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Paragraph Writing Strategy

PARAGRAPH TOPIC

LIST

My Favorite Sport

The Problems of Old Age

The Life of a Teenager

The Perfect Job

The "MUSTS" for a Healthy Body

The Best Season of the Year

264

Paragraph Writing Strategy Cue Card #1

PRETEST SAMPLE

Assignment: Describe what your life will be like in two years.

In two years, I will be cramming for final exams while I finish my freshman year in college. In order that I do well on the exams, I will review my past exams. I will pick my most important goal, and I will decide on a major. I will relax and look forward to next year.

UNIVERSIlY OF KANSAS 265


PRACTICE SAMPLE Assignment: Describe Someone

My Special Friend

Eric is very special to me. One reason Eric is special is that he is my best friend; he is always there for me. When I am upset, he listens and helps me solve my problems. In fact, he is my sunshine on a rainy day; he always lifts my spirit when it is down. Another reason he is very special is that he always shows me respect. He never forgets my feelings, and he often puts my feelings first. A third reason Eric is special is that he is a very kind person, and he spreads his kindness generously. He is always doing favors for people without being asked. To summarize, Eric is special because he is always there for me, respects my feelings, and is very kind.

266 UNIVERSITI OF KANSAS

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THE PARAGRAPH WRITING

STRATEGY PUZZLE: PART I

TOPIC SENTENCE

UNIVERSITY OF KANSAS 269


TOPIC SENTENCE

Is usually the first sentence.

Introduces the main idea.

Sometimes introduces the details.

270 UNNERSITI OF KANSAS


TYPES OF TOPIC SENTENCES

General Topic Sentences

Clueing Topic Sentences

Specific Topic Sentences

UNIVERSITI OF KANSAS 271


GENERAL TOPIC

SENTENCE

Names the main idea of the paragraph.

272 UNIVERSfIY OF KANSAS


GENERAL TOPIC SENTENCE

CANDY

UNIVERSTIY OF KANSAS 273


EXAMPLES OF GENERAL

TOPIC SENTENCES

The hot trend in advertising

these days is to hire real, live

stars.

Kevin James would have been

20 years old this September.

Not much is left of a town

known as Nora, Nebraska.

Democracy is thriving at

Hillsboro High School.

274 UNIVERSIlY OF KANSAS


CLUEING TOPIC

SENTENCE

Names the main idea.

Gives a clue about the details.



CLUE WORDS

Many

Several

A number of

Number ("Three")

Kinds

Types

Parts

Elements

Pieces

Members

Divisions

Components

Different

276 UNIVERSITI OF KANsAS

Various

Classes

Categories

Groups

Steps

Stages

Ways

Roles

Features

Examples

Characteristics

Functions

Assortment

Differences

Similarities

Advantages

Disadvantages

Jobs

Uses

Causes

Effects

Reasons

Sources

Products

Variety


EXAMPLES OF CLUEING

TOPIC SENTENCES

The four seasons spice up our lives.

Tents come in a variety of shapes and sizes.

The citizens of Lawrence have several reasons for building a new high school.

Jesse Flynn is my best friend because of his many fine characteristics.

UNNERSIlY OF KANsAS 277


CLUEING TOPIC SENTENCE

CANDIJ



SPECIFIC TOPIC

SENTENCE


Names the specific details to be covered in order.



SPECIFIC TOPIC SENTENCE

CANDIJ

280 UNIVERSITY OF KANsAS


EXAMPLES OF SPECIFIC

TOPIC SENTENCES

Air pollution is caused by

vehicles and industries.

Charles Darwin lived an

interesting life as an explorer,

writer, and scientist.

Diseases caused by vitamin

deficiencies are beri beri,

pellagra, scurvy, and rickets.



STEPS FOR WRITING A

TOPIC SENTENCE

Step 1: ~ick a sentence type and a formula.

Step 2: Explore words to fit

the sentence type and formula.

Step 3: Note the words.

Step 4: ,S,earch and check.




STRATEGY PUZZLE: PART II

TOPIC SENTENCE

PARAGRAPH DIAGRAM

DETAIL SENTENCES

UNIVERSITI OF KANsAS 283


DETAIL SENTENCE

Discusses one of the details in the paragraph.

Sometimes shows the relationship between a detail and the rest of the paragraph.

284 UNIVERSI1Y OF KANSAS

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Signals the introduction of a new detai I.

Shows the relationship between the detail and the rest of the paragraph



TYPES OF DETAIL SENTENCES

Lead-off Sentences

Follow-up Sentences

UNNERSIlY OF KANSAS 287


LEAD-OFF SENTENCE

Introduces a new

detail.

Contains a transition.

288 UNIVERSITY OF KANSAS


FOLLOW-UP SENTENCE

Provides more information about the detail.


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EXAMPLE DETAIL SENTENCES

Topic sentence:

Turtles could not survive without their

marvelous shells.

Detail sentences:

Most importantly, turtles' shells serve as the base for their skeletons. Their backbones and ribs are attached to the flat bony plates of their shells. This skeleton provides shape for their bodies. Somewhat importantly, turtles' shells serve as their portable homes. Turtles can live anywhere because they carry their homes with them. This is important for turtles since they move so slowly. Finally, turtles' shells are important because the shells protect turtles from their enemies. Turtles who are in danger can pull their heads and legs into their hard shells to protect themselves from animals who might try to eat them.

UNIVERSI1Y OF KANSAS 291


REQUIREMENTS FOR A

DETAIL SENTENCE

Each detail sentence must:

Contain related information.

Be in a logical sequence with

other sentences.

Include a transition if it

introduces a new detail.

Be written from the same point of view as other sentences.

Be written in the same tense as the other sentences.



DETAIL SENTENCE

SEQUENCES

Size Sequence when details are larger/smaller than each

other.

Time Sequence when some details occur before others in

time.

Space Sequence when details are arranged in space in

relation to each other.

Importance Sequence when some details are more important than

others.

Chain-Link Sequence when details are related in pairs or not

related in any of the above sequences.



TRANSITIONS CHART .s..IZE TRANSITIONS The largest Larger than The smallest The small-sized The tallest The next largest Equal to The next smallest The medium-sized The shortest The smallest Smaller than The lara est The larae-sized

~TRANSITIONS First, Then, Next, At last,

Now Soon Then Later

At the beginning of In the middle of At the end of

Thereafter, Presently, After a short time, Soon thereafter,

By this time, At the same time, At that instant, Immediately, Simultaneously,

Before In the meantime Meanwhile During After Afterwards

Fi rst, Second, Third, Finally,

In the morning, Before noon, In the afternoon, In the evening,

Yesterday, Today, Tomorrow, The day after tomorrow,

The first A more recent The most recent

In the past, In the present, In the future,

The next day, Two weeks later, Six months later.

This year, Next year, In the next few years.

The earliest The next earliest The most recent

SPACE TRANSITIONS behind over under

on the edge of toward throughout

beside around near

in front of facing in back of

west of east of north of

high aga.inst alongside

below to the right of side by side in the center south of ahead of beneath to the left of close to inside at the here low down on top of next to outside in there on the bottom at the top down at the end of on beyond on the corner by up between above farther on

IMPORTANCE TRANSITIONS The best The most important The first The best The next best Equally important More important than The next best The least best The next important Most important The worst

The least important

CHAIN-LINK TRANSITIONS On the one hand, One example of In the first place, In other words, The first On the other hand, For instance, In the second place, In fact, The second

Another example In the third place, Also, The third Again, A further example Besides, For example, Moreover, For another example, a-e Because Fi rst,

Another Since Second, Still another A further /Js Third, In addition, Further, Still, Specifically, In the same way, Furthermore, While More specifically, In fact, Instead In particular,

The opposite oC is_ Additionally,

On the contrary side Lastly, The last Indeed, As a result,

To the contrary, Similar to_ is _ Last Although Consequently,

In contrast, Another similar_ is Even though Naturally,

In spite of Likewise, Nevertheless, Even if After all,

Despite the Similarly, Nonetheless,

A dissimilar_ is

CONCLUplNG TRANSITIONS To conclude, To sum up As you can see, In conclusion, In sum, To summarize, As a result, In summary, In brief, Thus, Finally,

In short, Therefore,



POINTS OF VIEW

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The Writer The Reader(s)

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THIRD PERSON

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. EXAMPLE SENTENCES WRITTEN IN

FIRST PERSON POINT OF VIEW

I went to the beach for a

vacation with several friends.

We sunbathed, fished, watched the surfers, and swam.

I have solved a number of mysteries lately.

We recently moved to the country from the city; we love our new home.

296 UNNERSITI OF KANSAS


EXAMPLE SENTENCES WRITTEN IN

SECOND PERSON POINT OF VIEW

You should be sure to pack light when you go backpacking.

You will have a good trip if you are aware of some safety tips.

Never take heavy objects like extra shoes or cast iron fry pans on a backpacking trip.



. EXAMPLE SENTENCES WRITTEN IN

THIRD PERSON POINT OF VIEW

The boys went to a movie and then to a dance; they enjoyed themselves.

Scott, Chris, and Wallis became the best of friends.

The garden was filled with many fragrant and colorful flowers.

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My house is brown and white, and it has a big porch on the front.

Your photograph of the mountains is beautiful.

You can come over to my house tomorrow night.

Yesterday, I visited my best friend and his brother.

My sister's family includes her husband, her daughter, and her two sons.



TENSES

Past Present Future



TENSE CHART

Tense

Past

Present

Future


Verb

painted was painting had painted

is painting paints

will paint

shall paint


EXAMPLE SENTENCES FOR TENSE

PAST

Yesterday, the sun rose at 5:30 A.M ..

On her vacation, Kathy swam in the ocean every day, and she ran along the beach each evening.

PRESENT

The sun is rising early this morning.

Kathy loves to swim in the ocean.

FUTURE

Tomorrow, we will watch the sun rise.

Next summer, Kathy will swim in the ocean again, and she will stay fit.


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STEPS FOR WRITING A

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Step 2: .Explore words to include the detail and

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the point of view the tense

Step 3: Note the words.

Step 4: Search and check. UNIVERSITI OF KANSAS 305



STRATEGY PUZZLE: PART III

TOPIC

SENTENCE

PARAGRAPH DIAGRAM

CLINCHER SENTENCE

DETAIL SENTENCES



CLINCHER SENTENCE

Is the last sentence in the paragraph.

Closes the paragraph.

Names the main idea of the paragraph.

Sometimes summarizes or names the details of the paragraph.

Is different from the Topic Sentence.


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EXAMPLE PARAGRAPH

Nonviolent protest has been a major force in the world. In the late 1940s and early 1950s, Mahatma Ghandi and his followers used nonviolent protest to gain independence for India from Britain. For the first time in decades, Indians had their own country_ In the 1960s, Martin Luther King and his followers used nonviolent protest to gain rights for Blacks in America. Through nonviolent protest, they obtained rights that had been denied to them since the slaves had been freed, such as the right to sit anywhere on a bus, eat in any restaurant, and vote in elections. Thus, nonviolent protest has been successfully used by oppressed people to gain independence from other nations; it has also been used to gain personal rights and freedoms.



CONCLUDING

TRANSITIONS

Words that tell the reader that the paragraph is finished.



TYPES OF CLINCHER

SENTENCES

General Clincher Sentence

Clueing Clincher Sentence

Specific Clincher Sentence



GENERAL CLINCHER

SENTENCE

Summarizes the main idea of the paragraph.

Makes the reader think more about the topic.



EXAMPLE GENERAL

CLINCHER SENTENCES

In summary, these car models are my favorites.

To summarize, these are my favorite car models; what are yours?

In conclusion, when life gives you lemons, make lemonade.

Thus, if a person has approval from others, he may be less happy than if he has his own approval.

To conclude, this woman had many qualities that people should imitate daily.

UNNERSITI OF KANSAS 313


GENERAL CLINCHER

SENTENCE



CLUEING CLINCHER

SENTENCE


Ties the details together with a clue word.


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CLINCHER SENTENCES

In sum, these four events served as the spark that ignited the war.

To conclude, life can deal you many cards; it's how you play them that counts.

In other words, several issues need to be considered before a person accepts a job offer.

In conclusion, plenty of serious reasons exist for staying away from drugs; ignoring them can endanger one's health and life.



SPECIFIC CLINCHER

SENTENCE


Names the specific details that were covered in the paragraph in order.



SPECIFIC CLINCHER

SENTENCE



EXAMPLE SPECIFIC

CLINCHER SENTENCES

To conclude, making a snowman involves rolling the parts of his body, stacking the .parts, and creating his face and clothes.

In effect, the people followed a clear course: they wrote a petition, held rallies, demanded a vote, and caused the law to be changed.

In summary, the environment is in danger because of our vehicles, our mountains of waste, and our lack of attention to nature's need to replenish itself.



STEPS FOR WRITING A

CLINCHER SENTENCE

Step 1: f.ick a sentence type and

formula.

Step 2: .Explore words to fit.

Step 3: N.ote the words.

Step 4: Search and check.



CLINCHER SENTENCES

MODEL PARAGRAPH 1

A football team can score points in several ways. Anytime during a game, a football team can make six points by scoring a touchdown. A touchdown occurs when a player carries the football across the goal line or when the ball is successfully caught in the end zone. After a touchdown, a team can score additional points. One point can be made by kicking the ball through the goal posts; two points can be made by running the ball across the goal line or by successfully passing the ball into the end zone. Another way a team can score any time is by kicking a three-point field goal. A field goal is scored when a player kicks the football through the goal posts. Something that happens less often is that a team can score two points for a safety. This involves tackling the player who has the ball when he is inside his own team's end zone.

322 UNNERSIlY OF KANSAS


CLINCHER SENTENCES

MODEL PARAGRAPH 2

People are endangering the future lives of wild animals on our planet by taking land away from the animals, by taking the animals away from the land, by polluting the land and water, and by killing too many animals. First, people take land away from the animals to make room for houses and other buildings. They also use the land for farms and ranches. Second, people trap many animals each year for pets, and they put the animals in zoos or circuses. Third, people put tons of waste and garbage into the land, air, and water. This pollution is killing the animals that live on the land, breathe the air, and drink the water. Finally, people are killing too many wild animals for food, for sport, for their furs, and for other parts of their bodies.



CLINCHER SENTENCES

MODEL PARAGRAPH 3

How the dinosaurs died out is one of the greatest mysteries of all time. Some scientists think that a giant meteor from outer space hit the earth about 65 million years ago. Its impact could have caused many changes on the earth that might have killed the dinosaurs. For example, the meteor's impact might have raised tons of dirt and dust into the atmosphere so that sunlight could not reach the earth, or it might have started the eruptions of many volcanoes or created tidal waves. Other scientists theorize that when flowering plants appeared in the world, the plant-eating dinosaurs could not digest these plants and died. In turn, the meat-eating dinosaurs also starved because there were no plant-eating dinosaurs left to eat. Still other scientists propose that a strange disease wiped out the dinosaurs. Finally, other scientists think that the climate of the world became too cold for the dinosaurs' survival.




STRATEGY PUZZLE: PART IV

THE PARAGRAPH WRITING STRATEGY

TOPIC SENTENCE

PARAGRAPH

DIAGRAM

DETAIL CLINCHER SENTENCES SENTENCE

UNNERSI1Y OF KANSAS 325


STEPS FOR WRITING A

PARAGRAPH

Step 1: ~et up a diagram.

Step 2: C reate the title.

Step 3: Reveal the topic.

Step 4: Iron out the details.

Step 5: Bind it together with a

clincher.

Step 6: .Edit your work



TYPES OF PARAGRAPHS

Sequential Paragraph Narrative Paragraph Step-by-Step Paragraph

Descriptive Paragraph

Expository Paragraph Facts Paragraph

Reasons Paragraph

Examples Paragraph

Compare and Contrast Paragraph

Compare Paragraph Contrast Paragraph Compare and Contrast Paragraph



SEQUENTIAL PARAGRAPH

DEFINITION:

Describes details in a special order.

TYPES:

Narrative paragraph: Tells a story about a sequence of events.

Step-by-step paragraph: Tells how to do something in a stepby-step manner.



NARRATIVE PARAGRAPH: TELLS A STORY

1. Topic Sentence: Introduces the story to be told.

2. Detail Sentences: Tells the reader about the events in the

order that they happen, happened, or will happen.

3. Clincher Sentence: Tells the reader the story is finished. Points out the significance of the story.

4. Transitions: Time transitions.

5. Point of view: First person. Third person.

6. Tense: Usually past tense. Sometimes present tense. Sometimes future tense.



STEP-BY-STEP PARAGRAPH:

TELLS HOW TO DO SOMETHING

1. Topic Sentence: Tells the reader that a sequence of steps for

a specific task or process will be described.

2. Detail Sentences: Each tells the reader specific information

about a step.

The steps must be described in the correct order to get the job done right.

3. Clincher Sentence: Tells the reader the job is done.

4. Transitions: Time transitions.

5. Point of view: Usually second person.

Sometimes third person.

6. Tense: Usually present tense.

Sometimes past or future tense.



DESCRIPTIVE PARAGRAPH

Tells about people, places, events, and

things through what the writer:

sees

hears

tastes

smells

feels



DESCRIPTIVE PARAGRAPH: PROVIDES A

"PICTURE" OF A PERSON, PLACE, OR THING

1. Topic Sentence: Tells the reader that a specific person, place,

or thing will be described.

Sometimes limits the topic by telling time, and/or place, and/or senses used.

2. Detail Sentences: Each provides a detai I for the "picture". Each mentions a detail derived by at least one

of the senses (sight, hearing, smelling, tasting, feeling).

Include modifiers (adjectives, adverbs).

3. Clincher Sentence: Sums up the overall impression of the subject.

4. Transitions: Usually Space Transitions. Sometimes Chain-Link or Importance

Transitions.

5. Points of view: Usually third person.

Sometimes first person.

6. Tense: Present.

Past. Future.



EXPOSITORY PARAGRAPH

Definition:

Explains something.

Types:

Facts Paragraph Explains something through facts.

Reasons Paragraph Explains something through reasons.

Examples Paragraph Explains something through examples.



FACTS PARAGRAPH: EXPLAINS

SOMETHING THROUGH FACTS

1. Topic Sentence: Introduces the main idea.

2. Detail Sentences: Each provides information about a

related fact.

3. Clincher Sentence: Sums up the facts.

4. Transitions: Importance, Time, or Chain-Link.

5. Point.Q! view: Usually third person. Sometimes first or second person.

6. Tense: Usually past or present tense. Sometimes future tense.



REASONS PARAGRAPH: PERSUADES

THROUGH REASONS

1. Topic Sentence: Introduces the side of the issue to be

supported. Tells the reader reasons will be given.


related reason.

3. Clincher Sentence: Sums up the reasons.

4. Transitions: Importance Transitions. Chain-Link Transitions.

5. Point of View: Second person. Third person.

6. Tense: Past, present, or future tense.



EXAMPLES PARAGRAPH: EXPLAINS SOMETHING THROUGH EXAMPLES

1. Topic Sentence: Introduces the main idea. Tells the reader examples will be given.


related example.

3. Clincher Sentence: Sums up the examples.

4. Transitions: Chain-Link Transitions.

5. Point of View: Third person.

6. Tense: Usually present tense. Sometimes past or future tense.



COMPARE AND CONTRAST

PARAGRAPH

Definition: Shows how people, places, things, or ideas are alike and/or different.

Types:

Compare Paragraph Shows how they are alike.

Contrast Paragraph Shows how they are different.

Compare and Contrast Shows how they Paragraph are alike and

different.



COMPARE PARAGRAPH: SHOWS HOW

THINGS ARE ALIKE

1. Topic Sentence: Introduces the two subjects. Tells that they will be compared.

2. Detail Sentences: Each tells one way they are alike.

3. Clincher Sentence: Sums up the similarities.

4. Transitions: Chain-link, importance.

5. Point of View: Usually third person. Sometimes first or second person.

6. Tense: Present or past tense.



CONTRAST PARAGRAPH: SHOWS

HOW THINGS ARE DIFFERENT

1. Topic Sentence: Introduces the two subjects. Tells that they will be contrasted.

2. Detail Sentences: Each tells one way in which the

subjects are different.

3. Clincher Sentence: Sums up the differences.

4. Transitions: Chain-link, importance.

5. Point Q! View: Usually third person. Sometimes first or second person.

6. Tense: Past or present tense.

UNIVERSITI OF KANsAS 339


COMPARE AND CONTRAST

PARAGRAPH: USED TO SHOW HOW

THINGS OR IDEAS ARE ALIKE AND

DIFFERENT

1. Topic Sentence: Introduces the two subjects. Tells that they will be compared and

contrasted.

2. Detail Sentences: Each tells at least one way in which the

subjects are alike or at least one way they are different.

3. Clincher Sentence: Sums up similarities and differences.

4. Transitions: Importance, chain-link.

s. Point 21 view: Usually third person. Sometimes first or second person.

6. Tense: Present or past tense.

340 UNIVERSl1Y OF KANSAS


GENERALIZATION

INSTRUCTION

Orientation Phase

Activation Phase

Adaptation Phase

Maintenance Phase



AFFIRMATIONS

I write with ease when I use the Paragraph Writing Strategy.

My ideas are well organized when I make a Paragraph Diagram.

I look for ways to use the Paragraph Writing Strategy every day.

I am comfortable with writing, now that I use the Paragraph Writing Strategy_

I am creating a new image of myself as a competent writer by using the Paragraph Writing Strategy.

I am a successful writer when I use the Paragraph Writing Strategy_

I can achieve my goal when I use the Paragraph Writing Strategy_

My goal is: ___________


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TOPIC SENTENCES

VERBAL PRACTICE CHECKLIST

Attempts

1 2 3 4 5 6

Describing the strategy

in own words

Naming the steps: f.ick a sentence type

and formula

Explore words

Note the words

Search and check

Naming the types: General Clueing Specific

Defining the types: General Clueing

Specific

Other questions: a.________ b.________

c.________________

Total Percentage correct % % % % % %

Date


Name:~__________________________________

DETAIL SENTENCES VERBAL PRACTICE CHECKLIST

Describing the strategy in own words

Naming the steps: Pick a sentence type

and formula

Explore words

Note the words

~earch and check

Definitions: Lead-off Sentence Follow-up Sentence Transitions

Questions: Name requirements

in "E" step Name 3 pOints of view Give examples of

pOints of view Name 3 tenses

Give examples of tenses

Other questions: a.________________ b.________________ b.________________

Total

Percentage correct Date

Attempts 61 2 3 4 5

% % %


Name:~________________________________

CLINCHER SENTENCES

VERBAL PRACTICE CHECKLIST

Attempts

1 2 3 4 5 6

Describing the

strategy in own words

Naming the steps:

Pick a sentence type

and formula

Explore words

Note the words

Search and check

Naming the types:

General

Clueing

Specific

Defining the types:

General Clueing

Specific

Other questions: a._________ b._________

c.________

Total

Percentage correct % % % % % %

Date


Name:.___________________________________

WHOLE PARAGRAPHS VERBAL PRACTICE CHECKLIST

Attempts

1 2 3 4 5 6

Describing the strategy in own words

Describing writing a Narrative Paragraph

Naming the steps: Set up a diagram

c.reate the title Reveal the topic Iron out the details Bind it with a clincher Edit your work

Other questions: a.________ b._________

c ..________________

Total Percentage correct % % % % % %

Date



Name:

ASSIGNMENT SHEET FOR TOPIC SENTENCES

Topic Sentence Feedback Lesson Date Assigned Corrected Provided Comments

1A

18

1C

10

2A

28

2C

20

3A

38

3C

30



Name:

ASSIGNMENT SHEET FOR DETAIL SENTENCES

Detail

Sentence Feedback

Lesson Date Assigned Corrected Provided Comments

1A

18

1C

10

2A

28

2C

20

3A

38

3C

30

4A

4B

4C

40

5A

58

5C

50



Name:

ASSIGNMENT SHEET FOR CLINCHER SENTENCES

Clincher Sentence Feedback Lesson Date Assigned Corrected Provided Comments

1A

18

1C

10

2A

28

2C

20

3A

38

3C

356 UNIVERSnY OF KANSAS

30


Name:

ASSIGNMENT SHEET FOR WHOLE PARAGRAPHS

Paragraph Type! Feedback Assignment Date Assigned % Corrected Provided Comments


00

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Paragraph Checklist

Do I have . a title? a Topic Sentence that fits the details? at least 4 Detail Sentences? a Clincher Sentence that is different from the Topic Sentence?

Have I used .. a variety of sentence types (Simple, Compound, Complex, Compound-Complex)? the same point of view throughout? the same tense throughout? the correct paragraph format? at least three transitions and a Concluding Transition?

Name:

Paragraph Checklist

Do I have .

a title? a Topic Sentence that fits the details? at least 4 Detail Sentences? a Clincher Sentence that is different from the Topic Sentence?

Have I used ... a variety of sentence types (Simple, Compound, Complex, Compound-Complex)? the same point of view throughout? the same tense throughout? the correct paragraph format? at least three transitions and a Concluding Transition?


MODEL DIAGRAM AND PARAGRAPH FOR NARRATIVE PARAGRAPHS: LEVEL II

ASSIGNMENT: Describe a vacation you've taken.

PARAGRAPH DIAGRAM:

SEQUENCE P.O.v. TENSE

E1 TOPIC: My vacation at the lake Time 1 Past

lI1 DETAILS: o TRANSITIONS: ~ ORDER: CD sat on beach, swam On the first day,

sailing On the second day,

o On the third day, river raft ride climbed a mountain On the fourth day,

o For the fifth day, read inside cabin

MODEL PARAGRAPH:

My Sporty Vacation

I had an enjoyable vacation this year since I filled each of the five days with my

favorite sports activities. On the first day, I went to the beach and swam, and I got a

wonderful sun tan. On the second day, I went sailing with a friend. We took our

lunch, and we anchored in an isolated cove for a swim in the late afternoon. On the

third day, since it rained all day, I stayed inside the cabin and read a good book

about my favorite sports star. On the fourth day, my friend and I rented a rubber

raft and went down the river in it. Because the river had lots of rapids, we had an

exciting ride as well as a lot of exercise. We even capsized the raft and got soaking

wet. For the fifth day, my friend and I decided to climb a mountain. Again we packed our lunch, and we ate it as we sat on the top of the mountain enjoying the

view of the mountains, streams, and lakes spread out before us. To conclude, although I probably will not return to this vacation spot again, I will remember my

athletic activities there for a long time. UNIVERSITI OF KANSAS 361

MODEL DIAGRAM AND PARAGRAPH FOR STEP-BY-STEP PARAGRAPHS: LEVEL II

ASSIGNMENT: Describe how to make a sandwich.

PARAGRAPH DIAGRAM:

SEQUENCE P.O.V. TENSE

[!] TOPIC: Making a peanut butter and jelly sandwich Time 2 Present

[il DETAILS: I!l TRANSITIONS: ~ ORDER: CD get out ingredients & egui~ment To get started,

0 butter bread Next. G) ~eanut butter on one slice For the third ste(;!.

0 iell~ on other slice Fourth, 0 (;!ut together You're ready for the fifth step, 0 cut and serve Finall~!

MODEL PARAGRAPH:

A Yummy Sandwich

You will find that the steps for making a peanut butter and jelly sandwich are as easy

as pie. To get started, gather the ingredients and equipment. You need to find bread,

peanut butter, butter, jelly, and a knife. Next, you should butter the bread. To do this,

put two slices of bread on a clean part of the counter, and carefully spread butter on one

side of each slice using the knife. Make sure the butter goes all the way to the edge of

the bread and is evenly spread. Take care not to tear the bread. For the third step, you

need to put peanut butter evenly across one slice and to the edge of the bread. Make

the peanut butter about 3/8 of an inch think. Fourth, spread the jelly on the other slice of

bread. You can make the jelly as thick as the peanut butter. Be sure the whole slice is

covered with the jelly. When you have finished spreading the jelly, you're ready for the

fifth step, putting the sandwich together. Take one of the slices of bread, and put it on

top of the other slice, making the peanut butter and jelly touch each other. Finally, cut

the sandwich in half with the knife and put both halves on a plate to serve it. In sum, if you follow these six steps carefully, the result will be a very delicious sandwich.


MODEL DIAGRAM AND PARAGRAPH FOR DESCRIPTIVE PARAGRAPHS: LEVEL II

ASSIGNMENT: Describe a beach.

PARAGRAPH DIAGRAM:

I!I TOPIC: I..__T_h_e_B_e_a_ch____... SEQUENCE

Space

P.O.V.

3

TENSE

Past

mDETAILS: [II TRANSITIONS: II] ORDER: @ silver-orange ocean The backdrop

waves rolling in In front of @ shells Grouped along @ birds in groups Over ~ white sand

MODEL DIAGRAM AND PARAGRAPH FOR FACTS PARAGRAPHS: LEVEL II

ASSIGNMENT: Define criticism.

PARAGRAPH DIAGRAM: III SEQUENCE P.O.V. TENSE

mTOPIC: Criticism Chain-link 2 Present

mDETAILS III TRANSITIONS [il ORDER: G) what it is Typically,

/ --~~--------------------

who gives it Usually. why it's helpful Additionally. when it comes Regardless. how it comes

MODEL PARAGRAPH:

Criticism: A Blessing in Disguise

You can think of criticism as a blessing in disguise if you keep several important

points about criticism in mind. Typically, criticism involves one person telling you what

you have done wrong. Usually, you have hurt someone physically, hurt someone's

feelings, done some things incorrectly, done something that is illegal or against the

rules, or done something that makes the other person angry or upset. Additionally,

you should remember that people who really care about you, including your parents,

friends, teachers, and bosses, are the only ones who will give you criticism. They

may give you criticism in a quiet, thoughtful way, or they may give it in a loud, furious

way. Regardless of how the criticism is delivered, be sure to remember that criticism

is a gift to you that you can use to build a successful future. If you take criticism to

heart and follow suggestions, you will lead a happier life than if you ignore criticism.

Thus, when you are in the midst of receiving criticism, remember that you probably

have done something wrong, that the person cares enough about you to tell you, and

that you can use this gift to give yourself a better future.


MODEL DIAGRAM AND PARAGRAPH FOR REASONS PARAGRAPHS: LEVEL II

ASSIGNMENT: Explain why a person should accept criticism calmly.

PARAGRAPH DIAGRAM:


Reasons for accepting Chain-Link & 3 Future[!] TOPIC: Importancecriticism calmly

[] DETAILS: [] TRANSITIONS:

r::-1 17\ others think you are L!J ORDER: \V mature and responsible First,

@ don't make others angry Second, learn to avoid

CD problems in future More important, can understand how

the problem occurred Most importantly,

MODEL PARAGRAPH:

Cool. Calm. and Collected

Accepting criticism in a calm manner will yield dividends for four major reasons. First, by

listening carefully and calmly to the criticism, a person will usually learn something about how

to avoid problems in the future. Second, when the criticism is unfair, and the person has not

done anything wrong, by listening carefully and asking calm questions, the person receiving the

criticism will be better able to understand and explain how the problem occurred. More

important, if a person refrains from becoming angry and abusive while receiving criticism, she

will avoid making the person who is giving the criticism even more angry or upset. Usually a

person who gets angry while receiving criticism will receive some sort of punishment from the

other person. The more angry the other person gets, the more severe the punishment will

probably be. Most importantly, if a person receives criticism calmly and makes a genuine

attempt to understand or to change, others will think that person is mature and responsible.

They will be more likely to let the person do what he or she wants to do, and they will be more

likely to trust the person and to give the person more responsibility. In conclusion, the calm

acceptance of criticism will payoff by allowing a person to avoid similar problems in the future,

to understand how a mistake was made, to avoid punishment, and to make a good impression

on others.


MODEL DIAGRAM AND PARAGRAPH FOR EXAMPLES PARAGRAPHS: LEVEL II

ASSIGNMENT: Provide several examples of sources of criticism.

PARAGRAPH DIAGRAM:


[]TOPIC: Examples of criticism Chain-link 3 Present

~ DETAILS: [!] TRANSITIONS:

[i] ORDER: o parents- -breaking house rules, poor For example, grooming. acting inappropriately

'1' friend- -hurting feelings or not Another example ~ returning borrowed item

t3' boss- -coming late to work, A further example \.V poor job, mistakes

1"4' teacher- -not doing aSSignment A final example ~ correctly. poor grade

MODEL PARAGRAPH:

Criticism Has Many Different Faces

Criticism can come from a variety of people. For example, criticism can come

from a friend for hurting her feelings or for not returning a borrowed item. Another

example of a source of criticism is parents. They often give their children criticism

for such things as breaking house rules, poor grooming, or acting inappropriately.

Teachers are a further example of people who often give criticism. They tell their

students what they have done wrong on assignments, and they give out low

grades to students. A final example of a source of criticism is bosses. They tell

their employees when they have done a poor job, when they are late to work, and

when they have made a mistake. In summary, friends, parents, teachers, and

bosses are some of the people who are likely to provide criticism.


MODEL DIAGRAM AND PARAGRAPH FOR COMPARE PARAGRAPHS: LEVEL II

ASSIGNMENT: Compare two animals.

PARAGRAPH DIAGRAM:


The similarities of toothed []TOPIC: Chain-link 3 Present

whales & baleen whales

[il DETAILS: [!] TRANSITIONS:

r:-1 '2' ..!.!m~a~m~m.:..l:::a..!.lllls"--____ First.IJ:J ORDER: \.!,I

lungs &breathe air Also.

G) live in sea One of most interesting

o babies born live &drink milk "see" with ears

MODEL PARAGRAPH:

Brother Whales

The two kinds of whales, toothed and baleen whales, have five important

similarities. First, they both live and swim around in the sea, but this does not mean

that they are fish. They are mammals, just like humans are mammals. Because they

are mammals, both types of whales have lungs and breathe air. This means that

they must swim up to the surface of the water each time they need to breathe. Also,

because both types of whales are mammals, their babies are born alive; they are not

hatched from eggs. All baby whales are called calves and drink their mother's milk.

One of the most interesting facts about both types of whales is that they can "see"

with their ears. They send out clicking sounds that bounce off of objects. When these

sounds return to the whales, they can hear them and know what the object is and

how far away it is. They also communicate with each other using these clicking

sounds. In all, these similarities between toothed and baleen whales provide an

interesting picture of two of the world's most hunted and endangered creatures.


MODEL DIAGRAM AND PARAGRAPH FOR CONTRAST PARAGRAPHS: LEVEL II

ASSIGNMENT: Contrast two animals.

PARAGRAPH DIAGRAM:

SEQUENCE P.O.v. TENSE The differences between toothed

[1J TOPIC: Importance 3 Present whales &baleen whales

III DETAILS: II] TRANSITIONS: GJ ORDER: 0......-si..ze_________ Most important

o way they catch their food Another important o food they eat Least important CD teeth and baleen

MODEL PARAGRAPH:

Distant Cousins

A number of differing characteristics make toothed and baleen whales distant

cousins. The most important difference is indicated by their names. The toothed

whale has many sharp teeth; the baleen whale has a huge "mustache-like" piece of

equipment called a "baleen" inside its mouth. Because of this difference, another

important difference between the two whales is the way they catch their food. The

toothed whale must actively chase after its food and catch it. The baleen whale just

opens its mouth, swims along, and strains its food out of the water with its

"mustache." Toothed whales eat larger fish; they swallow them whole, one at a

time. In contrast, baleen whales eat very small sea creatures, and they swallow

many at one time. Probably the least important difference between the two whales

is their size. Most baleen whales are huge; they can be over 100 feet long. Most

toothed whales are between 10 and 20 feet long. Thus, toothed whales and baleen

whales are easy to tell apart even though they are cousins.


MODEL DIAGRAM AND PARAGRAPH FOR COMPARE AND CONTRAST PARAGRAPHS: LEVEL II

ASSIGNMENT: Compare and contrast two animals.

PARAGRAPH DIAGRAM:


E]TOPIC: Toothed and baleen whales Importance 3 Present

~ DETAILS: III TRANSITIONS: Similarities: Differences:

EI ORDER: CD .;.;.M;....a;.;..m;.;..m.;.;.al;.;..s___ CD size Similarities:

Most important

Differences:

Most Important

f2\ lungs & breathe air t3\ ways they catch food \.::..J \::./ Other similarities Another differenceo babies born alive CD food they eat

Lesser importanceCD live in sea CD teeth and baleen "see" and talk witho clicking sounds

MODEL PARAGRAPH:

Toothed and Baleen Whales: Very Different Brothers

Toothed and baleen whales come from the same family and are similar in some ways, but,

just like brothers, they are different, too. The most important similarity is that they are both

mammals. This means they both breathe air with their lungs, and their babies are born alive.

Other similarities are that they both live in the dark depths of the sea, and they can "see"

objects and communicate with each other using clicking sounds. The most important

difference is that toothed whales have teeth, and baleen whales have baleens which are big

"mustaches" inside their mouths. Their teeth allow toothed whales to eat large fish up to 50

pounds in weight. Baleen whales must eat the very small creatures they strain out of the

water with their "mustaches." Another difference is that toothed whales must chase after and

catch their food, but baleen whales simply open their mouths and swim along to eat. Of lesser

importance is the difference in their sizes; baleen whales, as a group, are usually larger than

toothed whales. Therefore, although they are related, baleen whales and toothed whales are

easy to tell apart because of the ways they catch their food and eat it and their size.


MODEL DIAGRAM AND PARAGRAPH FOR NARRATIVE PARAGRAPHS: LEVEL I

ASSIGNMENT: Describe a vacation.

PARAGRAPH DIAGRAM:


[2J TOPIC: My vacation at the lake Time 1 Past

[I] DETAILS: o TRANSITIONS: ~ ORDER: ...s.;,;.;ai.;.;.lin;,,;.jg;&-_____ On the first day,

CD swimming On the second day. On the third day. fish ina

o hiking On the fourth day.

MODEL PARAGRAPH:

My Sporty Vacation

I had a wonderful vacation this summer because I filled it with several sporty

activities. On the first day, I swam in the lake, and I sunbathed on the beach.

On the second day, I went sailing with a friend. On the third day, I went fishing;

I caught five lake trout. On the fourth day, I hiked in the woods along a babbling

stream. To summarize, I enjoyed my sporty vacation, and I'm looking forward to

a similar vacation next year.


http:s.;,;.;ai.;.;.lin;,,;.jg

MODEL DIAGRAM AND PARAGRAPH FOR STEP-BY-STEP PARAGRAPHS: LEVEL I

ASSIGNMENT: Describe how to make a sandwich.

PARAGRAPH DIAGRAM:


[!JTOPIC: Making a peanut butter and jelly sandwich

Time 2 Present

lEI DETAILS: o TRANSITIONS: [!J ORDER: G) get what you need To get started,

put peanut butter & jelly on bread Next,

CD put slices together Then G) cut and serve Finally,

MODEL PARAGRAPH:

A Yummy Sandwich

You will find that the steps for making a peanut butter and jelly sandwich are as

easy as one-twa-three. To get started, you need to find peanut butter, jelly, two slices

of bread, and a knife. Next, spread the peanut butter on one slice ofbread and the

jelly on the other slice. Then, put the two slices together with the peanut butter and

jelly on the inside. Finally, cut the sandwich in half, and seNe it on a plate. In sum,

you'll have a yummy meal if you follow these four easy steps.


MODEL DIAGRAM AND PARAGRAPH FOR DESCRIPTIVE PARAGRAPHS: LEVEL I

ASSIGNMENT: Describe a beach.

PARAGRAPH DIAGRAM:


[2] TOPIC: The Beach Space 3 Past

~ DETAILS: o TRANSITIONS: [!] ORDER: 0...;;;:b;.;;.:lu=e....;;;0.;;.;ce;;.;;;a;.;.;;.n____ At the front

o white dunes All along @ birds Spread out

shells Behind

MODEL PARAGRAPH:

Pretty as a Picture

At dawn, the beach was a colorful sight. At the front of the scene were

dunes of cool white sand, and covering the dunes were tall green spikes of

grass. All along the sandy white beach, quiet black birds were resting. Spread

out among the birds were shells of all shapes and colors. Behind the whole

scene stretched the dark blue ocean as far as the eye could see. In short, these contrasting colors created a beautiful picture.


MODEL DIAGRAM AND PARAGRAPH FOR FACTS PARAGRAPHS: LEVEL I

ASSIGNMENT: Describe some facts about a sport.

PARAGRAPH DIAGRAM:


E]TOPIC: Basketball moves Chain-link 2 Present

I!] DETAILS: o TRANSITIONS: [!] ORDER: 0 ...;s;.;.;la;;;;.;m;.;...d.;.;.;u;;.;.n;.;...k____ one

3

MODEL DIAGRAM AND PARAGRAPH FOR REASONS PARAGRAPHS: LEVEL I

ASSIGNMENT: Explain why a person should exercise daily.

PARAGRAPH DIAGRAM:


[!J TOPIC: Reasons for exercising Importance Present

[I] DETAILS: [II TRANSITIONS:

EI ORDER: _s_lim______ The most important trim muscles Another important

G) healthy heart A third important

o be in nature Finally.

MODEL PARAGRAPH:

Slim and Happy

Daily exercise can be helpful for four major reasons. The most important

reason people should exercise daily is to keep their hearts strong. Another

important reason is that exercise can build and firm muscles so that they are

ready for any type of use. A third important reason for daily exercise is weight

control; people can lose weight and stay slim if they exercise every day. Finally,

people who exercise outdoors get the calming benefits of being in nature, and

they experience all four seasons. In conclusion, daily exercise can create a

healthier, stronger, slimmer, and happier body.


MODEL DIAGRAM AND PARAGRAPH FOR EXAMPLES PARAGRAPHS: LEVEL I

ASSIGNMENT: Describe several examples of board games.

PARAGRAPH DIAGRAM:


[] TOPIC: Board games Chain-link 3 Present

~ DETAILS: lI1 TRANSITIONS:

o ORDER: 0 Monopoly One example, CD Candy Land Another example

Clue0 A third example LifeCD The last exam pie

MODEL PARAGRAPH:

The Name of the Game

Board games seem to live up to their names. One example of a board game

that fits its name is Candy Land; in this game, players move through a land of

candy cane trees and molasses swamps to reach a candy castle. Another

example is the game called Life in which players pretend they are moving through

life earning money, raising a family, and paying bills. A third example is Clue; in

this game, players add up clues to figure out who murdered "Mr. Body." The last

example of a board game that lives up to its name is Monopoly, a game where

players buy up land and buildings to create monopolies. To conclude, these four

board games are examples of games that truly fit their names.


MODEL DIAGRAM AND PARAGRAPH FOR COMPARE PARAGRAPHS: LEVEL I

ASSIGNMENT: Compare two foods.

PARAGRAPH DIAGRAM:


I!JTOPIC: IOranges and Lemons Chain-link 3 Present [I] DETAILS: ~ TRANSITIONS:

fjrst.II] ORDER:

MODEL DIAGRAM AND PARAGRAPH FOR CONTRAST PARAGRAPHS: LEVEL I

ASSIGNMENT: Contrast two foods.

PARAGRAPH DIAGRAM:


E1 TOPIC: IOranges and Lemons Importance 3 Present [] DETAILS: lEI TRANSITIONS:

El ORDER:

MODEL DIAGRAM AND PARAGRAPH FOR COMPARE AND CONTRAST

PARAGRAPHS: LEVELl

ASSIGNMENT: Compare and contrast two foods.

PARAGRAPH DIAGRAM:

SEQUENCE P.O.V. TENSE Importance

[!JTOPIC: Oranges and Lemons 3 Present& Chain-link

III DETAILS: [!] TRANSITIONS: II] ORDER: Similarities; Differences: Similarities: pifferences:

Q) Thick peel Q) taste Most Importantly Most Important o juice o color Another Other differences seeds shape Also Lesser Importance o sections _sl_ze____

MODEL PARAGRAPH:

Oranges and Lemons: Close Kin

Oranges and lemons come from the same food family and have several similarities,

but they have some real differences, too. Most importantly, oranges and lemons are

related because they have a thick peel on the outside and sections of fruit on the inside.

Another similarity is that they both have seeds inside their fruit. They also can both be

squeezed to make juice. The most important difference between oranges and lemons is

that oranges are sweet, and lemons are sour. Other differences are that oranges are

usually bigger and rounder than lemons. Of lesser importance are the facts that oranges

are orange and lemons are yellow. To summarize, oranges and lemons are close kin,

yet they can be told apart.

378 UNNERSITY OF KANSAS

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