Unity and elaboration

1. Unity and elaboration Week 4

2. unity • A paragraph has unity when all of its sentences focus on a single main idea • focus on ONE main idea • Drop any irrelevant sentences or details during revision • A topic sentence states the paragraph’s main idea • Usually, but not always, the first or second sentence in a paragraph • Announces what the paragraph is about • Narrative and descriptive paragraphs have no topic sentence but still suggest or imply a main idea • A paragraph needs a clincher sentence at the end • Restate topic with more specific information • Summarize • Add persuasive power (like a call to action) • Create transitions to the main idea of the next sentence

3. In-class assignment Refer to the paragraph in Exercise 4.1 to answer the following: • Which of the following sentences would work in place of the topic sentence in the first paragraph by Stewart? Give reasons for your choice. • Playing vintage baseball is the only way to go. • Old-time baseball programs are a new sensation. • Which of the following sentences could serve as a clincher sentence for the first paragraph by Stewart? Explain your choice. • People are streaming to old-time baseball games in Old Bethpage and all over the country. • In vintage baseball games, like the real old-time baseball contests, the scores are very high.

4. Elaborating with supporting details • Elaboration, or development, is the process of adding details to support a main idea. • Paragraphs must be interesting, specific, and complete so you must develop each paragraph’s main idea • Types of details: • Facts • Statistics • Quotations • Definitions • Anecdotes (incidents) • Examples • Reasons • Comparisons or analogies • Don’t use only one type of detail to support your main idea.

5. In-class assignment Revise the paragraph in Exercise 4.2. • Cross out any words or sentences that destroy the paragraph’s unity by getting away from the main idea. • From the list that follows the paragraph, select the details that you think would improve it. • Write the letter of the detail where you think it belongs in the paragraph.

6. In-class assignment I need 2 volunteers to pass out Exercise 4.3 With a partner, revise the paragraph in Exercise 4.3. • Cross out any words or sentences that destroy the paragraph’s unity by getting away from the main idea. • From the list that follows the paragraph, select the details that you think would improve it. • Write the letter of the detail where you think it belongs in the paragraph. • Write the fully revised paragraph in your notebook.

7. In-class assignment • On the following slide you will find notes on Socrates. • Use this information to write a unified, well-developed paragraph. • You do not need to use all of the information. • Make sure your paragraph contains a clear topic sentence.

8. In-class assignment Socrates (469-399 B.C.) • One of the most influential figures in history and philosophy • Son of poor stonecutter • Championed the use of reason to challenge conventional ideas • Spent his days talking and listening to people • Left no writings of his beliefs; Plato recorded his ideas later • Believed that through knowledge people could discover how to act • His question-answer technique that used reason to examine beliefs came to be known as the “Socratic method” • Seen as a troublemaker and dangerous corrupter of Athens’ youth • Accused of not honoring gods • Condemned to death by Athenian jury; had to drink hemlock (deadly poison) • Plato, his most famous pupil, was an aristocrat • Plato was 28 when his mentor died

9. Journal 2 • Go through sample “How to Be” poems and respond to each one in 2-3 sentences • Brainstorm a topic and then pre-write your own poem • Write your own “How to Be” poem