ReviewReview

Miller, (2009)

A sentence is A sentence is

A group of words A group of words

Express a complete thoughtExpress a complete thought

Have a special orderHave a special order

make sense on their ownmake sense on their own

A sentence can be:A sentence can be:

a statementa statement Example: My family had a picnic in a forest.Example: My family had a picnic in a forest.

a question Example: Is she a new student?

Will Maria come to the party?

A sentence can be:A sentence can be:

an exclamation

Example:

What a brilliant idea!

Look below!

A sentence can be:A sentence can be:

A command Example: You have to stop that now!

A wish Example: I wish I had a million dollars.

A requestExample: Please don’t write the book.

A sentence can be:A sentence can be:

REMEMBERREMEMBER

A sentence MUST begin with a CAPITALA sentence MUST begin with a CAPITAL

letter and end with a punctuation mark.letter and end with a punctuation mark.

Punctuation Marks are: period (.), Punctuation Marks are: period (.), exclamation point (!), or question mark (?).exclamation point (!), or question mark (?).

A sentence must have:A sentence must have: SubjectSubject (person, place, thing or idea) (person, place, thing or idea)

Example: Maria, UNE, chair, loveExample: Maria, UNE, chair, love

VerbVerb (doing word, states action or movement) (doing word, states action or movement)Example: jump, runs, moves, sleepsExample: jump, runs, moves, sleeps

Example:Example:

The boy sits in the desk.The boy sits in the desk.

boy- boy- subjectsubject

sits- sits- verbverb

Example:Example:

The phone rings.The phone rings.

phone- phone- subjectsubject

rings- rings- verbverb

SUBJECT + VERB = SENTENCESUBJECT + VERB = SENTENCE

Practice Exercises

http://www.englischhilfen.de/en/exercises/word_order/http://www.englischhilfen.de/en/exercises/word_order/sentences.htmsentences.htm

http://www.englisch-hilfen.de/en/exercises/word_order/http://www.englisch-hilfen.de/en/exercises/word_order/sentences3.htmsentences3.htm

RememberRemember

LetterLetter

WordWord

SentenceSentence

ParagraphParagraph

EssayEssay

We will be concentrating on two We will be concentrating on two things:things:

Writing ParagraphsWriting Paragraphs

Writing EssaysWriting Essays

What is a paragraph?What is a paragraph?Is a collection of sentences that:Is a collection of sentences that:

DescribesDescribes

DiscussDiscuss

or explains an ideaor explains an idea

It has a unifying point accompanied It has a unifying point accompanied by supporting details.by supporting details.

It’s composition:

Topic sentence

Supporting details

Concluding Sentence

It’s composition:

Topic sentence What you are going to talk about Tells the reader the main idea

The two main elements of the topic sentence are:

1. Main subject

2. Controlling Idea

Example:

Students at UNE are standing up to their challenges.

Students at UNE are standing up to their challenges.

Main SubjectControlling Idea

or Idea

Professionals have changed their living styles.

Professionals- Main Subject

Living styles- Idea

Supporting DetailsA detail usually exists to support or explain a

main idea. (http://en.wikipedia.org/wiki/Paragraph#Details)

It’s a small piece of information within a paragraph.

Concluding SentenceRestates the main point

Example ParagraphAs a describer of life and manners, he

must be allowed to stand perhaps the first of the first rank. His humour, which, as Steele observes, is peculiar to himself, is so happily diffused as to give the grace of novelty to domestic scenes and daily occurrences. He never "o'ersteps the modesty of nature," nor raises merriment or wonder by the violation of truth. His figures neither divert by distortion nor amaze by aggravation. He copies life with so much fidelity that he can be hardly said to invent; yet his exhibitions have an air so much original, that it is difficult to suppose them not merely the product of imagination. (Johnson- Lives of the English Poet, Nov. 03)

WorkshopWorkshopCoherence Exercise A: Learning Under PressureOrganize these five sentences into a coherent paragraph by adding appropriate transitional words and phrases to sentences number 2, 3, and 5.

1. Dr. Edward C. Tolman, after experimenting with rats over a long period of years, found that rats that learned to run a maze under the pressure of hunger took much longer to learn the maze than rats that learned under non-crisis conditions. 2. The learning that did take place was of a narrow type. 3. After learning the "right" route, these rats panicked if one avenue were blocked off. 4. They were not able to survey the field to notice alternative routes. 5.When the rats were permitted to learn under non-crisis conditions, they later performed well in a crisis.

Coherence Exercise A: Learning Under Pressure

Dr. Edward C. Tolman, after experimenting with rats over a long period of years, found that rats that learned to run a maze under the pressure of hunger took much longer to learn the maze than rats that learned under non-crisis conditions. Furthermore, the learning that did take place was of a narrow type. That is, after learning the "right" route, these rats panicked if one avenue were blocked off. They were not able to survey the field to notice alternative routes. On the other hand, when the rats were permitted to learn under non-crisis conditions, they later performed well in a crisis.(adapted from How to Study in College, by Walter S. Pauk, Houghton Mifflin, 2000)

Resources

http://www.esl-lab.com/

http://grammar.about.com/od/developingparagraphs/a/cohrevisepars1.htm