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UNITY AND ELABORATION
WEEK 4
UNITY
• A paragraph has unity when all of its sentences focus on a
single main idea
• focus on ONE main idea
• Drop any irrelevant sentences or details during revision
• A topic sentence states the paragraph’s main idea
• Usually, but not always, the first or second sentence in a
paragraph
• Announces what the paragraph is about
• Narrative and descriptive paragraphs have no topic sentence
but still suggest or imply a main idea
• A paragraph needs a clincher sentence at the end
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Restate topic with more specific information
Summarize
Add persuasive power (like a call to action)
Create transitions to the main idea of the next sentence
IN-CLASS ASSIGNMENT
Refer to the paragraph in Exercise 4.1 to answer the
following:
1. Which of the following sentences would work in place
of the topic sentence in the first paragraph by Stewart?
Give reasons for your choice.
A. Playing vintage baseball is the only way to go.
B. Old-time baseball programs are a new sensation.
2. Which of the following sentences could serve as a
clincher sentence for the first paragraph by Stewart?
Explain your choice.
A. People are streaming to old-time baseball games in Old
Bethpage and all over the country.
B. In vintage baseball games, like the real old-time baseball
contests, the scores are very high.
ELABORATING WITH SUPPORTING
DETAILS
• Elaboration, or development, is the process of adding
details to support a main idea.
• Paragraphs must be interesting, specific, and
complete so you must develop each paragraph’s
main idea
• Types of details:
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Facts
Statistics
Quotations
Definitions
Anecdotes (incidents)
Examples
Reasons
Comparisons or analogies
• Don’t use only one type of detail to support your main
idea.
IN-CLASS ASSIGNMENT
Revise the paragraph in Exercise 4.2.
• Cross out any words or sentences that destroy the
paragraph’s unity by getting away from the main
idea.
• From the list that follows the paragraph, select the
details that you think would improve it.
• Write the letter of the detail where you think it
belongs in the paragraph.
IN-CLASS ASSIGNMENT
I need 2 volunteers to pass out Exercise 4.3
With a partner, revise the paragraph in Exercise 4.3.
• Cross out any words or sentences that destroy the
paragraph’s unity by getting away from the main
idea.
• From the list that follows the paragraph, select the
details that you think would improve it.
• Write the letter of the detail where you think it
belongs in the paragraph.
• Write the fully revised paragraph in your notebook.
IN-CLASS ASSIGNMENT
• On the following slide you will find notes on
Socrates.
• Use this information to write a unified, welldeveloped paragraph.
• You do not need to use all of the information.
• Make sure your paragraph contains a clear topic
sentence.
IN-CLASS ASSIGNMENT
Socrates (469-399 B.C.)
• One of the most influential figures in history and philosophy
• Son of poor stonecutter
• Championed the use of reason to challenge conventional ideas
• Spent his days talking and listening to people
• Left no writings of his beliefs; Plato recorded his ideas later
• Believed that through knowledge people could discover how to act
• His question-answer technique that used reason to examine beliefs
came to be known as the “Socratic method”
• Seen as a troublemaker and dangerous corrupter of Athens’ youth
• Accused of not honoring gods
• Condemned to death by Athenian jury; had to drink hemlock
(deadly poison)
• Plato, his most famous pupil, was an aristocrat
• Plato was 28 when his mentor died
JOURNAL 2
• Go through sample “How to Be” poems and
respond to each one in 2-3 sentences
• Brainstorm a topic and then pre-write your own
poem
• Write your own “How to Be” poem