Cel2103 Class Material Week 6 - Body Paragraph - Student
Cel2103 Class Material Week 6 - Body Paragraph - Student
Cel2103 Class Material Week 6 - Body Paragraph - Student
2, 2020/2021
Activity 1
Answer the questions below.
Activity 2
Read the body paragraphs below, underline the topic sentence and answer the following
questions. Body paragraph 1
1
One of the strongest supporting claims is the physical harms of marijuana. 2Bierson (2000)
stated that Heath's tests of the monkey's brain seemed to show conclusive evidence of brain
damage. 3Current studies, however, show no evidence of brain damage caused by
marijuana.
4
In fact, Bierson’s findings were discredited as the monkeys used in the study were given
extremely high doses, exponentially higher than that of the average recreational or medical
marijuana user. 5Several other studies on the effects of marijuana on the human
reproductive and immune systems have also failed to demonstrate any adverse effects. 6As
a result, the claims of physical damage to both the reproductive and immune system are
invalid.
1. Which sentence(s) contain the opposing view? Sentence number: _______________
1
1
Until now, many say that it is morally wrong to replace human beings with robots. 2The
arguments stated that it is unethical to deprive real people of their job, merely for the sake of
efficiency. 3If efficiency was the only concern, the arguments might be accurate.
4
Nevertheless, these arguments do not take into account the consequences of human
failings in the workplace. 5In surgery for example, a doctor’s arm may shake. 6A minimally
invasive surgical robot, on the other hand, will always make the right cut (Manjoo, 2011). 7It
would be truly immoral for society to be concerned about the doctor’s job at the expense of
the patient’s health.
A. What is the difference between the way the topic sentences are written in paragraph 1
and paragraph 2?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Which is the most effective in indicating the main idea of the body paragraph?
______________________________________________________________________
Activity 3
Besides the transition signals of contrast found in Activity 2, complete the topic sentences
below with other suitable transition signals of contrast.
1. _________________________, there are many schools that have lessened the issues of
bullying without implementing a school uniform policy.
4. Some parents, educators, and civil liberties groups continue to oppose single-sex
classes; _________________________, there is some evidence that separating boys
and girls in middle school produces positive results.
2
5. Supporters say that smokers should have a right to smoke
_________________________, the fact that smoking will most likely kill those who do it.
Activity 4
Complete the brainstorm forms below by adding the rebuttal arguments. Use the information
to construct the topic sentences for each body paragraph.
1.
Topic Smoking
Debatable Issue
Smoking should be banned in all public places.
Stance
For
3
2.
Topic Examinations
Debatable Issue
Formal examinations at public universities should be abolished.
Stance
For
3.
Topic Dietary
habits
4
Debatable Issue
Restricting food consumption is the most effective way to lose weight
Stance Against
Constructing Effective Supporting Sentences and Supporting Details for the Body
Paragraphs
In constructing body paragraphs for argumentative essays, supporting points and supporting
details are used to support the opposing view and rebuttal arguments.
5
Activity 5
Write the purpose of supporting points and details in the space provided.
Activity 6
Complete the tables below by writing the supporting points for the opposing views and
rebuttal arguments. Use the information from Excerpt 1 and 2 for the supporting details.
Excerpt 1
School uniforms emphasise the socio-economic divisions they are supposed to eliminate.
Most public schools with uniform policies are in poor neighborhoods, emphasising the class
distinctions that uniforms were supposed to eliminate. According to the National Center for
Education Statistics, 47% of high-poverty public schools required school uniforms, while only
6% of low-poverty public schools required them. On the issue of bullying, however,
opponents have said that school uniforms have no positive effect on behavior. No evidence
in bullying literature that supports a reduction in violence due to school uniforms, instead
bullies will simply find another way to judge status. According to the Miami-Dade County
Public Schools Office of Education Evaluation and Management, fights in middle schools
nearly doubled within one year of introducing mandatory uniforms.
Excerpt 2
Traditionally favored by private and conservative institutions, school uniforms are being
adopted by US public schools in increasing numbers. About one in five US public schools
(21%) required students to wear uniforms during the 2015-2016 school year, up from one in
eight in 2003-2004. Mandatory uniform policies in public schools are found more commonly
in high-poverty areas. The Children's Commission on Poverty (UK) found that over "95% of
parents on low incomes reported difficulties in meeting school-related costs," including
uniforms, despite their children attending tuition-free schools. In York County, it is reported
that some children were missing class because their families couldn't afford to purchase the
required uniforms.
Opposing view
School uniforms reduce peer pressure and are effective in eliminating incidences of
bullying.
Supporting Point
6
Topic sentence (Rebuttal Argument)
However, there is no evidence that school uniforms reduce the statistics of bullying.
Supporting Point
Supporting Detail
Opposing view
School uniforms can save parents’ money.
Supporting Point
7
Topic sentence (Rebuttal Argument)
Rather than saving parents’ money, the annual cost of buying school uniforms imposes an
extra expense on families.
Supporting Point
Supporting Detail