Unit 1

Getting Ready to Write

Goals of the following lessons:

o Identifying the different stages for essay

writing

 Pre-writing Stage
 While-writing Stage
 Final-writing Stage
 Getting Ready to Write

This unit is intended to give the learner an overview about the process of writing
an essay through introducing the student to the necessary stages. It will also provide
some activities since the best way to learn how to write an essay is through practice.
Hence, planning an essay takes more time because the writer has many ideas to
organise. Let’s introduce some points concerning how to plan an essay:

Section 1 Pre-writing Stage

In this stage, the writer has to select the topic depending on two essential points:

- According to his attitudes.

- According to an assignment.
After selecting the topic, the writer has to narrow it in order to be discussed in an essay
of five paragraphs or a timed essay since students are required to write an essay in a
precise period of time.

After selecting and narrowing the topic, the writer has to gather ideas for his
subject. In fact, there are many ways including listing, clustering, freewriting, journal
writing, interviewing classmates, friends and gathering data from secondary sources
such as books and journals.

After collecting references, the writer has to generate a thesis statement which
will form the basis of the whole essay. This idea (thesis statement) has to be
developed through supporting ideas (generating supporting ideas). Hence, he has to
brainstorm ideas that fit the thesis statement. After formulating the main idea, the
learner has to keep sure that his idea suits the purpose of the essay. In order to develop
the outline of the essay, he has to follow these steps:

Brainstorming Techniques: Freewriting, Listing and Clustering

Brainstorming is the first step through which the learner generates and organises
his ideas. He has to write everything that comes to his mind, so that he will not forget
any point later on. In fact, brainstorming has many advantages. For instance, it helps
the learner to select the topic according to an assignment and the time allotted. Hence,
this part will teach the student how to brainstorm his ideas employing either
freewriting, listing techniques or mapping:

Freewriting

Most of students prefer to employ the freewriting technique since it helps them
especially when they have a short timed essay on one hand and many ideas about the
topic. This technique involves writing without stopping. It should be called flow
writing since the writer remains focusing on analysing the topic until it is finished. He
does not take into consideration grammar, spelling or punctuation at this stage.

Example

The student’s essay assignment:

Adrienne Rich wrote “Lying is done with words and also with silence”. Do you agree?
Use your personal experience and/or your observations to support your answer.

A Short Freewriting Draft on the Subject

Do I agree? I think so. Is it a lie if you don’t say something when you know
something? Not technically, but it has the same effect, doesn’t it? I remember when I
saw Jay with someone else but I didn’t tell Karen. She never came out and asked me if
Jay was cheating on her, but I knew. But that’s not really a lie is it so what do you call
it? But there are more important cases where not telling the truth can be deadly. Like if
you know someone is planning to commit a crime, and you don’t tell anyone. Didn’t
someone go to jail for not telling the police she knew about the Oklahoma City
bombing before it happened? But that’s not a lie, it’s just not telling, so not telling is
not the same as lying. But it can have equally terrible consequences. I guess the point
is that you know a truth but you don’t reveal it. So they’re not the same but they do the
same thing. People can get hurt. Unless you believe what you don’t know won’t hurt
you. But that probably falls into the same category as a white lie. It’s the other lies and
other silences that are the problem (Smith, 2003, pp. 32-33).
A closer look on the short draft reveals that the student presented many issues
and provided many examples and arguments that help him in the developmental part
of his essay. He also gave definitions to a lie and found a thesis statement to start the
introductory paragraph of his essay. Through reading this drat, the student can find
that there are lots of run-on sentences, repetitions and informal language. Thus, the
freewriting technique can help the student to generalise his ideas and look after his
language.

Practice:

o Using the freewriting technique, brainstorm your ideas according to the

assignment given to you. Keep sure that you have enough ideas about the topic
in order to use this technique.
o Imagine that you get a work as an engineer in architecture. Describe a time
when you make an error in some of your plans and, hence make the lives of
many people in danger or risk. Thus, what are the solutions to avoid that risk?

Listing

Unlike freewriting technique, listing focuses on listing ideas not putting them
into sentences. It is also of eminent importance for collaborative works in groups and
takes a short period of time in comparison to freewriting.

Example

In this example, the student has to list his ideas about a given topic.

In your opinion, what is the greatest challenge your generation will face? What ideas
do you have to deal with this issue?
The answer of the student was as follows:

■ Being overwhelmed by technology.

■ Staying in physically touch when everything becomes virtual.
■ How will we know what’s real?
■ If people live longer, what about the generation gap?
■ Find better ways to take care of parents, and grandparents.
■ Being overwhelmed by information.
■ What about the people who don’t have access to technology—social inequality.
■ The environment.
■ Slow consumption of our resources.
■ Recycle more.
■ Come up with alternative fuel sources.
■ World government?
■ Disease—new viruses—bird flu?
■ What about our new power for destruction, biowarfare?

(Smith, 2003, p. 34)

Practice

Activity 1:
List your ideas in fifteen minutes about the following topic:

There are many factors that help one to build a strong identity, what are these factors?

Activity 2:
Employ both techniques to brainstorm your ideas and write a timed essay on the
importance of research at university level. Compare which technique is suitable for
this topic.

Clustering
Clustering is another technique employed for brainstorming. It helps to make a
connection between your ideas and create subtopics that can be developed into topic
sentences. In order to draw a map, you have to draw circles. The central circle should
 contain the main idea that will be developed into a thesis statement later on. Then, you
have to draw other circles that consist of sub-ideas that make the topic sentences of the
developmental paragraphs.

Push yourself
Example past what you
think you are
How I have been influenced by
capable of
English teacher?

Strength in dealing
with difficult
issues Reading choices Personal philosophy

Found positives in
battle with cancer

Disciplines

Not afraid to
Use words and
assign tough
actions to show
material
others who you
really are
Learned life
lessons from At least 30
assigned reading minutes of
reading a day

Makes us ask and

5 minutes of
answer the hard
writing a day
questions

Figure 1.1. Clustering (Adopted from: Robitaille & Connelly, 2007, p. 40)
Practice: Use clustering technique as a part of brainstorming and write an essay about
the pros and cons of employing the social media.
 Section 2 While-writing Stage

This stage includes three important parts mainly drafting, editing-reflecting and
revising. Thus, after generalising ideas through brainstorm technique, the learner has
now to put them into an essay. He has also to decide which idea is the thesis statement
and what are the topic sentences?

Drafting

It involves drafting the first version of the essay and develops the subject matter.
Unlike the previous stage, the student has to decide the thesis statement, the topic
sentences and the supporting details. Therefore, he has to select which idea is
appropriate to be a thesis statement that can be developed for a whole essay. However,
drafting the body of the essay with its conclusion or the introduction depends on the
writers’ choice. Some decide to draft the introduction first and others prefer to write
the body with its conclusion rather than the introduction. Besides, writing the draft
becomes easier if the student brainstorms well his ideas employing one of the previous
techniques.

Drafting the Introduction

The introduction is the most important part of an essay because it introduces the
reader to the topic, provides a theoretical background about the subject and the main
idea that the whole essay revolves around. The writer has not to start with the thesis
statement first in writing the introduction but with the theoretical background and the
purpose.1

Example

My car is indispensable to me. I am a single mother of two children and I live ten
miles out of town. I also work twenty hours a week and I am taking classes at the
1
Organising the introduction and the techniques used in writing an introduction for an essay
can be explored through unit two and three.
community college. Without a car, I would be lost. Lot of the kids, I see at school,
have new cars, but I do not see how they can afford them. I know I cannot even though
nothing would make me or my kids happier than owning a new car. My car has lots of
disadvantages because it’s unreliable, costs me too much for repairs, and its
appearance (Robitaille & Connelly, 2007, p. 80).
Drafting the Conclusion
When the student finishes the introduction and the body of his essay, writing the
conclusion is the final step. Thus, he has to read again the draft in order to write the
conclusion depending on the thesis statement and supporting details within the
developmental paragraphs.
The main purpose of the conclusion is to bring the essay into an end. In fact, the
length of the conclusion depends largely on the topic being explored and the essay.
There are many points that the writer should take into account in conclusion writing:
- Reminding the reader of the thesis statement.
- Summarising the most important points discussed in the body of the essay.
Example
My car is a junker. Even though I hate the thought of spending the money, I
guess it is about time to start looking for a later model used car. I will have to work
more hours to make the payments, but it will be worth it to have a car that I will feel
safe in. I would also like a car that would not cost an arm and a leg in repairs and that
my kids would not be embarrassed to be seen in (Robitaille & Connelly, 2007, p. 81).
Practice: Select one of the following topics and write a draft taking into account how
to generalise ideas.
 Music
 Youth
 Technology
 Marriage
 Section 3 Final-writing Stage (Revising)
Revising

Proofreading and Editing

It is the final stage in the process of writing in general. It involves reading the
work in order to check language structure (spelling and grammatical mistakes,
punctuation and capitalisation). For this reason, the essay has to go under proofreading
process in order to avoid mistakes and add the necessary changes or ideas. Hence,
through proofreading, the writer can clarify and develop his ideas. He can also change
the supporting details or add others.
Proofreading is also important in terms that the writer can check the language
through deciding to add specific adjectives, adverbs, transition words and action verbs
in order to strengthen his language and make it precise. It is also important to verify
the length of sentences, i.e., to make a mixture between short, long and different types
of sentences. Once the writer finishes proofreading, he can check again repetitive
words or phrases and avoid awkward sentences through editing them. Editing involves
checking the structure and the content as well. Therefore, proofreading and editing are
of a paramount importance to clarify and make the meaning clear and easy to
understand.
In short, as a writer, you should take into account important tools for revision. A
dictionary, a grammar handbook, and a thesaurus are of paramount importance.
Therefore, the writer has to write often, proofread carefully, edit judiciously, and
revise until he is satisfied (Smith, 2003, p. 20).
Essay Revision Checklist (Robitaille & Connelly, 2007, pp. 85-86)
1. Introduction

Yes No
Is the background information interesting? Does it engage the reader?
Does it prepare the reader for the thesis?
Does the introduction provide a logical progression towards the thesis?
Does it focus on, provide background for, or lead into the thesis?
Is the introduction adequately developed?
Thesis:
Is the thesis a clear statement of the main idea of the essay?
Does it fit the assignment?
2. Body Paragraphs
Organization:
If there is a blueprinted thesis, do the body paragraphs develop points
In the same order as they are listed in the thesis?
Even if the thesis is not a blueprint, do the body paragraphs follow
a logical order?
Is the relationship between paragraphs clear?
Are appropriate transitions used between paragraphs?
Topic Sentences:
Is each topic sentence clear? Does it make one point that supports the thesis?
Topic Sentence #1
Topic Sentence #2
Topic Sentence #3
Supporting Sentences: If you check No, explain where in the essay the problem
occurs.
Are there enough supporting sentences (three to five supporting sentences, depending
on the assignment) to explain or prove the topic sentences?
Does each supporting sentence clearly develop the topic sentence?
Do any supporting sentences wander away from the topic?
Are any supporting ideas repeated?
Is the relationship between supporting sentences clear?
Are there clear transitions between sentences?
Is there enough specific detail in each sentence to convince the reader?
Is the order of supporting sentences clear and logical?
Are the sentences varied in length and structure?
Is the vocabulary appropriate?
Is the language clear and precise? (Are there strong verbs, specific nouns, colorful
adjectives and adverbs?)
3. Conclusion
Does the conclusion summarize or tie together the essay?
Does it relate back to the hook or story used in the introduction?
Does it introduce any new ideas or arguments that would confuse the reader?
4. Entire Essay
Does the essay make sense?
Does the essay develop in a logical order?
Does the essay adequately develop the thesis?
Does the essay deliver everything promised in the thesis?
Does the essay repeat itself?
Practice:
Activity 1: Select a topic and write an essay depending on the writing techniques
listed above. Brainstorm your ideas and make an outline for your essay through
choosing freewriting, listing or clustering, then write the first draft. Exchange your
first draft with your classmate and edit your drafts. Use the above techniques and
prepare your final draft.
Activity 2: The following essay needs a revision. Try to proofread and do the
necessary changes concerning punctuation, capitalisation, check long/short sentences
and their types, sentences fragments, run-on sentences, transition and make clear
simple and concise language. There are some of the notes that you have to take into
account during revision.

First Draft: Don’t Support Nuclear Energy

Can you add some kind of introduction before giving your thesis statement ?

Even though it can provide the world with a source of electricity, nuclear power is not a good
energy source because it is too expensive, the materials used in the

Good thesis statement –very clear

Power plans are not safe, and there is a great possibility of accidents.

Can you add a topic sentence for this paragraph?

First of all, nuclear fuel is expensive. It must be taken out of the ground and transported great
distances. As fuels are used up, they will become even more expensive, just as oil and gas have become
more expensive. In addition, nuclear

Can you explain this idea a little more?

power plants are expensive to build and to operate. It is expensive to train workers.

Needs transition You have used “expensive” 5 times in the paragraph…

Nuclear materials are not safe. When uranium is taken out of the ground, radioactive gas is released.
This is not safe for the miners. Uranium itself is also not

Why is uranium not safe?

safe. Being around uranium is not safe for workers.

Needs transition

Most significantly, there is always a possibility of nuclear accidents. The power

plants themselves can fail when they get old or if they are not build correctly. The

Nice specific example

Machinery can malfunction, too. In 1979, problems at the Three Mile Island nuclear power plant in the
United States resulted in radioactive materials escaping into the nearby community. More recently,
equipment failures were responsible for accidents

Can you explain what happened at these places?

in power plants in Tarapur, India (1992) and Darlington, Canada (1992).

Can you add a transition?

Workers at nuclear power plants can make mistakes. Perhaps the most famous of these incidents
occurred at Chernobyl (in the former U.S.S.R.) in 1986.

Radioactivity from the ChernobyI accident was recorded as far away as Eastern

Good detail

Europe, Scandinavia, and even Japan. Human error was responsible for power plant

Are these the only mistakes that have happened?

Accidents in Kola, Russia (1991) and Tokaimura, Japan (1999). There is no way we can guarantee that
workers will not make mistakes again in the future.

Even natural disasters can affect nuclear power plants. An earthquake in

Can you give some comment about this?

the Pacific Ocean in 1981 washed nuclear waste out into the ocean.

It is true that oil and gas cannot replace them with an energy source that is too expensive and is
dangerous from the time the fuels are taken out of the ground and even after the plant is running.

I think you need some kind of concluding sentence. What do you recommend instead of
nuclear power?

(Zemach & Rumisek, 2007, p. 98)

References
Baily, S. (2015). Academic writing: A handbook for international students (4th
ed).Routledge
Bowker, N. (2007). Academic writing: A guide to tertiary level writing. Retrieved
from: owll.massey.ac.nz/pdf/Academic-Writing-Guide
Kane, T. S. (2000). Oxford essential guide to writing. Oxford University Press, Inc.
Oshima, A., Hogue, A. (2007). Introduction to academic writing (3rd ed). Pearson
Education, Inc.

Robitaille, J., & Connelly, R. (2007).Writer’s recourses: From paragraph to essay (2nd
ed). Thomson Wadsworth
Smith, B. (2003). Proofreading, revising and editing skills success in 20 minutes.
Learning Express, LLC.
Write better essays in just 20 minutes a day (n.d.). (2nd ed). Learning Express, LLC.
Zemach, D. E., & Rumisek, L. A. (2007). College writing from paragraph to essay.
Macmillan.
Unit 2 Five-Paragraphs Essay

The Goal of this lesson:

o The three parts of the essay

o The Introductory Paragraph

o The Body of the Essay
o The Concluding Paragraph
o Transition Between Paragraphs of the Essay
 Section 1 The Three Parts of the Essay

Academic essay is one of the most important assignments that a university

student is required to write. It reflects his understanding of the lectures, how much
research is devoted to enrich his knowledge, and tests his analytical capacity. This
capacity involves employing comments and a variety of materials that are selected
through readings. Indeed, a student needs to write in a good style that allows his
readers to understand and appreciate his ideas. Thus far, an essay is a piece of writing
that revolves around one topic. This topic should be developed into three paragraphs
since it cannot be discussed within one paragraph. Then, these paragraphs should be
linked by adding an introduction and a conclusion. In other words, an essay follows
the basic format of a paragraph; it starts with an introduction, the body and then the
conclusion. This can be explained through Figure 2.2:
Introductory Paragraph General statements

Thesis statement

Body Paragraph TOPIC SENTENCE

TOPIC SENTENCE
Supporting details
Supporting details
Concluding sentence
Concluding sentence

TOPIC SENTENCE
Concluding Paragraph
Supporting details
Concluding sentence
Restating the thesis
statement
Final Thoughts

Figure 2.2. Different parts of an essay (Adopted from Oshima &

Hogue, 2007, p. 147)
 The Introductory Paragraph

The introductory paragraph is the most important part in an essay. It takes about
10% of the length and information of the whole essay because it gives the reader the
first insight about the topic. For this sense, it is taken with more care since the whole
work can be judged from its introduction.

The introduction consists of two parts: general statements about the topic to
attract the reader’s attention to the subject and a thesis statement that states the whole
idea of the essay. It is similar to the topic sentence of the paragraph.

o General statements
 Provide a theoretical background about the topic.
 Attract the readers’ interest through a hook.
o The thesis statement
 States the topic.
 Lists subtopics for the topic sentences.
 Determines the pattern of organisation.
 It is the last sentence in the introduction.
Henceforth, the introductory paragraph follows funnel model because it moves
from the general statements to the thesis statement. For this reason it is called a funnel
introduction as figure 2.3 shows:

General statements

Thesis statement

Figure 2.3. Elements of the funnel introduction

How to get the reader’s intention?

There are many strategies that can be applied to attract the reader’s intention towards
reading your essay including:

 Provide some background information about the subject.

 Give definitions on the subject.
How to structure the thesis statement?

The thesis statement is the sentence that tells the main idea of the essay. It can be
compared to the topic sentence which states the main idea of the paragraph.

Practice:

Activity 1: Read the following introductory paragraph, underline the thesis statement,
then circle the topic and draw another line under the main idea.

Everyone knows the koala, that cute Australian animal that resembles a teddy
bear. Although koalas look like toys, they are actually strong climbers and spend their
days in the treetops. Mother koalas carry their babies around from tree to tree in a
pouch, or pocket, on their stomach. Although there were millions of koalas in
Australia in the past, they are now a protected species of animals, as a result of human
population growth, deforestation, and hunting, the number of koala has declined
(Meibis & Gonzalez, n.d., para, 1).

Activity 2: Select one of the following thesis statements and then write an
introductory paragraph and keep sure that you respect the structure of an introduction
for the essay.

1. Internet addiction has become a great problem for the parents.

2. A child under the age of ten should not be let alone at home.
3. Meat should be conserved in the refrigerator less than three months.
 The Body of the Essay

The body of an essay, which consists of two or three paragraphs, is called

developmental paragraphs. They are linked to the thesis statement since they express,
explain, prove and analyse an attitude or a point of view. Each paragraph should
include a topic sentence which develops one main idea that should be supported by
details but not necessary a concluding sentence.

Each topic sentence in the developmental paragraphs should prove that one side
of the thesis statement is true. In fact, the main idea of the topic sentence is supported
with three points that should be proved through examples, statistics or quotes. In order
to have good supporting details, a writer should make an outline as explained in part
one. The outline helps to realise coherence and unity. Besides, an outline aids in
dividing the topic into subtopics.

As it has already been mentioned before, the developmental paragraphs turn

around one idea in the thesis statement. Throughout the following steps, we can know
how to break down the thesis statement into subtopics that are used as topic sentences
which are related directly to the thesis statement.

How to break down the thesis statement into topic sentences

After the writer decides the thesis statement, he should divide it into three
essential ideas that can be written as topic sentences. For example, if the thesis
statement is about the negative sides of smoking, the writer has to convince the reader
about the illnesses that may result from the nicotine, social problems and money
wasting. He should also know how to break down the thesis into a topic and a central
idea.
Thesis statement: smoking has many negative effects.

The topic: smoking

The main idea: has many negative effects.

Hence, in each paragraph the writer can discuss one effect of smoking.

Practice: Break down the following thesis statements into possible topic sentences:

- Global warming has many reasons.

- Internet can have many bad effects on teenagers.
- Algeria has many beautiful places to visit.
Topic sentences for the first example:

- The heat is melting glaciers and sea ice.

- Many species have been impacted by the high temperature.
- Precipitation has increased across the globe, on average.
Notes:

 The student should know the principal or the purpose behind the breakdown of
the thesis statement into topic sentences.
 The student should break the thesis according to effects, causes, process, types,
comparison, contrast or examples.
 It can be helpful for the student if he turns the thesis statement into a question,
so that he can be able to know its purpose.
Example:

Thesis statement: Social media can develop communication.

Question: How can social media be beneficial in communication?

Possible answers:

o Social networking sites allow users to share, interact and connect with
like-minded people.
o Rapid dissemination and amplification of content and the ability to lead
informal conversations
 o Social media offer suggestions on usage and possible types of scientific
content.
The principle behind the break down: the main idea from the thesis statement is
“can develop communication”; hence, the student should explore the advantages of
social media in developing the individual’s communication.

Practice:

Activity 1: Find out the necessary topic sentences for the following thesis statements:

o Algeria has many beautiful places to visit.

1. …………………………………………………………………………
2. …………………………………………………………………………
3. …………………………………………………………………………
o Living in a country side can have many advantages.
1. ……………………………………………………………………..……….
2. ………………………………………………………………………………
3. ……………………………………………………………………….……..
o Watching TV can have many benefits.
1. …………………………………………………………………….………..
2. ……………………………………………………………………….……..
3. ………………………………………………………………………………
Activity 2: The following thesis statements need a third topic sentence, provide it and
then determine the purpose behind the break down.

1. Thesis statement:
Sport is a way to improve human health.

Topic sentences:

- Physical exercise is good for mind, body and spirit.

- Sports require memorisation, repetition and learning.
……………………………………………………………………..………….
The principle behind the break down:
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………..
2. Thesis statement:
Diet can have some bad effects on health.

Topic sentences:

- Poor nutrition can lead to high cholesterol.

- Several types of cancer may be partially caused by poor dietary habits.
- …………………………………………………………………………………..
- The principle behind the break down:
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………..
Activity 3: Break down the following thesis statements and then write their topic
sentences.

- English is an important language in communication.

- Women like shopping for many reasons.
- Watching TV is not a waste of time.
 The Concluding Paragraph

The conclusion of an essay is the last paragraph. Its length depends on the topic
itself and the length of the essay. However, essays of five to ten paragraphs generally
have one conclusion. The conclusion generally covers all the points being discussed in
the body of the essay. It has many paramount roles including:

- It gives a summary to all points being discussed in the developmental

paragraphs.
- It signals the end of the essay.
- It gives the reader an idea about the writer’s intention and attitudes towards the
subject being explored.
Steps for Conclusion Writing

In order to write the conclusion, the student should follow the following points:

- The conclusion restates briefly the thesis statement but in different words and
summarises the most important points discussed throughout the body of the
essay.
- The writer should leave the conclusion open for the reader to provide an end.
An example of a conclusion

Thesis statement: computers have become the life line in education.

Although National Curriculum Framework (NCF 2005) and Curriculum

Framework for Teacher Education (2006) prepared by National Council For Teacher
Education in collaboration with National Council of Educational Research and
Training, had urged to focus upon integration of technology with education, yet many
universities not bothered to reframe their traditional curriculum for Teacher Education.
And those universities who tried to initiate the process were faced by different
challenges including lack of specialists and professionals to frame proper curriculum,
 curriculum as per needs of modern developing India with global economy, teacher
educators and study material for such curriculum etc. There are indeed many
specialized teachers and a plethora of study material for technical knowledge in
computers, but we lack teacher educators and resources for teaching computers in
relation to education. We indeed lack Teacher Educators who are willing to integrate
technology with education (Singh, 2009, para, 5).

Practice: Model Essay: Living in a Large Family

I grew up in a large family—I am the oldest of six—and I have many wonderful memories from
my childhood. I am very close to most of my siblings and I treasure my relationships with them. But
when I have my own family someday, it won’t be as big as the one I grew up in. As much as my large
family was full of love, and as much as I learned about sharing, giving, and patience, I think having too
many kids puts too much pressure on the parents, both in terms of time and money, and on the oldest
children.

When I think back on my childhood, I remember playing with my siblings or grandparents. I do

not remember spending a whole lot of time with my mother and father. They were always around, but
they were always busy. My mother was always cooking, cleaning, nursing, changing a diaper, shopping,
or taking someone to baseball practice, and my father was always working. He needed overtime
whenever he could get it, and weekends were always full of projects around the house.

Money was also a constant worry for my family. With so many children, our budget was always
tight. Back-to-school shopping was always a stressful time; we all wanted the latest fashions, but we
could only get a few things. My younger siblings lived in hand-me-downs. We shopped at bargain stores
and often got clothes that we did not really like because they were on sale. Our house always needed
repairs, and there was never enough money to keep up.

Another problem with large families is that the older siblings always end up being babysitters. Like
it or not (and most of the time I did not like it), I had to watch my younger brothers and sisters. At age
six, I could change a diaper like a pro. I was getting my brothers and sisters dressed, giving them
breakfast, helping them get ready for bed.

I do not want to give the impression that I did not have a happy childhood. I most definitely did; I
was loved as much as my parents could love me and I had wonderful fun with my brothers and sisters.
However, I always wanted a little more time with Mom and Dad, and I often resented having so much
responsibility. I wished my mom was not always so tired and my dad did not have to work so much.
Because I want to be there more for my kids, because I want them to be kids throughout their childhood,
I plan to have a much smaller family.

(Bouguebs & Medfouni, 2007-2008, p. 14)

Questions on the Sample:

1. Find where the thesis statement is and underline the topic and double underline
the main idea.
2. Underline the topic sentences of the developmental paragraphs.
3. Does the conclusion logically follow the thesis statement?
4. Does the writer restate the thesis statement in the conclusion?
Transition between Paragraphs of the Essay

The use of transition between paragraphs is of great importance as within

paragraphs since it realises coherence and unity between paragraphs. They also
prepare the reader to the next point in the essay through a new paragraph.

Example: in addition to his illness, he has economic problems.

The following table consists of some necessary transition words and sentences
that may be helpful to connect paragraphs and realise coherence and unity:

Table 2.1. Transition words between paragraphs

Transitions Showing Addition

Sentence Connectors Prepositions
Furthermore Besides (+noun or gerund)…….
Moreover…………. In addition to (+noun or gerund)….
Besides……………
In addition,………
Sentences or Words Showing Opposition
Sentences Connectors Subordinators Prepositions
On the other hand,….. Although……. Despite…………
However,…………. Even though…………… In spite of……….
Note 2.1. Adopted from Oshima & Hogue (2007, p. 157)
Practice:

Activity 1: Read the model essay “Living in a Large Family”, and then underline the
transition words in the essay and state their function.

Activity 2: Select one topic from the topics listed below and write your own essay
taking into account all the necessary elements starting with the introductory paragraph
(thesis statement), the developmental paragraphs (topic sentences, supporting details
and concluding sentences), conclusion and providing transition to realise unity and
coherence.

1. Studying at university.
2. Practicing sport.
3. The importance of social media in communication.
References

Bailey, S. (2006). Academic writing: A handbook for international students (2nd ed).
Routledge, Taylor and Francis Group.

Bouguebs, R., & Medfouni, K. (2007-2008). Writing and grammar. Constantine,

Algeria: L’ENS de Constantine.

Singh, K. D. (2009). Computer in education. Retrieved from:

http://wikieducator.org/Computers_in_Education

Connelly, R., & Robitaille, J. (2007). Writer’s resources from paragraph to essay (2nd
ed). Thomson and Wadsworth.

Meibis, M., & Gonzalez, V. (n.d.). The Structure of an essay. Retrieved from:
https://fr.slideshare.net/MeibisN/essay-writing-49807277.

Oshima, A., Hogue, A. (2007). Introduction to academic writing (3rd ed). Pearson
Education, Inc.

Zemach, D. E., & Rumisek, L. A. (2006). Writing from paragraph to essay.

Macmillan.