General Review of Sentences and Paragraphs

1
General Review of Sentences and Paragraphs
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Part One Sentences

• One sentence should equal one thought.
• Each sentence in each paragraph of your paper
  should express a complete thought that is related
  to the topic at hand.
• A complete thought can only be expressed by using
  both a noun and a verb (and sometimes an object).
  
• As well as expressing a complete thought, a
  sentence must be complete grammatically. To be
  considered complete, it must contain an
  independent clause.

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Independent vs. Dependent Clauses

• Independent Clause an independent clause is a
  clause that is grammatically and conceptually
  complete in and of itself. When it stands alone,
  it is sometimes called a simple sentence.
• Dependent Clause a dependent clause needs an
  independent clause to make it complete.
• Dependent clauses begin with subordinating
  conjunctions (for example, because, when, since,
  etc). When you begin a sentence with a dependent
  clause, you must make sure that an independent
  clause is present.

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An Example

• I ran.
• The sentence above, even though it contains only
  two words, expresses a complete thought and is
  complete grammatically. It is an independent
  clause.
• Because I ran.
• Is this sentence complete?
• No. The word because is a subordinating
  conjunction. Subordinating conjunctions always
  begin dependent clauses. Therefore, since this is
  a dependent clause without an independent clause
  to make it complete, the example is a sentence
  fragment.

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A Further Example

• Because I ran, I sweated.
• Is this a complete sentence?
• Yes. Since I sweated is an independent clause,
  adding it onto the dependent clause Because I ran
  makes the entire sentence complete, both
  grammatically and conceptually.
• This is an important example, and one you will
  use again and again in your writing. When you
  begin a sentence with a dependent clause (like
  Because I ran) you must add on an independent
  clause (like I sweated) to avoid writing a
  sentence fragment.

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Comma Splices

• A comma splice is a kind of run-on sentence that
  results from trying to join two independent
  clauses together by placing a comma between them.
  
• I ran, I sweated.
• The above comma splice is the result of trying to
  join two independent clauses with a comma.
• Two ways to fix the problem with the above
  sentence will be presented in the next couple of
  slides.
• But remember NEVER JOIN TWO INDEPENDENT CLAUSES
  WITH A COMMA.

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Avoiding Comma Splices

• One way to avoid comma splices is to join
  independent clauses by using coordinating
  conjunctions (and, but, or).
• Coordinating conjunctions are used to join words,
  phrases, and clauses.
• I ran and I sweated.
• In the above example, a coordinating conjunction
  has been used to join independent clauses.

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Avoiding Comma Splices

• Another way to join independent clauses is to use
  a semi-colon ().
• I ran I sweated.
• While this method is grammatically correct,
  punctuation should be used sparingly. The
  previous example, using a coordinating
  conjunction, reads easier and is clearer than the
  example above.

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Part Two Paragraphs

• One paragraph should equal one topic.
• Paragraphs are groups of related sentences.
• The topic of a paragraph is the thing that
  relates the sentences it contains. Sentences that
  address different topics should not be in the
  same paragraph (for example, a paragraph about
  cats would not contain sentences about turtles).
• While sentences are the building blocks of
  paragraphs, it is the paragraph which is the most
  important element for conveying meaning in an
  essay.

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Paragraphs, continued

• One essay should equal one subject.
• The subject of an essay is a broad unit of
  meaning that is best dealt with by breaking it up
  into smaller units (topics) which are made up of
  groups of related thoughts (sentences).
• The moment you decide on a subject for an essay,
  you should begin thinking about how to put
  together your paragraphs.

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Units of Meaning in an Essay

• SUBJECT
• TOPIC
• THOUGHT
• THOUGHT
• THOUGHT
• TOPIC
• THOUGHT
• THOUGHT
• THOUGHT

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Using Outlines

• Notice how the units of meaning in an essay
  naturally resolve themselves into outline form.
• You should always make an outline when writing an
  essay.
• The process of putting together an outline is
  dealt with extensively in the Mode of
  Classification section of the packet (pages
  81-84) and on pages 571-575 of The St. Martins
  Guide.
• If you are unfamiliar with the process of making
  an outline, you should read these sections before
  continuing with the general review.

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Kinds of Paragraphs

• Essays are made up of three kinds of paragraphs
• Introductionintroduces the subject, sets forth
  the scope of the discussion of topics, and fills
  in background information.
• Body paragraphdeals specifically with a single
  topic.
• Conclusionrecaps the contents of the body
  paragraphs and ties things together.
• Note All the following information applies to
  formal essay style. However, in Composition I we
  will be writing both formal and informal essays.
  Paper 1 and Paper 2 will be written using an
  informal essay style.

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The Introduction

• In many ways the introduction to a formal essay
  is like a traffic light at an intersection it
  directs the flow of information between the
  writer and the audience.
• The introduction not only sets the scope of the
  subject to be discussed, it also acts as a guide
  to the reader.
• The introduction tells what the essay will say,
  and in what order the points will be
  discussedguiding the reader through the
  remainder of the essay in exactly the same way a
  traffic light guides drivers through
  cross-streets on the highways most of us navigate
  every day.

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Parts of an Introduction

• Lead-inintroduces the reader to the topic, gives
  the title and author of a work being written
  about, and makes a general statement about the
  subject.
• Backgroundfills the reader in on any information
  needed in order for the subject to be addressed.
• Forecasting statementlists the topics to be
  discussed and the order in which they will be
  covered.
• Thesis/Claimtells exactly what the essay will
  prove.

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The Body Paragraph

• A body paragraph takes an up-close look at a
  single topic.
• The subject of an essay should be broken up into
  several topics, each addressed in a separate body
  paragraph.
• Here information will be given to the reader
  which will support the claim/ thesis.
• Like the discussion of the introduction in the
  preceding slides, this body paragraph information
  applies only to formal essay style.

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Parts of a Body Paragraph

• Topic sentencetells what the paragraph will
  prove about the topic.
• Support(s)examples, quotes, statistics,
  paraphrases, testimonials, and all other means of
  proving to the reader that the writers take on
  the topic is correct.
• Transition(s)sentences that tie together
  different kinds of support within a paragraph,
  and/or different paragraphs in an essay.

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The Conclusion

• The conclusion is your last chance to hammer home
  your thesis/claim to the reader.
• It is an opportunity to tie together the points
  you have already covered and relate them in new
  ways.
• It is also a chance to propose a possible
  solution to a problem, or give a parting shot to
  an opposing point of view.
• Again, this information is meant to apply solely
  to formal essay style.

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Parts of a Conclusion

• Restate thesis/claimyour conclusion should begin
  by restating the thesis/claim you stated in your
  introduction.
• Sum up pointseach point covered in your body
  paragraphs should be summed up here. This is your
  chance to relate the points clearly, in light of
  what the reader has learned about each one.
• Propose a solution or Give a parting shotat the
  very end of the essay, you have a chance to make
  a final statement and should make the most of the
  opportunity.

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A Final Word

• This short review is meant to be just that a
  review.
• If you have questions about sentence structure or
  punctuation, please consult the handbook at the
  back of The St. Martins Guide.
• If you still have questions, please feel free to
  e-mail the instructor at any time. Try to be as
  specific as possible with your questions.
• Now, please return to the Web 1113 Home Page to
  see the instructor juggling.