Writing a Paragraph From Week 3

8/7/2019 Writing a Paragraph From Week 3

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WRITING A PARAGRAPH

From Chapter 3 ofFoundations First


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What is a paragraph?

Paragraph=group of sentences that is unifiedby a single main idea

topic sentence states the main idea

the rest of the sentences in the paragraphprovide details and examples that supportthe main idea

at the end of the paragraph, a concludingstatement summarizes the main idea


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T-I-E METHOD OF ORGANIZATION

TOPIC STATEMENT:

COMES IN THE FIRST 1-2 SENTENCES OFPARAGRAPH and

announces both the writer's topic and thewriter's opinion about that topic


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T-I-E METHOD OF ORGANIZATION

ILLUSTRATION:

all of the writing that supports or illustratesthe main point expressed in the topic

statement (examples, illustrations, stories)


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T-I-E METHOD OF ORGANIZATIONEXPLANATION:

the concluding statement to a paragraph.

It should be around 1-3 sentences long and it shouldcome at the very end of the paragraph after the

Illustration. It explains the significance of the paragraph. It

should answer the reader's question, "So what? Whydoes the paragraph I just read matter?"


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WHAT A T-I-E PARAGRAPH

LOOKS LIKETOPIC SENTENCE _______________

______________________________.

ILLUSTRATION_________________________________________________

______________________________

______________________________.EXPLANATION___________________

______________________________.


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SHALL WE LOOK AT THE

PARAGRAPH ON PAGE 52?


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THREE IMPORTANT THINGS TOKEEP IN MIND

1. ASSIGNMENT

2. PURPOSE

3. AUDIENCE


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ASSIGNMENT

Assignment: what you are expected to write

Word limit Prompt

Due date

In home or in class?

Can you revise it?


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PURPOSE

Purpose: why you are writing

Should you express your feelings? Should you give information?

Should you take a position on acontroversial issue?


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AUDIENCE

Audience: for whom you are writing

Who will read it? Instructor? Other students? How much will readers know about your

topic?

How formal/informal should it be?


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THE WRITING PROCESS

Focused free writing: writing whatevercomes to your mind on the topicinstructor gives you

I dont know. People should go to college wheneverthey want. I dont want to write this essay.

Maybe people are too immature. I failed lots ofclasses. I wasnt ready after high school. Highschool was easy. College is not.


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THE WRITING PROCESS

Brainstorming: write whatever comes toyour head, but instead of staying on thelines you write all over the page. Can

include symbols, arrows, etc.


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THE WRITING PROCESS

Clustering: mapping. Visuallylaying outwhat you will include in your paper.


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HOW DO YOU GO FROM PREWRITINGTO AN ACTUAL PARAGRAPH?

Look at all of your prewriting and findwhat main idea your material seems tosupport.

The sentence that states the main ideaand gives your writing its focus will beyour papers topic sentence.


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DEVELOPING ATOPIC SENTENCE

1. A topic sentence is a complete sentenceand is different than just the topic. Itincludes a subject AND a verb and

expresses a complete thought.

Topic: Whether or not to start college rightafter high school.

Topic Sentence: Students should not startcollege right after they finish high school.


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2. A topic sentence is more than just anannouncement of what you plan to writeabout. It makes a point about the topic.

Announcement: In this paragraph, I willexplain my ideas about whether or notstudents should go to college after highschool.

Topic Sentence; My ideas about when tostart college changed when I became acollege student.


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3. A topic sentence presents an idea that canbe discussed in a single paragraph. MAKESURE ITS NOT TOO NARROW OR TOOBROAD.

Too Broad: Students have many differentreasons for deciding whether or not to go tocollege right after college.

Too Narrow: Most students begin college rightafter high school.

Effective: Students who begin college rightafter high school may be too immature to do well

in school.


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DEVELOPING YOURILLUSTRATION

Now you want to look through your notesto think about points or examples you can

use to support your main idea.

Decide the best order to discuss each

supporting point.


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DEVELOPING YOUREXPLANATION

Your explanation should sum up yourmain idea and provide some new insight.

Remember, you DO NOT want to bring ina whole new topic at the end. Just remind

the reader about your main point.


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NOW WHAT? (REVISE!)

When you write the first draft of yourparagraph, try not to worry too muchabout spelling and punctuation.

Then, once you have a rough draft, lookcarefully at each sentence. Read the whole

paragraph. Does it make sense? Doesevery sentence need to be there? Do youneed to add more information?


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THEN WHAT? (EDIT!)

Now its time to look even more closely.

Examine every sentence, every word, everypiece of punctuation (period, comma,etc.).

Make sure every sentence is a completesentence and there are no spelling errors.


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GROUP ACTIVITY!!!

Students who begin college right after highschool may be too immature to do well in school. Iknow this was true for me. I originally startedcollege five years ago. I had just graduated high

school. I had many problems because I was notmature enough to handle college. I slept late andmissed many classes. I did not do my homework,and I talked in class. I ended up being dropped

from 2 classes and failing 2 more. Therefore, Ithink that it is not always best to go to college rightafter high school, and I hope now I have thematurity necessary to really succeed.


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ANSWER THE FOLLOWINGQUESTIONS:

1. What is the TOPIC SENTENCE? How doyou know it is the topic sentence?

2. Does the ILLUSTRATION help supportthe topic sentence? Why or why not?

3. What is the EXPLANATION orconclusion? How do you know it is theconclusion?

Writing a Paragraph From Week 3

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