写作教程第2版课件u1

1、English Writing II Paragraph Q: How to write a good paragraph? A good paragraph is a group of sentences that support and develop a single idea.Topic Sentence A controlling idea commits the paragraph to a specific aspect of the topic. A sentence that names the topic of the paragraph and contains a co

2、ntrolling idea is called the topic sentence of the paragraph. It is usually the most general and most important statement of the paragraph. Page 3: Study the following topic sentences in the table and then complete the rest according to the topic given: Topic: plastic surgery Controlling idea:_ Topi

3、c Television programs for children Learning a foreign language Cathy The food we eat Controlling idea have become increasingly violent. is more and more important for young people. is the kindest neighbor I have ever known. has a profound effect on our health. Q: How to write a good topic sentence?

4、Page 3 exercise Work in pairs or groups to comment on the following topic sentences and to make improvements where necessary. 2. The spelling of the word centre in British English is different from that in American English. Comment: too specific Improvement: British English is different from America

5、n English in spelling. 3.Different countries with different customs. Comment: This is not a sentence, but a fragment Improvement: Different countries have different customs. 4. The local food is terrible. Comment: too general, to emotional Improvement: The local food is tasteless and greasy. Summari

6、ze the features of a good topic sentence: A good topic sentence should have at least the following features: 1. It is a complete sentence. 2. It contains both a topic and a controlling idea. 3. It is neither too general nor too specific. 4. It tells the reader what to expect in the paragraph.Organiz

7、ational Structure Pages 4-5 Read the 3 samples, and summarize the different structures of them. Sample 1 Questions: 1. Where is the topic sentence? It is at the beginning of the paragraph. 2. How many supporting ideas are given in the paragraph? Three examples are given in the paragraph to support t

8、he topic sentence. One is of rats, another of dogs and the last one of people. 3. What is the function of the last sentence? The last sentence serves as a concluding sentence. It draws an inference based on the information already given. Sample 2 Questions: 1. Where is the topic sentence of this par

9、agraph? It is at the end of the paragraph. 2. Which sentences provide the supporting details? All the other sentences provide supporting details. 3. What is the difference between Sample 1 and Sample 2 in terms of organization? The paragraph structures are different. In Sample 1, the topic sentence

10、is at the beginning of the paragraph, followed by supporting ideas. There is a concluding sentence at the end of the paragraph. However, Sample 2 begins with supporting details and ends with a topic sentence. Sample 3: Questions: 1. Which sentence serves as the topic sentence in this paragraph? The

11、third sentence in the paragraph. 2. What are the supporting ideas? Objectives of different colors and shapes that are on display are described to support the topic sentence, such as boxes, lemons, oranges, apples, lettuce and other vegetables, grapes, avocados, Indian corn and squash. 3. Is there a

12、concluding sentence in the paragraph? Yes, it is the last sentence in the paragraph. It restates the main idea. 4. What is the difference between this sample and the previous two samples in terms of organization? In this sample, the topic sentence is the middle of the paragraph. This paragraph is se

13、t in a narrative context, so before the writer introduces a new topic for the descriptive paragraph, he must continue the narrative. The first two sentences tell us where he is and what he is doing and then he focuses on the topic of the paragraph the produce displays which he describes in the rest

14、of the paragraph. The last sentence rounds off the paragraph by reiterating the topic.Summarize the organizational structure of a paragraph : The position of a topic sentence may vary according to the organizational structure used. For beginners, there are three basic positions to place the topic se

15、ntence: 1) at the beginning of a paragraph, 2) at the end, and 3) in the middle. If there is no topic sentence at the end of the paragraph, there should be a concluding sentence there. It either restates the controlling idea or draws an inference, bringing the paragraph to the ending naturally. A pa

16、ragraph is not complete if it is not properly ended.Unity A well-written paragraph has only one point to make, and every sentence in the paragraph develops or supports that idea. It does not include unnecessary details, nor does it turn off in unexpected directions. Sample Questions: 1. Which paragr

17、aph do you think is better? Why? Paragraph B, because it has achieved unity, while the sentences in Paragraph A are assembled at random and are difficult to follow because they do not provide details to develop the controlling idea of the paragraph. 2. What are the supporting details for this paragr

18、aph? Why are they appropriate? Two approaches are given as supporting details in Paragraph B to develop the controlling idea expressed in the topic sentence. One is about the balance between science and non-science courses and the other is about a mixture of easy and difficult subjects. The second a

19、pproach is further developed by adding two more supporting examples. All the four sentences serve to support the topic sentence of the paragraph. Therefore, they are appropriate details and the paragraph has achieved unity. Complete the following outline for paragraph B: Topic sentence: New students

20、 should give careful consideration to the courses they want to take in their first semester at college. Approach 1: For one thing, they should balance science and non-science courses so that they do not have too many time-consuming labs. Approach 2: They should also try to get a mixture between subj

21、ects they find fairly easy and those that are difficult for them. Example 1: For instance, the student who does well in history but expects to have a terrible time with calculus might plan on taking both in the same semester to balance the work loan. Example 2: The student who does not plan carefull

22、y and takes five tough courses the first term may wind up on scholastic probation.Coherence While unity is concerned with ideas or content, coherence is concerned with the form of expression. We are going to learn four basic techniques that will help to achieve coherence. Pages 7-9Read the following

23、 samples and then try to summarize the four basic techniques to achieve coherence. Sample 1 Questions: 1. Which is the topic sentence of the paragraph? The first sentence of the paragraph is the topic sentence. 2. What are the functions of the underlined words? These are the key words of the paragra

24、ph. They are closely related to the main idea. The repetition of these key words and phrases holds the sentences together and helps to remind readers of the focus. Sample 2 Questions: 1. Does this paragraph achieve coherence? How? Yes. Many transitional signals have been used to help link the senten

25、ces together and to permit easy passage from one idea to another. 2. How many transitional signals have been used in this sample? Underline them. At least eight transitional signals are used: first, second, if, when, because of, on the other hand, also, therefore. Work in groups and try to think of

26、some other transitional signals commonly used in writing and add them to the following table. To link ideas together: second, next, third, besides, finally, moreover, furthermore, in addition, and To indicate time: after, later, first, next, then, afterward, from then on, meanwhile, now, until, whil

27、e To give examples: such as, for example, for instance, to illustrate To show similarity: likewise, also, in the same way, similarly, too, in the same manner To show contrast: but, although, however, in contrast, on the contrary, on the other hand, unlike, whereas, while, yet To show causation: beca

28、use, as, since, due to, for, for this reason, now that, owing to To show consequence: therefore, as a result, consequently, thus, accordingly To emphasize or restate: above all, after all, in fact, particularly, that is, namely, in other words, especially, indeed, as a matter of fact, no doubt To conclude a point: to sum up, to summarize, to conclude, in a word, in conclusion, in brief, in short, in summary Sample 3 Read the following paragraph and tell the function of the underlined words: The underlined words are pronouns. They stand for nouns that appear earlier in the sentence or in previ