WRITING-CLASS第二弹---Effective-Paragraphs

EffectiveParagraphsByCharleneWhatisaparagraph?Somesentencestogether?Partofanarticle?Whatisaparagraph?SentenceParagraphArticle/Essay–Agroupofsentencesthatmakesaclearpointaboutasubjectandincludesinformationdirectlyrelatedtothatpoint.–Eachparagraphisrelativelyindependentbutstillcloselyrelatedtotheotherparagraphsinapieceofwriting.–AlltheparagraphsinanarticlemustconnecttothemainsubjectorthesisWhatisaparagraph?Agoodparagraphcontainsonepoint(topicsentence)ofthesubject(mainidea)andprovidesenoughreasons,detailsandexamplestoexplainandsupportthatpointExercise---BuildingblocksofwritingStep1Step2Step3ParagraphLengthAvoidtoolongaparagraphbecauseit’sdifficultforthereadertofollowyouanduninvitingtoread.However,iftheparagraphsaretooshort,thereadermaylosesenseofhowtheyarerelatedtoeachother.TopicSentenceTopicsentence:expressesONEpointwhichsupportsyourthesis.Othersentences:allrelatedtothetopicsentenceandsupportit.Thetopicmustbeanopinionorattitude,notafact.WritingaGoodTopicSentenceYoursubject:yourworkingexperienceinabroadcastingcompany.E.g.“Iworkedasatranslatorinabroadcastingcompany.”(-):nooneknowswhatyouropinionwasaboutthejob.Agoodtopicsentencegivesyoucontroloverthecontentoftheparagraph.GoodTopicSentences(^-^)“Workinginthebroadcastingcompanyintroducedmetotherealsideofsociety.”“Workinginthebroadcastingcorporationbecameincreasinglystressful.”GoodTopicSentencesADefiniteInclinationneedstobegiveninthetopicsentence.E.g.“IwenttoHainanonvacationlastweek.”(-):Thissentencedoesnotgiveyourviewonthesituation.(^-^)“IspentaperfectweekonvacationinHainan.”GoodTopicSentencesTheopinionorattitudeinthetopicsentencemusthavesupportingevidence.E.g.“Theweatherismiserabletoday,”–highhumidity,nobreeze,badpollution,40degreetemperature,etc.Ifyouhavegoodevidence,thenit’sausefultopicsentenceSupportingEvidenceBodyoftheparagraph:sufficient&specific1.ChooseTypicalExamples.E.g.“Chinesepeopleareverytall.”–“ThetallestNBAplayer3yearsagowasYaoMing,aChineseman.”Eventhoughit’strue,it’snotgoodevidence.Heisnotatypicalexample.SupportingEvidence(cont’d)Tipfortheday:Useexamplestoillustrateanystatement.Examplescanmakecomplicatedconceptsbecomeclear.Game:YouGuess?•2people•1paper•3keywordsofyoupersonality•3examplestosupporteachwordYouGuess?People---personality&characteristicsEasygoingIndependentMoodyOpinionatedStingy/meanUnreliableEgotisticalstraightforwardOptimisticCuriousseriousfunlovingtalkativequietcheerfulstudiousnervouscalmshyconfidentoutgoingfriendlyhardworkingSupportingEvidence(cont’d)2.Examplesshouldbedetailed&specific•GeneralSpecific(wordchoice)•E.g.“Manypeoplebelievekidsneednutrition.”•“Itisgenerallybelievedthatadolescentshaveneedsforasteadysupplyofnutrientsincludingessentialminerals,carbohydrate,andprotein.”•People(Dieticians/Experts/Parents…)•Kid(Infants/Babies/Children/Adolescents…)•Nutrition(….)SupportingEvidence(cont’d)2.Examplesshouldbedetailed&specific•Schools•Students•Diseases•Educationalfacilities•GovernmentSupportingEvidence(cont’d)2.Examplesshouldbedetailed&specificGeneralSpecific(Fillinthelink)•E.g.“Multi-mediamakes/letstudentslearnfaster”•”Multi-mediaincludingcomputersandprojectorsoffersgreatvisualaidtostudentsbythecombinationofpicturesandsounds(feature),whichmakesitpossibleforstudentstolearninamoreefficientmanner(effect).3.Integratetheexamplessmoothly:Usephrasessuchas:Forexample/Forinstance,Toillustrate/Todemonstrate,Considertheexampleof…Accordingtostatisticalevidence,isexemplifiedby……isacaseinpoint.Thisisprovenbythefactthat…SupportingEvidence(cont’d)ArrangingyourparagraphExaminationisnotthetruetestofknowledge.•Examshavebeenthemostcommonwayofassessmentovertheyears.•Reasoning：Testssimplyrequirestudentstolearnstrategicallyforthetest,andafterthetestistaken,theinformationstudiedisalmostimmediatelyforgotten.•E.g.Youstillrememberswhatyou’vestudiedforGaokao?Examinationisnotthetruetestofknowledge.Examinationsarenotanadequate,noranaccurate,wayofassessingthestudents’knowledge.Afteralltheyearsofusingexamsasatraditiontowrapupthelearningmaterials,itishightimefortheteacherstorealizewhatthissystemactuallyoftenencouragesispracticingtestpapersinthehopesofmasteringtestsandnotthesubjects.Examsdonotencouragethepursuitofknowledgesomuchasthepursuitofgoodgrades.Allofthecrammingthatastudentmustendureforgettingthegradesdoesn'ttrulyfacilitatetheretentionofthesubjectmatter.Verylikely,oncetheexamisfinishedandthegradeaccomplished,theinformationstudiedwillsoonbeforgotten.ConsidertheexampleofGaokao,thenationalcollegeentranceexaminationofChina.3wholeyears’crammingandpreparationisdevotedtogettinghighgradesinthe6examsfor6subjects.Canweconfidentlysaythatthetop-rankingstudentsinGaokaomusthavemasteredallthesubjects?Arecentonline-surveyrevealedthesadtruth---manyofthemadmittedthattheybarelyrememberwhattheyhavestudiedaftertheyhavepassedit.Examinationsarenotanadequate,noranaccurate,wayofassessingthestudents’knowledge.Afteralltheyearsofusingexamsasatraditiontowrapupthelearningmaterials,itishightimefortheteacherstorealizewhatthissys