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This ex1:ra information might belong in a new paragraph, or you might not need it at all. If you use a purpose statement, you can check that each sentence in the paragraph actually fulfills the purpose of that paragraph. Topic: How to play dominoes Purpose statement: The purpose of this paragraph is to explain to the reader how to play the game called dominoes. Topic The effects of insufficient sleep Purpose statement: The purpose of this paragraph is to tell the negative effects or results of not getting enough sleep each night.
Topic: The messiest room that I have ever seen Purpose statement: The purpose of this paragraph is to describe the messiest room that I have ever seen. Then write a purpose statement for each one. The term audience refers to the readers. Good writers know who their audience is before they start writing. Good writers keep their audience in mind as theywrite every sentence in their paragraph.
Relating to Your Audience Consider these two main elements in relating to your audjence:. Person Writers can choose one of three different persons, or points of view, when writing. The first person refers to the person who is speaking. Paragraphs written in the first person use first-person pronouns 1, we, me, us, mine, ours or first-person possessive adjectives my, our. Paragraphs that explain personal experiences often use Lhe first person.
The second person refers to the person who is being spoken to. The second person is often used for informal writing. For example, commands are used without the word you: First, choose the perfect location. The third person refers to the person or thing that is being spoken about.
Think of the third person as someone telling a story about another person or thing. Most academic paragraphs use third person. Consisten t Pronoun Usage A paragraph should not jump from singular to plural nouns and pronouns. Good writers do not shift between first, second, and third person within one piece of writing. Change the incorrect pronoun. Hint: Pay careful attention to the nouns in the sentences. Jeff made minestrone soup for dinner.
He told his mother that you should wait until it cooled down before eating it. Choosing Person in Formal or Informal Writing Most of the writing that you do for school is considered formal v. In most cases, academic writing uses formal techniques in the third person. Certain topics work better using a particular person first, second, or third. Here are some examples of topics, the person you can use for each, and the level of writing.
Type of Writing Person Level of Formality. A paragraph about the importance Third Formal of voting. A description of your best vacation First Formal or informal, depending on audience. Then decide whether the writing should be formal or informal. There may be more than one correct answer.
A paragraph telling why you would make a good class leader. Element 3: Clarity Clarity refers to how easy it is for the reader to understand your writing. Good writers explain their points clearly. Clear sentences are not vague or indirect; they get the point across to the reader by using specific, concise language.
It helps the reader accurately see the person or thing the writer is describing. Avoid vague and unclear words, such as good and nice. Instead choose clear and precise words. He is a good runner.
Good does not adequately describe an athlete who has won an Olympic medal. He is an exceptional runner. Exceptional tells the reader that Usain Bolt is more than a good runner. At the Olympic Games in London, Usain Bolt of Other clear and descriptive words to fit this sentence: Jamaica broke his own Olympic record in the meter outstanding, phenomenal, premier, unique dash.
He is a n runner. Adding adjectives or prepositional phrases can make your sentences more specific and descriptive to improve the clarity of your writing. More specific: The soldiers slowly crossed the dangerous river. The soldiers slowly crossed the river in the dark. Use a dictionary or thesaurus to find appropriate adjectives. Clarity in Sentences Just as it is important to maintain clarity at the word level, it is also important at the sentence level.
The following nondescriptive sentences are followed by revised versions. The guy went to the store. Miguel went to the hardware store to purchase a power drill. Jennifer took her things with her Jennifer took her sunblock, glasses, and a towel when she when she went out. The house was dark. The house was dimly lit; the only source of light was a candle in the hallway. Preview Questions 1.
Have you ever noticed the workers in a restaurant? What types of jobs do the employees of a restaurant do? Paragraph Behind the Scenes in a Restaurant hectic: busy a server: a waiter or waitress A restaurant kitchen can be a very hectic place. While they are to hustle: to hurry, move quickly busy preparing and cooking the food, chefs shout at the staff. Servers the pace: the speed hustle in and out of the kitchen at a tremendous pace to hurry the a busser: a helper who cleans food to the hungry customers.
When the customers finish eating, tables in a restaurant carelessly: the opposite of bussers rush the empty plates back into the kitchen and carelessly carefully drop them into the huge sinks. Maintaining this constant flow of the flow: the movement.
The action in a to juggle: to balance. Draw a box around the topic sentence. Circle the mam subject and underline the controlfu1g idea. What is the main purpose of this paragraph?
In other words, what does the writer want to achieve by writing this essay? What type of concluding sentence is it? Write one of the words or phrases that means "to do something quickJy. Skilled writers try to use specific adjectives to help readers understand the setting as much as possible. Write the adjectives that precede the nouns in these six noun phrases.
Pronouns can make your wrWng clear and precise as long as every pronoun refers to a specific noun. When a pronoun reference is unclear, you can correct tlus by using the precise nmm. Explanation Examples Pronouns take the place of a person, place, or thing; Monique worked in the library when she was a student. Remember to make sure that every Unclear pronoun reference: pronoun reference refers to a specific Children should not be allowed to watch horror movies for many noun.
If a pronoun reference 1s unclear, reasons. With the precise noun: Children should not be allowed to watch horror movies for many reasons. Most psychologists say that these movies can disturb children. The number in parentheses is the number of pronouns in that group of sentences.
Circle every pronoun. If there is a reference, and if the reference is not clear, change the pronow1 to make the meaning of the sentence clear. My favorite snacks are blueberries and plain rice cakes.
Chili is a kind of thick soup made with ground meat. Some people prepare it with beans. They like the combination of tastes. My uncle cooked chicken, corn, and potatoes for dinner. My cousin Frank liked them, but he did not like the corn. One of the easiest dishes to prepare is hummus. Hummus is a very thick dip made from mashed garbanzo beans.
They are mixed with tahini paste. It tastes great. Improve the clarity of the sentences by changing the boxed words to words or phrases that are more specific.
My cousin and I recently had a discussion about whether his hometown, Chicago, or my hometown, Miami, has better weather. Our discussion centered on three differences between the weather in our two hometowns. First, Chicago has all four distinct seasons, but Miami does not.
Chicagoans enjoy summer, fall, winter, and spring weather. J in contrast, has only two seasons: a very mild winter and a very long summer. On average, the high temperature reaches only around 32 degrees Fahrenheit, and the low each night goes down to about 20 degrees. In the summer, the daytime temperature reaches 95 degrees and drops to only 75 or so at night. Finally, 4ltheyjworry about different weather problems. While a Chicagoan's biggest weather fear is a blizzard, the biggest weather problem for 5 ltheml is a hurricane.
In the end, 6 Biearned that each of our hometowns has unique weather. Vague Word Better Clarity. Element 4: Unity Unity in a paragraph means that aJJ the sentences are related to the topic sentence and its controlling idea. Good writers stay on topic by making sure that each supporting sentence relates to the topic sentence. Underline the sentence that does not belong. You can also check to see whether each sentence follows the writer's purpose statement: "The purpose of this paragraph is to explain how to clean your room.
Does the first sentence maintain the unity of the paragraph? Here, the first sentence is the topic sentence. It lets t he readers know that. Does the second sentence maintain the unity of the paragraph? It gives the first step to cleaning your r oom. Does the third sentence maintain the w1ity of the paragraph? It provides information describing what to do with the clothes. It pr ovides. Does the fourth sentence maintain the unity of the paragraph?
It tells the reader about the importance of doing laundry with a specific type of laundry detergent. Because sentence four does not support the purpose of the paragraph, it should not be included.
Do sentences five through seven maintain the unity of the paragraph? Each one gives a step in how to clean your r oom. What about Sentence eight? Does it belong? This is t he concluding sentence for the ideas in this paragraph. It sums up all the steps included in the paragraph. Two of the sentences do not belong. Write the numbers of these two sentences and the reasons that they do not belong. Element 5: Coherence A piece of writing has coherence when aU of the ideas are organized and flow smoothly and logically from one to the next.
When a paragraph or essay has coherence, the reader can follow the main ideas more easily. The next activity will help you to understand the importance oflogical order.
Read the sentences and then number them from one to five to indicate the best order. When he arrives, he puts on a performance that includes jokes, card tricks, illusions, and magic tricks. When his performance ends and the audience is happy, Michael returns home, satisfied that he has done his job as a magician well. He then grabs his magic wand and gets into his car and drives to a different location each day, usually a birthday party or other special event. Repetition of Key Words Good writers know that certain key words need to be repeated in a paragraph to keep the reader focused on the topic.
Sometimes students worry that using the same word again and again can sound too repetitive. To avoid being repetitive, you can also use pronouns to replace these key nouns. For example, look at the paragraph that you put in order in Activity 14 and answer the following questions:. What key words nouns or pronouns does the writer repeat to keep the reader focused on the topic?
Transitional Words and Phrases Transitional words and phrases are essential to maintain the flow and coherence of a paragraph. They are the links between ideas. Commonly Used Transitional Words and Phrases To give examples for example for instance namely To add information and next in addition To compare or contrast in contrast by comparison on the other hand To show time finally after before To emphasize for these reasons obviously without a doubt To show sequence first second, third, etc.
For more information on transitions and connectors, see the Brief Writer's Handbook with Activities, pages Proofreading is an essential last step in the revision process. Try to proofread your work at least twice before turning it in to your teacher. Five Proofreading Strategies Many writers have trouble doing a good job proofreading their work.
Jow these suggestions to proofread your final writing assignment. Take a break from the work. Give yourself time after you have finished writing. The more time you take, the better your proofreading will be. A day or more is ideal, but even a break of30 minutes helps. Read your writing aloud. Reading your work aloud, even if you are just mumbling it to yourself, does two things.
It helps you to read your work more carefully and slowly, and it helps you to catch more errors. Read your paper backward. Start proofreading your wrlting with the last sentence.
Then read tbe second to last sentence, the third to last, and so on. This technique can help you to find more grammatical errors. Cover y our work. With another piece of paper, cover up everything except the line that you are reading.
This method may help you to focus more closely on each line. Pretend that you are someone else. Read your paper as a reader, not as a writer. Reading your work through the eyes of the reader will help you to identify phrases or sentences that might be unclear.
One way to do this even more effectively is to read your paper after you have taken a break from it for two or three days or longer. You will be amazed at how many words, ideas, and sentences you will want to change.
For more tips on editing your writing, see the Brief Writer's Handbook with Activities, pages An essay, on the other hand, always has a title. The title of a work should be short.
The title should describe the contents of the whole work. All important words including the first word should be capitalized. Study the titles of the paragraphs in Units 1, 2, and 3 to learn about effective titles.
If necessary, use a dictionary to check the mearung of words you do not know. Do not choose the sentence that you already developed into a paragraph in Unit 1, Activity 16, page FoUow these guidelines: o Include the four features of a well-written paragraph from page 28 in Unit 1. Underline these words and phrases ill your paragraph. If you need ideas for words and phrases, see the Useful Vocabulary for Better Writing on pages Exchange books with a partner and look at Activity Be sure to offer suggestions and comments that will help your partner improve hjs or her writing.
Tips for Peer Editing Follow these tips for effective peer editing. Do not write general comments such as "This is bad" or "You don't make any sense. Additional Topics for Writing Here are some ideas for paragraphs.
When you write, follow the guidelines in Activity Write a paragraph describing how to build or create something. Write a paragraph classifying the main types of these programs. Describe the different parts of this learning experience. These four styles represent common types of writing. Each type of paragraph differs from the others in its form and purpose. Good writers know the various forms and are prepared to write about different topics for different purposes.
As you study these four types of paragraphs, pay special attention to the characteristics, or features, of each type. Descriptive Paragraphs Purpose: A descriptive paragraph gives the reader a visual picture of the topic. It gives a point of view about how something looks, feels, tastes, smells, or sounds. The writer's goal is to involve readers so that they can experience the idea or event through the text.
Read the paragraph and answer the questions that follow. Have you ever seen an environment that has been destroyed?
In my entire life, I have never witnessed an environmental disaster like the disappearing South Aral Sea, in Central Asia. As I drove on the desolate road, away from the spine-chilling town of desolate: isolated, deserted Moynaq and toward the sea, I felt a deep, lingering sadness.
This area lingering: remaining; was once home to a large and bustling fishing community. During the persistent. There was no greenery anywhere. The only things I could see on the horizon were the old abandoned ships sitting on the dry sea floor. I stared at the rusted and dilapidated structures for what felt like hours.
I do not know how dilapidated: rundown, decaying long they had been there, but the sight of them filled me with sorrow. How could a place that once thrived on fishing and other seafaring to thrive: to flourish, prosper activities become so dry? My guide told me that I would have to walk dozens of kilometers on the cracked soil to eventually see the blue water that used to flow to where I was standing.
I breathed deeply and tasted the salty remnants of the ocean. The environmental disaster of the a remnant: a leftover; small remaining piece South Aral Sea will stay with me foreve r. What is the topic of this paragraph? What features of a descriptive paragraph do you see in this paragraph? Put a check mark v next to each feature you found in the paragraph and then explain your answer.
Use of the Pronoun I in Academic Writing In general, good writers do not use the pronoun I in formal academic writing, unless the writing is about a personal experience.
When the writer appears in the writing, such as in Paragraph 15, there is no other way to express I except with the word I. Always consult your teacher before you use I in other kinds of academic writing. Remember to use words that appeal to the five senses. First, choose a topic and then brainstorm ideas for that topic.
Person first, second, or third : - -- - -. Supporting details two to four : - -- -- - - -- -- -- - - - - -- -- - -. There is a sample in the Appendix 2.
Answer the questions that follow. On the surface, writers and ballerinas seem to have nothing in common. In reality, the qualities of a good writer mirror the qualities to mirror: to resemble. One such quality is motivation. Good writers are motivated to learn new and better ways of telling a story, just as ballerinas try to learn many new and better ways of performing certain movements.
Another similarity between the two is the importance of dedication. Good writers spend hours each day developing their language skills to enhance their writing. Likewise, good ballerinas to enhance: to improve.
Finally, people in both professions hope to accuracy: correctness, exactness entertain their audience. Writers choose their themes and language with endurance: stamina, their audience in mind, and ballerinas consider which movements and ability to continue. In sum, few people realize that writers and ballerinas share these common traits.
Underline the topic sentence. Hint: It is not the first sentence. What is the writer's purpose in writing this paragraph? Write what you think the writer's purpose statement was. What features of a comparison paragraph do you see in this paragraph? Put a check mark v' next to each feature you fow1d and then explain your answer.
Which use of a comparison paragraph did the writer choose? Put a check mark. Here are some topics to choose from , or you can come up with your own topic:. There is a sample in Appendix 2. Grammar for Writing Subject-Verb Agreement When writing, it is important that the verbs agree with the subjects. Notice the subject-verb agreement rules for the simple present.
I The main product of Brazil and Colombia is coffee. Tip: A prepositional phrase consists of a X The main products of Brazil is coffee and aluminum. The object of a preposition is not the subject of the sentence. Use the third person singular. Tip: The noun after there is or there are is the There is a dictionary on the table. There are three reasons for my decision. Pronouns with every-, some-, or any- are Everyone has an accent of some kind.
Nouns with each or every are Every student needs a book and a workbook. Here are four sentences with errors in subject-verb agreement. Can you identify the mistake in each one and correct it? People say that the airlli1e industry is in trouble and airlines face many economic problems, but all of the flights on my recent vacation trip was full. Find the three errors in subject-verb agreement. Underline the errors and write the corrections above them.
In many countries around the world, fireworks are used to commemorate special occasions. Mexicans celebrates Independence Day on September 16th with parades, fairs, fireworks, and rodeos. In Japan, the Sumidagawa Fireworks Festival is a year-old competition among rival pyrotechnic groups. It takes place on the last Saturday in July. On December 31st, many countries celebrates the "ringing in of the new year" with large fireworks displays.
People across the world uses spectacular fireworks in a variety of ways. Grammar for Writing Word Forms One word may have several forms, depending on whether it is a noun, verb, adjective, or adverb. For example, move is a verb, and movement is a noun. Not all words have all four of these forms. It contains seven errors in word forms. Underline each error and write the correct form above it.
I am absolute convinced that textbooks are outdated and unnecessary in academy environments. With the technological available today, such as iPads, lightweight laptops, and smartphones, I am shocked that universities and other institutions have not embraced the shift to ebooks. They are portability, environmental friendly, and cost effective. A backpack can hold three or four heavily textbooks, but my tablet container thousands of titles.
It is time for educational institutions to move away from the old-fashioned system of textbook usage and move on to ebooks. Ca use-Effect Pa ragraphs P u rpose: A cause-effect paragraph explains the reasons that a certain action or event occurs or the results, effects, or consequences of an action.
Key Features: The most common cause-effect paragraphs follow one of the two patterns below:. University administrators call it "retention:' and it refers to the number of students who choose to stay in college. The truth is, no matter how much these administrators focus on keeping them in school7 there are always reasons for students to drop out.
One of the most common reasons is financial. Universities, especially private ones, must charge exorbitant fees to keep their doors open, exorbitant: very expensive and some students do not have the means to continue their studies. They were not prepared fOJ all the the rigors: strictness; severfty studying involved in maintaining good grades and end up leaving the demanding: difficult; challenging wuversity after a short time.
Finally, there are those students who suffer the personal pressures of being university students. These individuals are away from home for the ftrst time and living with strangers.
They cannot cope with the absence offamily just yet, so they decide to go back to the nest Whatever the reasons, it is no joke that "retention" numbers are not as healthy as they may appear on the surface.
Circle the controlling idea. What do you think the writer's purpose statement was? Write it here. What features of a cause-effect paragraph do you see in this paragraph?
Use at least two vocabulary words or phrases that you have learned in this book. Here are some topics to choose from, or you can come up with your own topic:. Person first, second, or third Topic sentence with a controlling idea: If you need ideas for words and phrases, see the Useful Vocabulary for Better W riting on pages Classification Paragraphs Purpose: A classification paragraph separates ideas into specific categories.
NOTE: There is often more than one way to classify a group of items. In a classification paragraph, the controlling idea tells the basis of the writer's categorization, such as by physical characteristics, function, or type of the items that are being classified.
Answer the questions. In the world of track and field, there are three different types of runners: sprinters, middle-distance runners, and distance runners. Sprinters run the shortest distances, and the races may only last a few seconds. Sprinters are generally characterized by fast, explosive muscles. These runners are typically extremely muscular. The second type of runner, the middle-distance runner, runs longer races, such as the quarter- mile dash or the meter nm.
A good middle-distance runner must be versatile; he or she must possess a combination of speed and endurance. Physically speaking, a distance runner is on the other end of the spectrum from a sprinter. He or she typically has a thin, lean muscle tone and runs races that are lean: having very little fat.
Distance runners are usually small and light. Because their races are longer and take more time to complete, distance runners need to be mentally strong so that they can put forth their best performance over the duration of the race. Because of the t he duration: the length of time variations, almost anyone can fit into one of the three running categories. What features of a classification paragraph do you see in this paragraph?
Audience: 3. Person first, second, or third - -. Topic sentence with a controlling idea - - - - - - - - - - - - -- - - - Remembering the Purpose of Your Paragraph Before you begin writing, be sure you remember what the focus of your paragraph is.
Reread your topic sentence. If the purpose is not clear in the topic sentence, change it so that your readers will know what to expect in the paragraph. See pages for a complete list. Then choose your topic. Be sure to offer suggestions and comments that vrill help your partner improve his or her writing.
Write about learning something new outside of the classroom. It can be man-made or natural. How have they changed? What do you focus on now that you did not when you were a child? Take out a piece of paper. Read the paragraph guidelines and the writing prompt.
Brainstorm ideas for five minutes. Write a short paragraph six to ten sentences. We learned that a paragraph is a group of thoughts about one idea that includes a main subject and a controlling idea.
An essay is very similar to a paragraph in its organization and order, but an essay includes more information about a topic. In an essay, each main point is presented in an individual paragraph. This means that more examples, explanations, and details can be written about specific points of development. The following chart shows the relationship between the parts of a paragraph and the parts of an essay.
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