UNIT 1: PARAGRAPH TO SHORT ESSAY

Dau Thi Le Hieu, M.A.

School of Foreign Languages
Hanoi University of Science and Technology

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 WARMING UP

Look at the photo of Joan Didion and her reasons for writing.
What can be your reasons for writing? Is it becoming longer
and longer?

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 OBJECTIVES

After this lesson, students will be able to:

• Consolidate their understanding of paragraphs and paragraph requirements;
• Distinguish the difference between a paragraph and a short essay;
• Write correct sentences;
• Recognize and correct fragments and run-on sentences;
• Recognize and write correct dependent clauses.

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 OVERVIEW

1.1 The paragraph

1.2 Unity and coherence

1.3 From paragraph to short essay

1.4 Editing your writing

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 1.1. THE PARAGRAPH

1.1.1. Review of paragraph structure 1.1.2. The topic sentence

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 1.1.1. REVIEW OF PARAGRAPH STRUCTURE

Rhetorical focus
A paragraph is a group of sentences about a topic. A typical paragraph begins with a topic sentence, which
introduces the topic. The sentences that follow support the idea in the topic sentence with explanations,
reasons, and other details. The concluding sentence brings the paragraph to an end.
Formatting a paragraph
• Leave one-inch margins on the left and right side of the page.
• Indent the first sentence. The rest of the sentences follow each other, so that the paragraph looks like a
square with a little space taken out of the corner.
• Double-space your paragraph.

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 1.1.1. REVIEW OF PARAGRAPH STRUCTURE (cont.)

Practice 1: Read the paragraph. Label the structure and formatting elements of the paragraph with an
appropriate letter.
a. topic sentence b. supporting sentences c. concluding sentence
d. double spacing e. margin f. indent 4.___
1.___
The Ice-Man
Whenever I remember my experience in flight school, I think of my instructor because
he taught me how to fly a jet. His nickname was Ice-Man because he was always calm.
2.___ This was a positive characteristic because he had to teach students not to panic in a
dangerous situation. For example, one time, I made a big mistake while we were flying in
5.___
the clouds. Most instructors would take control and fix the situation, but not Ice-Man. He
just gave instructions to fix the problem. I corrected the mistake and gained confidence in
3.___ my abilities. I will always remember his quiet, clear voice and the black aviator glasses that
6.___
he wore. He was a special person in my life, and I hope that some day I will see him again
and thank him for helping me to realize my dream of flying solo and becoming a real pilot.
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 1.1.1. REVIEW OF PARAGRAPH STRUCTURE (cont.)

Answer
4. a
1. f
The Ice-Man
Whenever I remember my experience in flight school, I think of my instructor because
he taught me how to fly a jet. His nickname was Ice-Man because he was always calm.
2. d This was a positive characteristic because he had to teach students not to panic in a
dangerous situation. For example, one time, I made a big mistake while we were flying in
5. b
the clouds. Most instructors would take control and fix the situation, but not Ice-Man. He
just gave instructions to fix the problem. I corrected the mistake and gained confidence in
3. e my abilities. I will always remember his quiet, clear voice and the black aviator glasses that
6. c
he wore. He was a special person in my life, and I hope that some day I will see him again
and thank him for helping me to realize my dream of flying solo and becoming a real pilot.

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 1.1.2. THE TOPIC SENTENCE

Rhetorical focus
An effective paragraph contains a good topic sentence. A successful topic sentence has the following features.
• It introduces the topic. It also contains an idea or opinion about the topic, which is called a controlling idea.
E.g. Certain types of insects can benefit a garden.
• The topic sentence must not be a simple fact or detail. It must not be too general.
E.g. There are approximately 4,000 chemicals in cigarette smoke. (fact, not topic sentence)
Smoking is bad. (too general)
Smoking advertisements have a harmful influence on children. (specific idea)
• The topic sentence usually appears as the first or second sentence of a paragraph.
E.g. Have you ever noticed that closets are getting bigger and rooms are getting smaller? Changes in
popular culture can be seen in changes to the typical family home. (second sentence)

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 1.1.2. THE TOPIC SENTENCE (cont.)

• The topic sentence implies the purpose of the paragraph: to explain, narrate, compare, describe, explain
causes or effects, demonstrate, argue, or provide the steps in a process.
E.g. My sister’s personality is completely different from mine. (shows comparison)
Smoking results in thousands of smoking-related deaths each year. (tells cause and effect)

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 1.1.2. THE TOPIC SENTENCE (cont.)

Practice 2: Read the following topic sentence. Then check (✔) the sentence that would make the
effective topic sentence.

_______ a. An English-English dictionary is the best choice for English learners.

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_______ b. Many English learners use dictionaries.

_______ a. The grains of rice should not stick together.

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_______ b. Persian rice is only considered authentic if it is made in the following way.

_______ a. The Internet has changed the way students do research for term papers.
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_______ b. The Internet is changing students’ lives.

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 1.1.2. THE TOPIC SENTENCE (cont.)

Answer

✔ a. An English-English dictionary is the best choice for English learners.

1
b. Many English learners use dictionaries.

a. The grains of rice should not stick together.

2
✔ b. Persian rice is only considered authentic if it is made in the following way.

✔ a. The Internet has changed the way students do research for term papers.
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b. The Internet is changing students’ lives.

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 1.2. UNITY AND COHERENCE

1.2.1. Unity within a paragraph 1.2.2. Coherence within a paragraph

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 1.2.1. UNITY WITHIN A PARAGRAPH

Rhetorical focus
A paragraph must have unity. A paragraph has unity when all the sentences support a single idea.
• The paragraph must have one controlling idea in the topic sentence. Additional controlling ideas make
the paragraph lose focus.
• The supporting sentences must support or explain the controlling idea with examples, details, steps, or
definitions. Ideas that do not support the topic sentence cause the paragraph to lose it focus.
• The concluding sentence should restate the idea in the topic sentence in different words. It must not
introduce a new topic.

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 1.2.1. UNITY WITHIN A PARAGRAPH (cont.)

Practice 3: Read the following topic sentence. Put a check (✔) next to each sentence below that
supports the topic sentence.

There are several reasons why online courses are increasing in popularity.

________ a Online courses are flexible in terms of time.

________ b Online courses have been available since 1990s.

________ c Online courses are more convenient for students who live far away from the campus.

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 1.2.1. UNITY WITHIN A PARAGRAPH (cont.)

Answer

There are several reasons why online courses are increasing in popularity.

✔ a Online courses are flexible in terms of time.

b Online courses have been available since 1990s.

✔ c Online courses are more convenient for students who live far away from the campus.

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 1.2.2. COHERENCE WITHIN A PARAGRAPH

Rhetorical focus
• A paragraph must also have coherence. This means that the supporting details are organized in a
logical way.
• Writers often use time, space or order of importance to present the supporting information in a
paragraph coherently.

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 1.2.2. COHERENCE WITHIN A PARAGRAPH (cont.)

Practice 4: Read the sentences from a narrative paragraph. Some of the sentences are out of order.
Number the sentences 1-10 to show logical time order.
___ a. My family hugged me and cried because I had been gone so long.
_1_ b. I will never forget one day when I had to travel alone on the subway.
___ c. I was sick, and I had to go to an appointment at the hospital.
___ d. When my appointment ended, I got on the subway to go home.
___ e. That was why my surroundings looked unfamiliar.
___ f. My appointment was at 1:00 p.m.
___ g. Suddenly I looked up and did not know where I was.
___ h. I was exhausted and fell asleep on my way home.
___ i. Then I realized that I had fallen asleep.
___ j. It took me five more hours to get back to my home.

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 1.2.2. COHERENCE WITHIN A PARAGRAPH (cont.)

Answer
10 a. My family hugged me and cried because I had been gone so long.
1 b. I will never forget one day when I had to travel alone on the subway.
2 c. I was sick, and I had to go to an appointment at the hospital.
4 d. When my appointment ended, I got on the subway to go home.
8 e. That was why my surroundings looked unfamiliar.
3 f. My appointment was at 1:00 p.m.
6 g. Suddenly I looked up and did not know where I was.
5 h. I was exhausted and fell asleep on my way home.
7 i. Then I realized that I had fallen asleep.
9 j. It took me five more hours to get back to my home.

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 1.3. FROM PARAGRAPH TO SHORT ESSAY

1.3.1. The paragraph and

1.3.2. Short essay organization
the short essay

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 1.3.1. THE PARAGRAPH AND THE SHORT ESSAY

Rhetorical focus
A short essay is longer than a paragraph, but like a paragraph it has three basic parts: an introduction, a
body, and a conclusion.
• Introduction
The introductory paragraph is the first paragraph of a short essay. It contains a topic sentence and
thesis statement.
• Body paragraphs
A short essay has at least one or two body paragraphs. These develop the idea presented in the introduction.
• Conclusion
The concluding paragraph is the final paragraph. It summarizes the idea(s) presented in the short essay.

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 1.3.1. THE PARAGRAPH AND THE SHORT ESSAY (cont.)
Paragraph
• The topic sentence states the topic.
• The topic sentence states the controlling idea.
• The supporting sentences of the paragraph
support the idea in the topic sentence.
• The concluding sentence summarizes the idea
in the topic sentence.
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Short essay
→ • The introductory paragraph states the topic.
→ • The thesis statement states the controlling idea.
→ • The body paragraphs support the idea in the
thesis statement. Each body paragraph has a
topic sentence.
→ • The essay conclusion summarizes the idea in
the thesis statement.
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 1.3.2. SHORT ESSAY ORGANIZATION

Rhetorical focus
An effective essay must have the following elements.
• Introduction
▪ A hook is an opening sentence that attracts the reader’s attention.
▪ The sentences after the hook give background information that helps the reader understand the topic.
▪ The last sentence, the thesis statement, is very important because it gives the topic and controlling idea
of the entire essay.
• Body paragraphs
An essay has at least one body paragraph in which the writer develops the thesis statement from the
introduction. The body paragraph begins with a topic sentence, followed by supporting details.
• Conclusion
An essay ends with a conclusion that summarizes or restates the main idea in the thesis statement.

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 1.3.2. SHORT ESSAY ORGANIZATION (cont.)

Practice 5: Read the short essay. The thesis statement is missing. Choose the best statement from the
list following the essay.
Imagine having a job that fits your class schedule. You do not have conflicts studying because you only
work at night and on the weekends. In addition, you can work in a beautiful room with paintings on the walls,
candlelight, and soothing music playing in the background. ___________________________________.
First, restaurant work is a great job for full-time students because the hours are different. Most
restaurants are busiest during the weekends or in the evenings. Since students have to go to class during the
week and during the day, a restaurant job is an excellent option that gives students time for class.
The second reason why restaurant work suits students is that students can eat at the restaurant. Most
students are short on time. They don’t have time to go shopping, cook, and clean up, so they need to get
meals in a hurry. It is perfect if they can eat at work.
Students can make money, eat, and still have time for class if they work in a restaurant. For this reason,
many restaurants are staffed by students. It’s a great job for those who need to work while they are in college.

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 1.3.2. SHORT ESSAY ORGANIZATION (cont.)

a. A restaurant job is a convenient choice for a college student for several reasons.
b. Many restaurants hire college students.
c. A college student can make a lot of money working in an expensive restaurant.

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 1.3.2. SHORT ESSAY ORGANIZATION (cont.)

Answer
a. A restaurant job is a convenient choice for a college student for several reasons.
b. Many restaurants hire college students.
c. A college student can make a lot of money working in an expensive restaurant.

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 1.4. EDITING YOUR WRITING

1.4.1. The sentence 1.4.2. Run-on sentences

1.4.3. Dependent clauses

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 1.4.1. THE SENTENCE

Language and grammar focus

The sentence
A sentence contains at least one subject (a noun or a noun phrase) and a verb, and it expresses a complete
idea. A simple sentence may contain more than one noun or verb.
E.g. Subject Verbs
The dog runs.
The dog runs and chases squirrels. (two verbs)
The dog and the cat runs after squirrels. (two nouns in subject)
A complete sentence must contain at least one main clause. A main clause contains a subject and a verb, and
it expresses a complete idea.

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 1.4.1. THE SENTENCE (cont.)

• The simple sentence

A simple sentence contains one main clause.
E.g. Subject Verbs
The dog and the cat runs after squirrels.
• The compound sentence
A compound sentence has two main clauses, separated by a comma and a conjunction, or by
a semicolon.
E.g. Main clause Conjunction Main clause
The dog runs after squirrels, and the squirrels run away.
The dog terrifies the squirrels, so they stay high in the trees.
The dog is very agile; it can move quickly.

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 1.4.1. THE SENTENCE (cont.)

Practice 6: Read the sentences. Then identify the number of clauses contained in each sentence.
1. The fish were hungry. 1 2
2. The fish were hungry, and they ate the food quickly. 1 2
3. I love to go to the park, so I try to go every weekend. 1 2
4. The bus takes a long time, but it is less expensive than a car. 1 2

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 1.4.1. THE SENTENCE (cont.)

Answer
1. The fish were hungry. 1 2
2. The fish were hungry, and they ate the food quickly. 1 2
3. I love to go to the park, so I try to go every weekend. 1 2
4. The bus takes a long time, but it is less expensive than a car. 1 2

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 1.4.2. RUN-ON SENTENCES

Language and grammar focus

Two sentences that run together without correct punctuation are called run-on sentences.
• One way to correct a run-on sentence is to put a period between the sentences.
Incorrect sentences Correct sentences
✔The dog runs fast. It likes to chase animals in
x The dog runs fast it likes to chase animals in the
the park.
park. (no punctuation between two sentences)

• Another way is to add a comma and a connecting word such as and, but, or so.
Incorrect sentences Correct sentences

x They laughed, I felt better. (comma alone between

✔They laughed, and I felt better
two sentences)

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 1.4.3. DEPENDENT CLAUSES

Language and grammar focus

A dependent clause is a clause that is not a complete sentence by itself. It has a subject and a verb, but it
does not have a complete idea.
It often starts with a subordinating conjunction like because, before, since, when, after, or while. It must
always be attached to a main (independent) clause to make a complete sentence. The dependent clause can
come before or after the main clause without changing the meaning, but the punctuation is different.

dependent clause main clause

When I talk to my friend, she likes to tell me about her adventures.

main clause dependent clause

My friend likes to tell me about her adventure while I talk to her.

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 1.4.3. DEPENDENT CLAUSES (cont.)

Practice 7: Identify which clause is M (main clause) and which clause is D (dependent clause).
1. When I was growing up, everything was less expensive.
2. I guess things have changed since I was younger.
3. I was sad when we left my country.
4. When I am older, I want to have a big house with a patio and a swimming pool.

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 1.4.3. DEPENDENT CLAUSES (cont.)

Answer
1. When I was growing up, everything was less expensive.

D M

2. I guess things have changed since I was younger.

M D

3. I was sad when we left my country.

M D

4. When I am older, I want to have a big house with a patio and a swimming pool.

D M

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 SUMMARY

Rhetorical focus
• Elements and structure of a paragraph.
• Unity and coherence.
• The paragraph and short essay.
• Short essay organization.
Language and grammar focus
• The sentence.
• Run-on sentences.
• Dependent clauses.

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