How To Build Blocks Of Prose,

Writing Paragraphs: Building Blocks of Prose,

INTRODUCTION:

Although words can be considered as individual units that make up sentences, sentences themselves are parts that include sections. As the building blocks of prose, whether they are fiction, memory, human life, a short story, a short story, or a type of novel, they have a form, structure, and purpose. This article will examine all three.

PURPOSE OF HOPE AND STRUCTURE:

Visually, a paragraph appears like a sentence block, usually with a first underlined line. That setback indicates the start of each subsequent item within the text.

"As a student, you identify a category by simply looking at it, by its appearance," according to Carol Pemberton in her book, "Writing Paragraphs" (Allyn and Bacon, 1997, p. 1). "Categories vary greatly in length because they vary in content and purpose."

In a logical manner, they enable the writer to focus on one main idea, one that can be clarified and supported by one or more relevant points. Linked to a second or related view, the next paragraph does the same, and together it shows a longer, more concise, or general idea, as can be presented in a story, term paper, or chapter of a fictional book.

Sections can contain both standard and direct statements, such as the following.

General: Movies can be suspicious.

What is clear: Movies, such as Die Hard and Die Hard 2, have their own fast action, which can be suspicious.

The second example is straightforward because it composes two movies and explains why it is suspicious.

Ordinary statements, which tend to describe the reader, may summarize the main idea in each paragraph, but the more specific ones make him focus on a particular aspect of the main idea.

Well-organized sections contain two important components.

1). A common topic sentence, which often appears first, means the main idea of ​​the passage.

2). One or more straightforward sentences that support and illustrate the main idea.

Consider the following paragraph, its title sentence in bold type, and its supporting sentence appear with regular stamps.

"There are ways to save on airfare. Not all seats on all flights have the same price. If you book early, for example, you can get a lower fare, because reserved seats are still available. Lastly, if you fly at less popular times of the year, such as winter, you can take advantage of the low-cost airline. Airlines offer to fill empty flights traditionally. "

In addition to the basic structure of the role, it should also include other features. One of them is unity.

"When used in the writing of a passage, unity means that the passage is about one central idea," emphasizes Pemberton (ibid, p. 7). The author does not deviate from the idea, but rather lives with it and leads readers to a clearer understanding."

As shown in the preceding example, the title sentence, as an introduction to what was to come, stated that there are ways to save money on airline and support, to preserve unity in the matter, and he gave three ways to do so.

Another aspect of an important role is support or improvement — that is, does the author support, develop, and almost prove his or her title? If in the previous example, a conversation that followed a major theme included Florida’s best hotels, there would be no compliance.

Another feature is length. The length of the role itself depends on the topic of the title and varies depending on the level of development from which it is derived or the amount of support required to illustrate.

Finally, the concluding statement provides a convincing, enduring thought or repetition of a single topic.

SECTION SUBJECTS:

While school students may have little choice in the subjects they are going to write about because of adherence to curriculum assignments, others, especially independent writers, have no limit to what they can explore in sections and long sections on which those sections are covered.

However, they should consider a number of factors before attempting to turn ideas into words.

Interest, knowledge, experience, and skills, first and foremost, should be climate factors that point to potential lessons. If a person is interested in something, it may have led to his knowledge of it, possibly through study, even his own experience, which makes him worthy of exploring and interpreting it in writing.

If, on the other hand, it is not possible to select a topic, the author may always take the selected one and point it in a new, new, or different way.

The purpose is another aspect. While a school assignment may certainly create a “purpose,” the other options may be writing, informing, giving advice or direction to others, explaining, convincing, and entertaining.

Reading, thirdly, should be considered every time a writer writes something, especially if his or her intention is to publish it. The school assignment, to say the least, will be read by a teacher or a professor, most likely in the grade. A travelogue on important topics in San Antonio, Texas, will help plan a tourist tour. And an article on rose garden care will appeal to those who have such home flowers.

The writing of the ideas itself may arise as a result of internal motivation, external stimuli, or a variety of discussions, and then filtering, sorting, and combining the points to be discussed.

TWO OBJECTIVES SUBJECT SENTENCES;

"The title sentence means the main idea of ​​the section," according to Pemberton (ibid, p.

 35 Author's form sections to support key sentences, and readers rely on their sentences to see which key ideas are developed."

The title sentence itself serves two purposes. First, it establishes and illustrates the purpose of the section. Second, it helps to reduce its scope by providing a controlling view, creating boundaries that the author must adhere to so that the information is consistent and does not deviate from its purpose.

The title of the article should lead to a discussion and interpretation and present a concept short enough to be sufficiently integrated into one paragraph, but it should not be complete in itself without that continuous paragraph.

Consider the following sentences.

"The main value of writing for a student is that it improves his or her grades." The last four words, “improve his grades,” limit the number of points that can be discussed in that paragraph and establish the student's expectation that he will learn how to do so.

"Think of the title sentence as the author's promise to the reader," Pemberton advised (ibid, p. 36). "The author promises to discuss an important point."

SUPPORTING WOMEN'S SENTENCE SENTENCE:

Although subject statements are common and sometimes short in nature, the sentences that follow should be clear and lengthy, as they often convey facts. They are meant to give students a clear, accurate understanding.

General indications often leave students open to interpretation based on their own experiences and insights. "A well-paying position," for example, can mean $ 25,000 for an unemployed person, but a seven-digit figure for the rich. Without precise statistics, no one will know what it means to the author.

To support the topic sentence, the author should use specific information, facts, examples, and even published quotations, such as "13.5 percent of Americans live below the poverty line," according to the article "Probing Poverty" on September 15., 2019 News magazine And views.

The examples show the main idea. "

COOPERATION:

Another important aspect of writing paragraphs is consistency. Unity itself involves a number of factors. The relationship between ideas, for example, must be clear and connected — that is, one must flow logically and smoothly from the previous one. Supporting theories also explain previous statements. Key ideas can be expressed repeatedly. Finally, the flow of the text is confirmed and enhanced by changing words, such as "but," "anyway," "anyway," "therefore," "for," and "yet," among others.

Consider the coincidence in the following section.

"I just got back from a busy day. My alarm, as usual, rang at 6:30 and I washed and dressed. It looked like it was going to rain and I brought my umbrella. I didn't even drop a drop in the sky. , I got my Secretary's report on my desk... Maybe he didn't sleep well last night. I had such a night last week. Even Tylenol didn't help. I ate my lunch and almost had an argument with a customer in the afternoon. It was hard to control myself. Cars were really crawling because of the rain while I was driving home. the tie, I fell asleep.

Compatibility can be improved by the proper use of transition words, phrases, and clauses.

“The words, phrases, and clauses used as transformations are like bridges that carry students safely from one point to another,” advises Pemberton (ibid, p. 72).

GREATEST GAMES:

Descriptive writing includes descriptions, descriptions, metaphors (in words), and revelations, and they appear in almost every genre, including myths. A colleague of the narrator simply informs, such as "Regina and Dawn had a disagreement last night" or "Garden was a weed conflict." It is really useful for writing paragraphs.

There are a number of expressive writing techniques that can be used and can enhance role creation. The first of these involved comparisons and comparisons.

Comparison: "A small restaurant opened in the city last month is very similar to dinner; the service is friendly, the food is simple and healthy, and the prices are modest."

Compare: "Freer's wheat bread is similar to Hoffmayer's: it is natural and baked with grated wheat. On the other hand, it is often coarse and dry."

Another descriptive method is called “process writing '''.Well suited to guidelines and guidelines, outlining chronology, step-by-step procedures, as in the following.

You need to remove the staples or tacks that keep the fabric attached to the frame. Check for foam or stuffing Measure the cover area and cut the new compressed to the required size, tightly packing. The new cloth cover should also be cut to the appropriate size. After you have done it, pull it around the seat frame backward before reattaching or reassembling it. "Finally, put the chair back in its original position."

Another form of explanatory writing is that of distinction. It helps the writer to distinguish objects, objects, concepts, and even people and provides enough information for the reader to understand the differences between them. However, one denominator covers a category. Consider the following example.

"All published books are written, but there is a difference between them. Those from the United States and the United Kingdom, for example, come from English. When placed horizontally on the shelf, their titles are read from top to bottom. German literature is apparently in that language, but articles in their pockets are read from bottom to top. English or German, but from Hebrew, and read on the back page, which is the front page. to the left. 

In this example, "published books" are from a common denominator, but their spelling, language, spinal printing, and study guidelines serve as their distinctions.

Yet another descriptive style is that of descriptive.

Describe a word or concept that is unfamiliar or used in an unusual way ...," according to Pemberton (ibid, p. 157). "Sometimes, however, the whole class ... will be given an additional definition of a word. Because of the longer length, students naturally expect that one meaning (or maybe a few meanings) will be clarified."

Consider an example from the context.

But there is more to this concept than just being alone. If you are in a circle with ten friends, for example, but you cannot meet them in any meaningful way, you may also think of yourself alone.

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