Module 1:The Paragraph: UNITY

Posted By: Vivian D. Peremacio

Sources: 1. http://www.answers.com/topic/paragraph

         2. http://grammar.about.com/od/tz/g/topicsenterm.htm

         3. Writing and Grammar Communication in Action
            Silver Level by Prentice Hall (page 32)
         4. http://wiki.answers.com
            /Q/What_is_a_concluding_sentence
         5. http://www.kimskorner4teachertalk.com/writing
            /sixtrait/organization/conclusions.html
         6. English Composition Notes c/o Prof. Rufina C. Esagre

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INTRODUCTION

    To be skilled in composition writing, one should not only learn how to write a correct paragraph, but also how to develop an effective paragraph; that is, one which will serve the end of communication which is clarity and fracility in delivering a message. To achieve this end one should know, apply, and drill intensively on the three qualities of an effective paragraph; namely, unity, coherence, and emphasis.


This module intends to:

1.     identify paragraph structure;

2.     categorize topic sentence, supporting details and  
    concluding sentence.

PARAGRAPH

    A distinct division of written or printed matter that begins on a new, usually indented line, consists of one or more sentences, and typically deals with a single thought or topic or quotes one speaker's continuous words.

A. UNITY IN THE PARAGRAPH
   It means oneness, the paragraph should deal with only one topic with all the sentences contributing to the development of the single idea. It must maintain consistency in the use of the same pronoun reference to the subject person or thing or in the use of only one tense throughout the paragraph.

TOPIC SENTENCE - the most important sentence in your paragraph.   Carefully worded and restricted, it helps you generate and control your information. An effective topic sentence also helps readers grasp your main idea quickly. As you draft your paragraphs, pay close attention to the following three guidelines:

1. Make sure you provide a topic sentence. . . .
2. Put your topic sentence first. . . .
3. Be sure your topic sentence is focused. If restricted, a topic sentence discusses only one central idea. A broad or unrestricted topic sentence leads to a shaky, incomplete paragraph for two reasons:

• The paragraph will not contain enough information to support the topic sentence.
• A broad topic sentence will not summarize or forecast specific information in the paragraph."

SAMPLE:

      The lake is ivy cold. The shoreline is rocky. A strange film floats on the surface. Snapping turtles have been seen patrolling the murky water.
TOPIC SENTENCE: The lake is unfit for swimming.

SUPPORTING SENTENCES - they develop, explain or illustrate the main idea. You can use different strategies to develop the topic sentence:

1. Use facts - facts are statements that are provable. They support your main idea by offering proof.
2. Use statistics - a statistic is a fact, usually stated with numbers.
3. Use examples, illustrations or instances - an example, illustration or instance is a specific person, thing or event that demonstrate a point.
4. Use details - details are specifics-the parts of the whole.

SAMPLE:

     Our soccer team will probably make it to this season's championship game. In last week's game, there were only seconds left in the final quarter when the striker scored the winning goal [SUPPORTING SENTENCES].


CONCLUDING SENTENCES -  the last sentence of a paragraph(s), it summarizes everything that you just wrote about and it is somewhat like your Introduction Sentence.When making the Concluding Sentence, it does not have to summarize every single little detail of the book/movie/whatever you're writing about. Summarizing is when you get the most important facts about something and putting them together or instead of pretty much re-writing something, you write about what the story was mainly about.This could be done by:

• Question- Close with a question that involves the reader. You can answer the question, or leave it for the reader to decide based on what you wrote. The question must relate to the main idea.Example: It was the worst experience of his life. Andrew decided that it was the last time he would ever go on a roller coaster. Who can blame him?

• Strong Statement- Close with a statement that forcefully states your opinion.Example: A criminal, no matter his/her age, should be dealt with according to the crime. The legal system is too lenient when it comes to juvenile offenders. Laws need to be rewritten immediately so that no more hard core criminals go free just because they are juveniles.

• Summary- Close with a summary of your main ideas. However, do not repeat yourself word for word; say it in a different way. Also, remember not to insult the reader by saying, "I wrote about..." The reader is smart enough to know what he/she just read.Example: As you can see, it is not important to know everything, but it is important to know how to find the answer. There will not always be a teacher nearby with the answer. You have to learn how to research, how to dig through sources to find what you need to know.

• Personal Comment- Close with a personal comment or response to what you have written. It is not the same thing as an opinion. It is more like a personal conclusion you have reached or a lesson you have learned because of the experience you wrote about in your paper.Example: Riding a roller coaster with someone who is a "chicken" is something I will certainly never do again. I should have listened when Sheila told me she did not want to ride it. I should have let her take the "chicken exit." Next time I will know better.

• Mystery- Close with a statement that shows some things will never be resolved. However, be sure to do this in a way that the reader does not think you just forgot to end your story or paper.Example: We watched Adam walk down the road until he became just a tiny speck and then disappeared altogether into the dust of twilight. Just as he appeared, he was gone. That was the last time any of us ever saw him.

• Beginning of New Story- When writing a story or personal narrative, you can close with a hint of things to come, or the beginning of a new story--a sequel of sorts.Example: He was exhausted. It had been a long and difficult week. Javier closed his eyes and thought of the many other adventures that lie ahead.

• Well Known Quotation or Quotation from a Famous Person- Close with a quotation that is well known or from a famous person. Be sure to put quotations around the quotation and give credit to the person who said it if you write it word for word. Of course, the quotation must be directly related to your topic. A good source is a book of quotations. Look in the library or ask your teacher.Example: According to Senator Bob Dole, in order to be a citizen, all Americans must be able to speak English. In theory this seems like a good policy. However, what will become of the citizens who never learn to speak English?

• Quotation Not from a Famous Person- Close with a quotation from a person that is not famous. It could be a character from the story or someone you know personally. You still must put it in quotation marks and give credit to the person who said it if you write it word for word.Example: "You're going to regret this." Those were Sheila's last words as I pulled her into the roller coaster seat. I now know she was not kidding.

• Open Conclusion- Close with an ending or statement that lets the reader draw his/her own conclusion. It is like a "fill in the blank" type of conclusion. Remember to give the reader enough information in the body of your paper that he/she can draw a conclusion.Example: Some statistics show that drivers under the age of 16 are more dangerous. On the other hand, some statistics show that they are no more dangerous than drivers 16 to 25. Therefore, whether drivers under the age of 16 are more dangerous than those over 16 is still debatable.

CONFIRMATION OF LEARNING
    1. What is a paragraph?

	2. What are the parts of a paragraph?         3. How to maintain oneness in your paragraph?        4. What is a topic sentence?     5. How to make a topic sentence in a paragraph?     6. What is a supporting detail?     7. How to develop a topic sentence?     8. What is a concluding sentence?     9. What are some ways in making concluding sentence?

     

Experience = Learning

                I firmly agree with that Constructivist Theory in which learning is basically based on past experiences called “constructs” and with the integration of these experiences.

                 This is because these said constructs can be used to formulate new ideas or to enhance old ideas, sum it up, and then newly established and well grounded views of work, business, values and relationships will arise. Through this, development in the field of learning process will be given emphasis. This can also boost learner’s motivation, to embrace new knowledge because by simply relating those previous concepts they are able to step on the starting point of learning. The said things are strongly explains with the perspective of Ora’a that to learn is to experience and that is to interact with one’s environment.

                Constructivist Theory mainly focuses on the integration of the past experiences to the newly presented ideas in which I find it highly true to all situations.

 Educational Technology and Pedagogy Collide

                I stand with the idea that no one dictates the other.

                This is because both educational and pedagogy intertwines. They both need each other. In our today’s situation in a classroom environment, students’ attention span gets shorter and shorter so the use of educational technology is now presented. This can help learning to be more effective. This is in consonance with the principle of self- activity by Froebel which states that learning is the result of the activity of the child himself. The student must not be made for observing what is happening. One must contribute ideas to achieve lively and educational interaction within the setting. By this, learners can also be given various materials from reality to contrived experience to keep them engaged and active for learning and in the quest for knowledge.

                Learning in this case can be utilized at the same time with concrete experiences provided by the various media of instruction. Experiential learning leads to effective absorption of the newly injected knowledge.