Topic outline

  • Course Details

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                                            University of Abou Bekr Belkaid Tlemcen                                   
    Faculty of Letters and Languages
    Department of English

    Module: Comprehension and Written Expression (CWE)                                                    
    Level: L1
    Semester: S1+S2
    Unit Type: Fundamental
    Coefficient: 2
    Credit: 4 
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    • Contact Details

      f

      Instructors' Names:  

      Dr Kamila GHOUALI (ghoualikamila@gmail.com/kamila.ghouali@univ-tlemcen.dz)

      Dr. Fatima-Zohra BELKHIR (fatimazohra.belkhir@univ-tlemcen.dz)

      Dr Abi-Ayad Maliha

      Mrs Nassima HAMZA CHERIF

      Mrs Adila BERREZAG

      Mr Slimane MEGHAGHI


    • Course Description

      This module introduces students to academic writing starting from the sentence level up to paragraph writing. It seeks to identify first the components, characteristics, and the organisation of a basic paragraph, i.e. the topic, supporting, and concluding sentence, unity, coherence, and punctuation, and then apply this knowledge on the different types of paragraphs with regards to their respective features in terms of organisation, grammar, vocabulary, scope, and content.

    • Learning Objectives  
       

      By the end of the course, students will be able to:                                    ù^m

      -recognise the format, structure, and organisation of a basic paragraph.

      -understand the different steps of paragraph writing.

      -differentiate between a sentence, a fragment, a phrase, and a clause.

      -differentiate between a dependent and an independent clause.

      -master the different types of clauses and sentences.

      -apply the components of a basic paragraph on the descriptive, narrative, and argumentative paragraphs.

      -identify the individual characteristics and scopes, vocabulary and grammatical features involved in the different types of paragraphs.

      -write an organised, unified, and coherent paragraph.

    • Programme

      In this module, we will deal with the following elements:

    • page icon
      Programme Page

    •                                                         Evaluation System    m

      As part of the TD mark, students will be assessed on a number of assignments that will be given back to the teacher for correction. The final exam will be based on course comprehension that would be evaluated in the form of activities. The student who has not obtained a 10 average will then be invited to take the make-up exam. The calculation of the final average after the make-up exam will be the sum of the TD mark and the make-up mark divided by 2.


    • Bibliography

      1.       Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing (third edition ed.): Longman.

      2.       Savage, A., & Shafiei, M. (2007). Effective Academic Writing 1: The Paragraph: Oxford University Press.

      3.       Zemach, D. E., & Rumisek, L. A. (2006). Academic Writing: From Paragraph to Essay: Macmillan.



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      First Meeting Jitsi
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  • Unit 1: Paragraph Writing by Dr. F.Z. BELKHIR

    Paragraph writing is an essential course for university students because it represents the basic unit of academic writing including essays, summaries, reports, and research papers. Therefore, teaching paragraph writing to university students is essential to help students become better communicators and successful academic and professional writers.  

    In this unit students will learn aspects related to: 

    - What a paragraph is and is not. 

    - How to format paragraphs. 

    - How to structure paragraphs. 

    - How to keep unity and coherence in paragraphs. 

    - How to draft, write, edit and revise paragraphs. 

    •  1.1. Paragraph Definition



      • A paragraph is a group sentences that are related to each other and serve to develop a specific point or main idea in a logical and coherent manner.
      • Typically, paragraphs are composed of a topic sentence which expresses the main idea of the paragraph; some supporting sentences which provide specific details, examples and arguments to help the reader understand the main idea of the paragraph; and a concluding sentence that signals the end of the paragraph.
      IMPORTANT
      A paragraph is not:
        • a single sentence that expresses a set of ideas or details.
        • a group of unrelated or random sentences.
        • a collection of sentences without coherent logical organization.
      Here is a suggested short video to watch and practise its interactive activities:
        
        


    • assign icon
      Paragraph Definition Worksheet Assignment
    • page icon
      References Page

    • 1.2. Paragraph Format

       Writing a paragraph in a paper necessitates four formatting Elements to respect:

      1. Title:  It is usually found in the middle of the page. It gives the topic of the paragraph in a word (a group of words).    
      2. Indent/Indentation: The first line of the paragraph has to be indented with an inward shift from the left margin to visualize the paragraph or separate it from a previous paragraph.
      3. Double-spacing: A paragraph should be double-spaced to make the text easier to read and follow and also to allow room for corrections, comments and edits.
      4. Connected Sentences:  Sentences in a paragraph should follow each other to form one block of text.  

      IMPORTANT

      In formatting a paragraph do not:

      • capitalise the first letter of articles and prepositions in the title, except when they are the first word of the title (e.g. The Best Souvenir; In the Airport; Life in the City).
      • put a hyphen/a full stop/ a star at the indent.  
      • Forget to double-space the paragraph.
      • Split the sentences of the paragraph into two or three blocks.
      Gaze at the picture above to visualise paragraph format. 

    • assign icon
      Paragraph Format Worksheet Assignment
    • page icon
      References Page

    • 1.3. Paragraph Organisation

      A typical paragraph consists of three parts: a topic sentence, supporting sentences (supporting details) and a concluding sentence.

      Topic Sentence
      • What is a topic sentnece? ---It is generally the first sentence of a paragraph.
      • What does it do?  ---------------It presents the topic of the paragraph and a main idea about it.
      • What is a main idea? ----------It is an idea that can be supported, developed or explained.
      Example 
      Canada is one of the best countries in the world to live in.
      • Topic------------------------------- Canada
      • Main idea ------------------------ the best country in the world to live in.

      IMPORTANT 
      A topic sentence must not be simple fact or a specific detail.

      • Simple fact-------------------------Canada is a country situated in North America.
      • Specific detail --------------------I have never been to Canada so far.
      Here is a suggested short video to watch and practise its interactive activities:
       
       

      Supporting Sentence (Supporting Details)

      • What are the supporting sentences? ----------They are the sentences that come after the topic sentence.
      • What do they do? -------------------------------------They elaborate upon the topic sentence and develop or support the main idea of the paragraph by details and explanations.  
      • How do you write them? ----------------------------They can be drawn from facts and statistics; personal experiences or others’ experiences; explanations; examples to name a few.

      Example
      First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well‐trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live.

      IMPORTANT 
      The supporting sentences must not be arranged randomly. They have to be arranged in a coherent, organized, well-rounded manner to effectively communicate the main idea expressed in the paragraph. 

      Here is a suggested short video to watch and practise its interactive activities:

       

       

      Concluding Sentence 
      • What is the concluding sentence? ----------It is the last sentence of a paragraph.
      • What does it do?  ----------------------------------It brings the paragraph to an end.
      • How to write it? -------------------------------------To write it, one can restate the main idea in different words or give a final thought or a general comment about the topic of the paragraph.
      Example 
      As a result, Canada is a desirable place to reside in.

      IMPORTANT 
      • Use words/phrases of conclusion, such as in conclusion, to conclude, to finish with, all in all, finally, on the whole ... etc to signal the concluding sentence. 
      • Do NOT  introduce a new argument or information in the concluding sentence.
      Here is a suggested short video to watch and practise its interactive activities:
       
       


    • assign icon
      Topic Sentence Worksheet Assignment
    • assign icon
      Supporting Sentences Worksheet Assignment
    • assign icon
      Concluding Sentence Worksheet Assignment
    • page icon
      References Page

    • 1.4 Paragraph Unity and Coherence 

       

      Unity and coherence are two key-elements in writing that help create an effective piece of writing which is well-structured and easy to read and understand.

      With regard to paragraph writing, unity refers to the idea that every sentence in a paragraph should relate and directly support the central or the main idea of the paragraph.

      To do so, a paragraph must have:

      • one main idea in the topic sentence. Otherwise it loses focus.
      • relevant details, evidence or examples in the supporting sentences to develop the main idea of the paragraph.
      • a restatement of the main idea  in the concluding sentence.

      Coherence, on its part, denotes the logical sequence and the smooth transition of ideas in a paragraph. One way to have coherence in a paragraph is to use a pattern of oragansation, such as:

      • Time: this occurs when ideas or events are ordered in terms of the time of their occurrence.  
      • Space: this happens when ideas or events are ordered in terms of the space of their occurrence.
      • Order of importance: this means to arrange ideas or events in terms of their order of importance; either from the most important idea or event to the least important one or from the least important idea or event to the most important one.
      IMPORTANT
      When sentences in a paragraph do not relate by and large to the main idea of the paragraph (lack of unity) and they are clearly and logically arranged and sequenced (lack of coherence) writers cannot communicate their message to their readers.  

      Example
      For example on paragraph unity and coherence, watch the suggested short video below.

        

       

    • assign icon
      Unity and Coherence Worksheet Assignment
    • page icon
      References Page

    •  1.5 Paragraph Writing and Editing

      Any piece of writing needs an editor before a reader. Hence, writing and editing are essential skills for any writer.

      When writing a paragraph, it is important to:

      • Format your paragraph correctly (use: title, indent, double-spacing and connected sentences).
      • Organise the paragraph correctly (start with a clear and precise topic sentence, develop it with some supporting sentences using facts, details, examples, experience … etc. and end with a concluding sentence that can either restate the topic sentence or give a general comment or insight about the main idea of the paragraph.)
      • Keep unity and coherence in writing (make sure that all the sentences relate to the main idea of the paragraph and that are arranged in a certain logic to make your writing easy to follow and understand.
      • Use transition words and expressions so that your reader can easily follow the train of thought and the message you want to communicate in your paragraph (For examples of these words and expressions, open the file Transition words and expressions).
      • Punctuate your sentences, clauses and introductory words correctly to convey the intended meaning and express your ideas clearly (For more information, open the file of Basic punctuation rules).

      When editing, self-editing or peer-editing a piece of writing, a paragraph in this case, one should consider a number of aspects which include: clarity, sentence structure, grammar, punctuation, consistency, and conciseness.

      Example
      A suggested paragraph editing checklist is attached below.

      IMPORTANT
      Always self-edit or ask for a peer or your to edit your piece of writing and revise it by responding to the feedback you get from yourself, your peer or teacher or all of them to become a better writer and communicator.


    • assign icon
      Paragraph Writing & Editing Worksheet Assignment
    • page icon
      References Page

  • Unit 2: Descriptive Paragraph

    •                                           Descriptive Writing

      Descriptive writing paints a picture of a subject through the use of vivid imagery and specific details. It gives an account of the features of a person, animal, place, or thing, using strong word pictures to make the reader build images, emotions and attitudes. Vivid descriptions can be valuable tools for making the reader feel as if he or she is/was present in the scene especially when writers use sensory details (e.g. what something looks/sounds like), which often adds interest to the piece of writing. That is, good descriptions make all the difference when writers are trying to hook readers and keep them interested.

      In this unit, students will be able to write a descriptive paragraph with all the elements and characteristics differentiating it from the other types of paragraphs (e.g. narrative, opinion, etc.).

    • 1. Descriptive Paragraphs

      2. Paragraph Organization

      2.1 Topic Sentence

      2.2 Supporting Sentences

      2.3 Concluding Sentence

      3. Specific Language Use in Descriptive Paragraphs

      4. Figurative Language

      5. Adjective and Sensory Detail Use in Descriptive Paragraphs

      6. “Be” Use for Definition and Description

      6.1 Using ‘be’ with adjectives

      6.2 Using ‘be’ with nouns

      7. Practice

      7.1 Identifying Specific Language

      7.2 Adding Specific Details

      7.3 Using Adjectives

      7.4 Identifying Adjectives

      7.5 Paragraph Writing
















  • Unit 3: Narrative Paragraph

    In this unit, students will be able to know:

    How to organise a narrative paragraph

    How to use adverbs and adverb clauses to narrate events

    How to use emotional details

    How to use transition words/phrases

    How to use the past tense correctly while narrating


    • assign icon
      Organizing the Narrative Paragraph Assignment

      Read the student paragraph below carefully:

        When I was thirteen years old, I had a great surprise at the Grand Hotel in Toronto. My favorite soccer team was visiting from Mexico, so I went to the hotel to get autographs from some of the players. When I got there, I waited outside for a long time because I was very nervous. Finally, I told my legs to start moving, and I went up to my favorite stiker, Sergio Verdirame, and asked for his autograph. My voice was trembling, but I controlled it. He stopped to listen to me, and then an amazing thing happened. He invited me to his table for dinner. I could not believe it! Suddenly, I was sitting across the table from Sergio Verdirame! I ordered a big humburger with everything on it except onions. When the food came, my hands were shaking, and I could not eat and talk. After a while, I took a deep breath and said to myself, "Hey, this happens just one in your life". I got rid of my nerves and started talking with the team and enjoying my hamburger. They were really great guys, and we had a good time laughing and joking together. That was the most delicious hamburger I ever ate in my life because I was eating it with my idol.

      Examine the organization of the paragraph by answering the questions below:

      1/ Underline the topic sentence. What information appears in the topic sentence?

      ........................................................................................................

      .........................................................................................................

      2/ Read the following events from the story. Number them in the order in which they occured.

      .....A/ The writer ordered a hamburger.

      .....B/ The writer was very nervous and his hands were shaking.

      .....C/ Sergio Verdirame invited the writer to have dinner.

      .....D/ The writer asked the soccer player for his autograph.

      .....E/ The writer overcame his  fear and enjoyed his dinner.

      3/ In the concluding sentence, the writer explains what made him happiest. Which sentence best describes his final comments?

      A/ He was able to eat a very good hamburger.

      B/ He was able to spend time with his favorite soccer player.

      C/ He was able to overcome his fear of speaking to his heroes.

      D/ He finally got an autograph from his favorite player.

      4/What made the amburge memorable?................................................................... ..............

      ..........................................................................................................


    • assign icon
      Read the student paragraph below carefully: Assignment

                                       

                                       Something Wild

      For my 25th birthday, my favorite uncle gave me a gift certificate to go skydiving at a special place near Miami. I was happy because I wanted to do something wild . On the day of my jump, I woke up with a crazy feeling in my stomach. I could not eat breakfast because of my nerves. After we arrived at the place, I had to sign a lot of papers because of the risk involved. I signed them quickly because I did not want to think about the danger. Before I knew it, I was on the plane with my parachute on my back. The only thing I could think was "what am I dong ?"One of the staff opened the door of the plane and told me to get ready. I put my right foot over the edge and waited for the signal..."three, two, one..." and then I was free falling, going down at almost two hundred kilometers per hour. I was shouting, and I could not feel adrenaline running through me. Nearby, there was another guy taking photos. I like to take photos too. Then the parachute opened, and the next five minutes were the most incredible moments of my life. I was floating completely free, like a bird. All my problems were gone, and I could see curve of the earth, the ocean, and faraway clouds off the shore. It was awesome. Those wonderful moments helped me to realize that I am the kind of person who likes to take risks, and I hope I always will be.

      1/ Responding to the paragraph:

      a- Where was the author when he had the experience?.................................................................................

      .......................................................................................................

      b- Why did the author jump out the airplane?......................... ........................................................................................................

      c- How did the author feel while in the air?..............................

      ........................................................................................................

      2/ Examining the organization of the paragraph

      a- Underline the topic sentence. What background details does it include?............................................................................

      ........................................................................................................

      b- How does the author feel about jumping out of an airplane? Why do you think he feels this way? ........................

      .........................................................................................................

      c- Does the event take place in one location?........................

      .........................................................................................................

      d- Cross the sentence that is not directly related to the topic sentence of the paragraph?

      e- Underline the concluding sentence. What did the author learn from his experience?..........................................................

      .........................................................................................................


    • assign icon
      Read the student paragraph below carefully: Assignment

                                       

                                       Something Wild

      For my 25th birthday, my favorite uncle gave me a gift certificate to go skydiving at a special place near Miami. I was happy because I wanted to do something wild . On the day of my jump, I woke up with a crazy feeling in my stomach. I could not eat breakfast because of my nerves. After we arrived at the place, I had to sign a lot of papers because of the risk involved. I signed them quickly because I did not want to think about the danger. Before I knew it, I was on the plane with my parachute on my back. The only thing I could think was "what am I dong ?"One of the staff opened the door of the plane and told me to get ready. I put my right foot over the edge and waited for the signal..."three, two, one..." and then I was free falling, going down at almost two hundred kilometers per hour. I was shouting, and I could not feel adrenaline running through me. Nearby, there was another guy taking photos. I like to take photos too. Then the parachute opened, and the next five minutes were the most incredible moments of my life. I was floating completely free, like a bird. All my problems were gone, and I could see curve of the earth, the ocean, and faraway clouds off the shore. It was awesome. Those wonderful moments helped me to realize that I am the kind of person who likes to take risks, and I hope I always will be.

      1/ Responding to the paragraph:

      a- Where was the author when he had the experience?.................................................................................

      .......................................................................................................

      b- Why did the author jump out the airplane?......................... ........................................................................................................

      c- How did the author feel while in the air?..............................

      ........................................................................................................

      2/ Examining the organization of the paragraph

      a- Underline the topic sentence. What background details does it include?............................................................................

      ........................................................................................................

      b- How does the author feel about jumping out of an airplane? Why do you think he feels this way? ........................

      .........................................................................................................

      c- Does the event take place in one location?........................

      .........................................................................................................

      d- Cross the sentence that is not directly related to the topic sentence of the paragraph?

      e- Underline the concluding sentence. What did the author learn from his experience?..........................................................

      .........................................................................................................


    • assign icon
      Using Transitional Words and Showing the Order of Events in Narrative Paragraphs Assignment
    • assign icon
      Activity one: Assignment

  • Unit 4: Opinion Paragraph



    OPINION PARAGRAPH

    In an opinion paragraph, the writer expresses and supports an opinion on a particular topic or issue. The writer must give reasons that help persuade the reader to agree with him or her.

     

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    THE DIFFERENCE BETWEEN OPINION AND FACT

    :

     

    Fact

    is a piece of information that is true, whether we like it or no, it is true

    Fact is a statement that can be verified by evidence or tested by experimentation.

    Fact is an objective reality.

    Fact cannot be challenged and debated.

    Opinion

    Is an idea about a particular subject, it can differ from one person to another

    Opinion is based on a person’s belief, feeling, or viewpoint about something.

    Opinions are subjective statements

    Opinion can be debated.

     

    ù

     

     

    How to express an opinion

     

    Many phrases are suitable to state an opinion, the writer can use a general point of view or a personal point of view.

    I think……………..

    I believe…………..

     

    ùj

     

    HOW TO SUPPORT AN OPINION

    The writer has to give facts and examples to support his/her opinion. In an opinion paragraph, the supporting sentences should contain at least three specific reasons that justify the writers’ personal opinion on a particular subject.

     


     

     

    PARAGRAPH ORGANIZATION

    1.     Topic sentence: states the writer’s opinion.

    2.     Supporting sentences: include the writer’s reasons to support his/her opinion by providing facts, explanations, and personal experiences.   

    3.     Concluding sentence: restates the writer’s opinion using other words.

     

    m



    USEFUL VOCABULARY TO ENRICH YOUR WRITING

    SEQUENCERS

    ADDITION

    GIVING REASONS

    SUBORDINATORS

    CONNECTORS OF CAUSE ANF EFFECT

     

     

     

     

    USEFUL VOCABULARY

     

    GIVING REASONS

     The first reason is…

    The main reason is…

    Another reason is…

    The last reason is…

     

    SEQUENCERS:

    Firstly….

    Secondly….

    Finally…. 

     

    CONNECTORS:

    Because….

    However, …

    Although….

     

    ADDITION:

    Ina addition….

    Furthermore….

    Moreover…..

     

    RESULT

    This is because….

    As a result, ….

    Therefore….

     

    CONCLUDING

    To sum up, ...

    To conclude, …

    In conclusion, …