Transcript Unit I Eng 115

Review
Miller, (2009)
A sentence is
A group of words
Express a complete thought
Have a special order
make sense on their own
A sentence can be:
a statement

Example: My family had a picnic in a forest.
A sentence can be:
a question

Example: Is she a new student?
Will Maria come to the party?
A sentence can be:
an exclamation

Example:
What a brilliant idea!
Look below!
A sentence can be:
A command
Example: You have to stop that now!
A wish
Example: I wish I had a million dollars.
A request
Example: Please don’t write the book.
REMEMBER
A sentence MUST begin with a CAPITAL
letter and end with a punctuation mark.
Punctuation Marks are: period (.),
exclamation point (!), or question mark (?).
A sentence must have:

Subject (person, place, thing or idea)
Example: Maria, UNE, chair, love

Verb (doing word, states action or movement)
Example: jump, runs, moves, sleeps
Example:
The boy sits in the desk.
boy- subject
sits- verb
Example:
The phone rings.
phone- subject
rings- verb
SUBJECT + VERB = SENTENCE
Practice Exercises
http://www.englischhilfen.de/en/exercises/word_order/sentences
.htm
http://www.englischhilfen.de/en/exercises/word_order/sentences3.htm
Remember
Letter
Word
Sentence
Paragraph
Essay
We will be concentrating on two
things:
Writing Paragraphs
Writing Essays
What is a paragraph?
Is a collection of sentences that:
Describes
Discuss
or explains an idea
It has a unifying point accompanied
by supporting details.
It’s composition:
Topic sentence
Supporting details
Concluding Sentence
It’s composition:
Topic sentence
What you are going to talk about
 Tells the reader the main idea
The two main elements of the topic sentence are:
1. Main subject
2. Controlling Idea
Example:
Students at UNE are standing up to their challenges.

Students at UNE are standing up to their challenges.
Main Subject
Controlling Idea
or Idea
Professionals have changed their living
styles.
Professionals- Main Subject
Living styles- Idea
Supporting Details
A detail usually exists to support or explain a
main idea. (http://en.wikipedia.org/wiki/Paragraph#Details)
It’s a small piece of information within a
paragraph.
Concluding Sentence
Restates the main point
Example Paragraph
As a describer of life and manners, he must
be allowed to stand perhaps the first of the first
rank. His humour, which, as Steele observes, is
peculiar to himself, is so happily diffused as to
give the grace of novelty to domestic scenes and
daily occurrences. He never "o'ersteps the
modesty of nature," nor raises merriment or
wonder by the violation of truth. His figures
neither divert by distortion nor amaze by
aggravation. He copies life with so much fidelity
that he can be hardly said to invent; yet his
exhibitions have an air so much original, that it is
difficult to suppose them not merely the product
of imagination. (Johnson- Lives of the English Poet,
Nov. 03)
Coherence Exercise A: Workshop
Learning Under Pressure
Organize these five sentences into a coherent paragraph by
adding appropriate transitional words and phrases to
sentences number 2, 3, and 5.
1. Dr. Edward C. Tolman, after experimenting with rats over a
long period of years, found that rats that learned to run a
maze under the pressure of hunger took much longer to learn
the maze than rats that learned under non-crisis conditions.
2. The learning that did take place was of a narrow type.
3. After learning the "right" route, these rats panicked if one
avenue were blocked off.
4. They were not able to survey the field to notice alternative
routes.
5.When the rats were permitted to learn under non-crisis
conditions, they later performed well in a crisis.
Coherence Exercise A: Learning Under Pressure
Dr. Edward C. Tolman, after experimenting with
rats over a long period of years, found that rats that
learned to run a maze under the pressure of hunger
took much longer to learn the maze than rats that
learned under non-crisis conditions. Furthermore,
the learning that did take place was of a narrow type.
That is, after learning the "right" route, these rats
panicked if one avenue were blocked off. They were
not able to survey the field to notice alternative
routes. On the other hand, when the rats were
permitted to learn under non-crisis conditions, they
later performed well in a crisis.
(adapted from How to Study in College, by Walter S.
Pauk, Houghton Mifflin, 2000)
Resources
http://www.esl-lab.com/
http://grammar.about.com/od/developingp
aragraphs/a/cohrevisepars1.htm