Showing posts with label Tips. Show all posts
Showing posts with label Tips. Show all posts

Saturday, 27 December 2014

Games in Vocabulary

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           Vocabulary is a basic foundation of learning new language but sometime memorizing vocabulary is such pain in the ass, quite hard to remember it wont stay in our brain forever.
          In this case many researchers try many methods and technique and the most suggested is using GAME that can stimulate our LONG TERM MEMORY in other word the words that we learned will stay for good.
I will will write down some of games relate how to improve your vocabularies.
Suggested games:
Ambiguous picture:draw a small part of a picture. Ask the students what it is going to be. Encourage different opinions. Do not confirm or reject their ideas. Add a little more to the drawing and ask the question again. Build your picture in about four stages.

Association:start by suggesting an evocative word:" storm", for example. A student says what the word suggests to him or her-it might be "dark", and so on round the class. You might start with any other word or use an item of vocabulary the class has recently learnt.
 
Crosswords:ask a student to write a word of not more than five letters in the middle  of the board, for example, "melon". The letters should be written clearly and separately. Now think of a word which shares one letter with the word on board. Give students a clue to your word. For example," I like reading them". If somebody guesses: books" he or she writes the word soit crosses the first word and shares a letter. The students now take over.
 
Favorite words:write on the board one of your favorite words. Tell the class it is one of your favorite words and explain why. Tell students to write down some of their favorite words and then give their reasons for choosing them to their neighbor.
 
Feel the object:collect various objects from the students and from around the room. Put the objects in a bag. Hold the bag and then ask students to feel the objects and try to identify them.
 
How many things can you think of that….?In groups, students try to think of and note down as many things as they can that fit a given definition and that they know in English. For example, you might tell them to think of as many items as they can that work on electricity. After two or three minutes have a competition to see which group can think of the most items.
 
Invisible elephant:tell the students that you are going to draw a picture for them. Draw the outline of an elephant, a car, a man, a bird… in the air with your finger. Ask them what you have drawn. Encourage different interpretations.
 
Jumbled words:write on the board words the students have recently learnt, with the letters in jumbled order. It is best to have the words all associated with one given theme; otherwise the task of working them out can be too difficult and timeconsuming. For example, you can give an elementary class a set of words like: (gdo, sumoe, owc, knymoe, tac, tnhpeeal, ibdr). Tell them these words are all animals.
 
Match the adjectives:write three adjectives on the board. For example: important, dangerous, heavy. Ask students to suggest things which can be described by all three adjectives.
 
Match the people: write a list of about ten jobs on the board. Each student writes down a list of ten ideas, feelings, memories, etc. he or she associates with one of the jobs listed. The students then work in pairs, and each student studies his or her neighbors' list and tries to guess which job the list refers to. The students then confirm or reject the guess and explain why he or she put each word in the list.
 
Recalling words:write on board between 15 and 20 words the students have recently learnt, or that you think they know. Make sure all the words are understood. Give a minute for everyone to look at them, then erase conceal them. Individually, or in pairs or groups, the students try to recall as many as they can and write them down. 

Vocabulary steps: draw a series of steps on the board. Take any set of concepts which can be graded objectively. For example, metals can be graded according to value. Animals can be graded to how dangerous they are. 

Thanks for Reading see you in other posting >>>>>>>>>>! :D
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Saturday, 20 December 2014

CAPITALIZATION (Capital Letters)

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Capital letters can be confusing. When should I
use them? When shouldn’t 
I use them?
Oh dear. Local advertisers and those who write public notices are using initial capitals all over the place,
especially where they aren’t needed, while those who love texting have just about stopped using them
altogether.
Look at this advertisement.
  • Trade Courses Online. Creative, Student Focused, Varied, Comprehensive Instruction From Qualified and Experienced Teachers. Many Trades to Choose From.
Why all the unnecessary capitals? Are they for emphasis? Does the writer want to tell us that every word is very important? Here’s another. This notice was on a ferry. It had no punctuation at all.
  • Please Do Not Leave Personal Belongings Unattended The Crew Will Not Accept Responsibility For Any Loss Or Damage
What about:
Musicians
did you know?
You can Try, Buy
& Learn in the one Place!
What’s wrong?
       Unnecessary capitals. There are two sentences in this ad, and no personal names, so only two capitals are needed, one at the beginning of each sentence. A comma after Musicianswould improve it too. 
But some advertisers have gone to the opposite extreme, perhaps under the influence of texting. How about this one?
                                                        need insurance?
                                   there are insurance experts just down the street.
                                                                   us.
                                                      we’re there for you.
Is the writer simply trying to be trendy? Trying to present something catchy? Trying to be independent?
Trying to show that advertisers are aboveallthe rules? Wouldn’t it make more sense to write:
                                                  Need insurance?
                                There are insurance experts just down the street.
                                                           Us!
                                               We’re there for you.

Do we need capitals for the following items?
• Names of people Yes
Tom, Dick and Clementine, Mr Brown
• Names of places Yes
France, Victoria, Geraldton
• Names of groups of people Yes
French, Awabakal, Japanese
• Names of languages Yes
Indonesian, German, Mandarin
• Names of everyday things No
house, computer, cat
• Names of months and days Yes
August, Monday, Anzac Day
• Street and road names Yes
York Street, Oxley Highway, the name of your own
street
• Special landmarks, buildings, etc Yes
The Sydney Harbour Bridge, The Eiffel Tower, The
Great Barrier Reef
• Names of religions Yes
Christianity, Hinduism, Judaism
• Literature, music, art, films Yes and No
Usually capitals for the first word and the main words, small letters for the rest. Perhaps the best advice for book titles is to follow what is printed on the title page, or the page near it which gives publication details. Authors sometimes make their own decisions on this matter, and sometimes the designer or typesetter may have some influence.
Examples:
The House at Pooh Corner, The Secret River, The
Moonlight Sonata, The Times Atlas of the World.
• Initials of organisations Yes
RSPCA, UNICEF, AFL
• Official personal titles Yes and No
Caps for main words, lower case for the rest.
The Mayor of Hobart, The Prime Minister of
Australia, Sir Walter Raleigh
• Scientific names of plants and animals Yes and No
The generic (first) name always has a capital, the
specific (second) name doesn’t. Both are always in
italics.
Eucalyptus haemastoma, Mus musculum
• Names of people, places or trademarks that have become ordinary words No biro, laptop, velcro, bandaid, vegemite
• Words we want to emphasise No, no, no
In print, use boldoritalics. In handwriting, underline.
Catchy advertising that deliberately mimics kids’ handwriting and deliberately confuses caps and lower case letters doesn’t help us! It doesn’t help children either.

Capitalization Rules for English & Indonesian







English Examples
Capitalization Rules the Same for Both Languages
Indonesian Examples (Contoh)



Life is good. Aren't words fun?
Initial letter of first word in sentence
Aku cinta rupiah.
God, Islam, Buddha, Jehovah
Initial letter of a religion, religious figure and religious objects
Tuhan, Al Quran, Islam, Yang Maha Esa; Hindu
Sir Henry, Lord Nelson; Your Highness
Initial letter of title of respect when used with name
Haji Abdul Kadir, Pangeran Diponegoro, Iman Hanafi
President Clinton, Speaker of the Senate
Initial letter of title when followed by name of person
President Soekarno, Gubernor Iman Utomo
Joe, Bill, Sue, Nancy, IndoDic, TruAlfa
Initial letters of proper names
Gramedia, Insanuddin, Indodic,
London, Germany, Spanish, Negro, Hispanic
Initial letters of names of places, languages, ethnic groups
Inggris, bahasa Indonesia, Batak, suku Jawa
Monday, July, Halloween, Labor Day
Initial letter of days of week, months, holidays & historical events
Senin, Juli, Idul Fitri, Hari Lebaran, Hari raya
Mount Vesuvius, Niagara Falls, Ayers Rock
Initial letters of geographic places when used with name itself
Gunung Merapi, Selat Malaka, Danau Toba
Dr., Mr., Sr.
Initial letters of titles abbreviated
Dept. Pendidikan; Dr., Ir.,Prof.
Mother Teresa
Initial letters of personal pronouns when used in respectful way
Pak Beng, Ibu/Bu, Paman, Saudara
Dear Sir:, Sincerely Yours; Best Regards;
Salutations and closings of letters
Saudara
TEFL, UN, APEC, NASA
Acronyms usually
ABRI, TNI, BUMN, PBB, KKN, ASEAN



English Only Rules

Indonesian Only Rules
Personal pronoun "I" always capitalized

1st letter of 1st word in direct quote in quotation marks


Personal pronoun "Anda" always capitalized



English Examples- Not Capitalized
Rules - When to Not Capitalize
Indonesian Examples Not Capitalized
to, from, for, the, a, an, the
1. certain short words in titles that aren't in first position
di, ke, dan, yang, untuk
french fries, polish sausage
2. names aren't capitalized when used in descriptive names
gula jawa, pisang ambon, bawang bombai

3. Capital letter not used for names that have prefixes added
mengindonesiakan


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STORY TELLING TECHNIQUES

STORY TELLING TECHNIQUES

Introduction
             The purpose of this reference is to illustrate how stories may be used by facilitators/teachers and how they can use them to elicit stories from participants. The purpose of this paper is to explain why we use of story telling in our work. Its relevance to teaching and organisations; illustrate various story telling techniques; tell favourite stories and why we use them; describe exercises for facilitators to introduce participants to story telling and draw conclusions and make recommendations. Reasons why we use story telling in our teaching and work with organisations

 Why tell stories? 
          People like them. They like to tell their own stories and they like to listen to them. But, we don't all have the same levels of skill to tell or listen to them. Story telling is not only a combination of skills, but also an art form. Stories take us back to childhood. The traditional children's stories are related to the world and help them understand life through the adventures of archetypal figures, for example the hero, the martyr, the wanderer etc as described by Pearson (1989). 
           In organisations and society stories play a dual role, they act as powerful directives for member's behaviour, and they can also teach specific lessons. They are the "glue" that holds the culture of an organisation together. The stories provide a blueprint for "the way we are in this place", how we deal with things here, what is "ok" and "not ok". They articulate the way in which the organisation is special, different from other organisations. These stories are for the most part unconscious. At a conscious level, stories can embed values, articulate vision and give meaning to events.

Affective Domain
        Hogan teaches story telling techniques to her Graduate Diploma in Human Resource Development students. Story telling and listening engage everyone in the affective domain. Many learning situations involve participants in cold, analytical, left brain activities. Story telling evokes a different response from participants in workshops when compared to more analytical approaches. For example, in a workshop to facilitate the development of a policy on the handling of violence in a hospital Hogan sought to bring the rationale within the policy to life. She asked the group "Are there any stories you have got of ways in which violence occurred and was dealt with well and not so well?" The results were stories told from the heart with great feeling and emotion for the perpetrators, victims and onlookers. As one story was told people "hooked in" their experiences. When she suggested that we stopped for lunch there was a consensus to continue..."just a bit longer as this is so interesting".

Organisational life and Empowerment
           Just as individuals are products of their stories, so are organisations. Maintenance of stories helps to add stability and purpose to departments and organisations. Yet in these days of "turbulence", "restructuring" and "downsizing", stories are lost and/or different stories are told. The major stories circulated at this time are stories of decline, injustice and despair. Many individuals are left alienated, depressed, even ill. Management frequently dismiss or repress these stories, there is no opportunity for them to be told. 
           Working in organisations, Finlay uses "The Hero's Journey" to enhance the empowerment of others so that they can see their situation in a different way, as an archetypal journey. (Archetypes are deep and abiding patterns in the human psyche that remain powerful and present over time) Joseph Campbell first wrote about the Hero's journey in "The Hero With a Thousand Faces" (1973). He describes the stages of the universal journey and the challenges and dangers that faced the hero at each stage. The hero is the person who "takes off on a series of adventures beyond the ordinary, either to recover what has been lost, or to discover some life giver elixir"
The stages are: 
  1. innocence, where all is well and stable
  2. the call, where someone is called to be more than he/she currently is 
  3. the refusal 
  4. the second call, often comes with a "push" eg a lost job, an accident 
  5. initiation, the acquiring of the skills to undertake the journey 
  6. allies, the hero/heroine doesn't go it alone. Allies can be human, technical, spiritual 
  7. the road of trials/the descent. The obstacles to be overcome 
  8. breakthrough, the moment when the change becomes conscious/clear. The hero/heroine has "come through" celebration 
  9. homecoming: the hero/heroine returns changed and/or with a gift for the tribe.
             Working with the journey, Finlay tells the story of "Star Wars", a modern myth, a story most people are familiar with and a wonderful example of the mythical journey. After the story, Finlay invites people to tell personal stories. In describing, for example, the role of Ben Obi Wan Kenobi she asks people to tell a story about the people in their lives who played the role of helpers/mentors. What was the gift they gave? What meaning does this have for the present situation? This questioning is repeated at various stages. Finlay also uses the story of local/national heroes/heroines such as the late Fred Hollows. The process places individual experience in a larger context, work lives are seen as heroic, each person a hero in their own story. It gives meaning to the changes being experienced and strategies to cope with them.

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HOW TO WRITE A FAIRY TALE

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HOW TO WRITE A FAIRY TALE
To help students plan for writing of narratives, model, focusing on: 
  1. Plot:What is going to happen?
  2. Setting:Where will the story take place? When will the story take place? 
  3. Characterisation:Who are the main characters? What do they look like? 
  4. Structure:How will the story begin? What will be the problem? How is the problem going to be resolved? 
  5. Theme:What is the theme / message the writer is attempting to communicate?
Step1: THE MORAL LESSON
          Decide what lesson your fairytale is going to teach before you write it. At their core fairy tales are morality tales from the horror of stepmothers to not talking to strangers. They are generally teaching something and yours should do the same.

Step2: THE GOOD CHARACTER
         Create a good character. A fairytale needs someone to root for. They don't have to be perfect. Just think Jack in "Jack and the Beanstalk" or Red in "Little Red Riding Hood" but your readers should like them and want them to succeed. Beause of the universal character of fairy tales, characters are often nameless: "the youngest son"… You can also use self-explanatory names like Cinderella, or frequent ones: Hans, Ivan)
The typical hero/heroine is young; in the beginning often poor, all alone, unhappy, humble, simple, naïve, untainted (can recognize wonder signs), believes in the miraculous & reveres nature. (S)he wants to keep the process of natural change flowing & reach happiness. At the end: respected, powerful, has found happiness

Step3: THE BADDIES
         Devise one or more enemies: evil characters, like witches or dragons. A fairytale must have an evil character that works as an antagonist to the good character. The evil characters usually have special powers of some sort and they must use those powers in a way to cause the good character pain. 
  1. use words & power to exploit, control, transfix, incarcerate,and destroy, intentionally for personal benefit 
  2. No respect or consideration for nature & other humans 
  3. Seek to abuse magic (for personal gain)
Step4: THE SUPPORTING ROLES
You will need a number of other fairytale characters: 
  1. task-setter, e.g. a king
  2. talking animals or other accomplices 
  3. adversaries like evil stepsisters, elder brothers 
  4. the character that the hero has to save and release from a spell
Step5: THE MAGIC
         Design a magical character or object to write into the fairy tale. The magical character can be the evil character but many fairy tales have both good and evil magical characters that work to offset the other's influence. The true essence of a fairy tale comes in the pixie dust and magic wands. Clever songs about magical words are optional, but some sort of magic should be present. The magic can be good or bad, or maybe even both. The main character can have magical abilities or perhaps be the victim of some sort of bad spell. It’s up to you.
          Don’t forget your numbers: Use the special numbers Three or Seven : Like magic, fairy tales wouldn’t be the same without special numbers. There were seven dwarves, three fairy godmothers, seven mermaid sisters and three little pigs. Three wishes or tests are very common, too. Find a way to work in three or seven of something and you’ll be set.

Step6: THE OBSTACLES OR TASKS
         Identify what obstacles your good character is going to have to face. Whatever the obstacle it should seem insurmountable and genuinely require a bit of creativity by your good character and a little magical assistance. The basic structure of a fairy tale:
A hero or heroine performs one or more tasks and is rewarded as a result. Which tasks? adventures, the overcoming of dangers, "impossible" tasks, battle against the baddy/against powerful creatures; rescue, release of a spellbound character means to overcome obstacles: 
  1. own qualities: courage, cunning, goodness
  2. timely intervention of an accomplice with magical powers, 
  3. a magic object which helps.
Step7: THE HAPPY ENDING
          Write a happy ending. A fairytale isn't a fairytale unless it has a happy ending. Your good character must succeed and your evil character must lose and lose in a big way so you can write your "happily ever after."
- triumph of the goody and defeat of the baddy
- typical rewards: gets married to the prince / princess About 99.9% of fairy tales start with “Once upon a time,” and end with, “And they lived happily ever after.” The exact origins of these phrases are unknown, but if your story wants to look the part, it should probably include these phrases or very close approximations of them.

Step8: THE SETTING
       Decide on the setting of your story. The setting is important. The majority of fairy tales are timeless. They are set “long ago” or “once upon a time” among royalty or in a palace. There really is something magical about castles and royals; otherwise little girls wouldn’t all grow up wanting to be the princess! Often there is “a wood” in them.

Step9: IMPORTANT ELEMENTS
-  clear contrast between good and evil
-  often good and bad behaviour immediately after each other
-  often repitition: twice wrongly, once differently dealt with
-  so often groups of two or three: good and evil sisters - first, second, third son
-  also set phrases / sayings are often repeated

Step10: MIND YOUR LANGUAGE
-  Action verbs : Action verbs provide interest to the writing.
For example, instead of The old woman was in his way try The old woman barred his path.Instead of She laughed try She cackled.
-  Written in the first person (I, we) or the third person (he, she, they).
-  Usually past tense.
-  Connectives,linking words to do with time.
-  Specific  : Strong nouns have more specific meanings, eg. oak as opposed to tree.
-  Active nouns: Make nouns actually do something, eg. It was rainingcould become Rain splashed downor There was a large cabinet in the loungecould become A large cabinet seemed to fill the lounge.
-  Careful use of adjectives and adverbs: Writing needs judicious use of adjectives and adverbs to bring it alive, qualify the action and provide description and information for the reader.
-  Use of the senses: Where appropriate, the senses can be used to describe and develop the experiences, setting and character: What does it smell like? What can be heard? What can be seen - details? What does it taste like? What does it feel like?
-  Use Imagery
-  A direct comparison, using like or as or as though, eg. The sea looked as rumpled as a blue quilted dressing gown. Or The wind wrapped me up like a cloak.
-  An indirect or hidden comparison, eg. She has a heart of stone or He is a stubborn mule
or The man barked out the instructions.
-  A suggestion of sound through words, eg. crackle, splat, ooze, squish, boom,eg. The tyres whir on the road. The pitter-patter of soft rain. The mud oozed and squished through my toes.
-  Giving nonliving things (inanimate) living characteristics, eg. The steel beam clenched its muscles. Clouds limped across the sky. The pebbles on the path were grey with grief.
-  Rhetorical Questions: Often the author asks the audience questions, knowing of course there will be no direct answer. This is a way of involving the reader in the story at the outset, eg. Have you ever built a tree hut?
-  Variety in sentence beginnings. There are a several ways to do this eg by using:
-  "Jumping with joy I ran home to tell mum my good news."
-  "Silently the cat crept toward the bird"
-  "Brilliant sunlight shone through the window"
-  "Thunder claps filled the air"
-  "Along the street walked the girl as if she had not a care in the world." Conversations/Dialogue: these may be used as an opener. This may be done through a series of short or one-word sentences or as one long complex sentence.
-  Students have heard the rule "show, don't tell" but this principle is often difficult for some writers to master.
-  It may be described as writing which is honest and convincing. The author is able to 'put the reader there'. The writer invests something of him/her self in the writing. The writing makes an impact on the reader. It reaches out and touches the reader. A connection is made.

Step11: USE POWERFUL TECHNIQUE: 
  • Alliteration:
  • Repetition of CONSONANTS close together in a piece of writing. Ex: "Cups with cracks." 
  • Rhyme: 
  • Repetition of VOWELS close together in writing. Ex: "I'd prefer having a cat than a bat." 
  • Irony: 
A comparison of what seems to be real and what is real or something that's the opposite of being said. Ex: "It was raining outside. 'What a beautiful day,' Amira said." 
  • Hyperboles: 
An obvious exaggeration that the reader knows not to takes litterally. Ex: "My town is so isolated, it makes ghost towns look popular." 
  • Similies: 
  • A comparison between two unlike this using like, as than, etc. Ex: "This class is like a three ring circus!" 
  • Mood: 
A state of mind in which one emotion temporarily has control. Do this by describing things according to that mood. Ex: "The sky was full of fluffy pillows of happiness." 
  • Metaphor: 
           A comparison between two unlike things by saying one is the other. Ex: "She is a flower." 
  • Repetition 
Reference :
Marion Field.2009. Improve your Written English. Howtobook.Ltd. United Kingdom

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Friday, 19 December 2014

HOW TO WRITE A GOOD PARAGRAPH

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 Writing paragraphs are in fact the most basic structure in any writing. So understanding how to write effective and intriguing paragraphs can improve your writing greatly. So let's discover how to write a good paragraph.

What Is A Paragraph?

              A paragraph is a piece of writing that consists of several sentences. A paragraph should always have complete, correct, and concise sentences. As well it should be easy to read and well organized. The paragraph itself should focus on one subject, theme, or central idea.In other words, a paragraph could be about an object such as a young boy. If the paragraph starts out talking about the boy, it must stay the same throughout. For example, if the writer were to talk about where a young boy lives and then go on to describe what the boy looks like these are two separate ideas. This is demonstrated below:

John lived in San Francisco, California, with his two parents. He had his own bedroom, which he decorated himself. Him and parents all lived comfortably in the cozy apartment on the third floor. The apartments were only three blocks from where he attended J.U. High School. John was only five years old, but he was extremely smart for his age. He wasn’tthat tall and he was a bit on the skinny side. He had big blue eyes, light brown hair, rosy cheeks, and a friendly smile. Just looking at him he seemed like any other kid-- quite normal. Yet, everyone in his class looked at him differently because John could never be a normal kid. Instead, he wasn’t normal. No, he was a genius.

             In this example you can see that the first paragraph is about where John lives and the second paragraph covers another topic or idea, which is what he looks like. When examining a paragraph you can always ask yourself, what is the main idea in this paragraph? If you see two ideas as in the above example you might have to create two paragraphs. Although, in order to understand what a paragraph is and how to write one, you need to know how a paragraph is constructed.

Elements Of A Paragraph
          A paragraph should contain some structure and particular elements, which are listed below in relative order:
1.A Topic sentence- motivates the reader to want to read more.
2.The First main point- proves, backs up, or explains the topic sentence.
3.The Second main point- usually provides a reason for the first point made.
4.The Third main point- can help prove the topic sentence or back up the first or second main point of the  paragraph.
5.The Conclusion- sums up the main points or ideas and it usually completes the topic.
           So just to recap, normally a paragraph starts out with a topic sentence or idea. The \topic sentence is followed by the first, second, or third main points and then details are added in between each point in order to explain the idea fully. Once one idea or concept has been described the paragraph is brought to a conclusion by usually summing up the main points or making a transition into the next paragraph. However, for a closer look, let’s work through an example that shows us how to construct a paragraph by using the five elements listed above.
Example

1The Topic Sentence:
The poodle makes a perfect pet because poodles offer their owners a companionship for life, not to mention that they have a loveable personality.

·This could be your topic sentence. It tells the reader that poodles are in
fact perfect pets. This may or may not be true and so you would need to provide proofs as to why this could be true. However, it is an interesting statement and catchy because the reader wants to hear why the author thinks so, or what justifies this statement.
2. The First Main Point:
Poodles are sweet, smart, playful, and well mannered and they love to be around people. They are always willing to lend their unquestionable love and loyalty when you need the most and they are yours for life.

· This main point talks about the dogs’ personality and their companionship relating to the topic sentence, helping prove that poodles are ideal pets. Although, most likely a reader would need more convincing.
3. The Second Main Point:
Apart from being a happy spirited dog and a great companion, the poodle is small and doesn’t require a lot of room, so they are ideal for apartments or city settings. 

This is more convincing now. Most of the people that live in cities or small apartments are looking for a small dog that is suited to their city lifestyle and this sentence proves that these dogs are ideal as pets. However, you still need more proof of this fact because not all of us live in the city.
4. The Third Main Point:
The poodle is suited to most environments and lifestyles; whether it'll be living in the suburbs or downtown, with one person or a couple, or even living with a family and children, the poodle fits right in.
· This point backs up the topic sentence that the poodle is the perfect pet because it mentions that this dog will fit into any type of family. This third point helps prove that this breed of dog is suited for most lifestyles and settings.

5. Conclusion:
The poodle is a dog that warms your heart with its character. It becomes a part of your family no matter where you live and it can provide you with love and companionship that you won’t want to do without. In fact, you can’t ask for a better dog.·

 The conclusion sums up all the other points made and ties all the points nicely together. After reading the paragraph and all its elements as a unit the reader should feel a sense of unity. Often a well written paragraph will feel complete and it will seem natural to stop reading when the paragraph closes. So keep in mind for every great piece of writing there are great paragraphs put together.

            Now if you read all the sentences you will see how nicely this
paragraph flows together because it contains all the elements of a paragraph. It demonstrates the topic sentence, discusses one main idea (a poodle), and concludes without leaving any loose ends:

        The poodle makes a perfect pet because poodles offer their owners a companionship for life, not to mention that they have a loveable personality. Poodles are sweet, smart, playful, and well mannered and they love to be around people. They are always willing to lend their unquestionable love and loyalty when you need the most and they are yours for life. Apart from being a happy spirited dog and a great companion, the poodle is small and doesn’t require a lot of room, so they are ideal for apartments or city settings. The poodle is suited to most environments and lifestyles; whether it be living in the suburbs or downtown, with one person or a couple, or even living with a family and children, the poodle fits right in. The poodle is a dog that warms your heart with its character. It becomes a part of your family no matter where you live and it can provide you with love and companionship that you won’t want to do without. In fact, you can’t ask for a better dog

 Reference :
Marion Field.2009. Improve your Written English. Howtobook.Ltd. United Kingdom


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