writing (1) (2008). w elcome to the new academic year! instructor: miss mona jebril m.sc....

Writing (1)Writing (1)(2008)(2008)

WWelcome to the New Academic elcome to the New Academic Year!Year! Instructor:Instructor:

Miss Miss Mona JebrilMona Jebril

M.Sc.M.Sc. Educational Studies Educational Studies Higher Education Higher Education

(Oxford University)(Oxford University)

__________________________________________

B.A.B.A. English Language and English Language and

LiteratureLiterature

(Al Azhar University)(Al Azhar University)

Knowing yourself- a first Knowing yourself- a first step!step!

• Introduce yourself Introduce yourself (3 min)(3 min)

- Who are you?Who are you?

- Why are you here?Why are you here?

What are your expectations?What are your expectations?

Which of these pieces of writing would Which of these pieces of writing would you plan carefully?you plan carefully?

- Birthday card to a friendBirthday card to a friend- Letter to your pen-friendLetter to your pen-friend- Postcard to your familyPostcard to your family- Note to a close friendNote to a close friend- Letter applying for a job in AustraliaLetter applying for a job in Australia- Letter of complaint to a companyLetter of complaint to a company- English exam composition: ‘Things I like to do’English exam composition: ‘Things I like to do’

(from: Cambridge First Certificate, 1993: p. (from: Cambridge First Certificate, 1993: p.

7)7)

Which of these pieces of writing would you Which of these pieces of writing would you plan carefully?plan carefully?

- Birthday card to a friendBirthday card to a friend

- Letter to your pen-friendLetter to your pen-friend

- Postcard to your familyPostcard to your family

- Note to a close friendNote to a close friend

- Letter applying for a job in AustraliaLetter applying for a job in Australia

- Letter of complaint to a companyLetter of complaint to a company

- English exam composition: ‘Things I like to English exam composition: ‘Things I like to do’do’

(from: Cambridge First Certificate,1993:p.7)(from: Cambridge First Certificate,1993:p.7)

Informal

Formal

Formal Writings:Formal Writings: (Academic Writing)(Academic Writing)

• As the name implies, it is the kind of As the name implies, it is the kind of writing that you are required to do in writing that you are required to do in college or universitycollege or university. It differs from . It differs from other kinds of writing (personal, other kinds of writing (personal, literary, journalistic, business, etc.) in literary, journalistic, business, etc.) in several ways. several ways.

N.B. (for more details, plz see Writing Academic English, p. 2 Under N.B. (for more details, plz see Writing Academic English, p. 2 Under ‘Audience, Tone, and Purpose’)‘Audience, Tone, and Purpose’)

Writing (1)-AimsWriting (1)-Aims

• This course provides an introduction to writing at This course provides an introduction to writing at college and university level (Academic Writing)college and university level (Academic Writing)

• It introduces writing as an active process of It introduces writing as an active process of communicating ideas which requires active communicating ideas which requires active thinking and good organizational skillsthinking and good organizational skills

• It assumes that writing good English is not only a It assumes that writing good English is not only a matter of talent but also a result of good and matter of talent but also a result of good and continuous practice and the learning of certain continuous practice and the learning of certain writing skills and strategieswriting skills and strategies

English Main Four SkillsEnglish Main Four Skills

Listening

SpeakingSpeaking

Reading

Writing

How can you improve your writing?

WWhat are the things that We hat are the things that We Should take care of when we Should take care of when we write?write?

WritingWriting (1)-(1)- ObjectivesObjectives• In this course, you will Learn some In this course, you will Learn some

techniques which will help you to improve techniques which will help you to improve your writingyour writing

- You will learnYou will learn

- how to plan and write a composition (esp. how to plan and write a composition (esp. paragraph & essay)paragraph & essay)

- how to improve your style and communicate how to improve your style and communicate your ideas more clearly and effectivelyyour ideas more clearly and effectively

- how to spell and punctuatehow to spell and punctuate

- how to write good English (learning more how to write good English (learning more grammar and vocabulary)grammar and vocabulary)

Book or books?Book or books?• Main Reference BookMain Reference Book

++ ( A Reading List)( A Reading List)

• Exam:Exam: Theoretical Theoretical (definitions(definitions/explanations, etc.)/explanations, etc.)

Practical Practical

(writing paragraphs, essays, etc.)(writing paragraphs, essays, etc.)

How Can I evaluate and How Can I evaluate and Improve my work?Improve my work?• Do you agree or disagree with the Do you agree or disagree with the

statements below?statements below? ((Discuss in pairs)Discuss in pairs)

1.1. The teacher should mark my composition and write in all The teacher should mark my composition and write in all the correctionsthe corrections

2.2. It’s best to correct your own mistakesIt’s best to correct your own mistakes3.3. The teacher should show me where I have made a The teacher should show me where I have made a

mistake, but allow me to correct the answer myselfmistake, but allow me to correct the answer myself4.4. It’s useful to work in pairs, discussing and correcting each It’s useful to work in pairs, discussing and correcting each

other’s mistakes.other’s mistakes.5.5. Mistakes don’t matter that much. Answering the question Mistakes don’t matter that much. Answering the question

is what is important.is what is important.6.6. It’s helpful to see different answers to a question- to It’s helpful to see different answers to a question- to

decide which is best and try to say why.decide which is best and try to say why.7.7. You must not make any mistakes. Correct English is You must not make any mistakes. Correct English is

essential.essential.

(from: Cambridge First Certificate, 1993: p. 7)(from: Cambridge First Certificate, 1993: p. 7)

• Error Correction SymbolsError Correction Symbols

Error Correction Sheet Error Correction Sheet (Self-evaluation)(Self-evaluation)

ExampleExample: : (Error Correction Sheet)(Error Correction Sheet)

Some Advices!Some Advices!

• Use an English-English DictionaryUse an English-English Dictionary

• Make a glossary of termsMake a glossary of terms

• Do all assignments given to youDo all assignments given to you

• Ask questions and discuss with each Ask questions and discuss with each otherother

• Listen, speak and readListen, speak and read

• Practice as much as you canPractice as much as you can

• Believe that you can do it!Believe that you can do it!

To write!

The Writing ProcessThe Writing Process**Each phase of the processEach phase of the process

loops back on the otherloops back on the otherPlan

Write

Revise

Edit

Pre-writing

Post- writing

What is pre-writing?What is pre-writing?

• Prewriting is any structural experiences that Prewriting is any structural experiences that influence active student participation in thinking, influence active student participation in thinking, talking, writing, and working on the topic under talking, writing, and working on the topic under focus in a writing lesson. Such activities may focus in a writing lesson. Such activities may include: include:

(oral group, brainstorming, debating, outlining, oral reading, (oral group, brainstorming, debating, outlining, oral reading, interviewing, visits to places of interests, clustering, free-writing, interviewing, visits to places of interests, clustering, free-writing, etc.)etc.)

• The importance of pre- writingThe importance of pre- writingAccording to D’Aoust (1986:7): According to D’Aoust (1986:7): ‘ ‘Prewriting activities generate ideas; they encourage a free Prewriting activities generate ideas; they encourage a free

flow of thoughts and help students to discover both what they flow of thoughts and help students to discover both what they want to say and how to say it on paper. ‘ want to say and how to say it on paper. ‘

(Thomas Karl,1995) (Thomas Karl,1995)

Stage I: Prewriting: Stage I: Prewriting: Step 1: Choosing and Narrowing a TopicStep 1: Choosing and Narrowing a Topic

• If you are given a specific writing If you are given a specific writing assignment (ex. A paragraph), then what assignment (ex. A paragraph), then what you can write is limited. you can write is limited.

• You must narrow the subject to a You must narrow the subject to a particular aspect of that general subject.particular aspect of that general subject.

• Ex. Ex. EnvironmentEnvironment PollutionPollution Ocean PollutionOcean Pollution 1989 Alaskan Oil Spill1989 Alaskan Oil Spill

Practice!Practice!

• Narrow each of the following general Narrow each of the following general topics to one specific aspect that topics to one specific aspect that could be written about in one could be written about in one paragraph.paragraph.

- UniversityUniversity

- TelevisionTelevision

- SportsSports

- EntertainmentEntertainment

- FoodFood

Prewriting: Prewriting: Step 2: Step 2: BrainstormingBrainstorming

• Brainstorming is a writing technique to Brainstorming is a writing technique to stimulate creative thinking and stimulate creative thinking and generate ideas and material for writing. generate ideas and material for writing.

**It can get you to write more quickly and save you It can get you to write more quickly and save you time. time.

Three useful brainstorming techniques are:Three useful brainstorming techniques are:

ListingListing

FreewritingFreewriting

ClusteringClustering

Brainstorming by Brainstorming by ListingListing

• Listing is a brainstorming technique in which you Listing is a brainstorming technique in which you think about your topic and quickly make a list of think about your topic and quickly make a list of whatever words or phrases come into your headwhatever words or phrases come into your head

• Procedures: Procedures: 1.1. --Write down the general topic at the top of the paperWrite down the general topic at the top of the paper2.2. Then make a list of every word or phrase that comes into your Then make a list of every word or phrase that comes into your

mind about the topic. mind about the topic. (The harder you think, the more ideas will flow)(The harder you think, the more ideas will flow)

3 -Use words , phrases, or sentences.3 -Use words , phrases, or sentences. * * Your purpose is to produce as many ideas as Your purpose is to produce as many ideas as

possible in a short time, so don’t stop the flow of possible in a short time, so don’t stop the flow of ideas for juding or editing.ideas for juding or editing.

Practice: Practice:

• Brainstorm by listing ideas on one or Brainstorm by listing ideas on one or two of the following topics: two of the following topics:

- How to be a good student.How to be a good student.

- Tourist attractions in your country or city.Tourist attractions in your country or city.

- Problems of working studentsProblems of working students

Brainstorming by Brainstorming by FreewritingFreewriting

• Freewriting is a brainstorming activity in which you write Freewriting is a brainstorming activity in which you write freely about the topic because you are looking for a specific freely about the topic because you are looking for a specific focus. focus.

• The purpose of freewriting is to generate as many ideas as The purpose of freewriting is to generate as many ideas as possiblepossible

(Write without worrying about appropriateness, grammar, (Write without worrying about appropriateness, grammar, spelling, logic, or organization.)spelling, logic, or organization.)

Procedures: Procedures: 1.1. Write the topic at the top of your paper. Write the topic at the top of your paper. 2.2. Write as much as you can about the topic until you run out Write as much as you can about the topic until you run out

of ideas. Include information, facts, details, examples, etc, of ideas. Include information, facts, details, examples, etc, that come to your mind about the subject. that come to your mind about the subject.

3.3. After you have run out of ideas, reread your paper and circle After you have run out of ideas, reread your paper and circle the main idea (s) that you would be interested in the main idea (s) that you would be interested in developing. developing.

4.4. Take the main idea and free write again. Take the main idea and free write again.

Example: Example: (Brainstorming by (Brainstorming by Freewriting)Freewriting)

• What is the biggest problem at Evergeen Colleg? Well, I What is the biggest problem at Evergeen Colleg? Well, I really don’t know. Infact, I can’t think of one particular really don’t know. Infact, I can’t think of one particular problem although I know there are many problems. For problem although I know there are many problems. For one thing one thing the classrooms are usually overcrowded.the classrooms are usually overcrowded. At the At the beginning of this semester, …………………………….the beginning of this semester, …………………………….the classrooms are poorly maintainedclassrooms are poorly maintained ……the library is too ……the library is too small and limited….another problem is small and limited….another problem is parking near the parking near the campuscampus……………………..……………………..

The student chooses one idea The student chooses one idea to develop further in his to develop further in his paragraphparagraph• Topic: To describe the biggest problem at Topic: To describe the biggest problem at

Evergreen College Evergreen College **(parking near the (parking near the campus)campus)

The student writes again:The student writes again:

I think finding a parking space close to the I think finding a parking space close to the campus at Evergreen College is a major campus at Evergreen College is a major problem: problem:

(Describing the problem, explaining and giving (Describing the problem, explaining and giving examples, suggesting or studying solutions, .etc.)examples, suggesting or studying solutions, .etc.)

Practice! Practice! (Brainstorming by(Brainstorming by FreewritingFreewriting))• Freewrite on one of the following topic:Freewrite on one of the following topic:

- Describe one of the disadvantages of Describe one of the disadvantages of using the internet for information using the internet for information communication in the 21communication in the 21stst Century. Century.

- Describe one of the major problems Describe one of the major problems in your city or country. in your city or country.

Brainstorming byBrainstorming by clusteringclustering

• Clustering is another brainstorming activity that Clustering is another brainstorming activity that you can use to generate ideas. you can use to generate ideas.

• Procedures:Procedures: • In the centre of your paper, write your topic and In the centre of your paper, write your topic and

draw a balloon’’ around it. draw a balloon’’ around it. • Then write whatever ideas come to you in Then write whatever ideas come to you in

balloons around the core. balloons around the core. • Think about ideas and make more balloons Think about ideas and make more balloons

around them. around them. ‘‘Your richest idea will produce a cluster of balloons.’ Your richest idea will produce a cluster of balloons.’

Activity: Activity:

Name

Tastes

Bad points

hair

build

face

eyescolour

Personal details food music colour size clothes job sexPhysical appearance character style nose nationality good points

age

hobbies

Activity:Activity:

Name

Physical appearance

Personal detailscharacter

Tastes

Bad points

good points

hairLength

stylecolour

build

face

eyes

nose

size

colour

age

jobsex

nationalityfood hobbies

music

clothes

age

stage IIstage II: : PlanningPlanning

• After choosing topics, narrowing them down and After choosing topics, narrowing them down and generating ideas by brainstorming, now you should be generating ideas by brainstorming, now you should be ready for writingready for writing

• Organise the ideas you generated by brainstorming Organise the ideas you generated by brainstorming (listing, freewriting, or clustering) (listing, freewriting, or clustering) and make an outlineand make an outline. .

• Procedures:Procedures: 1.1. Grouping ideas in As, Bs, Cs for example. Grouping ideas in As, Bs, Cs for example. 2.2. Developing a topic sentence to cover the points listed under the Developing a topic sentence to cover the points listed under the

selected group A,B or Cselected group A,B or C------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Ex. Ex. Topic sentenceTopic sentenceTopic:Topic: Public transportation Public transportation Controlling ideaControlling idea:: unreliability of Public unreliability of Public

transportationtransportation

Topic sentenceTopic sentence:: One problem is One problem is the city’s unreliable public the city’s unreliable public transportation.transportation.

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 33 Simple outlining (see next slide for explanation)Simple outlining (see next slide for explanation)

Stage II Stage II Planning- Planning- (3. simple (3. simple outlining)outlining)

An outline is a plan for a paragraph. In an outline, you write An outline is a plan for a paragraph. In an outline, you write down the main points and subpoints in the order in which down the main points and subpoints in the order in which you plan to write about them. you plan to write about them.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------• Topic sentence: Topic sentence: One problem is the city’s unreliable public One problem is the city’s unreliable public

transportationtransportation..• Supporting point: 1. Supporting point: 1. Daily schedules are unreliableDaily schedules are unreliable• Supporting detail: - late arrivalsSupporting detail: - late arrivals

• Supporting point: 2 Passengers are victimsSupporting point: 2 Passengers are victims• Supporting detail: - Supporting detail: - Missed appointmentsMissed appointments• - Extra waiting time- Extra waiting time

Practice!Practice!

• Work on your list of ideas and develop Work on your list of ideas and develop an outline: an outline:

1.1. Group similar ideas togetherGroup similar ideas together2.2. Select the idea you would like to write Select the idea you would like to write

onon3.3. Write the topic sentenceWrite the topic sentence4.4. Develop an outline!Develop an outline!(Feel free to cross out points that you (Feel free to cross out points that you

don’t need and add new ideas)don’t need and add new ideas)

Stage III: Stage III: Writing and RevisingWriting and Revising DraftsDraftsBased on your outline, You might need to read and revise Based on your outline, You might need to read and revise

severalseveraldrafts until you have produced a final copy to hand in. drafts until you have produced a final copy to hand in.

Procedures:Procedures: 1.1.Write your first draft.Write your first draft. ---------------------------------------------------------------------------------------------------------------------------- Notice:Notice: • Skip one or two lines per line of writing and leave margins Skip one or two lines per line of writing and leave margins

of one inch on both sides of the paper. of one inch on both sides of the paper.

• While you are writing, you may not be able to think of a While you are writing, you may not be able to think of a word or phrase, don’t worry-just leave a space or a line, it word or phrase, don’t worry-just leave a space or a line, it can be filled later. can be filled later.

• Writing is a continuous process of discovery, so you can Writing is a continuous process of discovery, so you can add new ideas or delete original ones at any time in the add new ideas or delete original ones at any time in the writing process. writing process.

Stage III: Drafts-ContinuedStage III: Drafts-Continued

22. . Revise content and organizationsRevise content and organizations(Unity- supporting details- topic sentence-conclusion- developing the (Unity- supporting details- topic sentence-conclusion- developing the

controlling idea, etc.)controlling idea, etc.)

33. Proof read for Grammar and Mechanics. Proof read for Grammar and Mechanics(correctness, subject-verb agreement, spelling, punctuation, (correctness, subject-verb agreement, spelling, punctuation,

vocabulary, etcvocabulary, etc..

4.4. Write your final copy. Write your final copy.

--------------------------------------------------------------------------------------------------------N.B. Don’t get surprised if you had to change things at the N.B. Don’t get surprised if you had to change things at the

final copy!final copy!

Summary So far!Summary So far!

1.1. Academic writing is a special kind of Academic writing is a special kind of formal writing. formal writing.

2.2. Prewriting activities are useful for Prewriting activities are useful for narrowing down and generating narrowing down and generating ideas. ideas.

3.3. Revision is an essential part of the Revision is an essential part of the writing process. writing process.

(Writing is a process of discovery)(Writing is a process of discovery)

What is What is a Paragrapha Paragraph??An OverviewAn Overview

• A paragraph is the basic unit of A paragraph is the basic unit of organization in writing in which a group of organization in writing in which a group of related sentences develop related sentences develop one main ideaone main idea. .

- - In academic writing the paragraph may In academic writing the paragraph may stand by itself or be part of a longer piece stand by itself or be part of a longer piece of writing (essay, a chapter of a book, etc.)of writing (essay, a chapter of a book, etc.)

- The length of a paragraph is unimportant, The length of a paragraph is unimportant, however a paragraph should be long however a paragraph should be long enough to develop the main idea clearly. enough to develop the main idea clearly.

Example: Example:

• ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.__________________________________.

How to Write a How to Write a TitleTitle

Single paragraphs do not usually have a title, just when you Single paragraphs do not usually have a title, just when you practise, practise,

titles may help to organize and limit your thoughts. For longer titles may help to organize and limit your thoughts. For longer essaysessays

or reports, the use of titles becomes more necessary. or reports, the use of titles becomes more necessary. Notes on writing the title: Notes on writing the title: • The first , last and all important words are capitalizedThe first , last and all important words are capitalized• The title is not underlined. The title is not underlined. • The title is not enclosed in quotation marks (‘ ‘).The title is not enclosed in quotation marks (‘ ‘). ------------------------------------------------------------------------------------------------Ex. How to Be a Good Student. Ex. How to Be a Good Student. Reasons for Poverty in Gaza. Reasons for Poverty in Gaza. The Disadvantages of the Internet in the 21The Disadvantages of the Internet in the 21stst Century. Century.

The Three Parts of a The Three Parts of a ParagraphParagraph

• 1. 1. Topic SentenceTopic Sentence

• 2. 2. Supporting detailsSupporting details

• 3. 3. Concluding Sentence. Concluding Sentence.

The Three parts of a The Three parts of a paragraphparagraph• 1. 1. The topic sentenceThe topic sentence

The topic sentence: The topic sentence: The topic sentence is the most important sentence in aThe topic sentence is the most important sentence in a

Paragraph. It briefly indicates what the paragraph is Paragraph. It briefly indicates what the paragraph is goinggoing

to discuss. It states the main idea of the topic and limitsto discuss. It states the main idea of the topic and limits

the topic to one or two areas. the topic to one or two areas.

TopicTopic VV. . Controlling IdeaControlling IdeaGold, a precious metal, is prized for two important Characteristics.Gold, a precious metal, is prized for two important Characteristics.

Topic Controlling idea Topic Controlling idea

Examples of topic Examples of topic sentences:sentences:• Driving on freeways Driving on freeways • The importance of goldThe importance of gold• How to register for college classesHow to register for college classes--------------------------------------------------------------------------------• Driving on freeways requires skill and Driving on freeways requires skill and

alertness. alertness. • Gold, a precious metal, is prized for two Gold, a precious metal, is prized for two

important characteristics.important characteristics.• Registering for college classes can be a Registering for college classes can be a

frustrating experience for new students. frustrating experience for new students.

Examples of topic Examples of topic sentences:sentences:• Driving on freeways Driving on freeways • The importance of goldThe importance of gold• How to register for college classesHow to register for college classes--------------------------------------------------------------------------------• DrivingDriving on freeways on freeways requiresrequires skill and skill and

alertnessalertness. . • GoldGold, a precious metal, , a precious metal, isis prized for prized for two two

important characteristics.important characteristics.• Registering for college classesRegistering for college classes cancan be be a a

frustrating experience for new students. frustrating experience for new students.

TThe topic sentencehe topic sentence----------------------------------------------------------------------------

• The topic sentence is the most general statement in the The topic sentence is the most general statement in the paragraph because it gives only the main idea. But, it should paragraph because it gives only the main idea. But, it should not be too general (neither too specific). If it is too general not be too general (neither too specific). If it is too general then the reader cannot tell exactly what the paragraph is going then the reader cannot tell exactly what the paragraph is going to discuss. (ex. A menu in a restaurant- ‘meat’/’Soup’/’Salad’) to discuss. (ex. A menu in a restaurant- ‘meat’/’Soup’/’Salad’)

• Examples:Examples: Too generalToo general:: American food is terribleAmerican food is terribleToo specificToo specific: American food is tasteless and greasy because : American food is tasteless and greasy because Americans use too many canned, frozen, and Americans use too many canned, frozen, and

prepackagedprepackaged food and because everything is fried in oil. food and because everything is fried in oil. GoodGood: American food is tastless and greasy. : American food is tastless and greasy.

• The topic sentence may be the first or last sentence in a The topic sentence may be the first or last sentence in a paragraph. paragraph.

* * The topic sentence is helpful to the reader as well as The topic sentence is helpful to the reader as well as to the writer. to the writer.

The Topic SentenceThe Topic Sentence

Recognize the Topic Sentence:Recognize the Topic Sentence:

- a) Later on, people began to write on pieces of a) Later on, people began to write on pieces of leather, which were rolled into scrolls. leather, which were rolled into scrolls.

- B) In the earliest times, people carved or painted B) In the earliest times, people carved or painted messages on rocks. messages on rocks.

- C) In the Middle Ages, heavy paper called parchment C) In the Middle Ages, heavy paper called parchment was used for writing, and books were laboriously was used for writing, and books were laboriously copied by hand.copied by hand.

- D) With the invention of the printing press in the D) With the invention of the printing press in the

middle of the fifteenth century; the modern printing middle of the fifteenth century; the modern printing industry was born. industry was born.

- E) Some form of written communication has been E) Some form of written communication has been used through out the centuries. used through out the centuries.

The Topic sentenceThe Topic sentence

Recognize the Topic Sentence:Recognize the Topic Sentence:

- a) Later on, people began to write on pieces of a) Later on, people began to write on pieces of leather, which were rolled into scrolls. leather, which were rolled into scrolls.

- B) In the earliest times, people carved or painted B) In the earliest times, people carved or painted messages on rocks. messages on rocks.

- C) In the Middle Ages, heavy paper called parchment C) In the Middle Ages, heavy paper called parchment was used for writing, and books were laboriously was used for writing, and books were laboriously copied by hand.copied by hand.

- D) With the invention of the printing press in the D) With the invention of the printing press in the

middle of the fifteenth century; the modern printing middle of the fifteenth century; the modern printing industry was born. industry was born.

- E) E) Some form of written communication has been Some form of written communication has been used through out the centuries. used through out the centuries.

Practice: Practice:

• Write a topic sentence for two of the following topics:Write a topic sentence for two of the following topics:Ex. Topic: Ex. Topic: Television’s effect on childrenTelevision’s effect on children Topic Sentence: (1) Television is harmful to children Topic Sentence: (1) Television is harmful to children

because it teaches them violence as a way of solving because it teaches them violence as a way of solving problems.problems.

(2) Television retards a child’s reading (2) Television retards a child’s reading ability. ability.

-------------------------------------------- -------------------------------------------- • Smoking cigarettesSmoking cigarettes• RamadanRamadan• Foreign travelForeign travel• Space exploration Space exploration • Television’s effect on childrenTelevision’s effect on children

The Three Parts of a The Three Parts of a ParagraphParagraph• 2. 2. Supporting sentencesSupporting sentences

The supporting sentences develop the topic The supporting sentences develop the topic sentence. They explain the topic sentence sentence. They explain the topic sentence by giving facts, reasons, examples, by giving facts, reasons, examples, quotations, etc. quotations, etc.

• 3. 3. The Concluding SentenceThe Concluding Sentence

This signals the end of the paragraph and This signals the end of the paragraph and

leaves the reader with important things to leaves the reader with important things to

Remember. Remember.

The concluding sentence-The concluding sentence-continued continued • Use one of the followings for the concluding Use one of the followings for the concluding

sentence: sentence: - Finally, Finally, - In conclusion, In conclusion, - In summary, In summary, - Therefore, Therefore, - Thus, Thus, - As a result, As a result, We can see that………We can see that………It is clear that………..It is clear that………..All in all…………….All in all…………….

Unity and CoherenceUnity and Coherence

• A good paragraph has the elements of A good paragraph has the elements of unity and coherence: unity and coherence:

UnityUnity:: You discuss only one idea in the paragraph which is You discuss only one idea in the paragraph which is stated in the topic sentence, and then each and every stated in the topic sentence, and then each and every supporting sentence develops that idea. supporting sentence develops that idea.

(The paragraph should not end with another idea or wander (The paragraph should not end with another idea or wander within different ideas- it should have a single focus!)within different ideas- it should have a single focus!)

CoherenceCoherence:: The paragraph should be easy to read and The paragraph should be easy to read and understand. For this you can: understand. For this you can:

- Keep your sentences in a logical order &Keep your sentences in a logical order &- Connect your ideas by the use of appropriate transition Connect your ideas by the use of appropriate transition

signals: ex. (first of all, however, for example, etc.signals: ex. (first of all, however, for example, etc.

CoherenceCoherence

• Key nounsKey nouns

• PronounsPronouns

• Transitional Signals. Transitional Signals.

• Logical Order. Logical Order.

Key nounsKey nouns

• EnglishEnglish has almost become an international has almost become an international language. Except for it’s Chinese, more people language. Except for it’s Chinese, more people speak it than any other language. Spanish is the speak it than any other language. Spanish is the official language of more countries in the world, but official language of more countries in the world, but more countries have it as their official or unofficial more countries have it as their official or unofficial second language. More than seventy per cent of the second language. More than seventy per cent of the world’s mail is written in it. In international business, world’s mail is written in it. In international business, itit is used more than any other language, and it is the is used more than any other language, and it is the language of airline pilots and air traffic controllers all language of airline pilots and air traffic controllers all over the world. Moreover, although French used to over the world. Moreover, although French used to be the language of diplomacy, be the language of diplomacy, itit has displaced it has displaced it throughout the world. Therefore unless you plan to throughout the world. Therefore unless you plan to spend your life alone on a desert island in the middle spend your life alone on a desert island in the middle of the Pacific Ocean, of the Pacific Ocean, itit is a useful language to know. is a useful language to know.

Consistent PronounsConsistent Pronouns

• Ex. Ex.

An Olympic athlete must be strong An Olympic athlete must be strong both physically and mentally. First of both physically and mentally. First of all, if you hope to complete in an all, if you hope to complete in an Olympic sort, Olympic sort, youyou must…………… In must…………… In addition to being physically strong, addition to being physically strong, he/she he/she must also be mentally tough. must also be mentally tough.

Transition Signals, Transition Signals, See See (Writing Academic Englsih, p. 43)(Writing Academic Englsih, p. 43)

• P. 48 (Write a paragraph that P. 48 (Write a paragraph that develops the following topic sentence. develops the following topic sentence. Use the transitional signals below: Use the transitional signals below:

• Some people enjoy solitudeSome people enjoy solitude-For instance-For instance-Moreover-Moreover-On the other hand-On the other hand-Therefore-Therefore

Logical OrderLogical Order

• To achieve coherence , you can arrange your To achieve coherence , you can arrange your sentences in some kind of logical order. sentences in some kind of logical order. There are different ways to organize the ideas There are different ways to organize the ideas and sentences in a paragraph. Choosing one and sentences in a paragraph. Choosing one depends on depends on your topicyour topic and on and on your purposeyour purpose. .

• Some kinds of logical order are: Some kinds of logical order are:

(Chronological order, logical divisions of ideas, (Chronological order, logical divisions of ideas, comparison and contrast, and cause and comparison and contrast, and cause and effect. effect.

For logical orderFor logical order

• Each kind of order has its own special words and Each kind of order has its own special words and phrases to show the relationships among the phrases to show the relationships among the ideas. For example: ideas. For example:

• Chronological OrderChronological Order: first, next after 1950, then, : first, next after 1950, then, in …, while working on the project, etc.in …, while working on the project, etc.

• Differences:Differences: The most noticeable difference The most noticeable difference (contrast, larger than, unlike, on the other hand, (contrast, larger than, unlike, on the other hand, in contrast, differ from in contrast, differ from

• SimilaritiesSimilarities (comparison): Similarly, as expensive (comparison): Similarly, as expensive as, just as, just like, compare with, in comparisonas, just as, just like, compare with, in comparison

• Logical division of ideas: Logical division of ideas: first, second, third,.etc.first, second, third,.etc.

Logical Divisions of IdeasLogical Divisions of Ideas

• Logical division is one of the most Logical division is one of the most common ways to organize ideas in English. common ways to organize ideas in English. In everyday life, things are divided into In everyday life, things are divided into groups. Grocery stores separate items groups. Grocery stores separate items into groups: There is usually more than into groups: There is usually more than one way to divide things: by ageone way to divide things: by age

by gender, by level, etc. by gender, by level, etc.

- Order of importance. - Order of importance.

Concrete SupportConcrete Support• When writing a paragraph you should When writing a paragraph you should

support your topic sentence by using support your topic sentence by using specific and factual details. specific and factual details.

• Facts Versus Opinions:Facts Versus Opinions: Ex. 1. At sea level, water boils at 100 degrees Ex. 1. At sea level, water boils at 100 degrees

Celsius………………(fact!)Celsius………………(fact!)Ex. 2. Men are better drivers than women.Ex. 2. Men are better drivers than women.------------------------------------------------------------------------------------------------------------------------------------------------------------------

- In formal writing, it is good to express your opinion, - In formal writing, it is good to express your opinion, but but

you need to support it with factual details. you need to support it with factual details. - In formal writing, even some statements that are - In formal writing, even some statements that are

considered facts need further support (by considered facts need further support (by mentioning some specific supporting details in mentioning some specific supporting details in Order to be completely convincingOrder to be completely convincing))

Concrete SupportConcrete Support

• Example: Example: Fact:Fact: Smoking cause lung cancerSmoking cause lung cancer

C. S. : C. S. : The U.S Surgeon General’s 1964 report on smoking The U.S Surgeon General’s 1964 report on smoking states…..states…..

Fact Versus Opinion Fact Versus Opinion (Ex. P. 66)(Ex. P. 66)

1. Decide whether each of the following statements is a fact 1. Decide whether each of the following statements is a fact or an opinion. Write (F) for fact, O for opinion. or an opinion. Write (F) for fact, O for opinion.

2. Decide if the facts need additional supporting details. 2. Decide if the facts need additional supporting details. Write NFS (needs further details) next to those that do.Write NFS (needs further details) next to those that do.

----------------------------------------------------------------------- ----------------------------------------------------------------------- 1.1. Smoking is relaxing. Smoking is relaxing. 2.2. Smoking is unhealthy.Smoking is unhealthy.3.3. Some people enjoy smoking because it relaxes them. Some people enjoy smoking because it relaxes them. 4.4. Dr. Kathleen Parker, a well-known cancer specialist, recently Dr. Kathleen Parker, a well-known cancer specialist, recently

admitted an interview, ‘’Although I see harmful effects of admitted an interview, ‘’Although I see harmful effects of smoking nearly every day in my work, I still enjoy relaxing with a smoking nearly every day in my work, I still enjoy relaxing with a cigarette after dinner’.cigarette after dinner’.

5.5. Cigarette smoke causes chemical changes in your lung cells Cigarette smoke causes chemical changes in your lung cells which can lead to cancer. which can lead to cancer.

6.6. Young men between the ages of 16 and 30 are reckless drivers. Young men between the ages of 16 and 30 are reckless drivers. 7.7. Young men between the ages of 16 and 30 have 2.7 times as Young men between the ages of 16 and 30 have 2.7 times as

many accidents as young women in the same age group do. many accidents as young women in the same age group do. 8.8. Young men between the ages of 16 and 30 should be required to Young men between the ages of 16 and 30 should be required to

take a driver’s training class, which emphasizes safety and take a driver’s training class, which emphasizes safety and responsibility. responsibility.

9.9. Young men who take such a class will become safer drivers. Young men who take such a class will become safer drivers.

Concrete Support DetailsConcrete Support Details• There are several kinds of concrete supporting details. Among the There are several kinds of concrete supporting details. Among the

most common are: examples, illustrative incidents, statistics, most common are: examples, illustrative incidents, statistics, quotations, references, etc. quotations, references, etc.

• Tips for Using Examples and Illustrative IncidentsTips for Using Examples and Illustrative Incidents:: - Examples and illustrative incidents are perhaps the easiest Examples and illustrative incidents are perhaps the easiest

kind of supporting details to use. You can often take them kind of supporting details to use. You can often take them from your own knowledge and personal experiences. from your own knowledge and personal experiences.

- Illustrative incidents are usually interesting and make your Illustrative incidents are usually interesting and make your writing interesting. writing interesting.

But,But, - In formal writings, examples and illustrative incidents are In formal writings, examples and illustrative incidents are

considered the weakest form of support- so do not use considered the weakest form of support- so do not use them so often. them so often.

- You should make sure that they prove your point. You should make sure that they prove your point. - When using them, introduce them with appropriate When using them, introduce them with appropriate

transitional signals: for example, for instance, e.g. (exempli transitional signals: for example, for instance, e.g. (exempli gratia). gratia).

Writing practice!Writing practice!• Choose one of the topics below and write one paragraph Choose one of the topics below and write one paragraph

about it. Focus on making your paragraph coherent.about it. Focus on making your paragraph coherent.• ------------------------------------------------------------------------------------------------------------------------------------------------------------------1.1. Narrow the topic and brainstorm to develop ideas by Narrow the topic and brainstorm to develop ideas by

listing, freewriting, or clusteringlisting, freewriting, or clustering2.2. Develop an outline, including a topic sentence and a Develop an outline, including a topic sentence and a

concluding sentence. concluding sentence. 3.3. Decide what transition signals would be appropriate and Decide what transition signals would be appropriate and

write them in the margin of your outlinewrite them in the margin of your outline4.4. Write a rough draft, and check it Write a rough draft, and check it 5.5. Write a second draft and check it for grammar and Write a second draft and check it for grammar and

mechanics.mechanics.6.6. Write your final copy and hand it in: Write your final copy and hand it in: - CheatingCheating- DrugsDrugs- MarriageMarriage

Write a paragraphWrite a paragraph

• E-learningE-learning

• Teacher-student relationshipTeacher-student relationship

• Planning for a successful futurePlanning for a successful future

• The importance of extra-curricular The importance of extra-curricular activities. activities.

• TeamTeam

Paragraph ChecklistParagraph Checklist• FormForm - Did you indent the first line- Did you indent the first line - Did you write on every other line?- Did you write on every other line?

• Topic sentenceTopic sentence - Does your topic sentence contains a controlling idea?- Does your topic sentence contains a controlling idea?

• Supporting sentencesSupporting sentences

• Unity Unity - Do all of your sentences support your topic sentence- Do all of your sentences support your topic sentence

• CoherenceCoherence - Do you repeat key nouns frequently and use pronouns appropriately?- Do you repeat key nouns frequently and use pronouns appropriately? - Do you use transition signals at appropriate places to make your sentences flow - Do you use transition signals at appropriate places to make your sentences flow

smoothly?smoothly?

• Concrete supportConcrete support - Does your paragraph contain enough specific supporting details to prove your main - Does your paragraph contain enough specific supporting details to prove your main

points?points?

• Concluding SentenceConcluding Sentence - Does your paragraph have a concluding sentence- Does your paragraph have a concluding sentence

( See Course Main reference book, p. 73)( See Course Main reference book, p. 73)

Suggested Time limits: Suggested Time limits:

1.1. Brainstorm for ideas 5 min.Brainstorm for ideas 5 min.

2.2. Develop a rough outline 3 minDevelop a rough outline 3 min

3.3. Write your paragraph 10 minWrite your paragraph 10 min

4.4. Check your paragraph 2 minCheck your paragraph 2 min

------------------------------------------------- -------------------------------------------------

20 min. 20 min.

From Paragraph to EssayFrom Paragraph to Essay

• The EssayThe Essay

The Essay- DefinitionThe Essay- Definition

• An essay:An essay: - A piece of writing longer than a paragraph. A piece of writing longer than a paragraph. - The topic of an essay is too long and too complex to The topic of an essay is too long and too complex to

discuss in one paragraph (requires several paragraphs). discuss in one paragraph (requires several paragraphs). - If you write a good paragraph you can write a good essay.If you write a good paragraph you can write a good essay.

- An essay has 3 main partsAn essay has 3 main parts::

1.1. An introductory paragraph.An introductory paragraph.2.2. A body (at least one, but usually two or more paragraphs). A body (at least one, but usually two or more paragraphs). 3.3. A concluding paragraph. A concluding paragraph.

The Essay. The Essay.

1. 1. IntroductionIntroduction

General statementsGeneral statements ----------------------- ----------------------- Thesis Statement Thesis Statement 2. 2. BodyBody The longest part of the essay and The longest part of the essay and can include am many paragraphs can include am many paragraphs as necessary to support the as necessary to support the controlling ideas of your thesis controlling ideas of your thesis

statement. statement.

3. 3. ConclusionConclusion Restatement or summary Restatement or summary of the main points; final commentof the main points; final comment

Paragraph

-Topic Sentence

__________

A. Support.

B. Support.

C. Support.

__________

Concluding Sentence

The Introduction or The Introduction or (the Introductory Paragraph)(the Introductory Paragraph)

• 1. It introduces the topic of the essay. 1. It introduces the topic of the essay.

• 2. It gives a general background of 2. It gives a general background of the topic. the topic.

• 3. It often indicates the overall ‘plan’ 3. It often indicates the overall ‘plan’ of the essay. of the essay.

• 4. It should arouse the reader’s 4. It should arouse the reader’s interest in the topicinterest in the topic

The Introductory ParagraphThe Introductory Paragraph

• Two partsTwo parts 1.1. General statements General statements

2.2. A thesis statementA thesis statement




1. To introduce the topic of the essay





2. To give

background

information on the

topic





2. To give

background

information on the

topic

- states the main topic





2. To give

background

information on the

topic


- Lists the subdivisions of the topic.





2. To give

background

information on the

topic



- may indicate the method of organization of the entire paper.





2. To give

background

information on the

topic



- may indicate the method of organization of the entire paper.

- is usually the last sentence in the introductory paragraph

The Introduction- a ModelThe Introduction- a Model

• General Statement: General Statement: A person born in the twentieth century has seen a A person born in the twentieth century has seen a

lot of changes take place in almost all areas of lot of changes take place in almost all areas of human life. Some people are excited by the human life. Some people are excited by the challenges that these changes offer: others want challenges that these changes offer: others want to return to the simpler, less automated life style to return to the simpler, less automated life style of the past. of the past. Living in the twentieth century has Living in the twentieth century has certain advantages such as a higher standard of certain advantages such as a higher standard of living, but it also has some disadvantages such as living, but it also has some disadvantages such as polluted environment, the depersonalization of polluted environment, the depersonalization of human relationships, and the weakening of human relationships, and the weakening of spiritual values. spiritual values.

Practice 1:Practice 1: Recognizing the Parts of an Recognizing the Parts of an introductionintroduction(Writing Academic English, p. 79)(Writing Academic English, p. 79)

• Rewrite the paragraphs, beginning Rewrite the paragraphs, beginning with the most general statement with the most general statement first. Then add each sentence in the first. Then add each sentence in the correct order until the introduction correct order until the introduction becomes more specific. becomes more specific.

Practice 1, Practice 1, Paragraph 2Paragraph 2 (p. 79)(p. 79)

• (1)(1) However, in others, the nuclear family is the However, in others, the nuclear family is the norm, with only the parents and young children norm, with only the parents and young children sharing the same house. sharing the same house. (2)(2) People in different People in different cultures all over the world have different systems for cultures all over the world have different systems for family life. family life. (3)(3) In most cultures, people live in In most cultures, people live in extended families, in which several generations extended families, in which several generations share the same house. share the same house. (4)(4) If this new system If this new system becomes widespread, it could have enormous effects becomes widespread, it could have enormous effects on American society. on American society. (5)(5) On the positive side, living On the positive side, living together might lead to the eventual disintegration of together might lead to the eventual disintegration of the family altogether. the family altogether. (6)(6) In the United States, some In the United States, some people are experimenting with still another system people are experimenting with still another system of family. Living together without marriage. of family. Living together without marriage.

Practice 1, Practice 1, Paragraph 2Paragraph 2 (p. 79)(p. 79)

• (2)(2) People in different cultures all over the world have People in different cultures all over the world have different systems for family life. different systems for family life. (3)(3) In most cultures, In most cultures, people live in extended families, in which several people live in extended families, in which several generations share the same house. generations share the same house. (1)(1) However, in However, in others, the nuclear family is the norm, with only the others, the nuclear family is the norm, with only the parents and young children sharing the same house. parents and young children sharing the same house. (6)(6) In the United States, some people are experimenting In the United States, some people are experimenting with still another system of family. Living together with still another system of family. Living together without marriage. without marriage. (4)(4) If this new system becomes If this new system becomes widespread, it could have enormous effects on American widespread, it could have enormous effects on American society. society. (5)(5) On the positive side, living together might On the positive side, living together might reduce the divorce rate in the United States; on the reduce the divorce rate in the United States; on the negative side, it might lead to the eventual negative side, it might lead to the eventual disintegration of the family altogether. disintegration of the family altogether.

The First Part- the The First Part- the IntroductionIntroduction• The ‘General Statement’ and the introduction The ‘General Statement’ and the introduction

could be: could be: 1.1. A broad statement. A broad statement. 2.2. Situation oppositeSituation opposite3.3. Importance of a topicImportance of a topic (No one can deny…)(No one can deny…)4.4. Using an incident or brief story. Using an incident or brief story. 5.5. Ask one or more question of your reader Ask one or more question of your reader (What would happen if….)(What would happen if….)6.6. Using a quotation Using a quotation (My grandmother says…/ wisdom, et.c )(My grandmother says…/ wisdom, et.c )

Introductory paragraphIntroductory paragraph(Thesis statement)(Thesis statement)

• Examples: Examples: 1. Women generally live longer than men 1. Women generally live longer than men for two for two

main reasons:main reasons: (1) they tend to take better care of (1) they tend to take better care of their health, and (2) they lead less stressful lives.their health, and (2) they lead less stressful lives.

*Analyze the following thesis *Analyze the following thesis statements:statements:


2. 2. Drug and alcohol abuse among teenagers Drug and alcohol abuse among teenagers can be traced to the following causes: lack can be traced to the following causes: lack of parental supervision, lax enforcement of of parental supervision, lax enforcement of drug laws, and the social and drug laws, and the social and psychological problems of teenagers psychological problems of teenagers themselves. themselves.


2. 2. Drug and alcohol abuse among teenagers Drug and alcohol abuse among teenagers can be traced to the following causes: can be traced to the following causes: (1) (1) lack of parental supervision, lack of parental supervision, (2) (2) lax lax enforcement of drug laws, and enforcement of drug laws, and (3) (3) the the social and psychological problems of social and psychological problems of teenagers themselves. teenagers themselves.


3. 3. In choosing a major, a student has to In choosing a major, a student has to consider various factors, such as personal consider various factors, such as personal interest, job opportunities, and the interest, job opportunities, and the availability of training institutions. availability of training institutions.


3. 3. In choosing a major, a student has to In choosing a major, a student has to consider various factors, consider various factors, such assuch as (1)(1) personal interest, personal interest, (2)(2) job opportunities, job opportunities, (3)(3) and the availability of training institutions. and the availability of training institutions.


4. An architect should be both an artist and 4. An architect should be both an artist and an engineer. an engineer.


4. An architect should be 4. An architect should be bothboth an artistan artist and and

an engineer. an engineer.


5. The purpose of this report is to 5. The purpose of this report is to analyze the influence of Chinese analyze the influence of Chinese culture on Japanese language and culture on Japanese language and literature. literature.


5. The purpose of this report 5. The purpose of this report isis to to analyze the influence of Chinese analyze the influence of Chinese culture on Japanese language and culture on Japanese language and literature.literature.

Practice 3: Practice 3: Thesis statementThesis statement

• Complete the following thesis statements Complete the following thesis statements by adding topics to them: by adding topics to them:

1.1. Technology is changing our lives in three Technology is changing our lives in three important areas:______, _______, and important areas:______, _______, and _______. _______.

2.2. A teacher must have the following A teacher must have the following qualities: ________, ________, and qualities: ________, ________, and _________. _________.

3.3. Poverty creates negative consequences Poverty creates negative consequences for society, such as _______, _______, and for society, such as _______, _______, and ________. ________.

The First Part- the The First Part- the IntroductionIntroduction• The ‘General Statement’ and the introduction The ‘General Statement’ and the introduction

could be: could be: 1.1. A broad statement. A broad statement. 2.2. Situation oppositeSituation opposite3.3. Importance of a topicImportance of a topic (No one can deny…)(No one can deny…)4.4. Using an incident or brief story. Using an incident or brief story. 5.5. Ask one or more question of your reader Ask one or more question of your reader (What would happen if….)(What would happen if….)6.6. Using a quotation Using a quotation (My grandmother says…/ wisdom, et.c )(My grandmother says…/ wisdom, et.c )

Writing Practice, p. 82Writing Practice, p. 82

Write a thesis statement for the Write a thesis statement for the followingfollowing

topics: - topics: - Choosing a careerChoosing a career

- Working students- Working students

- Living with my family- Living with my family

- (Any topic of your choice)- (Any topic of your choice)

The Concluding ParagraphThe Concluding Paragraph

- A very important part of the essay which tells A very important part of the essay which tells the reader that you have completed the essay. the reader that you have completed the essay.

- You need to write a strong effective message You need to write a strong effective message that the reader will remember.that the reader will remember.

The concluding paragraph: The concluding paragraph: • A summary of the main points, or a A summary of the main points, or a

restatement of your thesis in different words, restatement of your thesis in different words, andand

• Your final comment on the subject, based on Your final comment on the subject, based on the information you have provided. the information you have provided.

Model- the Concluding Model- the Concluding ParagraphParagraph• Introduction: Introduction: A person born in the twentieth century has seen A person born in the twentieth century has seen

changes take place in almost all areas of human life. changes take place in almost all areas of human life. Some people are excited by the challenges that Some people are excited by the challenges that these changes offer; others long to return to the these changes offer; others long to return to the simpler, less automated life style of the past. Living simpler, less automated life style of the past. Living in the twentieth century has certain advantages, in the twentieth century has certain advantages, such as a higher standard of living, but it also has such as a higher standard of living, but it also has some disadvantages, such as polluted environemtn, some disadvantages, such as polluted environemtn, the depersonalization of human relationships, and the depersonalization of human relationships, and the weakening of spiritual values.the weakening of spiritual values.

Model- the Concluding Model- the Concluding ParagraphParagraph• Conclusion:Conclusion:

In conclusion, although the twentieth century has In conclusion, although the twentieth century has indeed given us a lot of advantages by making us indeed given us a lot of advantages by making us richer, healthier, and freer to enjoy our lives. It has, richer, healthier, and freer to enjoy our lives. It has, in my opinion, not made us wiser. The twentieth in my opinion, not made us wiser. The twentieth century has also made our dirtler, our people less century has also made our dirtler, our people less humane, and our spiritual lives poorer. We should humane, and our spiritual lives poorer. We should continue to enjoy the benefits of technological continue to enjoy the benefits of technological advancement because they free us to pursue our advancement because they free us to pursue our interests and goals. However, we must make a interests and goals. However, we must make a concerted effort to preserve our natural environment concerted effort to preserve our natural environment for future generations. Moreover, we should take for future generations. Moreover, we should take the time now to make our lives more meaningful in the time now to make our lives more meaningful in an increasingly impersonal, mechanized world. an increasingly impersonal, mechanized world.

Model- the Concluding Model- the Concluding ParagraphParagraph• Introduction: Introduction: A person born in the twentieth century has seen changes take A person born in the twentieth century has seen changes take

place in almost all areas of human life. Some people are excited place in almost all areas of human life. Some people are excited by the challenges that these changes offer; others long to return by the challenges that these changes offer; others long to return to the simpler, less automated life style of the past. Living in the to the simpler, less automated life style of the past. Living in the twentieth century has certain advantages, such as a higher twentieth century has certain advantages, such as a higher standard of living, but it also has some disadvantages, such as standard of living, but it also has some disadvantages, such as polluted environement, the depersonalization of human polluted environement, the depersonalization of human relationships, and the weakening of spiritual values.relationships, and the weakening of spiritual values.

Conclusion:Conclusion: In conclusion, although the twentieth century has indeed given us In conclusion, although the twentieth century has indeed given us

a lot of advantages by making us richer, healthier, and freer to a lot of advantages by making us richer, healthier, and freer to enjoy our lives. It has, in my opinion, not made us wiser. The enjoy our lives. It has, in my opinion, not made us wiser. The twentieth century has also made our dirtler, our people less twentieth century has also made our dirtler, our people less humane, and our spiritual lives poorer. We should continue to humane, and our spiritual lives poorer. We should continue to enjoy the benefits of technological advancement because they enjoy the benefits of technological advancement because they free us to pursue our interests and goals. However, we must free us to pursue our interests and goals. However, we must make a concerted effort to preserve our natural environment for make a concerted effort to preserve our natural environment for future generations. Moreover, we should take the time now to future generations. Moreover, we should take the time now to make our lives more meaningful in an increasingly impersonal, make our lives more meaningful in an increasingly impersonal, mechanized world. mechanized world.

Write a concluding paragraph:Write a concluding paragraph: (Practice 4, p. 83) (Practice 4, p. 83)

• Television is the most popular form of Television is the most popular form of entertainment in many households. People of all entertainment in many households. People of all ages use this medium to entertain themselves for ages use this medium to entertain themselves for an average of four hours aday. Thus, television has an average of four hours aday. Thus, television has had a tremendous influence on its viewers, had a tremendous influence on its viewers, especially children. Scientists now say that children especially children. Scientists now say that children can be adversely affected by constantly watching can be adversely affected by constantly watching television. This is due to the fact that they television. This is due to the fact that they participate less in physical activities, spend les time participate less in physical activities, spend les time reading and studying and see a world of violence reading and studying and see a world of violence that can affect their own feelings of security. that can affect their own feelings of security.

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