Processof writing a paragraph: Compose your topic sentence. Think of a topic and a controlling idea that will narrow the topic enough to support it well in one paragraph.; Brainstorm supporting ideas. Choose 2 - 6 supporting ideas that do a good job supporting your topic sentence.; Write your paragraph in topic outline form as follows. Directions 1 - 5 Rearrange the following six sentences A, B, C, D, E, F and G to make a meaningful paragraph and answer the questions that follow. A The eagle does not escape the storm. B When the storms of life come upon us – we can rise above them by using our minds and our belief towards God. C Do you know that an eagle knows when a storm is approaching long before it breaks? D When the storm hits, it sets its wings so that the wind will pick it up and lift it above the storm. E The eagle flies to some high spot and wait for the winds to come. F It instead, uses the storm to lift it higher. G While the storm rages below, the eagle is soaring above it. Which of the following should be the FIRST sentence after rearrangement? » Explain it Correct Option D Kindly refer to the flow chart given above to get to know the approach to reach the correct sequence of sentences which is CEDGAFB. Which of the following should be the SECOND sentence after rearrangement? » Explain it Correct Option A Kindly refer to the flow chart given above to get to know the approach to reach the correct sequence of sentences which is CEDGAFB. Which of the following should be the THIRD sentence after rearrangement? » Explain it Correct Option E Kindly refer to the flow chart given above to get to know the approach to reach the correct sequence of sentences which is CEDGAFB. Which of the following should be the FOURT sentence after rearrangement? » Explain it Correct Option C Kindly refer to the flow chart given above to get to know the approach to reach the correct sequence of sentences which is CEDGAFB. Which of the following should be the LAST SEVENTH sentence after rearrangement? » Explain it Correct Option B Kindly refer to the flow chart given above to get to know the approach to reach the correct sequence of sentences which is CEDGAFB.

Transitionwords are words and even phrases that connect ideas. ‘Because,’ ‘consequently,’ ‘and,’ ‘what’s more,’ ‘resultantly,’ ‘in sum,’ and ‘briefly’ are a few common transition words examples. Owing to their job as words that bridge ideas, transition words are also called connecting or linking words. Here’s a

How To Solve Paragraph Ordering QuicklyParagraph Ordering Questions are sets of connected sentences in some random order, which when ordered, create a meaningful paragraph. On this page you will learn How To Solve Paragraph Ordering Questions Quickly in helpful ways. To Solve Paragraph Ordering, Look for a mandatory pair among all the sentences –Mandatory pair is a set of statements which seem to come one after the you sense a mandatory pair, just look at the only one choice has the pair, that might be the obviously if more than one choice has the same mandatory pair then we should adapt some other steps as follow. Rules for paragraph OrderingQuestions for Paragraph OrderingTips and tricks for Paragraph Ordering How To Solve Paragraph Ordering Important Definite pairs are the sentences which will come together. For example, it is found that AD is a definite any pair of the options which do not have AD as the pair will be eliminated from the given use Noun-Pronoun relationship approach where the noun will come in the first statement and will be replaced by pronouns in the second sentence containing noun and the sentence containing pronoun will come togetherLook for the sentences explaining cause and effect. The sentence with the cause and the sentence with the effect will come for signpost clues like but’ and and.’ How To Solve Paragraph Ordering Question 1 – Identifying the First and Last SentenceRead the complete sentences and find the essence of the to collect the clue words like firstly, in the beginning, Once upon a time, to find a sentence which introduces a topic or person or Noun-Pronoun relationship approach where the noun will come in the first statement and will be replaced by pronouns in the second below points will clear your doubt on how to eliminate sentences which cannot be opening forward words Words like “and, so, moreover” which carry forward a line of thought expressed in the earlier words Words like “but, however, nevertheless” which create a Contradiction with the earlier line of words Words like finally, thus, eventually etc. which conclude. If a particular statement looks like a good starting – Understand the Noun Pronoun RelationshipIn any passage, the Proper Noun always comes first followed by a if you spot a proper noun in any passage then be sure that it is going to come first or before another sentence that has a pronoun in – Cause and Effect RelationshipAny type of Cause and Effect statement will be arranged chronologically. it might so happen that the cause comes first and then the effect or the effect might lead the cause. in both the situations, the two pair will always come – General before SpecificBefore moving towards a specific idea, any argument starts with a general statement or general summary. So remember to use the general connotation first and then head over to the specifics of the argument. Sample Questions - Paragraph Ordering Type 1 – Arrange the paragraphs Question 1 Order the given sentences into a Paragraph .A. Passivity is not, of course, In areas where there are no lords or laws, or in frontier zones where all men go armed, the attitude of the peasantry may well be So indeed it may be on the fringe of the However, for most of the soil-bound peasants, the problem is not whether to be ordinarily passive or active, but when to pass from one state to This depends on an assessment of the political A. ECABDB. CDABEC. ABCDED. EDBACCorrect Option CExplanation Look at the pronoun in sentence C. Let us find, what is “it” here referring to? It here refers to sentence A, it cannot refer to “passivity,” in sentence B “attitude can be referred as un-submissive, in sentence D, “problem cannot be un-submissive and in sentence E, “political situation” cannot be BC is a definite pair. Now, look at the options given. The link BC is only present in option 3, and we need not look any further. Prime Course Trailer Related Banners Get PrepInsta Prime & get Access to all 200+ courses offered by PrepInsta in One Subscription Question 2 Rearrange the following six sentences A, B, C, D, E and F in the proper sequence to form a meaningful But in the industrial era destroying the enemy’s productive capacity means bombing the factories which are located in the So in the agrarian era, if you need to destroy the enemy’s productive capacity, what you want to do is bum his fields, or if you’re vicious, salt Now in the information era, destroying the enemy’s productive capacity means destroying the information How do you do battle with your enemy?E. The idea is to destroy the enemy’s productive capacity and depending upon the economic foundation, that productive capacity is different in each caseF. About defense, the purpose of the military is to defend the nation and be prepared to do battle with its A. FDEBACB. FCABEDC. DEBACFD. DFEBACE. ABCDEFCorrect Option BExplanation Look at the transition word “but” in the first sentence. It signifies that the sentence is expressing an idea contrary to an idea expressed in some previous sentence. Now we need to find that previous we further look at the beginning of the first sentence, it says “but in the industrial era…” which suggests that the contrariness is with respect to further, we see that sentence B and C are also starting with a statement about eras. But the transition word at the start of C is “now” which expresses present era and hence it cannot chronologically come before any other past is, if the information era is the present era, talk about any other era will come before sentence B is the correct sentence to come before the first sentence C is the correct sentence to come after the first sentence sentence C is continuing the idea.Therefore, we have the link see that option 1, 3 and 4 all have the link BAC. Furthermore, all the three options have the link EBAC. Therefore, we only need to arrange D and sentence F states that “The purpose is —- to battle with the enemy” and D questions “how do you battle with the enemy?” Therefore, D will come after FDEBAC is the correct arrangement. 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Sentenceand Paragraph Tuesday, March 11th 2014. KIND OF SENTENCES. TIME ORDER SIGNALS. 1. Word Marcee insists on sleeping on the bed, under the covers every night. On the other hand, Obbie will only sleep on the floor, Then make a compare/contrast paragraph using one form the two arrangement. Posted by Nadia Larashari

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Atypical introduction paragraph has three parts; an opening sentence, building sentence and thesis statement. An opening sentence introduces the topic in an interesting to make the reader “hooked” throughout the entire article. The building sentence should put into context the topic. It is a build up to the thesis statement.
Jumbled paragraphs are part of the reading comprehension in the IBPS PO, SO and SBI exams. The questions on Jumbled paragraphs will have a set of sentences that all belong to the same paragraph. The sentences are just not in the order that they should be. There will be hints all spread within the question. Your job is to pick these hints and select the correct order of the sentences. Suggested Videos As we shall see, this section is similar to the other reading comprehension sections. But before we start with an example let us know about the various kinds of sentences in a paragraph. A paragraph starts with what is known as the topic sentence. This sentence introduces the topic and the domain of the paragraph. Then follow the supporting sentences. The supporting sentences contain further information about the topic sentence. The conclusion or the concluding sentence is the last part of the paragraph. It sums up the supporting sentences and also points to the topic sentence. The paragraph thus has to follow a natural order Topic sentence > Supporting Sentences > Concluding Sentence. Your task will primarily be to spot these sentences. Let us practice with some examples now. Examples of Jumbled Paragraphs Following are a few examples that we will be answering the Jumbled Paragraphs. In the questions, sentences from I to IV are present. These sentences are all part of a paragraph but do not necessarily fall in the order that they are in. Find the correct order from the options that are given at the end. Example 1 I The main thing that propelled the development of the aeroplanes at such a fast pace was, however, the first and the second world war. II An aeroplane was a wonderful invention of its time. III But its use as a main means of transport was adopted later only done later. IV Some even say that it was one of the greatest inventions of all time. The correct order of the sentences is A I – II – IV – III B II – IV – III – I C III – IV – II – I D IV – II – III – I Answer The correct option is B II – IV – III – I. As you can see the topic sentence introduces the aeroplanes as the greatest invention. Now will follow the topic sentences which are IV and II. The I sentence summarises the thought presented in the paragraph. Browse more Topics under Reading Comprehension Paragraph Fillers Paragraph Sentence sequence Paragraph Based Questions Paragraph Conclusions Paragraph Restatement Cloze Test Fillers Inferences Paragraph Completion Double Fillers Practice Problems On Reading Comprehension Some More Examples Example 2 I An indefinable suspicion, which he could not explain, made him uneasy. II It was this, probably, that prompted him to go to the closet in which he knew that Nicholas Bundy kept a pistol. III This ought to have quieted him for the night, but it did not. IV At times he placed the pistol under his pillow, but he had not done so to-night, considering it quite unnecessary in a quiet boarding-house. A II – III – I IV B III – II – I – IV C III – I – II – IV D IV – II – I – III Answer Here we shall try to find the topic sentence first. The topic sentence is the one that sets the scene here. This is the III sentence. The second sentence will be the one that immediately follows this thought. This is the I sentence. The rest is easy. The pistol is the word that you have to look for. So the correct order is III-I-II-IV or the option C. Thus we see that there are two types of questions in the paragraph jumbling. One is which follows the regular conclusive order. These are usually easier and all you need to do is read a sentence and see if there is anything that is introduced without explanation. For example, a sentence like this “these vehicles were then ordered to be redesigned” can’t be the leading sentence. It has pronouns and terms that are yet to be introduced. A context is missing. So as long as the context is missing, the sentence can’t be the topic sentence. Practice Questions Q 1 The following sentences are not in order. The correct order is provided in one of the options. Select the correct option from the following options I The explanation of Mr Kenyon’s letter is briefly this. II If pushed to extremity he would turn against Kenyon, and make public the conspiracy in which he had joined, together with Kenyon’s motive in imprisoning his wife. III He had had an interview with Dr Fox, in which he had so severely censured the doctor that the latter finally became angry and defiant, and intimated. IV His visit South had done no good. A I – III – IV – II B II – IV – III – I C IV – III – II – I D I – IV – III – II Ans D I – IV – III – II Q 2 The following sentences are not in order. The correct order is provided in one of the options. Select the correct option from the following options IV It dislodged the green spectacles from Denton’s nose, and for a moment his eyes were exposed. II To Oliver it was fun, but Denton evidently did not relish it. V He replaced them hurriedly, but not in time. Oliver’s sharp eyes detected him. I The road was a bad one, jolting the vehicle without mercy. III At last one jolt came, nearly overturning the conveyance. A IV – II – V – III – II B III – IV – V – II – I C IV – II – V – I – III D V – IV – II – I – III Ans C IV – II – V – I – III Nomatter what pattern you follow (in other words, what the purpose of your paragraph is) your paragraphs will all include three main components. 1. Topic Sentences. Open your paragraph by introducing your reader to the topic you'll be exploring. 2. Support (Body) Sentences. Support your topic sentence with information relevant to the subject. 3.
Arrange the sentences bellow into a good paragraph. 1. I looked to the mirror to find out why. 2. I woke up late and rushed to school. 3. I had a bad experience at school this morning. 4. They were pointing at my face. I wondered why. 5. When I entered my classrooms, everybody was starting at me. 6. I had just celebrated my 15th birthday last night. 7. I was surprised to see that I still put on my makeup. 8. I felt embarrassed and ran to the rest room.
WritingMini-Lesson 1. Give the lesson a catchy name. 2. Keep it brief. 3. Focus on 1 key learning concept. 4.Let the student know up front what they will be learning. 5. Start by connecting the lesson with what they already know or Have you ever read a paragraph that felt disjointed or choppy? By choppy, we mean the sentence order was discombobulated; ideas bumped into each other rather than supported each other, and you might have found yourself rereading to see if you missed something. In short, it was a mess, and you likely encountered a paragraph that didn’t flow. A paragraph that doesn’t flow can make a piece of writing difficult to read. But not to worry, we’ve got tips on how to avoid and fix this issue. The key to writing that flows is logical sentence order. Why are sentences that flow important? A logical sentence order presents your argument clearly. If you’re writing fiction, flowing sentences help your reader follow the narrative and understand the plot. That said, there are instances where authors “break the rules” for stylistic purposes in creative writing, particularly in poetry. But when you’re doing any kind of academic or business writing, flow is critical to your reader’s understanding of your writing. When readers can easily understand your position or how you arrived at a conclusion, it strengthens your position and signals that you’re an authority on the topic. Effective flow also makes your writing more enjoyable to read. Because your readers don’t have to stop, think about how the sentences fit together, then pick back up and try to decipher what you’re communicating, they can become more immersed in your writing and spot the larger themes at play. Of course, paragraphs are composed of sentences, which makes sentence order a critical part of writing that flows. What is sentence order? Sentence order is the sequence sentences follow. It’s also the key to flow because writing that unfolds in a logical order communicates the relationships between the ideas being presented. Sometimes, these relationships are hierarchical—which can also be shown through sentence order. There are a few ways to order sentences. Chronologically First, you need to be accepted into the program. Then, you’re required to meet with your adviser to discuss your academic goals. After you’ve met with them, you’re allowed to choose a concentration. Another sentence-order strategy is listing ideas based on their significance. Order of importance Only students in good standing are considered for admission. Preference is given to students with at least a grade point average. Additionally, positive faculty recommendations can improve a student’s chance of being accepted into the program. The most effective sentence order depends on the type of writing you’re doing. For example, the best sentence order for an opinion essay might group related ideas together to show how they intersect and form your opinion’s basis. Group ideas to bolter a thesis Composting bins are the garbage cans of the future. Consumers are beginning to reject non-compostable packaging. Gardening is gaining popularity as a source of food cultivation. And public information on the release of methane from food waste is influencing what people feel comfortable throwing out. In an analytical essay, an effective approach might be to use a cause-and-effect sentence order. Cause and effect While you might think that adding lanes to freeways with heavy traffic would reduce congestion, the opposite is true. Research shows that when a highway expands capacity, vehicle usage rises, canceling the benefit. In contrast, a deeper investment in bike lanes reduces traffic congestion, as more people feel safe biking to their destination instead of driving. In a lot of writing, it’s easier to recognize poor flow than good flow because effective flow is “invisible.” In other words, when sentences flow together well, readers move through the text seamlessly. Signs of a poorly constructed sentence Abrupt content or tone pivots Text that jumps around Sentences that introduce confusing or redundant information Information that feels like it’s out of order Here’s an example passage Once you’re in the program, you need to maintain a grade point average of at least Most of the students in this program are full-time students and live on campus. To get into the program, you need to be in good academic standing, have a GPA, and have recommendations from faculty. Awkward, right? Strong paragraphs with effective flow usually include transition sentences that demonstrate the relationships between the other sentences. These sentences contain transition words, which communicate relationships. Here are a few examples of transition words Additionally Above all Furthermore Lastly While Without Therefore In most cases, when structuring a transition sentence, you’d place the transition word at either the beginning or the end. How to ensure sentences are in logical order As you craft your outline, think about how you want your writing to flow. Under each heading, list your sentence order for that section. You don’t necessarily have to write out each sentence, but note the sequence you’ll follow when introducing and supporting ideas. As you do this, determine whether each sentence prepares readers for the next sentence. When you reach one that doesn’t, think about the relationship between those sentences. Are you introducing two chronological events? Does the next sentence offer a contrast with the one that came before it? Does the second sentence expand on your point in the first sentence? Once the relationship is clear, drop in an appropriate transition sentence to clue in your readers. As you write your first draft, refer to your outline regularly to ensure your writing isn’t meandering from your thesis statement. In effective writing, every sentence ultimately supports the thesis statement. When you edit your work, look for sentences that are not related to the thesis statement or don’t add any new information. These sentences are likely redundant or irrelevant and can be removed. Sentences in logical order examples Look at the two example paragraph pairs below to see how you can revise your writing to improve its flow. Pay close attention to things like sentence starters, transition sentences, and the paragraphs’ structures. Poor flow Four of us will work on the project, and it’s due by the end of the month. Our manager wants an analysis of website traffic from the past year. I work better individually, but this will be a collaborative effort. We have to determine the best tools for finding and studying the data. Good flow Our manager wants an analysis of website traffic from the past year. The four of us will work collaboratively on the project. The first order of business is to determine the best tools for finding and studying the data. The project is due at the end of the month. Poor flow I love seeing my students improve their skills. I want to become a teacher after I graduate. When students ask for help, I stay after class with them to work one-on-one even though I don’t get paid for tutoring. Good flow I want to become a teacher after I graduate. When students ask for help, I stay after class with them to work one-on-one. I do this because even though I don’t get paid for tutoring, I love seeing my students improve their skills. Keys to sentences that flow Sentences that flow are ones you put in logical order in support of a thesis or idea. Create a paragraph outline to stay on topic Order your sentences based on their relationship, such as chronology, order of importance, compare and contrast, and cause and effect Use transition words to demonstrate the relationship between sentences Eliminate redundant or unnecessary sentences Fix run-on sentences Chooseyour sentence length. Our generator can create short sentences or long sentences. You can also select the ‘all’ option if you’re interested in sentences of all lengths. Click the green ‘generate sentences’ button. Copy or save your generated sentences. Once you’ve generated your sentences, you can copy or save the ones that

I. General Structure Most paragraphs in an essay parallel the general three-part structure of each section of a research paper and, by extension, the overall research paper, with an introduction, a body that includes facts and analysis, and a conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating the meaning you intend to covey to the reader. Introduction the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition. Body follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information. Conclusion the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea. For long paragraphs, you may also want to include a bridge sentence that introduces the next paragraph or section of the paper. In some instances, the bridge sentence can be written in the form of a question. However, use this rhetorical device sparingly, otherwise, ending a lot of paragraphs with a question to lead into the next paragraph sounds cumbersome. NOTE This general structure does not imply that you should not be creative in your writing. Arranging where each element goes in a paragraph can make a paper more engaging for the reader. However, do not be too creative in experimenting with the narrative flow of paragraphs. To do so may distract from the main arguments of your research and weaken the quality of your academic writing. II. Development and Organization Before you can begin to determine what the composition of a particular paragraph will be, you must consider what is the most important idea that you are trying to convey to your reader. This is the "controlling idea," or the thesis statement from which you compose the remainder of the paragraph. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your controlling idea and the information in each paragraph. The research problem functions like a seed from which your paper, and your ideas, will grow. The whole process of paragraph development is an organic one—a natural progression from a seed idea to a full-blown research study where there are direct, familial relationships in the paper between all of your controlling ideas and the paragraphs which derive from them. The decision about what to put into your paragraphs begins with brainstorming about how you want to pursue the research problem. There are many techniques for brainstorming but, whichever one you choose, this stage of paragraph development cannot be skipped because it lays a foundation for developing a set of paragraphs [representing a section of your paper] that describes a specific element of your overall analysis. Each section is described further in this writing guide. Given these factors, every paragraph in a paper should be Unified—All of the sentences in a single paragraph should be related to a single controlling idea [often expressed in the topic sentence of the paragraph]. Clearly related to the research problem—The sentences should all refer to the central idea, or the thesis, of the paper. Coherent—The sentences should be arranged in a logical manner and should follow a definite plan for development. Well-developed—Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph's controlling idea. There are many different ways you can organize a paragraph. However, the organization you choose will depend on the controlling idea of the paragraph. Ways to organize a paragraph in academic writing include Narrative Tell a story. Go chronologically, from start to finish. Descriptive Provide specific details about what something looks or feels like. Organize spatially, in order of appearance, or by topic. Process Explain step by step how something works. Perhaps follow a sequence—first, second, third. Classification Separate into groups or explain the various parts of a topic. Illustrative Give examples and explain how those examples prove your point. Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development A Guide for Students of English. 2nd edition. Englewood Cliffs, NJ Prentice Hall Regents, 1990; On Paragraphs. The Writing Lab and The OWL. Purdue University; Organization General Guidelines for Paragraphing. The Reading/Writing Center. Hunter College; The Paragraph. The Writing Center. Pasadena City College; Paragraph Structure. Effective Writing Center. University of Maryland; Paragraphs. Institute for Writing Rhetoric. Dartmouth College; Paragraphs. The Writing Center. University of North Carolina; Paragraphs. University Writing Center. Texas A&M University; Paragraphs and Topic Sentences. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Weissberg, Robert C. “Given and New Paragraph Development Models from Scientific English.” TESOL Quarterly 18 September 1984 485-500.

Fornumbers 3 and 4 rearrange the jumbled sentences into a good paragraph. 3. 1. One day, there was a big battle in that kingdom. under 2: children 3: don't 4: unattended 5: leave 6: year 7: Arrange the following sentences into a good paragraph. 6. 1. This means that the top of the tower is 3.9 m if the tower stands perfectly vertical

RACES writing strategy helps students practice and master evidence-based paragraphs with extended information that shows compare and contrast, proof, additional information, or their own examples. Each step of the RACES writing strategy contains a resource page with sentence starters organized into categories to help students create sentence variety. Examples of PERFECT paragraphs are also included. Put your brain in gear and writing in motion! Stop writer block once and for all and increasePutting a Paragraph Together - Putting a Paragraph in how to write a paragraph and put things in for grades 2 - 4Learning how to write a paragraph can be hard. Take a step back and let the students try and organize a list of sentences into the best order for a solid paragraph. This gives you time to focus on the structure of a paragraph before they try to write one. This packet includes2 projectable slides to teach the concept of paragraph projectable sentWhen students need to create a story from scratch, help them organize their ideas and the content with this mini poster/graphic organizer/mini anchor is divided into 3 sections for beginning, middle and end. Each section includes a checklist of what should be included in that section, sentence starters to help students begin their paragraphs and an example using one of those sentence your students find this as useful as mine did!Students need lots of practice writing proper sentences, as well as, writing neatly. Just print, laminate, and cut out the sentence cards. Have the children sort the cards, put them in order to make sentences, and write them neatly on the recording sheet. Here is what's included✅6 sentences to unscramble colored and black and white version.✅Double sided recording sheet to write all 6 six page booklet, so students can write each sentence on a page and illustrate their you looking for a resource to help transition your students from sentence-level to paragraph-level writing?Look no further! This resource provides a scaffolded approach using the "I do, We do, You do" model to help provide a model for building a 5-sentence paragraph for a narrative, informative, and opinion resource provides a 3-Step Model for students to learn toBrainstorm - Thinking about why you're writing to tell a story, share information, share an opinion and what youThis graphic organizer with sentence frames allows student to organize their thoughts, ideas, and transfer them onto a 5 paragraph Cactus Leveled Scrambled Paragraph {One Paragraph, Three Versions}-> Integrated ELA and Science Curriculum <- Students in a single classroom may have very different writing skills. This NO PREP resource includes three versions of the same scrambled paragraph. Students working at or below grade level, or in need of an additional challenge, can all work together by using different levels of the same content. All three paragraphs, whether they are five or eight sentences, can beReady-to-use printables! Just copy and go! This download includes - suggestions for instruction, - vocabulary handout, - cut-and-paste scrambled paragraph, - paragraph assembly worksheet, - model paragraph in published format, - coloring page for early finishers, - full-page answer keys, and - blank template for extension writing activities. This NO PREP activity packet contains an 8-sentence scrambled paragraph that can be put together only one way. Students use transitions and inferentiWhat is Mass? Leveled Scrambled Paragraph {One Paragraph, Three Versions}Students in a single classroom may have very different writing skills. This NO PREP resource includes three versions of the same scrambled paragraph. Students working at or below grade level, or in need of an additional challenge, can all work together by using different levels of the same content. -> Integrated ELA and Science Curriculum <- All three paragraphs, whether they are five or eight sentences, can be"How many sentences do I have to write?" This was the question I was asked every time I wanted my students to write a paragraph, but thanks to this lesson, my students all know that a paragraph means at least 5 sentences! Even better, my students know how to organize those five sentences into a well developed paragraph, and now your students can too! This is an important lesson for the first few weeks of school when you are introducing your students to the writing expectations for your classrooColumbus Day Scrambled Paragraph + PlusUsing this no-prep, hands-on activity, students will love learning about Columbus Day as they improve their language arts and map reading skills! Ready-to-use printables! Just copy and go! This NO PREP activity packet contains an 8-sentence scrambled paragraph that can be put together only one way. Students use transitions and inferential clues to assemble the sentences into an organized, logical paragraph. This resource includes- suggestions for instruWater Cycle Leveled Scrambled Paragraph {One Paragraph, Three Versions}-> Integrated ELA and Science Curriculum <- Students in a single classroom may have very different writing skills. This NO PREP resource includes three versions of the same scrambled paragraph. Students working at or below grade level, or in need of an additional challenge, can all work together by using different levels of the same content. All three paragraphs, whether they are five or eight sentences, can be putSentence, Paragraph, and Essay Checkers for Kindergarten through Middle School!✏Have you noticed that your students struggle with sentence, paragraph, or essay structure? Look no further! This resource has 8 checkers, ranging from basic sentence structure to how to organize and write a narrative or informational essay. All resources come in color and grayscale for those days you are waiting for the shipment of color ink at school. ;The Kindergarten-5th grade checkers are roughly 7X5 and can eassampleBody Paragraphs Develops the thesis statement with clear and relevant supporting details. Each paragraph includes a main point, supporting evidence, and a clear link to the thesis statement. Discusses the causes of the Civil War, the major events and battles, and the impact of the war on society and politics. 40 pointsConclusion Restates the thesis statement and summarizes the main points of the essay. Provides a final thought or perspective on the topic. 20 pointsOrganization and CThis writing unit provides students with two writing choices. There are instructions and graphic organizers to help write a thesis sentence and organize reasons that support the thesis. Another graphic organizer helps write the first draft. There is also a revising and editing Leveled Scrambled Paragraph {One Paragraph, Three Versions}Students in a single classroom may have very different writing skills. This NO PREP resource includes three versions of the same scrambled paragraph. Students working at or below grade level, or in need of an additional challenge, can all work together by using different levels of the same content. -> Integrated ELA and Science Curriculum <- All three paragraphs, whether they are five or eight sentences, can beOne page per week of the weekly Core Words organized onto one sheet to practice either five sentences or one paragraph using the five Core Words. Great way to reinforce weekly writing and spelling. There is a self-check at the bottom of each page asking about capitalization and you!AnnThis is a great paper form for helping young learners to organize a paragraph with a topic sentence, 3 details, and a closing sentence. The form helps them to understand that they need each part to make a clear paragraph. This form can be used with any topic. A great way to get kids started is by having them write about a favorite and the reasons they feel that way think book, animal, movie, character, season, food, holiday. I made it a goal to practice these at least once a week or eveThis 9 sentence paragraph note and outline teaches students the main components of a nine sentence paragraph. The graphics organizer allows students to organize their information before writing a paragraph. This resource is perfect for practicing organizing research or persuasive arguments with evidence. Download, print, and assign a topic of your choice! ☺️Get the Nine Sentence Paragraph Presentation HERE for a completed lesson and more nine sentence paragraph examples!Included• 1 PDF DocumentOne page per week of the weekly Core Words organized onto one sheet to practice either five sentences or one paragraph using the five Core Words. Great way to reinforce weekly writing and spelling!There is a self-check at the bottom of each page asking about capitalization and you!AnnI have created a package of all my QR codes for the classroom. QR codes based poetic devices, types of poetry, and forms of poetry, A Christmas Carol facts about Dickens and the text, back to school assignments for an ice breaker, Shakespeare background, and much more.*** This is a growing bundle and I will continue to add to it. Buy now for the best cost. I've included an answer sheet with the contents of each work with a team of three to read the codes and record facts. This “daMy Earth Day Pledge This unit in includes everything you need to complete the WRITING PROCESS HOW TO WRITE A PARAGRAPH & DETAILED SENTENCES. This PowerPoint includes 29 pages with the following resourcesWriting Process organized for you in STEPS Step 1- Prewriting Brainstorming Slide How I can help planet Earth, Leveled Brainstorming 2- Drafting Mini lessons on Building a Paragraph & Writing Detailed Sentences, TWO LEVEL graphic organizers included for the writersThis is a graphic organizer to help younger students learn how to create a paragraph. Students research a planet and fill in the form using the sentence frames to organize the information. They then rewrite the paragraph in their own this powerpoint to teach your students how to organize a paragraph. Slideshow walks through how to start with a topic sentence, add juicy details, and end with a concluding sentence. Show your students how to add transitional words and build multiple paragraphs.

1 Identify the main point in your piece of writing. Think about the overall topic for your writing. Decide how you can introduce this idea to your readers with an interesting opening sentence. 2. Write a sentence that connects to your main idea with a what and a why. Write a clear topic sentence by describing the what and the why of an idea

To order paragraphs of a text, you have to work like a detective and look for clues to help you. These tips will show you how. Read all the paragraphs before deciding on the correct order. Look for linking words and discourse markers that express the same idea too, also, furthermore, in addition, what’s more, etc. a different idea however, but, nevertheless, on the other hand, then again, while, whereas, etc. reason and result so, as a result, consequently, for this reason, since, as, because of this, due to, etc. sequence or order firstly, first of all, initially, then, secondly, finally, eventually, in the end, etc. Look for connections between paragraphs. Reference words link backwards to things earlier in the text or forwards to things later in the text. Pronouns are typical reference words, for example personal pronouns I, you, he, she, it, we, they possessive pronouns my, mine, your, yours, his, her, hers, its, our, ours, their, theirs demonstrative pronouns this, that, these, those Discussion How well did you do in the exercise? Tell us what was new to you? Personal online tutoring EnglishScore Tutors is the British Council’s one-to-one tutoring platform for 13- to 17-year-olds.

Theart of beautifully crafted sentences. I came across this post on Doug Lemov’s blog earlier today and instantly decided to rewrite my Year 8 lesson to make use of the ideas within. The idea is, like all good ideas, a very simple one: that pupils should be taught explicitly to construct beautiful sentences. Now, I like a good sentence as

28 Jan, 2016 1. The play ground - is learning – kites – Matthew – to fly – in - to day . 1 2 3 4 5 6 7The best arrangement to make a good sentence is... A. 4 – 2 – 3 – 5 – 6 – 1 – 7B. 4 – 2 – 6 – 3 – 5 – 1 – 7C. 4 – 2 – 5 – 3 – 6 – 1 – 7D. 4 – 2 – 6 – 5 – 3 – 1 – 72. Arrange the sentences below into a good paragraph.1 I looked to the mirror to find out why.2 I woke up late and rushed to school.3 I had a bad experience at school this morning.4 They were pointing at my face. I wondered why.5 When I entered my classroom, everybody was staring at me.6 I had just celebrated my 15th birthday last night.7 I was surprised to see that I still put on my make up.8 I felt embarrassed and ran to the rest best arrangement to make a good paragraph is... A. 2 – 5 – 3 – 8 – 4 – 7 – 6 – 1B. 3 – 2 – 5 – 4 – 8 – 1 – 7 – 6C. 6 – 2 – 3 – 5 – 4 – 8 – 1 – 7D. 6 – 3 – 2 – 7 – 1 – 8 – 5 – 4
Textlevel requires attention to patterns that are evident in different genres (e.g. passive voice in an explanation, abstract nouns in an argument) as well as to the ways in which the parts of the text are linked (e.g. through the use of connectives) (Derewianka, 2011). Sentence level requires examination of the ways in which clauses are Arrange the following sentences into a good paragraph 1. place order and make payment 2. place you rubbish in the bin provided and leave the tray on top 3. how to order fast food 4. serve youself drinks 5. join the queue from the entrance door,possibly leading into several cash registers. 6. then ,wait at the pickup counter or at your table for you order to be prepared and your order number to be annouced 7. have you ever been to a fast food restaurant? here are some steps in ordering food in the fast food restaurant 8. collect receipt with order number the best arrangement is 3 7 5 8 1 6 yang 4 sama 2 aku bingung 3-7-5-1-6-4-2maaf kalo salah L7tew9m.
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    • arrange the sentences below into a good paragraph