The first E stands for Explanation. Here you expand on your topic sentence, giving justification or further detail. The explanation expands on the argument about plastic bags by talking about why plastic bags harm fish.
The second E stands for Evidence. This section would include research in the form of primary or secondary data. The research supports your topic sentence.
An example is given on exactly what type of harm is caused and what is observed by scientists. Link to the topic sentence. The L stands for link. Linking can mean both linking back to the main argument or linking to the next paragraph. Summarise the argument and give justification. In this example, the linking sentence simply refers back to original argument and points discussed. Read the whole paragraph. Does each part flow logically? Does the research you included fully support the topic argument?
If needed, edit the wording and context to make the paragraph the best it can be. Include your email address to get a message when this question is answered. Place the sentence strips with the topic sentences in a visible spot by the charts. Have the students read the paragraphs and the topic sentences. Using tape, have students place the topic sentences onto the correct paragraph. For the rest of the week, the students copy or receive worksheets with short paragraphs. Using a green crayon or marker, students must underline the topic sentences.
Click on the two worksheets below for samples and practice. Review the activity on identifying main ideas. Point out the the items talked about the main idea. Post some short paragraphs or use previous paragraphs from the lesson above. To further extend this concept, have students read paragraphs that contain sentences that do not belong. Here is an example: I would like to have a new pet. I have a cat and a dog. Goldfish and birds would be good pets.
Maybe I will get a hamster or a rabbit. Students rewrite the paragraphs making sure to omit the sentence that does not belong. You will understand why when you read the next part: Click to get a printable traffic light.
Green, yellow, and red construction paper strips, large traffic light chart see above , traffic light worksheet for each student. Give each student 1 green strip, 3 yellow strips, and 1 red strip. Brainstorm topics with the class and write onto a chart. Choose a topic and explain that students are going to learn how to write a paragraph using the Traffic Light System. Point to the chart and discuss with students that there are three parts to a paragraph-- a beginning topic sentence , a middle supporting sentences , and an end ending sentence.
Take out a green strip and have students do the same. Have students come up with a topic sentence based on the topic they have chosen. For example, the topic is school. The topic sentence can be: School is very important. Everyone writes the topic sentence on a green strip.
Explain that green means "go" and we have begun our paragraph. Have students take out their 3 yellow strips.
Explain that they have to think of three supporting sentences, or sentences that will are about the topic sentence. Write the students' sentences the yellow strips. You learn how to read books. Teachers teach you how to add and subtract. You learn how to write and use computers.
Have students write the three sentences onto their yellow strips. Ending sentences can a repeat the topic sentence in a different way, b express how we feel about the topic, c express what we think about the topic. It is important to go to school. I love going to school.
I think school is important for kids. Have students place the strips one under the other. Remind students that their strips represents the traffic light. Have students read aloud their paragraph. Tell students that the yellow strips supporting sentences can be moved around so that the paragraph is in order or makes more sense.
Give each student a large sheet of construction paper. Explain that the students are going to glue their strips onto the construction paper to make it LOOK like a paragraph. Here is what it will eventually look like: Once they've completed the above, have students rewrite the paragraph on regular paper.
For the first week, students work in pairs and are given topic sentences to create paragraphs using the the colored strips. The second week, the students do the same except they are given a topic instead of a topic sentence. Learning How to Edit. Use this checklist and rubric chart to teach students how to edit their paragraphs. Students work in pairs to help edit each other's work. This is done on their Sloppy Copy 1. When they have completed editing the work, they rewrite the paragraph onto a new sheet of paper labeled Sloppy Copy 2.
Once this is done, students then write their Final Copy. Write the sentences of a paragraph onto separate sentence strips. Place strips into a large envelope. Students need to place the sentence strips in the correct order to create a paragraph. They then copy the paragraph onto a sheet of paper for assessment. Using large index cards, make a stack of paragraphs without topic sentences and a stack of cards with the topic sentence.
Students need to match the paragraphs with the correct topic sentence. They read the paragraphs to themselves and make an illustration. Place a stack of card with pictures glued on you can print pictures from the computer or cut them out of newspapers and magazines. Students are to choose a card and write a paragraph on what they see. Remind the students to add a title. On chart papers, write short paragraphs with mistakes such as grammar, spelling, punctuation, sequence, etc.
Place the chart papers in large ziplock bags. Students choose a chart to work on. They edit the paragraph and write the new version on a piece of paper.
On a large envelope, write a topic and words associated with that topic. Place paper inside the envelope. Allow students to choose a story packet and write about the topic printed on the envelope. What is the medication prednisone used to treat can you buy doxycycline hyclate over the counter where to buy kamagra in dublin. Viagra for sale free shipping keflex generic price kamagra oral jelly uso buy kamagra online ireland evista medication cost viagra for sale glasgow buy cheap kamagra uk.
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Before writing a paragraph, it is important to think first about the topic and then what you want to say about the topic. Most often, the topic is easy, but the question then turns to what you want to say about the topic. This concept is sometimes called the controlling idea.
A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors ). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a .
How to Write Paragraphs. In order to write a good paragraph, students need to understand the four essential elements of paragraph writing and how each element contributes to the whole. The four elements essential to good paragraph writing are: unity, order, coherence, and completeness. Aug 24, · How to Write a Paragraph. Four Parts: Planning Your Paragraph Writing Your Paragraph Reviewing Your Paragraph Paragraph Help Community Q&A. The practice of writing paragraphs is essential to good writing. Paragraphs help to break up large chunks of text and makes the content easier for readers to digest%().
Writing Paragraphs In writing, students begin by learning letters, then words, and finally sentences. In time, students learn how to write a paragraph by taking those sentences and organizing them around a . Parts of a Paragraph Topic Sentence. Supporting Details. Closing Sentence: How to Write a Paragraph Prewriting Paragraphs. Writing Paragraphs. Editing Paragraphs.