Chapter 13 Creating Paragraphs: This textbook defines paragraphs as a “collection of related sentences dealing with one idea” (p. 324). The textbook educates the reader on the fact that paragraphs can serve many different purposes such as; to describe, to narrate, to persuade, or to inform. The textbook then proceeds to list four different paragraphs which I will describe below.
Lesson 1:Types of Paragraphs
1. Descriptive paragraphs:A descriptive paragraph provides details that appeal to the five senses (taste, sight, smell, touch, and hear). It is often used to “set a scene, to introduce a character or to create a mood” (p.324). 2. Narrative Paragraph: The purpose of a narrative paragraph is to tell a story. This type of a paragraph might present historical events, give accounts of people’s lives, or relate events as they occurred in time.
3. Persuasive Paragraphs: The purpose of a persuasive paragraph is to present an argument. Writers can use persuasive paragraphs to convince readers that certain opinions, points of view, or courses of action are correct. The text suggests that when a writer is writing a persuasive paragraph they should use research in order to find anecdotes, examples, statistics and facts that they can use to help back up their argument or claim. Supporters of the mimetic pedagogy would support Language Network’s encouragement for research because it according to Richard Fulkerson (1979) in his essay, “The Four Philosophies of Composition,” states that one resulting methodology of the mimetic approach is to “emphasize research during the prewriting stage” (p. 433). Supporters of the mimetic pedagogy encourage writers to use research in order to support their reasoning in a written assignment. According to Fulkerson (1979), supporters of the mimetic pedagogy see “the major problem with student writing is that it is not solidly thought out” (p.432). Research will only strengthen a persuasive paragraph because it provides the writer with factual evidence to use in order to support their argument or claim.
4. Informative/ Expository Paragraph: The purpose of an informative/expository paragraph is to “present or explain facts and ideas” (p.326). The book provides examples of this kind of writing which include explaining how things work, giving directions, explaining a process, etc.
Lesson 2: Creating Unity
1.The Main Idea: The textbook describes the main idea of a writing piece as “a single thought that serves as the paragraphs focus. All of the sentences in the paragraph relate to this idea” (p. 327). The textbook provides a student model in which they present a draft of student writing, and its revision.
Student Model (327): Draft: Many types of roller coasters exist in the world. Amusement parks try to offer a variety. Some parks specialize in roller coasters. (The writer does not provide information to support any of the statements made, in fact, each sentence could be a main idea that begins a new paragraph.) Revision: Many types of roller coasters exist in the world. The twister, the corkscrew, the stand-up, the double out and back, the mega looper, and the hypercoaster are just a few examples. The thrill elements in these coasters are implied by their names. To meet public demand, each amusement park tries to offer more than one type. (One main idea is developed with supporting details. ) Again, the reader is able to see that the text views revision as an ongoing process that does not just revolve around conventions or the addition or deletion of words or ideas. The text recognizes the necessity for further enhancing and expanding upon ones idea as well as providing details and examples to help strengthen one’s writing. The textbook also stresses the importance of supporting the main idea. The text states, “If you don’t support your main ideas, readers may not take your idea seriously and may not even understand what you are trying to say"(p. 327). Supporters of the mimetic pedagogy would appreciate this claim. This text, as well as supporters of the mimetic believes that in order to develop a main idea of a paragraph clearly, a writer needs to include details that support or explain the main idea. Supporting details according to the test, could include, “sensory details, examples, anecdotes, facts, statistics, and quotations.
2.The Topic Sentence: Language Network identifies a topic sentence as a “direct statement of a main idea of a paragraph (p. 329). The text provides readers with a few suggestions as to how to go about creating a topic sentence which include: writing a general statement and revising it by restating the topic in a more specific way, stating the main idea in a form of a question, and thinking of the main idea as a problem and stating it as clearly as possible in one sentence. I think that it is important to note that this section of the text is providing suggestions and options for writing and does not say that writers must follow through with these suggestions. Theorist Fan Shen (1989) would not support the textbook's emphasis on "the topic sentence" According to Shen’s views that are presented throughout his essay "The Classroom and the Wider Culture," finding a topic to write about should be a slow process that really involves one’s consideration upon selection. Shen views American's view on "the topic sentence" as, “symbolic of the values of busy people in an industrialized society, rushing to get things done, hoping to attract and satisfy the busy reader very quickly.” (p. 4) Shen finds the Chinese process of writing more logical because then the writer is actually writing about a topic for which they truly care.
Lesson 3 Organization and Coherence:
1.Organized Paragraph: Language Network stresses the importance of writers creating a paragraph that is organized. According to the text, “A paragraph has coherence when it is organized clearly and there is a logical flow from each sentence to the next” (p. 330). The text provides a list of five different suggestions for methods to use when attempting to organize a paragraph which include: “Order of degree, sequential order, cause and effect, and spatial order” (p. 330). Although the idea of an “organized” paragraph might be considered more of a formalist perspective, we think that it is important to distinguish that this text offers these options of organization as suggestions rather than stating that one or the other must be used.