{"id":516,"date":"2017-07-20T18:32:39","date_gmt":"2017-07-20T18:32:39","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/?post_type=chapter&#038;p=516"},"modified":"2024-04-24T22:13:36","modified_gmt":"2024-04-24T22:13:36","slug":"key-sentences","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/chapter\/key-sentences\/","title":{"raw":"Key Sentences","rendered":"Key Sentences"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objective<\/h3>\r\n<ul>\r\n \t<li>Recognize techniques for effective paragraph construction<\/li>\r\n<\/ul>\r\n<\/div>\r\nIn academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They\u2019re often called \u201ctopic sentences,\u201d though many writing instructors prefer to call them \u201ckey sentences.\u201d There are at least two downsides of the phrase \u201ctopic sentence.\u201d First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a \u201ckey sentence\u201d reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.\r\n\r\nKey sentences in academic writing do two things. First, they establish the main point that the rest of the paragraph supports. Second, they situate each paragraph within the sequence of the argument, a task that requires transitioning from the prior paragraph. Consider the following examples:\r\n<blockquote><strong>Version A:\r\n<\/strong>Now we turn to the epidemiological evidence.\r\n\r\n<strong>Version B:\r\n<\/strong>The epidemiological evidence provides compelling support for the hypothesis emerging from etiological studies.<\/blockquote>\r\nBoth versions convey a topic; it\u2019s pretty easy to predict that the paragraph will be about epidemiological evidence, but only the second version establishes an argumentative point and puts it in context. The paragraph doesn\u2019t just describe the epidemiological evidence; it shows how epidemiology is telling the same story as etiology. Similarly, while Version A doesn\u2019t relate to anything in particular, Version B immediately suggests that the prior paragraph addresses the biological pathway (i.e., etiology) of a disease and that the new paragraph will bolster the emerging hypothesis with a different kind of evidence. As a reader, it\u2019s easy to keep track of how the paragraph about cells and chemicals and such relates to the paragraph about populations in different places.\r\n\r\nA last thing to note about key sentences is that academic readers expect them to be at the beginning of the paragraph. (The first sentence in this paragraph is a good example of this in action!) This placement helps readers comprehend your argument. To see how, try this: find an academic piece (such as a textbook or scholarly article) that strikes you as well written, and go through part of it reading just the first sentence of each paragraph. There\u2019s a good chance that many of those first sentences will be key or topic sentences.\r\n\r\nHowever, keep in mind that this isn\u2019t a rule. Sometimes the paragraph\u2019s purpose in a larger piece of writing necessitates that its topic sentence occur elsewhere.\r\n<div class=\"textbox tryit\">\r\n<h3>practice: Topic sentences<\/h3>\r\nRead the paragraph about camera flash technology and answer the question below:\r\n\r\nWhen a camera flash is used in a low-light environment, the subject's eyes may appear red in the finished photograph. What is known as \"red-eye\" is the result of light from the flash reflecting off the pupils of the eyes. The phenomenon of red-eye can be lessened by using the red-eye reduction feature found on many SLR cameras. This feature activates a lamp that shines a small light directly into the subject's eyes. When this happens, the diameter of the pupil is reduced, thus tightening the opening in the iris. Since a smaller pupil means a smaller host for the reflection, the chances of red-eye occurring are greatly reduced.\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/c02e8bc0-3f5b-4362-8429-7e4e78e009bd\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objective<\/h3>\n<ul>\n<li>Recognize techniques for effective paragraph construction<\/li>\n<\/ul>\n<\/div>\n<p>In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They\u2019re often called \u201ctopic sentences,\u201d though many writing instructors prefer to call them \u201ckey sentences.\u201d There are at least two downsides of the phrase \u201ctopic sentence.\u201d First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a \u201ckey sentence\u201d reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.<\/p>\n<p>Key sentences in academic writing do two things. First, they establish the main point that the rest of the paragraph supports. Second, they situate each paragraph within the sequence of the argument, a task that requires transitioning from the prior paragraph. Consider the following examples:<\/p>\n<blockquote><p><strong>Version A:<br \/>\n<\/strong>Now we turn to the epidemiological evidence.<\/p>\n<p><strong>Version B:<br \/>\n<\/strong>The epidemiological evidence provides compelling support for the hypothesis emerging from etiological studies.<\/p><\/blockquote>\n<p>Both versions convey a topic; it\u2019s pretty easy to predict that the paragraph will be about epidemiological evidence, but only the second version establishes an argumentative point and puts it in context. The paragraph doesn\u2019t just describe the epidemiological evidence; it shows how epidemiology is telling the same story as etiology. Similarly, while Version A doesn\u2019t relate to anything in particular, Version B immediately suggests that the prior paragraph addresses the biological pathway (i.e., etiology) of a disease and that the new paragraph will bolster the emerging hypothesis with a different kind of evidence. As a reader, it\u2019s easy to keep track of how the paragraph about cells and chemicals and such relates to the paragraph about populations in different places.<\/p>\n<p>A last thing to note about key sentences is that academic readers expect them to be at the beginning of the paragraph. (The first sentence in this paragraph is a good example of this in action!) This placement helps readers comprehend your argument. To see how, try this: find an academic piece (such as a textbook or scholarly article) that strikes you as well written, and go through part of it reading just the first sentence of each paragraph. There\u2019s a good chance that many of those first sentences will be key or topic sentences.<\/p>\n<p>However, keep in mind that this isn\u2019t a rule. Sometimes the paragraph\u2019s purpose in a larger piece of writing necessitates that its topic sentence occur elsewhere.<\/p>\n<div class=\"textbox tryit\">\n<h3>practice: Topic sentences<\/h3>\n<p>Read the paragraph about camera flash technology and answer the question below:<\/p>\n<p>When a camera flash is used in a low-light environment, the subject&#8217;s eyes may appear red in the finished photograph. What is known as &#8220;red-eye&#8221; is the result of light from the flash reflecting off the pupils of the eyes. The phenomenon of red-eye can be lessened by using the red-eye reduction feature found on many SLR cameras. This feature activates a lamp that shines a small light directly into the subject&#8217;s eyes. When this happens, the diameter of the pupil is reduced, thus tightening the opening in the iris. Since a smaller pupil means a smaller host for the reflection, the chances of red-eye occurring are greatly reduced.<\/p>\n<p>\t<iframe id=\"assessment_practice_c02e8bc0-3f5b-4362-8429-7e4e78e009bd\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/c02e8bc0-3f5b-4362-8429-7e4e78e009bd?iframe_resize_id=assessment_practice_id_c02e8bc0-3f5b-4362-8429-7e4e78e009bd\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-516\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Revision and Adaptation. . <strong>Provided by<\/strong>:  Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Cohesion and coherence. <strong>Authored by<\/strong>:  Amy Guptill. . <strong>Provided by<\/strong>: The College at Brockport, SUNY. <strong>Project<\/strong>: Writing in College: From Competence to Excellence. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":15005,"menu_order":7,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Revision and Adaptation. \",\"author\":\"\",\"organization\":\" Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Cohesion and coherence\",\"author\":\" Amy Guptill. \",\"organization\":\"The College at Brockport, SUNY\",\"url\":\"\",\"project\":\"Writing in College: From Competence to Excellence\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"ea29a027-5446-4493-90bf-6638fd4c5543, f5f05492-074e-471b-9f4a-65f2d721499c","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-516","chapter","type-chapter","status-publish","hentry"],"part":503,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapters\/516","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/wp\/v2\/users\/15005"}],"version-history":[{"count":7,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapters\/516\/revisions"}],"predecessor-version":[{"id":1605,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapters\/516\/revisions\/1605"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/parts\/503"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapters\/516\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/wp\/v2\/media?parent=516"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/pressbooks\/v2\/chapter-type?post=516"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/wp\/v2\/contributor?post=516"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-writingskillslab-2\/wp-json\/wp\/v2\/license?post=516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}