Composition 1 S2 2020 Final

PRACTICE - February - May 2020
Winter 2020
SEMESTER 2 -
COMPOSITION 1 COURSE CONTENT &
Dr. Abdallah GHAICHA -
A focused course content and

hands on practice activities and
compilation designed for the
Composition course offered in the
second semester in partial
fulfillments for the requirements of
BA in English Studies by Dr.
Abdallah GHAICHA.
Ibn Zohr University- Agadir
Faculty of Letters and Human
Sciences
Morocco
Composition 1:
Focused course content
Dr. Abdallah GHAICHA - SEMESTER 2 - COMPOSITION 1 COURSE CONTENT & PRACTICE - February - May 2020
COMPONENT 2: THE STRUCTURE OF A PARAGRAPH
Paragraphs are typically constructed as follows:
 they frequently include analyses, arguments, counter arguments
and explanations;
 they may contain definitions;
 they are likely to include supporting evidence in the form of examples;
 there will almost certainly be references to the work of other writers; and of
course, there will be a concluding sentence which forms a link or bridge to
the next paragraph.
A possible structural representation of a paragraph
1. Topic Sentence
2. Supporting Sentence: which provides a fuller explanation of the topic
sentence
3. Supporting Sentence
4. Supporting Sentence
Supporting Sentence: providing examples / evidence / analysis / criticism /
discussion.
Supporting Sentence: providing examples / evidence/ analysis / criticism
/ discussion.
5. Concluding Sentence: linking this paragraph to the next one
As a basic 'rule of thumb', a paragraph has three parts:

1. A topic sentence: this is a sentence that introduces the idea. If you're a
paragraph novice, you may want to make the topic sentence the first
sentence you write, but as you progress towards paragraph grand master
you may wish to try moving the topic sentence to a different position
within the paragraph.
2. Supporting details: give examples, evidence and facts to build on the
main idea.
3. A closing sentence: by definition, the last sentence. Can be used to re-state
the main idea, or to make the transition to the next paragraph
Example:
Here's an example of this formula being used to construct a paragraph:
1. Topic sentence:
Learning how to use paragraphs is a vital if you want to be able to communicate

really well through your writing.
2. Supporting details including...

Explanation of the topic:
A jumbled, illogical set of statements is very hard to understand and will
not hold your readers’ attention.
Example:
Imagine if the next sentence in this paragraph was 'the zebra is perfectly adapted
to life on the plains of Africa'. You wouldn't be able to follow the argument and
wouldn't waste time reading further!
Explanation:
If you change topic, introduce another idea or give irrelevant detail, you will
confuse your readers and your argument will lack impact.
3. Closing sentence:
So, if you want to keep your readers hooked, make sure your paragraphs are
focused on building one idea only.
The whole paragraph would read like this...
Learning how to use paragraphs is a vital if you want to be able to
communicate really well through your writing. A jumbled, illogical set of
statements is very hard to understand and will not hold your readers
attention. Imagine if the next sentence in this paragraph was 'the zebra is
perfectly adapted to life on the plains of Africa'. You wouldn't be able to follow
my argument and wouldn't waste time reading further! If you change topic,
introduce another idea or give irrelevant detail, you will confuse your readers
and your argument will lack impact. So, if you want to keep your readers
hooked, make sure your paragraphs are focused on building one idea only.
COMPONENT 3: TYPES OF PARAGRAPH
Paragraphs can be developed in a number of different ways. For example:
TYPES OF PARAGRAPH
1. DESCRIPTIVE describes a process or a sequence of events, or the
PARAGRAPH characteristics or structure of something.
2. NARRATIVE is also descriptive, but tends to give background

PARAGRAPH information, that is, an account or description of
past events perhaps.
3. EXPLANATORY provides information.

PARAGRAPH
4. INTRODUCTORY sets the scene and outlines what is going to follow.

PARAGRAPH
5. PERSUASIVE tries to convince the reader about something and

may make recommendations.
PARAGRAPH
COMPONENT 4: CHARACTERISTICS OF A GOOD PARAGRAPH
Paragraphs constitute the basic unit of organization in an essay. They have the virtue
of allowing the writer to concentrate on the central thesis one aspect at a time. While
there is no simple formula for writing a good paragraph, the writer should know that
expository or argumentative paragraphs, in support for one’s thesis, should adhere to
certain principles to assure clear progression of thought. These principles, so helpful
in writing paragraphs, are discussed below.
1. UNITY: all the sentences in the paragraph must directly support the topic sentence,
and hence stick to the dominant idea.
Tips:
The topic sentence, a sentence- appearing near the beginning of the
paragraph- stating the central idea of the paragraph, is an effective device for
ensuring unity. It should foreshadow what’s to come and suggest the order
in which details will be discussed. A paragraph will have achieved its
purpose when it reaches the closing sentence.
DIRECTIONS: Examine the paragraph which follows, noting how it attains unity
by sticking to its topic:
Taking a few to outline before beginning to write an impromptu essay is time well
spent. While outlining may seem to take time away from writing, such planning
is an essential part of writing a good paper. It will produce writing that has
thought behind it, writing that does not digress. Taking a few moments to outline
an essay will impress the instructor, for he/she will note the organization that went
into the writing. If it should happen that one runs out of time, having a jotted
outline will give the student the opportunity to summarize points not covered. A
brief outline, can aid immeasurably in helping one write a good impromptu essay.
2. COHERENCE, which means that all the information of the paragraph is well
organized, logically ordered and easy to follow; i.e., the thought contained
in one sentence should be clearly related to the thought of the following
sentence.
Primarily, coherence rests on clear logical progression of thought from one
sentence to the next, hence serving a relevant purpose. This is accomplished by:
 repeated key terms (often from the topic sentence),
 pronoun reference,
 parallel grammatical structure,
 transitional words and phrases.
 put details or examples or incidents in logical order.
 Chronological
 In relation to each other
 In order of importance
Note that, unity in a paragraph is not enough, for even if all sentences relate to the
Topic Sentence, the way in which they are related may be muddled.
DIRECTIONS: Examine the paragraph which follows, noting how to underline

words contribute to coherence:
I was accepted by Henry Ford Community College and started classes. Since my
reading background was slight, and because I was not mature enough for difficult
adjustments of student life, I was soon miserable. After a few weeks, I became so
depressed that I considered dropping out. I think my English instructor sensed
this, for he asked me in for a conference. He encouraged me by pointing out my
excellent potential. Consequently, I decided to stay.

3. DEVELOPMENT
 a good paragraph should be adequately developed and complete by y providing
enough evidence and details to prove the topic sentence, not by padding out sentence,
not by further generalizing or by the adding repetitious statements.
 While a short, emphatic paragraph is sometimes desirable, the brief, under-
developed paragraph of 2, 3 or 4 sentences too often is a sign of an inexperienced writer.
 Methods of developing the expository paragraph vary, but include the use of
illustration, description, examples, definition, comparison and contrast, and analogy.
DIRECTIONS: Examine the paragraph that follows (written by an English 131

student) noting how it adequately develops its topic through use
of details, but without undue length or complexity:
Each year legislators bring up the use of a national health care plan, so recently I
asked a Canadian friend if he would tell me what he thought was the greatest
advantage of their national health care plan. His reply was “Peace of mind”. This
statement was made by the father of a young girl who had a heart defect, has had
several operations, numerous tests, and who, a few years ago, had to undergo
open-heart surgery. Fortunately for him and his family, all medical, hospital, and
surgical expenses were paid by the Canadian Health Care Plan. He also mentioned
all expenses were covered because the Canadian government regulated the rates
for all types of medical care and, in most cases, these rates adhere to by the medical
profession. If there is an additional charge, it is minimal, usually less than 10% of
the total bill. His only concern was that the better medical professionals were
emigrating to countries where there were no restrictions on fees because they
wanted to increase their personal income: still he felt quite a few dedicated doctors
continue to remain in Canada. He certainly feels that the pluses of the Canadian
Health Care Plan far exceed the minuses.

ESSENTIALS OF A GOOD PARAGRAPH TO REMEMBER:

A. A paragraph develops just ONE idea, which is usually stated in the topic
sentence.
B. Every sentence in a paragraph says just one thing about the topic of the
paragraph. This is recorded in the remaining sentences of the paragraph.
They explain, discuss, or illustrate the main idea stated in the topic sentence.
The topic sentence usually is the first sentence of the paragraph, but it may
appear in the middle or the end. A paragraph doesn't always have a topic
sentence. Nevertheless, it still must express one central idea.
C. The first line of every paragraph is indented.
D. A paragraph's length will vary. It should only be long enough to make its
topic clear to the reader.
E. A good paragraph is adequately developed. Thus, you must tell enough
about the main idea to make it clear to the reader.
F. A good paragraph has unity. All the sentences in the paragraph focus on the
topic.
G. A good paragraph has coherence. The sentences in the paragraph are
arranged in a logical order. Also, all the sentences are linked together using
appropriate transitions so that the reader can follow the thoughts as they
move from one sentence to another.
COMPONENT 5: THE TOPIC SENTENCE
Topic sentences are important because they control a paragraph by SETTING LIMITS.
They are also important because they SIGNPOST the direction a paragraph will take.
You need to set limits in your writing and indicate where it is leading otherwise there
is a danger that what you write will ramble on without ever actually answering the
question.
Ways of Setting Limits
There are various ways in which a topic sentence can be used to set limits. Here
are the most commonly used methods.
Example Topic Sentences
1. Internet shopping is very popular in the United Kingdom. (PLACE)

2. Internet shopping has become more popular in the last five years. (TIME)
3. Internet shopping is very easy. (QUALITY)
4. Internet shopping online and mail order shopping share some features in
common. (SIMILARITIES)
5. Internet shopping has many benefits. (A LIST)
6. The growth of internet shopping has changed some people’s lifestyles. (EFFECT)
7. Internet shopping is still not completely safe for several reasons. (CAUSE)
COMPONENT 6: FUNCTIONS OF A PARAGRAPH
The paragraph seeks to:

• Develop a unit of thought as stated in topic sentence
• Provide a logical break in material
• Create a visual break on the page
Functions of a topic sentence
• States the main idea of the paragraph
• Presents a central topic to which the rest of the paragraph should stay focused.
When to start a new paragraph
• When subject matter significantly changes
• A good rule of thumb is to keep paragraphs under twelve lines long.
• Look for any long paragraphs and try splitting them into two. (Remember that
a transitional word or phrase may be necessary.)
Characteristics of a good paragraph
• Unity – singleness of purpose
• Coherence – one point of view, one attitude, one tense
• Focus – a strong topic sentence and supporting evidence
• Flow – transitioning from one sentence to the next, leading the reader from
familiar to new information
Ways to order information within a paragraph

• Time – chronologically
• Space – a location or scene
• Climax – build toward a conclusion
• Order of Importance – from least to most or most to least important
How to provide solid transitions
• A judicious repetition of keywords can help tie ideas together.
• A one-sentence paragraph may be acceptable if used to transition between larger

paragraphs
• The following words and phrases can help to provide effective transitioning:
Concepts & Relationships Transitional Words or Phrases
 Addition  also, and, finally, first (second, etc.), in
 addition, likewise, similarly
 Comparison  in the same way, likewise, similarly
 Contrast  although, but, however, in contrast,
on the other hand, yet
 for example, for instance, in other

 Illustration
words, to illustrate
 Cause-effect  as a result of, because, consequently,
hence, so, therefore, thus
 above, earlier, later, next, to the right

 Time or space
(left, west, etc.), soon, then
 Summary or conclusion  at last, finally, in conclusion, to
conclude, to summarize
COMPONENT 7 : PLANNING & OUTLINING A MULTI -POINTPARAGRAPH

PURPOSE OF AN OUTLINE:
A. It tells you what to write
B. It sets out the order in which your thoughts should be written.
C. It tells you how to paragraph your composition.
D. It helps you stick to the subject of the composition from the beginning to the end.
IDENTITY OF THE MULTI-POINT PARAGRAPH
There are many ways to organize academic paragraphs. This handout is about one of the
most basic, the multi-point paragraph. The Learning Centre also has handouts on other
kinds of paragraph organization.
In a multi-point paragraph, the topic sentence (main idea) is supported by a number of
main points. Each new point is often introduced with a transition like “first,” “second”
or “third.” Specific evidence and explanation are provided for each main point.
This simple example of a multi-point paragraph shows how such a paragraph is
often organized.
The Learning Centre is a busy place. One reason is that many students come to the
Learning Centre to get tutoring help. They come for help with writing, study skills,
math and course concepts. Often there are three to five tutoring pairs working
together in the Learning Centre at any one time. Another reason the Learning
Centre is so busy is that many students like to use its ten computers. They write
papers, do research, check their email and use WebCT. So many people want to use
the computers that there are often people standing around and waiting for a free
computer. Finally, the reception desk is often busy. People come to the desk to make
and change appointments, to ask for resources and to ask for information about the
Learning Centre. People often have to line up to get help at the reception desk,
especially when classes have just ended. Taken together, then, the tutoring, the
computers and the reception desk all contribute to making the Learning Centre a
very active place.
Answer these questions about the example paragraph:

1. What is the main idea of the paragraph?
2. How many points are used to support that main idea?
3. Underline the transitions used to show the reader that a new main point
is being introduced
4. What facts are used to support the points?
TOPIC OUTLINE notes the ideas in brief phrases or words. No punctuation

is needed in a topic outline.
A good way to plan a multi-point paragraph is to make an outline. This helps

you to focus on which points to use, what evidence you have and how you can
explain the connection between the evidence and the points you are making.
Once you are satisfied with the organization of the outline, use it as a guide to
write your paragraph.
SAMPLE OUTLINE
This is the outline made before writing the example paragraph. Notice that the
ideas changed slightly when it was written into paragraph form.
Topic Sentence: The Learning Centre is a busy place.
Main Point 1: Many students come to get tutoring help.
Evidence and Explanation:
- help with writing, study skills, math, course concepts.
- usually 3-5 tutoring pairs working in the LC so busy.
Main Point 2: Many students want to use the computers.
- write papers, do research, email, use WebCT.
- often all computers full; students wait for a free computer.
Main Point 3: Lots of people come to the reception desk.
- make and change appointments; get information.
- especially between classes; often line-ups.
Now try making an outline on a topic of your own on the next page.
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COMPONENT 8: ANALYSIS & EVALUATION OF THE PARAGRAPH
PHASE 1: N UISANCES TO THE PARAGRAPH QUALITY
Avoiding Run-On Sentences
Three words--it, then, and therefore--cause many run-on sentences. Because each
of these words refers back to the preceding idea, people often think that they
continue the same sentence. Run-on sentences are the result.
IT
Run-on: The meeting was long, it lasted until midnight.
Corrections: The meeting was long. It lasted until midnight.
The meeting was long; it lasted until midnight.
THEN
Run-on: We changed the tire, then we continued on our way.
Corrections: We changed the tire. Then we continued on our way.
We changed the tire; then, we continued on our way.
THEREFORE
Run-on: My line broke, therefore the fish got away.
Corrections: My line broke. Therefore the fish got away.
My line broke; therefore, the fish got away.
TASK 1 - Directions: Correct each of the eleven run -on sentences below.
1. The English system of measurement is used in the United States, it is not
widely used elsewhere.
2. Most countries use the metric system, all scientists use it to record
experiments.
3. Scientists need a uniform system of measurement, this system enables them to
communicate easily with one another.
4. American students are gradually being taught the metric system, then in a
few years it will be adopted officially.
5. Although learning two systems may seem confusing at first, it is necessary.
6. We are used to measuring in quarts, pounds, and feet, therefore we think this
familiar system is easier.
7. Units of the metric system can be divided by ten, this is what makes the
system so easy to use.
8. A meter is equal to about 39 inches, therefore it is a little longer than a yard.
9. A meter can be divided into 100 equal parts, each one is called a centimeter.
10. If you compare an inch and a centimeter, then you will see that an inch is
equal to about two and a half centimeters.
11. The English system measures weight in ounces and pound, the metric system
measures it in grams and kilograms.
12. The prefix kilo-- comes from the Greek word chilioi, which means
“thousand.”
13. When scientists measure the volume of a liquid, they use the liter, not the
quart, as the unit of measurement.
14. A liter can be divided into 1,000 equal parts, each part is a milliliter.
15. Someday you will learn about these measurements then they will all make
sense.
TASK 2 - Directions: On the blank line after each word group, write an
independent clause beginning with the word printed in parentheses.
Add connectors and proper punctuation and capitalization as

necessary.
Example: The car got a flat tire. Then the battery died. ( then )
1. Sue unwrapped the gift ................................................................................ ( it )
2. First we meet at my house ........................................................................... ( then )
3. Dogs are intelligent ....................................................................................... (they )
4. I live far from school..................................................................................... (therefore )
5. Joan was in the living room ......................................................................... (she )
6. The house is old ............................................................................................ (it )
7. Some came by bus......................................................................................... (others )
8. I got two issues of the magazine .................................................................. ( then )
9. I opened the front door ................................................................................ ( there )
10. I read the questions quickly ………………………………..………………
(therefore )
TASK 3 - Directions: Write S in the blank before ea ch simple sentence. Write
C before each compound sentence. Write R -O before each run -on
sentence. Then fix the run -on sentences.

1. Florida and Georgia are the only southern states I’ve visited.
2. Skating and skiing are Aaron’s favorite cold weather sports.
3. Turn right at the stop sign, go left at the corner.
4. Six inches of snow are predicted, I’d better find my boots.
5. Both Kuma and Angie enjoy hiking and backpacking
6. Try it, you’ll like it.
7. Liam had a solo in last year’s concert; he hopes to have one this year, too.
8. Niabi plays both the oboe and the piano and plays them very well.
9. George didn’t study for the test, but he still got a good grade.
10. Lately, all of my clothes seem too small.
11. The meal ended with carrot cake and tea, then we played cards.
12. Why do I have to clean my room and the bathroom?
13. I lost my old cell phone, therefore I need a new one.
14. We went to the reptile house, and later we say the pachyderms.
15. I always agree with Marta, and Marta always agrees with me.
16. The shelves are filled with books, but I can’t find one I want.
17. Tia can’t come over she has to baby-sit.
18. Conserve resources, use them wisely.
19. Please be kind to Amy; she needs a friend right now.
20. Should I take the bus to school, or should I walk?
21. Rain canceled the game, it is rescheduled for next week.
22. Beth went to the doctor’s, then she went back to school.
23. The storm blew down a tree on our street, but there was no damage.
24. We have a new system for recycling at home, however we never use it.
25. Don’t use a stapler, use paper clips.

26. Look for Jeff and Dominic in the crowd.
27. Yoko’s aunt lives in California, her uncle lives in Arizona.
28. A canoe is not as stable as a row boat be careful not to tip.
29. Terry has just moved here and doesn’t know anyone yet.
30. The accident ruined the car, fortunately no one was seriously hurt.
PHASE 2: EVALUATIONS OF PARAGRAPH QUALITY
TASK 4 - Directions: Correct the run-on sentences in the following

paragraph.
Ms. Rossi was a very busy lawyer therefore her work left her little time to exercise
her dog Sonny, who was getting fat and sluggish. Something had to be done. A
brilliant idea struck her mind. Since Sonny raced around the apartment whenever
the phone rang, she would dial her number several times a day. As she did this one
afternoon, the receiver clicked, she heard strange noises at the other end. She called
Sonny’s name there were several sharp yips. She let her office friends listen, they
marveled at what they heard. After this had continued for several days, she went
home early one day, saying that she had a headache. She asked the telephone
operator to ring her number. A moment later she heard a key in the door, it was the
apartment manager entering her apartment. Ms. Rossi hid behind a drape. The
manager picked up the receiver, then he yipped and barked. He confessed that Ms.
Rossi’s friends at the office had urged him to play this trick on her.
COMPONENT 8: ANALYSIS & EVALUATION OF THE PARAGRAPH

TASK 1: Directions: Study the following paragraphs for their unity,
coherence and adequate development. Try to work out their
structures.
Sample paragraph 1
‘UV intensity is the most important factor in skin cancer fatalities.’ Do you agree?
UV intensity is not the most important factor in skin cancer fatalities. While residents
of Colorado (mean elevation of 2.1 km) have always been subjected to the highest UV
intensities in the United States, Colorado has one of the lowest skin cancer fatality
rates of all the states. In contrast, New England, which has much lower UV intensities
has a death rate from skin cancer 25% higher than it is in Colorado. In addition,
although equatorial regions have higher UV intensities, the lowest reported skin
cancer death rates in the world come from Mauritius (0.2 per 100,000) and Nicaragua
(0.2 per 100,000). On the other hand, Ireland (2.64 per 100,000) has the world’s third
highest rate. Evidence is strong that UV intensity is not the principal factor in
determining the skin cancer death rate. Genetic factors, skin pigmentation,
behavioural characteristics, medical facilities, broad straw hats, and sun screen lotion
all have some influence on skin cancer fatalities.
Sample paragraph 2
Do epidemiological studies have limitations?
Epidemiological studies have severe limitations. Firstly, such studies can seldom be
made in adherence to all the requirements of experimental science since the ‘objects’
being studied are people and they come with a variety of behaviours and appetites.
The study can take place only in the conditions that have occurred, and not in a
laboratory re-creation of them where certain factors can be varied systematically to
determine their influence and effect.
Most seriously, epidemiological studies can take decades to be completed, so that by
the time a positive result becomes evident, large numbers of workers may have been
damaged or injured irreversibly. Hence, the identification of occupational disease
cannot be allowed to rest on epidemiology alone — in effect, to a policy of ‘counting
the victims’. It must be backed by
experimentation and other methods of predicting the likely health impact on workers
of new chemicals, processes or technologies.
Sample paragraph 3
The broader scientific community both collectively and in many other individual
fields is also moving strongly in the direction of participating in or requiring some
form of data sharing. Recipients of grants from the National Science Foundation and
the National Institutes of Health now are required to make data available to other
scholars upon publication or within a year of the termination of their grant.
Replicating, and thus collectively and publicly validating, the integrity of our
published work is often still more difficult than it should be, and some still oppose the
whole idea, but our discipline has made substantial progress.

TASK 2: Directions: The following paragraph contains 20 errors. Make

corrections and rewrite the paragraph.
Cell Phones Endanger Drivers
One of the recent developments in modern technology, cellular phones, can be a threat
to safety. A study for Donald Redmond and Robert Lim of the university of Toronto
showed that cellular phones poses a risk to drivers. In fact people who talk by the
phone while driving are for times more likely to have an automobile accident than
those whom do not use the phone while drive. I like to use my cell phone when I am
driving because it is convenient. The researchers studied 699 drivers. Who were in an
automobile accident while they were using they're cellular phones. The researchers
concluded that the mane reason for the accidents was not that people used one hand
for the telephone and one hand for driving. Instead the cause of accidents were usually
that the drivers became distracted angry or upset by the phone call. As a result the
drivers' lost concentration. Many people find that monthly plans are more economical
than pre-paid plans.
TASK 3: Directions: Now it’s time to put your sentence knowledge into
practice,
 the most exciting thing you’ve ever done

 the scariest thing you’ve ever done
 what you’d do if you won the lottery
 who you are, summed up in a paragraph
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COMPONENT 9 : HANDS ON PRACTICE PARAGRAPH WRITING

SAMPLE STUDENTS’WRITING PRODUCTIONS FOLLOWING THE
PROCESS APPROACH
PEER / COLLECTIVE PROOFREADING & EDITING
Prompt I:
‘Road accidents have caused devastating damages in Morocco, strict laws
banning cell phones use should be passed to ensure the safety as the well-being of
Moroccans across the country.’
‘Using a computer, an I-pad or a smart phone every day can have more negative
than positive effects on young children. Argue.’
Rababe HAMDANE
Strict laws banning cellular phones use during driving must be passed to
ensure the safety of Moroccans for many reasons. First of all, statistics around the
world prove that using cellphones during driving either to make a call or texting is
one of the main causes of road accidents. Especially texting that is six times more likely
to cause an accident than driving drunk. Morocco is no exception, for the simple fact
that everyone has his own cellphone especially professional drivers who use them
during work. Moreover, cellphones use during driving decreases the attention,
distracts the driver and makes him slow to detect risks, therefore slow to react. Thus,
he becomes more exposed to accidents. In addition, reliable studies show that the
human performance and the brain attention diminish while doing multiple tasks, and
that’s the case of driving and using the cellphone at the same time. Some drivers may
think they are able to performe multiple tasks like driving and using the cellphone at
once, but let’s imagine for instance a driver using his cellphone while conducting and
he drops it by accident ; instinctively he will lean to pick it up which might cause an
accident and that’s what actually happenned with a hollywood celebrity, as a result
he tragicly lost his life. To sum up, using cellphones while conducting must be
prohibited by force of law in order to decline the tremendous number of accidents in
Morocco so as to make our roads a safer place.
Using a computer, an I-pad or a smart phone every day can have more negative
than positive effects on young children. First, setting down in front of a computer for
continuous long periods damages the eyes and causes bones pain, circulation
problems and intestinal disorders especially when physical activities are limited. Also,
the overuse of keyboard tires the fingers and the shoulders and may hurt them.
Second, technology devices influence the studying habits and the knowledge of young
children by making them lazy and sort of stupid. Its make homeworks much easier
because of the use of google and the infinite number of phone applications and
computer options for instance the calculator, digital dictionaries, the automatic
correction by microsoft office word and so on. Therefore, tasks become as easy as
eating chocolate which affects young children’s arithmetic, reading and writing skills.
Third, young users of smart technology lack skills of communication and social
intelligence since they spend more time in surfing on ligne instead of exploring the
real world and having close relationships with their families, neighbours and mates.
Thus, their behaviour and identity become negatively impacted. They tend to belong
more to the virtual world and to be careless about their envirnment. In short, smart
technologies have a contradictory impact on young children if it is not used wisely.
Hicham Iddaoud
During the years,the world knew a huge technological progress which gives birth to
many different means of communication and entertainment like Ipad , smarthphones.
But unfortunately , people don’t use it with the way that will benifit them , especially
young people and children who become addicted to smartphones which become an
important part in their life, a day can’t pass without using it, this has many negative
effects on their life. There are many causes which push young generation to the use of
Ipad and smartphones, firstly, children use it as a way of entertainment , it facilites
palying games for them, they can sit comfortably and play in the same time, while
they are obliged to sit uncomfortably when they play usual video games , so with ipad
they can play for many hours without being tired. Secondly, the communication with
the people it becomes by internet, and with the ability to connect on smartphones and
ipad, young generation communicate via the internet by social media such as twitter,
facebook and what’s up, the use of these means rises because they fin dit combortable
to deal with not like the old ways of communication.Thirdly, smartphones are a
modern mean of studying for young people, it facilites searching what they want
where and when they want. The use of these means have both positive and negative
impacts in the life of young generation , but negative ones may be more than positive
effects in case of the daily use of it. Some of those negative effects are : the cell phones
in general work by using radio waves which have effects on the health of the user
especially if children start using i tat a very young age while their brains are still
developing. Moreover, the use of smartphones can weaken children’s eye sight :
excessive exposure to the use of smartphones at an early age can trigger poor eye sight
for kids. Their eyes would constantly have to adjust to the phone screen which can
also be a cause for headaches and even migraines at a very young age. At last but not
least, smartphones detach kids from the true essence of social interaction : those means
can actually discourage them from interacting with other kids and people around
them. Traditional playtime may eventually be a thing of the past with the presence of
all these highly technological games, the thing that affects their role in the society, they
become burden on society and active population who help in the development and
improvement of the country. The phenomenon of using ipad and smartphones among
young people is increasing, that needs to be solved as soon as possible to save next
generations from the addiction of this cind of means which lead them to be in the first
place material people.
laila ELMANDOUR
Road accident have caused devastating damages in Morocco.The cell phone is the
main cause that lead to these catastrophy accidents in our country, because the drivers
loose their attention during driving,that made them unconcentrate and falling in the
same error of being irrespensible of what they will do.The accidents rate in Morocco
are increasingly raised made us wonder about the matter of this elevated amount is
the human being factor the very first cause of high levels of these damage? even if it
was psychologicl,physical and social or because our road stucture or perhaps the
mecanic status of vehicules? the answer is very clear , the interaction of all these causes
are in the same path, it gives the same dangerous consequences, for example
Casablanca comes first on accidents amount.
In one hand the inceasing of driver' carelessness in the big cities is directly linked with
this unhealthy phenomanen, such as Casablanca , Agadir , Marrakech .In the other
hand Morocco has Maghrib Arab's third highest rate ( 11 person die every day).
Most of time people are strayed, unconscious about the danger they might be faced
on the road, they drive talking on mobiles , chating , talking to someone next or
thinking about their life problems ,drinking alchool, fasting drive , feeling tired as
TAN TAN accident, when the lory driver lose control and smashed into CTM bus left
34 victims most of them are children between 10 and 12 years old ,the cause is the
tiredness of course,.
Parallel with the laws which is stipulated in this cases , the Moroccn govermnent must
strict laws banning cell phones too during a drive in general regardless of the kind of
vehicles because mobiles especially smartphones at the contemporary period
introduce lodging in social network services which is usually the main factor of all
these tragedies on Moroccan road. Instead of this, making a call while driving have a
percontage in these dramatic damages.The solutions to defuse and ensure safety
Moroccan citizens such as generalize and intensifypolice juries on principle road or in
expressway to protect road users,hard punishement to people who break rules
without taking in consideration a dire consequences of their carelessness, to detain
who drives witout an officiel paper says that he or she is allowed to drive Finaly we
should be rigid ,responsible and serious to avoid our destractive habits and not to
push country to advanced world levels in accidents rate. be aware,
Using computer, ipad or smartphone can have more negative effects than positive
ones on young children .The role of these advanced technologies are very important,
, it become widespread devices allowed people to make friendship and new friend
may be virtualy but sometimes this friendship devolop and become real .The causes
which can these materiels made is to be unconsciously addictive person by staying a
long time focuses on it.
Children are more target with these new technology, because the child still very
young to distinguish between what is good for him or he . In other hand parents loose
control on their children, in fact the technology can be hard to control, because the
webesites are everywhere if you prevent your children to access or use these devices
they might find it in other place like cybercafe or their friend devices.
Parents need to spend front of computers sometimes the absence of communication
inside family's have rules to prevent their young child to visit whatever site and
organize the amount of time they home
is raised it can be till sending text msg to each other in the same house.
Children can effect by the way how they consume the content by these devices for
example the new technology is unsafe they may encounter some undesireble content
like violence which can disturb them mentally and psychologically, it provides
incorresct information about somthing(islam for ex).
The advantages of using computers ipad or smartphone is reducing time ,
improving educational levels ,children may take a huge range og informatins can help
them in their futur ; help them to research, educate themselves , to raise knowledge
and learning.
The disadvantages are worst than advantages ones, the use of advanced devices can
have a consequences of reducing person to person interction , no talking face to face,
absenceo of communicatin wasting their time without benefits , lead to unhealthy
problem like obesity when the child became addictive his or her physically activities
decrease also became antisocial , isolate people poor eyesight...etc.
we should not obuse in using advanced technology as computer, ipad and
smartphone because through it we learn more bad habits than good ones , but, it still
helpful instead of all its negatives effects .
Abdessamad El allaoui
Using computer , I paid, or smart phone, everyday can have negative effects.
Technology stuffs impact on our health, smart phones and cell phones in general
influence on cell brain by the electromagnatic waves, which harm our brain. Some
people leaves thier device under pillow, when they are sleeping. Leave such devices
across our head is very dangerous, because it’s content unclear substences are very
harmful for brain. Also it can be a reason to creat a brain cancer. Computer can be a
causative for a disaster effects on our eyes, because working on camputer at a dark
place may hurt the sight. Computer have a heavy deam, which go on as one streak
towards eyesight. Wasting time may also a result of using computer everyday, time
become fast while working on it. Especially, if someone has been addicted with. So,
although all these devices help us, it can hurt us.
Composition 1:
Hands on practice activities
A focused course content and hands on practice activities and

compilation designed for the Composition course offered in
the second semester in partial fulfillments for the
requirements of BA in English Studies by Dr. Abdallah
GHAICHA.
COMPONENT 1: THE STRUCTURE OF A PARAGRAPH
1. From the list of statements below, decide which describe paragraphs and which
don't.
a) a paragraph is a section of writing that begins on a new line.
b) a paragraph must be at least five sentences long.
c) a paragraph consists of one or more sentences.
d) a paragraph deals with a single thought, idea or topic.
e) a paragraph must be made up of closely related sentences that develop a main idea.
f) a paragraph can express more than one thought, idea or topic.
2. Now read this paragraph and see if you can identify its structure (refer to sentence
numbers in your answer).
(1) Paragraphs are helpful to both writers and readers. (2) They help writers group
together and develop associated ideas into coherent units. (3) This is useful both at
the planning and writing stages. (4) When planning it is helpful to collect thoughts
together into topics or points, each of which might be later worked up into a
paragraph. (5) When writing, if you are clear about the nature of the paragraph that it
expresses a single topic, point or idea you will find yourself writing with greater
clarity and purpose. (6) As readers we like to be able to recognize ‘threads’ of thought.
(7) We also like the sense that ‘things are in their correct place’. (8) Good
paragraphing inspires confidence: we feel ourselves to be in the presence of a good
writer, a good guide through the subject we are reading about.

3. Read the following paragraph and try to work out its structure. How do the
sentences support the topic sentence?
(1) The actual size of a firm will affect its precise structure, but a common set-
up involves an entrepreneur, managers and workers. (2) The entrepreneur is
the person who takes the risks. (3) Because of this, the entrepreneur is the person
who will receive any profits that are made. (4) Richard Branson, of Virgin, is a
good example of a very successful risk- taking entrepreneur. (5) The
entrepreneur also decides who to hire to run the firm. (6) Some economists
maintain that an entrepreneur's true quality becomes evident when he or she
can pick good managers. (7) Managers, in turn, are the people who decide who
should be "hired and fired" and how the business should generally be set up.
(8) The workers are the people who ultimately use the machines to produce the
products or services that are being sold by the firm.

COMPONENT 2: CHARACTERISTICS OF A GOOD PARAGRAPH

TASK 1-
DIRECTIONS: Consider how coherent (‘well-formed’) the following paragraphs

are. F or each, say if there is a clear topic that is developed logically. If the
paragraph is poor, say how it could be improved.
Paragraph 1
Grammar is often seen as something like a cold bath. It is unpleasant but somehow
good for you; perhaps, even, in some obscure way ‘character building’. But most
students who say they are losing marks because of poor grammar do not have
much idea of what grammar actually is. Participle phrases are often made to stand
alone as sentences. Being an expression of poor grammar. Incomplete sentences are
perhaps the commonest significant grammatical error.
Written work assumes a ‘bitty’ character. What should be formal academic writing
acquires the aspect of note form. Formal academic work should be ‘impersonal’ in
tone.
Paragraph 2
Read your notes. Make notes of your notes. If you can, practise writing under
timed conditions. It is also a good idea to practise timed essay plans. When going
through your notes, highlight, underline and bring to the fore key information.
Exam essays are necessarily different to Term time work. Usually they are briefer,
they lack extensive references and, because of the time restriction, they are not
usually of such high quality.
Paragraph 3
(1) Time management is much more of an issue at University than at school or
college. (2) Why? (3) Because in Higher Education one must take greater
responsibility for one’s learning. (4) There will be no one, for instance, to constantly
remind you of deadlines. (5) But it will still be up to you to meet them. (6) You will
not usually be given course books. (7) It will be for you to buy them or borrow them
from the library. (8) To a large extent the University assumes that you are already
highly developed in autonomous learning. (9) This is not always the case. (10) A
course such as ‘Learning Strategies’ can help you think about what autonomous
learning really means and enable you to learn some strategies to take responsibility
for your study.
TASK 2-
DIRECTIONS: The paragraph in Task 2 below suffers from incoherence because

some of the sentences it contains are not directly related to the main ideas being
discussed. Which sentences are irrelevant? Which words in the topic sentence are
KEY WORDS?
An example has been done for you.
EXAMPLE:
Different students use a variety of strategies when setting about writing their
academic assignments. Some students, for example, dash off an entire and effective
essay with minimal editing. Writing reports is more difficult than writing essays.
On the other hand, some people make very good use of the practical strategy of
developing a workable plan, executing that plan, and then minimally editing what
they have written. My friend Daisuke is able to do that. With or without a plan,
there are yet other students who develop their essays by starting at the beginning,
and polishing each 'chunk' of text (a sentence or a paragraph) before moving onto
the next.
Key words = 'Different students' & 'a variety of strategies'
Task 2
(1) Across the continent of Europe there are shortages of skilled workers. (2) For
example, there are too few qualified computer engineers which has led to wages
spiralling in that industry and caused governments to intervene. (3) America has a
similar shortage. (4) In Germany the situation has got so bad that the government
recently announced a special immigration programme for 30,000 computer engineers

from India. (5) The Danes have problems too. (6) About 9,000 bricklayers and masons
will have retired by the end of this decade, but fewer than half that number will have
completed their apprenticeships and replaced them. (7) Denmark was one of the few
members of the EU to vote against a single currency. (8) France on the other hand
lacks workers in activities that range from agriculture to hotel-keeping. (9) Romano
Prodi, president of the European Commission, argued recently that the EU urgently
needs to ease restrictions on labour mobility particularly in the technology sector, in
order to deal with this problem. (10) Prodi has been in post for two years.
TASK 3:
DIRECTIONS: To develop your skill with unity, coherence, and adequate

development, write a paragraph (or more information if necessary) on one of the
following topics:
1. The pressures on young people to go to college
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2. How would you define an educated person?
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3. The high cost of gasoline (clothing, etc)

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4. The expense of a college education

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COMPONENT 3: THE TOPIC SENTENCE

TASK 1-
DIRECTIONS : The topic sentences in the paragraphs below have been left out.
After reading the paragraphs carefully, supply an appropriate topic sentence in
each case.
Paragraph (A)
8
Topic Sentence:………………………………………………………………………
……………………………………First, with a word processor it is possible to type over
a word or words that you want to change, while with a standard typewriter it is
necessary either to erase or use correction fluid or tape and then type in the
corrections. The second advantage is that you can add words or sentences in the
middle of a paragraph and then command the computer to put your text back in
proper paragraph form. When using a standard typewriter, the only way to add new
Information is to retype the entire paragraph. A third benefit of using a computer to
write is that you can move entire paragraphs within longer assignments as a result
of a few key strokes. With a typed text, this can be accomplished only with scissors
and paste, which produces work with a very poor appearance.
Paragraph (B)
Topic Sentence:…………………………………………………………………………
……………………………………For example, a 'sole proprietor' is a business owned
by a single person. Newsagents, corner shops, butchers and bakers are often run in
this way. In contrast, a 'partnership' is owned by more than one individual and can
in fact be owned by up to twenty people, though at least one partner is fully liable
for all the debts. Doctors, solicitors, builders and dentists are frequently run as
partnerships. Private joint-stock companies examples of which would be small
breweries, are a third type of business ownership with two or more partners at least,
while public joint-stock companies, ICI, Shell, banks and supermarkets are a fourth
type of business organization within the private sector.

TASK 2-
DIRECTIONS: Identify the ways in which limits are set in the topic sentences
below, by thinking about the words in italics. NOTE: More than one type of
limit can be used in a single topic sentence.
1. Three basic types of resources can be found in most libraries.
2. Unemployment had two important consequences in Britain during the 1970s.
3. Word processors are much more convenient than typewriters for at least four
reasons.
TASK 3-
DIRECTIONS: Look at the following text about Leonardo da Vinci. The first
sentence of each paragraph has been removed. Match sentences a-g with the
correct paragraphs.
a. Leonardo returned to Florence in 1499, where he painted that most famous

painting 'The Mona Lisa' (1503).
b. Between 1482 and 1499 he was employed in the service of the Duke of Milan,
to whom he was painter, sculptor, musician and technical adviser on military
and engineering matters.
c. In whatever subject he studied, Leonardo laid absolute faith in the evidence
of his eyes.
d. Leonardo da Vinci was born in 1452 in Vinci, a small village in Tuscany.
e. And it is in his 'things', his machines, that we are interested in this book.
f. By then Leonardo's expertise with paint brush and palette, pen and pencil
was already well advanced.
g. But his creative energies now were turning more and more to scientific and
literary pursuits.
The Genius of Leonardo.
1. ………. He was the illegitimate son of a Florentine lawyer and property owner.
His artistic bent obviously appeared at an early age for when he was 15 he was
apprenticed to the painter Verocchio. In 1472 he was accepted in the painters’ guild
in Florence, where he remained until 1481.
2. ………. And among his early drawings were many sketches of mechanical
apparatus and weapons, evidence of his interest in, and knowledge of things
mechanical.
3. His artistic achievements in Milan reached their peak with the mural ‘The Last
Supper’ completed in 1497.
4. ………. In the 1490s he began monumental treatises on painting, architecture,
human anatomy and mechanics. He set down his observations on these themes in
voluminous notes and sketches, which he would later assemble in his notebooks.
There remain of his notebooks a prodigious 7000 pages, all in characteristic ‘mirror-
writing’.
5. ………. He then went back to Milan and entered the service of the French King
Louis XII. Later he was to work in Rome with Raphael and Michelangelo on designs
for the new church of St Peter. In 1516 he settled in France, at Cloux, near Amboise,
where he died three years later.
6. He was no mere theorist advancing fanciful ideas. He was a practical man,
who designed things that would work, because he could see how they would work.
7. ……….There is no evidence that Leonardo actually built the machines and
mechanical devices he sketched and described. And in many cases their practical
importance remained unrealised and unrealisable for centuries. There was neither
the demand for them nor the technology.
(Pears Encyclopaedia, 1987, p. 342)

TASK 4-
DIRECTIONS: Put the following sentences in the correct order in order to
produce well organized paragraphs.
Paragraph 1
a. For a lightweight poster or sign, you can use either offset book stock or cover
stock.
b. You'll probably have to take your publication to a commercial printer, however,
since bristol won't feed through most desktop printers or copy machines.
c. The type of paper you choose for a poster or a sign depends on how it will be
reproduced and how it is going to be used.
d. If you need to create a more durable poster or sign, or create packaging, bristol
stock is your best choice.
(Microsoft publisher CD deluxe companion, p. 185)
Paragraph 2
a. It's rare, but not unheard of, for mail to go astray.
b. And many corporate mail servers have had growing pains, too, experiencing
holdups and the odd deletion.
c. On the whole though, you can assume email will arrive.
d. However during 1997, AOL and Microsoft Network - to name just the big players
- had severe mail outages resulting in the delay, and in some cases loss, of email.
e. In general Internet email is considerably more reliable than the postal service.
(The Internet and world wide web: The rough guide, (1997), p. 15)
Paragraph 3
a. Time may indicate the importance of the occasion as well as on what level an
interaction between persons is to take place.
b. The same applies for calls after 11:00 P.M.

c. Different parts of the day, for example, are highly significant in certain contexts.
d. Our realisation that a time talk is even reflected in such common expressions as,
"What time does the clock say?"
e. In the United States if you telephone someone very early in the morning, while
he is shaving or having breakfast, the time of the call usually signals a matter of
utmost importance and extreme urgency.
f. A call received during sleeping hours is apt to be taken as a matter of life and
death, hence the rude joke value of these calls among the young.
(Edward Hall, (1973), The silent language, p. 2)
Paragraph 4
a. But modern anthropology stands opposed to the view that anatomy is destiny.
b. Men are taller, heavier, and stronger than women; hence it is "natural" that
hunting and warfare should be male specialities.
c. Men have higher levels of testosterone; hence they are "naturally" more
aggressive, sexually and otherwise, and are "naturally" dominant over women.
d. Since differences in the anatomy and physiology of human males and females
are so obvious it is easy to be misled into believing that sex-linked roles and
statuses are primarily biological rather than cultural phenomena.
e. As the underlying demographic, technological, economic, and ecological
conditions to which these sex-linked roles are adapted change, new cultural
definitions of sex-linked roles will emerge.

f. Moreover since women menstruate, become pregnant, and lactate, they
"naturally" are the ones to stay at home to care for and feed infants and children.
g. Nor are women born with an innate tendency to care for infants and children and
to be sexually and politically subordinate.
h. Rather it has been the case that under a broad but finite set of cultural and natural
conditions certain sex-linked specialities have been selected for in a large number
of cultures.
i. Males are not born with an innate tendency to be hunters or warriors or to be
sexually and politically dominant over women.
(Marvin Harris, (1975). Culture, people, nature, p. 610)
TASK 5-
DIRECTIONS: Write the topic sentences for each of the following
paragraphs.
Paragraph 1
Firstly, they live in or on a host, and do it harm. The depth to which they penetrate
the host varies, as indeed does the damage. Fleas, leeches and lice live on the surface
and cause superficial injury. Athlete's foot is a skin disease caused by a fungus living
in the surface layers of the foot. The parasite of sleeping sickness is found in the host's
blood wriggling between blood corpuscles. Secondly, parasites show some
simplification of body structures when compared with free-living relatives. Sacculina
(a relative of the crab) shows loss of limbs and is reduced to a mass of reproductive
tissue within the abdomen of its crustacean host. Dodder, a plant parasite, lacks
leaves, roots and chlorophyll. Thirdly, although all organisms show adaptations to
their way of life, in the case of parasites they are often associated with a complex
physiological response, e.g. the ability to survive in regions almost devoid of
available oxygen, such as adult liver flukes, or the hooks and suckers of adult
tapeworm. Lastly, parasites exhibit a complex and efficient reproduction, usually

associated in some way with the physiology of the host, e.g. rabbit fleas are
stimulated by the level of sex hormone in their host.
(J. Hard, (1975). Biology, p. 57)
Paragraph 2
In 1920 an average of 2.75 pounds of waste were produced each day by each
individual in the United States. Today the quantity of waste produced is 53 pounds
per person, and by 1980 it is estimated that this will rise to 8 pounds per person. One
year's rubbish from 10,000 people covers an acre of ground to the depth of 10 feet. In
one year Americans throw away 48 thousand million cans, 26 thousand million
bottles, 430 million tons of paper, 4 million tons of plastic and 100 million tyres which
weigh almost a million tons.
(John W Klotz, (1972). Ecology crisis, p. 197)
Paragraph 3
That it might be experienced in any other way seems unnatural and strange, a feeling
which is rarely modified even when we begin to discover how really differently it is
handled by some other people. Within the West itself certain cultures rank time much
lower in over-all importance than we do. In Latin America, for example, where time
is treated rather cavalierly, one commonly hears the expression, "Our time or your
time?" "Hora americana, hora mejicana?"
(Edward Hall, (1973), The silent language, p. 6)
Paragraph 4
From the late 1870s onwards, cheap American corn began to arrive in the country in
large quantities, along with refrigerated meat and fruit from Australia and New
Zealand, and in a period when both farmers and businessmen were complaining of
depression, standards of living rose higher than they had ever done. The change
began each day, as Victorian writers frequently pointed out, with the food on the
breakfast table - with eggs and bacon as staple fare for the middle classes - and went
on through tea, high or low, to multi-course dinners or fish-and-chip suppers. The
poor were eating better as well as the rich. The annual per capita consumption of
sugar, which had increased from 18 lb. to 35 lb. between the Queen's accession and
1860, rose to 54 lb. in 1870-99 and 85 lb. in 1900-10; that of tea, which along with beer
had now become a national drink, went up from 1½ lb, first to 4¼ lb and then to 6 lb.
(Asa Briggs, (1983). A social history of England, p. 246)
Paragraph 5
The first is the way in which living cells develop an energy currency. This, like
ordinary money, can be used to exchange one vital commodity for another. The
second is the use of substances called enzymes as go-betweens to reduce the amount
of energy needed to make many chemical reactions essential to life take place fast
enough.
(The sciences: Michael Beazley Encyclopaedias (1980), p. 136)
Paragraph 6
At first it was little more than a trickle. For a long time the Norman conquerors did
not mix much with their Saxon subjects. There are plenty of indications of this; for
the languages, too, moved side by side in parallel channels. The custom of having
one name for a live beast grazing in the field and another for the same beast, when it
is killed and cooked, is often supposed to be due to our English squeamishness and
hypocrisy. Whether or not the survival of this custom through ten centuries is due to
the national characteristics in question it would be hard to say, but they have
certainly nothing to do with its origin. That is a much more blame-less affair. For the
Saxon neatherd who had spent a hard day tending his oxen, sheep,
calves and swine, probably saw little enough of the beef, mutton, veal,
pork and bacon, which were gobbled at night by his Norman masters. There is
something a little pathetic, too, in the thought that the homely old word,stool, could
be used to express any kind of seat, however magnificent, until it was, so to speak,
hustled into the kitchen by the smart French chair. Even the polite, however,
continued to use the old word in the idiom ‘to fall between two stools’.
Owen Barfield: History in English Words (Faber, 1954)
TASK 6-
DIRECTIONS:
A: Look at the topic sentences below, outline and discuss the
information needed to produce a paragraph based on a proposed topic
sentence.
The information contained within a paragraph is based on the topic sentence of
a paragraph. The topic sentence is generally the first sentence and expresses the
main idea to be developed within the paragraph.
1. The government of the United States of America consists of three main branches.
2. The world-wide increase in road transport is a serious threat to the natural
environment.
3. Deforestation has a direct effect on food supplies.
4. Although development in the Third World is intended to increase self-reliance, the
actual result is often increased dependence on the West.
5. There is a mistaken idea that, because of pocket calculators, children no longer
need to learn how to do basic arithmetic.
6. When it comes to the arts, there is a clear case for subsidy.

7. There are no grounds for subsidising the arts.
8. The British attitudes towards food are very different from the attitudes in my own
country.
9. My grandfather/grandmother is/was very easy/difficult to get on with.
10. There are no justifications for any country possessing nuclear weapons.
11. There are a number of reasons to justify a country possessing nuclear weapons.
B. With two or three other students, discuss your answers and Take one of the
sentences a write a paragraph.
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TASK 7-
DIRECTIONS: Identify the ways of organising the information in the
following paragraphs.
The inventor of the diode valve was Fleming. He made use of the fact, first noticed
by Edison, that an electric current could be made to flow across the empty space
between the hot filament of an electric lamp and another metal electrode placed
inside the evacuated bulb. This effect depends upon the thermionic emission of
electrons from the heated metal filament.
(W. P. Jolly, (1972). Electronics, p. 61)

Dr . Abdallah GHAICHA / SEMESTER 2 / COMPOSITION 1 / TRAVAUX PRATIQUES
================================================================================
Hemp's environmental credentials are indisputable. It grows better in organic
systems than in conventional ones. It smothers weeds and controls pests, clearing the
land for other crops. It improves the structure of the soil, with strong roots to prevent
erosion. If processed in the field, it returns nutrients to the land and purports to 'clean
up' soil contaminated with heavy metals. It is one of a minority of textile-fibre crops
that can be grown in temperate climates. So why, given its potential, is so little hemp
used today?
(New Internationalist, June 1998, p. 14)
TASK 8-
DIRECTIONS: In the following paragraphs, the first and last
sentences are correct. Rewrite the middle sentences of to put
the theme at the beginning and the theme at the end of the sentences.
Paragraph 1
Atoms of all elements consist of a central nucleus surrounded by a "cloud" containing
one or more electrons. We can think of these electrons as occupying a series of well-
defined shells. The number of electrons in its outermost shells determines the
behaviour of a particular element. Other factors, such as the total number of electron
shells, also play a part in determining behaviour but it is the dominance of the outer
electron configuration that underlies the periodic law and justifies the grouping of
the elements into groups or families.

Paragraph 2
Every substance contains a certain amount of heat, even a relatively cold substance
such as ice. The substance's molecules are in continual motion and, by this motion,
possess kinetic energy which produces heat. The average kinetic energy of the
molecules are measured by temperature. Cooling to the point at which molecular
movement ceases completely should thus be possible. Scientists are very interested
in this point, absolute zero, but it is in practice unattainable. At temperatures close to
absolute zero some materials exhibit remarkable properties, such as
superconductivity and superfluidity.
Paragraph 3
Nauru is so small that the plane lands in what is best described as the capital's main
street. To stop cars when planes are landing the seaward side of the runway has
traffic lights at each end. Well-fed and brightly clothed Naurans cowd the tiny air
terminal with their smart cars. The only hotel, the luxurious Menen, is a 10-minute
drive half way round the island and is where new arrivals are driven off in Japanese
minibuses. The well-paved road passes rows of neat, modern houses, set among the
trees.
(David Lascelles, The Financial Times)

Paragraph 4
The most striking example of value rigidity I can think of is the old south Indian
Monkey Trap, which depends on value rigidity for its effectiveness. A hollowed-out
coconut chained to a stake makes the trap. A monkey can put its hand though a small
hole in the coconut and grab some rice inside. The monkey can put its hand into the
hole but cannot take its fist out with rice in it. The monkey's value rigidity traps it
when it reaches in. The rice cannot be revalued. He cannot see that freedom without
rice is more valuable than capture with it.
(Robert Pirsig, Zen and the art of motorcycle maintenance)

TASK 9-
DIRECTIONS: Identify the signalling words in the following
paragraph.
Paragraph 1
Because language plays such an important role in teaching, Bellack and his
colleagues chose to examine in some detail the "language game" in the classroom.
They contended that "teaching is similar to most games in at least two respects. It is
a form of social activity in which the players (teachers and students) fill different but
complementary roles. Furthermore, teaching is governed by certain ground rules
that guide the actions or moves made by the participants" (p. 4). By studying the
language game, then, Bellack et al. intended to identify the various types of verbal
moves made by teachers and students and the rules they followed in making these
moves. As a result, they could investigate the functions these verbal moves served
and examine the meanings that were being communicated.
(Lorin Anderson & Robert Burns (1989) Research in classrooms, p. 278)
Paragraph 2
To begin with, it is necessary to consider the long-term implications of the decision
to increase our dependence on permanent staff in our restaurants. For example, let
us say we do go ahead. In this case, our reliance on hourly-paid staff will decrease.
As a result, costs will reduce, as permanent staff are cheaper than hourly-paid staff.
In fact, it is not necessarily the case, especially as there is no way of knowing what
the relative costs of hourly-paid staff and permanent staff will be in ten years' time.
However, as a rule hourly permanent staff are more reliable than full-time staff and
this is a genuine advantage. As a consequence of these two advantages, permanent
staff would seem to be a better option. In other words, they are cheaper and more
reliable so they are better. In that case, it is not necessary to hesitate. Naturally,
nothing is so simple. In short, cost is an unknown factor and the most economical
choice is not known.
TASK 10-
DIRECTIONS: In the following article on Nuclear Hazards the
signaling words and phrases are missing. Replace them and check
your answers.
There are three separate sources of hazard related to the use of nuclear reactions to
supply us with energy. , the radioactive material must travel from its
place of manufacture to the power station. the power stations themselves
are solidly built, the containers used for the transport of the material are not.
, there are normally only two methods of transport available,
road or rail, and both of these involve close contact with the general public,
the routes are bound to pass near, or even through, heavily populated
areas. , there is the problem of waste. All nuclear power stations produce
wastes which in most cases will remain radioactive for thousands of years. It is
impossible to de-activate these wastes, and they must be stored in one of
the ingenious but cumbersome ways that scientists have invented. they
may be buried under the ground, dropped into disused mineshafts, or sunk in the
sea. these methods do not solve the problem; they merely store it,
an earthquake could crack open the containers like nuts.
there is the problem of accidental exposure due to a leak or an explosion at the power
station. As with the other two hazards, this is extremely unlikely and
does not provide a serious objection to the nuclear programme, it can
happen, as the inhabitants of Harrisburg will tell you. Separately, and during short
periods, these three types of risk are no great cause for concern. Taken together,
, and especially over much longer periods, the probability of a disaster is
extremely high.
Press this button to check your answers:

In the following article on Nuclear Hazards the signalling words and phrases are
missing. Replace them and check your answers.
There are three separate sources of hazard related to the use of nuclear reactions to
supply us with energy. , the radioactive material must travel from its
place of manufacture to the power station. the power stations themselves
are solidly built, the containers used for the transport of the material are not.
, there are normally only two methods of transport available,
road or rail, and both of these involve close contact with the general public,
the routes are bound to pass near, or even through, heavily populated
areas. , there is the problem of waste. All nuclear power stations produce
wastes which in most cases will remain radioactive for thousands of years. It is
impossible to de-activate these wastes, and they must be stored in one of
the ingenious but cumbersome ways that scientists have invented. they
may be buried under the ground, dropped into disused mineshafts, or sunk in the
sea. these methods do not solve the problem; they merely store it,
an earthquake could crack open the containers like nuts.
there is the problem of accidental exposure due to a leak or an explosion at the power
station. As with the other two hazards, this is extremely unlikely and
does not provide a serious objection to the nuclear programme, it can
happen, as the inhabitants of Harrisburg will tell you. Separately, and during short
periods, these three types of risk are no great cause for concern. Taken together,
, and especially over much longer periods, the probability of a disaster is
extremely high.

Composition 1 S2 2020 Final

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PRACTICE - February - May 2020

A focused course content and

COMPONENT 2: THE STRUCTURE OF A PARAGRAPH

Paragraphs are typically constructed as follows:

 they frequently include analyses, arguments, counter arguments

 they may contain definitions;

 they are likely to include supporting evidence in the form of examples;

course, there will be a concluding sentence which forms a link or bridge to

the next paragraph.

A possible structural representation of a paragraph

2. Supporting Sentence: which provides a fuller explanation of the topic

Supporting Sentence: providing examples / evidence/ analysis / criticism

5. Concluding Sentence: linking this paragraph to the next one

As a basic 'rule of thumb', a paragraph has three parts:

Here's an example of this formula being used to construct a paragraph:

Learning how to use paragraphs is a vital if you want to be able to communicate

2. Supporting details including...

A jumbled, illogical set of statements is very hard to understand and will

not hold your readers’ attention.

Learning how to use paragraphs is a vital if you want to be able to

communicate really well through your writing. A jumbled, illogical set of

COMPONENT 3: TYPES OF PARAGRAPH

Paragraphs can be developed in a number of different ways. For example:

2. NARRATIVE is also descriptive, but tends to give background

past events perhaps.

3. EXPLANATORY provides information.

4. INTRODUCTORY sets the scene and outlines what is going to follow.

5. PERSUASIVE tries to convince the reader about something and

COMPONENT 4: CHARACTERISTICS OF A GOOD PARAGRAPH

expository or argumentative paragraphs, in support for one’s thesis, should adhere to

certain principles to assure clear progression of thought. These principles, so helpful

in writing paragraphs, are discussed below.

and hence stick to the dominant idea.

The topic sentence, a sentence- appearing near the beginning of the

in which details will be discussed. A paragraph will have achieved its

purpose when it reaches the closing sentence.

by sticking to its topic:

in one sentence should be clearly related to the thought of the following

Primarily, coherence rests on clear logical progression of thought from one

 repeated key terms (often from the topic sentence),

 parallel grammatical structure,

 transitional words and phrases.

 put details or examples or incidents in logical order.

 In relation to each other

DIRECTIONS: Examine the paragraph which follows, noting how to underline

depressed that I considered dropping out. I think my English instructor sensed

this, for he asked me in for a conference. He encouraged me by pointing out my

excellent potential. Consequently, I decided to stay.

 a good paragraph should be adequately developed and complete by y providing

not by further generalizing or by the adding repetitious statements.

 While a short, emphatic paragraph is sometimes desirable, the brief, under-

developed paragraph of 2, 3 or 4 sentences too often is a sign of an inexperienced writer.

illustration, description, examples, definition, comparison and contrast, and analogy.

DIRECTIONS: Examine the paragraph that follows (written by an English 131

of details, but without undue length or complexity:

profession. If there is an additional charge, it is minimal, usually less than 10% of

emigrating to countries where there were no restrictions on fees because they

Health Care Plan far exceed the minuses.

ESSENTIALS OF A GOOD PARAGRAPH TO REMEMBER:

COMPONENT 5: THE TOPIC SENTENCE

Ways of Setting Limits

are the most commonly used methods.

Example Topic Sentences