© boardworks ltd 2006 1 of 42© boardworks ltd 20061 of 42 teacher’s notes included in the notes...

© Boardworks Ltd 20061 of 42 © Boardworks Ltd 20061 of 42

Teacher’s notes included in the Notes Page

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ParagraphsYear 7 Sentence Starters

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Contents


Paragraphs introduction

Paragraphing in fiction

Paragraphing in non-fiction

Beginning a paragraph

Developing paragraphs

Tense changes and sentence structure

Expanding paragraphs

Ordering sentences

Linking sentences

Sequencing paragraphs

Writing using paragraphs


Paragraphs – Paragraph introduction


Paragraphs introduction


Introducing paragraphs

Hey Tom! Do you know when to change paragraphs in your writing?

To be honest, Megan, I’m not really that sure when to start a new paragraph…

That’s okay, I’ll show you. It is different though depending on whether you are writing fiction or non-fiction.


It’s useful to begin a new paragraph when…

Can you think of any more reasons to start a new paragraph?

When to start new paragraphs

In fiction: In non-fiction:

You move on to the next stage in the story

You begin writing about a new topic

(A new paragraph is shown by indenting the first line of your sentence when handwriting, or leaving an entire line space on a computer.)


Paragraphs – Paragraphing in fiction




Read the extract on the next slide, taken from Ryland’s Footsteps by Sally Prue (OUP, 2004). Rye has just been burnt by a fire lizard.

In fiction we often start a new paragraph when:

we go forward in timewe go backward in time (e.g. a flashback)when we change the place where the action is happeninga different person gives their point of viewa new character joins the storywhen different characters speak.


Can you identify why the author has chosen to start each new paragraph?


Kris shoved Rye’s hand in the pool of water that was cupped between the leaf-fronds of the giant fern. As soon as Rye’s hands were in it, the burning began to subside. Kris left Rye squatting there and went away to find some pithy water-absorbing leaves that made a dressing good enough to get Rye home. Kris was quite matter-of-fact about it all; he even failed to say I told you so.

At home it became clear that the pale goo the fire-lizard had exuded had welded itself to Rye’s skin. There were burning blisters all over the palms of his hands.

‘Some sort of salamander, by the sound of it.’ Announced the Governor, briskly, as Mum bathed and anointed and wailed over Rye. ‘They’ll have to be exterminated of course. Where did you find them?’

Rye thought about the fire-lizard. About its golden eyes and elegant tail. And Kris had said that some of them were twice as big, twice as old.

He made some vague reply.

from Ryland’s Footsteps by Sally Prue (OUP, 2004), © Sally Prue 2003, reprinted by permission of Oxford University Press

change of place

different person’s point of view

Rye’s own thoughts for effect – Rye doesn’t want to harm it

Example of paragraphs in fiction


Paragraphs – Paragraphing in non-fiction




Read the extract from Tom’s film review on the next slide.

In non-fiction we often start a new paragraph to:

describe the next stage in a process or sequencegive a detailed example of what we are writing aboutmake a new point within a topiccompare things (for example, the qualities of two makes of DVD player)give a different viewpoint.


Think about where he should have started new paragraphs.


Would you have used these paragraph breaks – why?

Film review

Was Harry Potter and the Goblet of Fire as good as the previous three films? Millions have rushed to see the fourth film in the series during its first week in UK cinemas. The story begins with Harry, Hermione and the Weasley family watching the Quidditch World Cup. Lord Voldemort’s group of Death eaters disrupt the fun though and terrify the magical community with a symbol of the Dark Mark. Back at Hogwarts school, things are no calmer for Harry as he gets mysteriously entered into the Tri-wizard Tournament. He is forced to compete against older, more skilled students and battle dragons, mer-people and other horrors. Many felt that the film was too long at 157 minutes and it still didn’t cover all of the material in the 645 page hardback novel! The special effects were the best yet, particularly the computer-generated dragons. Acting in the film was generally…

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Harry Potter and the Goblet of Fire


Paragraphs – Beginning a paragraph




It is useful to begin a paragraph with a topic sentence. It will prepare the reader for the main idea(s) in that paragraph by explaining the subject that will follow like a signpost, e.g. The special effects…

They also help readers to find a particular section again as they can skim over the topic sentences to find keywords.


Okay, so I now know where to use new paragraphs, but how do I begin each paragraph?

I find it useful to start paragraphs with a topic sentence…


Topic sentences activity


A rhetorical question (one that is asked to make a statement, not to receive an answer) is a helpful way of opening a paragraph. It allows you to finish the paragraph by answering your own question, e.g.

Was Harry Potter and the Goblet of Fire as good as the previous three films? It was better because…

Why did Hitler invade Russia? Hitler invaded Russia…

Rhetorical questions

TIP: Rhetorical questions open paragraphs in a dramatic way and will catch a reader’s attention.

Another way of starting a paragraph is by using a rhetorical question…


Topic sentences activity


Paragraphs – Developing paragraphs




Illustrating your topic

I can now start a paragraph with a topic sentence or rhetorical question, but how do I develop the paragraph further?

I extend my paragraphs by…

giving lots of description and background informationsupporting some of my ideas with examplesusing some short punchy sentences for effect and paceshowing that I understand the other views if I’m arguing one point of viewmixing questions with statements for variety.



Read the paragraph below which Megan wrote for an essay on the environment. Notice how she has developed the paragraph from the beginning of the topic sentence:

Why is protecting the environment so important? Many scientists believe that our world is suffering from a condition called global warming. This means that the temperature of the Earth is rising every year and this is creating negative effects. The icecaps in the Arctic and Antarctic are starting to melt which could lead to sea levels rising and submerging low-lying countries in time. Plants and animals may die as a result of these climate changes. Time is running out. Act now! Discuss the techniques Megan

used to develop her paragraph.


Paragraphs – Tense changes and sentence structure


Tense changes and sentence structure


Managing tense changes

When you writing any paragraph, it is important to keep your tense consistent. If you need to change tense you must make it clear to your readers. Look at the example below and decide where the tense has been badly managed:

My horse is called Dobby. He was grey and white in colour. He is a gelding and was nine years old when he was dead. I kept him in a stable and give him apples, carrots and polo mints to ate. I rode him most days except on Sundays when I don’t ride. I was sad that he is dead.

Did you spot these problems? Rewrite the paragraph using one tense consistently.

Present tense Past tense


Spain is a good place to visit. Lots of people go there on holiday. It is a hot country. There are lots of beaches. The food is good. The people are friendly. It takes two hours to get there.

Rewrite it varying the sentence structure.

There is no variation in Tom’s sentence structure – each short sentence is a single statement which is not fluid to read.

Poorly structured sentences

For homework I had to write a description of a holiday destination for a tourist brochure. But I got a low mark…

Read Tom’s paragraph and decide what is wrong with it:


Well-structured sentences

I was set the same task and I managed to get a high mark…

Have you thought of visiting Spain? Lots of people spend their summer holidays in this hot country. There are lots of beautiful beaches, delicious food and friendly locals. All only two hours flight away!

Megan used lots of sentence variety: a rhetorical question, an opinion, a description and a fact. It sounds fluid and persuasive.

Decide what is good about Megan’s paragraph:


Paragraphs – Expanding paragraphs




Write a few sentences to expand the paragraph below (taken from an essay on embarrassment). Give a detailed example after writing the opening sentence.

Another moment of embarrassment is when you say something critical about somebody only to turn around and find that they have heard you. For example,

Giving examples

Remember to vary the types and lengths of your sentences.


Here’s another topic sentence. This paragraph explains your main point in more detail to help your readers understand what you are talking about. Can you continue with the paragraph?

The essay is on school uniform.

The third reason why I don’t like school uniform is that it is impractical. For example,


Remember to show that you understand both sides of the argument.


Imagine you are writing an essay about the differences between junior and secondary school. You have come to the point where you wish to compare the timetables (subjects and subject teachers).

Write the topic sentence and the rest of the paragraph comparing the differences between the timetables at junior and secondary school.

Making comparisons

Remember to include examples to illustrate your topic.


Paragraphs – Ordering sentences


Ordering sentences


If you are telling a story or describing a sequence (e.g. in a science experiment or a recipe) then the order is provided by the sequence of events,

e.g. 1. preparing the cake mix 2. cooking 3. decorating etc.

If you are producing non-chronological writing you have to decide on the best arrangement. This could be by comparing different things,

e.g. 1. French food 2. German food 3.Conclusion etc.

Ordering your sentences

Rearrange the sentences on the next slide to form a well-ordered paragraph (the essay is about air

pollution caused by road traffic).

My teacher also told me that I need to arrange the sentences in my paragraphs into a sensible order…


Sentence order activity

What other sentence order could you use?


Linking sentences

Linking sentences



Linking sentences

Okay, so now I’ve ordered my sentences into a paragraph by comparison but it seems boring to read…

French meats are often flavoured with garlic and herbs. French people eat lots of bread and cheese. A lot of wine, champagne and some beer is drunk in France. German meats are often smoked and salted. German people eat lots of bread and sausages. A lot of beer and some wine is drunk in Germany. I would prefer to eat French food than German food.

How could Tom improve his paragraph?


Connectives

Tom could improve his paragraph by adding words and phrases which will create links between his sentences.

It is easier to follow sentences which are linked because they guide readers by showing them how the ideas are related.

Here are some linking words and phrases, which are called connectives:

alsohowever for example later

eventually in other words

thereforemeanwhile

before

but

next

on the other hand


Spotting connectives


Using connectives

Tom’s paragraph is improved by the addition of connectives (in bold orange). For example:

French meats are often flavoured with garlic and herbs. French people eat lots of bread and cheese. A lot of wine, champagne and some beer is drunk in France. German meats, on the other hand, are often smoked and salted. Also, German people eat lots of bread but they eat a lot of sausages instead of much cheese. In contrast, a lot of beer and some wine is drunk in Germany. Therefore, I would prefer to eat French food than German food.

The connectives help to show readers the similarities and differences between the two foods and the word ‘therefore’ introduces the conclusion.


Types of connectives

Connectives help to link sentences in different ways: by time, place, cause and effect, and similarities and differences. For example:

time placecause &

effectsimilarities & differences

next

after

therefore

because

also

however

where

that

Fill in the grid with more connectives.



It is also important to write paragraphs that guide your reader…

A handy way of creating a sequence of paragraphs is by referring backwards to previous paragraphs and forwards to future paragraphs by using connectives, e.g.

As a result of the fire, Nicola was forced to look for a new house. She was very upset about losing all of her possessions but was happy to be alive. Next time, she would be more careful when using candles…

…After some time, Nicola did find a new house and she enjoyed decorating it…


Sequential paragraphs


Paragraphs – Writing using paragraphs


Writing using paragraphs


You are going to write a letter to the author of a novel you have been reading at home or in class.Brainstorm all the things you wish to include.Don’t forget you will need to introduce yourself and think of a way to conclude the letter.

Now arrange the ideas in a sequence. This will provide the paragraph plan for your letter. Simply number the ideas in the order which you think works best.

Then write the letter.Don’t forget to use topic sentences and to vary the sentence structure within each paragraph.

Writing activity


Summary

start a new paragraph when there is a change in topic, viewpoint, time or dialogue

signpost your paragraph’s theme by using a topic sentence or a rhetorical question

develop paragraphs by using examples, statements, facts and questions

vary the length and structure of your sentences

arrange your sentences logically in your paragraph either chronologically or by comparisons

keep your tenses consistent or make changes clear.

To sum up how to use paragraphs:

© boardworks ltd 2006 1 of 42© boardworks ltd 20061 of 42 teacher’s notes included in the notes...

Documents

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