CLAA05H3 Lecture Notes - Lecture 1: Ethmoid Bone, Ancient Egyptian Medicine, Natron

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3 Jun 2018

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Paragraphs

What is a paragraph?

A paragraph is a series of related sentences developing a central idea, called the topic. Try to think

about paragraphs in terms of thematic unity: a paragraph is a sentence or a group of sentences that

supports one central, unified idea. Paragraphs add one idea at a time to your broader argument.

How do I unify my ideas in a paragraph?

Probably the most effective way to achieve paragraph unity is to express the central idea of the

paragraph in a topic sentence.

Topic sentences are similar to mini thesis statements. Like a thesis statement, a topic sentence has a

specific main point. Whereas the thesis is the main point of the essay, the topic sentence is the main

point of the paragraph. Like the thesis statement, a topic sentence has a unifying function. But a

thesis statement or topic sentence alone doesn’t guarantee unity. An essay is unified if all the

paragraphs relate to the thesis, whereas a paragraph is unified if all the sentences relate to the topic

sentence.

Note: Not all paragraphs need topic sentences. In particular, opening and closing paragraphs, which

serve different functions from body paragraphs, generally don’t have topic sentences.

In academic writing, the topic sentence nearly always works best at the beginning of a paragraph so

that the reader knows what to expect:

The embrace of Twitter by politicians and journalists has been one of its most notable features in

recent years: for both groups the use of Twitter is becoming close to a requirement.

—Paul Bernal, “A Defence of Responsible Tweeting”

This topic sentence forecasts the central idea or main point of the paragraph: “politicians” and

“journalists” rely on Twitter. The rest of the paragraph will focus on these two Twitter-user groups,

thereby fulfilling the promise made by the topic sentence. By avoiding irrelevant information that

does not relate to the topic sentence, you can compose a unified paragraph.

How do I develop my ideas in a paragraph?

Often, the body paragraph demonstrates and develops your topic sentence through an ordered,

logical progression of ideas. There are a number of useful techniques for expanding on topic

sentences and developing your ideas in a paragraph.

Illustration in a paragraph supports a general statement by means of examples, details, or relevant

quotations (with your comments).

In Harry’s world fate works not only through powers and objects such as prophecies, the Sorting Hat,

wands, and the Goblet of Fire, but also through people. Repeatedly, other characters decide Harry’s

future for him, depriving him of freedom and choice. For example, before his eleventh birthday, the

Dursleys control Harry’s life, keeping from him knowledge of his past and understanding of his

identity (Sorcerer’s 49). In Harry Potter and the Chamber of Secrets, Dobby repeatedly assumes

control over events by intercepting Ron’s and Hermione’s letters during the summer; by sealing the

barrier to Platform 93⁄4, causing Harry to miss the Hogwarts Express; and by sending a Bludger after

Harry in a Quidditch match, breaking his wrist. Yet again, in Harry Potter and the Prisoner of

Azkaban, many adults intercede while attempting to protect Harry from perceived danger, as Snape

observes: “Everyone from the Minister of Magic downward has been trying to keep famous Harry Potter

safe from Sirius Black” (284). All these characters, as enactors of fate, unknowingly drive Harry

toward his destiny by attempting to control or to direct his life, while themselves controlled and

directed by fate.

—Julia Pond, “A Story of the Exceptional: Fate and Free Will in the Harry Potter Series”

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Related Questions

Question:

Organisms living in Antarctica are thought to be particularly susceptible to change in climatic conditions. How might future climate changes affect the distribution of Antarctic organisms?

Describe the current Antarctic climate and factors that are likely to affect environmental change. Make predictions about future changes to the environment and how this might impact the distribution of organisms in the region.

Below has the format that it could be answered.

below the template, it has exampler template with different topic.

------ template

What do you think is the answer to the question? / What is your perspective on the topic? This is your stance or thesis.

Why do you think this? Give at least three supporting reasons (main points)

-
-
-

Use your stance and supporting points to build your plan. For each main point give a brief explanation, some evidence and/or examples you will use to support it. Provide references where appropriate.

I. Introduction

Possible ideas for the introduction:

(What does the reader need to know to understand the essay? Write as a statement rather than a question or keyword)

Proposed thesis statement:

II. Body - The number of body paragraphs will vary from essay to essay, you choose how many you need.

- Topic sentence:

(Include the main point making it clear how it supports your stance)

Explanations /Evidence/ Examples (include references with each fact (author, date)):

Write as a statement of fact not as a question, heading or keyword

- Topic sentence (include the topic and how it supports your stance):

Explanations /Evidence/ Examples (include references (author, date)):

Write as a statement of fact not as a question, heading or keyword

-Topic sentence (include the topic or how it supports your stance):

Explanations /Evidence/ Examples (include references (author, date)):

Write as a statement rather than a question or keyword

III. Conclusion:

(What are the broad implications of the essay?)

DRAFT WRITING

Introduction and first body paragraph

------- exampler template with different topic

I. Introduction

Possible ideas for the introduction

Climate change

Process of OA

Somehow lead to SO

Thesis Statement : All organisms living bathed in an acidic environment will incur a metabolic cost as a result of the energy expended to maintain functioning cell chemistry this results in reduced growth and reproductive outputs. As a consequence population numbers will drop with a flow on reduction in overall ecosystem biomass and diversity.

II. Body

Main Point: OA has a metabolic cost for all marine organisms and affects growth, reproduction and nutrient value as a food source.[CA2]

Examples/Details/Explanations (include references (author, date)) :

Most pronounced in small organisms but is variable and dependant on pH

e.g. krill, gill & haemolymph regulation issues (Flores et al, 2012) ;

e.g. phytoplankton, reduced nutritional value;

e.g. shell forming organisms dissolution of CaCO₃ shells e.g. pteropods

Main Point: The metabolic cost on the individual results in lower numbers of individuals in a population.

Examples/Details/Explanations (include references (author, date)):

This cost results in reduced fertilisation, extended larval development time, deformities

e.g. seastar (Gonzalez-Bernat et al, 2014) detail effects at different pH levels;

e.g. urchin (Sewell et al 2014)

Main Point: A reduction in biomass of any one species has flow on effects up and down the food chain and could be especially pronounced in the unique Southern Ocean ecosystem.

Examples/Details/Explanations (include references (author, date)):

SO characterised by high nutrient low productivity, âwasp-waistâ structure and short food chains

e.g. phytoplankton as primary producers

e.g. krill as important food source

e.g. pteropods as nutrient cyclers

Main Point: Reduced food availability will likely alter interspecific interactions and may result in some species being driven to extinction.

Examples/Details/Explanations (include references (author, date)):

a. competition will increase as a result of less food e.g. between larger birds and mammals as a flow on from loss of krill

b. shell forming species will be at greater risk of predation due to weaker shells

c. e.g. seastars as keystone species maintaining diversity

III. Conclusion

Effects at organism level will impact on total biomass of that species and those that depend on it for food, therefore the overall productivity and biomass of the SO ecosystem will be reduced and loss of species diversity is expected.

Other Ideas to Conclude:

Effects growth and reproduction and is especially costly for shell forming organisms.

Will see changes as a result of effects on organisms with key functions within the SO ecosystem.

Ideas to leave the reader with (clincher):

Global significance of effects of OA on SO (something related to carbon sink and sequestering of Carbon) or perhaps reminding reader that OA is only one consequence of climate change and that organisms will also be at risk from rising sea temps, melting ice, and invasive species.

*Please refer to the attached file.

You are writing a rough draft for the essay part 1,

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING~*1- Prewrite*2-Draft 3- Revise 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING ~* 1-Prewrite* 2- Draft 3- Revise\ 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

isaiahh223g

1. In closing a request for a recommendation, you should include

a. an expression of appreciation.

b. an indication that youï¿½ve enclosed a stamped, preaddressed envelope.

c. the full name and address of the person to whom the letter should be

sent.

d. all of the above.

2. When writing a claim letter, the best way to begin is by

a. complimenting the company for past service.

b. providing a detailed description of the faulty merchandise.

c. providing a straightforward statement of the problem.

d. threatening legal action if you do not receive a favorable

adjustment.

3. When making a claim or requesting an adjustment, your closing should usually

a. clearly state how angry and disappointed you are.

b. explain the specific details of the problem.

c. request a specific action or express your desire to find a solution.

d. do all of the above.

4. Routine, positive messages should do all of the following except

a. leave your reader with a good impression.

b. use an indirect approach.

c. provide all required details.

d. communicate the information or good news.

5. In a positive message, the main idea is presented

a. in the first sentence of the middle paragraph.

b. at the end of the middle paragraph.

c. right at the beginning of the letter.

d. in the last sentence of the letter.

6. The longest part of a positive message is typically the

a. introduction.

b. body.

c. close.

d. Noneï¿½all parts are usually the same length.

7. ï¿½If the figures are in by the end of the month we will hopefully be able to begin

planning for the upcoming yearï¿½s budget, but if they are not then the plan

ning process will most definitely have to wait until laterï¿½ is an example of

a. a comma splice.

b. an overly long sentence.

c. an indefinite pronoun starter.

d. an awkward pointer.

8. Which of the following is an example of a hedging sentence?

a. The report seems to be incomplete.

b. The deadline is next Tuesday.

c. The financial statement needs to have two sections.

d. None of the above is hedging.

9. What is wrong with the following sentence? ï¿½To waste time and missing dead

lines are bad habits.ï¿½

a. Similar ideas are not parallel.

b. It contains a dangling modifier.

c. It contains a split infinitive.

d. Nothingï¿½it is grammatically correct as written.

10. What is wrong with the following sentence? ï¿½Driving to the office, a police

officer stopped me for speeding.ï¿½

a. It lacks parallelism.

b. It contains a dangling modifier.

c. It contains an awkward pointer.

d. Nothingï¿½it is grammatically correct as written.

11. ï¿½Government task force report recommendationsï¿½ is an example of

a. redundancy.

b. a dangling modifier.

c. a dependent clause.

d. a long noun sequence.

12. Which of the following sentences contains a camouflaged verb?

a. Some do; others donï¿½t.

b. She is a marketing manager but also serves as ad manager.

c. It is Johnï¿½s recommendation that she be hired.

d. He slowly, deliberately added the numbers.

13. Roughly ___ percent of U.S. employers have terminated employees for

misuse of company e-mail systems.

a. 1

b. 10

c. 25

d. 80

14. E-mail hygiene refers to

a. the absence of slang and informal language in e-mail messages.

b. a nationwide movement to do away with information overload.

c. all the efforts companies make to keep e-mail clean and safe.

d. none of the above

15. E-mails should include all of the following except:

a. information about attachments

b. inside address

c. e-mail addresses of sender and receiver

d. contact information

16. When it comes to monitoring incoming and outgoing e-mail,

a. most companies do not make the effort.

b. only about 10 percent of U.S. employers do it.

c. most employers view it as an invasion of employee privacy.

d. about 50 percent of U.S. employers regularly do so.

17. When it comes to legal issues,

a. e-mails mean nothingï¿½only printed documents can be used in court.

b. e-mail and other electronic documents have the same weight as printed

ones.

c. your e-mail messages are off limitsï¿½using them in court would violate

your privacy.

d. none of the above are correct.

18. According to a recent study, workers exposed to a constant barrage of

e-mail, IM, and phone calls

a. increased their productivity by 20 percent.

b. were 50 percent more likely than their peers to be promoted.

c. experienced an average 10-point drop in their functioning IQ.

d. experienced none of the above

19. One important element of basic e-mail etiquette is to

a. be careful about using the ï¿½ccï¿½ function.

b. use bullets and lists.

c. include headings on all e-mails.

d. capture your readersï¿½ attention.

20. A good opening for a negative message would be

a. Iï¿½m sorry to say I have some bad news.

b. This letter is in reply to your application.

c. Your rï¿½sumï¿½ clearly shows why you are interested in becoming a

management trainee with our company.

d. We have no openings at this time.

21. In a negative message, the reasons for the decision

a. are so obvious that you donï¿½t need to mention them.

b. come directly after the buffer and follow naturally from it.

c. should be glossed over quickly.

d. should be long and roundabout to cushion the negative aspects.

22. In the reasons section of a negative message, you should

a. present enough detail for the audience to understand your reasons.

b. explain what your decision is before you explain why you have reached it.

c. apologize for the negative decision.

d. do all of the above.

23. A way to be tactful when giving your reasons for bad news is to

a. explain why the decision is good for you and your company.

b. highlight, if possible, how your negative decision benefits your readers.

c. explain that the decision is based on company policy.

d. apologize for having to be the bearer of bad news.

24. Using the indirect approach, the bad news comes

a. immediately after the buffer.

b. immediately before the reasons.

c. immediately after the reasons.

d. at the very end.

25. A good way to make bad news less painful is to

a. maximize the space devoted to it.

b. say, ï¿½I trust our decision is satisfactory.ï¿½

c. avoid stating it and hope that the reader understands what you mean.

d. de-emphasize it by embedding it in the middle of a sentence or paragraph

CLAA05H3 Lecture Notes - Lecture 1: Ethmoid Bone, Ancient Egyptian Medicine, Natron

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