paragraph

1

Chapter5Paragraphs

aphdiscussion

·Topicntence:Thefirstntenceoftentellsthereaderthemainideaofthe

paragraph.

·Supportingntence:Theotherntencesgivemoreinformationaboutthemainidea,

suchaxamples,details,factsandreasons.

·Concludingntence:Thelastntence

entence

Example:

,

adianshaveaccesstomedical

,Canadahasahighstandardofeducation.

Studentsaretaughtbywell-trainedteachersandareencouragedtocontinuestudying

y,Canada'an

ult,Canadaisa

desirableplacetolive.

Agoodtopicntencehastwoparts:

Thetopicisthegeneralsubjectoftheparagraph.

Thecontrollingidealimitsthetopicsothattheparagraphcoversonlyaspecificpart

oraspectofit.

·Topicsandcontrollingideas

Teachers

MyschoolStudents

Majorordepartment

Facilities

·Topicntence

Becarefulnottomakethecontrollingideatoogeneralortoospecific.

－Duringthelasttwocenturies,therehavebeenmanykindsofpsychologicaltests.

－ThenameofoneIQtestistheStanford-Binet.

－TherearetwodifferentkindsofpopularIQtests.

2

tingntences

Whataresupportingntences?

Theycomeafterthetopicntence,makingupthebodyofaparagraph.

Whatdotheydo?

Theygivedetailstodevelopandsupportthemainideaoftheparagraph.

HowdoIwritethem?

Youshouldgivesupportingfacts,details,andexamples.

Supportingntencesdevelopyourtopicntenceaswellasmakeit

tengiveyou“how”,“why”and“what”

examplesthatrelatetothetopicntence,whichsupportorofferproofofthemain

ideawithinthetopicntence.

Example:

,

adianshaveaccesstomedical

,Canadahasahighstandardofeducation.

Studentsaretaughtbywell-trainedteachersandareencouragedtocontinuestudying

y,Canada'an

ult,Canadaisa

desirableplacetolive.

Inawell-writtenparagraph,allthesupportingntencessupportthecontrollingidea

tencesthatdonotsupportthe

topicntenceshouldbecutout.

Irrelevantntences:

ntencesgivedetails,suchasfacts,examples,orreasonsthatrelatetothetopic

riterdoesnotincludeanyntencesthatareirrelevantornot

relatedtothetopicntence.

dingntences

Whatistheconcludingntence?

Theconcludingntenceisthelastntenceinaparagraph.

Whatdoesitdo?

Itrestatesthemainideaofyourparagraph.

3

HowdoIwriteone?

Restatethemainideaoftheparagraphusingdifferentwords.

Example:

,

adianshaveaccesstomedical

,Canadahasahighstandardofeducation.

Studentsaretaughtbywell-trainedteachersandareencouragedtocontinuestudying

y,Canada'an

ult,Canadaisa

desirableplacetolive.

Theconcludingntenceofaparagraphmayrestatethetopicntence,providea

summaryoftheparagraph,theparagraphsneedaconcluding

ntence.

Sometypicalwordsorexpressionsyoumightfindatthebeginningofaconcluding

ntencearefinally,inconclusion,therefore,thus,asaresult,insummary,andin

short.

tingprocess

riterusually

followsveralstepsinordertocreateawell-written,

otherwords,writingisaprocessinvolvesthefollowingsteps.

tingParagraphs

Whatistheprewritingstage?

Theprewritingstageiswhenyouthinkcarefullyandorganizeyourideasforyour

paragraphbeforeyoubeginwriting.

SixPrewritingSteps:

rlf:Whatquestion

amIgoingtoanswerinthisparagraphoressay?HowcanIbestanswerthisquestion?

Whatisthemostimportantpartofmyanswer?HowcanImakeanintroductory

ntence(orthesisstatement)fromthemostimportantpartofmyanswer?Whatfacts

orideascanIutosupportmyintroductoryntence?HowcanImakethis

paragraphoressayinteresting?DoIneedmorefactsonthistopic?WherecanIfind

morefactsonthistopic?

4

ot

needtospendalotoftimedoingthis;justwriteenoughtohelpyourememberwhy

andhowyouaregoingtowriteyourparagraphoressay.

randwritedown

vinghint:makesurethefacts

youarewritingarerelatedtotheexactquestionyouaregoingtoanswerinyour

paragraphoressay.

rlf:WhateldoIwanttosayaboutthis

topic?Whyshouldpeoplebeinterestedinthistopic?Whyisthistopicimportant?

themostimportantpoint

annotdecidewhichpointisthemostimportant,just

chooonepointandsticktoitthroughoutyourparagraphoressay.

u

havechonthemostimportantpointofyourparagraphoressay,youmustfindthe

your

whichfactsandideaswillbestsupportthemainidea

uhavechonthefactsandideasyouplantou,ask

ownyourownnotetthat

youcanutoguideyourlfasyouwriteyourparagraphoressay.

gParagraphs

Whatisthewritingstage?

Thewritingstageiswhenyouturnyourideasintontences.

FiveWritingSteps:

urnotebookandwordprocessor.

hetopicntence,supportingntences,andconcludingntence.

learandsimplentencestoexpressyourmeaning.

nthemainideaofyourparagraph.

dictionarytohelpyoufindadditionalwordstoexpressyourideas.

gParagraphs

Whatistheeditingstage?

Theeditingstageiswhenyoucheckyourparagraphformistakesandcorrectthem.

GrammarandSpelling

ourspelling.

ourgrammar.

5

urparagraphagain.

reeachntencehasasubject.

oursubjectsandverbsagreewitheachother.

heverbtensofeachntence.

rethateachntencemakesn.

StyleandOrganization

reyourparagraphhasatopicntence.

reyoursupportingntencesfocusonthemainidea.

reyouhaveaconcludingntence.

hatallyourntencesfocusonthemainidea.

ourparagraphisinteresting.

ingthefinalproduct

Youhavemadeallofyourchanges,

shouldbeorganized,neat,yafinaldraftofa

ldfollowcorrect

format,includingmarginsandindenting.

Exerci1

Decidewhethereachofthefollowingntencescouldbeatopicntencefora

inebeforethentence,write:TSifitisacceptableasatopic

ntence,Gifitistoogeneral,orSPifitistoospecific.

__dayItooksomenotesduringmyPsychology101lecture.

__eelearningstylesudifferentns.

__remanydifferentstrategiespeoplecanuforeachofthethreelearning

styles.

__opledonotbelievethatIQtestsareagoodmeasureofintelligencefor

veralreasons.

__udentreceivedascoreof125onanIQtest.

__learnerscanuveralstrategiestosucceedinatraditionallectureclass.

__Binetdevelopedatestofintelligencethatwaspublishedin1905.

__houthistorypeoplehavetriedtodefineintelligence.

__ngstylescanbedividedintothreemaintypes.

__testscorescanpredictastudent’sschoolperformance.

Exerci2

eadingeach

paragraph,

theletteronthelinegiven.

6

1.___Theythinkthatthetestsmeasureonegeneraltypeofintelligencebutdonot

,IQtestsusuallytestintheareasof

languageandlogic(math).However,theremaybeothertypesofintelligence,

especiallyinmorecreativeareas(suchasmusic),thatcannotbemeasuredwith

rwords,somepeoplebelievethattestingandmeasuring

intelligenceismorecomplicatedandnotaxactasstandardizedtestsmakeus

believe.

opledonotbelievethatIQtestscanmeasureintelligenceinanyway.

opledonotbelievethatIQtestscantrulydefineormeasureintelligence.

oplebelievethatonlyonekindofIQtestisanaccuratemeasureof

intelligence.

2.___Hesuggeststhathumanintelligenceconsistsofveralparts,andhehas

identifiedeight(possiblenine)differenttypesofintelligencethatpeoplemayhave.

Theeighttypesarevisual/spatial,verbal/linguistic,mathematical/logical,

bodily/kinesthetic,musical/rhythmic,interpersonal,intrapersonal,andnaturalist.(The

ninthpossibletypeofintelligenceixistentialist.)Eventhougheveryonehasallof

theintelligences,eachpersonhasauniquecombinationofthem,dependingonthe

individual’eachpersonhasdistinctivephysical

characteristicsandauniquepersonality,Gardnerbelievesthateachpersonhasa

specificintelligencemake-up.

Gardner,aHarvardpsychologist,believesthateveryoneshouldtrytohave

equalamountsofmanykindsofintelligences.

dpsychologistHowardGardnerhaswritteneightnewIQtestsinorderto

measureintelligencemoreaccurately.

dpsychologistHowardGardnerbelievesthatnotallofourskillsand

abilitiescanbemeasuredwithasimplenumber.

3.___Peoplestronginthistypeofintelligencemaybeverygoodspeakersbecau

inkinwordsratherthanpicturesandare

stronginthelanguageartsinareassuchasreading,writing,listening,andspeaking.

Peoplewithstrongverbal/linguisticintelligenceareoftensuccessfulinatraditional

eople

aregoodatwordgames,storytelling,ore,career

interestsforthepeopleoftenincludesuchprofessionsasteacher,lawyer,politician,

translator,writer,andjournalist.

/linguisticintelligenceincludestheabilitytouwordswell.

tionalclassroomisagoodplaceforstudentwhoisstronginverbal/linguistic

intelligence.

/linguisticintelligencerequiresthelearnertohavestrongtactileskills.

7

4.___Suchpeoplethinkinconceptsandpatternsandliketofindrelationshipsor

ecuriousabouttheworldaroundthemand

liketoexperiment,askquestions,withstrong

mathematical/logical,tion,thepeopleusuallydowellina

traditionalclassroomenvironmentbecautheyareabletofollowthelogical,

eoftheinterestsand

characteristics,peoplewithahighlevelofthistypeofintelligencemaybecome

scientists,engineers,computerprogrammers,accountants,andmathematicians.

wholikestosolvepuzzleshasstrongmathematical/logicalintelligence.

whoarescientistsandengineersdowellinatraditionalclassroom

environment.

litytoreason,solveproblems,andworkwithnumbersisoftenevidentin

peoplewithstrongmathematical/logicalintelligence.

Exerci3

indone,

agraphdoesnothaveanirrelevantntence.

withastrongmusical/rhythmicintelligencehaveanabilitytoproduceand

appreciatemusic,rengthmay

nd

hasstrongmusical/rhythmicintelligence,andshecansingandplaythepianovery

rswhoexcelinthisareamayenjoyusingmusicalinstruments,audio

tapes,en

especiallymaylearnwellwithsongs,patterns,rhythms,andanyotherkindofmusical

,teachersmightwanttoincludesomekindsofmusicalorrhythmic

activitiesintheirclassroomsforstudentswhohavestrengthinthisintelligence.

whohaveahighlevelofbodily/kinestheticintelligencehaveastrong

socan

tion,thepeopleliketomakeand

touchthings,

example,whoarestronginthistypeof

intelligencelearnbestthroughgames,buildingthings,hands-onactivities,andacting

tsurprisingthatchildrenwithhighbodily/kinesthetic

intelligencemaybeviewedas“overlyactive”inatraditionalclassroom,andtheyare

t,peoplewhoareactiveandskilledwiththeirhandsoften

haveahighlevelifbody/kinestheticintelligence.

ersonalintelligenceinvolvesunderstandingothersandhavinganabilityto

ore,peoplestronginthiskindofintelligenceenjoyinteractionwith

8

othersandoftentrytounderstandotherpeople’sviews,thoughts,

willubothverbalandnonverbalcommutationtointeractwithothers,andtheyare

balcommunicationisalsoknownasbodylanguageand

ral,peoplewithahighlevelof

interpersonalintelligenceliketolearnthroughminarsandgroupactivities,andthey

enjoyusingtelephones,videoconferencing,ooltting,learners

withstronginterpersonalintelligenceareclearlyoutgoingandenjoycooperative

ditionalclassroomenvironment,

,wemightcall

someonewhoisstrongininterpersonalintelligencea“peopleperson”.

strengthinthenaturalisttypeofintelligencemeansthatapersonhasthe

mple,suchpeoplemaybe

interestedinplantsandanimalsorotherpartsofthenaturalworld,suchascloudand

rticularintelligencewaspeciallyimportanttoourancestors

forthousandsofyearsbecautheyhadtobeabletounderstandtheirenvironmentin

portanttolearnaboutpeoplefrommany

yearsagoevenifyoudon’anypeoplearepartofaconsumer

society,sotheabilitytobeawareoftheculturalenvironment(suchastypesofcarson

theroadorclothespeoplewear)

is,thisintelligencemayincludeknowledgeculturalobjectsaswellaslivingthings.

enewestonetobe

addedtothelistalthoughperhapsthistypeneedsmorestudyinordertosayitistruly

whoarestronginthisintelligencelearninthecontextof

wherehumankindstandsinthe“gigpicture”tenwonderabout

basicquestionssuchas“Wheredowecomefrom?”“Whyarewehere?”and“What

isourroleintheworld?”Peoplewhothinktoomuchmayhaveproblemsintheirlives

ore,itisnothardtounderstandwhypeople

withahighlevelofexistentialistintelligencemaybecomespiritualleadersor

philosophicalthinkers.

Exerci4

each

concludingntencetofittheparagraph.

litytounderstandone’sowninnerfeelings,interests,andvaluesis

ndividualsare

oftenshyaroundotherpeoplebutareverygoodatrecognizingtheirownstrengths

addition,theyarequiteintuitiveaboutwhattheylearnandhowtheycanrelateitto

eoftenveryindependentlearnersandliketoubooksordiaries.

Learningthroughindependentstudyandintrospectionoftenworkswellforthe

9

whoarestronginthistypeofintelligencemayhavecareersas

rearchers,theorists,,peoplewithstrong

intrapersoanlintelligence________________________________________________.

estudentsitmaybequiteimportanttoidentifytheirparticularlearning

styleanddevelopstrategiestohelpthembecomesuccessfuleveniftheyfind

mple,avisuallearner

maywanttomakesurethatsheorhecanetheteacherclearly(towatchbody

language),ucolorhighlightingwhenreadingtexts,anduvisualaidssuchas

rylearners

mightuataperecorderduringalectureordiscussideaswithotherswhenlearning

therhand,tactile/kinestheticlearnerswillprobably

needtofindawaytobeas“hands-on”andasmobileaspossibleinordertolearn.

,eachlearner

___________________________________________________________________.