Great Writing 3 Unit 1 Lecture

Unit 1: Intro to Paragraphs

Paragraph Mechanics

Page 1: What’s a Paragraph

Letter > word > sentence > paragraph > essay

Page 2: 3 Main Parts of a Paragraph12.3.

Topic sentenceSupporting sentencesConcluding sentence

Topic Sentence = main subject + controlling idea

Cars can be used in many different situations.

Cars have changed enormously in the past 50 years.

Page 5: Five Features of a good topic sentence

1. Guide paragraph – what’s coming2. Not well-known fact – be interesting!3. Be specific – contain details4. But not too specific – if too specific, you

have nothing to write about!5. Must contain controlling idea

1. Digital cameras

•Have more features than film cameras

Page 3 Activity 1

• Choose the best sentence. Put a check.

1.A2.B3.B4.A5.A

Page 6 Activity 3

• Thinking about the previous page, choose the best topic sentences in this activity.

• Underline the controlling idea.

2. Dolphins : nature’s most incredible animals3. Ninio’s Pizzaria : wide selection of foods

4. Snowboarding : interesting history

5. Seashells : great souvenirs

Page 9: Activity 6

• Read the paragraphs, and write a good topic sentence with controlling idea.

1. If you’re looking for a good way to stay in shape, running is one of the best exercises around.

2. Getting a job is difficult, but there are six steps than can really make it easier for you.

Page 11: Activity 7 Brainstorming

• Let’s think about our first paragraph. Choose one the the topics and brainstorm ideas about the topic. Come up with four ideas about the topic.

• Write a topic sentence about the topic.

• On page 12, write a paragraph.

• Exchange your paragraph with a partner. Read your partner’s paragraph and ask a question or two about it. Underline your partner’s topic sentence.

• Now, return the paragraph. LOOK at your paragraph. Did your partner underline the correct topic sentence?

Homework

•Page 17 Activity 12• (Look at internet practice icons in

book)these are related:•Page 18 Activity 13•Page 20 Activity 15 (supporting

sentences. Study page 12-13)•Page 21 Activity 16

Week 3• Schedule coming soon• Unit 1 continued• Keep writing portfolio

Warm Up –

Take 5 minutes to write about anything you want in your notebook.Don’t worry about grammar or punctuation.

Page 17 Language Focus

•Many scientist = many scientists

Activity 12 Editing for Noun Forms

Concluding Sentences: Page 22

Page 22 Concluding sentencesA concluding sentence wraps up the paragraph. Let’s the reader know you’ve finished.

Features:

1. Usually last sentence. 2. Let’s reader know you’ve finished. 3. Brings a logical conclusion.

• Restate main idea (but not exactly the same!)• Offer a suggestion, give opinion, or make a prediction.

Page 22 Continued: Example: Look at Paragraph 6 (Page 15)

Topic sentence:

One of my greatest vacations was spent in Washington, D.C.

Concluding Sentence:

Clearly, Washington, D.C. has a lot to offer visitors!

Transitions with Concluding Sentences

because of all of thisas a resultclearlyEtc.

Page 23 – Activity 17 Practice writing a concluding sentence.

• Write concluding sentences for the paragraphs on pages 9 & 14.

• What does the sentence do?

Page 23 Four Features of Well-Written Paragraph

1. Topic sentence states main idea2. All sentences about one topic3. First sentence is indented4. Concluding sentence makes logical conclusion

Page 24 – Activity 18 Analyze a paragraph

• Activity 21 = extra practice

• Check your answers with a partner…

Page 26 – Activity 20 – VocabularyWord Associations (web site has flash cards) circle the correct word

• First Draft

• Brainstorm for ideas• Follow the guidelines on page 28• Bring all to class• Paragraph should be In book, notebook or printed

Assignment 1 (Start with Activity 22 Page 28)

Checklist

Peer Editing• Why peer review?

Also….

• Learn how to read carefully, with attention to the details of a piece of writing (whether their own or another writer's);

• Learn how to strengthen their writing by taking into account the responses of actual and anticipated readers;

• Make the transition from writing primarily for themselves or for an instructor to writing for a broader audience-a key transition for students as they learn to write university-level papers and as they prepare for post-graduate work;

• Learn how to formulate and communicate constructive feedback on a peer's work;

• Learn how to gather and respond to feedback on their own work.

Source: http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.UyvG662Sxqs

Tips for peer editing: Page 30

Peer editing Sheet 1 – Page 239

Portfolio 10%