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Essential Optional
Implied Explicit
Parts of a Paragraph
Parts of a Paragraph
1. Topic Sentence -- This is the first sentence and it expresses
the main idea. It sets the direction of the rest of the
sentences.
2. Supporting Sentences details that expand the main idea.
3. Concluding Sentence --summarizing what has been said or
drawing a logical conclusion from it. Restatement of the topic
sentence.
Checklist for evaluating a Paragraph
Does the topic sentence represent the main idea of
the paragraph?
Is it a general statement that overarches the ideas
contained in the supporting sentences?
Do all the other sentences take their direction and
focus from the topic sentence?
Where to place the topic Sentence?
First sentence Middle of paragraph Last Sentence
Concluding sentence
Two Kinds of Topic Sentence
Interrogative/Question. Declarative/Statement
Why is writing often viewed by many as Writing is often viewed by many as
the most difficult skill to master? the most difficult skill to master
Writing is often viewed by many as the compared to other skills. The
most difficult skill to master compared reason for this is that it relies on
to other skills because it relies on complex interrelated skills and
complex interrelated skills and (meta) (meta) cognitive abilities (Gustilo,
cognitive abilities (Gustilo, 2010). This is 2010). This is why the identification
why the identification and description and description of the different
of the different factors that underlie L2 factors that underlie L2 writing
writing which characterize good or
which characterize good or
proficient writing have riveted the
proficient writing have riveted the attention of scholars from different
attention of scholars from different disciplines.
disciplines.
Paragraph Organizer
Topic:______________________________
Topic:_____________________________________________________
Topic sentence______________________________________________
Support facts/Details:
1._______________________________________________________
2._______________________________________________________
3. _______________________________________________________
Concluding
sentence:__________________________________________________
sentence_______________________
Support facts/Details:
1.__________________________________
Sample Paragraph
Topic: Levels of Government in Australia
Topic Sentence: There are three levels of government in Australia
Supporting Sentences:
1. The Commonwealth looks after areas of national importance such as
postal services, foreign affairs, and collecting and distributing taxes. It also
supervises the armed forces.
2. The State Governments' responsibilities include hospitals, schools and
the state police forces.
3. local concerns, such as suburban streets and garbage services, are
looked after by Local Government.
Concluding Sentence: Hence, in general, the responsibilities of each level
of government are appropriate to the geographical area it serves.
Sample Paragraph
There are three levels of government in Australia. First, the
Commonwealth looks after areas of national importance such
as postal services, foreign affairs, and collecting and
distributing taxes. It also supervises the armed forces. Second,
the State Governments' responsibilities include hospitals,
schools and the state police forces. Third, local concerns, such
as suburban streets and garbage services, are looked after by
Local Government. Hence, in general, the responsibilities of
each level of government are appropriate to the geographical
area it serves.
Source: Three levels of government in Australia (n.d.). Retrieved from https://www.vec.vic.gov.au/files/ActivitySheet9.pdf
GOOD
PARAGRAPH
UNITY COHERENCE
Singleness or "oneness"
of purpose.
All the ideas supporting
one main idea or the The ideas tie together
topic sentence smoothly and clearly.
Coherence:
arrangement of ideas to make logical points
Contrast
Concession
as (evidence such as
of...) to show what (I mean)
for example specifically
for instance let us (take the case of...)
thus
to illustrate
Inference
Transition
Place/Position
Source: https://e-writing.wikispaces.com/Problem+and+Solution+Paragraph
For ten years, I taught public school. Nothing bothered me more
than the language of educators: the jargon and clichés and euphemisms
found in school brochures. Take, for example, The Parent and Student
Middle School Guide from Region Nine, which governs fourteen schools in
Manhattan. In the booklet, one school brags that it provides all students
with “academic preparation” while helping them “to think clearly” in “an
enriched environment.” Another Region Nine middle school claims that its
staff “is comprised of” (sic) “highly qualified professionals who specialize in
the teaching of young adolescents.” A third school says that it “is dedicated
to students seeking an atmosphere that offers academic rigor through
intensified literary arts instruction, science and math investigations” and
“an exciting inter-disciplinary, multi-cultural curriculum.” It would be
impossible for any parent reading these vagaries to picture what goes on
in the schools’ classrooms.
https://professortashman.wordpress.com/2008/02/05/exemplification-paragraph/
There are three different types of rock music: alternative rock,
classic rock, and hard rock, also known as metal. Alternative rock
features a steady bass drum laying down the beat, with easy flowing
guitar riffs over the top. The bass line is toned town, and the lyrics
are sung with intensity an authority. Classic rock combines a steady
driving bass drum sound, with high snare overtones, steady and
often repeating guitar riffs, and an intensive bass line. The guitars
are more often than not all electric guitars, and distortion is rarely
used. Hard rock, or metal, features a hard rolling bass drum with an
abundant amount of cymbal work. This style of rock uses several
electric guitars with heavy distortion to bring a very intense sound. A
hard, intense, driving bass line rounds out the style. It doesn’t
matter what your preference is, each different style of rock music is
unique on its own.
Recently, I held an amusing and memorable conversation
with my son, who began kindergarten this year, on the subject
of mopping. My 5 year old son, Kaleb, claimed my Swiffer mop
as his own, and he enjoys mopping my kitchen and hardwood
floors. Last summer, while I was watching him eagerly mop my
floors, he suddenly exclaimed, “I’m just like a janitor!” Amused,
and somewhat surprised at his thoughtful comparison, I smiled
and answered, “Yes, you are like the school janitor Mr. Bruce.”
Immediately, a bright smile came to his face, and he agreed
with obvious pride, “Yes, I am like Mr. Bruce.” Then I told him
that maybe someday, when he was a bigger boy like his brother,
he could help Mr. Bruce mop the floors at school.
Source: Byron, K. (2005). Retrieved from http://english120.pbworks.com/w/page/19006987/narrative%20paragraphs
In front of me on the table sat a beautiful pure white bowl,
simplistic in design, hiding a decadent surprise inside. In the bowl
was hidden something that was not so pure, however, the
irresistible indulgence was worth every calorie that I knew it
contained. As I looked inside I saw on the bottom of the bowl a hot,
tender brownie loaded with macadamia nuts. I knew from past
experience that the nuts had a creamy and smooth texture, almost
like white chocolate. On top of the brownie were two firmly packed
scoops of ice cream, laying side by side, each one a different flavor.
Topping the luscious sauce was an ample dollop of whipped cream.
The whipped cream was topped with a shower of chocolate
sprinkles and finely chopped walnuts. The contrast of colors,
textures and flavors in this dessert appealed to every part of my
senses. I could not wait to eat it.
Source: Cofske, K. (2005). Retrieved from http://english120.pbworks.com/w/page/19006860/descriptive%20paragraphs
A racist can be defined as a prejudiced person who
discriminates because of another individuals outer appearance or
race. Racism can all start as a child being raised with negative
thoughts, or can be brought upon by personal reasons. For example,
growing up in a racist family will give adolescent awful thoughts
about a race without even experiencing how they really feel first
hand. A different example of how one might unfortunately choose
to be racist would be if a person visits a country, and a negative
event took place; this person might become racist toward a group of
people that lived there all because of one personal event that
happened. Racism is a negative concept that put down people for
no real reason. Racism is a form of ignorance and inequity and only
one could wish for this discrimination to stop all together in order
for everybody to get along.
Source: Falcon Fauque (2005). Retrieved from http://english120.pbworks.com/w/page/19006850/definition%20paragraphs
The writing process has four distinct phases. The first is
invention, which is aided by any number of techniques, including free-
writing, mind-mapping and outlining. After invention, comes the first
draft—the stage where the ideas start to take shape. The first draft is
also where writers should develop a tentative thesis to guide the
structure of their essay. The next stage of the process is when both
the second and third drafts are done. Here, ideas and structure are
refined, and the thesis is revised until it becomes the unifying idea of
the paper. Finally, comes the last stage, that of editing. Writers
should take care at this stage that all sentence structure and
punctuation is correct, and they should make corrections to
documentation format as needed. Writers often repeat these four
phases more than once, or skip a phase and go back to it, making the
writing process more cyclical than linear.
Source: The writing process: http://write-site.athabascau.ca/documentation/Sample%20of%20a%20process%20paragraph.pdf
Acts of courage can be brought out by three possible causes.
The first cause, and the most obvious, is provocation. More often
that not, the hero finds it within himself to put aside his fears and
overcome near impossible odds to save the day. The second cause is
a purpose. For many people, the prospect of serving their country,
and gaining revenge for the cowardice acts of the terrorists were the
only reasons necessary for their courage. The third cause is a belief
in a higher power. The presence of God gives many people the
courage to do things they would not be able to do otherwise. His
words play clearly in their minds," Be strong and of good courage",
because: "the lord thy god is with thee whithersoever thou
goest"(bible reference). Whatever your inspiration for courage may
be, you can just about bet it was brought on by one of these three
underlying circumstances.