EF5/6 May 25

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https://us02web.zoom.us/j/84437336910?pwd=eDBVbWRmWXJLUTVkRHdxTitVMFZmUT09

Meeting ID: 844 3733 6910

Password: 1JPktS

Good afternoon.

Today’s agenda:

1. Format of a paragraph

2. Structure of a paragraph

3. Process for writing a paragraph

4. Homework Read about Rosa Parks

We’ll get started at 1:30.

Our picture for today is from Yoho National Park, BC. It is a ten-hour drive from Vancouver.

Format (layout, how it looks on the page) of a paragraph:

1. Doublespace.

2. Indent the first word of the first sentence in the paragraph. Use the TAB button.

3. The sentence should follow one another so that the paragraph looks like a block of writing.

Structure of a paragraph- what goes into a paragraph

Topic sentence – addresses the question, usually the first sentence

QUESTION: “Why did Maylin argue with the governor?”

TOPIC SENTENCE SHOULD ADDRESS THAT QUESTION.

Maylin argued with the governor because she knew that he would not be able to cook the dish the same as she could.

PLOT SUMMARY

Maylin cooked in the restaurant every day. Her father did not give her any credit. OFF-TOPIC

0/6, 1/6

It will not be successful.

Some students told me a history of China.  

FOCUS ON THE QUESTION.

In some ways, your answer can be very simple and clear.

Topic sentence

4-5 supporting sentences, that support the Topic Sentence

1. Maylin was confident

2. ML knew that the governor did not cooking skills

3. ML wanted to teach the governor that they were from different cultures

4. ML wanted to teach the governor that she was an individual

Concluding sentence

ROUGH DRAFT of a paragraph

Maylin argued with the governor because of four reasons. First, she was not afraid of the governor because she knew that she had her own right to express herself in Canada, unlike in the governor’s country where she would have been forced to remain silent. Secondly, she suspected that the governor would not have the cooking skills necessary to create such a sophisticated dish as “Roses Sing on New Snow”. Thirdly, Maylin wanted to teach the governor that they were from different cultures now, and that the culture of her new country, “the New World”, was different from the culture that he came from. Finally, perhaps Maylin wanted to demonstrate to the governor that she was an individual just like him even though she was a woman. She wanted to show him that he would have to show respect to her just like she would show respect to him. All in all, Maylin took a chance when she argued with the governor, but she did so because of her beliefs and principles.

6/6

Great job! Ready for UBC.

did so = did that action

She yelled at her son, but she did so because he was doing something danger.

She yelled at her son, but she yelled at him because he was doing something danger.

I know it’s not easy, but we are going to keep practicing and learning how to do this even better than we are doing it now.

You can do it! You can create top-quality work.

Tomorrow we will continue with paragraph writing. We will go deeper into idea and function of Topic Sentences.