Paragraph – collection of sentences on one topic (approx. 4 minimum,
often 7,8,10)
-EF6, EF7/Eng 10, Eng 11, Eng 12 about 150-250
words
Grade 12 Provincial Exams-
“In paragraph form and in at
least 150 words, answer question 1...”
-150-250 ww- the Goldilocks
Zone- not too long, not too short
IDIOM the Goldilocks Zone, a happy medium, a good
compromise
com- together
promise- agreement
-a paragraph is a pretty
short piece of writing, compact
-not an essay
CHARACTERISTICS OF A
PARAGAPH
**has to be focussed on the
topic
**get to the point quickly,
stay on the point
**no room for wandering
around the topic
**has to be well-organized- make a plan before you write, make a few
notes, brainstorm some key words, getting vocab, make a plan before to write sentences
-longer pieces- long essay, paper
(5-10-20 pages), more room to maneuvre, scope for exploration
A paragraph is about one
thing, one topic.
paragraph – so short- has to
really focussed, well-organized, laser sharp
TIMES
EF3/4 – (70-90m)
EF5/6- (50m-55m) paragraph (150-250 ww)
EF67- (45-50m)
English 12 -much shorter
amount of time (~20-25m)
Over the next few courses-EF5/6,
EF7, Eng11, Eng12- there will be a speeding up for the writing time.
Time allotments will get
shorter.
NATURAL REACTION -stress,
anxiety, worry, panic!
Practicing may/will help to
reduce the nerves.
Everything will be ok. I
am/We are on your side!
* Source of anxiety, feel
rushed, feel nervous, worried, emotional reaction – time pressure, pressure to write good
sentences, pressure to write good verbs, pressure to use good punctuation, pressure
to give a good answer, brain fog- mind goes blank
MY ADVICE:
-mitigate these responses with good planning and practice
***take a few minutes and make a plan before you start writing the sentences
of your paragragh
VOCAB mitigate(v) – make a difficult situation easier
e.g. In order to mitigate this problem, we are going to delay the
project for two weeks.
*Writing a good paragraph and writing it quickly is a challenge. It
is a challenge that you can rise to.
EUPHEMISM – a polite word that we use when we don’t want to use the
real word
bathroom, restroom, washroom
pass away
challenge- difficult
There are steps we can take to make it easier.
Process and practice will make writing paragraphs less stressful,
more routine.
routine – everyday, not emotional, not stressful, run-of-the-mill
We can learn to ameliorate that stress that we feel when we face
difficult new tasks.
VOCAB ameliorate- make something bad better
Practice is the secret to improving.
Practice makes perfect.
For paragraph tests, I will always give as clear a topic as I can.
e.g. “Do you agree that marijuana should be legal in Canada?”
-opinion + 3-4 good reasons
STRUCTURE OF A PARAGRAPH-
Western school structure, academic writing
-Grabber/Hook
-Topic sentence – topic,
controlling idea
-Supporting sentences
-Concluding sentence
1. Grabber- (optional) also
called a Hook
-usually the first sentence of your paragaph
-attention-getting sentence
-pulls the reader in
- makes them want to read
your paragraph
**7 ways to do grabbers**
** I will teach grabbers**
OPTIONAL – HIGHLY RECOMMENDED
MY ADVICE: When you are
writing a paragraph or essay, begin your paragraph or essay with a
grabber/hook.
Grabbers/Hooks
-usually first sentence,
before the Topic Sentence
-grabs the reader’s
attention, hooks your reader attention
-makes them pay attention,
makes them want to read your writing
-effective attention-getting
device for writing, highly recommended
MY ADVICE: Use a grabber.
It will make your writing way more interesting.
PARAGRAPH STRUCTURE
Grabber
Topic sentence
Supporting sentences
Concluding sentence
Good for paragraphs, for
essays, for speeches
Seven different kinds of grabbers top choose from:
1.
-general to specific statement,
a funnel
-say something big and general, then narrow it down to specific
topic
funnel
\ /
||
Marijuana paragraph
Everybody
likes to have fun, but we should be careful how we have fun. Many people think
using marijuana is fun, but it is actually very danderous. Therefore, marijuans
should not be legal in Canada.
Everybody
wants to have success in their lives. Everybody wants to achieve their
goals. Using goalsetting techniques can help us to accomplish the
objectives we want to accomplish. Grabbers. Topic Sentence
goalsetting techniques- making specific, realistic, measureable,
time-bound plans
2.
-write a short anecdote- short
personal story, very short (1-2 short sentences)
personalizes your writing, establishes a connection to your reader,
establishes empathy- same feeling
sympathy – feel sorry about someone’s situation
anecdote is told first-person “I”
first person is very personal, friendly-sounding, close
You can identify with them.
When I was
younger, I always had trouble realizing the goals that I dreamed about for
myself. Then I learned about Goalsetting. This changed everything for me! Now,
I will teach you.
3.
-historical reference-
knowledge about history
Throughout
history, women have usually been in less powerful positions than men. These
days, women have been claiming their rights to equality.
4.
-fact or statistic- numbers
80%, four
out of five, 2/3 of ..., 37,000,000 people...
People who use Goalsetting
techniques to help them achieve their goals have a 65% higher chance of
achieving their goals than people who do not. (bbc.com)
5.
-ask a question (answered by the
topic sentence or thesis statement) PROBABLY THE EASIEST WAY
How do
you keep yourself on track? What steps do you take when you want to achieve
something new in your life? Goalsetting works for many people. It might
work for you, too.
6.
-relevant quotation by a famous/important
person
Dr. Jordan Peterson says, “Make a plan. A plan is not a prison. It
is a guide.”
“Make a plan. A plan is not a prison. It is a guide.” This was said
by Dr. Jordan Peterson.
Barack Obama once said, “Blah blah blah.”
My mother always used to say, “Blah blah blah.”
Buddha said, “Life is suffering. We must have empathy for all living
creatures.”
Mao Zhe Dong said, “Women hold up half the sky.”
PRO TIP: Books of quotations.- Have some quotations in your memory.
It is very helpful to reference when you are writing.
Look up quotations organized by theme.
7. -relevant
idiom from any language, proverb, saying
-don’t
translate well, have a lot of meaning
-these can
be really fun and colourful
In Chinese, we say that a good career is a ‘golden rice bowl.’
In Farsi, we say that a person who is making good money has their
“bread in the oil.”
There is a saying in Japanese: ‘Even monkeys fall from trees.’ It
means everyone makes mistakes. It’s important to keep going after you did
something wrong.
IDIOM The apple doesn’t
fall far from the tree. (English)
Christmas
cake. (Japanese)
Playing
piano/violin to a cow. (Chinese)
Pearls
before swine. (English) -showing beautiful pearls to a
pig
REVIEW of ways to do grabbers/hooks:
1.
funnel
2.
anecdote
3.
historical
4.
fact/statistic
5.
question
6.
quotation
7.
idiom/saying
Choose one. Start your paragraph off
with it. It will make your paragraph, essay, or presentation lively and
engaging.
PRO ADVICE: When writing a paragraph or essay, write the grabber
last. You can mull it over (think about it, roll it around in your mind) as you
are writing the rough draft. A good grabber might jump out at you. If not, if
you can’t think of anything for a grabber, just ask a question. The question is
the easiest way to do a grabber.
2. Topic sentence- essential, can’t skip it, need it!
-introduces the main idea/topic
of the paragraph
-helps the reader know what the paragraph is about and what your
take on the topic will be
-focusses
on the question that was asked
-TS has to relate directly to the question that the teacher asked
3. Body sentences – supporting sentences
-explain, describe,
give examples, etc
-all related to the
topic sentence
-focussed on the
topic sentence
-support the topic
sentence
4. Concluding sentence- final sentence
-summary of the main points
OR
-restatement of the
topic sentence- same idea,
different words
-way to wrap up the paragraph smoothly and naturally
-the paragraph will not end
abruptly
-lighter, personal, academic
STRUCTURE OF A PARAGRAPH
Grabber (optional, but highly recommended)
Topic sentence
Body sentences/supporting sentences
Concluding sentence
(150-250 words)
WtC (Writing to
Communciate) p3 “Golden Week”
POINTERS FOR READING ALOUD:
take a break at periods
commas
are breath marks
rising
and falling tone
drop
your tone at periods
Organization:
Grabber
Topic sentence
Supporting sentences
Concluding sentence
Model Paragraph #1
“Golden Week” paragraph
Golden Week
How does it look on the page?
It looks like a paragraph- neat and organized
- one block of writing
- first word indented
- double-spaced
*Topic sentence – sets up expectation for the reader
Golden Week, Japan,
four days
topic
and controlling idea
-topic-
the subject of the paragraph, the topic that will be addresses
-controlling
idea- your take on the topic, your focus, the direction you are going go with
the topic, limits the scope of the paragraph, focusses, the reader knows what
to expect
Our
job as writers is to set the parameters of the paragraph and then satdify those
parameters.
Golden
week is Japan is a combined celebration of four holidays.
*Supporting sentences
Support #1- ‘first’
Point -
subpoint
Support
#2 ‘second’
Point – subpoint
Support
#3 ‘next’
Point - subpoint
Support
#4 ‘fourth’
Point – subpoint, subpoint, subpoint, subpoint
Why? Why change the stucture? -most important point, explain more,
cultural value
There are reasons why you can break the pattern. Have a good reason.
Be aware of your pattern.
Concluding sentence -wrap-up, way to end the writing, bring it to a
conclusion, nice, gentle, land the airplane, like saying ‘Goodbye’ on the phone
The stucture is basic. Tomorrow you can try one.
** Establish a structure to follow: point+ subpoint
There is no grabber in this paragraph.
-missed opportunity
-good idea to use a grabber
REVIEW
paragraph – organized collection of sentences, all on the same
topic, one topic
– express your idea in full within a short format
Your main point of contact with teachers, instructors, professors,
customers, etc, will be through writing.
The ability to construct and formulate a coherent, organized piece
of writing is a wonderful gift that you can give yourself.
It is wonderful thing to be able to write something that is clear.
coherent- following a logical order, well-organized, makes sense, no
? when the reader is reading
cohere(v) The restaurant must cohere to food handling requirements.
adhere(v) – connect to, glue
adhesive-glue
coherent(adj) incoherently(adv) The man on the bus was talking
incoherently.
The piano teacher explained very coherently how to place your
fingers on the keyboard.
likely 6-8 approximately, around 150 words approx.
I’m not counting the words.
- not too short, not too long- Goldilocks range
IDIOM Goldilocks zone- just right, not too much, not too little
90 words is too short, 300 words is too long
Students are much more likely to go long than short.
150-220 words is the ‘sweet spot’
‘sweet spot’ a good spot
IDIOM sweet spot – sports term
‘sweet spot’ – the best place to hit a ball, tennis racquet, ping
pong, baseball bat, golf club
pitcher- throws the ball
catcher- catches the ball
batter- tries to hit the ball with the bat
umpire – call strikes and balls
You can watch a ballgame at Nat Bailey Stadium close to Hillcrest
Community Centre near QE Park.
*How to count your words: word processor on computer – word count
MS Word, Googledocs, Notes (free with Apple)
*How to count your words on paper: count two lines and multiply
College – 1500, 2500-word paper
USEFUL TRANSITIONAL TERMS
Sequence- Time-order transitional words:
first, second, third,
firstly, secondly, at first, first of all, to begin with, in the first place
secondly, in the second
place
next, then, after that,
also, at the same time, for
now, for the time being
in time, in turn, later on,
soon, later, earlier, simultaneously, afterward
Summarizing –
alternatives to in
conclusion
after all, all in all, all
things considered, briefly, by and large, finally, in any case, in a nutshell,
in the end, in any event, in brief, in short, in summary, in the final
analysis, in the long run, on balance, on the whole, to sum up, to summarize,
By and large, Golden Week is...
Try some new words when you are writing.
Stretch your vocabulary. Stretch your word usage. Challenge yourself. It is the
only way to grow.
Practice:
Do you think marijuana should be legal in
Canada?
OR
Why did you move to Canada?
Course on action:
1. Make a clear plan.
2. Write your sentences.
GOAL: Getting comfortable organizing and
writing paragraphs.
Title: Why did you move to Canada?
TS I
moved to Canada for three reasons.
There are many reasons why I moved to Canaa,
but three of them are most important.
1.clean air and water/good environment
2.education system- learn English, for your
children
3.job opportunities
4.freedom, rights
5.safe, peaceful
6.people are friendly
7.healthcare
8.new challenges
9.close to the US
10.be close to family
11.meet new international friends
Sentence styles:
SIMPLE
COMPOUND
COMPLEX
COMPOUND-COMPLEX
*SIMPLE SV
SSV SVV SSVV
Imperative (command) Question (interrogative)
SIMPLE SENTENCES
It is overcast today. We will go for a walk on the beach. 2 SIMPLE
SENTENCES
*COMPOUND – two simple
sentences, join then together into one
It is sunny today. JOIN We
will go for a walk on the beach.
How do you join them
together?
FANBOYS – 7 coordinating
conjunctions used for compound sentences
FANBOYS – for and nor but or
yet so
FANBOYS for and nor
but or yet so
mnemonic, memory device
TRUTH , FANBOYS not realistic, not that useful, not
authentic English
In compound sentences: for
nor yet rarely used in compound sentences by English speakers
-taught in grammar books,
but not often used
-for
Maria is going to carry her
umbrella, for it is going to rain. VERY UNUSUAL, sounds like a grammar book,
doesn’t sound like a real English speaker
MORE LIKELY: Maria is going
to carry her umbrella because it is going to rain. COMPLEX SENT, ADVERB CLAUSE-
will learn next week
because/since/as
-nor Joan does not like dogs, nor does she like
cats. VERY UNUSUAL, NOT AUTHENTIC
ENGLISH, like a grammar book
MORE LIKELY: Joan does not
like dogs or cats. SIMPLE
You probably studied
‘neither...nor’. We don’t talk like that.
“either … or” – occasionally
, not often
You can either get a new
video game or a new pair of sneakers for your birthday.
-yet It is cloudy today, yet it is still warm.
NOT AUTHENTIC, SOUNDS WEIRDLY FORMAL
MORE LIKELY: It is overcast
today, but it is still warm. AUTHENTIC
‘yet’ Are you finished yet? Have
you had your supper, yet?
NOT A COMPOUND SENTENCE,
SIMPLE SENTENCE
I didn’t do it yet.
SV , yet SV. XXX
MY ADVICE: Forget about
‘for’, ‘nor’, and ‘yet’ for compound sentences.
FANBOYS
SOBA
Forget about FANBOYS. Use SOBA. so or but and New mnemonic
***These are the ones we
use: so or but and ***
** When you think about
compound sentences, think about a delicious plate of yakisoba.**
Let’s focus on SOBA.
Some teachers teach , FANBOYS. for and nor but or yet
so
for nor yet Not commonly
used
Why learn them if we don’t use them?
Focus on the four coordinating conjunctions that we use all the
time:
, SOBA , so , or
, but , and
Easier to remember: soba noodles- buckwheat noodles
yakisoba- Japanese noodles
** FORM FOR COMPOUND SENTENCES:
SV, SOBA SV.
The cat is asleep. The dog
is awake. 2 simple sentences
The cat is asleep. JOIN The
dog is awake.
Join with , SOBA.
The cat is asleep, and the dog is awake. COMPOUND
The cat is asleep, but the dog is awake. COMPOUND
*NOTE: You need the comma.
I will teach you the details
of punctuation.
DIFFERENCE BETWEEN SIMPLE
AND COMPOUND
Mei loves dark chocolate but hates white chocolate. SIMPLE SVV
Mei loves dark chocolate, but she
hates white chocolate. COMPOUND SV, SOBA
SV.
COMPOUND: SV, SOBA SV.
COMPARISON OF SIMPLE AND
COMPOUND
SIMPLE-
Mei loves to dance but
doesn’t like to sing.
SVV Mei loves to dance but doesn’t like
to sing.*
* no comma
Mei loves to dance, but doesn’t like to sing. XXX
* no comma in simple
sentence
COMPOUND SV, SOBA SV.
Mei loves to dance, but she
doesn’t like to sing.
Mei loves to dance, but she
doesn’t like to sing.*
*need a comma
Can you see the difference?
Mei loves to dance but
doesn’t like to sing. SIMPLE
Mei loves to dance, but she
doesn’t like to sing. COMPOUND
Mei loves to dance but doesn’t like to sing. SIMPLE
Mei loves to dance, but she
doesn’t like to sing. COMPOUND
Mike
and John are
heading to the school and chatting
with each
other.
SIMPLE SSVV
Mike
and John are
heading to the school, and they are chatting with each COMPOUND
SSV, and SV.
LIST
He likes dogs, cats, fish and
turtles. SIMPLE
Commas
with a list:
He likes dogs, cats, fish and
turtles.
He likes dogs, cats, fish, and
turtles. Oxford comma- a little bit old-fashioned
Your
choice:
She
lived in Canada, Japan and Chad.
She
lived in Canada, Japan, and Chad.
STEP
1 for compound sentences:
SIMPLE
SVV
I
like dark chocolate but hate white chocolate.
COMPOUND
SV, SOBA SV
I
love dark chocolate, but I hate white chocolate.
COMPOUND
SENTENCES
Example
of , SOBA.
REMINDER:
SOBA is an alternative to FANBOYS
SOBA , so
, or , but , and
* , so = give a reason
SV,
so SV.
Misha’s
son lives in Boston, so he is eager to visit him.
Janet really wants a new violin, so she
is saving up her money to buy one.
* , or = have a choice
SV,
or SV.
You can work late tonight, or you
can stay late tomorrow.
Sarah will go dancing tomorrow
night, or she will stay home with
her cat.
MY
ADVICE TO MY CHILDREN: You can work hard when you’re young, or you can work
hard when you’re old.
* ,
but = shows difference, contrast
Ling loves to go hiking, but she
doesn’t like cycling. SV, but SV.
I like to visit the US, but I
would not want to live there.
‘the
states’ ‘the US’ ‘America’
Her
uncle lives in the states.
New
York City- “the Big Apple”
Chicago-
“the Windy City”
Vancouver-
“Lotusland” “Raincouver”
* ,
and = add something
I can get the cake, and you
get the plates.
Sarah plays volleyball, and Maria plays soccer.
Examples of compound sentences:
1.
Joe went to the store, and
he bought some milk/groceries.
Joe went to the store,
but the store was closed.
Joe went to the store,
but he found it closed.
Joe went to the store, so
he got the chocolate.
IDIOM: give your opinion- ‘find’
I find
it warm in here. In my opinion, the room is too warm.
Shira
found the curry spicy.
Ni finds
the people in Vancouver very nice.
Try a few.
SV, SOBA SV.
5. The pizza smells delicious, so I buy
some. WEIRD
The pizza smells delicious, so I bought
some. Vt OK
The pizza smells delicious, so I will buy some/a
slice/a piece.
The pizza smells delicious, so I will buy a
large.
The pizza smells delicious, but I won’t buy
any.
The pizza smells delicious, and it looks
appetizing.
appetite- your desire to eat
appetizer- a small snack to get your
appetite going
She has a big appetite.
He lost his appetite after watching your brother
eat.
He lost his appetite when he got Covid.
She has a huge appetite for music.
Canadians have a big appetite for hockey.
HW
Write a few (3-4) compound sentences using
, SOBA and the vocab below. Email them to me by 7PM. We’ll share them tomorrow in
class.
1. check
2. gorgeous
3. theatre
4. different
5. health
6. museum
