University Writing Program

Structure Exercise

Structure is one of the most valuable skills we teach students in this course because it readily applies from one course to the next. By the end of the lens unit students should be adept at writing paragraphs that have clear topic sentences, stick to one main idea, and fulfill different functions. Below are a few suggestions for how to teach your students structure.

  1. If class time permits I cut up a short essay (4 pages or less) with clear topic sentences and transitions, put students in groups of three, and have them place the paragraphs in the correct order (15-20 min). I would recommend using the cut up exercise with a whole essay rather than with one paragraph. Having tried both multiple times, the whole essay generally works better.
  2. I then lead a discussion on the 4 Fs of Paragraphs as identified below by Kerry Walk. This is a discussion I would strongly recommend that every instructor have with their students—the cut up idea is a fun & useful way to lead into this discussion, but it is unnecessary and clearly secondary to the discussion. Students are particularly excited about the different functions paragraphs fulfill because besides an opening and closing paragraph most students have never thought about how body paragraphs perform different function.
    1. Flow - how each sentence follows the one before it
    2. Focus - how the paragraph revolves around a single main idea
    3. Function - what role the paragraph serves in the essay. Ask the group what some typical functions are—e.g.:
      • Introductory paragraphs: to introduce a context and posit a thesis
      • Background or Keyterm paragraph: Usually after the intro; to supply background or define a key term or concept
      • Counterargument paragraphs: to entertain arguments of those who might disagree with the thesis
      • Demonstrative paragraph: to provide support for a sub-claim of the thesis
      • Concluding paragraphs: to sum up the argument while also drawing out implications 
    4. Form - how the paragraph is shaped; does form follow function? Ask the group how paragraphs with different functions will be formed, or organized (e.g. a demonstrative paragraph usually opens with a claim, then provides evidence and analysis of the claim).
  1. To reinforce this discussion the next time students have to read an essay from Write Now! I have them write in the margins what function each paragraph performs.
  2. During class with the same Write Now! essay, I assign each student one paragraph and they have to identify how the author used stitching or other means to transition from one paragraph to the next. I tell them that they should be able to read the last couple of sentences in the preceding paragraph and the first couple of sentences of their assigned paragraph to find the answer. We then go around in a circle and they share what they have found. This is a great way to point out to your students the many different ways to transition from one paragraph/thought to the next.
  3. Once students have written a draft of their paper, I have them write a reverse outline of their paper in which they write down the focus of each paragraph and the function. You can have students do this for their own paper or you can have them exchange drafts with a partner and have the partner create the reverse outline. I then have them check to make sure their topic sentence reflects the main idea of their paragraph and is making an argument about rather than a summary of the text. Ryan Wepler also has a great exercise for ensuring students are being true to their topic sentence that may be found in the exercise book.

 

Amy Easton-Flake