The Paragraph Writing Strategy - PBworkssailinghigh.pbworks.com/f/Eng1M7WB.doc · Web viewThe Paragraph Writing Strategy is used to organize and write paragraphs in order to be

ENGLISH I MODULE 7

ENG 321The Paragraph Writing Strategy

The Paragraph Writing Strategy is used to organize and write paragraphs in order to be able to respond more effectively to the complex writing demands in secondary and postsecondary settings. Students learn how to:

A.list ideas related to a topicB.plan the point of view and verb tense to be used in the paragraphC.plan the sequence in which ideas will be expressedD.write a variety of Topic, Detail and Clincher Sentences.

Students also learn a set of steps for integrating these skills as they write several kinds of paragraphs.

Part I: Topic Sentence ____Mastery NO

YES

Part II:Detail Sentences

Mastery NO

YES

Part III: Clincher Sentences

Mastery NO

YES

Part IV: Whole Paragraphs

Mastery NO

YES

Move on to other Things

Paragraph Writing Strategy1

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There are specific guidelines for putting each of these instructional stages into practice. It is critical to follow the instructions as they are presented to secure student learning.

Parts Of A ParagraphTitle

INTRODUCTION

BODY

CONCLUSION

Paragraphs have four basic parts. First, most of the time they have a title at the top of the page, which is separated from the paragraph. Next, three parts make up the actual paragraph: the introduction, the body, and the conclusion. The introduction is usually the first sentence, but it is sometimes the second sentence in the paragraph. Since its purpose is to introduce the paragraph, the student will practice writing it as the first sentence. This introductory sentence will be called the “Topic Sentence.”

SENTENCE TYPES USED INPARAGRAPHS

PARAGRAPH PART SENTENCE TYPE

Introduction Topic Sentence

Body Detail Sentences

Conclusion Clincher Sentence


ENGLISH I MODULE 7

ENG 321The middle part of body of the paragraph expresses your knowledge and ideas about

the topic. It usually includes three or more sentences. These sentences are called “Detail Sentences.”

The conclusion is usually the last sentence of the paragraph. This sentence is called the “Clincher Sentence.”

First the student will start with Topic Sentences. When you have control of Topic Sentences you will have control over the paragraph. The topic sentence is usually the first sentence in the paragraph.

TOPIC SENTENCE Is usually the first sentence.

Introduces the main idea.

Sometimes introduces the details.

In addition, the Topic Sentence expresses the same idea that is expressed in the title; that is, it serves to introduce the main idea that will be discussed in the paragraph. Therefore, the Topic Sentence tells the reader what the paragraph is about.

Some Topic Sentences also introduce the main points or details that will be covered in the middle of the paragraph. Then, the Topic Sentence tells the reader what the paragraph is about and sometimes gives a preview of what will be discussed in the rest of the paragraph. The Topic Sentence always covers the main idea of the paragraph and sometimes names the details of the paragraph. Let’s take a look at a paragraph written as a review for a movie.

'Around The World' Is Definitely No Jackie Chan Movie Review by: Larri Jo Starkey, Friday/Jul/09.It's no Jackie Chan movie. The martial-arts comedian may be included in the cast of "Around the World in 80 Days," but it's not a Chan movie. For one thing, those are usually fun. "Around the World" isn't.The movie starts as Chan's character robs the Bank of England to recover a jade Buddha sacred to his village. As he is escaping the attentions of the bobbies, he falls into the laboratory of Phileas Fogg, played by Steve Coogan, an eccentric inventor who needs someone fearless to test his latest invention - and act as his valet. Chan's character accepts the position.

The main idea is the general topic that is to be covered in the paragraph. The details are the particular facts or ideas to be covered. For a minute think about the function of the Topic Sentence as a “coming attraction” for a paragraph . When you see a coming attraction for a movie, it helps the reader decide whether or not you want to see the movie. Some of the things


mailto:[email protected]

ENGLISH I MODULE 7

ENG 321you can find out from a coming attraction is some basic details about a movie besides the main topic. These details help you know what to expect if you decide to go to the movie.From the review above, what is the writer, Larri Starkey, want you to think about the movie, Around The World In 80 Days? He lists one of the main characters and wants the reader of this review to know it isn’t going to be like any of Jackie Chan’s other movies.The coming attraction doesn’t tell everything about a movie such as how the movie ends. The coming attraction cannot tell the whole story, or people would not come to see the movie.

Since a Topic Sentence has the same function in a paragraph that a coming attraction has for a movie, it has to accomplish the same things as a coming attraction. It has to grab the reader’s attention so that he or she wants to read more. It has to tell the reader some information so that he knows basically what it’s about, but it can’t reveal everything about the paragraph, or the reader will have no reason to read on.

Worksheet #1ATopic Sentences

Obtain a Module 7 Answer Sheet for the worksheets. In the area marked for Worksheet #1A, complete the assignment below. WRITE ONLY ON THE ANSWER SHEET AND NOT IN THIS MODULE.

In the following paragraphs, draw a line under the Topic Sentence.

1. Brenda worked for years to become a newspaper reporter. She studied hard in school, and she got good grades. Working at night for a local paper, she learned all the jobs that one can do on a newspaper. After Brenda graduated, she applied to several different newspapers. Finally, she was hired by the “Ice Line” newspaper.

2. Entering high school as a student for the first time can be an adventure. For one thing, the building is so large that it’s easy to get lost trying to find the right classrooms, but it’s fun locating them. Then, seeing and meeting new people can mean lots of new friends and dates. Next, trying to figure out how to unlock your locker, meeting your locker mate, and decorating your locker can lead to giggles and good times. Starting high school is an adventure that students remember for the rest of their lives.

3. The price of fuel for cars industries, businesses, and homes has risen for many reasons. One reason is that finding oil for gasoline in the United States is harder and more difficult than it used to be. A second reason is that the oil fields of oil are not as productive as they once were, and they are slowly becoming empty. A third reason is that the foreign countries which have lots of oil have banded together, and they keep the prices high for the barrels of oil the United States buys. All these reasons make the cost of fuel high for the consumer.


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ENG 3214. George had five dollars to spend at K-Mart. First, he walked around the store to check the prices of several items that he needed. After he had narrowed his choices, he returned to the sporting goods, automotive, and stereo areas. Once there, he bought a spinner fish lure, a plastic cup-holder for his car, and a brush and head-cleaner for his car’s cassette player; the sales clerk put his purchases in a sack. Now he was ready to enjoy some fishing at the lake, drinking his cold drink, and listening to his car’s stereo cassette player.

5. After the death of her father, Gloria Vanderbilt was involved in a lengthy trial to see whether her mother or her aunt would become her guardian. Although Gloria Vanderbilt is known today as a famous woman in producing designer jeans and perfumes, she was once known as a poor little rich girl. At first, Gloria’s mother wanted custody of Gloria, but she left the child in the United States with servants and went on trips to England and France for months at a time. Then, Gloria’s aunt wanted custody to provide Gloria with a more normal childhood. After a long, tiring court case, her aunt finally received custody of Gloria.

This has been the beginning of the Paragraph Writing Strategy. The paragraph has four parts and one of the parts is the Topic Sentence. You’ve learned the definition and job of the Topic Sentence. Now it’s time to learn about the three types of Topic Sentences.

There are three types of Topic Sentences. They are called General Topic Sentences, Clueing Topic Sentences, and Specific Topic Sentences.

TYPES OF TOPICSENTENCES

General Topic Sentences

Clueing Topic Sentences

Specific Topic Sentences

General Topic Sentences, Clueing Topic Sentences, and Specific Topic Sentences each have their own special kind of job of being Topic Sentences. The first kind to learn is a General Topic Sentence.

A General Topic Sentence covers only the main idea of the paragraph.

GENERAL TOPICSENTENCE

Names the main ideaof the paragraph.


ENGLISH I MODULE 7

ENG 321The General Topic Sentence only covers the main idea of the paragraph. It does not introduce the reader to the main points or details that are to be covered in the middle of the paragraph. Sometimes this type of Topic Sentence is the most interesting because it can be used to quickly grab the reader’s attention, and it leaves a lot to the reader’s imagination. Thus, the reader automatically wants to read more. Unfortunately, some General Topic Sentences only put the title into sentence form. What would the effect of this kind of General Topic Sentence on a reader? It wouldn’t get the reader excited because it just restated what the title already told the reader.

The good General Topic Sentence is like a box of candy that has CANDY written on it in big letters.

It also contains some exciting descriptive words like, “Delicious,” “Scrumptious,” and “mouth watering.” It doesn’t tell you what’s inside, nor is there a picture on the box that gives you any idea of what’s inside. As a result, what do you want to do when you see this box? Right, open it and eat it to see if what is on the box is true. This box piques our interest, grabs your attention, and you want to learn more about its contents. Here are some examples of General Topic Sentences. Can you identify the main idea in each example?

EXAMPLES OF GENERALTOPIC SENTENCES

The hot trend in advertising these daysis to hire real, live stars.

Kevin James would have been 20 yearsold this September.

Not much is left of a town known asNora, Nebraska.

Democracy is thriving at Hillsboro HighSchool.

The main ideas of each sentence are: hot trends in advertising, Kevin James, Nora, Nebraska, and Democracy.

The second type of Topic Sentence is a “Clueing Topic Sentence.”


ENGLISH I MODULE 7

ENG 321CLUEING TOPIC

SENTENCE● Names the main idea.

● Gives a clue about the details.

The Clueing Topic Sentence names the main idea of the paragraph. Additionally, it provides some information about the details to be covered in the paragraph. This information gives the reader a clue about the details to be discussed in the paragraph, but does not name each of them. This means that clue words are used in the Topic Sentence to give the reader some hints about the details to be covered. Here are some of the clue words that are often used in a Clueing Topic Sentence.

CLUE WORDSMany Various DifferencesSeveral Classes SimilaritiesA number of Categories AdvantagesNumber (“Three”)

Groups Disadvantages

Kinds Steps JobsTypes Stages UsesParts Ways CausesElements Roles EffectsPieces Features ReasonsMembers Examples SourcesDivisions Characteristic

sProducts

Components Functions VarietyDifferent Assortment

Now there are examples of the use of the Clue Words being used in some sentences. As you can see, the Clueing Topic Sentence still leaves something for your imagination as the reader. Certain ideas will be discussed in the paragraph, but you don’t know exactly what those ideas are.

EXAMPLES OF CLUEINGTOPIC SENTENCES

The four seasons spice up ourlives.

Tents come in a variety of shapes Paragraph Writing Strategy

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ENG 321and sizes.

The citizens of Lawrence haveseveral reasons for building a newhigh school.

Jesse Flynn is my best friendbecause of his many fine characteristics.

Thus the Clueing Topic Sentence is like a box of candy that has the word “CANDY” written on it in big letters; in smaller letters, it has words indicating that there are four fabulous flavors of jelly beans inside.

There’s no picture to show you what color the jelly beans are, and no other words to tell you about them. What do you not know about the jelly beans inside the box? Most people have favorite flavors and would like to know if their flavor was inside. So, one would open the box, just to see. That’s what a Clueing Topic Sentence should do, entice the reader to read on through the rest of the paragraph.

The third kind of Topic Sentence s called the “Specific Topic Sentence.” Like other types of Topic Sentences, a Specific Topic Sentence names the main idea in the paragraph.

SPECIFIC TOPICSENTENCE

* Names the main idea.

* Names the specific details to becovered in order.

In addition, it actually names the details to be covered in the paragraph. It tells the reader each of the details to be discussed in the order in which they will be discussed. If one reads a Topic Sentence, and one learns everything that will be discussed in a paragraph, why


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ENG 321would anyone want to read the rest of the paragraph? Although the Specific Topic Sentence names the details to be discussed, it does not tell much about those details. It is important to leave something for the reader to want to learn by reading the rest of the paragraph. If the details in a Specific Topic Sentence names them in the order in which they will be discussed, how can it help the reader? When the reader knows what to expect, it makes the reading easier, and they don’t get confused.

SPECIFIC TOPIC SENTENCE

A Specific Topic Sentence is like a box of candy with the word “CANDY” printed on it in big letters. The words “Four fabulous flavors” and “Jelly Beans” are again printed on it in smaller letters, but this time there’s a picture showing the four kinds of jelly beans inside. You look at the picture, and what can you tell from it? What don’t you know, or what can’t you be sure of? For example, if you saw black jelly beans in the picture, and licorice is your favorite flavor, you’d be pretty sure that your favorite is in the box, but you couldn’t be 100% certain. One would still want to open the box and try one.

That is how a Specific Topic Sentence works. It says what’s inside the paragraph, but it still leaves the reader wanting more information. As a reader, you want to read on and find out everything you can. Below are some Specific Topic Sentences. Can you find the main ideas of each?

EXAMPLES OF SPECIFICTOPIC SENTENCES

Air pollution is caused by vehicles and industries.

Charles Darwin lived aninteresting life as an explorer,writer, and scientist.

Diseases caused by vitaminParagraph Writing Strategy

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ENG 321deficiencies are beri beri, pellagra,scurvy, and rickets.

The main ideas in these three sentences are vehicle and industry air pollution, the life of Charles Darwin, and vitamin deficiencies. The three types of Topic Sentences are General Topic Sentences, Clueing Topic Sentences, and Specific Topic Sentences. Knowing how to write these three types of Topic Sentences is helpful because you now can add variety to writing. Just like the sentence formulas help add variety to writing, so do the types of Topic Sentences, especially when one needs to write several paragraphs for the same reader.

Another benefit of knowing three types of Topic Sentences is that one can choose the one type that best fits the topic given. One can choose the best way to present the topic in the best possible way. To write these three types of topic sentences, it is important to use a slight variation on a strategy already presented. PENS! This is the mnemonic device used to remember the steps of the Sentence Writing Strategy. Pick a formula, Explore words to fit the formula, Note the words, and Search for the verbs and subjects.

STEPS FOR WRITING ATOPIC SENTENCE

Step 1: Pick a sentence type and formula.

Step 2: Explore words to fit the sentencetype and formula.

Step 3: Note the words.

Step 4: Search and check.

Now it’s time to go and complete two Worksheets: Worksheet 2A, 3A, before going on to the Detail Sentences.

WORKSHEET #2ATOPIC SENTENCES

On the Module 7 Answer Sheet for the worksheets, in the area marked for Worksheet #2A, complete the assignment below. WRITE ONLY ON THE ANSWER SHEET AND NOT IN THIS MODULE.

Below is a list of ten sentences that would make good Topic Sentences for paragraphs. Put the identifying letter in the blank on your Answer Sheet next to the corresponding number. If the


ENGLISH I MODULE 7

ENG 321sentence is a General Topic Sentence, put a “G,” if it is a Clueing Topic Sentence, put a “C,” and if it is a Specific Topic Sentence, put a “S.”

1. Spring is an exciting season of the year.

2. Jack needed four kinds of tools to take care of his yard.

3. General Washington and his men prepared to cross the Delaware River in several ways.

4. The arrival of my first paycheck changed my whole way of living.

5. High school activities you can join are pep club, student council, and debate.

6. A bird can use a variety of materials to build a nest.

7. Birthdays in my family include presents, a cake, and a trip.

8. When he looked through the microscope, he saw four things.

9. Although stained glass can look patternless, it is made through a specific process, for it is made through a specific process, for it is an ancient art form.

10. The three purposes of a weather map are to collect, organize, and show what the weather patterns look like for a short period of time.

WORKSHEET #3A

After looking at the topic and details listed, write a Topic Sentence that would fit them. Write the kind of topic sentence named for each item.

1. Topic: Woods. Details: oak, elm, cedar, walnutGeneral Topic Sentence

2. Topic: Classic Monsters. Details: Frankenstein, Dracula, Wolf Man, The MummyClueing topic Sentence

3. Topic: Football Participants Details: coaches, 11 players, referees, fansSpecific Topic Sentence

4. Topic: Causes of Allergies Details: foods, airborne pollens, chemicalsGeneral Topic Sentence

5. Topic: Rivers in the United States. Details: Mississippi, Kansas Ohio, Missouri rivers. Clueing Topic Sentence


ENGLISH I MODULE 7

ENG 3216. Topic: High School Population.

Details: sophomores, juniors, seniors, teachers, administratorsSpecific Topic Sentence

7. Topic: Soda Pop. Details: Coke, Pepsi, Seven-Up, Dr. PepperClueing Topic Sentence

8. Topic: Musical Instruments. Details: guitar, drums, piano, violinSpecific Topic Sentence

9. Topic: Immigrants to the United States Details: Russians, Chinese, EnglishGeneral Topic Sentence

10. Topic: Presidents. Details: Kennedy, Lincoln, Wilson, Jefferson.Your own choice of topic sentence.

DETAIL SENTENCESDetail Sentences form the body of the Paragraph. If one thinks of the Topic Sentence

as an appetizer of the paragraph (the part that “whets your appetite” for the rest of the paragraph), the Detail Sentences are the main course of the paragraph. They are the meat and potatoes of the paragraph; they supply the information that the writer needs to communicate to the reader. They fill up the reader’s mind with information much like the main course of a meal fills up the stomach.

DETAIL SENTENCE

o Discusses one of the details in the

paragraph.

º Sometimes shows the relationship between a detail and the rest of the paragraph.

Typically, each of the Detail Sentences that follows a Topic Sentence would be about one of the aspects of the topic. Sometimes, a Detail Sentence just names one or two of the main points. Nevertheless, one has to be careful about filling the paragraph with Detail Sentences that only name main points.


ENGLISH I MODULE 7

ENG 321If Detail Sentences just named each main idea and gave no other details the sentences

that filled up the paragraph would be boring. To make a paragraph interesting, many of the Detail Sentences should give the reader interesting information about the details. One can use a few Detail Sentences simply to name the details, but other Detail Sentences should provide additional and, hopefully, interesting information about those details.

Sometimes a Detail Sentence shows the relationship between a detail and the rest of the paragraph. We use special words to do this and they are called transitions. These words show the relationship between a detail and the rest of the paragraph.

This picture of a train shows you how transitions work in a paragraph. The train is called the Paragraph Express. The engine represents the Topic Sentence because it drives the train or gives the paragraph direction. Each of the box cars represents a detail to be covered in the paragraph. Notice that each box car has a number of sections. Each section represents one Detail Sentence.

How many Detail Sentences are represented in the box cars of this train? SEVEN! Notice also that the box cars are attached to the engine with a coupling device. Each coupler represents a transition word. Transition words are words like “first,” “second,” and “third.”

To what part of the first box car is the coupling device attached? Right, the first section. The coupling device or the transition word is attached to the first section of the box car or the first Detail Sentence. That means the transition word is included in the first Detail Sentence that is written about a main point. Many times, it’s the first word in that sentence.


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There are two types of Detail Sentences: Lead-Off Sentences and Follow-Up sentences. The first type is the “Lead-Off Sentence.” It is just like a lead-off batter in baseball, who comes up to bat first in the batting line-up. A Lead-Off Sentence first for a Detail Sentence. Thus, a Lead-Off sentence introduces a new detail to the reader. It also contains a transition to show the relationship between the new detail and the rest of the paragraph.

The second type of Detail Sentence is called a Follow-Up Sentence. It follows the Lead-off Sentence with additional information about the detail. It adds to the information provided in the Lead-Off Sentence.


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Each of the box cars on the train has a Lead-Off (L) Sentence at the front of the car and one or more Follow-Up (F) Sentences. There are TWO Follow-Up Sentences in the first box car. Each of the remaining boxcars contains one Lead-Off Sentence and one Follow-Up Sentence. This is how the paragraph will look. It will have one Lead-Off Sentence to introduce each new detail to be discussed and one or more Follow-Up Sentences to provide additional information about the detail.

On the next page is a paragraph with Detail Sentences. What is the first Lead-Off Sentence? “Most importantly, turtles’ shells serve as their skeletons.” This Lead-Off Sentence is about how the turtle shells serve as a skeleton or support system. The Transition word in this Lead-Off Sentence is “Most importantly,” which tells us that this is the most important detail. There are two more follow-up sentences about the turtle skeletons. The next one is about the backbones and ribs, and the one after that describes the shape.


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What is the next Lead-Off sentence which is the second detail? “ Somewhat importantly, turtle’s shells serve as their portable homes.” The transition here is “Somewhat importantly.” The next transition word “Finally” states how shells protect turtles. With this in mind, you can see there’s no set standard for how many Follow-Up Sentences there should be in a paragraph.

WORKSHEET #4A


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ENG 321In the following paragraphs, indicate on the answer sheet how many Detail

Sentences there are and how many Transition words are used.


1

2

3

4

5

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There are five requirements for a Detail Sentence.

First, the Detail Sentence must contain related information. That means each Detail Sentence must have information that is closely related to the main idea and details named in the Topic Sentence.

Second, a Detail Sentence must be in a logical order or sequence with respect to the other Detail Sentences in the paragraph. This means that the boxcars cannot be attached to the engine carelessly. There are five kinds of sequences you can use to hook together your details.

The Size Sequence is given priority to if something is bigger or smaller than the rest of the details. The Time Sequence handles the time elements involved in the details. The Space Sequence is when things are given space relationships. The Importance Sequence details the priority things have with one another. Moreover, the Chain-Link Sequence is when things are grouped together in some way—like in pairs.

A third requirement for a detail sentence is that it must include a transition if it introduces a new detail. Remember the Detail sentences that


ENGLISH I MODULE 7

ENG 321introduce a new detail are called “Lead-Off Sentences,” and the sentences that provide additional information are called “Follow-Up Sentences.” The Transition words that begin a new detail have five different sequences.

This transitions chart lists a large number of transitions. Most of the transitions are organized according to the five sequences that have been discussed. They are also organized in groups of transitions that can be used together in one paragraph.


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ENG 321Another point you might notice is that some of the subordinating conjunctions are listed

on the chart. All of the subordinating conjunctions can be used to create graceful transitions, even the ones not listed. The sentence formula used to create sentence in which the subordinating conjunction serves as the transition is the D,I. One would use a Complex Sentence in which the dependent clause comes first because the subordinating conjunction needs to come at the beginning of the sentence to serve as a good transition.

There are also Concluding Transitions. This sixth group of transitions are not to be used in Detail Sentences. This will be discussed later. Look at the Transition Chart again. Many of the transitions have commas after them. One must put a comma after them before writing the rest of the sentence.

WORKSHEET# 5A

Below is a list of ten sentences. Five of them would make good Lead-Off Sentences and five would make good Follow-Up Sentences. On your answer sheet write an “L” if it is a Lead-Off sentence; write an “F” if it is a Follow-Up sentence.

The fourth requirement for Detail Sentences is that the sentence must be written from the same point of view as the other sentences in the paragraph. The point of view specifies who or what is being talked about in the paragraph. There are three points of view.


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When a person writes about himself and/or the people in the group he is in, tis is called the “first person point of view. This point of is used most often when a person is writing about his ideas or his opinion of something or about an experience he has had. The writer uses the word “I” when he talks about himself and “We” when talking about the group he is in.

I went to the beach for a vacation with several friends.

We sunbathed, fished, watched the surfers, and swam.

The words in these sentences that show the point of view are “I” and “We.”

The second person point of view talks about or to the reader of the writing. When the writer talks directly to the reader, it is the second person point of view.

You should be sure to pack light when you go backpacking.

Never take heavy objects like extra shoes or cast iron fry pans on a backpacking trip.

Even though the second sentence does not have “You” written down, it is understood the writer of the sentence is talking to the reader.

The last point of view is the point of view used most often. From the third person point of view the writer is speaking about some other person, group of people, place, object, or idea besides himself and the reader of the paragraph. The writer is the first person, the reader is the second person. Anyone else reading the material is called the third person. The words used for this kind of writing uses, “he,” “she,” “they,” “it,” “her,” “him,” “them,” “the house,” “one idea,” and “Bill,” “Sue” as subjects of sentences.

The boys went to a movie and then to a dance; they enjoyed themselves.

Scott, Chris, and Wallis became the best of friends.


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Notice that under each person category there are words listed in the first box to be used as subjects of the sentence, and, in the second box, there are other words listed to be used sometimes in the remainder of the sentence.

WORKSHEET #6A Below are five sentences that the point of view needs to be identified. On your answer sheet list the point of view (POV) and the words that indicated that it is that point of view.

1. My house is brown and white, and it has a big porch on the front.

2. Your photograph of the mountains is beautiful.

3. You can come over to my house tomorrow night.

4. Yesterday, I visited my best friend and his brother.

5. My sister’s family includes her husband, her daughter, and her two sons.

The fifth requirement is that the sentences in the paragraph must be written in the same tense as the other sentences in the paragraph. The verb tense you use in a paragraph tells the reader whether you are talking about something that has already happened in the past, something that is happening in the present (now), or something that will happen in the future.

This next picture should help you remember the verb tenses.


ENGLISH I MODULE 7

ENG 321Years ago, in the past, you sort of

looked like the baby in this picture. This baby represents past events, anything that happened before today When you talk or write about the past, you should use the past tense.

The youth in the middle of the picture represents you as you are today, in the present. The present represents events as they exist now or as they re happening. When you talk or write about the present, you should use the present tense.

This senior citizen in the picture represents you as you will be in the future. The future represents events that will happen. These events have not happened yet. When you talk or write about the future, you should use the future tense.

Now take a look at a tense chart with words for each tense.

A writer may choose among three verb tenses for a paragraph: Past tense, Present tense, Future tense. The writer must use only one of these three tenses when writing each sentence in the paragraph. That is, each sentence must be written in the same tense as all the other sentences in the paragraph.


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ENG 321WORKSHEET #7A

On the answer sheet indicate the verb tense of each of the six sentences below.

1. Next summer, Kathy will swim in the ocean again, and she will stay fit.

2. Yesterday, the sun rose at 5:30 A.M..3. On her vacation, Kathy swam in the ocean everyday, and she ran

along the beach each evening.4. Kathy loves to swim in the ocean.5. The sun is rising early this morning.6. Tomorrow, we will watch the sun rise.

This now covers all five requirements for Detail Sentences. Be it known that each Detail Sentence must relate to the Topic Sentence and other Detail Sentences, must be in a logical sequence with respect to other sentences, must contain a transition if it introduces a new detail, and must be written from the same point of view and in the same tense as the other sentences in the paragraph.

This may seem like a lot to remember right now, but you will see that it has become second nature to you and keeping this method in mind when writing an important essay.

Now it’s time to go back to the mnemonic device PENS to re-establish the steps to write a detail sentence. P pick a sentence type and formula. In this instance you are writing a Detail Sentence instead of a Topic Sentence. You can choose to write a Lead-Off sentence or a Follow-Up sentence. If the detail is given for the first time you must have a Transition Word.E explore the words to fit the sentence type and formula. Choose words that fit the sentence type and formula: transition, point of view, and tense requirements.N note the words. If you write a transition word, you have to remember the comma.S search and check. Make sure that the detail sentence matches the sentence type and formula,

it has the correct point of view, verb tense is correct, and they all correspond to other detail sentences in the paragraph.


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ENG 321WORKSHEET #8A

In the Topic Sentences below, the key word or phrases for at least three supporting details you would cover in the paragraph. Do this on the answer sheet. Choose a sequence and write the name of this sequence in the sequence box. Put numbers in the circles next to your listed details to match the sequence in the sequence box. List at least three transition words or phrases that could be used with the chosen sequence.

1. The new living room will be a sight to see.

2. Jane’s vacation was the best trip she had ever had for four reasons.

3. My new job changed my life in several ways.

4. Banks offer you a variety of services.

5. I am planning a special vacation

6. Americans have learned about world events from three forms of communication.

7. You will be surprised when you enter the front door and see all the strange items.

8. My parents have several pet peeves.

9. Let me tell you about my career.

10. Can you let William go to the store for the milk?

FINALLY!

To review the parts of a paragraph, what are the different types of sentences written in each part? In the Introduction there is one Topic Sentences. There are General, Clueing, and Specific topic sentences. In the Body there are Detail Sentences. There are Lead-Off and Follow-Up

detail sentences.Now we are ready to address the types of sentences needed in the Conclusion of the paragraph.Clincher sentences form the Conclusion of the paragraph—it is like the dessert of the paragraph. Usually the Clincher Sentence is the last sentence in the paragraph.


INTRODUCTION

BODY

CONCLUSION

ENGLISH I MODULE 7

ENG 321CLINCHER SENTENCE

Is the last sentence in the paragraph

Closes the paragraph

Names the main idea of the paragraph.

Sometimes summarizes or names the details of the paragraph.

Is different from the Topic Sentence.

The last bullet says that the Clincher Sentence is different from the Topic Sentence of paragraph. This means that the writer must use different words and a different type of sentence than those chosen for the Topic Sentence.

There is one thing more about Clincher Sentences. Sometimes, Clincher Sentences start with a Concluding Transition.

CONCLUDING TRANSITIONSWords that tellthe reader that

the paragraph isfinished.

A Concluding Transition is a word or group of words that tell the reader that the writer is finishing something. In this case, one is finishing the paragraph. Find the transitions chart on page 18. At the bottom of the page is a section on Concluding Transitions. These transitions, such as “In conclusion,” and “To summarize,” enable the writer to end a paragraph gracefully. They signal to the reader that the paragraph is coming to an

end. This coupler that attaches the caboose to the train shows the Concluding Transition. It signals the reader that the caboose is coming. Just like one learned to write three types of topic sentences, the writer will learn to


ENGLISH I MODULE 7

ENG 321write three types of Clincher Sentences. These types are named similar to those you already know.Just as the student learned to write the topic sentence, the Clincher Sentences begin

with a “General Clincher Sentence.”

TYPES OF CLINCHER SENTENCES

General Clincher Sentence

Clueing Clincher Sentence

Specific Clincher Sentence

A General Clincher Sentence summarizes only the main idea of the paragraph If it covers only the main idea of the paragraph, what does it not cover? The DETAILs! Correct!

GENERAL CLINCHER SENTENCE

Summarizes the main idea of the paragraph.

Makes the reader think more about the topic.

A General Clincher Sentence does not remind the reader about the specific details that were covered in the body of the paragraph. Sometimes it is the most interesting type of Clincher Sentence, because it makes the reader think more about the topic. Which one of these two General Clincher Sentences makes the reader want to think more about the topic?

In summary, these car models are my favorites.

To summarize, these are my favorite car models; what are yours?

Because he asked the reader the question, it enticed more thought into the sentence. A good General Clincher Sentence is like a springboard for the reader’s imagination. As soon as the reader examines the sentence, her mind immediately leaps into new thinking space, perhaps thinking about her own opinions on the topic or creating some other new idea.


ENGLISH I MODULE 7

ENG 321

If the first type of Clincher Sentence is a General Sentence, it follows with the second Clincher Sentence that is a Clueing Clincher Sentence. It also names the main idea of the paragraph.

CLUEING CLINCHER SENTENCE

Names the main idea.

Ties the details together with a clue word.

Unlike the General Clincher Sentence, which names the main idea, the Clueing Clincher Sentence ties the details of the paragraph together with a clue word. The Clueing Topic Sentence and the Clueing Clincher Sentence are similar in that they both utilize a clue word to tie together the details. The student can find the Clue Words on page 7. The purpose of the Clueing Clincher Sentence is to give the reader a clue as to how the details in the paragraph are related. This helps the reader understand the paragraph, because all the details have been tied together nicely.

Some examples of Clueing Clincher Sentences are below. Can the student pick out the clue words in each one?

In sum, these four events served as the spark that ignited the war. [four]

To conclude, life can deal you many cards; it’s how you play them that counts. [to conclude]

The third type of Clincher Sentence is just as easy as the first two. As with all the Clincher Sentences, the Specific Clincher Sentence names the main idea or topic of the paragraph.

SPECIFIC CLINCHER SENTENCE

Names the main idea.Paragraph Writing Strategy

1

ENGLISH I MODULE 7

ENG 321 Names the specific details that were

covered in the paragraph in order.

The Specific Clincher Sentence also names the details discussed in the paragraph. It reminds the reader about each of the details that were discussed. The Specific Clincher Sentence functions much like a quarterback in a football huddle.

An important concept to remember is that the Specific Clincher Sentence names the details in the order in which they were discussed in the paragraph. This means that the details must be listed in the Clincher Sentence in the same order they appeared in the sentence.

When the quarterback tells he players a play and the count on which the ball is to be snapped, he doesn’t just say it once. If the play is complicated, he might repeat it. The he always repeats the count on which the ball is to be snapped.

The reader’s mind works just like a player’s mind. If a reader hears something more than once, he will remember it better. If the paragraph a student writes is long and

complicated, with lots of Follow-Up sentences, it will help the reader remember the details longer if the details are named in the Clincher Sentence. Here are some examples of Specific Clincher Sentences.

To conclude, making a snowman involves rolling the parts of his body, stacking the parts, and creating his face and clothes.

In effect, the people followed a clear course: they wrote a petition, held rallies, demanded a vote, and caused the law to be changed.

STEPS FOR WRITING A CLINCHER SENTENCE

Step 1: Pick a sentence type and formula.

Step 2: Explore words to fit.

Step 3: Note the words.

Step 4: Search and check.


ENGLISH I MODULE 7

ENG 321

WORKSHEET # 9

Below is a list of ten sentences that would make good Clincher Sentences for paragraphs. Put a “G” in the numbered blank on your answer sheet if it is a General Clincher Sentence, put a “C” in the numbered blank if it is a Clueing Clincher Sentence, and put a “S” in the number blank if it is a Specific Clincher Sentence.

1. In conclusion, all of General Motors’ plants had to be closed down.

2. As a result of all these financial woes, he decided to sell his farm.

3. Thus, one can see why a cat watches a bird closely before it pounces.

4. To conclude, in order to avoid these four problems, a retail business has to take inventory of its products at least once a year.

5. In sum, learning to swim takes patience, practice, and courage.

6. In review, a divorce isn’t final until the case goes to court, the settlement is reached, and custody of the children is decided.

7. These are the four reasons why I thought that Smith had never been a doctor.

8. To review, this paper has described the three major questions concerning ethics of genetic engineering.

9. Now you can see why coffee drinkers grown very upset if they don’t get their first cup of coffee in the morning.

10. Boots, jeans, kerchief, and hat are, in summary, the main things people have to wear if they want to be western cowboys or cowgirls.


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The Paragraph Writing Strategy - PBworkssailinghigh.pbworks.com/f/Eng1M7WB.doc · Web viewThe Paragraph Writing Strategy is used to organize and write paragraphs in order to be