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Chapter Three
Writing Sentences, Paragraphs, and Essays
Table of Contents
Brief Chapter Outline...........................................................................2
Chapter Outline and Lecture Notes.......................................................4
Vocabulary Review..............................................................................7
Class Activities and Sample Assignments..............................................8
Connect Resources..............................................................................9
Discussion Questions for Online/Hybrid Classes...................................10
Graphic Organizers............................................................................11
Putting the Pieces Together: Introductory Paragraph...........................11
Putting the Pieces Together: Body Paragraphs....................................12
Putting the Pieces Together: The Concluding Paragraph.......................13
Teaching Tools...................................................................................14
Designing an Essay............................................................................14
Grading Rubric for a Basic Essay.........................................................15
Writing Attitude Survey......................................................................16
Writing Topics....................................................................................17
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-3|1
Chapter Three
Writing Sentences, Paragraphs, and Essays
Brief Chapter Outline
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Write complete sentences, including topic sentences and thesis statements.
Write and develop effective paragraphs using transitional words and phrases
to create better flow.
Write effective multi-paragraph essays that include an introduction, a body,
and a conclusion.
II. Writing a sentence (pages 49-51)
Learning Outcome 3-1: Write complete sentences, including topic sentences
and thesis statements.
a. Sentence components
b. Parts of speech
i. Nouns
ii. Pronouns
iii. Verbs
iv. Adjectives
v. Adverbs
vi. Prepositions
vii. Conjunctions
viii. Interjections
c. Sentence variety
III. Writing a paragraph (pages 52-55)
Learning Outcome 3-2: Write and develop effective paragraphs using
transitional words and phrases to create better flow.
a. Topic sentence
b. Supporting sentences
c. Transitions
i. To give examples
ii. To show time or order
iii. To show location
iv. To compare
v. To contrast
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-3|2
Chapter Three
Writing Sentences, Paragraphs, and Essays
vi. To show a cause
vii. To show an effect
viii. To add information
ix. To show emphasis or repetition
x. To conclude or summarize
IV. Writing an essay (pages 56-61)
Learning Outcome 3-3: Write effective multi-paragraph essays that include an
introduction, a body, and a conclusion.
a. Introductory paragraph
i. Attention-getters
ii. Thesis statement
iii. Overview of main points
b. Body paragraphs
c. Concluding paragraph
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-3|3
Writing in the Chapter
Model Essay
“The Art of Eating Spaghetti” by Russell Baker (pages 59-61)
Student Writing
“A Literary Genius I am Not” by Matthew Ruffell (page 64)
Chapter Three
Writing Sentences, Paragraphs, and Essays
Chapter Outline and Lecture Notes
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Write complete sentences, including topic sentences and thesis statements.
Write and develop effective paragraphs using transitional words and phrases
to create better flow.
Write effective multi-paragraph essays that include an introduction, a body,
and a conclusion.
II. Writing a sentence (pages 49-51)
Learning Outcome 3-1: Write complete sentences, including topic sentences
and thesis statements.
a. Sentence components
i. Incomplete sentences are missing at least one element required to
be a complete sentence.
ii. Complete sentences contain three elements: a subject, a verb,
and a complete thought.
b. Parts of speech
i. Nouns name a person, place, or thing.
ii. Pronouns replace a noun.
iii. Verbs show action or a state of being.
iv. Adjectives modify or describe a noun.
v. Adverbs modify or describe verbs, adjectives, or other adverbs.
vi. Prepositions link a noun to another word.
vii. Conjunctions join clauses, sentences, or words.
viii. Interjections express a strong feeling.
c. Sentence variety
i. Vary your sentence length.
ii. Short sentences emphasize a key point.
iii. Longer, complex sentences can illustrate relationships between
the ideas presented.
III. Writing a paragraph (pages 52-55)
Learning Outcome 3-2: Write and develop effective paragraphs using
transitional words and phrases to create better flow.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-3|4
Chapter Three
Writing Sentences, Paragraphs, and Essays
a. Topic sentence
i. Contains a topic
ii. Contains an opinion about the topic
iii. Must be a complete sentence
b. Supporting sentences
i. Main points that support the opinion in your topic sentence
ii. Usually require 3-5 supporting sentences to thoroughly support the
main idea of the paper
iii. More common to have too few supporting sentences than too many
iv. All sentences within a paragraph should support the topic sentence
c. Transitions help notify the reader that the writer is changing directions or
making a new point.
i. To give examples: for example, for instance
ii. To show time or order: first, later
iii. To show location: above, near
iv. To compare: similarly
v. To contrast: in contrast
vi. To show a cause: because
vii. To show an effect: as a result
viii. To add information: additionally, along with
ix. To show emphasis or repetition: in other words, in fact
x. To conclude or summarize: finally, as a result
d. A concluding sentence is used for a standalone paragraph.
i. Restate the main idea and opinion you wrote in the topic sentence.
ii. Use different words than the ones used in the original thesis.
iii. Consider writing an additional memorable sentence for the reader.
IV. Writing an essay (pages 56-61)
Learning Outcome 3-3: Write effective multi-paragraph essays that include an
introduction, a body, and a conclusion.
a. Introductory paragraph
i. Should contain an attention-getter:
1. Brief description or story
2. Comparison or contrast
3. Dialogue
4. Inspiring or intriguing quote
5. List of relevant examples
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Three
Writing Sentences, Paragraphs, and Essays
6. Relevant statistic
7. Short summary
8. Surprising statement
9. Thought-provoking question
ii. State your thesis.
1. Should identify the main idea of your essay
2. Usually comes in the first or second paragraph
3. Similar to a topic sentence but represents the idea of an
entire essay versus one paragraph
4. Contains a topic and your opinion of the topic
iii. Provide an overview of the main points.
1. Additional sentences may be used if the main points are not
identified in the thesis.
2. Avoid a mechanical list of points.
3. Give the reader a clear idea of what is going to be covered.
b. Body paragraphs
i. Often begin with a topic sentence
ii. Include several supporting sentences
iii. Use transitions to help ideas flow smoothly
iv. Make sure all ideas relate to the overall thesis of the essay
c. Concluding Paragraph
i. Should wrap up the entire essay
ii. Should restate the thesis
iii. Should summarize the main points
iv. Should end with a memorable thought
v. Avoid introducing new ideas or concepts
vi. Avoid clichés
vii. Consider using an attention-getter strategy to make a lasting
impression
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without the prior written consent of McGraw-Hill Education.
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Chapter Three
Writing Sentences, Paragraphs, and Essays
Vocabulary Review
Adjectives: words that modify or describe a noun (LO 3.1)
Adverbs: words that modify or describe verbs, adjectives, or other adverbs (LO 3.1)
Conjunctions: words that join clauses, sentences, or words (LO 3.1)
Essay: a group of paragraphs related to a particular subject or theme (LO 3.3)
Forecast: a statement that helps the reader predict what the main points will be (LO
3.3)
Interjections: words that express a strong feeling (LO 3.1)
Noun: a person, place, or thing (LO 3.1)
Paragraph: a group of sentences that all relate to one idea (LO 3.2)
Prepositions: words that link a noun to another word (LO 3.1)
Pronouns: words used to replace a noun (LO 3.1)
Thesis: the main idea of your essay for your audience. (LO 3.3)
Topic sentence: a statement of the main idea of a paragraph (LO 3.2)
Unity: occurs when every idea relates to the overall thesis of the essay (LO 3.3)
Verbs: words that shows action or state of being (LO 3.1)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
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Chapter Three
Writing Sentences, Paragraphs, and Essays
Class Activities and Sample Assignments
1. Assign the following topics to groups in class: legalization of marijuana, elderly
drivers, the impact of the media during election years, single parent homes, and the
perfect pet. Have each group create three different thesis statements per topic. (LO
3.1)
2. After selecting one thesis statement for each of the topics (from the previous
question), have the student groups create an attention-getter and topic sentence for
each thesis statement. Have each group share their results and discuss which are
the most effective. Would the type of audience change the class’s answer? If so,
how? (LO 3.1)
3. Have students write a paragraph, using the thesis, topic sentence, and attention-
getter created in the previous tasks. (LO 3.2)
4. Select a paragraph from the text and remove words that reflect various parts of
speech. Ask students to identify the specific part of speech required and to provide
new words to replace those removed. Read the revised paragraph, using the new
words. Discuss how knowing the parts of speech is an important aspect of writing.
(LO 3.1)
5. Using the Graphic Organizers provided in the resource manual, have students
organize the parts of “A Literary Genius I am Not” by Matthew Ruffell from page 64
of the text. Discuss other examples of attention-getters and transition words. (LO
3.3)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Three
Writing Sentences, Paragraphs, and Essays
Connect Resources
SmartBook
In SmartBook for Chapter 3, Writing Sentences, Paragraphs, and Essays, students
receive an overview of the chapter in the “Preview” phase. During the “Read” phase,
key concepts are highlighted for students. They can also read one or more of the
“Career-Based,” “Reading and Reflection,” or “Student Writing” selections during this
phase—you will need to let students know which selections to read. During the
“Practice” phase, students respond to probes that will reinforce their learning of key
concepts. If students are struggling with an assignment, they can use the “Recharge”
phase for additional practice.
LearnSmart Achieve
You can use the “Customized Study Plan” to assign one or more of the following topics
and learning outcomes to students who are working on a narrative assignment:
Drafting
Identify the qualities of effective introductory paragraphs.
Identify the qualities of effective topic sentences.
Identify the qualities of unified paragraphs.
Identify the techniques to create coherent paragraphs.
Classify the different types of transitions used to connect paragraphs.
Identify the qualities of effective concluding paragraphs.
Revising
Describe revision strategies to improve a text.
Identify the role of peer reviewers when giving feedback.
Identify the role of the writer when receiving feedback.
Identify the techniques for making text clear, concise, and correct.
Identify the techniques for making visual elements clear, concise, and correct.
Proofreading, Formatting, and Producing Texts
Identify the techniques for checking final text for spelling, punctuation, and other errors.
Compare the effects of visual design choices on the message of a text.
Compare the effects of the choice of media.
Identify MLA text format for an academic paper.
Identify APA text format for an academic paper.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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