Week 4: Definition Paragraphs, Part 1

This week, we jumped into the textbook and started working on Unit 6, which deals with Definition Paragraphs.

First, we discussed what a Definition Paragraph is and what it should do. We analyzed the structure and contents of an example paragraph, and talked about how the writer considered their audience, as well as some weaknesses in the paragraph. We also talked about practical concerns you should consider when writing about something you know about, when your audience is people who know less than you about it. 

Below is a link for the handouts I may have used in this lesson:

The videos in today’s Non-Textbook Videos folder cover these topics. You can skip them if you were in class on Day 1 of Week 10, and go directly to Part 2, below. 

Classroom Exercise: Choose a Topic and Explain it to Someone

We also did this classroom exercise today. If you were in class, skip this section. 

You’re going to write a Definition Paragraph about some kind of “specialized knowledge” that you have about a specific thing, for an audience that has no knowledge of that thing. Here are some examples:

• Some kind of specialized concept from your major, that people who don’t study the same major won’t understand without help. For example:
  • “intertextuality” (for Literature majors)
  • “resonance frequency” in structures (for a Structural Engineering major)
  • “anomie” for a Sociology major
• Some kind of special concept or term used by people who share your hobby, unknown to the rest of the world.  For example:
  • “ollie” for a skateboarder
  • “tune” or “chart” for a jazz musician
  • “calibration” for a hobby 3D printer enthusiast
• Something from your culture that is unknown to most people who live somewhere else. You should write about an example from your own culture. (If you’re a foreign student, don’t write about a Korean thing, choose something from where you’re from.) Some Korea-specific examples include:
  • “hwaeshik” (food and drinking outings with coworkers).
  • MT (“Membership Training”) retreats in University Departments.
  • “san nakji” (“live octopus”), an unusual cuisine in Korea.  

The topic can be whatever you like, but try to choose something that is interesting, challenging, and unknown to a certain audience of readers. (By “audience” I mean, think about who you are writing for. If you’re explaining something from Korean culture, who are you explaining it to? If you are explaining a specialized concept from your major or your hobby, who do you imagine you’re trying to explain it to?) 

You may also want to search online for how this topic has been discussed in English, especially if you have questions about what vocabulary you might need in order to write about it in English. This is especially helpful for finding the kind of English vocabulary you need in order to discuss the topic. 

If you missed class:

You’re going to start by explaining this thing to someone who doesn’t know about it. This is, for most people, a very useful step, and I usually do this when I’m writing something that explains a complex or difficult topic to non-specialists. 

Your job in this is to explain the thing you’re writing about to someone who is (unlike you) does not share your specialized knowledge about the topic of your Paragraph, but who is comfortable enough with English to understand you. For example, you might explain the content of your paragraph to a classmate, parent or family member, or to a friend who is in a different major (or who doesn’t share your hobby). There are two ways to do this:

• Speaking: Just chat with the person. Explain the idea(s) that you plan to cover in your paragraph. Allow the person to interrupt you and answer questions, and pay attention to the questions. The other person’s questions will help you to notice which ideas or terms need to be explained more in your writing. 
• Reading: For this method, you need to finish Homework 2 first. Then share your Second Draft of your paragraph with the person, and ask them to circle anything they don’t understand. Try to explain those things to them, and ask them if your explanation makes sense. 

Whichever method you use, at the end you should ask your friend to explain the idea back to you, and listen for any misunderstandings. Think about how to avoid those misunderstandings when people read your paragraph.

Textbook-Related Materials and Exercises

Here are the materials and tasks for Part 2 of this week’s class. As always, watching the videos is optional, but either way you should complete the accompanying textbook work provided, as well as checking out the handouts included. After you finish with the videos and exercises, please return here to continue with Homework 2, below. 

In Great Writing 2, please do the following:

• Read What is a Definition Paragraph? (pg. 104)
• Complete Activities 1–2 (pg. 104–106)

In Great Writing 2, please do the following:

• Read Citing Exact Words from a Source (pg. 107)
• Complete Activity 3 (107)

Please also review the handouts linked below on citations, paraphrasing, and quotation. 

In Great Writing 2, please do the following:

• Read Grammar: Adjective Clauses (pg. 108)
• Complete Activities 4–7 (pg. 109–112)

In Great Writing 2, please do the following:

• Read Grammar: Sentence Variety (pg. 112)
• Complete Activities 8–9 (pg. 112–113)

Optional Textbook Homework

You can also do the following review work if you want to (but it is optional):

• Complete Activities 15–17 (pg. 117–118)

Weekly Paragraph Practice

Remember the topic you explained to someone in class? Now, try to write a paragraph about it. Follow the process I’ve discussed with you before in class.

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