Writing - Every student's nightmare
Autor: Marcela Alvares | Publicado: 2012-01-03T05:59:00-08:00

Every student has problems writing and it is always difficult to organize ideas and specially in English.
Here are some tips from the website: About.com - English as a 2nd Langague (http://esl.about.com/od/writingintermediate/a/paragraphs.htm on how to write a good paragraph.


In general, the purpose of a paragraph is to express one point, idea or opinion.  
For example: Students require more recreational time in order to better focus on lessons in class. 
This main idea is expressed through three sections of a paragraph: 

Beginning - Introduce your idea. 
Middle - Explain your idea. 
End - Make your point again, transition to next paragraph. 
Here is a paragraph taken from an essay on various strategies required for an overall improvement of student performance: 
 Students require more recreational time in order to better focus on  lessons in class. In fact, studies have shown that students who enjoy a  recess of more than 45 minutes consistently score better on tests  immediately following the recess period. Clinical analysis further  suggests that physical exercise greatly improves the ability to focus on  academic materials. Longer periods of recess are clearly required to  allow students the best possible chances of success in their studies.  Clearly, physical exercise is just one of the necessary ingredients for  improving student scores on standardized tests. 
There are four sentence types used to construct a paragraph: 
Topic sentence One sentence which states your idea, point, or opinion. This sentence should use a strong verb and make a bold statement. 
For example: Students require more recreational time in order to better focus on lessons in class. 
NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this sentence might be: I think students probably need more recreational time ... This weaker form is inappropriate for a topic sentence. 

Supporting sentences Supporting sentences (notice the plural) provide explanations and support for the topic sentence (main idea) of your paragraph. 
For example: In fact, studies have shown that students who enjoy a  recess of more than 45 minutes consistently score better on tests  immediately following the recess period. Clinical analysis further  suggests that physical exercise greatly improves the ability to focus on  academic materials.  
NOTE: Supporting sentences provide the evidence for your topic  sentence. Supporting sentences that include facts, statistics and  logical reasoning are much more convincing that simple statements of  opinion. 

Concluding sentence The concluding sentence restates the main idea (found in your topic sentence) and reinforces the point or opinion. 
For example: Longer periods of recess are clearly required to allow students the best possible chances of success in their studies. 
NOTE: Concluding sentences repeat the main idea of your paragraph in different words. 

Transitional sentence The transitional sentence prepares the reader for the following paragraph. 
For example: Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests. 
NOTE: Transitional sentences should help readers logically  understand the connection between your current main idea, point or  opinion and the main idea of your next paragraph. In this instance, the  phrase 'just one of the necessary ingredients ...' prepares the reader  for the next paragraph which will discuss another necessary ingredient  for success.