Tutor: NP Filename: AWL_Sublist_10_Test_Paragraphs. Location: Dept Crl (S:)/ schmarktour/In-session/materials/writing workshops/AWL exercises/Test Paragraphs
Edinburgh Napier Academic Word List Paragraphs. Sublist 10
Here are
A: Some shorter test paragraphs with the words missing.
B. Below these are fuller paragraphs and then
C. Below the fuller paragraphs are the originals so you can check.
A. Shorter Test Paragraphs
1. Adjacent
2. Albeit
3. Assembly
4. Collapse
5. Colleagues
6. Compiled
7. Conceived
8. Convinced
9. Depression
10. Encountered
11. Enormous
12. Forthcoming
13. Inclination
14. Integrity
15. Intrinsic
16. Invoked
17. Levy
18. Likewise
19. Nonetheless
20. Notwithstanding
21. Odd
22. Ongoing
23. Panel
24. Persistent
25. Posed
26. Reluctant
27. So-called
28. Straightforward
29. Undergo
30. Whereby
End of A. Shorter Test Paragraphs
B. Fuller Paragraphs
1. Adjacent
2. Albeit
3. Assembly
4. Collapse
5. Colleagues
6. Compiled
7. Conceived
8. Convinced
9. Depression
10. Encountered
11. Enormous
12. Forthcoming
13. Inclination
14. Integrity
15. Intrinsic
16. Invoked
17. Levy
18. Likewise
19. Nonetheless
20. Notwithstanding
21. Odd
22. Ongoing
23. Panel
24. Persistent
25. Posed
26. Reluctant
27. So-called
28. Straightforward
29. Undergo
30. Whereby
End of B. Fuller Test Paragraphs
C. Originals Edinburgh Napier Academic Word List Paragraphs. Sublist 10
These paragraphs use the Academic Word list sublist headwords and word families compiled by Averil Coxhead. Occasionally some words are added. Remember to practise these lists in the ‘Options’ ‘Mark to Speak Mode’ in the Sanako lab, then you can hear how they are pronounced on the recording compared to how you pronounce them. Each word is pronounced twice to begin with. Then, the paragraph is read. Listen, pause and
repeat/record yourself, then playback and compare. The number in brackets after the word refers to how many times the word appears in the paragraph below it, but not to how often it is pronounced before the paragraph is read. Any questions please ask your teacher. Practising the pronunciation of these words will help you to remember them as well as improve your ability to be understood using them. Also – listen to the second recording with the gaps and try and predict the word that follows the gap – this helps practise your ability to predict in English – which you will do in your own language (all native speakers do this in their own language) but may find more difficult in English – this will help improve your ability to take notes in lectures and your general listening ability.
1. Adjacent
2. Albeit
3. Assembly
4. Collapse
5. Colleagues
6. Compiled
7. Conceived
8. Convinced
9. Depression
10. Encountered
11. Enormous
12. Forthcoming
13. Inclination
14. Integrity
15. Intrinsic
16. Invoked
17. Levy
18. Likewise
19. Nonetheless
20. Notwithstanding
21. Odd
22. Ongoing
23. Panel
24. Persistent
25. Posed
26. Reluctant
27. So-called
28. Straightforward
29. Undergo
30. Whereby
Week 4 Paragraphs: Unity and Coherence Procedure: I. Unity: Unity means oneness. It means that all the sentences in a paragraph should refer to a single idea. 1. A topic sentence states the controlling idea, and all the other sentences in the paragraph should contribute to it. 2. It is important to write a good topic sentence by making sure that the topic sentence is narrowed down containing at least one complete thought. It must be clear enough and specific and well-worded. 3. The position of the topic sentence is not fixed. 4. Discuss the examples presented in the textbook to give the students a full view as to what a unified paragraph is. 5. Discuss with the students how a good topic sentence can be formulated. II. Coherence: Coherence is the flow of ideas, with each idea leading logically and smoothly to the next. It can be achieved by: 1. organizing by time/space/climactic order 2. repeating or restating key words 3. using parallel structure 4. using transitional expression 5. combining the above devices 1.1 Time Order(A--C) A1. My day yesterday was a mess. I hope I don’t have such a frustrating day soon again. My tan belt broke when I was on my way to work. The baby sitter was sick so we couldn’t go to the movie we were looking forward to. Because I wa s upset, I burned the steak I had splurged on. We got off to a bad start because I had forgotten to buy coffee. When I finally got to work, I found the interesting project I’d been working on was canceled and I spent the whole day doing boring filing. My husband
English 100 Summary paragraphs Primary goal of the summary paragraph: practice in critical reading, i.e., developing the ability to formulate the central ideas of what you read and identify the way the writer develops and supports his/her argument. Note: these are articles/essays. The titles should be put in quote marks, as per the instructions on page four of the General Syllabus. Titles of short stories and poems should also be put in quotes. Title format: “Why I Want a Wife” Judy Brady Name format: (since there is some confusion and people have asked) Upper right hand corner: Name Class Professor (Smallenburg) Date Summary paragraphs should take the following form. a. First sentence: State the central idea of the essay, which might also be considered the writer’s motive for writing it, or a way of explaining what the writer wants to accomplish, what he/she wants the reader to understand or believe by the end of the essay Example: Jonathan Kozol, in his essay “The Details of Life,” uses St. Ann’s Church school to argue that children from poor communities ought to be treated as human beings rather than merely as investments for the future. (Note: the first sentence of your summary identifies the title, the genre, and the author.) b. give a brief (two sentences at the most) summary of the content and format (narrative, description, example, argument, cause-effect—or more some combination if appropriate) Example: Kozol combines description of incidents, teachers, and students at the school with explicit criticisms of the dehumanizing attitude that donors frequently take.
Paragraphs development by comparison and contrast A Comparison or Contrast essay is an essay in which you either compare something or contrast something. A comparison essay is an essay in which you emphasize the similarities, and a contrast essay is an essay in which you emphasize the differences. In practice, however, comparison and contrast often appear together, because people generally compare two things that are similar in certain ways and different in others. Sample 1 Compare My hometown and my college town have several things in common. First, both are small rural communities.For example, my hometown, Gridlock, has a population of only about 10,000 people. Similarly, my college town, Subnormal, consists of about 11,000 local residents. This population swells to 15,000 people when the college students are attending classes. A second way in which these two towns are similar is that they are both located in rural areas. Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and soybeans. In the same way, Subnormal lies in the center of farmland which is used to raise hogs and cattle. Thirdly, both of these towns are similar in that both contain college campuses. Gridlock, for example, is home to Neutron College, which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival. Likewise, the town of Subnormal boasts the beautiful campus of Quark College, which is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest. Sample 2 Contrast Even though Arizona and Rhode Island are both states of the U.S., they are strikingly different in many ways. To begin with, the physical size of each state is different. Arizona is large, having an area of 114,000 square miles, whereas Rhode Island is only about a tenth the size, having an area of only 1,214 square miles. Another difference is in the size of the population of each state. Arizona has about four million people living in it, but Rhode Island has less than one million. The two states also differ in the kinds of natural environments that each has. For example, Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every year. However, Rhode Island is located in a temperate zone and receives an average of 44 inches of rain per year. In addition, while Arizona is a landlocked state and thus has no seashore, Rhode Island lies on the Atlantic Ocean and does have a significant coastline.
Word VBA 学习记录（Paragraphs对象） 2、Paragraphs对象 Paragraphs对象有多个上级对象, 有：Document、Rangs Selection; Paragraphs 表示前三个对象中的段落的集合。 访问方法： 1) 、application.Documents.item(1). Paragraphs 也可缩写为ActiveDocument. Paragraphs表示当前文档 2）、selection. Paragraphs 属性： 届性名描述AddSpaceBetweenFarEastAndAlpha给段落中的中文文字和拉丁文字之间添加空格AddSpaceBetweenFarEastAndDigit给段落中的中文文字和数字之间添加空格 Alignment指定估洛的对齐方式 Application同words 对象中的application AutoAdjustRightIndent是否按指定的每行字符数自动调整段落的右缩进BaseLineAlignment设置垂直对齐方式 Borders返回一个边框对象，对象将单独再学习CharacterUnitFirstLineIndent设置首先缩进或悬挂缩进 CharacterUnitLeftIndent设置段落左缩进字符数 CharacterUnitRightIndent设置段落右缩进字符数 Count返回段落的数目 Creator同words对象中的Creator DisableLineHeightGrid FarEastLineBreakControl First选中段落中的第一个段落 FirstLineIndent设置段落首行缩进或悬挂缩进的磅值 Format返回一个段落格式 HalfWidthPunctuationOnTopOfLine将指定段落行首的标点符号改为半角字符HangingPunctuation段落中的标点将可以溢出边界 Hyphenation KeepTogether对文档重新分贞时，指正段洛中的所有仃保持在同一贞上。KeepWithNext对文档重新分贞时，指定段落与下一段位丁同一贞 Last选中段落中的最后一个段落 LeftIndent指定段落、表格行或HTML分段的左缩进的磅值LineSpacing设定段落行间距，以磅为单位 LineSpacingRule设定行距的模式 LineUnitAfter设定段落的段后间距
How to Develop Ideas in Paragraphs An important component of a strong essay is the presence of well-developed ideas in the essay’s body paragraphs. Essays often receive poor grades because the ideas are not developed enough. So what does it mean to develop an idea? You develop an idea by supporting it, discussing its significance, and showing how it connects to the rest of your essay and thesis statement. If you can do all three of these things consistently, you will find yourself writing strong, well-developed paragraphs and papers. Let’s look at an example paragraph. For this example, the thesis of the overall paper is “Growing up poor has made me a stronger person.” Poorly developed Because we didn’t have much money, we didn’t always have a lot of food. Sometimes all we had were sandwiches. I remember being hungry a lot. There isn’t much to the above paragraph, is there? The author doesn’t show the significance of the examples or how they support the thesis of the essay. Below is a different version of the same paragraph. Well developed Because we didn’t have much money, we didn’t always have a lot of food. Sometimes all we had were sandwiches. I remember being hungry a lot. This made me appreciate the value of money. Today, I always make sure to save and budget enough money for food, because I never want to go hungry again. I have also learned to be smart about how I spend money on food. I’m always looking for good bargains and creative ways to use my leftovers so that I do not waste anything. This paragraph does a much better job of developing how the examples relate to the main idea and thesis statement. It is longer because the author is making the significance of the ideas in the paragraph clear.
Writing effective opening and closing paragraphs is one of the keys to writing well-structured letters and emails. Opening paragraphs should provide your readers with a clear and concise statement of the reason that you are communicating with them. Closing paragraphs should encourage your readers to stay in contact with you or to take action with respect to the topic of your communication. The boxes below contain lists of common expressions that you can use in the opening and closing paragraphs of your letters and emails. The headings in block letters at the top of each box refer to standard situations that require written communications in administrative contexts. RESPONDING TO A REQUEST Opening Paragraph to Respond to a Request As requested, I am sending you . . . In response to your request for . . . , I am sending you . . . Thank you for your enquiry about . . . I am writing in response to your enquiry about . . . I am sending you the . . . that you requested . . . Enclosed you will find . . . (FOR LETTERS) Attached you will find the document that you asked me to send you . . . (FOR EMAILS) Closing Paragraph to Respond to a Request If you need any further information, please do not hesitate to contact me. Please do not hesitate to contact me should you require further assistance . . . Let me know if you need any further information . . . Let me know if I can be of further assistance. . . I look forward to hearing from you again soon. I look forward to hearing from you in the near future. MAKING AN ANNOUNCEMENT Opening Paragraph to make an Announcement This is to inform you . . . I regret to inform you that . . . It is with great pleasure that I announce . . . I am pleased to inform you that . . . Closing Paragraph to make an Announcement Should you require (any) further information, please do not hesitate to contact me. Do not hesitate to contact me if you need (any) further information. If you need any additional information, please feel free to contact me. Please let me know if you need any further information. _________________________________________________________________ ? WILLIAM L. MILNES – Enseignement de l’anglais – 2010
Entry 48: Introductory and Concluding Paragraphs Introductory Paragraph Overview All analytical essays begin with an introductory paragraph. Open your introduction by capturing the reader’s attention. A successful introduction will also orient your reader, in general terms, to the subject and nature of the issues you will be covering in the essay. Conclude the paragraph with your thesis statement. 1. Attention- Getting Material 2. Orientation Commentary 3. Thesis Statement Sample Introduction Jose Narosky once wrote, “In war, there are no unwounded soldiers.” This idea evokes images of bodily injuries from bullets, bayonets, or grenades, yet it also suggests that those who escape such dangers endure other kinds of injuries. Watching fellow soldiers suffer or inflicting wounds or worse on the enemy undoubtedly leaves soldiers with emotional wounds. In his story “Ambush,” author Tim O’Brien creates a frame story with an untraditional plot structure to add realism and emphasis to his story about the psychological wounds of war. Concluding Paragraph Overview The structure of a concluding paragraph is the opposite of the introduction. A conclusion begins with the thesis (or preferably a restatement of its ideas) and then becomes increasingly general. It may be briefer as well. It is a place to review the highlights of your paper. It should end by giving readers some sense about why the ideas explored in the essay are important. Sample Conclusion O’Brien’s untraditionally structured frame story brings the reality of war to readers and emphasizes the psychological damage war inflicts on soldiers. This carefully crafted tale draws readers in and allows them to focus on how the details of war wound soldiers emotionally. The unique structure of the story provides perspective and emphasizes the lasting effects of war. As Narosky said, “There are no unwounded soldiers.” While some physical wounds may heal over time, emotional wounds can remain raw and open for a lifetime.