Writing 1

Adverb Clause

•      Words used to introduce adverb clauses.

•      Time: after, before, when, while, as, by the time (that), since, until, as soon as, once, as/so long as, whenever, every time (that), the first time (that), the last time (that), the next time (that).

•      Cause and effect: because, since, now that, as, as/so long as, inasmuch as, so(that), in order that.

•      Opposition: even though, although, though, whereas, while.

•      Condition: if, unless, only if, whether or not, even if, providing (that), provided (that), in case (that), in the event (that). 

Example

 

•      Time: After she graduates, she will get a job.

•      Cause and effect: as long as you’re not busy, could you help me with this work?

•      Opposition: I am still watching the movie although it is not interesting at all.

•      Condition: If I have money, I will treat you.

The examples of complex sentences
(independent clause + dependent clause)

•      An important holiday in Russia is May Day, which is celebrated on May 1^st.

•      I feel sorry for the couple whose child was kidnapped.

•      He had only one wish before he died.

•      She married him because she loved him.

I think that all of you are smart.

Compound Complex Sentence

•      Compound complex sentence consists of at least one independent clause and two or more dependent clauses.

•      For example:

As soon as the sun set, people on the beach started to leave because it was already dark and they in fact was tired.

Paragraph Introduction

What is a Paragraph?

•      A paragraph is a group of sentences which contain relevant information about main or central idea.

•      Paragraph consists of three parts:

•      1. introduction (topic sentence)

•      2. body (supporting sentences)

•      3. conclusion (concluding sentence)

Topic Sentence

•      Topic sentence is the most general statement of the paragraph. It is the key sentence. The topic sentence must have a subject and an attitude. A topic sentence which has no attitude is like a dead, boring conversation, no clear, no interesting, no useful information to inform the readers.

Let us compare the topic sentences below:

•      Newsweek is a magazine

•      2. Newsweek is an objective magazine

•      3. We have a cute cat named Pussy.

•      4. We have a cat named Pussy.

Topic and Controlling Idea

•      A topic sentence contains both a topic and controlling idea.

•      Controlling idea limits the topic to a specific area to be discussed in a single paragraph.

Topic              Controlling idea

Badminton    is now played in many countries

Badminton    has become more popular within the last ten year

The position for a topic sentence

•      1. at the beginning of the paragraph

•      2. (somewhere) in the middle or

•      3. at the end (the last sentence)

•      Suggestion:

•      If possible, we should place the topic sentence at the beginning. If we do so, we will have a clear guide to finish the rest of the paragraph. We will have good control over the contents. In addition, the readers will be more prepared to follow and to understand the paragraph.

Supporting Sentences

•      They make up the rest of the paragraph. They develop the topic sentence by describing, explaining, giving details, examples, illustration, etc.

•      Supporting sentences consists of:

1. Major supporting sentences and
2. Minor supporting sentences

Major supporting sentences support the topic sentence directly but minor supporting sentences support the major supporting sentences directly and the topic sentence indirectly.

Concluding Sentence

-          It tells the readers that the paragraph is finished.

-          It reminds the readers of the topic sentence.

-          It can be written like the topic sentence but in different words.

-          It summarizes some (or all) of the main points in the paragraph.

-          Begin the concluding sentence with a signal phrase that tell the readers that the paragraph is completed, such as: In conclusion….., In summary…….

Identifying

A university cafeteria should be able to provide meals at a lower cost than private restaurants. The students serve themselves and when they have finished, they take their dirty dishes back to a special table. In this way, the cost of employing staff is reduced because there is no need for waiters. The same number of students eat in the cafeteria each day. As a result, the manager can calculate the exact amount of food to buy and very little is wasted. These are the reasons why the university cafeteria could provide meals much cheaper than the private restaurants.