Unit 2

By the end of this unit, you should be able to:

- organize and develop a paragraph in different organization patterns
- distinguish features of written and spoken language

Why is this unit useful?

For the writing and speaking assessments in this course, the input from this unit will help
you decide on how to present and organize its content and choose appropriate spoken and
written language to convey ideas and information in each assignment, which can also be
applied to other areas of your studies at Lingnan and IELTS.

Pre-unit task (Homework): Your teacher will ask you to complete this task outside
of class before the start of the unit.

Complete Task 1 to get a basic understanding of paragraph structure.

2.1. Paragraph Structure and Development

All paragraphs have a Topic Sentence and Supporting Sentences, and some paragraphs also have
a Concluding Sentence.

Task 1:
Watch a video clip introducing the three basic elements of a paragraph. Fill in the blanks by
filling in the blanks with the words provided.

topic sentence examples comparison purpose

definitions causal analysis transition rounds off
introduction main idea previous sentence illustrations
controlling idea explanations contrast focus

main idea, purpose, focus

The topic sentence states the ______ or _______ or ______ of the paragraph. It also shows how the
topic will be approached, which is called the _________. controlling idea

Supporting sentences develop the topic sentence. A supporting sentence can either relate
directly back to topic sentence
_______ or it can relate to theprevious
__________. Supporting sentences can take the form
sentence
of ______ , ______ , and _________ (put down at least 3 forms).
illustration, definitions, contrast, comparison, examples, casual analysis, explanation
rounds off
The concluding sentence either _______ the paragraph or makes a transition ________ to the next paragraph.
It is important not only to be aware of these three basic elements in a paragraph, but also the
different ways to organise the supporting sentences in a paragraph.

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 Task 2: Moodle Quiz
The following are five typical kinds of organizing principles of paragraphs. Match the
description with the relevant pattern.

Classification Problem- Causality Comparison and

solution contrast
compare and contrast
1. _____________:
An organizational structure that locates specific points of similarity or difference between
two things, or among three or more things. This organizing principle would result in a
paragraph that compares elements in a specific area and draws a conclusion.
causality
2. ___________:
An organizational structure that outlines a chain of reasoning that is logical in nature. That
is, movement in the writing is based upon a series of claims that if x is so, then y would be
thus. This organizing principle will result in a paragraph that focuses on explaining the
causal relationship between ideas.
classification
3. ____________:
An organizational structure wherein one introduces a type of thing, and then identifies
subtypes of that thing, and relationships between, and among, types and subtypes. This
organizing principle would result in a paragraph that identifies criteria by which a type is
identified.
problem solution
4. ___________:
An organisational structure in which a problem is presented (and explained if necessary)
followed by one or two solution(s) with an explanation of why the solution(s) would be
effective.

Task 3:
Work in pairs. Identify the organisation pattern introduced in Task 2 that is used in each of
the following paragraphs.

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Paragraph A ___________________________________
classification

Malinowski proposed a three-way classification for folktales and distinguished between myth,
legend and fairy tale. The first of these, he suggested, represents a statement of a higher and
more important truth of a primeval reality. As such, it is regarded as sacred. Fairy tales, on the
other hand, are simply entertainment. Nobody attaches any special significance to them, and
nobody believes them to be true. Legends, however, are believed to be true historical accounts.

(Source: https://aso-resources.une.edu.au/academic-writing/paragraphs/for-classification/)

Paragraph B __________________________________________
compare and contrast

The left and right sides of your brain process information in different ways. The left side is
logical, rational, linear, and verbal. The right side, on the other hand, processes information
intuitively, emotionally, creatively, and visually. Left brains think in words, whereas right-
brains think in pictures. People who depend more on the left side of their brain are list makers
and analysts. They are detailed, careful and organised. In contrast, right-brained people are
visual, intuitive and sensual. When a left-brained person has to make an important decision,
he or she makes a mental list of all the factors involved and arrives at a decision only after
careful analysis. When a right-brained person has to make the same decision, on the other
hand, he or she is more likely to base it on intuition and feelings. For example, a left-brained
automobile shopper will consider a car’s cost, fuel efficiency, and resale value, whereas a right-
brained person bases a decision on how shiny the chrome is, how soft the seats are, and how
smoothly the car drives. Of course, no one is 100 percent left-brained or 100 percent right-
brained. Although one side may be stronger, both sides normally work together.

(Source: “Introduction to Academic Writing – Level 3” Oshima, A & Hogue, A, 2007, p.109)

Paragraph C _________________
causality

Recessions are common in every country, including the United States of America. According
to Mary Hall of Listopedia, “A recession has a domino effect, where increased unemployment
leads to less growth and a drop in consumer spending, affecting businesses, which lay off
workers due to losses. A recession occurs when there are two or more consecutive quarters
of negative gross domestic product (GDP) growth. In other words, economic growth slows
during a recession” (Hall, 2010, p.222). Some recessions are so severe that even highly
educated individuals cannot obtain jobs. Recessions can also lead to outsourcing. As stated by
Chron, “…an outsourced job doesn’t get replaced by anything. The work has moved to another
country. Meanwhile, these unemployed workers find themselves hard-pressed to get work in
their field, because other companies are following suit and outsourcing” (as cited in Fredman,
2015, p.2). This mostly refers to foreign outsourcing, whereas domestic outsourcing can also
affect wages negatively.

Adapted from: “Academic Help – Write Better” at https://academichelp.net/samples/academics/essays/cause-

effect/causes-of-unemployment.html)

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 Paragraph D _________________________________________
problem solving

According to several recent surveys, some people fear public speaking more than they do
death. Fortunately, this fear can be overcome with two simple methods: practice and using
positive energy from the audience. Practising for a speech is essential. After the task of writing
the speech is completed, speakers must practise, practise, practise. The more times they
rehearse the speech, the more comfortable they are discussing the topic. Using aides such as
mirrors or video recordings as they practice can show speakers what they look and sound like
to the audience. Video is particularly helpful as it can be watched many times, with the
presenters focusing on one element at a time. Another remedy for public speaking fears is
using the audience’s positive energy. Speakers need to remember that the audience wants
them to succeed. Something as basic as a small nod or a smile from a member of the audience
should give courage and confidence to the presenters behind the podium. While it is easy for
nervous speakers to focus only on getting through the presentation, using the audience’s good
will goes a long way in making a speech better. All in all, these two strategies are sure to help
with fear of public speaking. With proper practice and audience empathy, it is possible to
overcome the fear of public speaking and deliver a successful speech.
(Source: “Great Writing 3” Folse, S.K., Muchmore-Vokoun A. & Vestri, E , 2019, p.162)

Task 4:
Work in groups of 4. Highlight the language that shows the pattern in the paragraphs (A-D
above) your group is given.

At University, you will be asked to write essays on different topics which may require different
organisation patterns.

Task 5:
Look at the following essay questions and identify the paragraph pattern that is the most
appropriate.
1. How has technology transformed our daily lives, and what are the implications of this
transformation? ( causality )

2. What are the differences between the education system in the United States and that
of Japan? ( compare and) contrast
problem solving
3. What measures can be taken to address the obesity issue in Hong Kong? ( )

4. What are the different types of social media platforms, and how do they differ in their
purpose, audience, and features? (classification )

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 Task 6: Writing Practice on Padlet / OneDrive (Homework – It will contribute to your
Attendance & Participation mark.)

Step 1. Write a short paragraph of about 150 words in MS Word on either of the topics below:
A. protecting the environment
B. effective study methods

Step 2. Save your paragraph and use SCRIBO to check the language use of your paragraph.
Revise it based on feedback given.

Step 3. Copy and paste the revised paragraph to the Padlet page/ OneDrive file created by your
teacher. Remember to put down your English name clearly above the paragraph.

Step 4: Post comments on your partner’s paragraph based on the guidelines below:

Check that your partner has:

- narrowed down the topic to a particular aspect
- used ONE of the organisation patterns – identify which one?
- Included the following in the paragraph:
o A topic sentence
o Supporting sentences
o Concluding sentence
- used language features appropriate to academic writing such as:
o Noun-based phrases
o Complex grammatical structures
o Academic vocabulary
o Cohesive devices
o Objective/impersonal tone
o hedging

In your LUE1001 assessments, you will have the chance to use the different organization
patterns to organize your ideas, and to use language features appropriate to academic writing
and speaking.

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2.2. Written versus Spoken Language
When we talk about 'language', sometimes we mean speech (spoken language), sometimes
writing (written language). How are they different? Of course, speech is spoken and heard, while
writing is written and read. But there are many other differences.

Task 7: Moodle Quiz

The following are some characteristics of spoken and written language. Put them into the
correct bubble and put the common features in the overlapped space between the two bubbles.

1. More frequent use of first personal pronouns

2. Shorter units (phrases, clauses, sentences)
3. Greater repetition of words and phrases
4. Colloquial words and slang expressions
5. Simple and familiar words
6. Logical structure
7. Cohesion (i.e. use of connectives)
8. Use of passive voice
9. Rich and varied evidence
10. Use of imperative clauses
11. Infrequent use of first personal pronouns
12. More complicated structures
13. Formal and impersonal tone
14. Varied and precise vocabulary
15. Use of contractions (e.g. don’t, isn’t)
16. Use of rhetorical questions (i.e. questions not intended for answers) /question tags

Spoken language: Written language:

more frequent use of first personal pronounce use of passive voice

shorter units rich and varied evidence
greater repetition of words and phrase Infrequent use of first personal pronouns
colloquial words and slang expressions More complicated structures
simple and familiar words Formal and impersonal tone
use of imperative clauses Varied and precise vocabulary
use of contractions logical structure
use of rhetorical questions cohesion

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Task 8:
Read the following 3 texts and decide if spoken or written language is used. Put down the
characteristics of the language you learned in Task 7 that are used in the text.

Text 1
Compared to their refined counterparts, whole grains contain more fiber, are more
nutritious and give more sustained releases of sugar into the bloodstream too. Besides, it is
suggested that each person should drink about two liters of water per day. Apart from
contributing to general wellbeing, drinking more water has been associated with
substantially reduced risk of heart disease and certain cancers.

(Source: Hamp-Lyons, L., Heasley, B. (2006). Study Writing (2nd edition). Cambridge: Cambridge University Press)

Spoken or written? __________________

written
Language features:
varied and precise vocabulary, infrequent use of first personal pronounce, passive voice,
rich and varied evidence

Text 2
How to lose weight without dieting? Eat what you want and still don’t get fat. Millions of
people around the world dream about just that. Follow some simple rules to get your perfect
beach body fast and for good.

Spoken or written? __________________

spoken
Language features:
active voice, simple structure, greater repetition of same words, use of contractions,
simple and familiar words, rhetorical questions,

Text 3
What I’m going to do is briefly describe the main differences between English and Chinese.
You should have in front of you two sets of sentences with the English on top and the Chinese
underneath, and what I’m going to do is to explain which bit goes with which bit in each
language and try to make clear the main differences between the two languages.
(Adapted from: Anderson, K., Maclean, J. & Lynch, T. (2004). Study Speaking (2 nd edition). Cambridge: Cambridge
University Press)

Spoken or written? __________________

spoken
Language features:
use of personal pronounce, active voice, simple and familiar words,

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 Task 9:
Read the following academic extract on ‘Chinese style education’ and finish the task:

i. Work in pairs. Each of you convert any two sentences from the extract to spoken language.
Write your sentences in the conversation bubble below.

(1) One of the Chinese expressions for disobedience is composed of two characters which roughly
translate as ‘mouth back’. (2) Not surprisingly, students in class show their respect by keeping
quiet. (3) Verbal fluency thereby suffers because students are not trained to develop their
debating skills with a superior. (4) Part of this ineffectiveness also derives from extensive training
in memorization instead of argumentation. (5) That being said, mastery of the deep approach to
learning requires a more speculative attitude to the topic in hand.

In Chinese, they have an expression to shut noisy students, it is just two characters long,
which translate to "mouth back".

ii. Now, read the two sentences written by your partner. Try to identify examples of the features
of spoken language listed earlier.

iii. Make whatever changes you think necessary to ensure the sentences are appropriate for
sharing in class orally.

By now, you should have a clear idea on the differences between written and spoken language.

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 Task 10:Moodle Quiz
Listen to an extract from a radio interview with Sir Bradley Marc Wiggins, a British former
professional road and track racing cyclist. Fill in the blanks in the script in preparation for
the next task.

Question (1) : Ah, Bradley, a moment ago you said, you’re not great in a crowd, you're sort of
shy person. Are you difficult to get to know, do you think?

Answer: I think so. I think people underestimate me. Yeah, I’m a _(1)_____ to begin with. And
my way of dealing with, _(2)_______ being an introvert, is to entertain. And it goes back to my
childhood at school, I was very much an individual at school. (3) ______ a class joker, and um, I
think that has continued throughout my kind of career as well, really it’s the way I've (4) _______.

person a few words, sort of, a bit, got by, in my blood, bike, dad, kids bike thing, got, that's

Question (2) : You have been in cycling for quite a number of years and very successful in the
field. I am just curious. Did you start cycling when you were very young?

Answer: I guess cycling is (5) ______. My dad was a cyclist himself and he got me this little (6)
_____ when I was three. I would beg my (7)____ to let me follow him on his cycling practice and
bring me along exploring different cycling trails. At the age of six, my dad signed me in for this
national (8) _________and it’s the first time I (9)_______ a golden medal for cycling. Since then, I’ve
become serious about cycling and my dad put me in a cycling training programme. And (10)
_______ how it all started.

Task 11:
Based on the script from Task 10, re-write his answer to Q.2 using written English to be used
in an essay about his achievements.

LUE1001 University English I (2024-2025) Page 9

Additional Self-study Materials

Topic sentence
https://www.youtube.com/watch?v=2R-9T9TgGnE

Transition words
https://www.youtube.com/watch?v=CpDTxvxuFpM

Concluding sentence
https://youtu.be/WTkUGlg9uGw

Three differences between spoken and written English

https://www.youtube.com/watch?v=Yg50bgJngH8

Levels of formality
https://owl.purdue.edu/owl/general_writing/academic_writing/using_appropriate_language/
levels_of_formality.html

Grammar: Formal English and informal English

https://youtu.be/hdKYl8Tg_FQ

*All websites were last accessed on 31 May 2024.

LUE1001 University English I (2024-2025) Page 10