Post on 12-May-2018
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Unit 2 – Paragraph Writing
Writing an Expository Paragraph
A paragraph is a collection of sentences about one main topic. Generally, a paragraph is
not less than three sentences and not more than twelve sentences. If the paragraph is less than
three sentences, the idea is not being developed enough. If it is more than twelve sentences, it
is probably about more than one idea.
The word expository comes from the Latin meaning “explain.” Therefore, an expository
paragraph is a paragraph that explains something. The paragraph might explain anything from a
personal opinion (a persuasive paragraph) to what a symbol represents in a piece of literature
(a literary paragraph) to how to change the oil in a car (a process paragraph).
Every paragraph should be written as a block text that begins with an indent. More than
one indent on a page signals the reader that there is more than one paragraph. If you are asked
to write one paragraph, you should only have one indent. If you have more than one paragraph
on a page when asked to write only one paragraph, only the first paragraph will be graded.
In addition to having an indent, every expository paragraph must begin with a topic
sentence. The purpose of this sentence is to make clear to any reader, whether they know what
the assignment was, what the paragraph is about and what your purpose is. This sentence must
state the topic of the paper, the argument or opinion being offered, and the name of the author
and the title of the piece of literature being discussed as appropriate. If the paragraph is about
a piece of literature, then the title and author of the work needs to be stated properly.
That is, all words that were capitalized by the author must be capitalized: and, titles of
short stories, poetry, music, newspaper or magazine articles, and other short works
should be enclosed in quotation marks, and titles of novels, plays, and other books
should be italicized or underlined.
The topic sentence should be followed by the necessary explanation. The paragraph
should clearly explain three points and have proof, evidence, or discussion of each point. If you
cannot come up with three points, you probably need to answer a different question. If you have
more than three points your paragraph will become overly long and you risk boring your reader.
You must have proof for each point. Arguments or explanations based on ‘feelings’ are
generally not as convincing as ones based on firm proof. In addition, each new point should be
signaled by a transition word like: first, second, third, next, another, in addition, moreover, also,
finally or other such words and phrases.
Once the three points have been made and proven, the paragraph should be
summarized with a concluding sentence. The concluding sentence should begin with a
transition word or phrase that is appropriate to summarizing a point, such as: in conclusion, to
conclude, thus, therefore, in short, or other appropriate words or phrases. Note that “finally” is
NOT appropriate for a conclusion: “finally” signals to the reader that one last point is about to be
made, not that the argument is finished. The concluding sentence should rephrase all of the
important information given in the topic sentence (see paragraph four on this page).
Remember that the key to writing a good expository paragraph is clarity. The reader
must clearly and easily be able to understand what you are trying to explain, or else there is no
point in writing anything. Choose your wording and your examples wisely and edit carefully.
Unit 2 – Paragraph Writing
The Expository Paragraph
Topic Sentence
• one sentence
• includes the topic, argument, and three points to be made
• in literary paragraphs, include the author and the title
Point #1
• 2-3 sentences
• starts with a transition
• makes a point
• gives evidence (integrated direct evidence and citations)
• connects back to the argument/theme
Point #2
• 2-3 sentences
• starts with a transition
• makes a point
• gives evidence (integrated direct evidence and citations)
• connects back to the argument/theme
Point #3
• 2-3 sentences
• starts with a transition
• makes a point
• gives evidence (integrated direct evidence and citations)
• connects back to the argument/theme
Concluding Sentence
• one sentence
• starts with a transition or key word
• repeat the topic, argument, and three points
• if applicable, repeats author and title
Unit 2 – Paragraph Writing
Always title
your work
appropriately
but remember
that a title is
not a topic
sentence.
The topic
sentence
states the
topic and the
argument.
Transition
words are
used to signal
each new
point.
Make
connections
between your
points. A
paragraph is
about one
topic
Give proof for
each point
you make.
The
concluding
sentence
must begin
with a
transition
word or
phrase.
Keep it short
and clear. No
more then
ten- twelve
sentences!
It also needs
to summarise
your
argument and
restate the
topic.
“O Canada!” Why Canada is the Best
County in the World
Canada is the best country in the
world for many reasons, including its
justice system, its education system, and
its respect for human rights. First, Canada
has one of the best justice systems in the
world. Unlike many other justice systems in
the world Canada’s is based on the
premise that a person is innocent until
proven guilty by a court and that people
cannot be held in jail forever waiting for a
chance to go to court. Not only is the
system reasonable: everyone in Canada
has access to a fair trail, not just people
who can afford lawyers or to pay off
government officials. Next, Canada is the
best country in the world because of its
educational system. Like the justice
system, everyone in Canada has access to
free, public education. Even adults can go
to school in Canada free of charge. Last,
the fact that it is illegal in Canada to
discriminate against someone based on his
or her gender, race, ethnicity, religion, or
sexual preference makes Canada the
greatest country in the world. In many parts
of the world these basic rights are not
respected. For example, in China
belonging to certain religious groups is
illegal. Therefore, Canada is the best
country in the world because it respects
people’s human rights, has a fair justice
system, and has quality, public education.
Unit 2 – Paragraph Writing
Activity #1: Practice with Topics and Controlling Ideas
Read the following paragraph:
Homework is an important part of the learning process in high school. One reason is that homework gives students additional practice of skills covered in class. High school classes are too short to teach a new concept and practice it sufficiently. Students need both guided practice in class and independent practice at home. Another reason for homework is that it provides time to complete longer assignments. For example, the ideal composition process allows time for students to think and reflect on their ideas, as well as time to revise and to proofread their writing. Also, reports and special projects often require research that can not always be done at school. In addition, since all students do not work at the same speed, giving students time at home to finish work keeps them from falling behind. Finally, the most important reason for homework is that it ensures review. New material and old material are practiced in daily assignments. Students who do their homework daily are prepared for tests and make better grades. In conclusion, not only is homework essential to mastering new skills and maintaining previously learned skills, but it also guarantees constant review and provides time for longer assignments, as well as additional time for students who need it. Students, do your daily homework, make better grades, and learn more!
Discussion Questions
1. What is the topic?
2. What is the controlling idea?
3. What are the three main supporting ideas?
4. Do you think the concluding sentence is a good one? Why?
Unit 2 – Paragraph Writing
Activity #2: Find the Topic Sentence!
Topic sentences express the main idea of a paragraph. They are usually stated in the
first sentence.
Directions: Identify and underline the topic sentence in the following paragraphs.
1. Some people walk on a treadmill at home or ride a bicycle. Others like to go out
dancing, do aerobics, or work out in a gym. Some people prefer to swim. Most
people have a favourite way to exercise.
2. It seems that people mature at different rates. Some children are serious and
responsible. Many people mature during college or as they gain experience on
their first job. Other folks, take more time, and some people grow old but never
seem to grow up.
3. Some people leave too many lights on around the house. Some aren’t careful
about how much water they use. Canadians waste a lot of resources. Most
people buy products with a lot of unnecessary packaging that isn’t good for the
environment.
4. It is very common to buy cards in stores and send them through the mail, but
turning on the computer and sending cards over the Internet is also popular.
North Americans send cards for many occasions. They send cards to family and
friends on birthdays and holidays. They also send thank-you cards; get well
cards, graduation cards, and congratulations cards.
5. No one likes to eat with a dirty knife, fork, or spoon. It is important to completely
wash all utensils before using them. Clean utensils won’t transmit germs and
bacteria. They are also more pleasant to eat with.
6. Growing a garden can be fun, good exercise, and will provide fresh fruits and
vegetables for the gardener. It is interesting to watch the seeds pop their heads
above the soil for the first time. It is sometimes hard to believe that a little seed
can become a large vine or plant in just a few weeks. Planting the seeds and
pulling weeds are good exercise for anyone. Then, after watching the plant grow
and produce, the gardener ends up with delicious tomatoes, beans, or other
yummy produce from the garden.
7. Sometimes it is hard to fall asleep. Maybe you are not sleepy, or maybe you are
thinking about what happened during the day. You can also lie awake if a big
event, like a test or party, is happening the next day. There are several things
you can do to try to fall asleep. You can try counting sheep, or just counting,
which will keep your mind busy with a repetitious activity. Sometimes listening to
soft music or gentle sounds, like rain, helps. You can even try telling yourself a
story, which may distract your mind enough that you will be asleep in no time.
Unit 2 – Paragraph Writing
Activity #3
Each point is followed by three statements that provide relevant, on-target support and
three that do not.
Directions: In the spaces, write the letters of the three relevant statements of support.
1. Point: Elephants are very intelligent animals.
A. For years, hunters shot elephants to obtain the ivory from their tusks.
B. Like chimps, elephants can recognize their reflections in mirrors.
C. Elephants tear off branches of trees to use as fly swatters.
D. Elephants have been seen keeping vigil over their dead companions.
E. An elephant can live as long a sixty-five years.
F. Elephants should not be forced to perform in circuses.
Items that logically support the points: _______ _______ _______
2. Point: Drinking coffee can be bad for people
A. Some people don’t like the taste of decaffeinated coffees.
B. Coffee in the evening can interfere with sleep at night.
C. As addictions go, coffee is less dangerous than tobacco.
D. Too much coffee can cause hands to shake.
E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.
F. Most coffees cost under five dollars a pound.
Items that logically support the points: _______ _______ _______
3. Point: If you think school is difficult, it’s even harder for older students.
A. Studies show that more and more adults are returning to school.
B. It takes a lot of work to re-learn study habits.
C. Many older students have family and job responsibilities in addition to classes.
D. Some older students are afraid of not “fitting in”
E. It is never too late to gain new knowledge.
F. Older students can contribute to class discussions by talking about their “real-world”
experiences.
Items that logically support the points: _______ _______ _______
Unit 2 – Paragraph Writing
4. Point: Schools should eliminate the summer vacation.
A. It costs too much money for school building to remain empty in the summer months.
B. Students have more energy than adults.
C. Year-round school can better prepare students for year-round work in the adult
world.
D. During summer classes, school should be air-conditioned.
E. Students will learn more and forget less if they attend school twelve months.
F. Student’s won’t be able to take summer jobs that would provide money for college.
Items that logically support the points: _______ _______ _______
5. Point: Some people have very poor telephone manners.
A. They never identify themselves, but just begin the conversation.
B. They often make their calls on cordless phones.
C. They have an unlisted telephone number.
D. They conduct conversations with people around them at the same time they’re
talking on the phone.
E. Some people don’t like to talk on the phone.
F. They often call around 6 pm, which is most people’s dinner hour.
Items that logically support the points: _______ _______ _______
6. Point: There are some simple ways to save money at the supermarket.
A. Avoid products which charge extra for packaging, such as cheese wrapped
individually by slice.
B. Some people organize a shopping list alphabetically; others group items by
categories.
C. Shop when you are not hungry, so that you won’t be tempted to buy pricey treats.
D. Go to the store at odd hours or on weekdays to reduce the time you spend in lines.
E. Buy locally grown fruits and vegetables, which are often better for you than canned
or frozen ones.
F. Buy store brands or basic items instead of expensive name-brand products.
Items that logically support the points: _______ _______ _______
Unit 2 – Paragraph Writing
Activity #4: Can You Spot the Best Paragraph?
Review the THREE literary paragraphs and use the checklist to determine which was
the best paragraph, which paragraph was moderately successful, and which needed
serious work (checklist and paragraphs provided below). After you have used the
checklist to rank the paragraphs, answer the survey posted below. The data from the
survey will be compiled and used during the next class. Be sure to come to class
prepared to discuss the reasoning behind your rankings.
Paragraph A:
In the short story “Lysandra’s Poem” by Budge Wilson, the theme is ‘true friends care
about each other for who they are and not what they can get from the friendship,’ and
this is seen through the character of Elaine and the way she uses Lysandra, the way
she manipulates the poetry contest, and the way she will not take responsibility for her
actions. First, Elaine is really only friends with Lysandra because she benefits from the
friendship, and not because she cares about Lysandra. For example, she dislikes the
drama at Lysandra’s house when Lysandra’s father goes into drunken rages, but says it
has “to be endured” if she is to “benefit from the rest of [the friendship]” (66). In this
situation, a true friend would not worry about how she could benefit from the friendship,
but would worry more about how Lysandra feels when her father is in a rage. Also,
Lysandra’s not a true friend because she purposefully manipulates the poetry contest so
that she can win, even though she knows that Lysandra really cares about her poetry
and about winning the contest. Elaine writes a poem that fits all of the criteria she knows
the judges want to see: it has a rhyme scheme, it is “spiced with the flavor of [the
personal] tale” (69) of one of the judges, and it appeals to the interests of the other
judges. If she had cared about Lysandra, she wouldn’t have tried to win the poetry
contest through manipulation. And, finally, if Elaine was a true friend, she would have
taken responsibility for her actions, instead of telling Lysandra that it was not her fault
that she won. Therefore, Elaine is not a true friend to Lysandra in the story because she
worries more about what she can get from the friendship than her friend, as can be
seen by how she uses Lysandra, how she manipulates the contest, and how she does
not take responsibility for how she acted.
Paragraph B
In the short story “Lysandra’s Poem” the theme is friendship and this is seen through
the character of Elaine and her treatment of Lysandra. Elaine says she tries to be a
good friend to Lysandra, but this is not always the case. First, Elaine is really only
friends with Lysandra because she benefits from the friendship, and not because she
cares about Lysandra. For example, she dislikes the drama at Lysandra’s house when
Lysandra’s father goes into drunken rages, but says it has “to be endured” if she is to
“benefit from the rest of [the friendship]” (66). Since she really only cares about herself,
she is not a very good friend. Also, Lysandra not a very good friend because she
purposefully manipulates the poetry contest so that she can win, even though she
knows that Lysandra really cares about her poetry and about winning the contest.
Elaine writes a poem that fits all of the criteria she knows the judges want to see: it has
a rhyme scheme, it is “spiced with the flavor of [the personal] tale” (69) of one of the
Unit 2 – Paragraph Writing
judges, and it appeals to the interests of the other judges. If she had cared about
Lysandra, she wouldn’t have tried to win the poetry contest through manipulation. If
Elaine was a good friend, she would have taken responsibility for her actions, instead of
telling Lysandra that it was not her fault that she won. Therefore, Elaine is not a very
good friend to Lysandra in the story, as can be seen by how she uses Lysandra, how
she manipulates the contest, and how she does not take responsibility for how she
acted.
Paragraph C:
In the short story “Lysandra’s Poem,” Budge Wilson explores the theme that true friends
are selfless and supportive, and this is seen through the character of Elaine and the
way she uses Lysandra, the way she manipulates the poetry contest, and the way she
will not take responsibility for her actions. First, Elaine is really only friends with
Lysandra because she benefits from the friendship, and not because she cares about
Lysandra. For example, she dislikes the drama at Lysandra’s house when Lysandra’s
father goes into drunken rages, but says it has “to be endured” if she is to “benefit from
the rest of [the friendship]” (66). In this situation, a true friend would not worry about how
she could benefit from the friendship, but would worry more about how Lysandra feels
when her father is in a rage. Elaine should support Lysandra through her difficult times
with her family, not worry about herself. Also, Lysandra’s not a true friend because she
purposefully manipulates the poetry contest so that she can win, even though she
knows that Lysandra really cares about her poetry and about winning the contest.
Elaine writes a poem that fits all of the criteria she knows the judges want to see: it has
a rhyme scheme, it is “spiced with the flavor of [the personal] tale” (69) of one of the
judges, and it appeals to the interests of the other judges. If she had cared about
Lysandra, she wouldn’t have tried to win the poetry contest through manipulation.
Instead, Elaine should have either abstained from the contest or written something from
the heart the way Lysandra did. Had she done either of those things, she would have
shown Lysandra that she respected Lysandra‟s love of poetry, and was, therefore, a
true friend. And, finally, if Elaine was a true friend, she would have taken responsibility
for her actions after she hurt Lysandra‟s feelings, instead of telling Lysandra that it was
not her fault that she won. Elaine knew in her heart of hearts that what she had done
was wrong, as can be seen in her momentary desire to “tear [her winning poem] into
little pieces, press it all into a hard damp ball, and throw it at the wall” (71). Instead, she
chooses to move on to other friends instead of telling Lysandra she is sorry for
betraying their friendship and for not supporting her love of poetry. Therefore, Elaine in
the story “Lysandra’s Poem” by Budge Wilson is not a true friend to Lysandra because
she worries more about what she is selfish and unsupportive, as can be seen by how
she uses Lysandra, how she manipulates the contest, and how she does not take
responsibility for how she acted.
Unit 2 – Paragraph Writing
Can You Spot the Best Paragraph? A Checklist
Paragraph A Paragraph B Paragraph C
Topic Sentence:
Includes title in quotations and author
States topic clearly
Has an argument that lays out a clear and specific thesis
States three sub-topics
Arguments:
Each new point is indicated by a transitional word or phrase
Each point is clearly stated, makes logical sense, and is related to the topic
Each point is supported by indirect or direct evidence that clearly relates to the point being made
All quotations are integrated smoothly into the writing
All quotations are properly quoted and cited
All points and evidence are related logically back to the theme the topic sentence states
Someone who has not read the story could follow the arguments made, but there is no unnecessary plot summary
Topic Sentence:
Includes title in quotations and author
States topic clearly
Has an argument that lays out a clear and specific thesis
States three sub-topics
Arguments:
Each new point is indicated by a transitional word or phrase
Each point is clearly stated, makes logical sense, and is related to the topic
Each point is supported by indirect or direct evidence that clearly relates to the point being made
All quotations are integrated smoothly into the writing
All quotations are properly quoted and cited
All points and evidence are related logically back to the theme the topic sentence states
Someone who has not read the story could follow the arguments made, but there is no unnecessary plot summary
Topic Sentence:
Includes title in quotations and author
States topic clearly
Has an argument that lays out a clear and specific thesis
States three sub-topics
Arguments:
Each new point is indicated by a transitional word or phrase
Each point is clearly stated, makes logical sense, and is related to the topic
Each point is supported by indirect or direct evidence that clearly relates to the point being made
All quotations are integrated smoothly into the writing
All quotations are properly quoted and cited
All points and evidence are related logically back to the theme the topic sentence states
Someone who has not read the story could follow the arguments made, but there is no unnecessary plot summary
Unit 2 – Paragraph Writing
Concluding Sentence:
Begins with a transitional word or phrase
Restates the author and title
Restates the topic
Restates the argument and theme
Restates the subtopics
Concluding Sentence:
Begins with a transitional word or phrase
Restates the author and title
Restates the topic
Restates the argument and theme
Restates the subtopics
Concluding Sentence:
Begins with a transitional word or phrase
Restates the author and title
Restates the topic
Restates the argument and theme
Restates the subtopics
Best thing about this paragraph:
Best thing about this paragraph:
Best thing about this paragraph:
Things that most needs improvement:
Things that most needs improvement:
Things that most needs improvement:
Ranking (circle one): The Best Moderately Successful Needs Serious Work
Ranking (circle one): The Best Moderately Successful Needs Serious Work
Ranking (circle one): The Best Moderately Successful Needs Serious Work
Unit 2 – Paragraph Writing
Run-On Sentences and Fragments
Run-on Sentence Definition: A run-on sentence (or fused sentence) has two or more
clauses that are not correctly connected.
Run-on sentences can be corrected by separating them into two sentences, by making
a compound sentence or by making a complex sentence.
Run-on:
Sam is my friend and Melanie is my friend.
Sam is my friend.+ Melanie is my friend.
Two separate sentences:
Fixed. Sam is my friend. Melanie is my friend.
Compound sentence:
(Remember: Independent clauses need glue to hold them together. The glue can be a
comma and a coordinating conjunction (FANBOYS), a semicolon, or a conjunctive
adverb with a semi-colon before it and a comma after it.)
Fixed: Sam is my friend, and Melanie is my friend.
Fixed: Sam is my friend; Melanie is my friend.
Fixed: Sam is my friend; also, Melanie is my friend.
They can also be corrected by making one clause dependent:
Fixed: Although Sam is my friend, Melanie is also my friend.
Frequently, a run-on sentence simply needs to be punctuated correctly. Fix run-on
sentences in a few ways: add a comma before a coordinating conjunction or after an
introductory clause, and use a semicolon or period between two independent clauses.
Run-on: Before we left for vacation we took our dog to the kennel.
Fixed: Before we left for vacation, we took our dog to the kennel.
Run-on: Mackenzie went to the mall with her friends then she went home then
she watched television until her parents came home
.
Fixed: Mackenzie went to the mall with her friends. Then she went home, and
then she watched television until her parents came home.
Fixed: Mackenzie went to the mall with her friends. Then she went home. Then
she watched television until her parents came home.
Unit 2 – Paragraph Writing
Sentence Fragment Definition: A sentence fragment is an incomplete thought. It may
be a phrase or a dependent clause without an independent clause. One of the most
common fragments students write is a result of answering a question using just the
dependent clause.
Question: Why did the chicken cross the road?
Fragment: Because it wanted to get to the other side.
Fixed: The chicken crossed the road because it wanted to get to the other side.
Fixed: Because it wanted to get to the other side, the chicken crossed the road.
Sometimes students begin a compound-complex sentence and forget to end it.
Fragment: When you finally get here, after you fly into Orlando and then drive all
the way from the airport.
Fixed: When you finally get here, after you fly into Orlando and then drive all the
way from the airport, we will celebrate.
Practice What You’ve Learned
Directions: Decide if each sentence is a sentence, a fragment, or a run-on.
1. After we learned how to code in school, we taught ourselves how to write cell phone
apps.
Sentence / fragment / run-on
2. On the quiet, secluded beach where we could see the dolphins playing in the waves.
Sentence / fragment / run-on
3. Before we go to the movies tonight, I want to take a nap.
Sentence / fragment / run-on
4. The wind is blowing the branches into the roads and it’s raining really hard.
Sentence / fragment / run-on
5. The quarterback threw the ball then the receiver missed it and everyone ended up in
a big pile of players.
Sentence / fragment / run-on
6. Our school created a drive-in theatre in the parking lot and showed old black and
white movies.
Unit 2 – Paragraph Writing
Sentence / fragment / run-on
7. Because then we will get there so late.
Sentence / fragment / run-on
8. The countryside is divided into horse pastures and pretty white fences.
Sentence / fragment / run-on
9. With its tall skyscrapers and busy streets.
Sentence / fragment / run-on
10. When I was a child computers took up a whole room, now they fit in my pocket.
Sentence / fragment / run-on
Score: _____ /10 = _____ %
Practice What You’ve Learned
Directions: A comma has been omitted from each of the following sentences. Insert a
comma between the words where the comma should be.
1. After the team arrived we took our seats in the bleachers.
2. Before the holiday is over the crowd will dwindle away.
3. Since dependent clauses often begin sentences a comma separates the clause from
the independent clause.
4. Although she was the winner she did not accept the prize.
5. As she stepped from the plane the crowd cheered.
6. As if I didn’t have enough problems my car broke down.
7. Since there was no bus I walked.
8. So that I would not miss work I arranged for a ride the next day.
9. Until the cows come home I am taking it easy.
10. Wherever we go we seem to get lost.
Unit 2 – Paragraph Writing
11. Where the red fern grows I will build my house.
12. While the sun shines make hay.
13. If I passed the test I will graduate.
14. While we are here together we must plan our next reunion.
15. As the world turns we are getting older.
16. As soon as I hear from you I will write.
17. Because I have a cell phone I am never out of touch with my family.
18. Whenever I turn on my computer I have e-mail.
19. Until the sun goes down the air remains warm.
20. Whenever we get our hopes up we find added disappointments.
Score: _____ /20 = _____ %
Practice What You’ve Learned
Directions: Each sentence has two independent clauses than can be correctly joined
by a semicolon. Insert a semicolon in each sentence between the words where it should
be.
1. She liked him a good man is hard to find.
2. The wind came up the rain began to fall.
3. The storm brought needed moisture we are far below our annual rainfall.
4. The wind has stopped we remain inside.
5. It is a good time to stay inside the storm will last all night.
6. We need the moisture we don’t need dangerous roads.
7. Spring rain is a welcomed event it brings May flowers.
8. The snow was a surprise the roads were clear.
Unit 2 – Paragraph Writing
9. We had a nice trip however, we worried about the icy roads.
10. We studied hard accordingly, we passed the test.
11. She is smart indeed, she is a genius.
12. Their team did participate however, they came late.
Score: _____ /12 = _____ %
Expository Paragraph Assignment
You now have experiences reading and analysing expository paragraphs. You know what they
are and how they are written. Your assignment is to write an expository paragraph on one of the
following topics.
Should the school day be shorter?
Should students receive less homework?
Should school start later and end later?
Is it okay to ever lie?
What pet is better? Cats or dogs?
Please be sure to write your paragraphs using the proper paragraph format, using a topic
sentence, an example, an explanation sentence, and a concluding sentence (SEEC).
Unit 2 – Paragraph Writing
Brainstorming
Main Opinion:
3 Reasons:
Statement (Reason 1)
Example:
Explanation:
Statement (Reason 2)
Example:
Explanation:
Statement (Reason 3)
Example:
Explanation:
Conclusion:
Restate, in a new
way, your opinion
and three main
reasons.
Example:
Explanation:
Introduction:
General statement
about why the topic
is significant.
A statement of your
opinion
A brief statement of
3 reasons you hold
this opinion
Unit 2 – Paragraph Writing
Do's and Don'ts of Expository Writing The subject and the verb in the sentence must agree. For example: There are four
advantages of doing homework. There is one advantage of doing homework. Always spell check your draft. Use the dictionary, parents, classmates, siblings, and
teachers as resources to help you. Double check the use of homophones such as 'there' and 'their' and it's and its.
Place a comma after signal phrases such as: first of all, also, secondly, last, but not
least, in conclusion, etc. Avoid contractions such as don't, couldn't, it's, and you're. In sentences that begin with 'If' and 'Because' clauses, always use a comma after the
clause. For example: If it is raining, you should wear your raincoat. Because I studied for the test, I did well.
Use 'such as' and 'including' instead of 'like'. Do not begin an expository sentence with 'but' or 'and'. Use 'however' in the place of
'but' and 'also' in the place of 'and'. Examples: There can be positive consequences for students who complete their assignments. However, there are often negative consequences when homework is not done. Also, there is another advantage of playing sports.
Use formal language. Avoid the use of 'a lot'. Instead, use words and phrases such as
'many', 'several', 'a great number', 'a great deal', and 'plenty'. Avoid the use of 'etc.'.
Avoid phrases such as 'What I mean', 'This means that', 'which means that' in the
sentence(s) used to explain a detail.
Write in third person (do not use, “I” or “we”) and use present tense verbs throughout Use parallel structure in your writing. For example: John will be doing his homework,
washing the dishes, and then babysitting his little sister. OR John will do his homework, wash the dishes, and then babysit his little sister.
Double check to make sure that each sentence in the piece is a complete sentence and
includes the correct punctuation. Avoid the use of run-on sentences where two sentences are incorrectly written as one
sentence. For example: 'Doing homework is a choice, you can do it or not do it.’ is a run-on sentence.
Unit 2 – Paragraph Writing
Expository Paragraph Peer & Self Assessment
Name: _____________________ Evaluated by: _______________
Evaluated by: _______________
Topic Sentence
P P S
States topic clearly
Has an argument that lays out a clear and specific thesis
States three sub-topics
Arguments
Each new point is indicated by a transitional word or phrase
Each point is clearly stated, makes logical sense, and is related to the topic
Each point is supported by indirect or direct evidence that clearly relates to the point being made
All points and evidence are related logically back to the theme the topic sentence states
Concluding Sentence
Begins with a transitional word or phrase
Restates the topic
Restates the argument
Restates the subtopics
Grammar, Usage, and Mechanics
The writing is free of misspellings, and words are capitalized correctly
Sentences are punctuated correctly, and the piece is free of fragments and run-ons
The paragraph is neat, legible, and presented in an appropriate format
Word choice create appropriate tone
Engagement in the Writing Process
The student made a prewriting plan
The student revised the draft