Unit 1:

The Sentence and the

Paragraph
 Part 1:
Stimulating Ideas
 What is a paragraph?

• A paragraph is a group of sentences about one topic.

• You will learn about five kinds of paragraphs:
o Descriptive paragraph = Describing a person, a place, or a thing.
Example: My house is small but very clean and comfortable.
o Example paragraph = explaining a topic by giving examples.
Example: Many sports improve health. For example, swimming
strengthens the heart.
o Process paragraph = explaining how to do something.
Example: First, turn on the computer. Then, open the program.
o Opinion paragraph = expressing feelings, ideas, and opinions.
Example: I believe online learning is better than traditional
learning.
o Narrative paragraph = telling a story.
Example: Last year, I had an unforgettable trip.
 Elements of a paragraph

• Margins: A paragraph must have a margin on the right and

on the left. This means the paragraph begins about 1 inch
from the edge of the paper.
• Spacing: A paragraph should be double spaced.
• Indenting: The first sentence must be indented. This
shows the reader that a new paragraph is beginning.
• Connected sentences: The sentences in a paragraph
should follow each other. It is not a paragraph if every
sentence begins on a new line. A well-supported
paragraph has at least five sentences.
• Title: A paragraph usually has a title. The title tells what
the topic is.
Exercises
 Exercise 1: Choose the correct answer
1. A paragraph is:
a) One sentence
b) A group of sentences about one topic
c) A group of unrelated sentences
2. Which paragraph type tells a story?
a) Descriptive
b) Narrative
c) Process
 Exercise 1: Choose the Correct Answer
3. Which paragraph type explains how to do something?
a) Opinion
b) Example
c) Process
4. Which paragraph type uses examples to explain a topic?
a) Example
b) Narrative
c) Descriptive
 Exercise 2: True or false

1. A paragraph talks about more than one topic.

2. A paragraph should be double spaced.
3. The first sentence of a paragraph should be indented.
4. Each sentence in a paragraph should start on a new line.
5. A paragraph usually has a title.
 Exercise 3: Identify the paragraph type

1. I believe studying early helps students succeed.

2. First, wash the vegetables. Then, cut them carefully.
3. My room is small, bright, and very clean.
4. Last summer, my family travelled to Abha.
5. Many students enjoy sports. For example, football
improves fitness.
 Answer key
Exercise 1: Choose the correct answer
1. b) A group of sentences about one topic
2. b) Narrative
3. c) Process
4. a) Example
Exercise 2: True or false
1. False 2. True. 3. True. 4. False. 5. True
 Answer key
Exercise 3: Identify the paragraph type
1. Opinion paragraph
2. Process paragraph
3. Descriptive paragraph
4. Example paragraph
 Part 2:
Stimulating Ideas
 Paragraph organization

• A typical paragraph has:

1. Topic sentence
2. Supporting sentences
3. Concluding sentence
• The topic sentence introduces the topic and controlling idea.
• Supporting sentences explain and support the topic sentence.
• The concluding sentence repeats the main idea in different words.
 The topic sentence

• The topic sentence is usually the first or second sentence.

o It introduces a new idea.
o It presents the topic and the controlling idea.
Examples:
o My friend is the funniest person I know.
o My mother is a good cook.
• The controlling idea:
o Explains what the writer will say about the topic.
o Tells the reader what to expect in the supporting sentences.
 Good and Bad Topic Sentences

• A topic sentence must not be too general or too specific.

Examples:
• Too general: A surprise party is a kind of party.
• Too specific: There were 14 guests at my party.
Good:
• My classmates gave me an unforgettable surprise party.
Why is it good?
• It introduces the topic.
• It has a controlling idea that can be developed.
 Supporting sentences

• Supporting sentences add information about the topic and

controlling idea.
• They may include definitions, explanations, or examples.
Example:
• Young people are too dependent on computers.
• They use computers for homework, communication, and
entertainment.
 Concluding sentence

• The concluding sentence is the final sentence.

• It reminds the reader of the topic and controlling idea.
• It restates the main idea like a mirror.
Example:
• Topic sentence: I love the color red.
• Concluding sentence: I will always admire the color red because it
represents strength.
 Types of concluding sentence: examples

• Warning: If you do not follow these steps, you may fail the test.
• Prediction: In the future, people will use electric cars instead
of gas cars.
• Opinion: In my opinion, reading books is better than watching
TV.
• Conclusion signal: In conclusion, learning English is very
useful.
 Part 3:
Unity and Coherence
 Unity
• A paragraph has unity when all sentences support one idea.
• The paragraph must have one controlling idea.
• Supporting sentences must explain that idea.
• The concluding sentence must restate it.
Example:
• Topic: My sister is generous. She helps poor families. She gives
food to neighbors.
(Not about her car or clothes.)
 Coherence
• A paragraph is coherent when ideas are well organized.
• Information that belongs together appears together.
• Writers use time order, space order, and order of
importance.
Example (time order):
• First, I woke up. Then, I ate breakfast. Finally, I went to
school.
Exercises
 Exercise 1: Choose the correct answer
1. A paragraph has unity when:
a) All sentences are the same length
b) All sentences support one idea
c) The paragraph is long
2. A paragraph should have:
a) Many topics
b) One controlling idea
c) No topic sentence
 Exercise 1: Choose the correct answer
3. Supporting sentences should:
a) Explain the controlling idea
b) Introduce new topics
c) Be unrelated
4. The concluding sentence should:
a) Add a new idea
b) Give details
c) Restate the main idea
 Exercise 1: Choose the correct answer
5. A paragraph is coherent when it is:
a) Long
b) Well organized
c) Repetitive
6. Topic: My best friend is helpful. (what is the sentence that breaks
unity?)
a) He helps me with homework.
b) He listens when I am sad.
c) He has blue shoes.
 Exercise 2: True or false

1. Unity means all sentences talk about one idea.

2. A paragraph can have two controlling ideas.
3. Supporting sentences explain the main idea.
4. A concluding sentence introduces a new topic.
 Exercise 3: Identify the order used

1. First, I woke up. Then, I ate breakfast. Finally, I went to

school.
2. The kitchen is on the left. The living room is in the middle.
3. The best thing about my job is the friendly environment.
 Answer key
Exercise 1: Choose the correct answer
1. b) All sentences support one idea
2. b) One controlling idea
3. a) Explain the controlling idea
4. c) Restate the main idea
5. b) Well organized
6. c) He has blue shoes.
 Answer key
Exercise 2: True or false
1. Ture 2. False. 3. True. 4. False.

Exercise 3: Identify the order used

1. Time order.
2. Space order.
3. Order of importance.
 Part 4:
Editing Your Writing

Simple Sentence Structure

 Subject
• The subject tells who or what the sentence is about.
• It can be singular or plural.
Examples:
o Fatima smiles.
o Siblings fight.
• Subjects can be more than one word:
o The hungry kittens ran to their mother.
 Verb
• The verb shows action or state.
• It shows time (tense).
Examples:
o Sara sings.
o Ducks walked across the street.
• A sentence can have more than one verb:
o My brother studied and earned a degree.
 Fragments
• A sentence must have a subject and a verb.
• A fragment is an incomplete sentence.
Incorrect:
They successful.
Correct:
They are successful.
 Run-on sentences
• Run-on sentences are two sentences joined without
correct punctuation.
Incorrect:
I was tired I slept early.
Correct:
I was tired, so I slept early.
I was tired. I slept early.
Exercises
 Exercise 1: Identify the subject

1. Fatima sings beautifully.

2. The hungry kittens ran to their mother.
3. My brother and I studied together.
4. Siblings often help each other.
 Exercise 2: Singular or plural subject

Write (S) for singular or (P) for plural.

1. Fatima.
2. Siblings.
3. The hungry kittens.
4. My teacher.
 Exercise 3: Identify the verb

1. Sara sings every day.

2. The ducks walked across the street.
3. My brother studied hard.
4. The students earned good grades.
 Exercise 4: One verb or more than one verb

Write one verb or more than one verb.

1. Fatima sings.
2. My brother studied and earned a degree.
3. The baby slept.
4. She cleaned the room and cooked dinner.
 Exercise 5: Identify the fragments

Write (F) for the fragments or (CS) for the complete sentence.
1. They successful.
2. She is happy.
3. Running in the park.
4. The children are playing.
 Exercise 6: Correct the fragments

Rewrite the sentence correctly.

1. They successful.
2. She very tired.
3. My brother smart.
 Exercise 7: Identify the run-on sentences

Write (RO) for run-on sentences or (C) for correct sentences.

1. I was tired I went to bed early.
2. I was tired, so I went to bed early.
3. She likes tea she drinks it every morning.
4. He finished his homework.
 Answer key
Exercise 1: Identify the subject
1. Fatimah 2. The hungry kittens
3. My brother and I 4. Sblings
Exercise 2: Singular or plural subjects
1. S 2. P 3. P 4. S
Exercise 3: Identify the verb
1. sings 2. walked across 3. studies 4. earned
 Answer key
Exercise 4: One verb or more than one verb
1. One verb 2. More than one verb
3. One verb 4. More than one verb
Exercise 5: Identify the fragments
1. F 2. CS 3. F 4. CS
Exercise 6: Correct the fragments
1. They are successful. 2. She is very tired.
3. My brother is smart.
 Answer key
Exercise 7: Identify the run-on sentences
1. Run-on
2. Correct
3. Run-on
4. Correct