Activity 1: In break-out sessions

1.Arrange the sentences to form coherent

paragraphs.
2.Raise your hands as soon as you are done.
3.The first to finish with a correct answer will
get a prize.
ANALYSIS/PROCESSING (15 mins)
The participants will answer the following questions about
each paragraph:
What is the paragraph about?
How did you know the order in which the sentences should be
arranged?
How did you know which should be the first sentence?
Discuss alternative orders and why the writer may have
chosen to order the sentences as they are.
From the activity, what writing tips can you give in order to
make an effective paragraph.
 Factors that underlie writing
Writing is often viewed by many as the most difficult skill to master
compared to other skills because it relies on complex interrelated skills
and (meta) cognitive abilities (Gustilo, 2010). This is why the identification
and description of the different factors that underlie L2 writing which
characterize good or proficient writing have riveted the attention of
scholars from different disciplines. The present study has identified three
groups of variables for contrastive analysis: writers’ resources, text
production processes, and writing performance. Writers resources include
linguistic knowledge, topic knowledge, metacognitive knowledge, and
writing approach. Text production processes include planning, drafting,
revising, and evaluating. Writing performance refer to the essay scores
and total number of words in the essay.
 The Cognitive Process model of WRiting
Many scholars have documented that the writers’ resources and
text production processes relate to their writing performance (Chenoweth
& Hayes, 2001). For example, when the level of students’ linguistic and
topic knowledge are low, the students tend to produce low-rated writing
outputs. This interplay has been embodied in the writing model
underpinned by the cognitive process framework (Becker, 2006).
According to Galbraith (2009), psychological theories focusing on
cognitive processes in writing center around two themes: (1) Writing is
more than just expressing ideas into text; it is a process of discovering the
thought and expressing it appropriately; and (2) Writers need to develop
effective writing strategies as the convoluted interacting processes in the
writers’ mind put high demands on the writers’ limited working memory
(p. 2).
 Feature of Cognitive Process Framework
An important feature of the cognitive process framework
(Flower & Hayes, 1980) is the view that writing is recursive and
multilayered by nature. This feature debunked the traditional
writing paradigm that views the different processes during writing
as linearly sequenced. Planning, translating, and reviewing occur
anytime during the composing process through a monitor which
facilitates interplay among these processes and allows access to
long-term memory and task environment. Long-term memory
stores all the relevant knowledge pertaining to the task: linguistic
knowledge, topic knowledge, audience expectations, and writing
plans; while the task environment represents the writing
assignment and the text written so far.
 Another Feature of Cognitive Process Model
Another feature of the cognitive process model is its
characterization of the clear divide between poor or novice writers and
good or skilled writers. Research underpinned by cognitive process model
was able to establish that good writers have an edge over poor writers
when it comes to their knowledge resources. First, good writers have
more topic knowledge. They know more about the content of the topic
and can easily generate ideas as a product of their prior knowledge
(Graham & Perry, 1993). Second, they know more about the different
discourse conventions associated with different genres. Lastly, they have
more linguistic knowledge (grammar, spelling, vocabulary, etc.); they are
not interrupted by language-related problems (Gustilo, 2010; Zamel,
1982), and their increased linguistic experience enables them to be more
fluent writers (Chenoweth & Hayes, 2001).
 Text production processes of good writers
As regards text production processes, good writers have a rich
network of goals (Flower & Hayes, 1981). For example, they produce texts
that meet reader expectations and employ a knowledge-transforming
strategy (Bereiter & Scardamalia, 1987). Good writers benefit from a
complex metacognitive model of writing which enables them to be more
aware of their audience and to write with a sense of communication.
Moreover, they have more global planning strategies compared to novice
writers (Humes, 1983). In addition, they view revising as a way to refine
their compositions (Becker, 2006). Lastly, they have more ideas
generated, more organizational strategies, more ideas retrieved, and more
evaluative strategies before transcribing their ideas (Castro, 2005).
Procedures for the tests
The tests were administered during the English classes by participating
teachers within a period of two weeks. First, the diagnostic essay writing
test was administered on the first week of the 13-week English course.
This is a required test prescribed in the course’s syllabus, which is aimed
at assessing students’ weaknesses and areas to improve on in writing
academic essays. The students were informed that their diagnostic
writing test result would determine whether or not they would be sent to
the English Language Laboratory tutorial sessions aimed at helping them
improve on their weak areas. Since most students were unwilling to
spend additional hours in the writing laboratory, they did not treat this
task lightly. The topic familiarity test that measures content knowledge
was administered prior to the essay writing test. Then after the diagnostic
essay writing, a retrospective survey on the students’ text production
processes was administered.
Qualities of Paragraphs
Quality Description
Flow Each sentence follows the one before it
(coherence)
Focus The paragraph revolves around one idea
(unity)
Form The paragraph follows a certain structure

Function The paragraph serves a role

 Organization
Parts of a Paragraph

Essential Optional

Topic Sentence Supporting Concluding

Sentence Sentence
Main Idea

Implied Explicit
 Parts of a Paragraph
Parts of a Paragraph
1. Topic Sentence -- This is the first sentence and it expresses
the main idea. It sets the direction of the rest of the
sentences.
2. Supporting Sentences details that expand the main idea.
3. Concluding Sentence --summarizing what has been said or
drawing a logical conclusion from it. Restatement of the topic
sentence.
Checklist for evaluating a Paragraph
Does the topic sentence represent the main idea of
the paragraph?
Is it a general statement that overarches the ideas
contained in the supporting sentences?
Do all the other sentences take their direction and
focus from the topic sentence?
 Where to place the topic Sentence?
First sentence Middle of paragraph Last Sentence
Concluding sentence
 Two Kinds of Topic Sentence
Interrogative/Question.
Why is writing often viewed by many as
the most difficult skill to master?
Writing is often viewed by many as the
most difficult skill to master compared
to other skills because it relies on
complex interrelated skills and (meta)
cognitive abilities (Gustilo, 2010). This is
why the identification and description
of the different factors that underlie L2
writing which characterize good or
proficient writing have riveted the
attention of scholars from different
disciplines.
Declarative/Statement
Writing is often viewed by many as
the most difficult skill to master
compared to other skills. The
reason for this is that it relies on
complex interrelated skills and
(meta) cognitive abilities (Gustilo,
2010). This is why the identification
and description of the different
factors that underlie L2 writing
which characterize good or
proficient writing have riveted the
attention of scholars from different
disciplines.
 Paragraph Organizer
Topic:______________________________

Topic:_____________________________________________________
Topic sentence______________________________________________
Support facts/Details:
1._______________________________________________________
2._______________________________________________________
3. _______________________________________________________

Concluding
sentence:__________________________________________________
sentence_______________________
Support facts/Details:
1.__________________________________
 Sample Paragraph
Topic: Levels of Government in Australia
Topic Sentence: There are three levels of government in Australia
Supporting Sentences:
1. The Commonwealth looks after areas of national importance such as
postal services, foreign affairs, and collecting and distributing taxes. It also
supervises the armed forces.
2. The State Governments' responsibilities include hospitals, schools and
the state police forces.
3. local concerns, such as suburban streets and garbage services, are
looked after by Local Government.
Concluding Sentence: Hence, in general, the responsibilities of each level
of government are appropriate to the geographical area it serves.
 Sample Paragraph
There are three levels of government in Australia. First, the
Commonwealth looks after areas of national importance such
as postal services, foreign affairs, and collecting and
distributing taxes. It also supervises the armed forces. Second,
the State Governments' responsibilities include hospitals,
schools and the state police forces. Third, local concerns, such
as suburban streets and garbage services, are looked after by
Local Government. Hence, in general, the responsibilities of
each level of government are appropriate to the geographical
area it serves.
Source: Three levels of government in Australia (n.d.). Retrieved from https://www.vec.vic.gov.au/files/ActivitySheet9.pdf
 GOOD
PARAGRAPH

UNITY COHERENCE

Singleness or "oneness"
of purpose.
All the ideas supporting
one main idea or the The ideas tie together
topic sentence smoothly and clearly.
Coherence:
arrangement of ideas to make logical points

Time order Space order Step Order Importance order

• Arrangement is • Arrangement in • Sequence of • Arrangement of

according to relation to information information is
chronology direction, • procedures according to
location, space importance of
emphasis
 Activity
1. In groups, write as many transitional devices you know (10 minutes)
2. Categorize them under:
Adding
Comparison
Contrast
Enumeration
Concession
Exemplification
Inference
Time and Sequence
3. The group with the most number of transitional devices will have a prize.
Transitional Devices: adding

again equally in fact

also further(more) moreover
and in addition (to...) too
and then indeed what is more
besides next finally

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

 Comparison
compared with similarly again
in comparison with likewise also
in the same way/manner

Contrast

besides naturally still

but nevertheless whereas
however of course while
in contrast on the contrary yet
instead on the other hand although
conversely regardless despite
it may be the case that granted notwithstanding
like
different from
Alternatively
Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html
 Enumeration

first(ly) secondly etc. last on top of (that)

finally to (begin) with next
in the (first) place more important then

Concession

although it is true granted that of course

that naturally it may be the case
it may appear it is true that that
regardless I admit that
certainly
Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html
 Exemplification

as (evidence such as
of...) to show what (I mean)
for example specifically
for instance let us (take the case of...)
thus
to illustrate

Inference

if not, ... otherwise then

in (that) case that implies

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

 Replacement

again (better) still the alternative is...

alternatively on the other hand

Transition

as far as ... is concerned now with regard to...

as for ... to turn to... Concerning...
incidentally with ( reference) to

Place/Position

above adjacent below

beyond here in front
in the back near there
nearby there closer to
elsewhere far farther on
opposite to to the left to the right
behind
Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html
 Time and Sequence

after (a while) before (that time) since (then)

afterwards finally so far
at first in the end then
at last meanwhile (up to) (then)
at (the same time) next later
while immediately somewhat earlier
first , second, third... next shortly
thereafter firstly , secondly, over the next (2 days)
concurrently thirdly... as long as
soon in the future last
as soon as subsequently
at that time

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

Repetition of key terms or phrases

• The problem with contemporary art is that it is not

easily understood by most people. Contemporary
art is deliberately abstract, and that means it leaves
the viewer wondering what she is looking at.

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

Use of synonyms

Myths narrate sacred histories and explain sacred

origins. These traditional narratives are, in short, a set
of beliefs that are a very real force in the lives of the
people who tell them.

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

Use of pronouns
When scientific experiments do not work out as
expected, they are often considered failures until some
other scientist tries them again. Those that work out
better the second time around are the ones that promise
the most rewards.

Source: Coherence. (n.d.). Retrieved from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html

Activity 1: Write a paragraph on the
Philippine government
Topic Sentence:
Supporting Details:
1.
2
3
Concluding sentence:
Brainstormed Ideas:
Presidential form of government, democtratic, interdependent branches
• Executive branch
president and vice president
president appoints cabinet
local governments
• Legislative branch
makes laws, alter, repeal
congress
• Judicial branch
interprets the law pertaining to controversies
supreme court
Checks and balances to keep one branch from becoming too powerful
Model Paragraph
The Philippines is a democratic and presidential form of government
with three interdependent branches: the executive, legislative, and
judicial. First, the executive branch is headed by the president of the
Philippines. He appoints his cabinet members and leads the execution of
power in the local governments. Second, the legislative power is SUPPO
RTING
exercised by the two-chamber congress: the house of DETAILS
representatives and the senate. They make, alter, and repeal the
laws. Third, the Judicial power is exercised in the courts headed by the
supreme court of the Philippines. The judicial power interprets the laws
and settles controversies involving laws. The constitution has established
checks and balances among the three co-equal branches to keep one
branch of the government from becoming too powerful.
 Paragraph Development
TYPE FUNCTION
narration Tells a story
description Uses vivid words that appeal to five senses

comparison Similarities of subjects

contrasts Differences of subjects

exemplification Provides examples to support the main idea

Classification Groups ideas and categorizes them

Source: Qualities of good paragraph (n.d.). Retrieved from writersagenda.blogspot.com/2009/01/qualities-of-good-paragraph.html

 TYPE FUNCTION
Definition Defines terms
process Tells how a thing is done or achieved

Cause and Gives reasons and results of a

effect process/phenomena
persuasive Gives reasons or arguments to prove a
point
Problem- Identifies a problem, evaluates a problem
solution and gives a solution
Source: Qualities of good paragraph (n.d.). Retrieved from writersagenda.blogspot.com/2009/01/qualities-of-good-paragraph.html
Comparison and Contrast Paragraph
• compares two subjects and discusses how they are
alike and/or different
• Two ways to write a contrast paragraph:
• the point by point paragraph– discussing points back
and forth between two subjects
• blocked paragraph– discussing one topic first then the
other separately
 Three Types of Rhetorical Appeal in
Argumentation (BY Aristotle)
ETHOS LOGOS PATHOS

Focus is the Focus is the Focus is the

speaker argument audience
CREDIBILITY OR FACTS, STATISTICS VALUES,
ETHICS EMOTIONS
COMBINE THESE THREE FOR A GREAT APPEAL!
Activity
1. Read the paragraphs
2. Name the type of paragraph according to
function
3. Identify linguistic markers and forms associated
with each paragraph
 Types of Paragraph Development
In this age of technology, all students in the Montana University System
should be required to learn Internet use, and there should be a course to teach it as
a core requirement. The first reason is that all classes require some computer use.
Every time you go to the library at M.S.U.C.O.T, you need to know how to go online as
there are very few books anymore, and almost everything is on the Web. The second
reason is that, when you find a job, many companies are using computers. It is getting
almost impossible to find a job that does not require computer skills. Most companies
use electronic communications of some sort, such as e-mail or memos on line. Even
the jobs people used to think of as unskilled labor such as a mechanic are using
computers. All cars built today have a computer built into them. The mechanic uses it
to figure out what is wrong with your car. If people do not have skills in Internet use
these days, they will fall behind in the job market and in life.
http://english120.pbworks.com/w/page/19007010/persuasion%20paragraph
Source: The process paragraph. Retrieved from:
https://web2.uvcs.uvic.ca/courses/elc/sample/intermediate/unit2/u2_ex.htm
 On most part, energy is created by burning fossil fuels -- coal, natural gas and
oil. At the current rate of use of these finite resources, it is expected that the world
will run out of fossil fuels in thirty to forty years to come. When this happens, it will
no longer be possible to generate power to operate factories and vehicles or to light
and heat houses. However, this world-wide problem can be resolved through the
implementation of two possible solutions. The first solution is to improve
conservation efforts. In order to do this, governments can try to raise public
awareness, discourage over-consumption and encourage recycling. The second and
better solution is to use alternative sources of energy to meet future needs. The
current leading alternatives to fossil fuels are solar energy and fusion, which is the
union of atomic nuclei to form heavier nuclei. Solar energy is directly obtained from
the sun so it is easily accessible and pollution-free. Fusion, on the other hand, will
make it possible for nuclear power plants to generate enormous amounts of energy in
order to meet the energy needs of the planet indefinitely. In conclusion, in order to
have sufficient energy for the next century, it will be necessary to develop and
encourage the use of alternative energy sources worldwide.

Source: https://e-writing.wikispaces.com/Problem+and+Solution+Paragraph
 For ten years, I taught public school. Nothing bothered me more
than the language of educators: the jargon and clichés and euphemisms
found in school brochures. Take, for example, The Parent and Student
Middle School Guide from Region Nine, which governs fourteen schools in
Manhattan. In the booklet, one school brags that it provides all students
with “academic preparation” while helping them “to think clearly” in “an
enriched environment.” Another Region Nine middle school claims that its
staff “is comprised of” (sic) “highly qualified professionals who specialize in
the teaching of young adolescents.” A third school says that it “is dedicated
to students seeking an atmosphere that offers academic rigor through
intensified literary arts instruction, science and math investigations” and
“an exciting inter-disciplinary, multi-cultural curriculum.” It would be
impossible for any parent reading these vagaries to picture what goes on
in the schools’ classrooms.
https://professortashman.wordpress.com/2008/02/05/exemplification-paragraph/
There are three different types of rock music: alternative rock,
classic rock, and hard rock, also known as metal. Alternative rock
features a steady bass drum laying down the beat, with easy flowing
guitar riffs over the top. The bass line is toned town, and the lyrics
are sung with intensity an authority. Classic rock combines a steady
driving bass drum sound, with high snare overtones, steady and
often repeating guitar riffs, and an intensive bass line. The guitars
are more often than not all electric guitars, and distortion is rarely
used. Hard rock, or metal, features a hard rolling bass drum with an
abundant amount of cymbal work. This style of rock uses several
electric guitars with heavy distortion to bring a very intense sound. A
hard, intense, driving bass line rounds out the style. It doesn’t
matter what your preference is, each different style of rock music is
unique on its own.
 Recently, I held an amusing and memorable conversation
with my son, who began kindergarten this year, on the subject
of mopping. My 5 year old son, Kaleb, claimed my Swiffer mop
as his own, and he enjoys mopping my kitchen and hardwood
floors. Last summer, while I was watching him eagerly mop my
floors, he suddenly exclaimed, “I’m just like a janitor!” Amused,
and somewhat surprised at his thoughtful comparison, I smiled
and answered, “Yes, you are like the school janitor Mr. Bruce.”
Immediately, a bright smile came to his face, and he agreed
with obvious pride, “Yes, I am like Mr. Bruce.” Then I told him
that maybe someday, when he was a bigger boy like his brother,
he could help Mr. Bruce mop the floors at school.
Source: Byron, K. (2005). Retrieved from http://english120.pbworks.com/w/page/19006987/narrative%20paragraphs
 In front of me on the table sat a beautiful pure white bowl,
simplistic in design, hiding a decadent surprise inside. In the bowl
was hidden something that was not so pure, however, the
irresistible indulgence was worth every calorie that I knew it
contained. As I looked inside I saw on the bottom of the bowl a hot,
tender brownie loaded with macadamia nuts. I knew from past
experience that the nuts had a creamy and smooth texture, almost
like white chocolate. On top of the brownie were two firmly packed
scoops of ice cream, laying side by side, each one a different flavor.
Topping the luscious sauce was an ample dollop of whipped cream.
The whipped cream was topped with a shower of chocolate
sprinkles and finely chopped walnuts. The contrast of colors,
textures and flavors in this dessert appealed to every part of my
senses. I could not wait to eat it.
Source: Cofske, K. (2005). Retrieved from http://english120.pbworks.com/w/page/19006860/descriptive%20paragraphs
 A racist can be defined as a prejudiced person who
discriminates because of another individuals outer appearance or
race. Racism can all start as a child being raised with negative
thoughts, or can be brought upon by personal reasons. For example,
growing up in a racist family will give adolescent awful thoughts
about a race without even experiencing how they really feel first
hand. A different example of how one might unfortunately choose
to be racist would be if a person visits a country, and a negative
event took place; this person might become racist toward a group of
people that lived there all because of one personal event that
happened. Racism is a negative concept that put down people for
no real reason. Racism is a form of ignorance and inequity and only
one could wish for this discrimination to stop all together in order
for everybody to get along.
Source: Falcon Fauque (2005). Retrieved from http://english120.pbworks.com/w/page/19006850/definition%20paragraphs
 The writing process has four distinct phases. The first is
invention, which is aided by any number of techniques, including free-
writing, mind-mapping and outlining. After invention, comes the first
draft—the stage where the ideas start to take shape. The first draft is
also where writers should develop a tentative thesis to guide the
structure of their essay. The next stage of the process is when both
the second and third drafts are done. Here, ideas and structure are
refined, and the thesis is revised until it becomes the unifying idea of
the paper. Finally, comes the last stage, that of editing. Writers
should take care at this stage that all sentence structure and
punctuation is correct, and they should make corrections to
documentation format as needed. Writers often repeat these four
phases more than once, or skip a phase and go back to it, making the
writing process more cyclical than linear.
Source: The writing process: http://write-site.athabascau.ca/documentation/Sample%20of%20a%20process%20paragraph.pdf
 Acts of courage can be brought out by three possible causes.
The first cause, and the most obvious, is provocation. More often
that not, the hero finds it within himself to put aside his fears and
overcome near impossible odds to save the day. The second cause is
a purpose. For many people, the prospect of serving their country,
and gaining revenge for the cowardice acts of the terrorists were the
only reasons necessary for their courage. The third cause is a belief
in a higher power. The presence of God gives many people the
courage to do things they would not be able to do otherwise. His
words play clearly in their minds," Be strong and of good courage",
because: "the lord thy god is with thee whithersoever thou
goest"(bible reference). Whatever your inspiration for courage may
be, you can just about bet it was brought on by one of these three
underlying circumstances.

Source: Cause and Effect Paragraph. Retrieved from https://www.thoughtco.com/cause-and-effect-composition-1689834

My life now and my life five years ago are similar but there are also
some major differences. Five years ago, I was living in Havre with my
parents. I didn’t have to work. I went to high school everyday and
spent time with my friends. I babysat my nieces everyday after
school because both of my parents were working at the time. I
didn’t really have any major goals five years ago. Now I live in Great
Falls and I’m not in high school anymore. I have to work now in
order to support myself while studying. I have a lot of major goals
now. For instance, I want to graduate and get my two year degree.
Five years ago, I really wasn’t going anywhere with my life, but now
I’m starting to get my life in order and deciding what I want to do. I
am still living at home with my parents and I still go to school. I still
baby sit my nieces every once in a while. My life now has changed a
lot in only five years.

Doney, B. (2005). Retrieved from http://english120.pbworks.com/w/page/19006833/contrast%20and%20comparison%20paragraph

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