For Sangmyung University Writing 4 Class

1. Unit1:
IntrotoParagraphs

2. Paragraph Mechanics

3. Page 1:
What’s a Paragraph
Letter > word > sentence >
paragraph > essay

4. Page 2:
3 Main Parts of a Paragraph
1
2.
3.
Topic sentence
Supporting sentences
Concluding sentence
Topic Sentence
= main subject + controlling idea
Cars can be used in many different situations.
Cars have changed enormously in the past 50
years.

5. Page 5: Five Features of a good
topic sentence
1. Guide paragraph – what’s coming
2. Not well-known fact – be interesting!
3. Be specific – contain details
4. But not too specific – if too specific, you
have nothing to write about!
5. Must contain controlling idea

6. 1. Digital cameras
•Have more features than film cameras

7. Page 3 Activity 1
• Choose the best sentence. Put a check.
1.A
2.B
3.B
4.A
5.A

8. Page 6 Activity 3
• Thinking about the previous page, choose the best topic sentences in
this activity.
• Underline the controlling idea.
2. Dolphins : nature’s most incredible animals
3. Ninio’s Pizzaria : wide selection of foods
4. Snowboarding : interesting history
5. Seashells : great souvenirs

9. Page 9: Activity 6
• Read the paragraphs, and write a good topic
sentence with controlling idea.
1. If you’re looking for a good way to stay in
shape, running is one of the best exercises
around.
2. Getting a job is difficult, but there are six steps
than can really make it easier for you.

10. Page 11: Activity 7
Brainstorming
• Let’s think about our first paragraph. Choose one the the topics and
brainstorm ideas about the topic. Come up with four ideas about the
topic.
• Write a topic sentence about the topic.
• On page 12, write a paragraph.
• Exchange your paragraph with a partner. Read your partner’s paragraph
and ask a question or two about it. Underline your partner’s topic
sentence.
• Now, return the paragraph. LOOK at your paragraph. Did your partner
underline the correct topic sentence?

11. Homework
•Page 17 Activity 12
•(Look at internet practice icons in
book)
these are related:
•Page 18 Activity 13
•Page 20 Activity 15 (supporting
sentences. Study page 12-13)
•Page 21 Activity 16

12. Week 3
• Schedule coming soon
• Unit 1 continued
• Keep writing portfolio
Warm Up –
Take 5 minutes to write about
anything you want in your
notebook.
Don’t worry about grammar or
punctuation.

13. Page 17 Language Focus
• Many scientist = many scientists
Activity 12 Editing for Noun Forms

14. ConcludingSentences:Page22

15. Page 22 Concluding sentences
A concluding sentence wraps up the paragraph. Let’s the reader know
you’ve finished.
Features:
1. Usually last sentence.
2. Let’s reader know you’ve finished.
3. Brings a logical conclusion.
• Restate main idea (but not exactly the same!)
• Offer a suggestion, give opinion, or make a prediction.

16. Page 22 Continued:
Example: Look at Paragraph 6 (Page 15)
Topic sentence:
One of my greatest vacations was spent in Washington, D.C.
Concluding Sentence:
Clearly, Washington, D.C. has a lot to offer visitors!
Transitions with Concluding Sentences
because of all of this
as a result
clearly
Etc.

17. Page23 – Activity 17
Practicewritinga concludingsentence.
• Write concluding sentences for the paragraphs on pages 9 &
14.
• What does the sentence do?
Page 23
Four Features of Well-Written Paragraph
1. Topic sentence states main idea
2. All sentences about one topic
3. First sentence is indented
4. Concluding sentence makes logical conclusion

18. Page24–Activity18 Analyze aparagraph

19. • Activity 21 = extra practice
• Check your answers with a partner…
Page26 – Activity 20 – Vocabulary
WordAssociations (website has flash cards)
circlethe correctword

20. • First Draft
• Brainstorm for ideas
• Follow the guidelines on page 28
• Bring all to class
• Paragraph should be In book, notebook or printed
Assignment1 (Start with Activity22 Page28)

21. Checklist

22. Peer Editing
• Why peer review?

23. Also….
• Learn how to read carefully, with attention to the details of
a piece of writing (whether their own or another writer's);
• Learn how to strengthen their writing by taking into
account the responses of actual and anticipated readers;
• Make the transition from writing primarily for themselves
or for an instructor to writing for a broader audience-a key
transition for students as they learn to write university-
level papers and as they prepare for post-graduate work;
• Learn how to formulate and communicate constructive
feedback on a peer's work;
• Learn how to gather and respond to feedback on their own
work.
Source:
http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.UyvG662Sxqs

24. Tips for peer editing: Page 30

25. PeereditingSheet1–Page239

26. Portfolio 10%