Unit 2: Task 5 - Collaborative Work on Types of Paragraphs

 

ACADEMIC WRITING 551016A_363

Unit 2: Task 5 - Collaborative Work on Types of Paragraphs

 

 

INTRODUCTION

Paragraph is a set of sentences that usually develop an idea what are expressed in a main sentence. The paragraph is a very important concept in any text because thoughts are communicated in writing using related sentences. It is a significant and visual unity: develops a single complete idea, different from the other paragraphs, and it is marked graphically on the sheet with points and separate with blank spaces. These groups of sentences are separated in different parts of a text; the introduction, the conclusions, the arguments, etc.

The paragraphs are related to each other to develop a set of ideas. This is called text. Every paragraph develops an important idea, by relating them the central idea of the text. From the above, it is clear the importance of ideas (sentences) in a paragraph; they are organized in such a way that they convey an idea complete in a logical manner and according to the intention and function of the paragraph. 

What functions do paragraphs have within a text? Although each type of text contemplates particular characteristics, in general, the paragraphs that make up any text have functions specific. The first one is to introduce the reader to the topic what will be about. Second is to develop the ideas that support the issue and also there is the link (serve as transition) to the different aspects of the topic. Finally, there is also the function of expressing the conclusions that can be deduced of the explanation of the subject that has been about. 

Normally, the first and second paragraph of a text is responsible to introduce reader the central issue of the text. As to the transition paragraphs, these establish the relationships between the different parts of the matter being discussed, that is, link the different aspects of the text. Now, when you have finished exposing a topic or you have followed an argument, you get a group of ideas that come off everything demonstrated, and then we have the conclusion paragraph.

      

Paragraphs

 

Student’s Name	Type of Paragraph	Statement
NELFY CAROLINA VEGA	Descriptive https://vega-gracia.blogspot.com/2017/11/carolin-avega.html	a. “Writing in a daily basis is the most effective way to improve a writing skill.” ~Henry Carvajal
NEYDA ESLAVA	Narrative https://vega-gracia.blogspot.com/2017/11/neyda-eslava.html	b. “Writing became such a process of discovery that I couldn't wait to get to work in the morning: I wanted to know what I was going to say.” ~Sharon O'Brie
BELLANID ORTIZ	Persuasive https://vega-gracia.blogspot.com/2017/11/bellanid-ortiz.html	c. "Easy reading is damn hard writing." ~ Nathaniel Hawthorne
JORGE ELIECER GIRALDO.	Expository. https://vega-gracia.blogspot.com/2017/11/jorge-eliecer-giraldo.html	d. “Writing is my time machine, takes me to the precisetime and place I belong.” ~Jeb Dickerson
YEISON ARIEL FRANCO	Argumentative https://vega-gracia.blogspot.com/2017/11/yeison-ariel-franco.html	e. “The role of a writer is not to say what we all can say, but what we are unable to say.” ~Anaïs Nin

 

CAROLIN AVEGA

TYPE OF TEXT, DESCRIPTIVE.

2. A. DAILY WRITING IS THE MOST EFFECTIVE WAY TO IMPROVE SCRIPTURE SKILLS 

 OUTLINE

Abbreviation	Explanation	Your prayer
T.S	A thematic sentence that clearly expresses the point of view	Human beings are able to create complex abstract systems to represent the most subtle experiences, concepts, and ideas, we are also able to reflect on our experiences and communicate our needs, experiences and ideas to others, in various ways; especially through writing.
S.S #1	A prayer of support	Hence students who write and read daily gain more practical writing skills than must be started as the student begins to acquire language.
Ex. S.S	an example prayer of support prayer	Such a practice makes writing topics easier and at the same time acquiring skills in communication with others improves every day.
A.I	The idea of an author who supports the prayer of support (second source)	Raburn and van Schuver (1984) determined that students' ability to think was the best predictor of success in composition classes in English-speaking schools. Baldwin (1991) found that writing journals meant that pupils reached higher levels of thinking. Langer and Applebee (1987). They found that writing shapes the way students think.
S.S #2	A new prayer of support	This ability is reflected by placing a title appropriate to the genre, controlling the length of a text, reformulating fragments, defining concepts, using the lexicon correctly, respecting legislation and using the language and substituting equivalent lexical elements in a given context.
Ex. S.S	An example prayer of support prayer	As a result, students who acquire the ability to read and write are usually students with good academic performance.
A.I	The idea of an author who supports the prayer of support (second source)	Foucambert (2004) referring to writing expresses: Writing is therefore the means to build a view of the world, to relocate each event into a simultaneous present, to establish a system and therefore, to give meaning to things, to affirm the meaning, not to represent, but to present, the opposite of a pleonasm of reality but the treatment of it. (p.34)
C.S	A closing sentence.	Therefore, motivating students to write constantly is of vital importance, since writing helps them to improve their meta-cognitive skills, and to be more competent in the academic field; and future work.
R	References APA	Amazon.com. LibreriadelaU.com Muchoslibros.com. https://books.google.com.co/books?id=2o0-caykR14C&pg=PA63&lpg=PA63&dq=el+arte+de++habilidades+escribir&source=bl&ots=RQDm6rQnfO&sig=QjZdU3hIx0ZlgjoKcJuKV8UUKTk&hl=es-419&sa=X&redir_esc=y#v=onepage&q=el arte de habilidades escribir&f=false Didactic strategies to improve the practice of dictation, as a tool to reinforce reading and writing http://www.monografias.com/trabajos95/strategias-didacticas-mejorar-practica-del-dictado/strategias-didacticas-mejorar-practica-del-dictado.shtml#ixzz4wa8g32iV DESCRIPTION: ANALYSIS AND PRODUCTION OF María José Berasain de Diego Universidad Cornplutense. https://acceda.ulpgc.es:8443/bitstream/10553/5088/1/0235347_01992_0032.pdf

PARAGRAPH

    Human beings are able to create complex abstract systems to represent the most subtle experiences, concepts, and ideas, we are also able to reflect on our experiences and communicate our needs, experiences and ideas to others, in various ways; especially through writing. Hence students who write and read daily gain more practical writing skills than must be started as the student begins to acquire language. Such a practice makes writing topics easier and at the same time acquiring skills in communication with others improves every day. Raburn and van Schuver (1984) determined that students' ability to think was the best predictor of success in composition classes in English-speaking schools. Baldwin (1991) found that writing journals meant that pupils reached higher levels of thinking. Langer and Applebee (1987). They found that writing shapes the way students think. This ability is reflected by placing a title appropriate to the genre, controlling the length of a text, reformulating fragments, defining concepts, using the lexicon correctly, respecting legislation and using the language and substituting equivalent lexical elements in a given context. As a result, students who acquire the ability to read and write are usually students with good academic performance. Foucambert (2004) referring to writing expresses: Writing is therefore the means to build a view of the world, to relocate each event into a simultaneous present, to establish a system and therefore, to give meaning to things, to affirm the meaning, not to represent, but to present, the opposite of a pleonasm of reality but the treatment of it. (p.34). Therefore, motivating students to write constantly is of vital importance, since writing helps them to improve their meta-cognitive skills, and to be more competent in the academic field; and future work.

Questions-carolina-vega

 

1):How would you use the type of text you chose to improve students' writing skills?

In my case I would use strategies so that students learn to read effectively; as for example: by reading a certain topic ... putting activities where the student can, retain data, establish relationships, schematize relationships between main idea and secondary, take out the ideas center and infer meanings. 

2):What techniques and exercises would you use, for which students are to acquire speaking skills?

In my case, I would focus primarily on my students acquiring communication skills, especially in a new language.
Such as: breathing exercises, vocalization, tongue twister, visualization, record your words, improvise, read and write.