Paragraphing tasks

Task 1: Order the steps to form a coherent paragraph.

Introduction to linguistics: language learning research project.

Conduct an experiment to find out whether learners of English use English more correctly in
a written or in informal conversation.

a. Next, make a written test that checks the grammar point you are researching. This
could be a fill-in-the-blanks test, a correct-the-errors test, or another style. It should
have at least ten questions, but it should not be too long.
b. After giving the written test, interview each learner individually for about ten
minutes. Try to make the interviews informal and friendly. Be sure to ask questions
that will encourage learners to use the grammar point you are researching. Record
the interviews. ( sk for the learners’ permission first!)
c. After you have counted the errors, calculate the score as a percentage. Do this for
the written test and the spoken interview.
d. Next, read the tests and listen to the recordings. Make a note of how many times
your chosen grammar point was used, and how many times it was used incorrectly.
Do this for both the written test and the recorded conversation.
e. Third, find about ten intermediate-level English learners who will agree to take your
test. Arrange a time to give the test to each learner.
f. Finally, prepare two paragraphs to compare your results. Did learners make more
mistakes on the written test or while they were speaking?
g. First, choose a common English grammar point you would like to use in your
research. Ask your teacher for a suggestion if you need help choosing one.

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Task 2: The parts of the sentences below have been mixed up. Join the beginnings (1-6)
with the endings (a-i).

1. There is acid in that bottle: therefore

2. The effect of the fluctuation in temperature
3. Bad labour relations caused
4. The accident occurred because of
5. He passed his examination because
6. Delayed treatment often results in

a. the road was icy.

b. he was unsuccessful.
c. prolonged illness.
d. it must be handled very carefully.
e. careful storage.
f. the icy road conditions.
g. the strike.
h. he worked hard.
i. was to kill the laboratory specimens.

Using the information from the previous exercise, complete the following sentences. Write
the appropriate connective or verb marker. The first one is an example.

e.g. Icy road conditions caused the accident.

a. He worked hard ______________________.

b. Prolonged illness is often ______________________.
c. The strike was ______________________.
d. The laboratory specimens were killed ______________________.
e. That bottle must be handled very carefully ______________________.

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Task 3: Read the following extract carefully and complete the sentences by choosing from
the list of words and phrases below: use each word once only. Make sure that you keep the
same meaning in the sentences as in the text.

biggest - as muchǥ as - moreǥ than - least - most - not so many ǥ as - as many ǥ as -

the same ǥ as - greaterǥ than - the same ǥ as

Several years ago, some research was conducted at Manchester University into the amount
of time that overseas postgraduate students spent listening to spoken English and speaking
English. Sixty students co-operated by completing questionnaires.
It was found that an average of 22¾ hours per week were spent listening to English and
only 6¼ hours speaking English to English people. An analysis of the time spent listening to
English showed that lectures accounted for 5 hours and seminars 2 hours. An estimated 2½
hours were spent in serious discussion while 2 hours were devoted to every-day small talk.
Watching television accounted for 5 ¼ hours and listening to the radio 4½ hours. Going to
the cinema or theatre only accounted for an average of ¾ hour per week.

a. The students spent considerably ____________________ time listening to English

____________________ speaking it.
b. A ____________________ amount of time was spent in lectures ____________________ in
seminars.
c. Nearly ____________________ hours were spent listening to the radio ____________________
watching television.
d. The ____________________ popular way of listening to English was by watching
television.
e. ____________________ number of hours was spent in every-day talk ____________________
in taking part in seminars.
f. The ____________________ popular way of listening to English was by going to the
cinema.
g. ____________________ hours were spent in serious discussion ____________________ in
watching television.
h. Nearly ____________________ time was spent in serious discussion ____________________ in
everyday small-talk.
i. ____________________ time was spent in serious discussion ____________________ in
everyday small-talk.
j. The ____________________ surprise in the survey was the small number of hours spent
speaking English to English people.

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Task 4: Read the article. What is the main idea of the first paragraph? What is the topic
sentence?

Deforestation is a serious problem because forests and trees aren’t just pretty to look at,
they do an important job making the earth’s environment suitable for life. They clean the
air, store water, preserve soil, and provide homes for animals. They also supply food, fuel,
wood products, and paper products for humans. In the past fifty years, more than half of the
world’s rainforests have been destroyed. Today, the forests of the world are being cut down
at a rate of fifty acres every minute! Scientists say that if deforestation continues, the world’s

climate may change, floods may become more common, and animals will die.
One solution to the problem of deforestation is to use less paper. If you use less paper, fewer
trees will be cut for paper making. How can you use less paper? One answer is to reduce
your paper use by using both sides of the paper when you can, rather than using a new sheet
of paper. The backs of old envelopes are perfect for shopping lists or phone messages, and
when you write a rough draft of an essay, write it on the back of something else. A final
answer is to recycle used paper products instead of throwing them away. Most schools,
offices, and districts have some kind of recycling centre. If you follow the three Rs -reduce,
reuse and recycle- you can help save the world’s forests.

Answer the questions

1. How is the first paragraph developed? What are the supporting ideas?
2. What do the supporting ideas show?
3. What is the main idea of the second paragraph? What is the topic sentence?
4. What solution does the writer offer? What details support or explain the solution?
5. Is there a concluding sentence in the first paragraph? What about the second
paragraph?

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Task 5: Decide which pattern of paragraph development the following topic sentences
suggest.

1. Most large pumping stations abstract water from surface sources such as rivers,
canals, lakes etc. whereas groundwater abstraction is usually provided by smaller
pumping units.
2. The advent of relatively inexpensive cast iron and of wrought iron and the rapid
spread of railroads in the mid-1800s gave rise to a golden age of bridge-building.
3. The hydrologic cycle is a continuous process by which water is transported from the
oceans and after following a series of stages goes back to the sea.
4. The use of roller-compacted concrete (RCC) has changed the design and
construction of new concrete dams and provided economical and multi-functional
material for the rehabilitation of existing dams.
5. This report will compare laptop computers on the basis of the following: (1)
features, (2) performance in hardware tests, and (3) price.
6. During the nineteenth century, experimental hydrology flourished.

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Task 6: Write a chronological paragraph showing a sequence of events in the order they
occurred. Your goal is to convey a clear sequence through time. Pick up one of the
examples and continue the paragraph.

A discovery
A historical battle
A problem you solved or
A special day

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Task 7: Look at this diagram relating to poverty. Write a paragraph describing some of the
causes and effects of poverty in undeveloped countries. In your description include a
definition of poverty.

Poverty: the state of being very poor

Some causes: Some effects:

low wages Inadequate or insufficient or no
unemployment accommodation
death of the wage-earner food
large families clothing
illness heating
old age opportunities
alcohol amenities
gambling possessions
lack of education comforts
government policies
inflation
war
natural disasters