unit 2 paragraph writing writing an expository paragraph+ela+a9+ap...important information given in...

Unit 2 – Paragraph Writing

Writing an Expository Paragraph

A paragraph is a collection of sentences about one main topic. Generally, a paragraph is

not less than three sentences and not more than twelve sentences. If the paragraph is less than

three sentences, the idea is not being developed enough. If it is more than twelve sentences, it

is probably about more than one idea.

The word expository comes from the Latin meaning “explain.” Therefore, an expository

paragraph is a paragraph that explains something. The paragraph might explain anything from a

personal opinion (a persuasive paragraph) to what a symbol represents in a piece of literature

(a literary paragraph) to how to change the oil in a car (a process paragraph).

Every paragraph should be written as a block text that begins with an indent. More than

one indent on a page signals the reader that there is more than one paragraph. If you are asked

to write one paragraph, you should only have one indent. If you have more than one paragraph

on a page when asked to write only one paragraph, only the first paragraph will be graded.

In addition to having an indent, every expository paragraph must begin with a topic

sentence. The purpose of this sentence is to make clear to any reader, whether they know what

the assignment was, what the paragraph is about and what your purpose is. This sentence must

state the topic of the paper, the argument or opinion being offered, and the name of the author

and the title of the piece of literature being discussed as appropriate. If the paragraph is about

a piece of literature, then the title and author of the work needs to be stated properly.

That is, all words that were capitalized by the author must be capitalized: and, titles of

short stories, poetry, music, newspaper or magazine articles, and other short works

should be enclosed in quotation marks, and titles of novels, plays, and other books

should be italicized or underlined.

The topic sentence should be followed by the necessary explanation. The paragraph

should clearly explain three points and have proof, evidence, or discussion of each point. If you

cannot come up with three points, you probably need to answer a different question. If you have

more than three points your paragraph will become overly long and you risk boring your reader.

You must have proof for each point. Arguments or explanations based on ‘feelings’ are

generally not as convincing as ones based on firm proof. In addition, each new point should be

signaled by a transition word like: first, second, third, next, another, in addition, moreover, also,

finally or other such words and phrases.

Once the three points have been made and proven, the paragraph should be

summarized with a concluding sentence. The concluding sentence should begin with a

transition word or phrase that is appropriate to summarizing a point, such as: in conclusion, to

conclude, thus, therefore, in short, or other appropriate words or phrases. Note that “finally” is

NOT appropriate for a conclusion: “finally” signals to the reader that one last point is about to be

made, not that the argument is finished. The concluding sentence should rephrase all of the

important information given in the topic sentence (see paragraph four on this page).

Remember that the key to writing a good expository paragraph is clarity. The reader

must clearly and easily be able to understand what you are trying to explain, or else there is no

point in writing anything. Choose your wording and your examples wisely and edit carefully.


The Expository Paragraph

Topic Sentence

• one sentence

• includes the topic, argument, and three points to be made

• in literary paragraphs, include the author and the title

Point #1

• 2-3 sentences

• starts with a transition

• makes a point

• gives evidence (integrated direct evidence and citations)

• connects back to the argument/theme

Point #2

• 2-3 sentences


• makes a point



Point #3

• 2-3 sentences


• makes a point



Concluding Sentence

• one sentence

• starts with a transition or key word

• repeat the topic, argument, and three points

• if applicable, repeats author and title


Always title

your work

appropriately

but remember

that a title is

not a topic

sentence.

The topic

sentence

states the

topic and the

argument.

Transition

words are

used to signal

each new

point.

Make

connections

between your

points. A

paragraph is

about one

topic

Give proof for

each point

you make.

The

concluding

sentence

must begin

with a

transition

word or

phrase.

Keep it short

and clear. No

more then

ten- twelve

sentences!

It also needs

to summarise

your

argument and

restate the

topic.

“O Canada!” Why Canada is the Best

County in the World

Canada is the best country in the

world for many reasons, including its

justice system, its education system, and

its respect for human rights. First, Canada

has one of the best justice systems in the

world. Unlike many other justice systems in

the world Canada’s is based on the

premise that a person is innocent until

proven guilty by a court and that people

cannot be held in jail forever waiting for a

chance to go to court. Not only is the

system reasonable: everyone in Canada

has access to a fair trail, not just people

who can afford lawyers or to pay off

government officials. Next, Canada is the

best country in the world because of its

educational system. Like the justice

system, everyone in Canada has access to

free, public education. Even adults can go

to school in Canada free of charge. Last,

the fact that it is illegal in Canada to

discriminate against someone based on his

or her gender, race, ethnicity, religion, or

sexual preference makes Canada the

greatest country in the world. In many parts

of the world these basic rights are not

respected. For example, in China

belonging to certain religious groups is

illegal. Therefore, Canada is the best

country in the world because it respects

people’s human rights, has a fair justice

system, and has quality, public education.


Activity #1: Practice with Topics and Controlling Ideas

Read the following paragraph:

Homework is an important part of the learning process in high school. One reason is that homework gives students additional practice of skills covered in class. High school classes are too short to teach a new concept and practice it sufficiently. Students need both guided practice in class and independent practice at home. Another reason for homework is that it provides time to complete longer assignments. For example, the ideal composition process allows time for students to think and reflect on their ideas, as well as time to revise and to proofread their writing. Also, reports and special projects often require research that can not always be done at school. In addition, since all students do not work at the same speed, giving students time at home to finish work keeps them from falling behind. Finally, the most important reason for homework is that it ensures review. New material and old material are practiced in daily assignments. Students who do their homework daily are prepared for tests and make better grades. In conclusion, not only is homework essential to mastering new skills and maintaining previously learned skills, but it also guarantees constant review and provides time for longer assignments, as well as additional time for students who need it. Students, do your daily homework, make better grades, and learn more!

Discussion Questions

1. What is the topic?

2. What is the controlling idea?

3. What are the three main supporting ideas?

4. Do you think the concluding sentence is a good one? Why?


Activity #2: Find the Topic Sentence!

Topic sentences express the main idea of a paragraph. They are usually stated in the

first sentence.

Directions: Identify and underline the topic sentence in the following paragraphs.

1. Some people walk on a treadmill at home or ride a bicycle. Others like to go out

dancing, do aerobics, or work out in a gym. Some people prefer to swim. Most

people have a favourite way to exercise.

2. It seems that people mature at different rates. Some children are serious and

responsible. Many people mature during college or as they gain experience on

their first job. Other folks, take more time, and some people grow old but never

seem to grow up.

3. Some people leave too many lights on around the house. Some aren’t careful

about how much water they use. Canadians waste a lot of resources. Most

people buy products with a lot of unnecessary packaging that isn’t good for the

environment.

4. It is very common to buy cards in stores and send them through the mail, but

turning on the computer and sending cards over the Internet is also popular.

North Americans send cards for many occasions. They send cards to family and

friends on birthdays and holidays. They also send thank-you cards; get well

cards, graduation cards, and congratulations cards.

5. No one likes to eat with a dirty knife, fork, or spoon. It is important to completely

wash all utensils before using them. Clean utensils won’t transmit germs and

bacteria. They are also more pleasant to eat with.

6. Growing a garden can be fun, good exercise, and will provide fresh fruits and

vegetables for the gardener. It is interesting to watch the seeds pop their heads

above the soil for the first time. It is sometimes hard to believe that a little seed

can become a large vine or plant in just a few weeks. Planting the seeds and

pulling weeds are good exercise for anyone. Then, after watching the plant grow

and produce, the gardener ends up with delicious tomatoes, beans, or other

yummy produce from the garden.

7. Sometimes it is hard to fall asleep. Maybe you are not sleepy, or maybe you are

thinking about what happened during the day. You can also lie awake if a big

event, like a test or party, is happening the next day. There are several things

you can do to try to fall asleep. You can try counting sheep, or just counting,

which will keep your mind busy with a repetitious activity. Sometimes listening to

soft music or gentle sounds, like rain, helps. You can even try telling yourself a

story, which may distract your mind enough that you will be asleep in no time.


Activity #3

Each point is followed by three statements that provide relevant, on-target support and

three that do not.

Directions: In the spaces, write the letters of the three relevant statements of support.

1. Point: Elephants are very intelligent animals.

A. For years, hunters shot elephants to obtain the ivory from their tusks.

B. Like chimps, elephants can recognize their reflections in mirrors.

C. Elephants tear off branches of trees to use as fly swatters.

D. Elephants have been seen keeping vigil over their dead companions.

E. An elephant can live as long a sixty-five years.

F. Elephants should not be forced to perform in circuses.

Items that logically support the points: _______ _______ _______

2. Point: Drinking coffee can be bad for people

A. Some people don’t like the taste of decaffeinated coffees.

B. Coffee in the evening can interfere with sleep at night.

C. As addictions go, coffee is less dangerous than tobacco.

D. Too much coffee can cause hands to shake.

E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.

F. Most coffees cost under five dollars a pound.


3. Point: If you think school is difficult, it’s even harder for older students.

A. Studies show that more and more adults are returning to school.

B. It takes a lot of work to re-learn study habits.

C. Many older students have family and job responsibilities in addition to classes.

D. Some older students are afraid of not “fitting in”

E. It is never too late to gain new knowledge.

F. Older students can contribute to class discussions by talking about their “real-world”

experiences.



4. Point: Schools should eliminate the summer vacation.

A. It costs too much money for school building to remain empty in the summer months.

B. Students have more energy than adults.

C. Year-round school can better prepare students for year-round work in the adult

world.

D. During summer classes, school should be air-conditioned.

E. Students will learn more and forget less if they attend school twelve months.

F. Student’s won’t be able to take summer jobs that would provide money for college.


5. Point: Some people have very poor telephone manners.

A. They never identify themselves, but just begin the conversation.

B. They often make their calls on cordless phones.

C. They have an unlisted telephone number.

D. They conduct conversations with people around them at the same time they’re

talking on the phone.

E. Some people don’t like to talk on the phone.

F. They often call around 6 pm, which is most people’s dinner hour.


6. Point: There are some simple ways to save money at the supermarket.

A. Avoid products which charge extra for packaging, such as cheese wrapped

individually by slice.

B. Some people organize a shopping list alphabetically; others group items by

categories.

C. Shop when you are not hungry, so that you won’t be tempted to buy pricey treats.

D. Go to the store at odd hours or on weekdays to reduce the time you spend in lines.

E. Buy locally grown fruits and vegetables, which are often better for you than canned

or frozen ones.

F. Buy store brands or basic items instead of expensive name-brand products.



Activity #4: Can You Spot the Best Paragraph?

Review the THREE literary paragraphs and use the checklist to determine which was

the best paragraph, which paragraph was moderately successful, and which needed

serious work (checklist and paragraphs provided below). After you have used the

checklist to rank the paragraphs, answer the survey posted below. The data from the

survey will be compiled and used during the next class. Be sure to come to class

prepared to discuss the reasoning behind your rankings.

Paragraph A:

In the short story “Lysandra’s Poem” by Budge Wilson, the theme is ‘true friends care

about each other for who they are and not what they can get from the friendship,’ and

this is seen through the character of Elaine and the way she uses Lysandra, the way

she manipulates the poetry contest, and the way she will not take responsibility for her

actions. First, Elaine is really only friends with Lysandra because she benefits from the

friendship, and not because she cares about Lysandra. For example, she dislikes the

drama at Lysandra’s house when Lysandra’s father goes into drunken rages, but says it

has “to be endured” if she is to “benefit from the rest of [the friendship]” (66). In this

situation, a true friend would not worry about how she could benefit from the friendship,

but would worry more about how Lysandra feels when her father is in a rage. Also,

Lysandra’s not a true friend because she purposefully manipulates the poetry contest so

that she can win, even though she knows that Lysandra really cares about her poetry

and about winning the contest. Elaine writes a poem that fits all of the criteria she knows

the judges want to see: it has a rhyme scheme, it is “spiced with the flavor of [the

personal] tale” (69) of one of the judges, and it appeals to the interests of the other

judges. If she had cared about Lysandra, she wouldn’t have tried to win the poetry

contest through manipulation. And, finally, if Elaine was a true friend, she would have

taken responsibility for her actions, instead of telling Lysandra that it was not her fault

that she won. Therefore, Elaine is not a true friend to Lysandra in the story because she

worries more about what she can get from the friendship than her friend, as can be

seen by how she uses Lysandra, how she manipulates the contest, and how she does

not take responsibility for how she acted.

Paragraph B

In the short story “Lysandra’s Poem” the theme is friendship and this is seen through

the character of Elaine and her treatment of Lysandra. Elaine says she tries to be a

good friend to Lysandra, but this is not always the case. First, Elaine is really only

friends with Lysandra because she benefits from the friendship, and not because she

cares about Lysandra. For example, she dislikes the drama at Lysandra’s house when

Lysandra’s father goes into drunken rages, but says it has “to be endured” if she is to

“benefit from the rest of [the friendship]” (66). Since she really only cares about herself,

she is not a very good friend. Also, Lysandra not a very good friend because she

purposefully manipulates the poetry contest so that she can win, even though she

knows that Lysandra really cares about her poetry and about winning the contest.

Elaine writes a poem that fits all of the criteria she knows the judges want to see: it has

a rhyme scheme, it is “spiced with the flavor of [the personal] tale” (69) of one of the


judges, and it appeals to the interests of the other judges. If she had cared about

Lysandra, she wouldn’t have tried to win the poetry contest through manipulation. If

Elaine was a good friend, she would have taken responsibility for her actions, instead of

telling Lysandra that it was not her fault that she won. Therefore, Elaine is not a very

good friend to Lysandra in the story, as can be seen by how she uses Lysandra, how

she manipulates the contest, and how she does not take responsibility for how she

acted.

Paragraph C:

In the short story “Lysandra’s Poem,” Budge Wilson explores the theme that true friends

are selfless and supportive, and this is seen through the character of Elaine and the

way she uses Lysandra, the way she manipulates the poetry contest, and the way she

will not take responsibility for her actions. First, Elaine is really only friends with

Lysandra because she benefits from the friendship, and not because she cares about

Lysandra. For example, she dislikes the drama at Lysandra’s house when Lysandra’s

father goes into drunken rages, but says it has “to be endured” if she is to “benefit from

the rest of [the friendship]” (66). In this situation, a true friend would not worry about how

she could benefit from the friendship, but would worry more about how Lysandra feels

when her father is in a rage. Elaine should support Lysandra through her difficult times

with her family, not worry about herself. Also, Lysandra’s not a true friend because she

purposefully manipulates the poetry contest so that she can win, even though she

knows that Lysandra really cares about her poetry and about winning the contest.

Elaine writes a poem that fits all of the criteria she knows the judges want to see: it has

a rhyme scheme, it is “spiced with the flavor of [the personal] tale” (69) of one of the

judges, and it appeals to the interests of the other judges. If she had cared about

Lysandra, she wouldn’t have tried to win the poetry contest through manipulation.

Instead, Elaine should have either abstained from the contest or written something from

the heart the way Lysandra did. Had she done either of those things, she would have

shown Lysandra that she respected Lysandra‟s love of poetry, and was, therefore, a

true friend. And, finally, if Elaine was a true friend, she would have taken responsibility

for her actions after she hurt Lysandra‟s feelings, instead of telling Lysandra that it was

not her fault that she won. Elaine knew in her heart of hearts that what she had done

was wrong, as can be seen in her momentary desire to “tear [her winning poem] into

little pieces, press it all into a hard damp ball, and throw it at the wall” (71). Instead, she

chooses to move on to other friends instead of telling Lysandra she is sorry for

betraying their friendship and for not supporting her love of poetry. Therefore, Elaine in

the story “Lysandra’s Poem” by Budge Wilson is not a true friend to Lysandra because

she worries more about what she is selfish and unsupportive, as can be seen by how

she uses Lysandra, how she manipulates the contest, and how she does not take

responsibility for how she acted.


Can You Spot the Best Paragraph? A Checklist

Paragraph A Paragraph B Paragraph C

Topic Sentence:

Includes title in quotations and author

States topic clearly

Has an argument that lays out a clear and specific thesis

States three sub-topics

Arguments:

Each new point is indicated by a transitional word or phrase

Each point is clearly stated, makes logical sense, and is related to the topic

Each point is supported by indirect or direct evidence that clearly relates to the point being made

All quotations are integrated smoothly into the writing

All quotations are properly quoted and cited

All points and evidence are related logically back to the theme the topic sentence states

Someone who has not read the story could follow the arguments made, but there is no unnecessary plot summary

Topic Sentence:





Arguments:








Topic Sentence:





Arguments:









Concluding Sentence:

Begins with a transitional word or phrase

Restates the author and title

Restates the topic

Restates the argument and theme

Restates the subtopics




Restates the topic






Restates the topic



Best thing about this paragraph:



Things that most needs improvement:



Ranking (circle one): The Best Moderately Successful Needs Serious Work




Run-On Sentences and Fragments

Run-on Sentence Definition: A run-on sentence (or fused sentence) has two or more

clauses that are not correctly connected.

Run-on sentences can be corrected by separating them into two sentences, by making

a compound sentence or by making a complex sentence.

Run-on:

Sam is my friend and Melanie is my friend.

Sam is my friend.+ Melanie is my friend.

Two separate sentences:

Fixed. Sam is my friend. Melanie is my friend.

Compound sentence:

(Remember: Independent clauses need glue to hold them together. The glue can be a

comma and a coordinating conjunction (FANBOYS), a semicolon, or a conjunctive

adverb with a semi-colon before it and a comma after it.)

Fixed: Sam is my friend, and Melanie is my friend.

Fixed: Sam is my friend; Melanie is my friend.

Fixed: Sam is my friend; also, Melanie is my friend.

They can also be corrected by making one clause dependent:

Fixed: Although Sam is my friend, Melanie is also my friend.

Frequently, a run-on sentence simply needs to be punctuated correctly. Fix run-on

sentences in a few ways: add a comma before a coordinating conjunction or after an

introductory clause, and use a semicolon or period between two independent clauses.

Run-on: Before we left for vacation we took our dog to the kennel.

Fixed: Before we left for vacation, we took our dog to the kennel.

Run-on: Mackenzie went to the mall with her friends then she went home then

she watched television until her parents came home

.

Fixed: Mackenzie went to the mall with her friends. Then she went home, and

then she watched television until her parents came home.

Fixed: Mackenzie went to the mall with her friends. Then she went home. Then

she watched television until her parents came home.


Sentence Fragment Definition: A sentence fragment is an incomplete thought. It may

be a phrase or a dependent clause without an independent clause. One of the most

common fragments students write is a result of answering a question using just the

dependent clause.

Question: Why did the chicken cross the road?

Fragment: Because it wanted to get to the other side.

Fixed: The chicken crossed the road because it wanted to get to the other side.

Fixed: Because it wanted to get to the other side, the chicken crossed the road.

Sometimes students begin a compound-complex sentence and forget to end it.

Fragment: When you finally get here, after you fly into Orlando and then drive all

the way from the airport.

Fixed: When you finally get here, after you fly into Orlando and then drive all the

way from the airport, we will celebrate.

Practice What You’ve Learned

Directions: Decide if each sentence is a sentence, a fragment, or a run-on.

1. After we learned how to code in school, we taught ourselves how to write cell phone

apps.

Sentence / fragment / run-on

2. On the quiet, secluded beach where we could see the dolphins playing in the waves.


3. Before we go to the movies tonight, I want to take a nap.


4. The wind is blowing the branches into the roads and it’s raining really hard.


5. The quarterback threw the ball then the receiver missed it and everyone ended up in

a big pile of players.


6. Our school created a drive-in theatre in the parking lot and showed old black and

white movies.



7. Because then we will get there so late.


8. The countryside is divided into horse pastures and pretty white fences.


9. With its tall skyscrapers and busy streets.


10. When I was a child computers took up a whole room, now they fit in my pocket.


Score: _____ /10 = _____ %


Directions: A comma has been omitted from each of the following sentences. Insert a

comma between the words where the comma should be.

1. After the team arrived we took our seats in the bleachers.

2. Before the holiday is over the crowd will dwindle away.

3. Since dependent clauses often begin sentences a comma separates the clause from

the independent clause.

4. Although she was the winner she did not accept the prize.

5. As she stepped from the plane the crowd cheered.

6. As if I didn’t have enough problems my car broke down.

7. Since there was no bus I walked.

8. So that I would not miss work I arranged for a ride the next day.

9. Until the cows come home I am taking it easy.

10. Wherever we go we seem to get lost.


11. Where the red fern grows I will build my house.

12. While the sun shines make hay.

13. If I passed the test I will graduate.

14. While we are here together we must plan our next reunion.

15. As the world turns we are getting older.

16. As soon as I hear from you I will write.

17. Because I have a cell phone I am never out of touch with my family.

18. Whenever I turn on my computer I have e-mail.

19. Until the sun goes down the air remains warm.

20. Whenever we get our hopes up we find added disappointments.

Score: _____ /20 = _____ %


Directions: Each sentence has two independent clauses than can be correctly joined

by a semicolon. Insert a semicolon in each sentence between the words where it should

be.

1. She liked him a good man is hard to find.

2. The wind came up the rain began to fall.

3. The storm brought needed moisture we are far below our annual rainfall.

4. The wind has stopped we remain inside.

5. It is a good time to stay inside the storm will last all night.

6. We need the moisture we don’t need dangerous roads.

7. Spring rain is a welcomed event it brings May flowers.

8. The snow was a surprise the roads were clear.


9. We had a nice trip however, we worried about the icy roads.

10. We studied hard accordingly, we passed the test.

11. She is smart indeed, she is a genius.

12. Their team did participate however, they came late.

Score: _____ /12 = _____ %

Expository Paragraph Assignment

You now have experiences reading and analysing expository paragraphs. You know what they

are and how they are written. Your assignment is to write an expository paragraph on one of the

following topics.

Should the school day be shorter?

Should students receive less homework?

Should school start later and end later?

Is it okay to ever lie?

What pet is better? Cats or dogs?

Please be sure to write your paragraphs using the proper paragraph format, using a topic

sentence, an example, an explanation sentence, and a concluding sentence (SEEC).


Brainstorming

Main Opinion:

3 Reasons:

Statement (Reason 1)

Example:

Explanation:


Example:

Explanation:


Example:

Explanation:

Conclusion:

Restate, in a new

way, your opinion

and three main

reasons.

Example:

Explanation:

Introduction:

General statement

about why the topic

is significant.

A statement of your

opinion

A brief statement of

3 reasons you hold

this opinion


Do's and Don'ts of Expository Writing The subject and the verb in the sentence must agree. For example: There are four

advantages of doing homework. There is one advantage of doing homework. Always spell check your draft. Use the dictionary, parents, classmates, siblings, and

teachers as resources to help you. Double check the use of homophones such as 'there' and 'their' and it's and its.

Place a comma after signal phrases such as: first of all, also, secondly, last, but not

least, in conclusion, etc. Avoid contractions such as don't, couldn't, it's, and you're. In sentences that begin with 'If' and 'Because' clauses, always use a comma after the

clause. For example: If it is raining, you should wear your raincoat. Because I studied for the test, I did well.

Use 'such as' and 'including' instead of 'like'. Do not begin an expository sentence with 'but' or 'and'. Use 'however' in the place of

'but' and 'also' in the place of 'and'. Examples: There can be positive consequences for students who complete their assignments. However, there are often negative consequences when homework is not done. Also, there is another advantage of playing sports.

Use formal language. Avoid the use of 'a lot'. Instead, use words and phrases such as

'many', 'several', 'a great number', 'a great deal', and 'plenty'. Avoid the use of 'etc.'.

Avoid phrases such as 'What I mean', 'This means that', 'which means that' in the

sentence(s) used to explain a detail.

Write in third person (do not use, “I” or “we”) and use present tense verbs throughout Use parallel structure in your writing. For example: John will be doing his homework,

washing the dishes, and then babysitting his little sister. OR John will do his homework, wash the dishes, and then babysit his little sister.

Double check to make sure that each sentence in the piece is a complete sentence and

includes the correct punctuation. Avoid the use of run-on sentences where two sentences are incorrectly written as one

sentence. For example: 'Doing homework is a choice, you can do it or not do it.’ is a run-on sentence.

http://hrsbstaff.ednet.ns.ca/ducann/grassroots%20step%2014%20do%27s.htm




Expository Paragraph Peer & Self Assessment

Name: _____________________ Evaluated by: _______________

Evaluated by: _______________

Topic Sentence

P P S




Arguments





Concluding Sentence


Restates the topic

Restates the argument


Grammar, Usage, and Mechanics

The writing is free of misspellings, and words are capitalized correctly

Sentences are punctuated correctly, and the piece is free of fragments and run-ons

The paragraph is neat, legible, and presented in an appropriate format

Word choice create appropriate tone

Engagement in the Writing Process

The student made a prewriting plan

The student revised the draft

unit 2 paragraph writing writing an expository paragraph+ela+a9+ap...important information given in...

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