The
Paragraph Writing
Strategy
The Learning Strategy Series
The Learning Strategy Series
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
Michele Goodstein
SIM Professional Developer
mg517@optonline.net
Strategic Instruction
Model™
The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
www.ku-crl.org
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Education Specialties: Special Education
New! Ranked in 2006*
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Vanderbilt University (Peabody) (TN)
University of Kansas
University of Oregon
Three Requirements
Results must be…….
• Statistically significant
• Socially significant
• Teachers want to teach
the strategy
Learning Strategies Curriculum
Acquisition
Storage
Word Identification
First-Letter
Mnemonic
Paraphrasing
Fundamentals of
Paraphrasing and
summarizing
Self-Questioning
Expression of
Competence
Sentence Writing
Paired
Associates
Paragraph Writing
LINCS
Vocabulary
Theme Writing
Error Monitoring
Visual Imagery
Assignment
Completion
Word Mapping
Test-Taking
Essay Test Taking
The Performance Gap
12
2013-2014 School Year
Students Skills
11
NCLB
10
9
The “GAP”
8
7
2005-2006 School Year
6
5
4
Years in School
3
2
1
2
3
4
5
6
7
8
9
10
11
Why did I get an A?
I don’t know
A
It was easy
I was lucky
Why teach strategies?
• Some students have difficulty developing strategies
to meet their needs.
• A strategy makes the task at hand manageable and
provides students with a place to start.
• Strategies enable students to be successful when
there is no adult around to prompt them.
This isn’t just about just learning a
strategy…
It’s about becoming a strategic learner
by using strategies
appropriately
independently
What is the difference between a skill
and a strategy?
Not all strategies are
created equal.
A strategy should be
Effective
and
Efficient
What Can You
EXPECT
?????
Pretest
My favorite sport is basketball. The
first time I played was when my older
cousin got a hoop when I was in first
grade. At first I was just playing for
fun and playing with out control of the
ball. Soon I new a bunch of new
tricks. By the time I was in fourth
grade I wasn’t awsome but a lot
better.
Posttest
BasketBall
My favorite sport is basketball for numerous
reasons. First it involves practically your whole
body in the sport. For example, you need your legs
to run and jump, your arms to dribble, shoot, aim
and to steal the ball or get a rebound, you also
need you eyes and mouth to communicate with
your team and to observe the ball. Next, It’s a team
or one on one game. If some one else wants to
play you could put them on a team, or if two people
wanna play eachother they could play one on one
or a head to head. Finally, basket ball is a
surprising game you may learn something new
everytime you play.
For example, you could learn how to put
the ball through or under your legs, or to
cross your opponent in many different
ways and you could also learn new
techniques along the way. To sum it up,
basket ball is my favorite sport because it
involves almost every part of your body, is
a team or one on one game, and your
always learning new things as you play.
How Has Strategy
Instruction Helped?
• Academically
Key Vocabulary
What is
a strategy ?
An individual’s approach to a task is called a
Strategy
It includes how a person thinks and
acts when planning, executing and
evaluating performance on a task
and its outcomes
What problems do you see
in the paragraphs that
your students write?
Purpose
To teach students to write wellorganized paragraphs that include:
– topic, detail, and clincher sentences
– a consistent point of view
– consistency in tense throughout
– logically sequenced ideas
– appropriate transitions between ideas
Sentence Types
Used in Paragraphs
Paragraph Parts
Introduction
Body
Conclusion
Sentence Types
Topic Sentence
Detail Sentences
Clincher Sentence
PLAN IT.
358
BODY
University of Kansas Center for
Research on Learning 2006
Kinds of rocks
C-L
2
Sedimentary
Another
1
Metamorphic
The first
Igneous
Lastly,
3
3
Pres
Types of Rocks
On our field trip to the Museum of Natural History, our
class learned that there are three different types of rocks.
The first type of rock, metamorphic, is formed deep inside
the earth. There, heat and pressure create these rocks over
millions of years. Gneiss and granite are examples of this
type of rock. Another type of rock, sedimentary, is formed at
the bottom of oceans. Small pieces of sand, shells, and other
materials build up in layers. These layers become cemented
together over time and often contain fossils of small animals
and plants. Examples of sedimentary rock are sandstone and
shale. Lastly, igneous rock is formed from lava that hardens
over time. Sometimes lava hardens quickly, but sometimes it
hardens slowly over millions of years. In that case, large
crystals may form in the rock. Granite is a type of igneous
rock that is often used in the construction of buildings. In
sum, metamorphic, sedimentary, and igneous are three
different types of rocks that are created by three entirely
different processes.
Steps for Writing a
Paragraph
Plan
Set up a diagram.
Create the title
Reveal the topic.
Execute
Iron out the details.
Bind it together with a clincher.
Edit your work.
Evaluate
Which is the plan, execute and evaluate?
Gen. Ed.Teachers: Think of two units you
teach. For each, create a topic and three
parallel details that might form the basis of a
paragraph. Examples:
Greek Philosophers
Socrates
Plato
Aristotle
Organ Systems
circulatory
digestive
skeletal
Landforms
valleys
plateaus
plains
Triangles
scalene
equilateral
isosceles
Think of the units you teach during the year. Choose three topics students might write a
paragraph about. Then, list three parallel details for each:
Topic: Landforms
Topic:___________
Topic:__________
Detail: valley
Detail:__________
Detail:__________
Detail: plateau
Detail:__________
Detail:__________
Detail: plain
Detail:__________
Detail:__________
Choose one of the topics above and write a general, clueing, and specific topic sentence.
General:__________________________________________________________________
_________________________________________________________________________
Clueing:__________________________________________________________________
_________________________________________________________________________
Specific:__________________________________________________________________
_________________________________________________________________________
Now write a general, clueing, and specific clincher sentence.
General:__________________________________________________________________
_________________________________________________________________________
Clueing:__________________________________________________________________
_________________________________________________________________________
Specific:__________________________________________________________________
_________________________________________________________________________
Sentence Types
Used in Paragraphs
Paragraph Part
Sentence Type
Introduction
Topic Sentence
Body
Detail Sentences
Conclusion
Clincher Sentence
Part 1:
Topic
Sentences
What does a Topic Sentence Do?
Have you ever watched the two
minute coming attractions of a movie?
Why do they show it?
How do they hope you will feel?
What do they hope you will do?
Why don’t they just show all of the
movie?
How is a Topic Sentence like the coming attractions?
Topic Sentence
• Is usually the first
sentence
• Introduces the
main idea
• Sometimes
introduces the
details
Cue Card #6
and #5
Types of Topic Sentences
General Topic Sentences
Clueing Topic Sentences
Specific Topic Sentences
Cue Card #7
General Topic
Sentence
Names the main idea
of the paragraph.
General Topic Sentence
Cue
Card #9
Examples of General Topic
Sentences
• Mr. James is my favorite
teacher.
• I went to Hawaii on vacation.
• We are going to fix up our
house.
Examples of General Topic
Sentences
• The hot trend in advertising these days
is to hire real, live stars.
• Not much is left of a town known as
Nora, Nebraska.
• Democracy is thriving at Hillsboro High
School.
Cue Card #10
General Topic Sentences
Describe the
foreshadowing in
“Charles” by
Shirley Jackson.
The literary element of foreshadowing plays an
important role in “Charles” by Shirley Jackson.
STATES THE MAIN IDEA
More General Topic
Sentences
 Lynbrook Middle School is a Long Island
public school with state of the art
technology.
 Sachem teams have a difficult time winning
their games, but Lynbrook teams do not.
Types of Topic Sentences
General Topic Sentences
Clueing Topic Sentences
Specific Topic Sentences
Cue Card #7
Clueing Topic
Sentence
• Names the main idea.
• Gives a clue about the details.
Clueing Topic Sentence
Cue Card #14
Clue Words
Many
Various
Differences
Several
Classes
Similarities
A number of
Categories
Advantages
Number (“Three”)
Groups
Disadvantages
Kinds
Steps
Jobs
Types
Stages
Uses
Parts
Ways
Causes
Elements
Roles
Effects
Pieces
Features
Reasons
Members
Examples
Sources
Divisions
Characteristics
Products
Components
Functions
Variety
Different
Assortment
Similar
Multitude
Different
Examples of Clueing Topic
Sentences
• Mr. James is my favorite teacher for
three reasons.
• I did several exciting things when I went
to Hawaii on vacation.
• We need to do a variety of projects to fix
up our house.
Examples of Clueing Topic
Sentences
• There are several models of cars I would
consider buying.
• Tents come in a variety of shapes and
sizes.
• The citizens of Lawrence have three main
reasons for building a new high school.
• Jesse Flynn is my best friend because of
his many fine characteristics.
Cue Card #13
Clueing Topic Sentences
There are several examples of the
literary element of foreshadowing
which plays an important role in
“Charles” by Shirley Jackson.
STATES THE MAIN IDEA
&
GIVES A CLUE
More CLUEING Topic
Sentences
 Lynbrook Middle School is a Long Island
public school with many examples of state
of the art technology.
 Sachem teams have a difficult time winning
their games, but Lynbrook teams, for
several reasons, do not.
Types of Topic Sentences
General Topic Sentences
Clueing Topic Sentences
Specific Topic Sentences
Cue Card #7
Specific Topic
Sentence
• Names the main idea.
• Names the specific details
to be covered.
Specific Topic Sentence
Cue Card #16
Examples of Specific
Topic Sentences
• Mr. James is my favorite teacher
because he is funny, interesting, and
very fair.
• When I went to Hawaii on vacation I
surfed, went swimming, and skydived.
• We are going to fix up our house by
putting on a new roof, painting the
inside, and buying all new carpets.
Examples of Specific
Topic Sentences
• Air pollution is caused by vehicles and
industries.
• Charles Darwin lived an interesting life
as an explorer, writer, and scientist.
• Diseases caused by vitamin
deficiencies are beri beri, pellagra,
scurvy, and rickets.
Cue Card #17
Specific Topic Sentences
The literary element of foreshadowing,
illustrated through Laurie’s behavior at
home, his transparent lies, and his
obvious enjoyment in telling stories
about Charles, plays an important role
in “Charles” by Shirley Jackson.
STATES THE MAIN IDEA
&
GIVES SPECIFIC DETAILS
More SPECIFIC Topic
Sentences
 Lynbrook Middle School is a Long Island public
school with state of the art technology in
computers, Starboards, and wireless Internet.
 Sachem teams have a difficult time winning their
games, but Lynbrook teams, because of their
unstoppable, talented athletes and talented
coaches, do not.
STATES THE MAIN IDEA
&
GIVES SPECIFIC DETAILS
Let’s try writing all three types of
topic sentences:
For one of the sets of details you have
created, write a general, clueing, and
specific topic sentence.
Greek Philosophers
Socrates
Plato
Aristotle
Landforms
valleys
plateaus
plains
Think of the social studies units you do during the year. Choose three topics students might
write a paragraph about, and list three parallel details for each:
Topic: Landforms
Topic:___________
Topic:___________
Detail: valley
Detail:__________
Detail:__________
Detail: plateau
Detail:__________
Detail:__________
Detail: plain
Detail:__________
Detail:__________
Choose one of the topics above and write a general, clueing, and specific topic sentence.
General: We study about landforms as part of the geography unit.
Clueing: There are three major landforms that we study as part of the geography unit.
Specific: Valleys, plateaus, and plains are the landforms that we study in depth this
year.
Now write a general, clueing, and specific clincher sentence.
General:__________________________________________________________________
_________________________________________________________________________
Clueing:__________________________________________________________________
_________________________________________________________________________
Specific:__________________________________________________________________
_________________________________________________________________________
Think of the social studies units you do during the year. Choose three topics students might
write a paragraph about, and list three parallel details for each:
Topic:___________
Topic:___________
Topic:___________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Detail:__________
Choose one of the topics above and write a general, clueing, and specific topic sentence.
General:__________________________________________________________________
_________________________________________________________________________
Clueing:__________________________________________________________________
_________________________________________________________________________
Specific:__________________________________________________________________
_________________________________________________________________________
Now write a general, clueing, and specific clincher sentence.
General:__________________________________________________________________
_________________________________________________________________________
Clueing:__________________________________________________________________
_________________________________________________________________________
Specific:__________________________________________________________________
_________________________________________________________________________
Sample Student Writing
Part 2:
Detail
Sentences
Sentence Types
Used in Paragraphs
Paragraph Part
Sentence Type
Introduction
Topic Sentence
Body
Detail Sentences
Conclusion
Clincher Sentence
Cue Card #3
Detail Sentence
• Discusses one of the details in the
paragraph
• Sometimes shows the relationship
between a detail and the rest of the
paragraph
Cue Card
#19/20
The Paragraph Express
Cue Card #21
Transition
• Signals the introduction of a
new detail.
• Shows the relationship
between the detail and the rest
of the paragraph.
Types of Detail
Sentences
Lead-off Sentences
Follow-up Sentences
Lead-off Sentence
• Introduces a new detail
• Contains a transition
The Lead-Off
The literary element of foreshadowing,
illustrated through Laurie’s behavior at
home, his transparent lies, and his obvious
enjoyment in telling stories about Charles,
plays an important role in “Charles” by
Shirley Jackson. In particular, at home
Laurie is extremely rude to his parents and
sister.
Follow-up Sentence
Provides more information
about the detail.
The literary element of foreshadowing,
illustrated through Laurie’s behavior at home, his
transparent lies, and his obvious enjoyment in
telling stories about Charles, plays an important
role in “Charles” by Shirley Jackson. In particular,
Laurie is extremely rude to his parents and sister.
F
After arriving home from his very first day of
school, he slams the door and shouts. He
continues being rude by calling his father “you
old dust mop,” and purposely spills his sister’s
milk.
The Paragraph Express
Turtles could not survive
skeleton
home
protection
without their marvelous
shells.
Cue Card #26
Example Detail Sentences
G
Role of Turtle Shells
Skeleton
Home
Protection
Topic sentence: Turtles could not survive without
their marvelous shells.
Detail sentences:
Most importantly, turtles’ shells serve as the base
for their skeletons. Their backbones and ribs are
attached to the flat bony plates of their shells. This
skeleton provides shape for their bodies. Somewhat
importantly, turtles’ shells serve as their portable
homes. Turtles can live anywhere because they
carry their homes with them. This is important for
turtles since they move so slowly. Finally, turtles’
shells are important because the shells protect
turtles from their enemies. Turtles who are in
danger can pull their heads and legs into their hard
shells to protect themselves from animals who
might try to eat them.
Requirements for a Detail Sentence
Each detail sentence must:
• Contain related information.
• Be in a logical sequence with other sentences.
• Include a transition if it introduces a new detail.
• Be written from the same point of view as the
other sentences
• Be written in the same tense as the other
sentences.
Requirements for a Detail Sentence
Each detail sentence must:
• Contain related information.
• Be in a logical sequence with other sentences.
• Include a transition if it introduces a new detail.
• Be written from the same point of view as the
other sentences
• Be written in the same tense as the other
sentences.
Detail Sentence Sequences
• Size Sequence
– When details are larger/smaller than each other
• Time Sequence
– When some details occur before others in time
• Space Sequence
– When details are arranged in space in relation to each
other
• Importance Sequence
– When some details are more important than others
• Chain-Link Sequence
– When details are related in pairs or not related in any
of the above sequences
Transitions Chart
Size Transitions
The largest
The next largest
The smallest
Larger than
Equal to
Smaller than
The smallest
The next smallest
The largest
The small-sized
The medium-sized
The large-sized
The tallest
The shortest
At the beginning of
In the middle of
At the end of
Meanwhile
Before
In the meantime
During
After
Afterwards
By this time
At the same time,
At that instant,
Soon thereafter,
Simultaneously,
Thereafter,
Presently
After a short time
Immediately,
First,
Second,
Third,
Finally,
In the morning,
Before noon,
In the afternoon,
In the evening,
Yesterday,
Today,
Tomorrow,
The day after tomorrow,
In the past,
In the present,
In the future,
The next day,This year,
Two weeks later,
Six months later,
Time Transitions
First,
Then,
Next,
At last,
Now
Soon
Then
Later
Next year,
In the next few years,
The first
A more recent
The most recent
The earliest
The next earliest
The most recent
Transitions Chart (cont.)
Space Transitions
Behind
On the edge of
Beside
In front
West of
High
Over
Toward
Around
Facing
East of
Against
Under
Throughout
Near
back of
North of
Alongside
Below
To the right of
Side by side
In the center
South of
Ahead of
Beneath
To the left of
Close to
Inside
At the
Here
Low down
On top of
Next to
Outside
In
There
On the bottom
At the top
Down
At the end of
On
Beyond
On the corner
By
Up
Between
Above
Farther on
Importance Transitions
The best
The most important
The first
The best
The next best
Equally important
More important than
The next best
The least best
The next most important
Most important
The worst
The least important
Transitions Chart (cont.)
Chain-Link Transitions
On the one hand,
On the other hand,
Again,
Besides,
Moreover,
The opposite of _ is_
On the contrary side
To the contrary,
In contrast,
In spite of
Despite the
One example of
For instance,
Another example,
A further example,
For example,
For another example,
Still another
In addition,
In the same way,
In fact,
Additionally,
Lastly,
Similar to _ is_
Another similar _ is_
Likewise,
Similarly,
A dissimilar _ is_
In the first place,
In the second place,
In the third place,
In other words
In fact,
Also,
The first
The second
The third
One
Another
A further
Further,
Furthermore,
Because
Since
As
Still,
While
Instead
First,
Second,
third,
Specifically,
More specifically,
In particular,
The last
Last
Indeed,
Although
Even though
Even if
As a result,
Consequently,
Naturally,
After all,
Nevertheless,
Nonetheless,
Concluding Transitions
To conclude,
In conclusion,
In summary,
In sum,
In brief,
To sum up,
To summarize,
Thus,
In short,
As one can see,
As a result,
Finally,
Therefore,
SITS
Requirements for a Detail Sentence
Each detail sentence must:
• Contain related information.
• Be in a logical sequence with other sentences.
• Include a transition if it introduces a new detail.
• Be written from the same point of view as the
other sentences
• Be written in the same tense as the other
sentences.
Which Point of View?
1
Pick it
and
stick
to
it.
3
2
Example Sentences Written
in First Person Point of View
• First, I measured out
one cup of water.
• We added dye to our
water and timed how
long it took to disperse.
• I divided both sides of
the equation by three.
.
Example Sentences Written
in Second Person Point of View
• You should be sure to
measure the mass
accurately.
• Next, you roll the ball
down the slope.
• Put a small amount of
iron filings on the paper
towel.
Example Sentences Written
in Third Person Point of View
• The median is the
middle number.
• Friction produces heat.
• When the ball hits the
floor, kinetic energy is
changed to heat and
sound energy.
Requirements for a Detail Sentence
Each detail sentence must:
• Contain related information.
• Be in a logical sequence with other sentences.
• Include a transition if it introduces a new detail.
• Be written from the same point of view as the
other sentences
• Be written in the same tense as the other
sentences.
Tense Chart
Tense
Verb
Past
painted
was painting
had painted
Present
is painting
paints
Future
will paint
shall paint
Let’s try planning a paragraph:
• Choose one of the sets of details you created earlier.
• Transfer them to a Paragraph Diagram.
• Decide on how you will sequence them.
• Put numbers in the circles to indicate the sequence.
• Choose transition words from the Transitions Chart
• Decide on a point of view and tense (probably third
person present)
landforms
C-L
3rd
plateau
Another example
1
valley
One example
3
plain
Still another type
2
P
Let’s try writing detail sentences:
• Take your first detail and its matching
transition. Use them to create a lead-off detail
sentence.
• Add a follow-up detail sentence giving more
information about that detail (elaboration).
• Then do the same for each of the next two
details.
Total: Six sentences!
landforms
C-L
3rd
plateau
Another example
1
valley
One example
3
plain
Still another type
2
P
Writing Lead-off and Follow- up
Sentences
• L : One example of a landform is a valley.
• F: Valleys are hollow or surface depressions of
the earth surrounded by hills or mountains.
• L:
• F:
• L:
• F:
landforms
C-L
3rd
plateau
Another example
1
valley
One example
3
plain
Still another type
2
P
Writing Lead-off and Follow- up
Sentences
• L : One example of a landform is a valley.
• F: Valleys are hollow or surface depressions of
the earth surrounded by hills or mountains.
• L: Another example of a landform is a plateau.
• F: Plateaus are large, high land areas that are fairly
level.
• L:
• F:
landforms
C-L
3rd
plateau
Another example
1
valley
One example
3
plain
Still another type
2
P
Writing Lead-off and Follow- up
Sentences
• L : One example of a landform is a valley.
• F: Valleys are hollow or surface depressions of
the earth surrounded by hills or mountains.
• L: Another example of a landform is a plateau.
• F: Plateaus are large, high land areas that are fairly
level.
• L: Still another type of landform is a plain.
• F: Plains are broad, nearly level stretches of land.
Writing Lead-off and Follow- up
Sentences
L:
F:
L:
F:
L:
F:
Part 3:
Clincher
Sentences
Sentence Types
Used in Paragraphs
Paragraph Part
Sentence Type
Introduction
Topic Sentence
Body
Detail Sentences
Conclusion
Clincher Sentence
Cue Card #3
Clincher Sentence
• Is the last sentence in the
paragraph
• Closes the paragraph
• Names the main idea of the
paragraph
• Sometimes summarizes or
names the details of the
paragraph
• Is different from the Topic
Sentence
Cue Card #43
This will eliminate…
My favorite restaurant is The Cheesecake
Factory. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ This is
why The Cheesecake Factory is my favorite
restaurant.
Types of Clincher
Sentences
General Clincher Sentence
Clueing Clincher Sentence
Specific Clincher Sentence
Cue Card #47
Concluding Transitions
Words that tell the reader
that the paragraph is finished.
Thus,
Therefore
Finally,
As a result,
Transitions Chart (cont.)
Chain-Link Transitions
On the one hand,
On the other hand,
Again,
Besides,
Moreover,
The opposite of _ is_
On the contrary side
To the contrary,
In contrast,
In spite of
Despite the
One example of
For instance,
Another example,
A further example,
For example,
For another example,
Still another
In addition,
In the same way,
In fact,
Additionally,
Lastly,
Similar to _ is_
Another similar _ is_
Likewise,
Similarly,
A dissimilar _ is_
In the first place,
In the second place,
In the third place,
In other words
In fact,
Also,
The first
The second
The third
One
Another
A further
Further,
Furthermore,
Because
Since
As
Still,
While
Instead
First,
Second,
third,
Specifically,
More specifically,
In particular,
The last
Last
Indeed,
Although
Even though
Even if
As a result,
Consequently,
Naturally,
After all,
Nevertheless,
Nonetheless,
Concluding Transitions
To conclude,
In conclusion,
In summary,
In sum,
In brief,
To sum up,
To summarize,
Thus,
In short,
As one can see,
As a result,
Finally,
Therefore,
Example General Clincher
Sentences
• In summary, these car models are my
favorites.
• To summarize, these are my favorite car
models; what are yours?
• As one can see, life on a farm can be hard.
• Thus, learning a foreign language can be
difficult.
• To conclude, public transportation can be
found in large cities.
GENERAL CLINCHER SENTENCE
Makes your reader dive into deeper thinking
on the topic.
Therefore, isn’t it obvious to Laurie’s parents
that something is just not right, and do they
refuse to see the obvious?
Clueing Clincher
Sentence
• Names the main idea
• Ties the details together
with a clue word
Example Clueing Clincher
Sentences
• In sum, these four events took place at our
school this week.
• Therefore, without these three things,
animals cannot survive.
• In other words, several people were involved
in planning the party.
• To conclude, these two sports keep me very
busy and in good shape.
CLUEING CLINCHER
Ties everything up neatly with a clueing word
In other words, there are numerous hints in the
story which lead the reader to believe that
Laurie is really “Charles.”
Specific Clincher
Sentence
• Names the main idea
• Names the specific details that
were covered in the paragraph
• Names the details in the order
in which they were discussed
Example Specific Clincher
Sentences
• As one can see, making a snowman involves
rolling the parts of his body, stacking the parts,
and creating his face and clothes.
• In effect, the people followed a clear course:
They wrote a petition, held rallies, demanded a
vote, and caused the law to be changed.
• In summary, people plan vacations to rest, to see
new places, or to try new experiences.
SPECIFIC CLINCHER SENTENCE
Like a quarterback, repeat the count on which the ball
will be snapped.
Thus, Laurie’s raucous behavior at home,
transparent lies, and glee in telling stories about
Charles foreshadows that Laurie is “Charles. “
The Paragraph Express
Clincher Sentences
Model Paragraph 3
How the dinosaurs died out is one of the greatest mysteries of
all time. Some scientists think that a giant meteor from outer space hit
the earth about 65 million years ago. Its impact could have caused many
changes on the earth that might have killed the dinosaurs. For example,
the meteor’s impact might have raised tons of dirt and dust into the
atmosphere so that sunlight could not reach the earth, or it might have
started the eruptions of many volcanoes or created tidal waves. Other
scientists theorize that when flowering plants appeared in the world, the
plant-eating dinosaurs could not digest these plants and died. In turn,
the meat-eating dinosaurs also starved because there were no planteating dinosaurs left to eat. Still other scientists propose that a strange
disease wiped out the dinosaurs. Finally, other scientists think that the
climate of the world became too cold for the dinosaurs’ survival.
G
C
S
Let’s try writing clincher sentences:
• Look at the six sentences you wrote
when we were practicing details
sentences.
• Write three possible clinchers: a general,
clueing, and a specific.
• Remember to use a concluding
transition on each.
Writing Lead-off and Follow- up
Sentences
• L : One example of a landform is a valley.
• F: Valleys are hollow or surface depressions of
the earth surrounded by hills or mountains.
• L: Another example of a landform is a plateau.
• F: Plateaus are large high land areas that are fairly
level.
• L: Still another type of landform is a plain.
• F: Plains are broad, nearly level stretches of land.
Think of the social studies units you do during the year. Choose three topics students might
write a paragraph about, and list three parallel details for each:
Topic: Landforms
Topic:___________
Topic:___________
Detail: valley
Detail:__________
Detail:__________
Detail: plateau
Detail:__________
Detail:__________
Detail: plain
Detail:__________
Detail:__________
Choose one of the topics above and write a general, clueing, and specific topic sentence.
General: We study about landforms as part of the geography unit.
Clueing: There are three major landforms that we study as part of the geography unit.
Specific: Valleys, plateaus, and plains are the landforms that we study in depth this
year.
Now write a general, clueing, and specific clincher sentence.
General: In summary, the study of landforms is part of the geography unit.
Clueing: To conclude, there are three major landforms that we study in geography.
Specific: As one can see, valleys, plateaus, and plains are the landforms that we
study in depth this year.
Part 4:
Whole
Paragraphs
The Paragraph Writing
Strategy
Types of Paragraphs
Sequential Paragraph
Expository Paragraph
– Step-by-Step
Paragraph
– Facts Paragraph
– Narrative Paragraph
– Examples Paragraph
Descriptive Paragraph
– Reasons Paragraph
Compare and Contrast
Paragraph
– Compare Paragraph
Which types would you
be asking students to
write in your subject
area?
– Contrast Paragraph
– Compare and Contrast Paragraph
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail
sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence
for India from Britain. For the first time in decades, Indians
had their own country. In the 1960s, Martin Luther King and
his followers used nonviolent protest to gain rights for
Blacks in America. Through nonviolent protest, they
obtained rights that had been denied to them since the slaves
had been freed, such as the right to sit anywhere on a bus,
eat in any restaurant, and vote in elections. Thus, nonviolent
protest has been successfully used by oppressed people to
gain independence from other nations; it has also been used
to gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin
the two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing,
or specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest
has been successfully used by oppressed people to gain
independence from other nations; it has also been used
to gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights
that had been denied to them since the slaves had been
freed, such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
In the sample paragraph…
1. Is the topic sentence general, specific, or
clueing?
2. What are the two lead-off detail sentences?
3. What are the two transitions that begin the
two detail sentences?
4. Is the clincher sentence general, clueing, or
specific?
5. What is the concluding transition?
6. What is the tense?
7. What is the point of view?
Example Paragraph
Nonviolent protest has been a major force in the world. In
the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights that
had been denied to them since the slaves had been freed,
such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest has
been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Example Paragraph
Nonviolent protest has been a major force in the world.
In the late 1940s and early 1950s, Mahatma Ghandi and his
followers used nonviolent protest to gain independence for
India from Britain. For the first time in decades, Indians had
their own country. In the 1960s, Martin Luther King and his
followers used nonviolent protest to gain rights for Blacks in
America. Through nonviolent protest, they obtained rights
that had been denied to them since the slaves had been
freed, such as the right to sit anywhere on a bus, eat in any
restaurant, and vote in elections. Thus, nonviolent protest
has been successfully used by oppressed people to gain
independence from other nations; it has also been used to
gain personal rights and freedoms.
Paragraph Checklist
Name: ________________________
Do I have. . .
_____
_____
_____
_____
a title?
a Topic Sentence that fits the details?
at least 6 Detail Sentences?
a Clincher Sentence that is different from the Topic
Sentence?
Have I used. . .
_____ a variety of sentence types (Simple, Compound,
Complex, Compound-Complex)?
_____ the same point of view throughout?
_____ the same tense throughout?
_____ the correct paragraph format?
_____ at least three transitions and a Concluding Transition?
p. 360
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T
L
F
F
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F
F
L
F
F
C
Formula for Writing
A Paragraph
Resource for Information
• Go to www.lynbrook.k12.ny.us
• On the home page scroll down the left hand side
(yellow) to Moodle. Then slide to the right and click on
Moodle Rooms.
• Scroll towards the bottom and click on Staff
Development.
• Scroll down to the 4th item and click on SIM resource
course.
• Go to the strategy you want (LINCs, Paragraph Writing)
and look around for what you need.
Paragraph Topic List
• My Favorite Sport
• The Problems of Old Age
• My Favorite Store (or restaurant)
• The Perfect Job
• The “MUSTS” for a Healthy Body
• The Best Season of the Year
How can we use
the Paragraph
Writing Strategy to
write an essay?
Example Theme Before Instruction
Running Your Own Lawn Care Business
Running a lawn care business is hard, but it is worth the
work. To start the business, customers have to be found. This
involves talking to people and asking them if they need help
with their lawns. Once the customers have been found,
equipment needs to be bought. A good lawn mower with a bag
to collect the cuttings is very helpful. Next, a schedule needs to
be made, and the lawns need to be mowed. This takes a lot of
time. Finally, the money needs to be collected. This is the
rewarding part! By following these steps, thousands of dollars
can be earned.
Cue Card #1
Running Your Own Lawn Care
Business
Running a lawn care business is hard, but it is worth
the work. To start the business, customers have to be found.
This involves talking to people and asking them if they need
help with their lawns. Once the customers have been found,
equipment needs to be bought. A good lawn mower with a
bag to collect the cuttings is very helpful. Next, a schedule
needs to be made, and the lawns need to be mowed. This
takes a lot of time. Finally, the money needs to be collected.
This is the rewarding part! By following these steps,
thousands of dollars can be earned.
Example Theme After Instruction
Yard Care: A Great Way to Make a
Bundle!
Looking for a good job for next summer?
Running a yard-care business is a really good bet. It
involves hard work, but the payoff is worth the effort.
On average, a teenager can make $1,000 or even as
much as $5,000 per summer taking care of people’s
yards. There are several activities required for
making that much money.
The first step involves finding enough yards to
create a real business. One way to find yards is to walk
or drive around and look for yards that need some care.
Once a possible yard is found, the people can be asked if
they would like someone to care for it. Another way
involves calling friends on the phone and asking if they
need some help with
their yards. A third way involves making flyers and
distributing them to people’s mailboxes or doors. The
flyer should contain the worker’s name, phone number,
and types of work that can be done. Another way of
recruiting customers is by word of mouth. This requires
that a good reputation is built for the business over time,
and people start talking in positive ways about it.
The next step in running a yard-care business
after finding some customers involves acquiring the
right equipment. This is something that must be done
over a long period of time because as the business starts
up, the yard keeper has very little or no money. At first,
an inexpensive lawn mower with a bag for catching grass
clippings is needed. Sometimes, people can borrow their
parents’ or a friend’s lawn mower to get started. Later,
once some money is earned, a more expensive and
substantial lawn mower can be purchased along with
rakes, weed eaters, edge trimmers, hedge trimmers,
shovels, gloves, plastic bags, and other yard-care
equipment. Eventually, even a truck might be purchased
to carry the equipment.
Cue Card
Example Theme After
Instruction (Cont.)
Once some equipment is available, the next
step in running a yard-care business involves
taking care of the yards on a regular schedule.
Each yard needs weekly attention, so a checklist or
calendar needs to be made to ensure that each yard
has been cared for each week. In each season,
different types of yard care are required. In the
spring, weeds need to be pulled and hedges and
bushes need to be trimmed. New plants can be
planted. In the summer, the lawn needs to be mowed.
In the fall, leaves need to be raked. In the winter,
after a snow storm, pathways need to be shoveled.
After the work has been done, the final step
in running a yard-care service is collecting the
money. This needs to be done regularly. One system
involves collecting the money immediately after
work has been done. This system works the best, but
its success depends on the people being home.
Another system involves leaving a bill for work
completed. This sometimes works. A third system
involves sending a monthly bill. This system
usually works, but it requires paying for
envelopes and stamps.
In sum, caring for people's yards and all
the tasks related to running a yard-care
service, including recruiting customers, getting
equipment, doing the work, and collecting the
money, can be hard work, but they can be
enjoyable and very profitable. The money that
is made can be spent on new yard-care equipment.
Better yet, it can be spent on items that the worker
really wants like new clothes and music
equipment. Still better, the money can be saved to
pay the worker’s way through college. Tuition,
books, and room and board can be very expensive
in college. Money saved early in life by having a
yard-care business can really pay off in the long
run by giving a person a great start toward a
successful career after college.
Instructor’s
Manual p. 234
Example #1:
Social Studies
Document Based
Question
General
Topic
Sentence
1st Lead-off
with transition
Follow-ups
containing
background
knowledge
2ndLead-off
with transition
Follow-ups
containing
background
knowledge
An important change that occurred as a result of the Civil
War and Reconstruction was that the South experienced a growth
of industry. According to Document #5, the iron, mining, timber,
coal, and fertilizer industries all developed by leaps and bounds
after the war. This was a huge contrast with the economy of the
United States before the war. At that time, the North was known for
its industry and the South for its agriculture. In fact, it was that lack
of manufacturing in the South that gave them a disadvantage in
fighting the war. According to Document #4, however, many
African-Americans did not participate in the new economic
opportunities offered by the growing industries because they often
became tenant farmers and lived on the same land they had lived
on when they were slaves. Many others worked as sharecroppers
renting a plot of land and giving the landowner a share of the
crops. Usually, after paying the landlord, there was little or nothing
left for the tenant farmer to keep. These tenant workers and
sharecroppers were little better off than slaves.
General
Topic
Sentence
1st Lead-off
with transition
Follow-ups
containing
background
knowledge
2ndLead-off
with transition
Follow-ups
containing
background
knowledge
An important change that occurred as a result of the Civil
War and Reconstruction was that the South experienced a growth
of industry. For example, the iron, mining, timber, coal, and fertilizer
industries all developed by leaps and bounds after the war. This
was a huge contrast with the economy of the United States before
the war. At that time, the North was known for its industry and the
South for its agriculture. In fact, it was that lack of manufacturing in
the South that gave them a disadvantage in fighting the war. In
contrast, many African-Americans did not participate in the new
economic opportunities offered by the growing industries because
they often became tenant farmers and lived on the same land they
had lived on when they were slaves. Many others worked as
sharecroppers renting a plot of land and giving the landowner a
share of the crops. Usually, after paying the landlord, there was
little or nothing left for the tenant farmer to keep. These tenant
workers and sharecroppers were little better off than slaves.
Example #2:
English Regents
Task 2
Introductory
paragraph
Topic sentence
Details
Thesis Statement
Topic sentence
1st Lead-Off
With transition
Follow-ups
Containing
background
information
2nd Lead-Off
with transition
Follow-ups
containing
background
information
Are high school students who fall asleep in class just being lazy?
Researchers say no! They have discovered much interesting and
useful information about teenagers’ need for sleep. This research
leads to the conclusion that in order for students to do well in class,
our high school should not start classes earlier in the day.
These researchers tell us that when children become teenagers,
their sleep needs change. Most importantly, teenagers need more
sleep than they did before they reached puberty. Mary Carskadon, a
professor at Brown’s School of Medicine, has done research that
shows this. Most people are not are that teenagers need this extra
sleep. In At the Threshold: The Developing Adolescent, an important
book on adolescent development, sleep is not even mentioned at all.
Also important is the fact that biologically, teenagers are
programmed to stay up late and get up late. This was discovered in an
experiment in which teenagers were put into windowless rooms for
several days at a time. They could not tell what time of day it was, so
scientists could see what schedule they would choose if they were not
aware of what time it really was.
Research also shows that teenagers do not get enough sleep.
One fact that researcher Amy Wolfson found was that students get
a lot less sleep in tenth grade than in ninth grade. This is because
they get up more than an hour earlier, but they go to bed at the
same time. Another fact that she found was that many students
are so tired that they can fall asleep very quickly at school. On
average, ninth graders fell asleep in just 9.5 minutes and tenth
graders fell asleep in about 8.4 minutes. One students actually fell
asleep in just 1.8 minutes.
It appears that the amount of sleep that teenagers get directly
affects the grades they get in school according to a study done at
the Center for Applied Research and Education Improvement.
First, they found that “A” students went to bed earlier that
students who go lower grades. Second, they found that these “A”
students did not sleep as late on weekends as the other students.
Third, they found that the “A” students slept more hours per night
than the “B” students, and the “B” students slept more hours at
night than the “C”, “D”, or “F” students.
In conclusion, it would be extremely damaging to the
students of our high school if the day started earlier.
Teenagers have been proven to need more sleep, not
less. As it is, most teenagers do not get enough sleep.
The less sleep they get, the poorer their grades. To
prevent the grades of the whole student body falling, the
high school starting time must remain the same.
Writing A Paragraph
In the middle of this year, I was introduced to a paragraph writing
strategy that has improved my writing in many different ways. First, it
taught me how to write in complete sentences, including information to
back up my answer or statement. Before learning this strategy, I didn’t
add details, and I did not use correct punctuation. I now use lead off and
follow up sentences, and I edit my draft before writing my final copy.
Also, my writing is more interesting and sophisticated. Instead of
repeating the same words over and over, I use different transition words.
Third, the paragraph diagram is like a rough draft that helps me plan out
what I am going to write about. In fact, I can plan out what transitions I
am going to use in my paragraph. Finally, this writing strategy has helped
me write better essays, reports, and projects. As one can see, the
paragraph writing strategy has had a major influence on my writing. If it
can help me, it can help you, too.
What can we do in
coaching?
•
•
•
•
•
•
•
•
Different paragraph types
Scoring
Document based questions
Model lessons
Visits
Conferencing
Making this fit your classroom
Need to pre-test
Let’s try writing a whole
paragraph…
Set up a diagram.
Create the title
Reveal the topic.
Iron out the details.
Choose a set of
details from the
lists you made
earlier. Fill out a
Paragraph Diagram
and write the
completed
paragraph.
Bind it together with a clincher.
Edit your work.
Although there may not be many new places to discover, today there are other
kinds of challenges to be faced, areas of knowledge to explore, and ways to
make a difference in the world. Write an article for your school newspaper in
which you discuss a challenge young people face today, or a new idea to be
explored, or a way in which young people can make a difference in the world
In your writing, be sure to include
 a description of the challenge, idea, or way of making a difference
 an explanation of the importance of the challenge, idea, or way of
making a difference
 details to make your writing interesting
Have you ever looked around you and noticed all the garbage in our
environment? Young people today have the challenge of cleaning up that
garbage and making our country a cleaner place.
Garbage is found in many areas of Long Island. One place garbage
can be found is on our beaches. Many of our beautiful beaches are littered
with soda cans, food wrappers, and cigarette packs. This happens when
careless visitors throw these items on the beach instead of in a waste can.
Another place garbage is obvious is by our roads. Drivers and passengers
throw their garbage out of car windows. Then it lays by the road for all to see.
An estimated 120 tons of garbage is thrown out of car windows on Long
Island every year. A third place garbage is a problem is in parks. Picnickers
leave the remains of their lunch on the ground, and then they thoughtlessly
leave the park.
Cleaning up this garbage is a challenge for
young people for many reasons. Most importantly is the
embarrassment that it causes for the United States.
Visitors come from many countries, see the garbage, and
think that Americans are disgusting slobs! Also important
is the fact that garbage can cause diseases. Germs can
grow in old rotten food and food packaging; rats live in
places where garbage is found. Of equal importance is the
fact that this garbage prevents Americans from fully
enjoying their lives. They travel around with their views
spoiled by litter. They cannot enjoy parks and beaches
without looking at scattered garbage.
There are a variety of ways that young people can get
involved in facing this challenge. First, teenagers can organize
cleanup committees to pick up garbage on beaches and in parks.
In one day, a mile of beach could become spotless through the
efforts of the students at just one high school. Imagine if every
high school on Long Island volunteered to take one mile of
beach! Second, teenagers can write letters to public officials
urging that more money be allotted to clean-up efforts. Tens of
thousands of letters from passionate students could convince
lawmakers of the importance of using money for this good cause.
To conclude, cleaning up the environment should be a top
priority for young people. This includes on beaches, by roads,
and in parks. It is important that this be done to prevent
embarrassment for our country, to prevent diseases, and so that
Americans can more fully enjoy their lives. Through clean-up
days and letter writing campaigns, Long Island’s teenagers can
make a difference!
Sequence:
Pt. of View:
Ideas for introductory paragraph:
Topic
Details
Topic
Details
Ideas for concluding paragraph:
Topic
Details
Tense:
Sequence:
Ideas for introductory paragraph:
Pt. of View:
Tense:
Garbage
Pose a question
Topic
location
Details
Topic
Cleaning challenge
Details
Topic
Ways to be involved
Details
beaches
embarrassment
committees
roads
disease
letters
parks
enjoyment
Ideas for concluding paragraph:
Priorities, making a difference