Pffi r€

ffi Writing a paragraph

The goals of this lesson: ,,,

. Supporting ideas with details *,',

t-

r Writing a concluding sentence ._i

Sa,upportEmg Edeas wEt$r detaEEs

The function of the supporting sentences is to explain the controlling idea

stated in the topic sentence. These supporting sentences consist of supporting
points and specific details. The diagram below shows the relationships
between the controlling idea, the first supporting point, and the details in
the model paragraph about reasons for going to university (page 3).

Reasons for going to university vary. ,

.t:'1,,,
'.::,r.,.:,a:t:,,1:t,,.u:a,l:.,1t .,.:ta,::::l,ililll:li.r.tt
laiiatiiil il [ ,r::r:,a,t
,.t:,,:,

To study a particular subject in depth,

ltr
vvv

Students can choose a ii,ia,

.liLiti
major. High school Many specialized courses ::,.at::

students have to study a taught by experts.

Various research facilities. *i
wide range of subjects.
'u:ll
'.,.:,|:a.,tLl:i:,,iX.ra.:,:a,,,::r,.,?lal?:,::,1:.ta:,an,::,:a,t'.,:a,.,.,t.tri!:,,:::'):
 You can use various types of information to support ideas in your paragraph,
such as:
. reasons
. examples
o statistical evidence
. comparisons with other ideas

One way to find useful details is to ask yourself questions with when, where,
why and how.

Read the model paragraph on page 3 again and identify the details used
in the body. Add them to the outline below

OUTLINE

Topic: Reasons for going to university

Topic sentence:
After graduating from high school, many sfudents go on to university,
but their reasons for entering higher education varyr.

Supporting points:
1. To study a particular subject in depth:

a. Students can choose a major. High school students study a wide

range ofsubjects.

b. Many specialized courses taught by experts.

c. Various research facilities.

2. To prepare for a future career:

4.,

b.

3. To make friends and enjoy an active social life:

Z.

b.
 Unitl . Part2

Organizing supporting sentences

An average paragraph has six to ten supporting sentences. lt is important to

put them in logical order so that the reader can easily understand your ideas.

Follow these steps to organize your supporting sentences:

1. Write one sentence to state the first supporting point.
2. Write one or two sentences to provide details to support that point.
3. Move on to the next supporting point.

Transitional After graduating from high school, many students go on to university,

expression
but their reasons for .nt. many students

curriculums allow students to choose a major. In each major, a number of

,".",r{
specialized courses are offered, and they are taught by experts in the fields.

In addition, universities have research facilities that help students learn.

university degrees tend to find better-paying jobs than those without them.

In addition, some universities provide their students with opportunities

,".",r{
to acquire practical skills that can be useful in the real world, such as

accounting, using computers, and speaking foreign languages.

students have chances to meet people who come from different places with

diverse backgrounds. In addition, universities have a vanety of clubs and

,*",,,
other student organizations where students can meet those with similar

{ interests and spend time with them. To sum up, students go to university

for a varrety of reasonsr to study a paticular field, to find a good job, or

to make friends.
 When introducing a new supporting point, writers often use a word such
as first, second, another, and finally. These words are called transitional
expressions. They show where one supporting point ends and another one
begins. (You will learn more about transitional expressions in Unit 1, Part 3.)

Thefollowing aresentencesfrom a paragraph aboutthe living situationsof

university students. Put each detail (right column) under the appropriate
supporting point (left column). Make sure the details are in a logica! order.

Topic sentence:
Living situations of university students can be classified into three types.

1. First, students whose homes are close a. Dormitory life often involves various
enough to school often live with their constra ints.
families.
b. Howevel they need to be independent
e. """"""" and responsible because there is no
one to take care of them.

Students can be free from rules and

restrictions in this living situation.

d. For example, students have to

2. Second, students who live too far away cooperate with other residents
from school to commute might move and follow rules about leaving and
into a dormitory. returning, smoking and drinking,
making noise and having guests.

Many students f ind this situation

convenient because they can depend
on their families for different kinds of
housework such as cooking, cleaning,
and doing the laundry.
3. Finally, living alone in an apartment
is a popular choice among students f. Although these restrictions are
who cannot commute to school
sometimes inconvenient, they teach
from their homes but do not like the
students important skills that might
inconveniences of dormitory life.
help them in the future.

g. Some students, however; find it

uncomfortable to be placed under the
watchful eyes of their parents all the
time.
 Unitl r Part2

Writing a concluding sentence

The concluding sentence of a paragraph has two main functions:

. to restate the controlling idea given in the topic sentence.
. to summarize the supporting points discussed in the body.

For example, the following is the topic sentence and supporting points of the
model paragraph about reasons for going to university:
Topic sentence: After graduating from high school, many students go on to
university, but their reasons for entering higher education vary.

Supporting points:
1. To study a particular subject in depth.
2. To prepare for a future career.
3. To make friends and enjoy an active social life.

To sum up, students go to university for a variety of reasons: to study

field. to find a qood iob. or to make friends.
a particular

The concluding sentence above:

. states the controlling idea given in the topic sentence using different
words.
r presents again the three supporting points in the same order as they appear
in the paragraph, but in different words.

Below are two more examples that show the relationship between the topic
sentence, supporting points, and concluding sentence:

Example A

Topic sentence: After graduating from high school, many students go on to

university because it will help them in their future career.

Supporting points:
1. They can obtain a university degree.
2. They can gain specialized knowledge.
3. They can learn practical skills.
Concluding sentence: To summarize, with their degree, specialized knowledge,
and practical skills, university graduates have an advantage in the job market,
and for some students, this is the main reason for attending university.
Example B

Topic sentence: Some students go to university for reasons other than academic
study.

Supporting points:
1. To meet many people.
2. To enjoy sports and hobbies.
3. To find a better career in the future.
Concluding sentence: ln short, some students go to university not to study
but to socialize with other students, participate in club activities, or to find a
good job.

NOTE: A concluding sentence often begins with a transitional expression for

summarizing, such as in short, to summarize, or to sum up.

For each of the following examples, write a concluding sentence that

restates the controlling idea in the topic sentence and summarizes the
supporting points.

1. Topic sentence: University clubs can be classified into three types.

Supporting points:
1. Sports
2. Arts
3. Academic

Concluding sentence:

2. Topic sentence: Living in a dormitory brings a number of benef its to university

students.

Supporting points:
1. They can make friends.
2. They can learn social skills,
3. They can save money.

Concluding sentence:
 Unitl . Part2

3. Topic sentence: Good academic writing skills help students in several ways
in university and beyond.

Supporting points:
1. They help students complete university assignments successfully.
2. They lead to good grades.
3. They help students in their future career.

Concluding sentence:

Write a concluding sentence for the paragraph you outlined in Exercise 5

in Unit 1, Part 1 (page 12).

Choosing a title

A piece of writing should have a title. A title should:

. let the reader know the topic of the writing.
. not be too long nor too general.

Compare the following examples:

Topic: Reasons for going to university

Title:

/ Why Students Go to university

X People Go to tlniversity for Three Different Reasons (too long)

X Going to lJniversity (too general)

Topic: The different living situations of students at university

TitIC:

t Living Situations of lJniversityStudents

X Different Living Situations (too general)

X How to Live Comfortably (off topic)

When you write a title, use capital letters correctly. See Appendix A (page 119)
for the rules of capitalization.
Choose the best titles for the topic sentences and supporting points in
Exercise 3 (page 18). Explain why the other choices are less appropriate.

1. a. University Clubs
b. Different Types of Clubs at University
c. What Are Three Types of Clubs at University?

2. a. Benefits of Living in a University Dormitory

b. Living in a Dormitory Has a Number of Benefits for University Students
c. Wonderful Friendships in Dormitories

3. a. Good Academic Writing Equals Good Grades

b. lnformation about Academic Writing
c. The lmportance of Academic Writing Skills for University Students

Writing the first draft

You are now ready to write the first draft of your paragraph. When you write
the first draft, remember:
. Use your outline as you are writing.
r Focus on the ideas and how to organize them logically.
. The first draft is not the final product; you will have chances to improve it
latel especially your grammaL choice of words, and style.