Week 4 writing 4-topic sentence
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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.
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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.
Essay writing process
The document outlines the steps for writing an effective essay: 1) brainstorm ideas, 2) categorize and organize ideas in an outline or plan, 3) write an introduction with a thesis statement and background information, 4) write body paragraphs with topic sentences, examples, and a logical flow of ideas, and 5) write a conclusion that restates the main ideas and provides a final opinion. It also provides guidance on structure, vocabulary, grammar, and commonly used phrases for conclusions.
Analyzing the prompt
The document provides tips for succeeding on a timed writing exam by outlining a 7-step writing process:
1. Carefully read and analyze the prompt by circling directive words and underlining what the prompt asks you to do.
2. Analyze the prompt further by identifying the audience and numbering tasks in a logical order.
3. Think about what to include and skills needed to complete the writing task.
4. Write a thesis or claim.
5. Quickly develop an outline or brainstorming tool.
6. Write a clear and concise response.
7. Edit for spelling, grammar, and formatting errors.
Writing critically (self-study version)
1. Writing critically involves analyzing information, making judgements about its value, and presenting a supported point of view.
2. There are two approaches to presenting an argument - inductive which balances both sides, and deductive which states the viewpoint upfront and aims to convince.
3. Strong arguments provide evidence and reasons to support generalizable claims, while acknowledging other perspectives cautiously through language like "may" instead of definite statements.
Writing Descriptively
The document provides guidance on writing descriptively in academic writing. It discusses describing objects, systems, processes and organizations. Key points include:
- Descriptions include defining topics, describing objects and processes, and categorizing. Useful language for definitions includes "is," "is called," and "may be defined as."
- When describing objects, include physical characteristics, size, weight, shape and functions. Processes can be described by explaining the stages using words like "first," "next," and "finally."
- Diagrams and charts should be explicitly referred to in the text using language such as "Figure 1 shows." Comments should analyze important features.
Features of academic writing
The document outlines key features of academic writing such as using a logical structure with clear paragraphs and linking words. It notes that the first paragraph should introduce opposing viewpoints and the essay plan. Subsequent paragraphs then present arguments to support the author's position and opposing positions, with the final paragraph concluding the essay. The document also provides examples of linking expressions, phrases for introducing examples and showing contrast, and concluding an essay. Finally, it discusses using an impersonal and passive style in academic writing.
Features of academic essay
The document provides guidance on key features of academic essays, including structure, content, and style. It discusses the components of paragraphs, types of paragraphs, and linking paragraphs logically. It emphasizes using topic and supporting sentences, and addressing all questions from the rubric. The document also offers tips for writing in an appropriate academic register, including using formal language, hedging, attributive adjectives, and signposting. It outlines criteria for assessment, including structure, content, accuracy, register, and variety in language. Finally, it provides advice on organizing presentations and essays clearly around three to four main points.
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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.
Essay writing process
The document outlines the steps for writing an effective essay: 1) brainstorm ideas, 2) categorize and organize ideas in an outline or plan, 3) write an introduction with a thesis statement and background information, 4) write body paragraphs with topic sentences, examples, and a logical flow of ideas, and 5) write a conclusion that restates the main ideas and provides a final opinion. It also provides guidance on structure, vocabulary, grammar, and commonly used phrases for conclusions.
Analyzing the prompt
The document provides tips for succeeding on a timed writing exam by outlining a 7-step writing process:
1. Carefully read and analyze the prompt by circling directive words and underlining what the prompt asks you to do.
2. Analyze the prompt further by identifying the audience and numbering tasks in a logical order.
3. Think about what to include and skills needed to complete the writing task.
4. Write a thesis or claim.
5. Quickly develop an outline or brainstorming tool.
6. Write a clear and concise response.
7. Edit for spelling, grammar, and formatting errors.
Writing critically (self-study version)
1. Writing critically involves analyzing information, making judgements about its value, and presenting a supported point of view.
2. There are two approaches to presenting an argument - inductive which balances both sides, and deductive which states the viewpoint upfront and aims to convince.
3. Strong arguments provide evidence and reasons to support generalizable claims, while acknowledging other perspectives cautiously through language like "may" instead of definite statements.
Writing Descriptively
The document provides guidance on writing descriptively in academic writing. It discusses describing objects, systems, processes and organizations. Key points include:
- Descriptions include defining topics, describing objects and processes, and categorizing. Useful language for definitions includes "is," "is called," and "may be defined as."
- When describing objects, include physical characteristics, size, weight, shape and functions. Processes can be described by explaining the stages using words like "first," "next," and "finally."
- Diagrams and charts should be explicitly referred to in the text using language such as "Figure 1 shows." Comments should analyze important features.
Features of academic writing
The document outlines key features of academic writing such as using a logical structure with clear paragraphs and linking words. It notes that the first paragraph should introduce opposing viewpoints and the essay plan. Subsequent paragraphs then present arguments to support the author's position and opposing positions, with the final paragraph concluding the essay. The document also provides examples of linking expressions, phrases for introducing examples and showing contrast, and concluding an essay. Finally, it discusses using an impersonal and passive style in academic writing.
Features of academic essay
The document provides guidance on key features of academic essays, including structure, content, and style. It discusses the components of paragraphs, types of paragraphs, and linking paragraphs logically. It emphasizes using topic and supporting sentences, and addressing all questions from the rubric. The document also offers tips for writing in an appropriate academic register, including using formal language, hedging, attributive adjectives, and signposting. It outlines criteria for assessment, including structure, content, accuracy, register, and variety in language. Finally, it provides advice on organizing presentations and essays clearly around three to four main points.
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This document outlines an English course aimed at developing students' academic and professional communication skills. The course focuses on 5 concepts: reading academic texts, writing reaction papers, concept papers, position papers, and report papers. For each concept, the document provides examples and guidance. It discusses developing reading comprehension, writing reviews and critiques, defining concepts, analyzing arguments, and writing different types of reports. The overall goal is to teach students to effectively communicate in diverse situations.
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Lesson Six Developing Paragraphs
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.
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 ...
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Literary Analysis Writing_ An Argument Responding to Literature.pptx
Learning Target: By the end of the lesson:
I will be able to write a precise thesis statement, create an outline for an analytical essay and produce an argument text responding to a piece of literature.
Success Criteria:
* I can conduct a research and find out the main elements of an analytical essay.
* I can read a model text and determine the structure & elements of an analytical text.
* I can write a precise clear thesis statement.
* I can create an outline for my analytical essay.
* I can write an analytical argument essay responding to the reviewed section of Beowulf.
Codewcupreliminarystages 110222140656-phpapp01 (1)
The document outlines the preliminary stages of writing a research paper:
1. Identifying a topic and developing a research question. A good research question is open-ended, guides research, and leads to a thesis statement.
2. Creating a thesis statement that states the main idea or opinion about the topic in a complete sentence. The thesis statement acts as a roadmap for the paper and may include subtopics.
3. Evaluating the research question to ensure it is specific enough to be answered within the scope of the paper but not too broad. The necessary resources should also be available.
ENG 123 Assignment Two, Milestone One Guidelines and Rubric Draft O.docx
ENG 123: Assignment Two, Milestone One Guidelines and Rubric Draft Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of persuasion. Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one's thoughts, and also the ability to change one's mind about a particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the chance to recognize that there is an opposing viewpoint to a position and to refute their argument, noting they are the intended audience of the piece. Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided activities, the textboxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections II - IV below, which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the deadline will be submitted to your instructor for grading and feedback. Specifically the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your argument. A. Overview the issue you have selected, briefly describing main points and your argument. B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a right or wrong argument; the key is how it is supported and the quality of the evidence used. C. Address and refute any opposing viewpoints to your argument. This i.
16 Essay Orgil
The document discusses how to write an essay, including the key parts and stages of essay writing. It covers the introduction paragraph, supporting paragraphs, summary paragraph, and prewriting, writing, editing, and publishing stages. It provides examples of different types of essays such as definition, classification, description, compare and contrast, sequence, choice, explanation, and evaluation essays.
Writing a summary
The document provides guidance on how to write a summary. It outlines the key steps as reading the source material, deleting unnecessary information, and finding the main idea. It emphasizes that a summary should be brief, objective, and avoid personal opinions. The document also notes that summarization skills are useful in everyday communication and in professional contexts. Finally, it describes the key features of a summary as being shorter than the original while retaining the main ideas, and outlines the typical structure of a summary essay.
Essay writing 2nd upload
Here is a draft outline for the essay on the harmful effects of smoking:
I. Introduction
Thesis statement: Smoking has significant negative health effects and should be avoided or reduced.
II. Body
A. Smoking causes cancer
1. Lung cancer
2. Other cancers
B. Smoking causes heart and lung disease
1. Heart attack and stroke
2. Chronic obstructive pulmonary disease (COPD)
C. Smoking harms nearly every organ in the body
1. Effects on the mouth, throat, and esophagus
2. Effects on the liver, pancreas, and kidneys
III. Conclusion
Restatement of thesis: Due to the many serious
Business Question.pdf
This document provides tips for students on writing an individual learning log essay that is self-reflective and draws from two speakers' presentations. It outlines the requirements of the 2,000-word essay including an abstract, structure with subheadings, use of academic sources to support arguments, and reflective language. Students are encouraged to choose topics they find interesting and link their arguments through a theme or their own reflection.
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.).
Edu706 articlerevw
This document provides guidance on writing a journal article review. It explains that a journal article review critiques an academic article for a knowledgeable reader in the same field. It recommends skimming the article initially, then thoroughly reading and taking notes while considering how the article sets its objectives, presents concepts and arguments, uses evidence and methodology, and contributes to the literature. The review should introduce the article, briefly summarize its contents and argument, critically discuss 2-3 key issues, and finally evaluate the article's overall contribution to the topic. Checklists are provided to ensure identification of the article, objective summarization of its argument, discussion of key issues with evidence and reasoning, and a concluding evaluation.
ENG101- English Comprehension- Lecture 36
The document provides information about choosing essay topics, analyzing essay titles, and note taking for essay writing. It discusses the following key points:
1. Students are often given a list of topics to choose from and it is important to carefully select a topic that interests you.
2. When analyzing a title, you should identify the key concepts and content areas it directs you to focus on, as well as the type of analysis or judgment it requires.
3. Effective note taking for essays involves summarizing ideas, selecting relevant points, and relating information to your topic in a clear and organized format like an outline. This helps with understanding the material and writing the essay.
Functional English Presentation
This document provides information on paragraph writing, including the definition, structure, and types of paragraphs. It discusses the four main types of paragraphs: descriptive, narrative, expository, and persuasive. The document also outlines a systematic six-step method for writing paragraphs: choosing a topic, developing a topic sentence, demonstrating the point, giving the paragraph meaning, concluding, and proofreading. Finally, it identifies the four essential elements of a good paragraph: unity, order, coherence, and completeness.
Argumentative Essay
The document provides guidance on writing an argumentative essay. It explains that an argumentative essay requires research on a topic to collect and evaluate evidence to establish a position. It differs from an expository essay in requiring more research and depth. An argumentative essay must consider different perspectives on an issue and draw a conclusion supported by evidence. It should have an introduction outlining the topic and thesis, body paragraphs developing the arguments for and against the topic, and a conclusion restating the thesis and summarizing the arguments. Before writing, students should brainstorm, identify topics and decide their position to fully support.
ENG101- English Comprehension- Lecture 33
This document provides instruction on writing essays. It discusses that essays, like paragraphs, require unity, coherence and emphasis. Essays are longer compositions that are divided into parts. The document outlines the steps for writing an essay, including getting ideas, making an outline, writing a first draft, revising and proofreading. It also discusses the typical parts of an essay - the introduction, main body and conclusion.
Similar to Week 4 writing 4-topic sentence (20)
Planning and organisation of essays by Cristian Zarza
Planning and organisation of essays by Cristian Zarza
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
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Literary Analysis Writing_ An Argument Responding to Literature.pptx
Literary Analysis Writing_ An Argument Responding to Literature.pptx
Codewcupreliminarystages 110222140656-phpapp01 (1)
Codewcupreliminarystages 110222140656-phpapp01 (1)
ENG 123 Assignment Two, Milestone One Guidelines and Rubric Draft O.docx
ENG 123 Assignment Two, Milestone One Guidelines and Rubric Draft O.docx
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
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Week 4 writing 4-topic sentence
- 2. 1. Understand the essay question analyse: Analysis is usually a matter of taking things apart to see how the different parts contribute to the whole. assess: The crucial idea here is that you make some kind of value judgement about the matter. In other words, this instruction tells you very clearly that the examiner/marker wants you to come to a conclusion about the view being discussed. classify: Classification is about putting things into the correct classes. comment on: This instruction is usually followed by an idea, theory or quotation. You are invited to make critical judgements about this. compare and contrast: An invitation for you to show both what is similar and what is dissimilar about the explanations/accounts or whatever is under discussion. Be sure both to compare and to contrast.
- 3. detail: An invitation to provide another kind of description, in this case emphasising the component parts. discuss: A fairly open-ended invitation to engage critically with the subject. evaluate: Explain the relative worth of the idea or account, providing justification for your conclusion. explain: Spell out as if to an intelligent but relatively uninformed person. illustrate: Provide examples or instances that illuminate the points under discussion. interpret: Give a plausible account of the data, drawing conclusions from the evidence you have been given. justify: Provide the evidence and arguments that support the conclusion given. outline: Give a clear summary, but don’t go into too much detail.
- 4. refute: Provide the evidence and arguments against the position given and show how a different conclusion follows. relate: Show the connections between. review: Summarise and assess. sketch: Give a clear overview of the main features without going into too much detail. state: Spell out. summarise: Select the main features and describe them clearly in your own words. trace: Show how a particular idea or event was caused by or evolved from earlier ones.
- 5. critically discuss: A critical discussion involves engaging with the ideas discussed, not just summarising them. define: The principal meaning of this instruction is to give a clear definition of something. This typically involves specifying the limits within which something has to fall for it to be that kind of thing. describe: An opportunity for you to give an account, perhaps a narrative, that is relatively free from critical judgements.
- 7. 3. Middle The middle of your essay is the filling in your sandwich. This is where your main argument takes place. Here, each paragraph should do two things: * make a relevant point; and back it up with some kind of evidence, quotation, argument or example. It really is that simple
- 8. 4. Ends Think of your essay as an exercise in defending a conclusion and how you arrived at it. You should always have an angle on the question asked (i.e. you should know what you think about the main topic, or at least know the particular stance you are going to take on the issue for the sake of writing the essay). You will defend your conclusion by considering arguments and evidence for it, and, to a certain extent, against it too.
- 9. Week 3: The topic sentence Before writing any essay or even a paragraph, it is important to think, first about the topic and then what you want to say about the topic. Most often, the topic is easy, but the question then turns to what you want to say about the topic which is the controlling idea. Topic sentences should always contain both (1) a topic and (2) a controlling idea.
- 10. Read the following topic sentences. They all contain a topic (in bold) and a controlling idea (underlined). When your introduction contains a clearly stated topic sentence such as one of the following, your reader will know what to expect and, therefore, understand your ideas better. People can avoid burglaries by taking certain precautions. (The precautions for…) 2. There are several advantages to growing up in a small town. (The advantages of…) 3. Most US universities require a 550 point TOEFL score for a number of reasons. (The reasons for…)
- 11. 4. Air pollution in Mexico City is the worst in the world for a number of reasons. (The causes of…) or (The effects of…) 5. Fixing a flat tire on a bicycle is easy if you follow these steps. (The steps for…) 6. There are several enjoyable ways to travel between the US and Queretaro. (The ways to…) or (The methods of…)
- 12. Exercice: find the topic and the controlling idea in the following sentences. 1. Animals in danger of becoming extinct come from a wide range of countries. (The different countries… [parts, kinds, types]) 2. Effective leadership requires specific qualities that anyone can develop. (The qualities (or characteristics or traits) of…) 3. Industrial waste poured into Lake Michigan has led to dramatic changes in its ability to support marine life. (The effects of…)
- 13. 4. In order to fully explore the wreck of the Titanic, scientists must address several problems. (The difficulties of…) or (The obstacles to…) Summary A carefully thought out topic sentence will serve two important functions. First, it will provide you, the author, the means to stay focused on your objective. It's a lot easier to write if you know what you are going to write about! Second, a clearly stated topic sentence will provide readers with the tools they need to clearly understand what you have to say. These are important reasons to carefully consider topic sentences before beginning writing.
- 14. Create your own topic sentences(remember: topic+controlling idea) Topics: What are the benefits of learning a second language? Taking a risk is dangerous. Do you agree?