Here is another example of a body paragraph with developed examples. The thesis statement for this example is:
My friend John is always very helpful.
The three topics are:
II. Helpful at school
III. Helpful at sports
IV. Helpful for social life
This example paragraph will be for paragraph II. Here is the correct outline for paragraph II:
II. Helpful at school
A. Topic: school help in several ways
B. In class - shares notes
C. For homework - works with me
D. For tests - study sessions
E. Restate topic
Here is the sample body paragraph, double spaced and with the developed examples underlined.
First, John helps me very often in my college classes. He always shares his notes from the class
lectures because they are usually better than mine. One time in our Math 103 class, John showed me
his notes on how to solve differential equations. I did not understand these difficult problems until
John's notes explained them. Also, John works with me on written homework. One time, our History
105 class required us to write an essay about what caused the American Civil War. I did not
understand the chapter reading, nor did I know how to write the assignment. John explained that the
war was caused mostly by slavery, and my essay should discuss three reasons why that was true.
Finally, John always helps me prepare for tests. Once we had a difficult exam in Biology 203 about
DNA, and John spent three hours reviewing both class notes and quizzes to help me prepare for the
test; as a result, I earned an A on that exam. I would have a hard time getting through my ELAC
courses without John.
#20 - Correct Outline Form
All outlines for essays must follow this form
Title (of the whole essay)
I. Introduction
A. General statement
B. More specific statement
C. Thesis Statement
II. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
III. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
IV. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
V. Conclusion
A. Summary (of topic sentences)
B. Restatement (of the thesis statement)
C. Result (of the whole essay)
Title (of the whole essay)
I. Introduction
A. General statement
B. More specific statement
C. Thesis Statement
II. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
III. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
IV. Title (of this body paragraph)
A. Topic sentence (write only 3 or 4 words)
B. Example one (write 3 or 4 words)
C. Example two (write 3 or 4 words)
D. Example three (write 3 or 4 words)
E. Restatement of topic
V. Conclusion
A. Summary (of topic sentences)
B. Restatement (of the thesis statement)
C. Result (of the whole essay)
#19 - Comparison/Contrast Text Essay 2
Write a comparison/contrast essay on the topic:
Both Sunny Sharad Kadam in "My First Day In America" and Anna von Eingestellt in "Welcome To America" describe in their essays experiences that they had when they were coming to the U.S. Are these experiences more similar or more different? Write an essay in which you discuss this question, paying attention to the experiences themselves and the emotions that the writers feel.
Make a list of things that both writers did or felt, and another list of different feelings or experiences. Then decide: are the experiences and feelings of these writers more similar or more different?
Your essay must be five full paragraphs, and you should follow the rules and suggestions in handouts #16 and #17. All examples must be direct quotations from the texts. Please use "point-by-point" format.
Outlines may be handed in on Tuesday, November 20th. Outlines and essays are due on Tuesday November 27th.
Both Sunny Sharad Kadam in "My First Day In America" and Anna von Eingestellt in "Welcome To America" describe in their essays experiences that they had when they were coming to the U.S. Are these experiences more similar or more different? Write an essay in which you discuss this question, paying attention to the experiences themselves and the emotions that the writers feel.
Make a list of things that both writers did or felt, and another list of different feelings or experiences. Then decide: are the experiences and feelings of these writers more similar or more different?
Your essay must be five full paragraphs, and you should follow the rules and suggestions in handouts #16 and #17. All examples must be direct quotations from the texts. Please use "point-by-point" format.
Outlines may be handed in on Tuesday, November 20th. Outlines and essays are due on Tuesday November 27th.
#18 - Grammar Review Sheet
SEVEN RULES FOR CLAUSE PUNCTUATION
1. Compound Sentences can be
punctuated three different ways:
a. with
a comma + a coordinate conjunction (fanboy)
Ex. We love reading poetry, but we do not always understand it
Ex.
Wiglaf asked me to go to the prom,
and I said yes.
b.
with a semicolon only when the clauses relate clearly
Ex. She studied ten hours for her calculus
test; she earned an A on it.
Ex. Some students love poetry; others despise it.
c. with
a semicolon + a connector (conjunctive adverb) + a comma
Ex.
I would love to go out with you Friday night; however, I have too much homework
Ex.
She worked hard to learn Spanish;
she became fluent in the language, consequently.
2. Complex Sentences with an adverb clause can be punctuated two
different ways:
When
the adverb clause appears first,
before an independent clause, use a comma.
Ex. Before I took Mr. M’s class,
I used to enjoy English.
Ex. Whenever I see you, I
begin to feel ill.
The
comma is usually omitted when the adverb clause follows an independent clause.
Ex. I used to enjoy English before I
took Mr. M’s class.
Ex. I begin to feel ill whenever I see
you.
Exceptions include although, though, and even
though – they may have commas in either
case.
3. Complex sentences with an adjective clause can be punctuated two
different ways:
a. When
the adjective clause follows a specific noun or pronoun, use a comma after it.
Ex. She gave the money to Myrtle, who spent it on ice cream.
b. The
comma is omitted when the adjective clause follows a general noun.
Ex. She gave to money to a friend who spent it on ice cream.
#17 - Using Direct Quotations As Evidence
Here is a an example to illustrate that based on our "Why English?" and "The Language Of Common Sense" assignment. These quotations are not real, and you cannot use them in your essay. The supposed thesis is:
Although Saucier in "Why English?" and the Los Angeles Times in "The Language Of Common Sense" have some similarities, the ideas in the two articles are more different.
The outline for this paragraph will be:
III. Reasons for language
A. Topic: different ideas
B. Introduce Times quotation
C. Write Times Quotation
D. Introduce Saucier Quotation
E. Write Saucier Quotation
F. Restatement To explain why quotations are important
Here is an example of a body paragraph, the third in an essay.
The two articles contrast with each other when they talk about the reasons to use languages other than
English. The Times article says that other languages help to bring diversity to life in Los Angeles. The
article states that, "People using their native languages have helped Los Angeles to have a multicultural
environment that most other cities do not have." However, in "Why English?" Saucier suggests a
business reason for why other languages are good in the U.S. She writes, "Our population will be
readier to deal with globalization and international business if we have more people who can speak
many languages." Both writers believe that having many languages is good, but their ideas about why
are not the same.
See that the paragraph follows the outline exactly. Each sentence from A. to F. should be in all three of your body paragraphs.
#16 - Comparison/Contrast #2 Essay Assignment
This essay will follow the same kind of outline as your last one. You may choose Item-By-Item or Point-By-Point, though the latter may be more clear for you.
The topic is to compare and contrast the ideas in "Why English?" and "The Language of Common Sense." You must decide and state in your thesis if the two essays are more similar or more different.
Please follow these instructions.
1. Write a good introduction with your clear thesis at the end of it.
2. Be sure that each body paragraph starts with a clear topic sentence.
3. Use 'one time" examples in each body paragraph. These examples should be "direct quotations" from each of the two articles. You must have at least two examples like this in each body paragraph.
4. The next handout and the class lecture will demonstrate how to use direct quotations.
5. Check your essay carefully for grammar before handing it in. Using Grammarly.com is recommended. Try especially to avoid fragments (frag) and comma faults (c.f.).
6. A complete and correct outline must be submitted before and with the essay.
The topic is to compare and contrast the ideas in "Why English?" and "The Language of Common Sense." You must decide and state in your thesis if the two essays are more similar or more different.
Please follow these instructions.
1. Write a good introduction with your clear thesis at the end of it.
2. Be sure that each body paragraph starts with a clear topic sentence.
3. Use 'one time" examples in each body paragraph. These examples should be "direct quotations" from each of the two articles. You must have at least two examples like this in each body paragraph.
4. The next handout and the class lecture will demonstrate how to use direct quotations.
5. Check your essay carefully for grammar before handing it in. Using Grammarly.com is recommended. Try especially to avoid fragments (frag) and comma faults (c.f.).
6. A complete and correct outline must be submitted before and with the essay.
#15 - Adjective Clause Exercise
Combine each of the following pairs of sentences into one good complex sentence using an adjective clause.
a. The seniors assassinated Mr. M. he was their English teacher.
b. A man was arrested by the police he looked suspicious.
c. Alice attends Santa Monica College her sister goes to Harvard.
d. My dog Moran died in a fire I loved him very much.
f. Garfield is a high school it has many quiet, serious students.
g. Ms. Wilson is our teacher the school promoted her.
h. Mr. M. owns an old house its roof leaks.
i. The football game was very exciting it took place on Sunday.
Correct all adjective clauses errors in the following sentences.
h. He is a man, whom has traveled everywhere.
h. He is a man, whom has traveled everywhere.
i. Mr. M. who is our teacher lives in a mental hospital.
j. She is the girl who I love.
#14 - Reading Assignment #2 - "The Language Of Common Sense"
The
Language of Common Sense
November 18,
1985
Monterey
Park, six miles east of downtown Los Angeles, was for years an
unexceptional suburb of Anglo and Latino families. Now part of its
business district is dominated by pagodas, and some of its shop
fronts and billboards by graceful Chinese calligraphy--the language
of newcomers from Taiwan and Hong Kong.
The
change stirred resentment among some older residents to the point of
sponsoring a ballot initiative declaring English the community's
official language. Predictably, it is dividing Monterey Park.
A
Coalition for Harmony group opposes the initiative as a violation of
the Constitution, and has persuaded the Monterey Park City Council to
put a rival measure on the April ballot. The rival initiative is
producing the same predictable result--division and rancor.
Monterey
Park is now 40% Asian, 37% Latino, 22% Anglo and 1% black. Some of
its citizens are American-born, many are not. None of these
statistics have to do with the community's most serious problem, one
that it shares with virtually all others--how to cope with growth.
That can come only by uniting the community behind plans to manage
construction as well as traffic.
By
indulging themselves to the point where all answers to Monterey
Park's future turn on the question of its official language, the
community's more aggressive factions make that kind of unity
impossible.
To
the non-Asian population, signs in Chinese characters seem symbols of
exclusion. They argue that they should not have to be able to read
Chinese in order to shop in the city in which they live. Newcomers
from China argue that the familiar characters make them feel less
like strangers in a strange land.
Making
English Monterey Park's official language won't solve the problems
for either side.
What
might help would be for the initiative sponsors to spend the time
that they are devoting to division going door-to-door,
explaining--through an interpreter, if necessary--that the 60% of
Monterey Park's people who are not Asian cannot patronize shops whose
signs mean nothing to them and that a bit of English would be good
for business. No matter where he comes from, a merchant seldom has
trouble translating a message like that.
Handout #12 -Process Essay Topic
PROCESS
ESSAY TOPIC
English
006A
Mr.
Moran
A
process essay analyzes and presents the steps necessary in the
writer’s mind to do or accomplish something. In every important
respect, this essay is identical to the example and
comparison/contrast essays that you have already done. The thesis
must clearly state what you will prove; topic sentences need to
relate directly to the thesis; examples in the body paragraphs must
prove the topic sentences and thus the thesis.
Most
processes include more than three steps, so the best approach to
writing a process essay includes listing for yourself all of the
necessary steps and then organizing them into three (or more) groups,
which we might call phases. This permits us to write a thesis
statement such as, “Writing a process analysis essay requires three
phases of pre-writing, composition, and correction.” Naming your
“phases” helps you to organize them more effectively. Each topic
sentence, of course, will include one of the phases that you have
named.
Introductions,
conclusions, and transitions are the same as we have studied in other
essays.
Please
choose your topic from one of the following:
How
at get an A in this class
How
to register for classes at ELAC
How
to immigrate to the United States
How
to learn to play your favorite sport
How
to fix or repair something
How
to find a husband (or wife or boyfriend or girlfriend)
How
to find a job
How
to become rich
If
you want to pick any other topic, you must ask the teacher.
Handout #11 - Conditional Sentence Exercise
Fill in the blanks with a correct form of the verb in parentheses.
a. If you ______________________(study) every day, your English will improve.
b. If you___________________(study) every day, your English would improve.
c. If you ____________________(study) every day, your English would have improved.
d. If you_____________________(study) every day last semester, you would be getting an A right now.
e. You ___________________(feel) happy if you found a new friend.
f. If I had wings, I __________________(fly) away like a bird.
g. If it _______________(rain), it pours.
h. I______________________(visit) you later if you let me.
i. John_______________________(buy) a car last year if he had saved enough money.
j. She_____________________(miss) him next week if he leaves.
k. If I ______________________(sleep) more last night, I would feel better today.
l. If he _________________(be) handsome, he would be a movie star.
m. The policeman _____________________(stop) the driver if he had noticed the driver's speed.
n. They would prepare a special dinner if he______________(be) coming.
a. If you ______________________(study) every day, your English will improve.
b. If you___________________(study) every day, your English would improve.
c. If you ____________________(study) every day, your English would have improved.
d. If you_____________________(study) every day last semester, you would be getting an A right now.
e. You ___________________(feel) happy if you found a new friend.
f. If I had wings, I __________________(fly) away like a bird.
g. If it _______________(rain), it pours.
h. I______________________(visit) you later if you let me.
i. John_______________________(buy) a car last year if he had saved enough money.
j. She_____________________(miss) him next week if he leaves.
k. If I ______________________(sleep) more last night, I would feel better today.
l. If he _________________(be) handsome, he would be a movie star.
m. The policeman _____________________(stop) the driver if he had noticed the driver's speed.
n. They would prepare a special dinner if he______________(be) coming.
Style Sheet For Essays
STYLE SHEET FOR ESSAYS
English 6A
Mr.
Moran
1. All essays are to be typed/word-processed and printed in black
ink.
2. Font size must be 12 pt.
3. Times New Roman is the required font.
4. Margins must be 1 inch top and bottom; 1.1 inches right and left.
5. All essays are to be double-spaced.
6. Use a standard paragraph indent for the first line of each
paragraph.
7. All essays must be submitted with a detailed outline in
traditional form. Essays submitted without an outline will be
returned to the student without a grade.
8. Essays handed in after the due date may be penalized half a grade
for each day that they are late.
9. Any kind of copying or plagiarism will result in a failing grade
on the paper.
10. Essay rewrites must be submitted with the graded original
assignment.
11. Standard formal English is required. Contractions and slang
are not permitted.
Handout #10 - Adverb Clause Exercise 2
Combine each of the following pairs of clauses into one good complex sentence using an adverb clause.
1. You can visit me you want to come to my house.
2. The weather was rainy this morning it was sunny this afternoon
3. The student dropped the class she did not like the teacher.
4. The teacher is smart the students are smarter. (than)
5. You will get an F you study hard.
6. The wind was blowing the rain was falling.
7. She exercises every day she is slender and thin.
Correct the errors in each of the following sentences.
8. Because they loved each other so much they got married.
9. I want to sleep, whenever I come to Mr. M.'s class.
10. Although this is a rich country there are many poor people here, too.
1. You can visit me you want to come to my house.
2. The weather was rainy this morning it was sunny this afternoon
3. The student dropped the class she did not like the teacher.
4. The teacher is smart the students are smarter. (than)
5. You will get an F you study hard.
6. The wind was blowing the rain was falling.
7. She exercises every day she is slender and thin.
Correct the errors in each of the following sentences.
8. Because they loved each other so much they got married.
9. I want to sleep, whenever I come to Mr. M.'s class.
10. Although this is a rich country there are many poor people here, too.
Handout #9 - Essay Topic
Assignment: Write a five paragraph essay describing one single idea about a person whom you know well. Essays must be 1 1/2 to 2 pages. Please double space.
Include the following steps, and check off each one as you complete it. You must submit a correct outline with the draft of the essay. Hand in the paper on the date directed.
Checklist
1. Thesis Statement
2. Outline
3. Introduction with thesis statement at the end
4. Topic Sentences
5. Body Sentences in each paragraph
6. Conclusion sentence in each paragraph
7. Transitions
8. Concluding paragraph
a. summary
b. restatement
c. result
Be sure that body paragraphs have adequate development of examples.
Include the following steps, and check off each one as you complete it. You must submit a correct outline with the draft of the essay. Hand in the paper on the date directed.
Checklist
1. Thesis Statement
2. Outline
3. Introduction with thesis statement at the end
4. Topic Sentences
5. Body Sentences in each paragraph
6. Conclusion sentence in each paragraph
7. Transitions
8. Concluding paragraph
a. summary
b. restatement
c. result
Be sure that body paragraphs have adequate development of examples.
Hand Out #8 - Comparison And Contrast Essay Notes + Topic
Although comparison and contrast essays can be written in many different ways, there are two organizational patterns that are both traditional and simple to learn. Different books and writers give them different names; we will call them Item-By-Item and Point By Point. Both formats help you to express your point of view on the similarities (comparison) and differences (contrast) between the two subjects of your thesis.
* Remember that your thesis should express a point of view: that the two are either more similar or more different.
Item By Item : Discuss Separately
- IntroductionA. General StatementB. More Specific StatementC. THESIS STATEMENTExample: Comparing X and Y:Although X and Y have some similarities, the differences between them are more important.
|
Conclusion Paragraph
A. Summary
B. Restatement
C. Result
Use at least two of these in your conclusion.
Point By Point: Discuss Together
- I. IntroductionA. General StatementB. More Specific StatementC. THESIS STATEMENTExample: Comparing X and Y:Although X and Y have some similarities, the differences between them are more important.
|
Conclusion Paragraph
A. Summary
B. Restatement
C. Result
Use at least two of these in your conclusion.
ESSAY TOPIC: COMPARISON AND CONTRAST
Choose one of the following as your topic and write a good essay of five paragraphs of comparison and contrast. Remember to have:
a. a clear and specific thesis at the end of your introductory paragraph; the thesis must express a judgment about whether the two objects are either more similar or more different;
b. three body paragraphs, each with its own clear topic sentence, body sentences and conclusion sentence;
c. developed examples in each paragraph;
d. transitions between body and conclusion paragraphs;
e. a separate conclusion paragraph.
You may use either the "item-by item" or "point-by point" methods described in Longman Academic Writing chapter 7 and here on the comparison and contrast handout.
Possible Topics
You must choose one of these as your topic.
Two parents
Two siblings
Two friends
Two jobs
Two bosses
Two specific cars that you have owned/driven
Two homes of yours (houses and apartments, not cities or countries)
Two hobbies that you have
Two sports that you play
Possible Topics
You must choose one of these as your topic.
Two parents
Two siblings
Two friends
Two jobs
Two bosses
Two specific cars that you have owned/driven
Two homes of yours (houses and apartments, not cities or countries)
Two hobbies that you have
Two sports that you play
Hand Out #7 - Body Paragraphs: Development
BODY PARAGRAPHS: DEVELOPMENT
Each body paragraph in every essay that you write must have adequate development. This means that you must include enough supporting ideas to "prove" your topic sentence and thus prove your thesis; it also means, however, that each supporting idea must be explained in enough detail, usually with an extra sentence or two, before it becomes an example, which is your goal.
Let's see how this works. Suppose that you are writing an essay describing your friend Lisa. Your thesis statement might be:
My friend Lisa is intelligent, kind, and generous.
This thesis suggests that you will write three body paragraphs, one on each quality of Lisa's. An outline for the second body paragraph about "kind" might look like this:
II. Kind
A. Topic Sentence: kindness toward many people
B. friends - shares time
C. family: cares for siblings
D. boyfriend : gives help
E. Restatement of topic
Now, a weak body paragraph, one without adequate development, could look like this:
Lisa, moreover, demonstrates her kindness to many people. She always shares time with her friends when they need her. Further, she takes care of her brothers and sisters in her family. Also, she helps her boyfriend Sam when he needs it. Clearly, she is kind.
None of these sentences is actually an example; consequently, they do not "prove" the topic sentence. The conclusion is not a restatement. This would be a very weak body paragraph.
Now if we add information to illustrate each idea and create examples, the paragraph could look like this (extra sentences in boldface):
Lisa, moreover, demonstrates her kindness to many people. She always shares time with her friends when they need her. Once Lisa stayed with a sick friend for three days, cooking meals and cleaning the house. Further, she takes care of her brothers and sisters in her family. Both of her parents work, so Lisa spends most of her free time baby-sitting. When she does, she helps her siblings with their homework as well. Also, she helps her boyfriend Sam when he needs it. Sam has two jobs and is a part-time student, and Lisa helps him by fixing his car, driving him to work, and offering him emotional support. Clearly, Lisa is motivated by her concern for others.
This is a much better body paragraph because there are now examples to "prove" the topic. The paragraph could be even better with more examples for each idea demonstrating kindness. The example above is the minimum length that a body paragraph should be.
Your essay should have at least three body paragraphs of this length or longer in each essay.
Each body paragraph in every essay that you write must have adequate development. This means that you must include enough supporting ideas to "prove" your topic sentence and thus prove your thesis; it also means, however, that each supporting idea must be explained in enough detail, usually with an extra sentence or two, before it becomes an example, which is your goal.
Let's see how this works. Suppose that you are writing an essay describing your friend Lisa. Your thesis statement might be:
My friend Lisa is intelligent, kind, and generous.
This thesis suggests that you will write three body paragraphs, one on each quality of Lisa's. An outline for the second body paragraph about "kind" might look like this:
II. Kind
A. Topic Sentence: kindness toward many people
B. friends - shares time
C. family: cares for siblings
D. boyfriend : gives help
E. Restatement of topic
Now, a weak body paragraph, one without adequate development, could look like this:
Lisa, moreover, demonstrates her kindness to many people. She always shares time with her friends when they need her. Further, she takes care of her brothers and sisters in her family. Also, she helps her boyfriend Sam when he needs it. Clearly, she is kind.
None of these sentences is actually an example; consequently, they do not "prove" the topic sentence. The conclusion is not a restatement. This would be a very weak body paragraph.
Now if we add information to illustrate each idea and create examples, the paragraph could look like this (extra sentences in boldface):
Lisa, moreover, demonstrates her kindness to many people. She always shares time with her friends when they need her. Once Lisa stayed with a sick friend for three days, cooking meals and cleaning the house. Further, she takes care of her brothers and sisters in her family. Both of her parents work, so Lisa spends most of her free time baby-sitting. When she does, she helps her siblings with their homework as well. Also, she helps her boyfriend Sam when he needs it. Sam has two jobs and is a part-time student, and Lisa helps him by fixing his car, driving him to work, and offering him emotional support. Clearly, Lisa is motivated by her concern for others.
This is a much better body paragraph because there are now examples to "prove" the topic. The paragraph could be even better with more examples for each idea demonstrating kindness. The example above is the minimum length that a body paragraph should be.
Your essay should have at least three body paragraphs of this length or longer in each essay.
Handout #6 - Correlatives
CORRELATIVE CONJUNCTION PRACTICE
English
Mr. Moran
Combine the clauses into a good compound sentence using correlative conjunctions.
either...or
a. They will play football . They will go home.
b. Johnny can continue going to college. He can get a job.
c. Sarah is not answering her phone. The phone is broken.
neither...nor
d. You do not have any money. Your do not have any friends.
e. Sam never exercises. He never goes on a diet.
f. You are not tall. You are not good-looking.
not only...but also
g. Janet is kind. She is beautiful.
h. I won the L.A. Marathon. I won an Olympic gold medal.
i. We went to San Francisco. We went to Sacramento
English
Mr. Moran
Combine the clauses into a good compound sentence using correlative conjunctions.
either...or
a. They will play football . They will go home.
b. Johnny can continue going to college. He can get a job.
c. Sarah is not answering her phone. The phone is broken.
neither...nor
d. You do not have any money. Your do not have any friends.
e. Sam never exercises. He never goes on a diet.
f. You are not tall. You are not good-looking.
not only...but also
g. Janet is kind. She is beautiful.
h. I won the L.A. Marathon. I won an Olympic gold medal.
i. We went to San Francisco. We went to Sacramento
Handout #4: Paragraph Assignment
PARAGRAPH ASSIGNMENT
English
Mr. Moran
Following the examples from class , write one good paragraph with a clear topic sentence at the beginning, at least four body sentences, and a clear and non-repetitive conclusion on talking on a cell phone in public. (Longman, p.21)
The exact topic is:
Think about a positive or negative experience that you had with someone talking on his or her cell phone in a public place.Maybe the caller was helping someone. or maybe the caller was communicating information that was too personal in public. Write a paragraph discussing this experience, and be sure to assert whether or not you think that cell phone use in public is a good or bad thing.
1) Remember that the topic sentence must express a point of view and that it must be personal. Do NOT write facts. Relate something that you yourself personally have experienced or know about your cell phones in public.
Examples: BAD:
a. Many people use cell phones in public.
b. Cell phones are interesting..
Examples:
GOOD:
c. Cell phone use in public is a bad idea.
d. There are several good reasons to use a phone in public..
2) Follow the process described in class. Begin broadly, narrow it down to a more specific topic, decide what you want to say, and write a topic sentence articulating the point you will prove.
3) Body sentences should be sufficient to prove your point clearly.
4) Conclusion should re – STATE, not rePEAT the topic.
Remember that this is a PARAGRAPH and not yet an essay – no separate introduction and conclusion.
English
Mr. Moran
Following the examples from class , write one good paragraph with a clear topic sentence at the beginning, at least four body sentences, and a clear and non-repetitive conclusion on talking on a cell phone in public. (Longman, p.21)
The exact topic is:
Think about a positive or negative experience that you had with someone talking on his or her cell phone in a public place.Maybe the caller was helping someone. or maybe the caller was communicating information that was too personal in public. Write a paragraph discussing this experience, and be sure to assert whether or not you think that cell phone use in public is a good or bad thing.
1) Remember that the topic sentence must express a point of view and that it must be personal. Do NOT write facts. Relate something that you yourself personally have experienced or know about your cell phones in public.
Examples: BAD:
a. Many people use cell phones in public.
b. Cell phones are interesting..
Examples:
GOOD:
c. Cell phone use in public is a bad idea.
d. There are several good reasons to use a phone in public..
2) Follow the process described in class. Begin broadly, narrow it down to a more specific topic, decide what you want to say, and write a topic sentence articulating the point you will prove.
3) Body sentences should be sufficient to prove your point clearly.
4) Conclusion should re – STATE, not rePEAT the topic.
Remember that this is a PARAGRAPH and not yet an essay – no separate introduction and conclusion.
Handout #3: Paragraph Elements
ELEMENTS OF THE PARAGRAPH
English
J.K. Moran
Definition: A paragraph is a group of sentences, including a topic sentence that develops or explains a single idea. There are three essential parts to a well-written paragraph: topic sentence, body sentences, and the conclusion.
The Topic Sentence
The topic sentence is the sentence that expresses the main idea of the paragraph. All the other sentences in the paragraph must help explain and relate to the topic sentence. This special sentence often appears at the beginning of the paragraph, but the writer can place it anywhere in the paragraph. Most importantly, the topic sentence should communicate the the reader some sense of the writer's perspective or point of view concerning the topic being discussed.
Body Sentences
The body of the paragraph consists of the several sentences that explain the topic sentence in more detail. There is no required or set number of sentences for the body; it simply must contain enough information to explain the topic sentence adequately. The writer can use several different techniques to explain the topic sentence, including (among many others) examples, incidents, definitions, classifications, and comparison/contrast.
The Conclusion
Good paragraphs usually end with a statement designed as a conclusion. In basic paragraphs, the conclusion usually does one of two things:
a. it can summarize the entire paragraph, or
b. it can re-state the topic sentence in different words.
Please remember that the writer should usually have a definite concluding sentence, and that he/she should NOT introduce a new idea not directly related to the topic sentence in the conclusion.
Steps in Writing a Paragraph
1. Decide what your topic will be (Narrow it down from the assigned or chosen subject with a list).
2. Decide exactly what you want to say about your topic (ask questions: what you know, think, and feel).
3. Write your topic sentence.
4. Make a list of possible supporting ideas, depending on method of development.
5. Choose your best supporting ideas and organize them into an outline.
6. Write your body sentences from the outline.
7. Decide on the kind of conclusion you will use.
8. Write your conclusion accordingly.
9. Put the paper aside for a while.
10. Examine your paper for sentence completeness, punctuation, grammar and spelling.
11. Re-write your paragraph.
English
J.K. Moran
Definition: A paragraph is a group of sentences, including a topic sentence that develops or explains a single idea. There are three essential parts to a well-written paragraph: topic sentence, body sentences, and the conclusion.
The Topic Sentence
The topic sentence is the sentence that expresses the main idea of the paragraph. All the other sentences in the paragraph must help explain and relate to the topic sentence. This special sentence often appears at the beginning of the paragraph, but the writer can place it anywhere in the paragraph. Most importantly, the topic sentence should communicate the the reader some sense of the writer's perspective or point of view concerning the topic being discussed.
Body Sentences
The body of the paragraph consists of the several sentences that explain the topic sentence in more detail. There is no required or set number of sentences for the body; it simply must contain enough information to explain the topic sentence adequately. The writer can use several different techniques to explain the topic sentence, including (among many others) examples, incidents, definitions, classifications, and comparison/contrast.
The Conclusion
Good paragraphs usually end with a statement designed as a conclusion. In basic paragraphs, the conclusion usually does one of two things:
a. it can summarize the entire paragraph, or
b. it can re-state the topic sentence in different words.
Please remember that the writer should usually have a definite concluding sentence, and that he/she should NOT introduce a new idea not directly related to the topic sentence in the conclusion.
Steps in Writing a Paragraph
1. Decide what your topic will be (Narrow it down from the assigned or chosen subject with a list).
2. Decide exactly what you want to say about your topic (ask questions: what you know, think, and feel).
3. Write your topic sentence.
4. Make a list of possible supporting ideas, depending on method of development.
5. Choose your best supporting ideas and organize them into an outline.
6. Write your body sentences from the outline.
7. Decide on the kind of conclusion you will use.
8. Write your conclusion accordingly.
9. Put the paper aside for a while.
10. Examine your paper for sentence completeness, punctuation, grammar and spelling.
11. Re-write your paragraph.
Body Paragraphs: Development
BODY PARAGRAPHS: DEVELOPMENT
English 86
Mr. Moran
Each body paragraph in every essay that you write must have adequate development. This means that you must include enough supporting ideas to "prove" your topic sentence and thus prove your thesis; it also means, however, that each supporting idea must be explained in enough detail, usually with an extra sentence or two, before it becomes an example, which is your goal.
Let's see how this works. Suppose that you are writing an essay describing your friend Lisa. Your thesis statement might be:
My friend Lisa is intelligent, kind, and generous.
This thesis suggests that you will write three body paragraphs, one on each quality of Lisa's. An outline for the second body paragraph about "kind" might look like this:
II. Kind
A. Topic Sentence: kindness toward many people
B. friends - shares time
C. family: cares for siblings
D. boyfriend : gives help
E. Restatement of topic
Now, a bad body paragraph, one without adequate development, could look like this:
Lisa, moreover, demonstrates her kindness to many people. She always
shares time with her friends when they need her. Further, she takes care of her brothers
and sisters in her family. Also, she helps her boyfriend Sam when he needs it. Clearly she is kind.
None of these sentences is actually an example; consequently, they do not "prove" the topic sentence. The conclusion is not a restatement. This would be a very weak body paragraph.
Now if we add information to illustrate each idea and create examples, the paragraph could look like this (extra sentences in boldface):
Lisa, moreover, demonstrates her kindness to many people. She always
shares time with her friends when they need her. Once Lisa stayed with a sick friend for three days, cooking meals and cleaning the house. Further, she takes care of her brothers and sisters in her family. Both of her parents work, so Lisa spends most of her free time baby-sitting. When she does, she helps her siblings with their homework as well. Also, she helps her boyfriend Sam when he needs it. Sam has two jobs and is a part-time student, and Lisa helps him by fixing his car, driving him to work, and offering him emotional support. Clearly, Lisa is motivated by her concern for others.
This is a much better body paragraph because there are now examples to "prove" the topic. The paragraph could be even better with more examples for each idea demonstrating kindness. The example above is the minimum length that a body paragraph should be.
Your essay should have at least three body paragraphs of this length or longer in each essay.
English 86
Mr. Moran
Each body paragraph in every essay that you write must have adequate development. This means that you must include enough supporting ideas to "prove" your topic sentence and thus prove your thesis; it also means, however, that each supporting idea must be explained in enough detail, usually with an extra sentence or two, before it becomes an example, which is your goal.
Let's see how this works. Suppose that you are writing an essay describing your friend Lisa. Your thesis statement might be:
My friend Lisa is intelligent, kind, and generous.
This thesis suggests that you will write three body paragraphs, one on each quality of Lisa's. An outline for the second body paragraph about "kind" might look like this:
II. Kind
A. Topic Sentence: kindness toward many people
B. friends - shares time
C. family: cares for siblings
D. boyfriend : gives help
E. Restatement of topic
Now, a bad body paragraph, one without adequate development, could look like this:
Lisa, moreover, demonstrates her kindness to many people. She always
shares time with her friends when they need her. Further, she takes care of her brothers
and sisters in her family. Also, she helps her boyfriend Sam when he needs it. Clearly she is kind.
None of these sentences is actually an example; consequently, they do not "prove" the topic sentence. The conclusion is not a restatement. This would be a very weak body paragraph.
Now if we add information to illustrate each idea and create examples, the paragraph could look like this (extra sentences in boldface):
Lisa, moreover, demonstrates her kindness to many people. She always
shares time with her friends when they need her. Once Lisa stayed with a sick friend for three days, cooking meals and cleaning the house. Further, she takes care of her brothers and sisters in her family. Both of her parents work, so Lisa spends most of her free time baby-sitting. When she does, she helps her siblings with their homework as well. Also, she helps her boyfriend Sam when he needs it. Sam has two jobs and is a part-time student, and Lisa helps him by fixing his car, driving him to work, and offering him emotional support. Clearly, Lisa is motivated by her concern for others.
This is a much better body paragraph because there are now examples to "prove" the topic. The paragraph could be even better with more examples for each idea demonstrating kindness. The example above is the minimum length that a body paragraph should be.
Your essay should have at least three body paragraphs of this length or longer in each essay.
Handout #5: Compound Sentence Chart
Relationship & Use
|
Fanboy
|
Connector
|
Semicolon Only?
|
Addition:
Use only when there
is no other
relationship between
clauses
|
and
nor
|
in addition
furthermore
moreover
also
|
Sometimes
|
Contrast:
Use when there is a
clear difference or
opposition between
clauses
|
but
yet
|
however
in contrast
on the other hand
nevertheless
nonetheless
|
usually
|
Choice:
Use when only one
of the two clauses is
possible
|
or
|
otherwise
|
never
|
Result:
Use when the first
clause makes the
second clause
happen
|
none
|
as a result
consequently
for this reason
therefore
thus
|
often
|
Restatement
Use the second
clause to make the
first clause stronger
or clearer
|
none
|
in fact
as a matter of fact
in other words
in short
accordingly
|
often
|
Cause
Use when the second
clause makes the
first one happen
|
for
|
none
|
never
|
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