SCIENCE, TECHNOLOGY AND ENGINEERING (STE) PROGRAM

RESEARCH 9
FIRST QUARTER

Name______________________________________________Score:______________
Gr. & Sec.______________________________ T. Initial________Date:____________
Parent’s Signature:_______________________

WEEK 1
(NOTES ON ACTIVITY SHEET 1)

REFINING RESEARCH PROPOSAL THROUGH INCORPORATING

STRUCTURED AND ORGANIZED PARAGRAPH WRITING

Objectives:

 Identify the different writing styles of structured and organized paragraph

 Write an effective paragraph which would be relevant in refining a research
proposal

What is a Paragraph?

A paragraph is a group of related sentences that support one main idea. In general,
paragraphs consist of three parts: the topic sentence, body sentences, and the concluding
or the bridge sentence to the next paragraph or section. Paragraphs show where the
subdivisions of a research paper begin and end and, thus, help the reader see the
organization of research narratives and grasp its main points.

Structure and Writing Style

Most paragraphs in an essay parallel the general three-part structure of each

section of a research paper and, by extension, the overall research paper, with an
introduction, a body that includes facts and analysis, and a conclusion. You can see this
structure in paragraphs whether they are narrating, describing, comparing, contrasting, or
analyzing information. Each part of the paragraph plays an important role in communicating
the meaning you intend to covey to the reader.

Introduction: the first section of a paragraph, should include the topic sentence and any
other sentences at the beginning of the paragraph that give background information or
provide a transition.

Body: follows the introduction, discusses the controlling idea, using facts, arguments,
analysis, examples, and other information.

Conclusion: the final section, summarizes the connections between the information
discussed in the body of the paragraph and the paragraph’s controlling idea. For long
paragraphs, you may also want to include a bridge sentence that introduces the next
paragraph or section of the paper. In some instances, the bridge sentence can be written in
the form of a question. However, use this rhetorical device sparingly, otherwise, ending a
lot of paragraphs with a question to lead into the next paragraph sounds cumbersome.

NOTE:  This general structure does not imply that you should not be creative in your
writing. Arranging where each element goes in a paragraph can make a paper more
engaging for the reader. However, do not be too creative in experimenting with the
narrative flow of paragraphs. To do so may distract from the main arguments of your
research and weaken the quality of your academic writing.
Development and Organization of a Paragraph

A.   Unity: It means that all the sentences refer to the main idea, or the topic of the paragraph.

Science writing helps students analyze and clarify their thinking, synthesize
their ideas, and communicate them with others. It accompanies and records
the thinking that occurs when students are engaged in the science practices
that take place during an investigation, such as asking questions, planning
and carrying out investigations, analyzing and interpreting data, and
constructing explanations. It creates a record that can be returned to,
responded to, and revised.

 
We can observe the unity of sentences in the paragraph below, because it states the facts that
could purely explain what is a “Science Writing”.
 
B.    Coherence: It means that the sentences should be organized in a logical manner and
should follow a definite plan of development.       

Language development is also supported by science writing. This mode of

language use provides students with many opportunities to express and
communicate their thinking. Science writing involves students in a
metacognitive activity—they must consider the words they will use to
communicate their thinking, reflecting and clarifying as they go. This process
of reflection and clarification can lead students to develop their language as
they refine their scientific thinking.

 
First, let's see the order of the ideas:
1.    Tells the involvement of Language Development to Science Writing
2.    Explains the value of Language Development
3.    The attitude to consider from students in Science Writing.
 
C.   Topic Sentence: Topic sentence is the main idea, your attitude, your evaluation of
something.

Having no topic sentence is bad both for the writer and the reader. First, the reader has to read
the entire paragraph to get to the point. Here, the example is one paragraph long. What if the
example was a paper of 2-3 pages? This is one side. Lack of a topic sentence also causes the
writer to drift away from the topic. He loses control over the writing. He may write 3 sentences
about one controlling idea and 1 for the other which causes an imbalance within the writing.

There is a strong reciprocal relationship between science writing and  science

talk. Talking can be a precursor to writing, and writing can be a precursor to
talking. For instance, students can have a science talk before writing so they
can listen to others and rehearse their own language and ideas before
committing them to print. This practice can be especially beneficial for ELLs
whose speaking skills are often more developed than their writing skills. In
turn, writing can help students collect their thoughts without inhibitions before
speaking. And a piece of science writing, such as an entry in a science
notebook or on a posted word bank, can be a resource for students to refer to
during a science talk. The combination of science talk and science writing
supports the learning of science ideas and, in the process, helps students
develop the language to express these ideas.

The main idea in the paragraph is “The Relationship of Science Writing and Science Talk”.
 REFINING RESEARCH PROPOSAL THROUGH INCORPORATING
STRUCTURED AND ORGANIZED PARAGRAPH WRITING

Name:_________________________________Grade&Section:_________
Date:____________

Most Essential Learning Competency:

 Refine the research proposal by incorporating the suggestions/recommendations

given by experts.

Objectives:

 Identify the different writing styles of structured and organized paragraph

 Write an effective paragraph which would be relevant in refining a research
proposal

Activity 1: Describe it!

Direction: Describe the following rules in structuring and organizing a paragraph.

Unity Coherence Topic Sentence

Activity 2: Tell your understanding!

1. What is the relevance of composing an introduction in writing your paragraph?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________.

2. Why Unity in sentence construction has its impact in organizing and

developing a good paragraph?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________.

Activity 3: Test your skill!

1. Write the main idea of the example paragraph below.

Do human tears contain an antibiotic? Sir Alexander Fleming discovered that

human tears added to a bacteria culture in broth produced a clearing of the
culture. The clearing was interpreted as being caused by disintegration (lysis) of
the bacterial cells. Fleming called the active agent in tears "lysozyme." Further
experiments showed that the same, or a similar, substance may be even more
concentrated in egg whites.
2. Rewrite the sentences into paragraph form in the correct order of ideas.

 Both are important to our society today, and together, they have affected
people’s lives all over the world. 
 Technology and science are both advancing at a very rapid speeds, which
means every day they rely on each other more and more.
 Science and Technology Science and technology are two very different,
but two very similar things.
 Science and technology are indeed interdependent.
 Science is used in technology, and technology is used in science.

3. Write the topic sentence based from the paragraph in the box.

The world we live in has been and always will be based around science. Almost
everything we have discovered so far has been because of all the different
branches of science. The science of technology and computer science has
always sparked my interest, ever since I was little I loved playing video games or
messing around on our family computer. Because of the abundant amount of time
I was around technology I became attached to it. Then as I got older I started to
wonder where it all came from and how it works. This brought me to love all the
sciences I learned in school, I took a liking to it all and excelled in those classes. 

Activity 4: Apply what you have learned!

Direction: In a 1 whole sheet of pad paper, write a 150 word paragraph and
choose among the options of topics in a research proposal and incorporate the
standards of writing the structured and organized paragraph.

1. Vaccines for kids: their usefulness or damage.

2. The effects of social media addiction to the teenagers.

3. How online gaming consoles influence the youth?

Activity 5: Reflect!
 Direction: Share your thoughts as you reflect to the importance of structuring and
organizing a paragraph.

Paragraph
Writing

Rubric Guide for Paragraph Writing (Attachment to Activity 4)

Point Value 2 points 1 points .5 points 0 points

Topic Interesting, Clearly stated Acceptable topic Missing, invalid,
Sentence original topic topic sentence sentence or inappropriate
sentence, presents one presents one topic sentence;
reflecting thought main idea. idea. main idea is
and insight;     missing.
focused on one  
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details  concrete and details relate to number of vague, or
descriptive the topic and examples and undeveloped
examples and some explanation details that examples. 
details with is included.  relate to the
explanations that topic.
relate to the
topic.  
Unity and Thoughtful, Details are Acceptable No discernible
Coherence of logical arranged in a arrangement of pattern of
Supporting progression of logical examples; organization;
Details supporting progression; transitions may Unrelated details;
examples; appropriate be weak. no transitions.
Mature transitions.
transitions
between ideas.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage,
usage, spelling, usage, spelling, or punctuation spelling, or
and punctuation. or punctuation. (3-4) punctuation
No errors. (1-2)

Reference list:
Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development: A
Guide for Students of English. 2nd edition. Englewood Cliffs, NJ:
Prentice Hall Regents, 1990.
Bahl, Vik. Paragraph Development . English 127 Research Writing syllabus.
Green River Community College.

Science Writing. (n.d.) Retrieved from

https://www.exploratorium.edu/education/ifi/inquiry-and-eld/educators-
guide/science-writing

Paragraph Writing Excercises. (n.d.) Retrieved from

http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercise
s.htm
Research Paper Topics. (n.d.). Retrieved from https://edubirdie.com/blog/100-
research-paper-topics

Writing Guide Paragraph. (n.d.). Retrieved from

https://libguides.usc.edu/writingguide/paragraph

Resource Location: Department of Education, Region VI- Western Visayas,

Division of Aklan, District of Ibajay West, Maloco National High School.
Developer: Sammuel A. Rebelala