Writing Basics - Unit 5
Unit 5 - The Paragraph
KPC TAACCCT Grant
|
This project has been funded by the US Department of Labor, TAACCCT (Trade Adjustment Assistance Community College and Career) program, and 100% of the total cost of the online College Readiness Resources has been funded by federal money out of a $2.5 million TAACCCT Department of Labor project. However, these materials do not necessarily represent policy of the Department of Labor or endorsement by the Federal Government.
|
The TAACCCT grant is an equal opportunity program. Auxiliary aids and services are available upon request to individuals with disabilities. This grant has been conducted in partnership with the UAA Community and Technical College and the Architectural and Engineering Technician program. |
The Writing Basics course material is the product of efforts by a talented and collaborative team of higher education professionals. The list below acknowledges contributions from the following:
|
This list represents those whose contributions are integrally embedded in the design of the course. Specific and unique credits are provided throughout the course for individual art and media resources.
The faculty and staff of Kenai Peninsula College also wish to acknowledge the learners who will be engaging with the course content.
When you complete this unit, you will be able to identify the purpose of a paragraph, explain how a paragraph is structured, and recognize the different functions of a paragraph. |
In "Unit Five: The Paragraph," we begin by discussing the purpose of a paragraph. We will look at the Aristotelian Rhetorical Triangle to understand how the writer, the reader, and the message all connect to determine the paragraph's purpose. Once we have discussed the purposes of a paragraph, we will look at the key components of a paragraph's structure. Finally, we will discuss some ideas for content development within a paragraph. We will look at four different functions of a paragraph—definition, comparison, description, and analysis—in order to understand how we can develop our thoughts and ideas in paragraph form.
Work your way through the following three modules. Consisting of content, practice, and review, each module will answer a series of three questions:
1. What are paragraphs?
2. Why do paragraphs matter?
3. How do paragraphs work?
|
|
|
Click here to explore the content in Module 1: Paragraph Purpose.
You will be able to identify the purpose of a paragraph.
To understand paragraphs, we will be covering three areas of exploration, highlighted in the slide show below:
|
Click on the link below to watch a slide show on Paragraph Purpose.
|
Click here to begin slide show.
Paragraph Topic Sentence Aristotle's Rhetorical Triangle Supporting Sentence Component Structure Transitions Paragraph Types |
Mouseover each word to view the definition. |
Click here to learn more about paragraphs.
First, a paragraph can stand alone or it can work together with other paragraphs to form a longer piece of writing. In this unit, we will focus on paragraphs that stand alone; in the next unit, you will learn more about multi-paragraphs.
In its most basic form, a paragraph is a topic sentence followed, preceded, or surrounded by supporting sentences. Ultimately, the purpose of any paragraph is to develop an idea. Yet, the way in which an idea is developed, explained, or described can vary, almost to an infinite degree.
Consequently, a paragraph can serve many purposes depending on who is writing it, who is reading it, and what the paragraph is trying to say. These three elements—the writer, the reader, and the topic—are often recognized as the vertices of Aristotle's Rhetorical Triangle.
While Aristotle's Rhetorical Triangle is often used to discuss the interplay among logos (logic), ethos (credibility), and pathos (values), we will limit our considerations to how writers, readers, and topic interact to create different purposes in writing.
For instance, the purpose of a paragraph might be to explain a difficult concept. Or, its purpose might be to entertain the reader. Maybe its purpose is to describe a situation or place. In a way, there are as many purposes to a paragraph as there are people who are writing and reading them.
Think about all the reasons why you write. When you are writing for school, you are a student writing for an instructor. When you are writing an email to a parent, you are a son or daughter writing to a mother or father. Perhaps you write a blog for family and friends. Maybe you are part of an online community in which you are an expert. All of these different roles you assume affect the content and purpose of what you write.
Thus, when you are considering the purpose of the paragraph you are about to write, think first about the role you have assumed: Are you a student? An expert? A friend? Then, think about who will be reading what you are writing. When you determine the relationship between you as the writer and your reader as the audience, the purpose of your paragraph will become clear.
Click here to begin the lesson on paragraphs.
We would not be too ambitious if we compared the purpose of a paragraph to the purpose of anything else, even life itself. Arguably, purpose helps determine meaning. Once we understand, if only on a small scale, the purpose of something, such as a task, a job, a relationship, or even our own lives, we know more clearly what it is we should do to accomplish that purpose. It is no different in writing. First, we consider who we are in a writing situation and to whom we are writing—the writer and the reader. Then, our purpose becomes clear. Once we understand our purpose in writing, we begin to understand what we need to write. Purpose will begin to give our writing meaning and substance.
Often, what we say is just as important as how we say it. How we say something can be understood as tone. Just like purpose helps give our writing meaning and substance, it also helps us understand the tone our writing will have.
The purpose of each situation will determine the tone you will take in your writing. (Refer to the sidebar for a list of words related to "tone".)
For example, consider this writing situation: you are describing your first apprenticeship with the state's most reputable construction company.
Here you might emphasize the high and low points of the apprenticeship. Your tone might be light, playful, and even funny.
In this situation, your tone might be very different -- serious, informed, authoritative.
Who you are and to whom you are writing in each scenario changes the purpose of the same writing situation.
Let's approach the "how it works" section for this module in two ways:
|
Remember the vertices of the Aristotelian Rhetorical Triangle: writer, reader, topic. |
To determine the purpose of a paragraph, first know that all paragraphs, whether they stand alone or they are part of a longer piece of writing, develop a main idea.
|
|
|
Who is writing? |
|
|
We begin with the question, "Who is writing?" Even if the answer to the question appears simple—"Well, I am the one writing," look deeper. We all play various roles in our lives—which role are you playing in this particular writing situation?
|
|
|
Who is writing? |
Who is reading? |
|
The answer to the question "who is writing" co-depends on the answer to the question "who is reading." Often our audience determines the role we will assume as a writer in a particular writing situation. So, ask yourself "who am I writing to" or "who is my audience." Again, the answer might be simple: "I am writing an essay for my instructor." But, the answer is never that simple. Given your experiences in the class and your understanding of the essay assignment, what kind of instructor is he or she? What kind of assignment are you writing? Understanding the expectations of our reader or readers will help us understand our purpose.
|
|
|
Who is writing? |
Who is reading? |
What are you expected to write? |
Finally, we not only take steps to understand the writer and reader, but we also take steps to understand the expectations of the writing content. What are you expected to write? If it is an assignment, what steps do you need to take to make sure you understand exactly what the assignment is asking you to write?
If you fully consider the expectations of the writing situation, including the expectations you have of yourself as a writer, the expectations of the reader, and the expectations of the writing task, your purpose will become clear.
Once the purpose is clear, then WHAT YOU NEED TO SAY and HOW YOU NEED TO SAY IT will also become clear. Let's consider a couple examples.
|
Now it's time to check your understanding of paragraph purpose. Click on the "Self Check Quiz" wording below to get started. |
Open/Close Self Check Quiz
Click here to go to the review section for Module 1: Paragraph Purpose
|
Key Takeaways |
1. The purpose of a paragraph depends on the writer, the reader, and the topic.
2. For each written piece you will need to determine what role you are playing as the writer.
3. For each written piece you will need to carefully decide who will be reading the piece.
4. The topic and the writing situation also play a crucial role in each writing task.
Friedrich Nietzsche, a nineteenth-century German philosopher, said, "He who has a why to live for can bear almost any how." Indeed, understanding the reasons why we are writing—the "why" or the purpose, helps us understand how to write. In order to understand the purpose of what we are writing, we need to fully consider what kind of writer we are called to be in a particular writing situation as well as what kind of reader will be reading our paragraph. Writing is about relationship—about the relationship we have with ourselves and with others. Thus, just like any relationship, the people involved help determine its purpose. To understand the purpose of your paragraph, or your writing in general, take time to think about the writer and the reader and both of their expectations of that thing they will be sharing—the writing itself.
Did I Get This? |
|
|
Click on the "Paragraph Purpose Review Quiz" wording below to check your knowledge of paragraph purpose. |
Open/Close Paragraph Purpose Review Quiz
Level 2 Quiz: Advanced Paragraph Purpose Quiz
|
|
|
If you scored 90 points or above on the "Paragraph Purpose Review Quiz", you might like to see how you do on this "Advanced Quiz". Click on the "Level 2 Quiz" wording below to begin. |
Open/Close Level 2 Paragraph Purpose Quiz
If you scored less than 90 points on the "Did I Get This" quiz above, please click here and review this module again before continuing on to Module 2.
If you have scored 90 points or above on the "Did I Get This" quiz, Congratulations!! You are now ready to continue on to Module 2.
Click here to continue on to Module 2: Paragraph Structure.
You will recognize the necessary components that form the structure of any paragraph.
To understand paragraph structure, we will be covering three areas of exploration, highlighted in the slide show below:
|
Click on the link below to watch a slide show on Paragraph Structure.
|
Click here to begin slide show.
Topic Sentence Supporting Sentence Dominant Impression Assertion Implication Structure |
Mouseover each word to view the definition.
|
Click here to learn more about Paragraph Structure.
To discuss the structure of a paragraph, we will discuss three major components: the topic sentence, the supporting sentences, internal transitions, and the conclusion. The construction of a paragraph is like the construction of anything else. It takes vision, a plan, and the right parts to come up with a finished product. One could compare it to creating a sandwich. The following short video expands on this concept to get you started in this module.
Please watch this video titled the "Hamburger Paragraph"
by Cindy Beck.
To construct anything, we need an idea and a plan. In a paragraph, that plan is expressed in the topic sentence. It is the main idea or the main point of the paragraph. (In descriptive or narrative writing, the main idea is often called "the dominant impression.")
It is impossible to accomplish any vision without a plan or a supportive structure. In the same way, any main idea or topic sentence of a paragraph will fall flat without enough support. Some topic sentences, like some sandwiches, need more support than others. Be sure to look at the assertions and implications of your topic sentence to see if you have fully explained and supported them. The topic sentence will guide the development of the paragraph.
In the construction of a paragraph, just like in the construction of a sandwich, it is not enough to simply have a list of ingredients. Transitions (or condiments) link our supportive sentences (the fillings) to each other and back to the topic sentence (the bun). In our "Ways We Use Paragraph Structure" section, we will discuss specific examples of internal transitions.
Let's recall what we learned in the first module. Every piece of writing, like any other transaction or relationship, has a purpose. Yet, this purpose is not fully realized without a strong structure. A good structure allows the purpose of a piece of writing to be accomplished.
The structure of a paragraph almost always consists of three basic units: the topic sentence, the supporting sentences, internal transitions, and the concluding/transition sentence.
Writing is a way of developing an idea. Just like the hamburger, a good paragraph consists of specific parts —a recipe, or the topic; the inside of the sandwich, or strong support/explanation; condiments, or internal transitions, that link the supportive ideas to each other and to the topic; and a bottom bun, or a concluding/transition sentence.
Think about the hamburger. Cooks know they want to build a beautiful and tasty burger. Their purpose is clear to them, but they need a systematic approach (plan) and the right ingredients to achieve their goal.
Click here to begin the lesson on Paragraph Structure.
First, we should mention that the topic sentence often expresses an idea or a claim. By their nature, topic sentences need to be explained. In many ways, the topic sentence shares with the reader the whole reason why the paragraph is being written.
Supporting sentences, by contrast, will often share details, facts, examples, or explanations.
Internal transitions glue the paragraph together and help promote understanding.
The conclusion sums up everything in the paragraph and leads the reader into the next paragraph.
Let's look at an example paragraph and note the different components.
The paragraph below shows how a topic sentence, supporting sentences, and transitional words all work together. Mouseover the highlighted areas to see explanations of the various paragraph parts.
Constructing an eco-friendly home may seem like an intimidating project, but there
are a few easy steps that make it attainable.Many begin this project by assessing their
current energy usage with an online electrical energy calculator. Next, look for areas in
the home where you can install skylights. Sunlight is stronger than any light bulb and is an
energy efficient source of light and heat. Additionally , you will want to install solar panels,
which can be used to heat water. Also, the energy from a solar panel can be stored in
battery form for later use. While installing skylights and solar panels may seem time-intensive,
a quick and easy fix would be to use light bulbs that require a lower wattage. Finally, consider
installing toilets that use a "low flow mechanism." Many of the suggestions for constructing
an eco-friendly home may not seem worth the initial money and energy, but they will pay
off in dividends once the upfront cost is met.
The pay-off of an energy efficient home can be measured in many ways.
In the paragraph above, we see a classic example of a topic sentence introducing the focus of the paragraph. There are also many transitional words included in the paragraph: "next," "Additionally," "Also," "While," and "Finally." We often use transitions between paragraphs; in the same way, we can use transition words to explain how the content of one sentence relates to the content that precedes or follows it. We know, for example, that "however" signals a contrast is coming and "additionally" signals further explanation. Note the way the last sentence of the above paragraph leads (or transitions) us into the next paragraph.
Here is another example to help you see the structure.
When I first brought my cat home from the Humane Society, she was a mangy, pitiful animal. She was so thin that you could count her vertebrae just by looking at her. Apparently, she was declawed by her previous owners, then abandoned or lost. Since she couldn't hunt, she nearly starved. Not only that, but she had an abscess on one hip. The vets at the Humane Society had drained it, but it was still scabby and without fur. She had a terrible cold, too. She was sneezing and sniffling and her meow was just a hoarse squeak. And, she'd lost half her tail somewhere. Instead of tapering gracefully, it had a bony knob at the end.
Now, let's take this paragraph apart and look at all its parts.
When I first brought my cat home from the Humane Society, she was a mangy, pitiful animal.
This is the topic sentence. We know this because the subsequent sentences provide support and an explanation to the topic sentence.
She was so thin that you could count her vertebrae just by looking at her. Apparently, she was declawed by her previous owners, then abandoned or lost. Since she couldn't hunt, she nearly starved. Not only that, but she had an abscess on one hip. The vets at the Humane Society had drained it, but it was still scabby and without fur. She had a terrible cold, too. She was sneezing and sniffling, and her meow was just a hoarse squeak. And, she'd lost half her tail somewhere. Instead of tapering gracefully, it had a bony knob at the end.
These sentences are all supporting sentences. Details like how thin the cat was; she had been declawed, so she couldn't hunt; she had a terrible cold; and half her tail was gone, all give support to the topic sentence.
She was so thin that you could count her vertebrae just by looking at her. Apparently, she was declawed by her previous owners, then abandoned or lost. Since she couldn't hunt, she nearly starved. Not only that, but she had an abscess on one hip. The vets at the Humane Society had drained it, but it was still scabby and without fur. She had a terrible cold, too. She was sneezing ans sniffling, and her meow was just a hoarse squeak. And, she'd lost half her tail somewhere. Instead of tapering gracefully, it had a bony know at the end.
Internal transition words include"apparently", "since", "not only that", "too", and "And".
In the exercise above, you saw that the first sentence ("When I first brought my cat home from the Humane Society, she was a mangy, pitiful animal.") was the topic sentence. More often than not, the first sentence is the topic sentence. Yet, the topic sentence can sometimes be located in the middle or at the end of a paragraph. Often, to create suspense or a sense of mystery, the topic sentence will be placed at the end. Let's take a look at the above paragraph and see what the effect is if we put the topic sentence at the end.
Mouseover the highlighted area below to see the effect of moving the topic sentence.
My cat was so thin that you could count her vertebrae just by looking at her. Apparently she was declawed by her previous owners, then abandoned or lost. Since she couldn't hunt, she nearly starved. Not only that, but she had an abscess on one hip. The vets at the Humane Society had drained it, but it was still scabby and without fur. She had a terrible cold, too. She was sneezing and sniffling, and her meow was just a hoarse squeak. And she'd lost half her tail somewhere. Instead of tapering gracefully, it had a bony knob at the end. When I first brought her home from the Humane Society, she was a mangy, pitiful animal. |
|
Let's check your understanding of paragraph structure. Click on the "Self Check Quiz" wording below to get started. |
Open/Close Self Check Quiz
Click here to go to the review section for Module 2: Paragraph Structure.
|
Key Takeaways |
There are three basic components in a paragraph's structure:
Although paragraph structure may seem simple at first, we come to understand that the way we arrange a paragraph's sentences controls the logic and meaning of what we say. Certainly, as we learned in the first module, the purpose of what we write influences the structure of what we write. Yet, our paragraph structure can also influence its meaning. For example, by placing the topic sentence at the beginning of a paragraph, we make our writing straightforward. When the topic sentence is at the end, the purpose of the paragraph becomes more mysterious. We must make careful, logical decisions about our paragraph's structure to make sure our purpose in writing is accomplished.
Did I Get This? |
|
|
Click on the "Paragraph Structure Review Quiz" wording below to check your knowledge of paragraph purpose. |
Open/Close Paragraph Structure Review Quiz
Level 2 Quiz: Advanced Paragraph Structure Quiz
|
|
|
If you scored 90 points or above on the "Paragraph Structure Review Quiz", you might like to see how you do on this "Advanced Quiz". Click on the "Level 2 Quiz" wording below to begin. |
Open/Close Level 2 Paragraph Structure Quiz
If you scored less than 90 points on the "Did I Get This" quiz above, please click here and review this module again before continuing on to Module 3.
If you have scored 90 points or above on the "Did I Get This" quiz, Congratulations!! You are now ready to continue on to Module 3.
Click here to continue on to Module 3: Paragraph Content.
You will be able to define four means for generating content in a paragraph: definition, comparison, description, and analysis.
To understand paragraph content, we will be covering three areas of exploration, highlighted in the slide show below:
|
Click on the link below to watch a slide show on Paragraph Content. |
Click here to begin slide show.
Purpose Relationship Definition Comparison Description Analysis |
Mouseover each term to see the definition.
|
Click here to learn more about Paragraph Content.
Thus far in our unit on paragraphs, we have learned:
A description paragraph is similar to a definition paragraph except, usually, a definition paragraph describes function and purpose while a description paragraph appeals to our sense of aesthetics. |
|
In a definition paragraph, the writer may provide examples, non-examples, or characteristics of the thing or idea being defined.
|
In an analysis paragraph, the writer may break down a complex idea into its various parts or explain in detail what something means.
|
In a comparison paragraph, the writer may provide these elements—examples, non-examples, and characteristics -- in an effort to create a comparison. Thus, in a comparison paragraph, the topic sentence would establish what two or more items are being compared as well as their primary similarities and differences. |
Most practically, understanding these four basic means for generating content (definition, comparison, description, and analysis) in paragraph form will aid you in those dark, despairing moments when you may be experiencing the unlucky combination of writer's block and an impending deadline. Also, knowing the difference between definition and analysis, for instance, will equip you with the tools you need to approach any writing topic with confidence. Soon you will come to understand the implied expectations of any writing topic; you will know whether you are being asked to compare, to define, to analyze, or to describe. Consequently, you can tailor your content, tone, and word choice to the task at hand.
Click here to begin the lesson on Paragraph Content.
At this point in our module, we will look at some examples of the four types of paragraphs.
DEFINITION PARAGRAPH |
||
Often, an extended definition of one term begets other definitions. Here, part of the definition for "mortgage equity withdrawal"—"real value"-- needs to be defined as well.
|
Many home buyers will eventually receive an offer to take out a loan based on the assessed real value of their home. This loan is called a mortgage equity withdrawal. A mortgage equity withdrawal is a label to describe the decision a home buyer makes to borrow money against the real value of his or her home; "real value" is determined when the current value of the home is subtracted by any liabilities, like the existing mortgage. Often, financial consultants may discourage homeowners from pursuing a mortgage equity withdrawal since a home's current value is so often determined by external economic factors.
|
In this definition paragraph, part of the definition is used as the paragraph's topic sentence.
|
In a definition paragraph, writers strive to maintain a neutral tone since the primary objective is typically to be informative. |
COMPARISON PARAGRAPH |
||
A comparison and contrast paragraph can be organized in a number of ways. In this paragraph, the two items (semi-colon and colon) being compared are discussed separately from each other.
|
Two types of punctuation are often confused: the semi-colon and the colon.The semi-colon's primary purpose is somewhat of an oxymoron; its purpose is to demonstrate a connected separation. It separates two complete sentences while simultaneously it shows that these two sentences are connected by content or purpose. It is used to separate items in a list that already come with a comma, such as cities and states. Yet, while it serves to show where one item in the list ends and another begins, it also allows these items to be connected into one coherent list. A colon's purpose is mainly one of introduction. It can introduce ideas, quotations, lists, or explanations. As two of the more rarely used punctuation marks, the semi-colon and colon are often used interchangeably. Many people find they even look alike. Their primary purposes, however, are distinct and should not be confused. |
The topic sentence establishes the comparison.
|
The first and last sentence of this paragraph explain why the comparison is necessary—to eradicate confusion. |
DESCRIPTION PARAGRAPH |
||
Descriptive writing appeals to all five sentences. This sentence helps us hear what is happening at "the place."
|
These raw, temporary mining towns are much alike the world over, one supposes, though perhaps a little worse up here in the far north. It was late at night when we reached the place, but saloon and dance-hall were ablaze with light and loud with the raucity of phonographs and the stamping of feet. Everything was "wide open," and there was not even the thinnest veneer of respectability. Drinking and gambling and dancing go on all night long. Drunken men reel out upon the snow; painted faces leer over muslin curtains as one passes by. Without any government, without any pretense of municipal organization, there is no co-operation for public enterprise. There are no streets, there are no sidewalks save such as a man may choose to lay in front of his own premises, and the simplest sanitary precautions are entirely neglected. Nothing but the cold climate of the north prevents epidemic disease from sweeping through these places. They rise in a few days wherever gold is found in quantities, they flourish as the production increases, decline with its decline, and are left gaunt, dark, and abandoned so soon as the diggings are exhausted.*
|
In this topic sentence, the writer states where and what is being described. Descriptive writing will use more vivid language, like "raw," than other writing as it attempts to paint a picture through words.
|
Even in descriptive writing, ideas are present. The description of the saloon attempts to convey this idea that without a clear authority, society slips into chaos. |
*Paragraph retrieved from:
http://www.gutenberg.org/files/22965/22965-h/22965-h.htm
From the book Ten Thousand Miles with a Dog Sled (Copyright expired.)
ANALYSIS PARAGRAPH |
||
The analysis paragraph begins by establishing the topic. . |
Power describes an ability to influence other people. Power has always been an important role in our society. In order to function, society will always have to have power as the world is unable to function without someone being in charge. In the play Julius Caesar, Caesar proves that people crave a strong and powerful leader. He shows power through his military might and popularity. For example, when Caesar said do something everyone followed; they never questioned his authority. Brutus's power differs from Caesar's insofar as Brutus uses his honorable reputation in order to garner power among a select few. Cassius demonstrate a third type of power: manipulation. As a man who could "see through the deeds of men," Cassius thought too much, according to Caesar. In the characters Caesar, Brutus, and Cassius, it is evident that there is power that you use for others and power that you use for your own self. Power will eventually benefit or ruin society.* |
By the third sentence, the paragraph offers its particular angle on the topic. It funnels from a discussion of power in general to an analysis of how power is used in a particular piece of writing. |
An analysis paragraph will also use quotations sparingly so that the writer's own analytical skills are most apparent. |
An analysis paragraph will use examples and explanation to break down a more complex concept. |
|
Like the other kinds of paragraphs, this paragraph ends with a conclusion sentence that reiterates the general idea without repeating it verbatim. |
*The above paragraph is from a tenth grade student essay on Julius Caesar.
In our first three paragraph types—definition, comparison, and description, the writer is often relying on his or her own observations or knowledge base. Yet, in analysis, the writer is working closely with something outside of himself. For that reason, in an analysis paragraph, the writer must rely on evidence to support the topic sentence.
|
Let's check your understanding of paragraph content. Click on the "Self Check Quiz" wording below to get started. |
Open/Close Self Check Quiz
Click here to go to the review section for Module 3: Paragraph Content.
|
Key Takeaways |
Four types of paragraphs to use when generating content:
1. The definition paragraph
2. The comparison paragraph
3. The description paragraph
4. The analysis paragraph
By understanding these four paragraph types, you will be prepared to overcome writer's block and elaborate on any given topic in a variety of ways. While determining the purpose of a paragraph may be more difficult because of its abstract nature (as we discussed in our first module), we can rely on the four paragraph types to give us practical ideas for content generation.
Did I Get This? |
|
|
Click on the "Paragraph Content Review Quiz" wording below to check your knowledge of paragraph content. |
Open/Close Paragraph Content Review Quiz
Level 2 Quiz: Advanced Paragraph Content Quiz
|
|
|
If you scored 90 points or above on the "Paragraph Content Review Quiz", you might like to see how you do on this "Advanced Quiz". Click on the "Level 2 Quiz" wording below to begin. |
Open/Close Level 2 Paragraph Content Quiz
Level 3 Quiz: Placement Test Practice Quiz |
|
|
This final quiz is for those of you interested in the Accuplacer test. It contains questions you might encounter on a college-level placement test. Click on the "Level 3 Quiz" wording below to begin. |
Open/Close Level 3 Quiz
If you scored less than 90 points on the "Did I Get This" quiz above, please click here and review this module again before continuing on to Unit 6.
If you have scored 90 points or above on the "Did I Get This" quiz, Congratulations!! You are now ready to continue on to Unit 6.
In our next unit, you will learn how individual paragraphs can work together to create a longer, multi-paragraph piece of writing. You will see how the components of a single paragraph—topic, support, and transitions—can be used on a larger scale to organize multi-paragraphs around a single topic.
Before continuing on in this course, please complete a survey on the Writing Basics Unit you have just completed. Click on the following link to be taken to the survey. The survey will open in a new window.
Writing Basics Unit 5 Survey
Once you have completed the survey and submitted your answers, you will be redirected back to the KPC College Readiness Resources page. You will then need to click on the Writing Basics course listing in the left or right navigation bar to continue on to the next unit. |