1. Chapter 4
Drafting
Do task 2, p 130
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2. Plan
argumentative essay
Title: TV Can Be Good for You
TS: Television provides replacement voices that ease loneliness,
spark healthful laughter, and even educate young children.
A. Television eases loneliness.
TV: companion to elderly and reduces confusion and depression
(Bondevik and Skogstad, 1998) (Evidence 1: study )
TV reduces feelings of isolation and loneliness (New Zealand study 2005)
(Evidence 2: study )
B. TV: positive effect on health
Effects of laughter on health (e.g. Griffith, 1996) (Background for claim B)
Examples of comedy programmes (Evidence for comedy on TV)
Laughter inspired by TV as healthful as laughter by live comedy
(Laliberte, 2003) (Evidence 1: study )
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3. Essay plan
C. Television can educate children
1. Education television programmes: information at various
cognitive levels
a. Sesame Street : source of leaning (Illustration supporting claim)
1. TV can inspire imaginative play  important for children’s
cognitive development (Thakkar et al. 2006) (Evidence : study )
D. Harm of TV
Violent + anti-social behaviour (e.g. Reeks, 2005) (Anticipation of
objection)
Children cannot develop language properly by watching TV 
need for actual interaction (Pinker, 1998) (Anticipation of objection)
TV not an entirely positive force, but not entirely negative
force either (Response to objections)
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4. Paragraph requirements:
A good paragraph is:
unified, i.e. it deals with one idea only,
represented in the topic sentence (usually the first)
well-developed, in that it contains enough
support for the main point in the form of
explanation, clarification, illustration
Coherent, i.e. it is logically organised and easy to
follow (it flows).
Do tasks 4, 5, 6a, 7, 11, 12, 13, 14 on pp. 133-142
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5. Paragraph coherence:
• Linking words and phrases
• Repetition of key words and phrases
• Summary words
• Use of grammatically parallel constructions
• Use of pronouns (he, they, our, this, that, their, etc.), reference words
• Predictable paragraph organisation
• Topic sentence in first position (80%)
• accepted to controversial, general to specific, problem – solution,
cause –effect, etc.)
• Sentence patterns (given – new)
• Punctuation
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6. Coherence and summary words:
As warm surface waters flow north they cool and get
saltier which makes them denser. This denser water sinks
and returns to the south at depth. The Gulf Stream is part
of this circulation system. (= summary word).
Other examples: phenomenon
method
(create your own list of summary words while reading)
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7. Linking words and phrases
• Coordinating conjunctions link two parts of the
sentence in a neutral way, without giving extra
emphasis to the logical connection between the
ideas (and, or, so, but, etc.)
• Subordinating conjunctions link an independent
clause with a dependent clause or v.v. (if, since,
although, etc.)
• Conjunctive adverbs make the logical connection
between two complete sentences (however, in
fact, finally, etc.)
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8. Paragraph length
• Paragraphs should be approximately the same
length
• The length of a paragraph depends on the
total length of the paper
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9. Concluding paragraph:
• Organisation is the opposite of the introductory
paragraph: specific to general
• Relates back to the thesis statement
• Summarises the main arguments without
repeating phrases and sentences
• Offers recommendations, shows the wider
relevance or implications
• Do tasks 28 and 29 on pp. 154-7
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