Writing Paragraphs

1. Writing Paragraphs Developing a shared approach and a shared language

2. Why start with paragraphs? • To give students “the best chance” in written tasks • To improve school data – Naplan and VCE • To support all teachers in implementing a common approach to teaching paragraphs. • To support students as they write paragraphs using a common model across the Domains

3. Learning Focus for this session • All teachers have a clear understanding of how to develop a paragraph that stands on its own and forms a short answer response • All teachers have shared language in relation to topic sentences, supporting details, clinchers, transition words and phrases • All teachers have a shared language in relation to unrelated ideas and fragmented vs. complete sentences (Avoiding common errors.)

4. What is a paragraph?Is it just a bunch of sentences you are supposed to group together? A paragraph is a division of a written work that makes a complete thought.

5. A paragraph has • A topic sentence • Supporting details/proof • Clincher The structure of a paragraph, which stands on its own and forms a short answer response, is very exact. If you leave out any of these, you do not have a paragraph

6. In this session we are attempting to reinforce the process of paragraph writing and to do this we have used simple, student oriented examples, which are non-Domain specific.

7. Topic sentence Topic sentence – always comes first. It states the main idea of the paragraph. “My little brother is a pest.”

8. Supporting ideas We expect the rest of the paragraph to tell us how or why he is a pest. Supporting ideas give reasons and examples. • He is always hitting me for no apparent reason • When I’m with my friends, he follows me around and bothers me • He sneaks into my room and searches through my wardrobe, leaving an absolute mess • Probably the most annoying thing he does is to make up stories accusing me of hitting him – and, of course, mum believes him

9. The clincher Clincher. This lets the reader know that the paragraph is finished. You can end a paragraph in a number of ways • Echo the topic sentence • End with an amusing thought • Ask a question (use rarely)

10. Can little brothers be traded in on a new model?

11. The paragraph My little brother is a pest. He is always hitting me for no apparent reason. When I’m with my friends, he follows me around and bothers me. He sneaks into my room and searches through my wardrobe, leaving an absolute mess. Probably the most annoying thing he does is to make up stories accusing me of hitting him – and, of course, mum believes him. Can little brothers be traded in on a new model?

12. Planning the paragraph Topic sentence • Supporting detail/proof • Supporting detail/proof • Supporting detail/proof • Supporting detail/proof Clinch/round off

13. A sample plan Topic sentence: My son’s bedroom is a mess. • Clothes on the floor • His bed is never made • Food crumbs and dust are under the furniture • Magazines all over Clinch: The room is a real disaster

14. The paragraph My son’s bedroom is a real mess. He always leaves dirty clothes on the floor. His bed is never made. He leaves food crumbs on the floor and the dust under the furniture is an inch thick. The room is a real disaster area.

15. How to avoid some common mistakes

16. Watch out for unrelated ideas! An unrelated idea will spoil the paragraph. It does not specifically tell about the topic sentence. It does not prove or explain it. You might think of them when thinking about your other points. • He did clean it last week for once • Sometimes I clean it for him • I guess I’m the only ‘clean’ person in the family • My room is always kept clean None of these ideas is related to “My son’s bedroom is always a mess”.

17. You try... My favourite class is maths. • The work is just challenging enough that I enjoy it. • I like my teacher • There is a little too much homework • I’m learning the skills I need in later life

18. Answer: C • There is a little too much homework

19. Another try The School Captains have important duties • Emma was the best school captain we’ve had • Attend school council meetings • Speak at information nights • Participates in YAC meetings

20. Answer: A Emma was the best school captain we’ve had

21. Watch out for repetition My favourite sport is soccer. It’s fun. I enjoy it. I like to play. It’s a really great game. Soccer is one of the greatest games ever invented.

22. Avoid repetition • Be careful not to repeat the same idea over and over, even if you use different words. If you do repeat yourself, your writing will be dull. • In the previous example the writer didn’t really say anything. It was all implied when he said it was his favourite game.

23. Try again Topic sentence: My favourite sport is soccer Give some specific reasons. • Playing requires skills and intelligence • Playing is good exercise • There’s excitement, like scoring a goal • There’s the feeling of winning

24. Write a plan. Pair and share Here is the topic sentence “Kids watch too much television.” Think of four supporting ideas/details and a clincher

25. Is this good enough?What’s wrong with it? Kids watch too much television. Actually I like to watch TV and maybe a lot of kids don’t really watch too much. There are some good shows that all kids should watch. Even though kids shouldn’t watch too much, it’s ok if they watch a little.

26. What’s wrong with it? The reasons don’t back up the topic sentence and actually contradict the topic sentence. The writer changed sides. Never take a different point of view after you have written the topic sentence. If you want to express a different idea, write it in another paragraph.

27. Another plan Topic sentence: My favourite subject in school is Woodwork • Get to make useful items • Learn to operate machines • Learn to measure, cut and sand • Recognise different types of wood.

28. Writing the paragraph • “My favourite subject is Woodwork because I have the opportunity to make useful items. Also I learn to measure, cut , sand and glue...” STOP! HOLD IT! You have made a very common error.

29. What is the topic sentence? You have added the first supporting idea to the topic sentence. It’s a tiny mistake but it has ruined the whole paragraph because now none of the ideas in your plan tell why woodwork gives you the opportunity to make useful items.

30. Try again “My favourite subject is woodwork. I have the opportunity to make useful things. Learn to cut, measure, sand and glue. Recognise different types of wood. Even tell the difference... • STOP!!

31. What’s wrong with this attempt? • He has copied from the plan without writing complete sentences. • You write the plan in fragments or parts of sentences, just to help you remember. • In a paragraph, you must write in complete sentences. • Each idea in your plan must be expressed as a complete thought.

32. Fragment vs. Complete sentences • Fragment – Learn to cut, measure, sand and glue • Sentence – I learn to cut, measure, sand and glue • Fragment – To recognise different types of wood • Sentence – I learn to recognise different types of wood

33. Writing better paragraphs

34. The Woodwork paragraph “My favourite subject is Woodwork. I learn to make useful things. I learn to operate machines. I learn to measure, cut and sand. I learn to recognise different types of wood.“ How can we improve this paragraph?

35. How to make your writing better When you turn your plan into a paragraph, add more detail, using vivid or technical language. Remember, put your supporting ideas in a logical order. Think about which arrangement makes the most sense and reads most smoothly.

36. Add some vivid, technical language to your supporting details. • Get to make useful items, like lamps, breadboxes and tables. • Learn to operate machines. The sentence becomes more technical when you add “professionalsaws and tools”, for example. • Learn to measure, cut and sand correctly. • Recognise different types of wood, including rosewood and mahogany.

37. Transitions – a link or connections. They hold separate parts of the writing together, like glue. They help the reader move smoothly from one sentence to another. However, be careful about their correct use.

38. Examples • For example • For instance • First, second • On the other hand • After that • Meanwhile • In conclusion • In general • However • Indeed • In fact

39. The Woodwork class paragraph. My favourite subject is Woodwork. One of the main reasons I enjoy it is that I have the opportunity to make useful items, such as lamps, tables and breadboxes. I not only learn to measure and cut, but I also learn correct methods of sanding. Because I learned to recognise different types of lumber, I can identify different types of wood, such as rosewood and mahogany. In addition, I learn to operate professional saws and tools. If I had to give up my Woodwork class I would be very disappointed.

40. Ending the paragraph.The Clincher • Ending the paragraph • The purpose of a summary statement is to let the reader know that the paragraph is finished. It makes the paragraph come full circle. A clincher must • Relate to the whole paragraph • Be very general

41. The topic sentence begins the circle, the supporting sentences continue it by always referring to the topic sentence and the clincher brings the reader back to the support ideas and the topic sentence.

42. Is this a complete paragraph? It would be amusing to be invisible. Not only could I sneak into rock concerts without paying but I could get on any plane and fly to the ends of the earth. Besides that, I could get away with outrageous things in class without ever getting caught. Scaring my friends and making my enemies think they were going crazy would be really entertaining.

43. Clincher choice • Restate or reword the topic sentence. Add one or two words to make it different from the topic sentence. • You can also use a question but don’t make a habit of this. It is an effective technique if not overused. • You could use an amusing thought.

44. Restate/reword “It would be really fun to be invisible.” • Question “Is there any other way I could be so mischievous without being caught?” • Amusing thought “Not only would I have a great time if I was invisible, I would never have to comb my hair.”

45. Applying the knowledge • Pairs • Plan and write a paragraph. The best holiday destination. Topic sentence Support detail/proof Supporting detail/proof Supporting detail/proof Supporting detail/proof Clincher/Round off

46. Has the learning focus been met? • All teachers have a clear understanding of how to develop a paragraph that stands on its own and forms a short answer response • All teachers have shared language in relation to topic sentences, supporting details, clinchers, transition words and phrases • All teachers have a shared language in relation to unrelated ideas and fragmented vs. complete sentences

47. How will I use this in my classroom in the next week?

48. Fabulous Paragraphs Week A display of great paragraph writing across all Domains. Stay tuned...

49. Developed by JenniKyval and Sue Slater. Adapted from “Writing the Perfect Paragraph”, published by Science Press