In this lecture, we're going to go ahead and learn how to write topic sentences.
Topic sentences are the second most important sentences in the entire essay.
Of course, number one is the thesis statement, and your topic sentences are sort of like mini versions
of a thesis statement.
So it's very important that you pay attention so that you can really learn how to write these types
of sentences.
So let's start off by examining what is a topic sentence.
A topic sentence, as you heard me say earlier, is like a mini thesis statement for each body paragraph.
Its function is to unify all the all the contents of a body paragraph.
Also, keep in mind, a topic sentence relates directly to the thesis statement.
This is how you build unity and coherence throughout an entire essay.
The topic sentences must connect to the thesis statement.
They cannot stand independent of the thesis statement.
They're connected, right?
You must start every body paragraph with a properly written topic sentence, properly written topic
sentence.
This is what the examiner is expecting from you.
So the components of a topic sentence, you have two basic two basic components.
You have the main idea position.
This is the author's essay position or the general idea or subject matter of the question.
And then you have your controlling idea.
A topic sentence has one controlling idea one.
If you have three or four controlling ideas in a topic sentence, then you're about to write a very
incoherent paragraph.
Also, if I haven't said this, make sure in your topic sentence that you do not put details in the
topic sentence details don't go in the topic sentence arguments don't go in the topic sentence.
Here are some mistakes that people make with their topic sentences.
Number one, that it does not support the thesis statement.
Number two, there's no statement of fact.
There must be something you're trying to prove.
That's the point of having a topic sentence.
There's something there that you're trying to prove.
Other common mistakes can be where you have a topic sentence that's too broad, where it doesn't have
any really any real controlling idea or is too narrow because you've gone ahead and thrown in details
or is this weakly written?
I'm going to include a document that you can download that kind of points out or gives you some examples
of what weakly written topic sentences look like.
So now let's go ahead and move forward with showing you some examples of a topic sentence.
Remember, they introduced the general subject, the position and the controlling idea that will focus
that paragraph in this first one about the boarding schools.
I'm going to go ahead and write the topic sentences for you right there.
We have the question right there about the boarding schools.
You have to discuss both sides of the argument, discuss both sides of the argument.
And you have to conclude.
So I'm going to go ahead and write those topic sentences right now.
Again, we're writing these are the these are the first sentences.
These are the this is the first sentence for each body paragraph.
The first sentence for each body paragraph.
Och.
And there we have it.
I have written out the topic sentences for you.
The topic sentence for a body, paragraph one.
A few observations offer support to consider boarding schools as a beneficial option.
So there you can clearly see from this topic sentence that the rest of the paragraph is going to explore
support for boarding schools.
And then the topic sentence for body.
Paragraph two.
Despite the above arguments that builds coherence and endorsement for drawbacks involving boarding schools
subsists, that means that it exists.
It's present.
All right.
So that's how you write topic sentences.
Now.
We'll go ahead and move through the other questions and take a look at those topic sentences.
The reason why I have the outline for you there on the right hand side is because I want you to be able
to see what I'm writing, the topic sentence that is connecting directly to the first controlling idea.
You'll also notice that I'm not including details.
The details don't go in the topic sentences.
So for this one here, we're actually going to go to number three.
Right.
And this is the one that's dealing with whether tobacco should be treated as illegal like other drugs.
And there you can see the outline here is body paragraph number one, topic sentence.
Under no circumstances should policymakers determine smoking as an illegal product.
And then body paragraph number two, with the illegal illegality argument now dismissed.
Attention can shift towards the opinion that smoking offers no positive outcomes.
So you can get from the first body paragraph, topic, sentence, you already know the entire paragraph
is focusing on that.
It should not be determined as an illegal product.
And then for body, paragraph number two is clear that we're moving forward and talking about the issue
of it, not offering any positive outcomes, very focused paragraphs, and that's the purpose of having
a topic.
For this next one.
This is the question where we are agreeing or disagreeing with whether they should reduce fossil fossil
fuel consumption.
And the first one connects to pollution.
And the second body paragraph connects to alternative sources.
This first argument connects with the cutting with cutting oil in light of the resulting pollution.
And then body paragraph number two.
Yes, the points.
The points mentioned above offer strong arguments, but also consider alternative sources of power.
There we have our two topic sentences for our body paragraphs and now we're in the Ford number four,
topic sentence five.
This is the question about the experienced person.
And let's take a look at this one in the smaller screen version.
Right, because this one I want to point I really want to point some things out to you.
The first one says as an initial point, severe problems often present common themes to pass experiences,
then knowledgeable compatriots previously navigated.
Right now, the words in purple are really just highlighting really good collocation words, severe
problems previously navigated.
We have the focus is on the common themes of the past.
And then for the second one, we have the controlling idea there of a sounding board and then we have
more collocation language that examiners love, information leading individuals.
That's another way of saying individuals that have a lot of information.
Right.
So it's really important that you're able to really notice how we're going about putting together these
topics sentences.
And you can look directly at the outline and see what I'm doing here, and this is what I need for you
to be able to replicate in your own writing.
All right.
So thank you very much.
And we're now going to take a short pause and then we're going to go ahead and move into part number
two of doing the thesis statements of doing of doing the topic sentences.
So I'll talk to you soon.
Thank you very much.