Seminar 2Seminar 2

Writing a strong paragraphWriting a strong paragraph

Is this a strong paragraph? Is this a strong paragraph?

• 11It is a fact that capital punishment is not a It is a fact that capital punishment is not a deterrent to crime. deterrent to crime. 22Statistics show that in states Statistics show that in states with capital punishment, murder rates are the with capital punishment, murder rates are the same or almost the same as in states without same or almost the same as in states without capital punishment. capital punishment. 33It is also true that it is more It is also true that it is more expensive to put a person on death row than in life expensive to put a person on death row than in life imprisonment because of the costs of maximum imprisonment because of the costs of maximum security. security. 44Unfortunately, capital punishment has Unfortunately, capital punishment has been used unjustly. been used unjustly. 55Statistics show that every Statistics show that every execution is of a man and that nine out of ten are execution is of a man and that nine out of ten are black. black. 66So prejudice shows right through.So prejudice shows right through.

Is this better? And WHY? Is this better? And WHY?

• 11The punishment of criminals has always been a problem The punishment of criminals has always been a problem for society. for society. 22Citizens have had to decide whether offenders Citizens have had to decide whether offenders such as first-degree murderers should be killed in a gas such as first-degree murderers should be killed in a gas chamber, imprisoned for life, or rehabilitated and given a chamber, imprisoned for life, or rehabilitated and given a second chance in society. second chance in society. 33Many citizens argue that serious Many citizens argue that serious criminals should be executed. criminals should be executed. 44They believe that killing They believe that killing criminals will set an example for others and also rid society criminals will set an example for others and also rid society of a cumbersome burden. of a cumbersome burden. 55Other citizens say that no one Other citizens say that no one has the right to take a life and that capital punishment is has the right to take a life and that capital punishment is not a deterrent to crime. not a deterrent to crime. 66They believe that society as well They believe that society as well as the criminal is responsible for the crimes and that killing as the criminal is responsible for the crimes and that killing the criminal does not solve the problems of either society the criminal does not solve the problems of either society or the criminal.or the criminal.

The paragraphThe paragraph

• A paragraph is a group of sentences A paragraph is a group of sentences which begins with a topic sentence. which begins with a topic sentence.

• What is the topic sentence? What is the topic sentence?

The paragraph - continuedThe paragraph - continued

• The paragraph is a group of unified The paragraph is a group of unified sentences, generally around 4-7 sentences, generally around 4-7 (sometimes more) sentences long and (sometimes more) sentences long and generally expressing one main idea. generally expressing one main idea.

• The topic sentence summarizes the main The topic sentence summarizes the main idea of the paragraphidea of the paragraph

• Let us consider some topics and what Let us consider some topics and what would make a good topic sentence for would make a good topic sentence for them.them.

Some SUBJECTS in need of Some SUBJECTS in need of paragraphs.. paragraphs..

• The Movie Avatar (or any movie you The Movie Avatar (or any movie you know)know)

• The Health Care Reform BillThe Health Care Reform Bill

• How to be a good managerHow to be a good manager

• How to write a business planHow to write a business plan

• Why drug testing should be Why drug testing should be mandatory in companiesmandatory in companies

Workshop in paragraphingWorkshop in paragraphing

• Let us start building a paragraphLet us start building a paragraph

• Suggest some possible topic Suggest some possible topic sentences. sentences.

• What should the body of the What should the body of the paragraph do? paragraph do?

• The body should explain and develop The body should explain and develop the idea put forth in the topic the idea put forth in the topic sentence. sentence.

Let us now get some Let us now get some practicepractice• For the topic sentence we have picked, For the topic sentence we have picked,

let us add some sentences to create a let us add some sentences to create a bodybody

• We also need to consider transitions We also need to consider transitions between sentences and between between sentences and between paragraphs. paragraphs.

• How should we conclude our paragraph?How should we conclude our paragraph?

TRANSITIONSTRANSITIONS• additionaddition again, also, and, and then, besides, equally important, finally, again, also, and, and then, besides, equally important, finally,

first, further, furthermore, in addition, in the first place, last, moreover, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too next, second, still, too comparisoncomparison also, in the same way, likewise, also, in the same way, likewise, similarly similarly concessionconcession granted, naturally, of course granted, naturally, of course contrastcontrast although, and although, and yet, at the same time, but at the same time, despite that, even so, even yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet still, though, yet emphasisemphasis certainly, indeed, in fact, of course certainly, indeed, in fact, of course exampleexample or orillustrationillustration after all, as an illustration, even, for example, for instance, in after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly namely, specifically, that is, to illustrate, thus, truly summarysummary all in all, all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize therefore, to put it differently, to summarize time sequencetime sequence after a while, after a while, afterward, again, also, and then, as long as, at last, at length, at that time, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, whenstill, subsequently, then, thereafter, too, until, until now, when

Concluding your paragraphConcluding your paragraph

• What should your final sentence of What should your final sentence of your paragraph do? your paragraph do?

• How should you conclude your How should you conclude your paragraphparagraph

• Consider now if you have fully Consider now if you have fully developed the topic sentence of your developed the topic sentence of your paragraph. paragraph.

Prewriting strategiesPrewriting strategies

• This week our reading has focused This week our reading has focused on prewriting strategies. on prewriting strategies.

• Why is prewriting necessary?Why is prewriting necessary?

Prewriting continuedPrewriting continued

• Prewriting is necessary to overcome Prewriting is necessary to overcome writer’s block. What is writer’s writer’s block. What is writer’s block? block?

• What prewriting strategies have you What prewriting strategies have you read about and attempted? read about and attempted?

Some prewriting strategiesSome prewriting strategies

• Let us talk a little about each of themLet us talk a little about each of them

• FreewritingFreewriting

• ListingListing

• QuestioningQuestioning

• ClusteringClustering

Now let us practice using Now let us practice using some of them some of them

• How do we use freewriting?How do we use freewriting?

• What is listing and how can it be What is listing and how can it be used?used?

• Clustering?Clustering?

• How can we use questioning? How can we use questioning?

Why we use prewritingWhy we use prewriting

• We use prewriting to overcome We use prewriting to overcome writer’s block and to generate ideas. writer’s block and to generate ideas. Writing is a process and involves Writing is a process and involves several steps. The first step is several steps. The first step is prewriting. prewriting.

Any questions so far?Any questions so far?

• Questions about the material we Questions about the material we have discussed todayhave discussed today

• A preview of the Unit 2 Assignment A preview of the Unit 2 Assignment and discussion question this weekand discussion question this week

• The criteria for the Unit 2 The criteria for the Unit 2 assignment. assignment.

SummarizingSummarizing

• What is summarizingWhat is summarizing

• Why is it important? Why is it important?

• How do we do it?How do we do it?

One Method for One Method for SummarizingSummarizing• Step 1: Basically summarizing is breaking down the article or a long Step 1: Basically summarizing is breaking down the article or a long

passage of reading.When you are complete,you should be left with 5 passage of reading.When you are complete,you should be left with 5 'W's.Who,what,where,when,and why.'W's.Who,what,where,when,and why.

• Step 2: Study the article. Examine the title, any headings, illustrations, or Step 2: Study the article. Examine the title, any headings, illustrations, or any information about the author that may help you focus on your reading.any information about the author that may help you focus on your reading.

• Step 3: Read the entire article carefully. Identify the main idea, major Step 3: Read the entire article carefully. Identify the main idea, major subordinate ideas, and their relationship to each other.subordinate ideas, and their relationship to each other.

• Step 4:The easiest way to summarize is to follow a well known and trusted Step 4:The easiest way to summarize is to follow a well known and trusted method. This method is called T.M.D.method. This method is called T.M.D.Topic-Topic-it is what the passage is about.it is what the passage is about.Main Idea-Main Idea-soso the topic is the What then the main idea is the why important. the topic is the What then the main idea is the why important. The main idea is always written as a fact. It is never a question.The main idea is always written as a fact. It is never a question.Supporting Supporting DetailsDetails-The supporting details are the rest of the most relevant -The supporting details are the rest of the most relevant facts left in a passage or article. They should answer the rest of the 'W' facts left in a passage or article. They should answer the rest of the 'W' questions.questions.

SUMMARIZING AN ARTICLESUMMARIZING AN ARTICLE• ReadRead the article. the article.

• Re-readRe-read the article. Underline important ideas. Circle the article. Underline important ideas. Circle key termskey terms. Find the . Find the main pointmain point of of the article. Divide the article into sections or the article. Divide the article into sections or stages of thoughtstages of thought, and label each section , and label each section or stage of thought in the margins. Note the main idea of each paragraph if the article is or stage of thought in the margins. Note the main idea of each paragraph if the article is short.short.

• Write brief summaries of each stage of thought or if appropriate each paragraph. Use a Write brief summaries of each stage of thought or if appropriate each paragraph. Use a separate piece of paper for this step. This should be a separate piece of paper for this step. This should be a brief outlinebrief outline of the article.  of the article. 

• Write the main point of the article. Use your own words. This should be a sentence that Write the main point of the article. Use your own words. This should be a sentence that expresses the central idea of the article as you have determined it the from steps above. expresses the central idea of the article as you have determined it the from steps above. 

• Write your Write your rough draftrough draft of the summary. Combine the information from the first four of the summary. Combine the information from the first four steps into paragraphs.  steps into paragraphs.  NOTE:NOTE: Include all the important ideas. Use the author's key words. Include all the important ideas. Use the author's key words.

• Follow the original organization where possible.Follow the original organization where possible.

• Include any important data.Include any important data.

• Include any important conclusions. Include any important conclusions. 

• Edit your version. Be concise. Eliminate needless words and repetitions.Edit your version. Be concise. Eliminate needless words and repetitions.(Avoid using "the author says...," "the author argues...," etc.)  (Avoid using "the author says...," "the author argues...," etc.) 

• Compare your version to the original.  Do not use quotations, but if you use them be sure Compare your version to the original.  Do not use quotations, but if you use them be sure to quote correctly. to quote correctly. 

• Do not Do not plagiarizeplagiarize. . Use your own words to state the ideas presented in the article.Use your own words to state the ideas presented in the article.

Ineffective vs effective Ineffective vs effective summarysummary• Ineffective: Ineffective: 

This article covers the topic of measuring the extent of global This article covers the topic of measuring the extent of global deforestation. The article discusses reasons for concern, the deforestation. The article discusses reasons for concern, the technique, the results, and the project’s current goal.technique, the results, and the project’s current goal.

•Effective:Effective:According to the author of “Seeing the Forest,” the extent of According to the author of “Seeing the Forest,” the extent of global deforestation was difficult to measure until satellite global deforestation was difficult to measure until satellite remote sensing techniques were applied. Measuring the extent remote sensing techniques were applied. Measuring the extent of global deforestation is important because of concerns about of global deforestation is important because of concerns about global warming and species extinctions. The technique global warming and species extinctions. The technique compares old infrared LANDSAT images with new images. The compares old infrared LANDSAT images with new images. The authors conclude the method is accurate and cost effective.authors conclude the method is accurate and cost effective.

Teach Students to SummarizeTeach Students to SummarizeTips for Students Summarizing What They Read Tips for Students Summarizing What They Read Dec 8, 2008 Jennifer Wagaman Teaching students to summarize a text is a great way to build reading comprehension and develop writing Teaching students to summarize a text is a great way to build reading comprehension and develop writing skills. skills.

Teaching students to summarize what they read should not be a difficult task to accomplish. This is not a Teaching students to summarize what they read should not be a difficult task to accomplish. This is not a lesson to be taught in one day, either, and should be revisited with each text that the student reads. lesson to be taught in one day, either, and should be revisited with each text that the student reads. Ensuring that students know how to effectively summarize what they read will help Ensuring that students know how to effectively summarize what they read will help improve reading comprehension and subsequently improve student grades. and subsequently improve student grades.Start with Short Summaries for Young KidsStart with Short Summaries for Young KidsWhen teaching young children how to summarize what they read, start with small expectations. Read a When teaching young children how to summarize what they read, start with small expectations. Read a paragraph to them and ask them to tell you the main idea of the passage. Have them read something paragraph to them and ask them to tell you the main idea of the passage. Have them read something short and tell you what the main idea is. Once students are able to tell you the main idea of a short short and tell you what the main idea is. Once students are able to tell you the main idea of a short paragraph, work on extending both the length of the passage as well as the amount of information paragraph, work on extending both the length of the passage as well as the amount of information required in the summary. Go from a one sentence summary (naming the main idea) to a two or three required in the summary. Go from a one sentence summary (naming the main idea) to a two or three sentence summary, explaining several main ideas found in the text.sentence summary, explaining several main ideas found in the text.Use Age Appropriate Text for Older KidsUse Age Appropriate Text for Older KidsOlder students who struggle to summarize a passage should be taught this skill with simple, age-Older students who struggle to summarize a passage should be taught this skill with simple, age-appropriate texts. Choosing a newspaper article or magazine article may be more appropriate for them to appropriate texts. Choosing a newspaper article or magazine article may be more appropriate for them to read than a leveled book from your library as these books tend to be too childish for older students. read than a leveled book from your library as these books tend to be too childish for older students. Finding age appropriate texts may be a difficult task, but it will make it much easier to encourage your Finding age appropriate texts may be a difficult task, but it will make it much easier to encourage your struggling students to learn to summarize or recap what they have read.struggling students to learn to summarize or recap what they have read.Ideas for Teaching Students to Summarize Ideas for Teaching Students to Summarize When teaching the skill of summarizing, keep it fun, and focus on the task of comprehending what is When teaching the skill of summarizing, keep it fun, and focus on the task of comprehending what is being read. Stop frequently throughout the reading of a text to ask the students to tell you what is going being read. Stop frequently throughout the reading of a text to ask the students to tell you what is going on, what has already happened and what they think will happen next. As you continue to read and ask on, what has already happened and what they think will happen next. As you continue to read and ask basic comprehension questions, your students will improve their comprehension and summarizing basic comprehension questions, your students will improve their comprehension and summarizing abilities at the same time.abilities at the same time.Require written summaries when appropriate as well. This will not only reinforce the skill of recapping Require written summaries when appropriate as well. This will not only reinforce the skill of recapping what they read, but will help to improve their what they read, but will help to improve their writing skills. It can be very difficult for some students to . It can be very difficult for some students to transfer their thoughts into written form, so be sure to provide as much support and practice as possible.transfer their thoughts into written form, so be sure to provide as much support and practice as possible.