a major goal of the Gemini program. The Apollo project, with three astronauts, was intended to test spacecraft and skills so that people could actually fly to the Moon and land on it. Performing scientific experiments on the lunar surface and collecting rocks for study on Earth were goals.
11. Theabc’s of PARAGRAPHs Was this paragraph a little confusing to read? Now consider the same paragraph with a few changes: Each of the U.S. manned space exploration projects had specific major goals. For example, the Mercury project was designed to test whether or not human beings could survive and function in outer space. In addition, the Mercury project tested rockets with the new Mercury space capsule, which could hold one person. As another example, the Gemini project was intended to find out whether two people could work in the weightless environment of space. One way of doing this was by having Gemini astronauts take "spacewalks." That is, they floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini astronauts also tried out new flying skills. For example, some astronauts flew two spacecraft extremely close together; this procedure was called "rendezvous." On some Gemini flights, astronauts physically linked two spacecraft together. This linking, or "space docking," was a major goal of the Gemini program. Finally, the Apollo project, with three astronauts, had the goal of testing spacecraft and skills so that people could actually fly to the Moon and land on it. Other goals included performing scientific experiments on the lunar surface and collecting rocks for study on Earth.
12. Theabc’s of PARAGRAPHs Do you see which of the connectors above are major and which are minor? The major ones are For example in the second sentence, which introduces the first supporting point (the Mercury program); As another example, which begins the second main point (the Gemini program); and the word Finally, which introduces the third and last main point (the Apollo moon program). (In the paragraph above, all of the major connectors are underlined.) As for the minor connectors, we can divide them into three groups: - The first group of minor connectors provides coherence for the first main point (the Mercury program). There is only one minor connector in this first group, In addition. - The second group of minor connectors consists of That is, also, and also the phrase For example. Notice that this last minor connector is the same as the major connector at the beginning of the paragraph. However, the function of each is different, depending on the meaning of the sentences. - The third group of minor connectors in this particular paragraph also has one member, which is Other goals included.
13. Theabc’s of PARAGRAPHs Paragraph unity Unity is a very important characteristic of good paragraph writing. Paragraph unity means that one paragraph is about ONLY ONE main topic. That is, all the sentences -- the topic, supporting sentences, the detail sentences, and (sometimes) the concluding sentence -- are all telling the reader about ONE main topic. If your paragraph contains a sentence or some sentences that are NOT related to the main topic, then we say that the paragraph "lacks unity," or that the sentence is "off-topic." Look at the following paragraph, which is similar to the paragraph that we have studied above. Does it have perfect unity? Try to find the sentence that is off-topic: Each of the Russian manned space exploration projects had specific major goals. For example, the Vostok project was designed to test whether or not human beings could survive and function in outer space. For another example, the Voshkhod project was intended to find out whether people could work in the weightless environment of space. One Voshkhod cosmonaut experimented with weightlessness by taking a "spacewalk." That is, he floated in a spacesuit outside his Voshkhod spacecraft, connected to it by a tether. The cosmonaut to do this was Alexei Leonov. Several weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White. Finally, the Soyuz project, with three cosmonauts, had goals of testing spacecraft and spaceflight skills so that people could fly long missions in Earth orbit.
14. Theabc’s of PARAGRAPHs Paragraph unity Paragraph unity means that one paragraph is about ONLY ONE main topic. That is, all the sentences are all telling the reader about ONE main topic. Look at the following paragraph, which is similar to the paragraph that we have studied above. Does it have perfect unity? Try to find the sentence that is off-topic: Each of the Russian manned space exploration projects had specific major goals. For example, the Vostok project was designed to test whether or not human beings could survive and function in outer space. For another example, the Voshkhod project was intended to find out whether people could work in the weightless environment of space. One Voshkhod cosmonaut experimented with weightlessness by taking a "spacewalk." That is, he floated in a spacesuit outside his Voshkhod spacecraft, connected to it by a tether. The cosmonaut to do this was Alexei Leonov. Several weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White. Finally, the Soyuz project, with three cosmonauts, had goals of testing spacecraft and spaceflight skills so that people could fly long missions in Earth orbit. The sentence (Several weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White) does not have anything to do with the major goals of the various Russian space projects. That is, it is an "off-topic" sentence. In order to improve the paragraph, we should omit this sentence, even though it is historically accurate.
15. Theabc’s of PARAGRAPHs Types of paragraphs: Narration Paragraph Narration paragraphs are most distinctively used in fiction. As such, they will contain all necessary components of action development: protagonist, setting, goal, obstacle, climax and resolution. Writing a narration paragraph requires, consequently, sequential order and chronology. There are many descriptive elements included into the body of a narration paragraph but, if composed correctly, the paragraph will feature much more action than depiction. Example: Around 2 a.m. something woke Charles Hanson up. He lay in the dark listening. Something felt wrong. Outside, crickets sang, tree-frogs chirruped. Across the distant forest floated two muffled hoots from a barred owl. It was too quiet. At home in New Jersey, the nights are filled with the busy, comforting sounds of traffic. You always have the comforting knowledge that other people are all around you. And light: At home he can read in bed by the glow of the streetlight. It was too quiet. And much too dark. Even starlight failed to penetrate the 80-foot canopy of trees the camper was parked beneath. It was the darkest dark he had ever seen. He felt for the flashlight beside his bunk. It was gone. He found where his pants were hanging and, as he felt the pockets for a box of matches, something rustled in the leaves right outside the window, inches from his face. He heard his wife, Wanda, hold her breath; she was awake, too. Then, whatever, was outside in the darkness also breathed, and the huge silence of the night seemed to come inside the camper, stifling them. It was then he decided to pack up and move to a motel.
16. Theabc’s of PARAGRAPHs Exposition Paragraph Often times, this kind of a paragraph is used as a component of other types. It’s created in order to clarify or explain a problem or a phenomenon. Writing exposition paragraphs requires strict focus on evidence and objective language. It can contain elements of comparison and contrast or cause and effect writing - both facilitate accurate exposition of its subject-matter. The following words can help you to compare and contrast:
17. Theabc’s of PARAGRAPHs The following words can help you express cause and effect: Example: This family was a victim of a problem they could have avoided-a problem that, according to Florida park rangers, hundreds of visitors suffer each year. "Several times a month," ranger Rod Torres of O'Leno State Park said, "people get scared and leave the park in the middle of the night." Those people picked the wrong kind of park to visit. Not that there was anything wrong with the park: The hikers camped next to them loved the wild isolation of it. But it just wasn't the kind of place the couple from New Jersey had in mind when they decided to camp out on this trip through Florida. If they had known about the different kinds of parks in Florida, they might have stayed in a place thy loved.
18. Theabc’s of PARAGRAPHs Definition Paragraph Definition paragraphs are used in order to explain the meaning, origin and function of things. They are used both in academic writing and in fiction. To write a definition paragraph, writers should concentrate on the role of its subject in the context of the whole essay and list comparisons as well as examples accordingly. The following words can help you to write a good definition paragraph: 1. "is defined as" Example: A pest is defined as any animal or plant that damages crops, forests, or property. 2. "is a kind of" Example: A pest is a kind of animal or plant that damages crops, forests, or property. Example: "Park" is difficult to define in Florida, because there are so many kinds of parks. Basically, a park is a place to go for outdoor recreation-to swim, picnic, hike, camp, walk the dog, play tennis, paddle your canoe, and, in some places take rides in miniature trains or swish down a waterslide. Florida has a rich variety of parks, ranging from acres of RVs ringed around recreation halls, to impenetrable mangrove wilderness. To make things more complicated, not all of them are called "parks," and even the ones called "parks" come in several varieties.
19. Theabc’s of PARAGRAPHs Classification Paragraph Writing a classification paragraph takes a slightly varied approach. It should rely on both defining and comparing. Writers should classify the subject of the paragraph in a specific context providing comparisons to corresponding ideas. Classification can be performed on multiple levels – semantic (comparing different meanings of things), linguistic (using vocabulary to show contrast), and more. The following words can help you to write a good classification paragraph:
20. Theabc’s of PARAGRAPHs Classification Paragraph Example: Forest and river dominate O'Leno State Park. By contrast, Lloyd Beach State Recreation Area, near Fort Lauderdale, is dominated by the oily bodies of sun-worshippers who crowd into it every summer weekend. Where O'Leno gives you so much quiet you can hear the leaves whispering, Lloyd Beach is a place of boisterous activity. You can walk a few yards in O'Leno and pass beyond every sign of human civilization. When you walk at Lloyd Beach, you have to be careful to step over the picnic baskets, umbrellas, jam boxes, and browning bodies. At night, O'Leno wraps itself with the silence of crickets and owls. Lloyd Beach is busy with fishermen till well past midnight. If you want to fish near town, or dive into the busy bustle of an urban beach, Lloyd Beach is the place to go. But if you want to stand at the edge of civilization and look across time into an older natural world, O'Leno is the park to visit.
21. Theabc’s of PARAGRAPHs Description Paragraph Preferably, description paragraphs should concentrate on action (verbs), rather than sensations (adverbs and adjectives). Writers should assume the role of readers whose idea of the described events is, in entirety, constructed by the paragraph content. Description paragraphs should be detailed, clear, and render the represented reality chronologically. The following words can help you to write a good description paragraph:
22. Theabc’s of PARAGRAPHs Description Paragraph Example: O'Leno is a good example of a state park in Florida. Surrounded by the tall, shaded woods of a beautiful hardwood forest, the Santa Fe River disappears in a large, slowly swirling, tree-lined pool. After appearing intermittently in scattered sinkholes, the river rises three miles downstream in a big boil, then continues on to meet the Suwannee and the sea. Nearby, stands of cypress mirror themselves in the still waters, walls of dense river swamp rise before you, sudden sinkholes open in the woodlands-rich with cool ferns and mosses. Farther from the river, expanses of longleaf pinelands stretch across rolling hills. In the midst of this lovely setting, you find 65 campsites, 18 rustic cabins, and a pavilion for group meetings. A diving platform marks a good place to swim in the soft, cool waters of the Santa Fe, and canoeing up this dark river is like traveling backwards in time in the direction of original Florida.
23. Theabc’s of PARAGRAPHs Process Analysis Paragraph It usually takes the form of a how-to paragraph which guides readers through a process or action to be performed. It’s very concise and uses formal, non-descriptive vocabulary. It should be written in chronological order which accounts for subsequent actions. The following words can help you to write a good process analysis paragraph.
24. Theabc’s of PARAGRAPHs Process analysis paragraph Example: When you find the park you are looking for, you will need to make camp. One person can set up the FamilyProof Tent, though it is easier with two, yet almost impossible with three or more. Here's how: - First, clear a 9 by 9 foot area of snags, limbs, and anything that might pierce the bottom of the tent. Unfold the tent so that the corners of the waterproof bottom form a square. Peg down the corners of the bottom. - Next, snAP Test, Together all four external tent-poles (they are held together by shock cords to ake sure you get the pieces matched up). - Place a pole near each of the pegs. Thread each pole through the two loops leading toward the top of the tent. - After you have all four poles in place, lift one of the poles. While holding the pole up, pull its guyrope tight and peg the guyrope down, so that the pole is held up by the guyrope and the pegs on opposing sides of the tent bottom. - Lift the pole on the opposite side of the tent in the same way, but this time, fit it into the upper end of the standing pole before securing its guywire. - Assemble the two remaining tent poles in a similar manner. - Finally, unroll the front flAP Test, To form an awning. Prop up the awning with the two remaining poles and secure them with guyropes. Now you are ready to move in.
25. Theabc’s of PARAGRAPHs Persuasion Paragraph Persuasion paragraphs require exhortatory and dynamic language. They are aimed at persuading others into taking a particular action or adopting certain point of view. They should be devoid of descriptive content and, instead, rely on the imperative mode. The following words can help you to write a good persuasive paragraph: Example: Before you go camping in Florida, plan ahead. Don't wind up in the wilds when you want to be near Disney World, and don't wind up on a concrete RV pad when you really want the forest primeval. Find out what parks are available, and what they are like. Get good information on what to expect, and what your options are. This can make all the difference in the quality of your vacation.
26. Theabc’s of PARAGRAPHs How to write a paragraph Prewriting Steps 1. Think carefully about what you are going to write. Ask yourself: What question am I going to answer in this paragraph or essay? How can I best answer this question? 2. Open your notebook. Write out your answers to the above questions. 3. Collect facts related to your paragraph or essay topic. Look for and write down facts that will help you to answer your question. 4. Write down your own ideas. Ask yourself: What else do I want to say about this topic? Why should people be interested in this topic? 5. Find the main idea of your paragraph or essay. Choose the most important point you are going to present. 6. Organize your facts and ideas in a way that develops your main idea.
27. Theabc’s of PARAGRAPHs Writing Steps 1.Open word processor.2. Write the topic sentence, supporting sentences, and closing sentence. 3. Write clear and simple sentences to express your meaning.4. Focus on the main idea of your paragraph. Editing Paragraphs
28. Theabc’s of PARAGRAPHs Publishing Three Steps: 1. Make a paper copy of your paragraph.2. Show your work to your teacher, tutor, or classmates.3. Ask them for hints on how to improve your writing.
29. Theabc’s of PARAGRAPHs REFERENCES Basic paragraph structure and coherence and unity http://lrs.ed.uiuc.edu/students/fwalters/para.html http://lrs.ed.uiuc.edu/students/fwalters/para.html Seven types of paragraphs: different body essay kinds http://academicwriting.suite101.com/article.cfm/seven_types_of_paragraphs http://www2.actden.com/writ_den/tips/paragrap/index.htm How to write paragraphs http://www2.actden.com/writ_den/tips/paragrap/index.htm