I found an interesting paragraph organization information sheet, but everything was explained to the students. I prefer my students learn more activley so I took the answers away and made it more suitable for my Elementary English Composition class. Students will work in pairs to identify problems in paragraphs:
Paragraph organization worksheet adapted by James Trotta from http://webster.commnet.edu/grammar/paragraphs.htm
Most paragraphs start with a controlling idea or claim, which it then explains, develops, or supports with evidence. Paragraph sprawl occurs when digressions are introduced into an otherwise focused and unified discussion. Digressions and deviations often come in the form of irrelevant details or shifts in focus.
Identify the controlling idea of this paragraph and then find 2 irrelevant details.
When I was growing up, one of the places I enjoyed most was the cherry tree in the back yard. Behind the yard was an alley and then more houses. Every summer when the cherries began to ripen, I used to spend hours high in the tree, picking and eating the sweet, sun-warmed cherries. My mother always worried about my falling out of the tree, but I never did. But I had some competition for the cherries — flocks of birds that enjoyed them as much as I did and would perch all over the tree, devouring the fruit whenever I wasn't there. I used to wonder why the grown-ups never ate any of the cherries; but actually when the birds and I had finished, there weren't many left.
Topic Sentences
All three paragraphs start out well with a topic sentence. A topic sentence is a sentence whose main idea or claim controls the rest of the paragraph; the body of a paragraph explains, develops or supports with evidence the topic sentence's main idea or claim. The topic sentence is usually the first sentence of a paragraph, but not necessarily. It may come, for example, after a transition sentence.
Topic sentences are not the only way to organize a paragraph, and not all paragraphs need a topic sentence. For example, paragraphs that describe, narrate, or detail the steps in an experiment do not usually need topic sentences. Topic sentences are useful, however, in paragraphs that analyze and argue. Topic sentences help writers develop a main idea or claim for their paragraphs, and, perhaps most importantly, they help these writers stay focused and keep paragraphs manageable.
Identify the topic of this paragraph and then find 2 shifts in focus.
1It is a fact that capital punishment is not a deterrent to crime. 2Statistics show that in states with capital punishment, murder rates are the same or almost the same as in states without capital punishment. 3It is also true that it is more expensive to put a person on death row than in life imprisonment because of the costs of maximum security. 4Unfortunately, capital punishment has been used unjustly. 5Statistics show that every execution is of a man and that nine out of ten are black. 6So prejudice shows right through.
Is the following paragraph better or worse? Why? Compare each sentence 1, each sentence 2, etc.
1The punishment of criminals has always been a problem for society. 2Citizens have had to decide whether offenders such as first-degree murderers should be killed in a gas chamber, imprisoned for life, or rehabilitated and given a second chance in society. 3Many citizens argue that serious criminals should be executed. 4They believe that killing criminals will set an example for others and also rid society of a cumbersome burden. 5Other citizens say that no one has the right to take a life and that capital punishment is not a deterrent to crime. 6They believe that society as well as the criminal is responsible for the crimes and that killing the criminal does not solve the problems of either society or the criminal.
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