ANTHOLOGY OF STRATEGIES TO

SUPPORT THE ACADEMIC WRITING

PROCESS

MSc. KATHERINE PAZ ALCÍVAR

OCTOBER, 2015
 STRATEGY # 1
PUNCTUATION
OBJECTIVE: To differentiate the different punctuation marks in order to make the piece of
writing understandable, and also to avoid fragments or run-on sentences.

ALLOTED TIME: one week

Punctuation plays an important role in an effective communication. Depending on where they

are positioned, they can change the meaning of a sentence.

END PUNCTUATION

The punctuation marks which end a sentence are three:

 The period
 The question mark
 The exclamation mark

PERIODS OR FULL STOPS (.)

Rule 1. Use a period at the end of a complete sentence that is a statement.

Example: My sister is always chatting with her boyfriend.

Rule 2. Use a period after abbreviations of places, titles, degrees, and time expressions.
Example:

 Place: U.S.A.
 Title: Mrs. Diaz
 Degree: John Smith Jr.
 Time expressions:
 8:00 A.M.

* Initial in names are also followed by periods.

 K.R. Paz
 G.A. Palacios

* However, the following abbreviations are exceptions:

 UFO (Unidentified Flying Object)

 HUD (Head-up Display)
 FBI (Federal Bureau of Investigation)
 CARE (Cooperative for Assistance and Relief Everywhere)
Rule 3. Do not use a period when the statement is a question or an exclamation because
question marks and exclamation marks replace and eliminate periods at the end of a sentence.
Example:

 Do you enjoy reading poetry?

 Incredible! He won the lottery!

YOUR TURN
Exercise 1
Complete the statements with the corresponding punctuation marks.
1. Do you like vegetables
2. The president is going to give a speech at 7:00 P M
3. Impossible He couldn’t have been sick I saw him yesterday
4. Mr Estupiñan is the new principal of the University
5. The Ph D program in linguistics is really demanding
6. Martin Luther King Jr was killed in April
7. What are you going to do tomorrow night
8. The lawyer B U Alcívar is defending someone who is in prison because of a robbery
9. Have you seen Ms Jonhson
10. English classes start at 10:00 A M

THE COMMA (,)

A comma shows a quick pause. Here its uses.

Rule 1: Use commas to separate series which are formed by three or more words, phrases,
clauses, or numbers.
Example:
 I will invite my sister, my brother, and my aunt to my birthday party.

Rule 2: Use a comma after introductory expressions like the following: well, oh, yes, and no.
Example:

 Well, the reason why I am texting you is because I want to ask you a favor.

Rule3: A comma is used after a participial phrase, a dependent clause, or a long prepositional
phrase at the beginning of a sentence.
Example:

 Moving his tail, the dog came. (Participial phrase)

 When the president is gone, many people will be happy. (Adverbial clause)
 In a city like this, it is very dangerous to walk at night. (Prepositional phrase)
* A nonrestrictive expression, that is, words that add nonessential information, is set off with
commas before and after.
Example:

 Quito, the capital city, is really nice.

* Run-on sentences or technically called a comma splice occurs when a writer runs two
independent clauses together by using a comma instead of a period.
Example:
 Incorrect: He went home, he ate noodles.
 Correct: He went home. He ate noodles.
 Correct: He went home, and he ate noodles.
 Correct: After he went home, he ate noodles.

Rule 4: When two independent clauses are joined by the connectors and, or, but, a comma is
necessary.
Example:

 She stopped by to say hello, and she gave us a present.

Rule 5: When at the beginning of the sentence there is a dependent clause, use a comma after it.
Example:

 If you need my help, I will be there.

Rule 6: When an expression interrupts the sentence flow (after all, by the way, on the other
hand, however, etc., a comma is used.
Example:

 He is, nevertheless, very sorry for the problem he caused.

Rule 7: Use a comma to separate the day of the month from the year.
Example:

 The celebration was in August 5th, 2015.

YOUR TURN
Exercise 2
Choose the sentences with the correct comma placement.
1.
a) I met Ricky, the one in yellow pants in the supermarket.
b) I met Ricky, the one in yellow pants, in the supermarket.
c) I met Ricky the one in yellow pants, in the supermarket.
d) I met, Ricky, the one in yellow pants, in the supermarket.
2.
a) Veronica, and I, have been to Galapagos many times.
b) Veronica and I, have been to Galapagos many times.
c) Veronica and I have been to Galapagos many times.
d) Veronica and I have been to Galapagos many times.
3.
a) There is no fruit, vegetables, juice, in the fridge.
b) There is no, fruit, vegetables, juice in the fridge.
c) There is no fruit, vegetables, juice in the fridge.
d) There is, no fruit, vegetables, juice, in the fridge.
4.
a) Playing some instruments, the band started singing.
b) Playing some instruments the band started singing.
c) Playing some instruments, the band, started singing.
d) Playing, some instruments, the band started singing.
5.
a) Well that is a difficult decision to make right now.
b) Well, that is a difficult decision to make right now.
c) Well, that is a difficult decision, to make right now.
d) Well, that is, a difficult decision to make right now.

THE COLON (:)

A colon means “that is to say” or “here is what I mean.” There are three main uses of colons:
Rule 1: Between two main clauses in cases where the second clause explains or follows from
the first.
Example:
 That is the secret of happiness: always do the right thing.

Rule 2: To introduce a list.

Example:

 In order to know another language, it is essential to manage the four skills: listening,
speaking, reading, and writing.

Rule 3: Before a full-sentence quotation and sometimes before direct speech:

Examples:

 The authorities of the University announcement: “There is no free ticket for parking this
year.”

* Remember to capitalize the first word after the colon in a full-sentence quotation.
THE SEMICOLON (;)
The use of semicolons is to show a break which is stronger than a comma but not as final as a
period or full stop.

Rule 1: Use a semicolon before transition words like the following: however, therefore, for
example, for instance, etc.
Example:
 You need some food; however, the camp has some supplies.

* When the writer considers important to use a period instead of a semicolon, it is totally
acceptable.

* Do not use a semicolon when an independent clause comes after a dependent one.

Example:
 Incorrect: Despite the rain; they came to visit me.
 Correct: Despite the rain, they came to visit me.

YOUR TURN
Exercise 3
Write colons or semicolons in the right place.
1. That is my roommate motto things happen for a reason.
2. Cris is a really patient person nevertheless, he doesn’t wait for a person for more than
10 minutes.
3. The Ecuadorian Flag has three colors yellow, blue, and red.
4. He said he was going to come to the party.
5. My brother complained about the food in the restaurant however, no one solved the
problem.
 STRATEGY # 2
THE SENTENCE STRUCTURE
OBJECTIVE: To identify how sentences are formed and what kind of sentences there are.
ALLOTED TIME: one week

A sentence is a bunch of words expressing one or more ideas which are conveyed in a clause. A
clause is a single idea with at least two elements: a subject and a verb. Sometimes, it may have a
complement.

 The girl jumped the rope.

 The girl jumped the rope, and her friend saw it.
 The girl who was in jeans jumped the rope.

There are three kinds of sentences:

1. A simple sentence is a single clause expressing one idea. It is also known as independent
clause. It has to have a subject and a verb. In a simple sentence, there may be more than one
person, thing or animal doing something, or someone doing more than one action.
Example:

 Mary drank a glass of milk.

 Mary and Jorge drank a glass of milk. (more than one person)
 Mary drank a glass of milk and ate some cookies. (more than one action)

2. A compound sentence has two or more clauses, joined together. They can be joined by using
a semicolon, a comma or a coordinating conjunction (for, and, nor, but, or, yet, so)
Example:

 The girl jumped the rope, and her mother baked a cake.

3. A complex sentence is the one with more clauses included. These clauses can work as
adjectives, adverbs, or nouns, and they are also called dependent clauses.
Example:

 The girl, who jumped a rope, is my sister.

4. A complex-compound sentence is the one with several dependent and independent clauses.
They are joined according to the rules of the compound and complex sentences.
Example:

 While the girl, who jumped the rope, was playing; her mother baked a cake
YOUR TURN
Exercise 4
Read the following sentences, and identify if they are simple, compound, or complex.

1. We visit you, but no one was at home _____________

2. I watched T.V while my sister was chatting online. _____________
3. Have you seen Mr. Erazo? _____________
4. Sue likes math, but she doesn’t like chemistry. _____________
5. When I saw you, I realized I had grown. _____________
6. We went to the beach on our last vacation. _____________
7. If someone offers you a job in another country, would you go? _____________
8. When I am sad, I listen to music. _____________
9. How many provinces does Ecuador have? _____________
10. I should be at home until my mother arrives. _____________

Fragments
When in a statement, it is missing one of the components of a sentence (subject, verb,
complement), then the fragment appears. That is why, they are called incomplete sentences.

Examples:

 But shouted as loudly as possible. (there is no subject)

 The man wearing glasses and calling on the phone. (there is no verb)
 Before Peter brushes his teeth. (there is no complement)

There are two ways in order to correct a fragment:

1. Adding the necessary main clause

2. Connecting the fragment to the main clause

Examples:
 Anna was going to be kidnapped, but shouted as loudly as possible.
 The man wearing glasses and calling on the phone was handsome.
 Before Peter brushes his teeth, he takes a shower.

Run-on sentences
They occur when two or more independent clauses are joined incorrectly. There are two types of
run-on sentences:

1. Fused sentences: they occur when two or more sentences run together without
punctuation marks.
 Example:
 The thief went to jail the police officers were promoted.
2. Comma splice: they occur when two or more sentences are joined only by a comma
when, sometimes, a period or semicolon is needed.
Example:
 English teachers need to know their students’ needs, they must understand each
student is different, they should apply all the learning styles in each class.

There are four ways in order to correct run-on sentences.

1. Use a comma and a coordinating conjunction.
Example:
 The thief went to jail, and the police officers were promoted.
2. Use a semicolon alone or with a transition word.
Example:
 The thief went to jail; as a result, the police officers were promoted.
3. Separate the independent clauses into different sentences.
Example:
 The thief went to jail. The police officers were promoted.
4. Rewrite the sentences by subordinating one of the clauses.
Example:
 When the thief went to jail, the police officers were promoted.

YOUR TURN
Exercise 5
Write C if it is a complete sentence, F if it is a fragment, or R if it is a run on sentences;
then, correct the sentences when necessary.

1. __________ I was really happy yesterday.

2. __________ As I was writing a text message.
3. __________ He went to Argentina last summer.
4. __________ Many domestic animals are treated badly, their owners don’t take care
of them.

5. __________ My little daughter is playing with her dolls she is also eating a chocolate
bar.
6. __________ Kelly was invited to the party.
7. __________ When I am scared.
8. __________ Because it is too hot.
9. __________ Sometimes hot weather can get 40 °C.
10. __________ The manager asked his employees to work extra hours but he is not
going to pay those hours.
 STRATEGY # 3
CONNECTORS
OBJECTIVE: To recognize the different connectors and their uses.
ALLOTED TIME: one week

The connectors are used to relate words and/or sentences in order to write with cohesion. When
the sentences are short and do not show relation, it make the writing boring and difficult to
understand. The use of connectors let the writers and the readers have a better comprehension.

1. Coordinating conjunctions: They join ideas with the same meaning. The coordinating
conjunctions are the following: and, but, for, or, nor, so, yet.

Table N° 1

Logical Relationship Coordinate conjunction

Addition And
Contrast but, yet

Choice or, nor

Cause For

Result So
Source: English Teaching Program. Level III. Fulbright Commission. 2015

Punctuation for coordinating conjunctions

Formula: Independent clause, + Coordinating conjunction + Independent clause.

Example: The manager was talking about new changes, but the employees didn’t agree.

YOUR TURN
Exercise 6
Choose the correct option.

1. I am going to go shopping this weekend and / so / but buy some clothes.

2. Karen didn’t run fast so / for / nor did all the participants.
3. Let’s go out with some friends nor / and / but eat an ice cream.
4. Dayana took her dog for a walk but / or / for she forgot to take the dog’s collar.
5. Why didn’t you listen to music or / and / so watch TV.
II. Subordinating Conjunction: They join an independent clause with a dependent one. The
subordinating conjunctions are the following: before, after, while, when, since, because, and
although.
Table N° 2
Logical relationship Subordinating conjunction
Time After
before
when
while
Cause because
since
Contrast Although
even though
though
Source: English Teaching Program. Level III. Fulbright Commission. 2015

Punctuation for subordinating conjunctions

The subordinating conjunction structure has two forms:

 Subordinating Conjunction + Dependent clause, + Independent clause

 Independent clause + subordinating conjunction + Dependent clause
Example:

 Even though it was raining, the children were playing.

 The children were playing while it was raining.

YOUR TURN
Exercise 7
Complete the sentences so that they make sense. Add the correct punctuation if necessary.

1. Although the professor was sick____________________________________________

2. Since I was broke _______________________________________________________
3. I have breakfast after _____________________________________________________
4. I take a pill when________________________________________________________
5. The senator was giving a speech while _______________________________________
 STRATEGY # 4
TRANSITION WORDS AND PHRASES
OBJECTIVE: To distinguish which the connectors and their uses are in order to have coherence
in a piece of writing.

ALLOTED TIME: one week

They are used to connect ideas, sentences, and paragraphs properly. They facilitate and support
the writing language in order to make the message coherent.

Table N°3

Relationship Transition
Addition / Emphasis Moreover
Furthermore
In addition
Besides
Indeed
In fact
Also
To repeat an idea just stated In other words
That is
To repeat
Again

To illustrate an idea For example

For instance
In particular
To illustrate
In this manner
Thus
To announce a contrast, a change in direction Yet
However
Nevertheless
On the other hand
In contrast
Instead of
On the contrary
In spite of this

Time At once
Immediately
At last
Meanwhile
In the meantime
Presently
At the same time
Shortly
In the end
Temporarily
To restate an idea more precisely To be exact
To be specific
 To be precise
More specifically
More precisely

To mark a new idea as an addition to what Similarly

has been said Also
Besides
Furthermore
Further
Moreover
In addition

To show cause and effect As a result

For this reason
Therefore
Hence
Consequently
Accordingly

Conclusion In short
To conclude
In brief
On the whole
In summary
To sum up
Source: English Teacher Program. Level VI. Fulbright Commission. 2015

Punctuation for transition words and phrases

The transition words has three forms to be punctuated:
1. Independent clause. Transition, Dependent Clause
Example:
 Mike didn’t study for his test. Consequently, he got a C.
2. Independent clause; transition, Dependent Clause
Example:
Mike didn’t study for his test; consequently, he got a C.
3. Independent clause. Dependent, transition, Dependent Clause
Example:
 Mike didn’t study for his test. He got, consequently, a C.

YOUR TURN
Exercise 8
Write 20 sentences using transition words or phrases and punctuate them correctly.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
9. ___________________________________________________________________________
10. __________________________________________________________________________
11. __________________________________________________________________________
12. __________________________________________________________________________
13. __________________________________________________________________________
14. __________________________________________________________________________
15. __________________________________________________________________________
16. __________________________________________________________________________
17. __________________________________________________________________________
18. __________________________________________________________________________
19. __________________________________________________________________________
20. __________________________________________________________________________
 STRATEGY # 5
PARAGRAPH OUTLINE
OBJECTIVE: To distinguish the steps to write an adequate academic paragraph.
ALLOTED TIME: one week

Formal Style Writing Rules

Writing a well-structured paragraph

1. Write a title.
2. Indent the first line of the paragraph.
3. The topic sentence must have a controlling idea with three supporting ideas.
4. Every supporting idea must have an example or/and a detail.
5. The concluding sentence should summarize the topic without repeating the same words
used in the topic sentence, and it should offer a solution or a suggestion as a final thought.
6. An effective and simple paragraph should have from 8 to 10 sentences.
7. Do not use any subjective tone of voice, including “In my opinion” or “I think”. Use
always third person singular or plural.
8. Use academic vocabulary. Avoid jargon, slang, or clichés.
9. Avoid fragment or run-on sentences
10. Be careful with punctuation and spelling.
11. Do not use contractions
12. Spell out numbers 1-10 and write out 11 and so on. When a number starts a sentence,
always write it out.
13. Do not begin a sentence with a coordinating conjunction.
Adapted from: English Teaching Program .Fulbright Commission, Level II

A paragraph should have the following outline:

1. Topic sentence:
2. Controlling Idea:
a) 1st Supporting idea
b) 2nd Supporting idea
c) 3rd Supporting idea
3. Conclusion:
a) Summary
b) Solution / Suggestion

Topic sentence
The topic sentence is the first sentence that appears in a paragraph. It shows the main idea of a
paragraph, and it always has a controlling idea. A controlling idea shows what the writing will
be about. It always has three supporting ideas which can be the following:

 Reasons
 Advantages
 Disadvantages
 Benefits
 Theories
 Methods
 Differences
 Kinds

Example:

Brainstorming/Creating ideas

Solutions to
Improving Education

Teacher salary Improved Infrastructure

Motivated teachers Advanced Technology Comfort
Well-paid teachers More interactive classes Better environment to study
Less stressed teachers Updated information
Motivated students
Topic Sentence

There are three ways in order to improve Education. First, increasing teachers’ salary
will make them motivated and less stressed. Some people have to work in two or three places in
order to earn more money, but if they get a good salary in one there is no need to do that. Second,
getting and advanced technology will make classes more interactive and practical. Also, students
will feel motivated as they really like working with technology. Third, improving the
infrastructure will help students in the learning process; mainly, having big enough classrooms
according to the number of students. In some institutions there are 60 students in a classroom for
30. In conclusion, there some ways in order to have a better Education, and the government should
work on them.
Supporting Details

They are closely related to the main idea and depend on it. They are usually details,
examples which reinforce, justify and precise the main idea. In an academic paragraph, there
should be three supporting ideas with three examples or details.
Supporting Idea 1
Example: Detail 1

There are three ways in order to improve Education. First, increasing teachers’
salary will make them motivated and less stressed. Some people have to work in two or three
places in order to earn more money, but if they get a good salary in one there is no need to
do that. Second, getting and advanced technology will make classes more interactive and
practical. Also, students will feel motivated as they really like working with technology.
Third, improving the infrastructure will help students in the learning process; mainly,
having big enough classrooms according to the number of students. In some institutions
there are 60 students in a classroom for 30. In conclusion, there some ways in order to have a
better Education, and the government should work on them.

Supporting Idea 2

Detail 2

Supporting Idea 3
Detail 3
Closing sentence:

It summarizes the main idea of the paragraph by using different words.

There are three ways in order to improve Education. First, increasing teachers’ salary will
make them motivated and less stressed. Some people have to work in two or three places in order
to earn more money, but if they get a good salary in one there is no need to do that. Second,
getting and advanced technology will make classes more interactive and practical. Also, students
will feel motivated as they really like working with technology. Third, improving the
infrastructure will help students in the learning process; mainly, having big enough classrooms
according to the number of students. In some institutions there are 60 students in a classroom for
30. In conclusion, there are some ways in order to have a better Education, and the
government should work on them.

Concluding sentence
YOUR TURN
Exercise 9
In the following paragraph identify the topic sentence, the supporting ideas, the
examples/details, and the concluding sentence.

“There are three reasons why Canada is one of the best countries in the world. First, Canada has
an excellent health care system. All Canadians have access to medical services at a reasonable
price. Second, Canada has a high standard of education. Students are taught by well-trained
teachers and are encouraged to continue studying at university. Finally, Canada’s cities are clean
and efficiently managed. Canadian cities have many parks and lots of spare for people to live. As
a result, Canada is a desirable place to live.”

YOUR TURN
Exercise 10
For the following topic write the outline of the paragraph, and the paragraph itself.
1. Topic: Marriage vs. Free Union
3. Topic sentence: _________________________________________________________
4. Controlling Idea:________________________________________________________
a) 1st Supporting idea: ____________________________________________________
b) 2nd Supporting idea: ____________________________________________________
c) 3rd Supporting idea: ____________________________________________________
5. Conclusion: ____________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
 THE STRUCTURE OF WRITING AN ESSAY
The English Teaching Program at Fulbright Commission suggest having the following structure:

INTRODUCTORY PARAGRAPH
I. Attention-getting sentence
II. Background Information
III. Thesis Statement ( with three points)

POINT 1 POINT 2 POINT 3

BODY PARAGRAPH 1 BODY PARAGRAPH 2 BODY PARAAGRAPH 3

I. Topic Sentence (using point 2) I. Topic Sentence (using point 3)
I. Topic Sentence (using point 1) II. Supporting Statements & examples II. Supporting Statements & examples
II. Supporting Statements & examples a. 1st Supporting Statement a. 1st Supporting Statement
a. 1st Supporting Statement 1st example 1st example
1st example b. 2nd Supporting Statement b. 2nd Supporting Statement
b. 2nd Supporting Statement 2nd example 2nd example
2nd example c. 3rd Supporting Statement c. 3rd Supporting Statement
c. 3rd Supporting Statement 3rd example 3rd example
3rd example III. Concluding Statement III. Concluding Statement
III. Concluding Statement

CONCLUDING PARAGRAPH
I. Topic Sentence
II. Summary Statement
a. Summary Sentence of body # 1
b. Summary Sentence of body # 2
c. Summary Sentence of body # 3
III. Concluding Sentence
Contrasting writing a paragraph vs. writing an essay
Table N° 4

Paragraph Essay
Topic sentence Introductory Paragraph
1st supporting idea 1st body paragraph
2nd supporting idea 2nd body paragraph
3rd supporting idea 3rd body paragraph
Concluding sentence Concluding paragraph

Source: English Teacher Program. Level III. Fulbright Commission. 2015

 STRATEGY # 6
THE INTRODUCTORY PARAGRAPH
OBJECTIVE: To identify the steps to write an adequate introductory paragraph.
ALLOTED TIME: One week

The introductory paragraph gives the reader the idea of what the text will be about. The purpose
of an introductory paragraph is to summarize the main point of the reading so that the reader
decide to continue reading or not. In a five-paragraph essay, this paragraph is the first one to write,
and it has the following features:

1. The attention getting sentence: This is the first sentence in the introductory paragraph
and the purpose is to get the reader’s attention. It can be the following:
 An anecdote
 A Question
 A statistic
 A fact
 A shocking statement
 A quote
2. Background information: It should contain from 2 to 5 sentences and increases from
general to specific.
3. The thesis statement: It contains the focus of what the writer will talk about. In a classic
five-paragraph essay, the thesis statement will have a controlling idea with three
supporting points; and if the topic has a question, the thesis statement should answer it.
The writer must take position in his writing. For example, if the question is “should
marihuana be legalized in Ecuador?” the writer will develop his thesis statement by
saying if he agrees or not.

The introductory paragraph should have the following form:

Attention Getting Sentence

G e n e r a l
to

Specific

Transition

THESIS
 Example of introductory paragraph:

Marriage vs. Free Union Attention Getting Sentence

Since humankind has existed many changes have been part of it. There have
been new technology, new ways of communication and entertainment, and even new
ways of thinking. People’s thoughts have changed profoundly. Some years ago, it was
impossible to think that somebody could go to the moon, but Neil Armstrong was just the
first man who went there. After him, other astronauts have also gone to this satellite.
There was no way people in Ecuador would think about divorce, but according to the last
Ecuadorian Nacional Census in 2011, there are more divorces than marriages. In addition,
marriage has become a way of doing business. Sometimes a person gets married just
because he or she wants to have a better economic status. Consequently, a free union
should be the best option for relationships because a person does not have to sign
any document to show love, couples feel free when they have to make their own
decisions, and a free union develops security and maturity.

Background information
Thesis Statement

YOUR TURN
Exercise 11
In the following introductory paragraph, identify the Attention Getting Sentence,
the background information, and the thesis statement.
The Best Teacher for Children
““It takes a village to raise a child.” Although this proverb is definitely true, some people
play a greater role than others in raising children. Grandparents, aunts, uncles, babysitters,
and schoolteachers all influence as they are growing up. However, no one ca take the
place of a parent in raising their children and teaching them about life. Undoubtedly,
parents are the best teachers because of their special patience with their sons and
daughters, the time they spend with their children, and the trust between a parent and a
child.”
YOUR TURN
Exercise 12
With the following topic write an introduction paragraph.
Topic: Should gay marriage be legalized in Ecuador?
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
 STRATEGY # 7
THE BODY PARAGRAPH
OBJECTIVE: To identify the steps to write adequate body paragraphs.
ALLOTED TIME: one week

The body paragraph is the main part of your essay or paper. Each body paragraph contains a topic
sentence that tells readers what the paragraph is going to be about, supporting sentences that
discuss the idea or ideas in the topic sentence using examples and/or evidence to support that
discussion and a concluding sentence that emphasizes the importance of the supporting examples
or evaluates the connections between them.

A body paragraph should have the following:

 A topic sentence (first reason, advantage, disadvantage,…)

 3 supporting statements each one with an example, detail, or fact.
 A concluding sentence Example/detail 1
Supporting idea 1
Example: Topic sentence Supporting idea 1

Love does not need any signed paper. Firstly, in a free union a person does not
have to sign any document to say he or she loves the other one. Married couples are
married, but often unhappy at the same time. It is very common to see married couples in
a social meeting who do not talk to each other. Secondly, married couples are involved
in more legal formalities which will be difficult to manage in the future. For instance,
if they do not get along well, they have to look for a lawyer. On the other hand, when an
unmarried couple want to break up, they simple look for another place to live. Thirdly,
love is for real. Free union couples last longer than married couples. That is what the last
census in Ecuador said about the tendency in marriages. Consequently, true love is not
represented by any document, but by loyalty.

Supporting idea 2 Concluding sentence

Supporting idea 1 Supporting idea 1
Example/detail 2
Supporting idea 1 Supporting idea 2
Example/detail 3 Supporting idea 1
Supporting idea 1
YOUR TURN
Exercise 13
In the following body paragraph, identify the topic sentence, the three supporting ideas with
each example/detail and the concluding sentence.

“First, due to their special relationship with their children, parents have a natural patience,
which makes them the best teachers. To begin, parents have the patience to answer all the
questions their children ask. Children, especially young children, are curious about everything
and ask many questions because that is how they learn. Teachers may not have the time or patience
to answer all these questions, but parents answer every question, helping their children with their
homework. There may be a subject that is difficult for a child, but parents have the patience to aid
and teach their son or daughter until the material is understood. Finally, only parents have the
ability to remain calm when their children make mistakes or even the same mistakes many times.
Their patience allows them to turn mistakes into learning opportunities by correcting the mistake
over and over without becoming angry, which allows the children to learn and not feel
embarrassed. In brief, parents are very patient with their children, which allows them to teach
their young one best.”

Exercise 14
With the following topic write the first body paragraph. Take into account the introductory
paragraph you already wrote.

Topic: Should guy marriage be legalized in Ecuador?

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 STRATEGY # 8
THE CONCLUDING PARAGRAPH
OBJECTIVE: To identify the steps to write an adequate concluding paragraph.
ALLOTED TIME: One week

The concluding paragraph is used to wrap up essay in a tidy way. It recapitulate what was was in
the thesis statement. The conclusion should contain a definite, positive statement or call to action,
but that statement needs to be based on what we have provided in the essay. Remember that the
concluding paragraph is not a place to bring new ideas.

The concluding paragraph should have:

1. A topic sentence (beginning with a transition word)
2. A summary sentence for each of the supporting ideas
3. A conclusion which include the following:
 A provocative question.
 A quotation.
 A vivid image.
 A warning

Transition word Topic sentence

Example Supporting idea 1 Supporting idea 1

In conclusion, there is no doubt that free union couples are together because they
love each other. They do not need any paper certifying love. In addition, a free union couple
does not have to fulfill society’s expectations, and finally, a free union develops important aspects
in life like freedom, maturity, and security. Therefore, a free union might be the best decision in
life. The only thing the free union couple needs to do is to be reliable, tolerant, and loving because
real love does not need more than that to survive. Furthermore, the world needs strong families
in order to enhance the development of societies, and not families involved in legal issues
like divorces where children will be the most affected ones.
Summary of each supporting
idea
Concluding sentence
Supporting idea 1
YOUR TURN
Exercise 15
In the following concluding paragraph, identify the transition word, the topic sentence, the
summary of each supporting idea and the concluding sentence.

“In conclusion, parents are the best teachers for their children. Parents are especially
patient with their children, which lets them teach their children effectively. In addition, no one
spends more time with a child than his or her parents, meaning that parents have special insight
into how to best help their son and daughters. Lastly, there is an important relationship of trust
between parents and children and young people should recognize that their parents can help,
teach, and guide them in ways that no one else can. Therefore, all children ought to embrace and
reassure all the instruction their parents give them.”

Exercise 16
With the following topic write the first body paragraph. Take into account the introductory
and the body paragraph you already wrote.

Topic: Should guy marriage be legalized in Ecuador?

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_____________________________________________________________________________

_____________________________________________________________________________

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 STRATEGY # 9
STEPS TO WRITING
OBJECTIVE: To identify the steps to write an adequate academic essay.
ALLOTED TIME: One week

According to the New South Wales Government Education online page, these are the ten step to
write an academic essay.

1. Read the essay question carefully

 Highlight key words.
 Use the dictionary to check the meaning of any unfamiliar words.
 Identify the task words that indicate what needs to be done, eg ‘discuss', ‘explain',
‘compare'.
2. Finish any necessary reading or research as background to the essay.
 Be selective: use sources which are relevant and accessible.
 Write notes in your own words.
 Write down quotations that may be particularly useful, but ensure the source of
these quotes is acknowledged if they're used.
 Take note of sources so they can be provided in footnotes and the bibliography.
3. Brainstorm ideas in response to the question
 Jot down any relevant points.
 Make note of any relevant evidence or quotes that come to mind.
 Use a mind map to help stimulate lateral thinking.
4. Develop a thesis (idea/argument) that encapsulates the response to the question
 The thesis should be a statement that strongly expresses the overall response to
the question.
 Avoid a thesis that's too simplistic – show thought has been put into some of the
complexities behind the question.
 The thesis is the backbone of the essay – it will be stated in the introduction. It
also needs to be referred to several times in the essay before restating it and
demonstrating how it has been proven in the conclusion.
5. Write a plan for the response
 Order ideas in a logical sequence.
 Make sure every point in the plan is relevant to the question.
 After the plan has been written it should be clear where the essay is going.
6. Write the introduction
 Open up the discussion.
 Introduce the thesis.
 Indicate how the questions will be answered.
 Engage the reader.
7. Write the main body of the essay
 Ensure each point is given a new paragraph.
 Use words or phrases at the beginning of each paragraph that will indicate to the
reader how it relates to the previous paragraph, eg, 'however', ‘in addition',
‘nevertheless', ‘moreover'.
 Start each paragraph with a topic sentence that clearly links the paragraph to the
rest of the essay, eg "A striking example of Gary Crew's use of light and darkness
imagery to suggest notions of knowledge and ignorance occurs in the scene on
the jetty".
 Provide supporting evidence for each point that you make.
 Revisit the thesis, and express it in different ways if possible, to emphasize how
the question is being addressed.
8. Write the essay conclusion
 Summarize the main ideas.
 Demonstrate how you have proven your thesis.
 Finish with an interesting or thought-provoking, but relevant, comment.
9. Edit the draft
 Check for spelling, punctuation and grammar.
 Delete any sections that are not particularly relevant.
 Change vocabulary to improve expression.
 Seek feedback from peers or a teacher before writing the final copy.
10. Write the final copy
 Add any footnotes or bibliography if required.
 Present a clean, neat copy.
 Submit on time.
 Example of a five-essay paragraph
Marriage vs. Free Union
Written by: Katherine Paz A.

Since humankind has existed many changes have been part of it. There have been new
technology, new ways of communication and entertainment, and even new ways of thinking.
People’s thoughts have changed profoundly. Some years ago, it was impossible to think that
somebody could go to the moon, but Neil Armstrong was just the first man who went there. After
him, other astronauts have also gone to this satellite. There was no way people in Ecuador would
think about divorce, but according to the last Ecuadorian Nacional Census in 2011, there are more
divorces than marriages. In addition, marriage has become a way of doing business. Sometimes
a person gets married just because he or she wants to have a better economic status. Consequently,
a free union should be the best option for relationships because a person does not have to sign any
document to show love, couples feel free when they have to make their own decisions, and a free
union develops security and maturity.

Love does not need any signed paper. Firstly, in a free union a person does not have to
sign any document to say he or she loves the other one. Married couples are married, but often
unhappy at the same time. It is very common to see married couples in a social meeting who do
not talk to each other. Secondly, married couples are involved in more legal formalities which
will be difficult to manage in the future. For instance, if they do not get along well, they have to
look for a lawyer. On the other hand, when an unmarried couple want to break up, they simple
look for another place to live. Thirdly, love is for real. Free union couples last longer than married
couples. That is what the last census in Ecuador said about the tendency in marriages.
Consequently, true love is not represented by any document, but by loyalty.

Another good thing in a free union is freedom. First, couples are what they want to be and
not what society expects from them. For example, it is commonly heard of people telling married
couples to have babies, because that is how society sees marriages. Second, in a free union there
is less violence. According to the United Nations, 61% of Ecuadorian women have faced a kind
of violence, 53.9% is psychological violence, and 76% of that violence comes from their partners
when they are married. That is why it is common to see men treating women as property, and
saying phrases like “you are mine” or “you belong to me”. Third, in a free union, if the couple
decides to spend money on a party to celebrate the union, it is okay, and if they do not want to or
do not have money, it is okay, too. On the contrary, when married couples get married, society
expects a big party, but, sometimes they do not have enough money to do that, so they have to
ask for a loan just to fulfill society’s expectations. A free union lets couples do what they desire.
 Security is the other good aspect in a free union. First, a man or a woman is sure about
the other. He or she knows that they are together because they love each other. For example, if he
or she goes out with friends, the other understands and is not jealous. In a married couple, the
other goes with him or her just to make sure he or she is not dating another person. Second, in a
free union, he or she has his or her own belongings. It is not the same in married couples because
if they buy something, this something belongs to the couple, and when they want to sell it, they
need the other’s permission to do it. Third, free union couples are mature. They know that
anything they do can affect the other positively or negatively. People need to feel secure about
love and what it involves.

In conclusion, there is no doubt that free union couples are together because they love
each other. They do not need any paper certifying love. In addition, a free union couple does not
have to fulfill society’s expectations, and finally, a free union develops important aspects in life
like freedom, maturity, and security. Therefore, a free union might be the best decision in life.
The only thing the free union couple needs to do is to be reliable, tolerant, and loving because
real love does not need more than that to survive. Furthermore, the world needs strong families
in order to enhance the development of societies, and not families involved in legal issues like
divorces where children will be the most affected ones.
REFERENCES
Jane Straus, GrammarBook.com, 2011
http://www.grammarbook.com/punctuation/periods.asp

Uses of colon
http://www.oxforddictionaries.com/words/colon

Sentence structure:
http://www.isu.edu/success/writing/handouts/sent-structure.pdf

Types of sentences
The writing center, Humphreys 116. University of Central Missouri.

Rules for finding and fixing sentences fragments

http://www.chompchomp.com/handouts/fragrules.pdf

Quicktips. Center for writing. University of Minnesota.

http://writing.umn.edu. 612.625.1983

What is a paragraph. Patricia Vineski

http://writing.umn.edu/sws/assets/pdf/quicktips/run-ons.pdf
http://study.com/academy/lesson/what-is-a-body-paragraph-definition-examples-quiz.html

What is a concluding paragraph

http://grammar.ccc.commnet.edu/grammar/composition/endings.htm