Result Connectors:

Provide the result of what has been stated or has occurred

As a result; as a consequence (of); therefore; thus; consequently; hence; for

this reason; due to

Examples:

 Al didn´t study therefore he failed the test

 I missed the class due to the rain
 I’ve done a pranic healing course. As a result, I’ve been able to cure my
neighbor’s sick cat.

Connecting Words:

Put forward a point or idea more forcefully (Emphasis)

Indeed; obviously; particularly / in particular; especially; clearly; importantly;

absolutely; definitely; positively

Examples:

 Mural is a highly talented musician. Indeed, he has an extraordinary gift for

music.

Addition Connectors:

Add to what has been previously stated

Additionally / an additional; Furthermore; Also; Too; As well as; along with;

besides; in addition; moreover; not only…but also; in addition to this; apart
from this

Examples:

 She’s beautiful as well asbeing extremely successful

 To prepare his homework, Jack went through various history
books. Furthermore, he took notes from several encyclopedias.

 
Reason Connectors:

Provide reasons for what has been stated or has occurred

Because of; in fact; in order to; due to

Examples:

 Because the weather was cold, we stayed home

 We were late to the meeting due to the traffic was heavy

Illustration Connectors:

Provide examples

For example/ for instance; such as; including; namely; in this case; proof of
this; like; to demonstrate/ to clarify

Examples:

 To solve this problem, you might want to try making small gestures. For
example, making your spouse’s favorite meal for dinner or giving him a
massage after a tiring day.

Contrast Connectors:  

Show how things are different

But; unlike; nevertheless; on the other hand; despite / in spite of; in contrast
(to); while; whereas; alternatively; conversely; even so; differing from;
contrary to

Examples:

 We decided to have a barbeque despite the weather forecast saying there

was rain coming.
 I like holidays by the sea whereas my husband prefers to go to the
mountains
 Jen promised to look after Harriet's cat whileshe was on holiday
 I know we agreed to raise the issue at the next meeting but we simply won't
have the time to discuss it.

 
Cause and Effect Connectors:

So; because; as; since; therefore; hence; as a result (of); consequently; due
to; because of,

Examples:

 I helped him becauseI liked him.

 Sincehe had not paid the rent, he was told to vacate the room.
 Asit is raining again, we will have to stay at home.
 It was raining, so we stayed at home.

Comparison Connectors:

Show how things are similar

Similarly; equally; likewise; just as; just like; similar to; compare / compared
to (with); in the same way

Examples:

 You’re not allowed to use your phone here. Similarly, you have to switch it
off when you’re in the library.
 You can’t give your phone number to every man who asks for
it. Likewise, you can’t go out with everyone who fancies you.

Connecting Words – Order

1.- Function: To indicate the order of what is being said

First/ firstly/first of all; second/ secondly; third/ thirdly; finally; at this time;
following; previously; before; subsequently

Examples:

 First of all, I’d like to talk about the benefits of having a pet pig.
 Secondly, their impressive numeracy skills must be mentioned.
 In the third place, you can always count on your pet pig to perform some
tricks for you when you’d like to impress a pretty girl.

 
2.- Function: To mark the end of an ascending order

Above all; lastly and most importantly; last but not least

Examples:

 Above all, don’t ever look up from your notes when people are around.
 I’d like to talk to you about how to keep calm at your workplace. Most
importantly, never go to the canteen while your boss is there.

Connecting Words – Summary: Sum up what has been previously stated

In conclusion; to summarise; altogether; in short; to sum up; in summary;

briefly; to conclude

Condition Connectors: Provide a condition to what has been stated

If; in that case; in case; unless

Examples:

 Unless you stop eating so much chocolate, you won't be able to fit into your
bikini!
 We will go on a picnic if the weather is nice

Concession Connectors: Connecting words and phrases to accept a point or

idea with reservation

Admittedly; all the same; even so; in spite of; although/even though; even if;
however

Examples:

 He could beat his father at chess although he was only 8.

Tim´s in good shape physically even though he doesn´t get much exercise

What are Gerunds?

A gerund is a verb in its ing (present participle) form that functions as a noun that
names an activity rather than a person or thing. Any action verb can be made into
a gerund.

Spelling Tip

Verbing (Present Participle)

 Add ing to most verbs. Ex. play > playing, cry > crying, bark > barking
 For verbs that end in e, remove the e and add ing. Ex: slide > sliding, ride >
riding
 For verbs that end in ie, change the ie to y and add ing. Ex: die > dying, tie
> tying
 For a verb whose lastsyllable is written with a consonant-vowel-consonant
and is stressed, double the last letter before adding ing. Ex: beg > begging,
begin > beginning. However: enter > entering (last syllable is not stressed)

Gerund Examples
Gerunds can appear at the beginning of a sentence when used as a subject:

Jogging is a hobby of mine.

Gerunds can act as an object following the verb:

Daniel quit smoking a year ago.

Gerunds can serve as an object after a preposition:

I look forward to helping you paint the house.

Note: The same spelling rules that apply to the progressive tenses also apply to
gerunds.

Some verbs and verb phrases are directly followed a gerund:

Paul avoids using chemicals on the vegetables he grows.

Some verbs can be followed by a gerund or an infinitive without causing a change

in meaning:

Some people prefer getting up early in the morning.

Some people prefer to get up early in the morning

Some verbs can be followed by a gerund or infinitive but with a change in meaning:

He remembered sending the fax. (He remembered the act of send the fax)

He remembered to send the fax. (He remembered the fax and sent it.)
What are Infinitives

An infinitive is a verb form that acts as other parts of speech in a sentence. It is

formed with to + base form of the verb. Ex: to buy, to work.

Infinitive Examples
Infinitives can be used as:

An object following the verb:

Jim always forgets to eat

A subject at the beginning of a sentence:

To travel around the world requires a lot of time and money.

An adverb modifying a verb:

You promised to buy me a diamond ring.

An adjective modifying a noun:

Tara has the ability to succeed.

Some verbs are directly followed by an infinitive:

Do you want to call your family now?

Some verbs are directly followed by a noun or pronoun and then by an infinitive:

I convinced Catherine to become vegetarian.

He advised me to sell all my shares of stock.

 

Some verbs can be followed by an infinitive or a gerund without causing a change

in meaning:

Will you continue working after you give birth?

Will you continue to work after you give birth?

Some verbs can be followed by an infinitive or a gerund but with a change in

meaning:

He stopped drinking coffee. (He never drank coffee again.)

He stopped to drink coffee. (He stopped what he was doing and drank some
coffee.)
Common verbs and phrases that are followed by a gerund
Verbos y frases comunes seguidos de un gerundio
Common verbs that can be followed by either a gerund or an infinitive without causing a
change in meaning
Verbos comunes que pueden ir seguidos de un gerundio o un infinitivo sin causar un
cambio de significado.
Common verbs that can be followed by a gerund or infinitive but with a change in meaning

Common verbs that are followed by an infinitive

Common verbs that are directly followed by a noun or pronoun and then by an infinitive
QUIZ 2
Distinguishing Between Fact and Opinion

For higher level reading comprehension, it is essential that students are able to
accurately distinguish between fact and opinion. To do this successfully students
must begin with solid definitions of the two concepts. Once this has been achieved,
students must gain practice applying these definitions through activities that
engage with a wide range of reading material.

Let’s take a look at defining these two all-important concepts:

What is a fact? - A fact generally refers to something that is true and can be
verified as such. That is, a fact is something that can be proven to be true. 

What is an opinion? - An opinion refers to a personal belief. It relates to how

someone feels about something. Others may agree or disagree with an opinion,
but they cannot prove or disprove it. This is what defines it as opinion.

Why Are Fact and Opinion So Important?

The ability to distinguish between fact and opinion helps students develop their
critical and analytical skills in both their reading and their listening. Fact and
opinion are often woven together in texts and speeches. It is therefore imperative
that students are able to unravel the threads of what is true from what is mere
belief if they are to successfully navigate the deluge of media they will encounter in
their lifetimes.

Whether on the news, in advertising, or a history book, distinguishing between

what is fact and what is opinion is crucial to becoming an autonomous person with
the critical abilities necessary to avoid being manipulated easily.

The Language of Fact and Opinion: Signal Words and Phrases

As we mentioned above, often writers will liven up their facts with a sprinkling of
opinion. Unfortunately, it can at times be difficult to extract the verifiable truths from
the author’s preferences and biases. Luckily the language used itself often throws
up helpful clues in the forms of words and phrases that assist us in identifying
statements as fact-based or opinion-based.

Let’s now take a look at some examples of those signal words and phrases being
used in the sentence fragments that often precede a statement of fact or opinion:

Fact

 The annual report confirms…

 Scientists have recently discovered…
 According to the results of the tests…
 The investigation demonstrated…

Opinion

 He claimed that…
 It is the officer’s view that…
 The report argues that…
 Many scientists suspect that…

As we can see from the above examples, the language used to introduce a
statement can be helpful in indicating whether it is being framed as a fact or an
opinion.

It is important for students to understand too that things are not always as they
appear to be. At times, writers, whether consciously or not, will frame opinion as
fact and vice versa. This is why it is important that students develop a clear
understanding of what constitutes fact and opinion and are afforded ample
opportunities to practice distinguishing between the two.

What is context?
Context is the circumstances surrounding an event, statement, or idea, and in
terms of which it can be fully understood. Facts and opinions must be placed in
context to draw conclusions from.

For example a young boy who tells his mother “I ate a truckload of sweets at the
party last night” needs to be placed in the context of his age, and audience.

We can confidently infer he never actually ate a real truckload of sweets, but we
can reasonably appreciate he ate a lot of them and wanted to emphasise that
point.

His mother might ask a clarifying question to turn that opinion into a hard fact.

Hypotheses (things we imagine)

Expressions

When we are talking about hypotheses, we use expressions like:

1.- "what if ... ?"

2.- "in case"

3.- "suppose (that)"

4.- "supposing (that)"

5.- "imagine (if/that)"

with present tense forms to talk about the present or future if we think something

is likely to be true or to happen:We use these expressions:
We should phone them in case they are lost.
Those steps are dangerous. Suppose someone has an accident.

 with past tense forms to talk about the present or future to suggest something

is not likely to be true or to happen:

Imagine you won the lottery. What would you do with the money?
What if he lost his job? What would happen then?

 with the past perfect to talk about things in the past which did not happen:

Suppose you hadn't passed your exams. What would you have done?
What if he had lost his job? What would his wife have said?

Modal verbs

We use modals would and could for a hypothesis about the present or future:

We can't all stay in a hotel. It would be very expensive.

Drive carefully or you could have an accident.

We use would in the main clause and the past tense in a subordinate

clause for a hypothesis about the present or future:

I would always help someone who really needed help.
I would always help someone if they really needed it.

We use modals with have to talk about something that did not happen in

the past:

I didn't see Mary, or I might have spoken to her.

It's a pity Jack wasn't at the party. He would have enjoyed it.
Why didn't you ask me? I could have told you the answer.

We use would have in the main clause and the past perfect in a subordinate

clause to talk about something that did not happen in the past:

I would have helped anyone who had asked me.

I would have helped you if you had asked me.
CONDICIONAL TIPO CERO 0

This conditional is used with a situation that it’s always real (universal truths).

Look at some more examples below:

1.- If you freeze water, it turns into ice.

2.- If I work too much, I get tired.

3.- If I have time, I usually go to the movies.

4.- If she eats hamburgers, she gets an allergy.

5.- If they come here, they always bring a present.

6.- If she doesn't know the answer, she keeps silent.

7.- If we don't go out on Saturdays, we rent a video and stay home.

CONDICIONAL TIPO I

Here are some other examples:

1.- If it rains today,  I'll stay at home

2.- If he is busy now, I will come back tomorrow.

3.- If I have time, I'll visit my parents this afternoon

4.- If it is warm tomorrow, we'll go to the beach.

5.- If it is cold, you must wear warm clothes.

6.- If he doesn't do his homework, he cannot go to the party.

7.- If she doesn't call you, you can call her.

8.- If you work hard, you may become a millionaire someday.

9.- If you spend more than you earn, you'll become a poor man.

10.- If they don't invite you, you must not go.

11.- If we don't hurry, we'll miss our bus.

12.- If you pay now, you'll get a discount.

13.- If they don't want to go out, they can stay home.

14.- If you drink too much, you'll get drunk.

15.- If you feel sick, you must stay in bed.

16.- If they don't come here, we'll have to go there.

CONDICIONAL TYPO II

Here are some other examples:

1.- If I won the lottery, I would travel around the world.

2.- If I were in Brazil, I would go to Rio de Janeiro.

3.- If I were you, I would buy that car.

4.- If he were in my place, he wouldn't do this.

5.- If I had more money, I would buy a nice apartment.

6.- If she had more time, she would travel more often.

7.- If it were not raining, we could go out.

8.- If we didn't have to work today, we could have a picnic.

9.- If they won the lottery, they wouldn't work anymore.

10.- If I saw her, I would ask her out.

11.- If you went to Brazil, you wouldn't want to come back.

12.- If they spoke Spanish, we would understand them.

13.- If he didn't live by the river, he couldn't go fishing.

14.- If I didn't want to go, I would tell you.

15.- If they worked for that company, they might have better salaries.

16.- If she wrote a book, it would be a best-seller.

CONDICIONAL TYPO III

Third Conditional, also -Type III- refers to a past hypothetical situation and it’s formed
according to the following structure: if + past perfect + conditional perfect.

More examples of this conditional:

1.- If I had won the lottery, I would have traveled around the world.

2.- If I had seen him, I would have told him about you.
3.- If I had known the answer, I would have raised my hand.

4.- If she had come on Saturday, I would have seen her.

5.- If they had left earlier, they would have arrived on time.

6.- If we had studied harder, we might have passed the test.

7.- If you had gone to Brazil, you would hve had lots of fun.

8.- If I hadn't been so busy, I could have helped you.

9.- If you had phoned me, I would have known you were here.

10.- If they had invited us, we would have accepted at once.

11.- If she had explained me the problem, I would have understood it.

12.- If I hadn't forgotten his number, I would have phoned him.

13.- If it hadn't rained, we would have gone fishing.

14.- If my sister had been here, she would have enjoyed this.

15.- If they hadn't drunk so much last night, they wouldn't have felt sick today.

16.- If he had worked more, he could have saved more money.

7
Mixed Conditionals
Sometimes Unreal Conditional sentences are mixed. This means that the time in
the if-clause is not the same as the time in the result. Study the examples below to
learn how to mix conditional verb forms like a native speaker.

Verbs in green are in the Present Unreal Conditional. Verbs in red are in the
Past Unreal Conditional. Verbs in purple are in the Future Unreal Conditional.

Mixed Conditional Patterns

 
(But I am not going to go to that concert tonight and that is why I am)
QUIZ 4 Y QUIZ 5

A paragraph is a unit of writing that consists of one or more sentences focusing on

a single idea or topic. A well-written paragraph often has the following structure:

Topic Sentence: This sentence outlines the main idea that will be presented in the
paragraph.

Support Details or Examples: This is the part of the paragraph that presents
details, facts, examples, quotes and arguments that support the main idea.

Conclusion Sentence: This sentence summarizes the main idea of the paragraph.
It may also lead the reader to the topic of the next paragraph.

A topic sentence is the most important sentence in a paragraph. Sometimes

referred to as a focus sentence, the topic sentence helps organize the paragraph
by summarizing the information in the paragraph. In formal writing, the topic
sentence is usually the first sentence in a paragraph (although it doesn't have to
be). 

Purpose of the Topic Sentence

A topic sentence essentially tells readers what the rest of the paragraph is about.
All sentences after it have to give more information about that sentence, prove it by
offering facts about it, or describe it in more detail. For example, if the topic
sentence concerns the types of endangered species that live in the ocean, then
every sentence after that needs to expound on that subject. 

Topic sentences also need to relate back to the thesis of the essay. The thesis
statement is like a road map that will tell the reader or listener where you are going
with this information or how you are treating it. 

Topic Sentences and Controlling Ideas

Every topic sentence will have a topic and a controlling idea. The controlling idea
shows the direction the paragraph will take.
Here are some examples:

 Topic Sentence: There are many reasons why pollution in ABC Town is the
worst in the world.  

The topic is “pollution in ABC Town is the worst in the world” and the controlling
idea is “many reasons.”

 Topic Sentence: To be an effective CEO requires certain characteristics. 

The topic is “To be an effective CEO” and the controlling idea is "certain
characteristics." 

 Topic Sentence: There are many possible contributing factors to global

warming.

The topic is "global warming" and the controlling idea is "contributing factors." 

 Topic Sentence: Fortune hunters encounter many difficulties when exploring

a shipwreck.  

The topic is “exploring a shipwreck” and the controlling idea is “many difficulties.”

 Topic Sentence: Dogs make wonderful pets because they help you to live
longer. 

The topic is "dogs make wonderful pets" and the controlling idea is "because they
help you to live longer."

 Topic Sentence: Crime in poverty-stricken areas occurs as a result of a

systemic discrimination. 

The topic is "crime in poverty stricken areas" and the controlling idea is "systemic
discrimination." 

 
  Topic Sentence: Teen pregnancy may be prevented by improved education.

The topic is "teen pregnancy may be prevented" and the controlling idea is
"improved education."

 Topic Sentence: Cooking requires a number of different skills.

The topic is "cooking" and the controlling idea is "many different skills."

 Topic Sentence: It is important to be ready before buying a house.

The topic is "buying a house" and the controlling idea is it's "important to be
ready." 

 Topic Sentence: Graduating from high school is important for many different
reasons.

The topic is "graduating from high school" and the controlling idea is "many
different reasons."

 Topic Sentence: Having a first child is difficult because of the significant

adjustments in your life. 

The topic is "having a first child" and the controlling idea is "significant
adjustments in your life."

 Topic Sentence: Remodeling a kitchen successfully requires research and a

good eye. 

The topic is "remodeling a kitchen" and the controlling idea is "requires   research
and a good eye." 

A carefully thought out topic sentence has two functions. First, it helps you, the
author, to stay focused. Second, a clearly stated topic and controlling idea will give
readers the tools they need to clearly understand what you have to say.
Remember that topic sentences set the tone for the paragraph and should relate
back to the thesis or the main idea of the paper.

Supporting sentences provide examples for the topic sentence. If a writer claims,

for instance, that "Early childhood education programs provide cognitive
benefits well beyond preschool," the second, third, and fourth sentences will
include information supporting the main idea in the topic sentence. Supporting
sentences might look like the ones you see in green:

     (1) Early childhood education programs such as Head Start provide

cognitive benefits well beyond preschool.  (2)Recent studies that compare
student test scores show that children who are exposed to structured
learning activities outside the home environment are better able to adapt to
formalized instruction in grades kindergarten through third grade than
children who remain at home. (3) This is particularly true among children
from low-income families and children whose parents have a limited
proficiency in English. (4) Children living in states that do not provide early
childhood programs, on the other hand, lag behind their peers. (5) State and
local governments must continue to bridge the achievement gap so that
students may reach their full potential at an early age.

Leading into the next topic sentence if this is an essay...

   Standardized test scores prove that academic preparedness contributes to

a child's success in elementary school.

Supporting sentences are much more specific than the topic sentence. If you make
an outline before writing your paragraph, these are items A, B, and C and they
almost always follow the topic sentence, which is the first sentence of the
paragraph; however, it's possible to begin a paragraph with a supporting sentence.
For students who do not have a lot of experience in writing paragraphs, I
recommend that the supporting sentences come after the topic sentence.

The last sentence in the paragraph is the concluding sentence. It refers the

reader's attention to the topic sentence, and if there are more paragraphs that
follow, the concluding sentence may offer some kind of a transition to the next
paragraph.

Let's look at the paragraph from the previous section:

Early childhood education programs such as Head Start provide cognitive
benefits well beyond preschool. Recent studies that compare student test
scores show that children who are exposed to structured learning activities
outside the home environment are better able to adapt to formalized
instruction in grades kindergarten through third grade than children who
remain at home. This is particularly true among children from low-income
families and children whose parents have a limited proficiency in English.
Children living in states that do not provide early childhood programs, on the
other hand, lag behind their peers. State and local governments must
continue to bridge the achievement gap so that children may reach their full
academic potential at an early age.

The sentence in red concludes the paragraph. Not only does it refer to the topic
sentence, it also ends the paragraph with some kind of "call to action" following the
supporting sentences. In this case, the the idea proposed is for state and local to
bridge the achievement gap.

Types of Paragraph

A paragraph is a unit of writing that consists of one or more sentences focusing on

a single idea or topic. There are many different types of paragraphs, depending on
what you are writing:

Descriptive Paragraph

This paragraph describes something or someone. For example, you can write a
descriptive paragraph describing your best friend, including what she likes and
dislikes, where she lives, what she wants for her birthday, and her favorite food.

Example:

The lights grow brighter as the earth lurches away from the sun, and now the
orchestra is playing yellow cocktail music, and the opera of voices pitches a
key higher. Laughter is easier minute by minute, spilled with prodigality,
tipped out at a cheerful word . The groups change more swiftly, swell with
new arrivals, dissolve and form in the same breath; already there are
wanderers, confident girls who weave here and there among the stouter and
more stable, become from a sharp, joyous moment the center of a group, and
then, excited with triumph, glide on through the sea-change of faces and
voices and color under the constantly changing light.
This excerpt is taken from The Great Gatsby by F. Scott Fitzgerald. In this
paragraph you can hear, see, and feel the setting in which the story takes place.
When you practice writing a descriptive paragraph yourself, you should address all
aspects of the physical world.

Expository Paragraph

This paragraph explains an idea; it is also called an information paragraph. For

example, you can write as expository paragraph explaining how to make chocolate
chip cookies.

An example of this sort of paragraph is the following:

All toilet flush tanks work about the same. ilet is flushed, the trip handle lifts
the tank ball, opening the outlet and letting water flow into the bowl. When
the tank is nearly empty, the ball falls back in place over the outlet. The float
falls with the water level, opening the water-supply inlet valve just as the
outlet is being closed, and the tank is refilled through the filler tube. Water
also flows through the bowl refill tube into the overflow pipe to replenish
trap-sealing water. As the water level in the tank nears the top of the overflow
pipe, the float closes the inlet valve, completing the cycle.

This paragraph from Reader's Digest Complete Do-it-yourself Manual gives

detailed information about how how the water moves through a toilet when it is
flushed. It's instructive, and if you like this kind of thing, it may even be interesting.

Persuasive Paragraph

This paragraph tries to convince the reader of something. This type of paragraph
may start with a phrase like: “I think that…” The support section may include
sentences that start with, “One reason is…,” or “For example…” It may end with
something like, “This is why I think that…” For example, you can write a persuasive
paragraph telling why people should vote for you for class president.

The following is a clear example of a persuasive paragraph:

Immigration contributes to the overall health of the American economy.

Despite recent concerns related to the costs created by illegal and some
legal immigration to the United States, this country has largely benefited
from the skills, talents, and ambition that immigrants bring with them.
American businesses gain from a good source of affordable labor, while
town and cities are revitalized by immigrant families who strengthen
communities through civic participation the generation of new economic
activity. The United States must continue to welcome new arrivals and help
those who already here; otherwise, the country will lose the advantages it
has over other industrialized countries who compete against us in the global
marketplace and seek to recruit from a vast pool of unskilled and skilled
global workers.

This is the paragraph that appeared on the page describing what a paragraph is.
Your teacher wrote it. I have an opinion about a particular topic, and in this
paragraph I want the reader to accept or consider my position. The persuasive
paragraph is perhaps the most difficult to write but there is a good method I can
show you in order to be successful in writing one.

Narrative Paragraph

This paragraph describes an event or tells a story, usually in chronological order.

For example, you can write a narrative paragraph detailing what you did on your
first day of school. 

A good example of this kind of paragraph is the following one:

 It's been almost ten years since I first ran for political office. I was thirty-five
at the time, four years out of law school, recently married, and generally
impatient with life. A seat in the Illinois legislature had opened up, and
several friends suggested that I run, thinking that my work as a civil rights
lawyer, and contacts from my days as a community organizer, would make
me a viable candidate. After discussing it with my wife, I entered the race and
proceeded to do what every first-time candidate does: I talked to anyone who
would listen. I went to block club meetings and church socials, beauty shops
and barbershops. If two guys were standing on a corner, I would cross the
street to hand them campaign literature. And everywhere I went, I'd get some
version of the same two questions.

This opening paragraph from Barack Obama's The Audacity of Hope tell and

interesting story about how a man entered the arena of politics. It has a beginning,
middle, and an end, and it raises the reader's curiosity about what will happen
next.

More about types of Paragraphs

Narration

 A narrative paragraph tells a story of one specific event.

 The topic sentence will identify the event clearly and signal your value judgment.
Description

 Can be used to explain an object, event, person, process, position, express and
clarify thoughts and emotions, strengthen your conclusions of narrating and other
paragraphs.
 This type of paragraph causes us to think in more detail about a person, place,
event, or situation.

Exposition

 Topic sentence identifies a process and presents an attitude toward the process.
 The paragraph will include at least three examples that support your conclusion, as
well as valid counterexamples that oppose it.

Definition

 It’s a paragraph that precisely explains what something is or how it looks, works,
and what is its purpose, etc.
 This type of paragraph answers the question, “What do you mean?”

Comparison or Contrast

 Your attitude statement should provide explicit and clear reasons where and why
you think these two items are similar or different.

Process Analysis

 Analyze the process into a series of steps. Put the steps into sequence.

Persuasive

 It tries to convince or change the way of thinking of the reader.