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WRITING TECHNIQUES
The Paragraph
A paragraph is a basic unit of organization in writing in which a group
of sentences develops one main idea. The number of sentences a paragraph
contains is not important. It can be as short as one sentence or as long
as nine sentences, the most important thing is that the idea stated at the
beginning is clearly developed.
Parts of a Paragraph
Three essential parts compose any paragraph: a topic
sentence, supporting sentences and a concluding sentence.
- Topic Sentence: it states the main idea of the paragraph. It
contains the name of the topic that is to be carried out. This sentence
has to be precise, but avoid telling everything in the first sentence or
your reader will lose interest. The topic sentence serves to limit the
topic to one or two areas that will be discussed entirely in the space
of one paragraph. The area is what we call the controling idea.
- Supporting Sentences: they come after the topic sentence, making up
the body of a paragraph. they help develop the topic sentence. It means
that these sentences explain the topic by giving reasons, examples,
facts, statistics, and quotations.
- Closing Sentences: itīs the last sentence in a paragraph, it
indicates that the paragraph is ending and sums up important points to
remember or reprises the main idea. You write it restating the main idea
of a paragraph but using different words.
In adition to the three parts of a paragraph, a good paragraph also
needs two important elements: unity and coherence. Unity: it means that in
your paragraph you discuss one and only one main idea which is stated in
the topic sentence and then developed by the supporting sentences.
Coherence: it means that your paragraph is easy to read and understand
because:
 | your supporting sentences are in logical order
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| your ideas are connected by the use of a appropriate transition
signals. |
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How to Write a Paragraph
Prewriting a Paragraph
The prewriting stage is when you think carefully and organize your
ideas for your paragraph before you begin writing. There are six steps
involved in this process. They are the following:
- Think carefully about what you are going to write. Ask yourself: "What
question am I going to answer in this paragraph or essay? How can I make
this paragraph interesting? What facts can be stated to support this
topic?
- Write your answers to the above questions and do not need to spend a
lot of time doing this. Just write enough to help you remember why and
how you are writing.
- Collect facts related to your topic. Write down facts that will help
you answer your questions.
- Write down your own ideas. Ask yourself: What other things can I
include about this topic? Why should people be interested in this topic?
Why is this topic important?
- Find the main idea of your paragraph: Chose the most important point.
If you cannot decide which is the most important one, just chose one and
stick to it throughout your paragraph.
- Organize your facts and ideas to develop your topic, find the best
way to tell the reader about it. Decide which facts will support the
main idea.
Writing a Paragraph
The writing stage is when you turn your ideas into sentences and you
communicate them. Some important steps are the following:
| Write a topic sentence, some supporting sentences, and one closing
sentence |
| Make sure that the sentences are clear, simple, and they express
what you really mean |
| Focus on the main idea of your paragraph
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| Re-read what you wrote and see if the idea is clear and you can read
it with ease |
Editing a Paragraph
The editing stage is when you check your paragraph for mistakes and
correct them. Do not forget to do the following:
| Check your grammar and spelling |
| Read your text again and make sure each sentence makes sense
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| See if your paragraph is interesting to read
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Punctuation Rules
One of the most important aspects to take into consideration when you
write is punctuation. It will tell your reader when to stop or when to
change the interpretation of your paper. Speakers use intonation and
writers use punctuation. Some of the most common marks in English are the
following:
| Period
- Use a period after a statement or command.
Turn on the television.
We are studying English.
- Use a period after most abbreviations.
Mr.
Ms.
Dr.
Exceptions:
UN
NATO
IBM
AIDS
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| Question Mark
Use a question mark in an interrogative statement. In a direct
quotation, the question mark goes before the quotation mark.
He said, "Are you coming home?"
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| Comma
- Use a comma before a conjunction (and, or, so, but) that separates
two independent clauses.
She wanted to learn to cook, so she decided to buy herself a book.
- Don't use a comma before a conjunction that separates two
incomplete sentences.
She worded in the library and studied at night.
- Use a comma to separate interrupting expressions from the rest of
the sentence.
Do you know, by the way, what time it is?
- Use a comma after yes and no in answers.
Yes, my father is a doctor.
- Use a comma to separate an apposite form the rest of the sentence.
Mr. Smith, the new teacher, really knows how to teach.
Would you like to try a taco, a traditional Mexican dish?
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| Quotation Marks
- Use quotation marks at the beginning and at the end of exact
quotations.
He said, "I'm going to get married."
- Use quoation marks before and after titles of stories, articles,
songs, and TV shows.
Do you want to watch "Friends" on TV?
My favorite song is "Disappear" by INXS.
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Capitalization Rules
We use a capital letter in the following cases:
- First words
- Capitalize the fist word of every sentence.
- Capitalize the first word of a quotation.
- Personal Names
- Capitalize the names of people including initials and titles of
address.
- Capitalize family words if they appear alone of followed by a name.
Let's go, Dad.
Where's Grandma?
- Do not capitalize family words with a possessive pronoun or article.
My uncle
An aunt
- Capitalize names of God.
Allah
Jesus Christ
- Place Names
- Capitalize the names of countries, states, provinces, cities, lakes,
rivers, islands, mountains
Mexico
Mt. Everest
the Amazon
Lake Ontario
- Do not capitalize the names of seasons
summer
spring
fall
winter
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PARTS OF A COMPOSITION
A composition is a piece of writing
usually short (3 to 10 pages), written in prose, and that may be on any
subject. The essay is generally based on other people's statements. In the
essay you can include your personal opinion, and some examples to
illustrate your point of view. It is written about one topic, just as a
paragraph is.
You must divide the topic into
several paragraphs.In general, compositions have
three basic parts: introduction, body and conclusion.
- The Introduction
It is the first section of your essay. This makes it extremely
important, because first impressions are often lasting ones. It consists
of two parts: a few general statements about your subject to attract
your reader's attention, and a thesis statement, that states the
specific subdivisions of your topic and/or the "plan" of your paper. The
introduction then, begins with remarks to interest people. As it
progresses, it should present general ideas or facts to orient the
reader. Then, it will narrow its focus, and move from general to
specific facts smoothly and logically.
- The body Paragraphs
They are the longest section of you essay.
In a short essay
there are usually three body paragraphs, each one presenting
one aspect of the essay's controlling idea. This is called a three-point
essay.
At the beginning of your text you introduce
your idea which is called the topic sentence that tells what the rest of your text is going to be
about.
Once you
present your topic, you need details and facts to support it. Your reader needs to be convinced that
your point of view is valid an accurate.
- The Conclusion
The ideas in this part must be consistent with the rest of
your essay.
Remind your public about the major
points you were trying to make. You do not introduce your
points in your conclusion.
(The previous has been adapted
from
English on the Run,
http://www.geocities.com/gob72/writingtechniques.html)
Proofreading:
The Procedure
The first step, of course, is for students to brainstorm and freewrite,
getting all their ideas on paper. Then, if they are to correct their own
papers, they should be told to set the drafts aside for a day or two, then
go back and peruse them for each item on the list. An alternative would be
for the teacher to collect the first drafts, keep them for a day or two,
then return them with instructions on how to self-edit. In order to make
sure students actually use the checklist, the teacher can require the
submission of both first and second drafts.
Marking Codes
After the second draft is written, the teacher can focus primarily on
content and rhetoric and use codes similar to those recommended by Raimes
for errors. Codes combined with the checklist give students more practice
in understanding and finding their own mistakes. After the teacher reviews
the second draft, the students do another revision. I most often find this
draft to be far more comprehensible than the first.
The Value to Students and Teachers
Self editing with a checklist gives students information on the nature
of their errors: they must read error descriptions, reread their drafts
and reflect upon what corrections to make. Conversely, when student errors
are just corrected by the teacher, students often pay little attention to
them (Lalande). The process described above saves teachers valuable time,
helps students understand and correct their own mistakes, and puts
responsibility for learning on the students.
It also shows the teacher--via a review of the two drafts--which
mistakes students are catching and which ones they are not, thereby
identifying problems to cover in class. But perhaps the biggest advantage
is that if students self-edit properly, the teacher can focus on content
and rhetoric.
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