Present material from two textbooks so students understand the use of topic sentences in academic essays.
To think about topic sentences in the terms of their role in the whole essay.
Procedure (35-46 minutes)
Students think of one word that defines them (or their character today).
Students look at model essay and analyze the topic sentences.
In pairs, have students talk about how the topic sentences hold the essay together.
Students list the characteristics of a topic sentence. They should refer to Rules for Writers, pp. 50 - 51 and Longman Academic Writing Series 4, Chapter 1 1. Elicit structure of paragraphs. (topic sentence, supporting sentences, concluding sentences) 2. Elicit characteristics of topic sentences. (Put Ss in pairs, give them the text and have them list as many characteristics as they can.) From LAWS 4: Topic sentences have a topic and controlling idea. From Rules, 8e: (a) Topic sentences don’t have to be the first sentence of a paragraph. (b) Topic sentences can express a question, which the rest of the paragraph answers. (c) Topic sentences can express an opinion, a fact, or an attitude, which other sentences support or discuss. (d) Topic sentences can present a problem, which the paragraph addresses. (e) Topic sentences can summarize what other sentences explore in detail.
True/False Journey Activity: 1. Distribute (or display) T/F Questions and distribute map. 2. Put Ss in pairs. 3. Have pairs answer the questions T = left, F = right. 4. Ask pairs which city they ended up in. 5. Repeat with new set of T/F Questions.
Practices 2, 3, and 4 in Chapter 1