Practicing your english effective sentences in a best way.
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Distribution transformer is one of the most important equipment in power network. Because of, the large amount of transformer distributed over a wide area in power electric systems,the data acquisition and condition monitoring is important issue. The
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Topic Sentences and Controlling Ideas Ever Every y topi topic c sent senten ence ce wi will ll have have a topi topic c and and a cont contro roll llin ing g idea idea.. The The controlling idea shows the direction the paragraph will take. Here are some examples:
Topic Sentence: There are many reasons why pollution in ABC Town is the worst in the world. The topic is pollution in ABC Town is the worst in the world! and the controlling idea is many reasons.!
Topic Sentence: To "e an e##ective CE$ re%uires certa rtain characteristics. The topic is To "e an e##ective CE$! and the controlling idea is certain characteristics. characteristics.
Topic Sentence: Sentence: There are many many possi"le possi"le contri"utin contri"uting g #actor #actors s to glo"al warming. The The topi topic c is &con &contri tri"u "uti ting ng #act #actor ors s to glo" glo"al al wa warm rmin ing& g& and and the the controlling #actor is &many reasons.&
Topic Sentence: 'ortune hunters encounter many di##iculties when exploring a shipwreck. The topic topic is exp explor loring ing a shipwr shipwrec eck! k! and the contro controlli lling ng idea idea is many di##iculties.! di##iculties.!
As you can see( the topic sentence provides a #ocus #or the reader or listener. listener. )t tells what the paragraph is a"out. The controlling idea helps the audience understand what you are saying. Topic sentences can "e a"out almost anything( as long as they set the tone #or the paragraph and relate "ack to the thesis or the main idea o# the paper.
The bold sentence is one possible topic sentence for the example paragraph. Note: This is just one possible topic sentence—you may have thought of others that are also appropriate. Thinking about the 1990s brings back a lot of memories for me about fashion and popular culture. During culture. During the 199s! " really enjoyed #atching Friends on Friends on television every Thursday night. " really #anted $achel%s haircut—" thin& every girl #anted $achel%s haircut bac& then' $achel%s haircut #ent really #ell #ith the (uess )eans that #ere so popular in the 199s. " remember all the advertisements for (uess and *alvin +lein )eans that #ere in each month%s Sassy maga,ine. maga,ine. " don%t thin& Sassy maga,ine maga,ine exists anymore! but it #as one of the most popular maga,ines maga,ines for young #omen in the 199s.
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The Body Paragraphs The middle paragraphs of paragraphs of the essay are collectively &no#n as the body paragraphs and! paragraphs and! as alluded to above! the main purpose of a body paragraph is to spell out in detail the examples that support your thesis. -or the first body paragraph paragraph you shou should ld use your strongest strongest argument argument or most significan significantt example unless some other more obvious beginning point as in the case of chronological explanations/ is re0uired. The first sentence of this paragraph should be the topic sentence of the paragraph that directly relates to the examples listed in the minioutline of introductory paragraph. 2 one sentence body paragraph that simply cites the example of 3(eorge 4ash 4ashington3 ington3 or 35e6ron )ames3 is not enough! ho#ever. No! follo#ing this an effective essay #ill follo# up on this topic sentence by explaining to the reader, reader, in detail, who or what an example is and, more importantly, why that example is releant. 7ven the most famous examples need context. -or example! (eorge 4ashington%s life #as extremely extre mely complex complex 8 by usin using g him as an example! example! do you inte intend nd to refe referr to his hone honesty sty!! bravery! or maybe even his #ooden teeth The reader needs to &no# this and it is your job as the #riter to paint the appropriate picture for them. To do this! it is a good idea to provide the reader #ith five or six relevant facts about the life in general/ or event in particular/ you believe most clearly illustrates your point. aving done that! you then need to explain exactly #hy this example proes your thesis. thesis . The importance of this step cannot be understated although it clearly can be underlined/; this is! after all! the #hole reason you are providing the example in the first place. !eal the deal by directly stating why this example is releant. ere is an example of a body paragraph to continue the essay begun above:
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" #ord on Transitions >ou may have noti noticed ced that! thoug though h the above para paragrap graph h alig aligns ns pre pretty tty clos closely ely #ith the provid pro vided ed ou outli tline! ne! the there re is one la large rge exc excep eptio tion: n: the first few words. words. These #ords are example of a transitional phrase 8 others include 3 furthermore,$ $moreoer,$ $moreoer,$ but also $by contrast$ and $on the other hand$ 8 hand$ 8 and are the hallmar& of good #riting. Transitional phrases are useful for sho#ing the reader #here one section ends and another begins. "t may be helpful to see them as the #ritten e0uivalent of the &inds of spo&en cues used in formal speeches that signal the end of one set of ideas and the beginning of another. "n essence! they lead the reader from one section of the paragraph of another. To further illustrate this! consider the second body paragraph of our example essay: <"n a similar #ay! #e are all li&e 7dison in our o#n #ay. 4henever #e learn a ne# s&ill be it riding a bi&e! driving a car! or coo&ing a ca&e #e learn from our mista&es. -e#! if any! are ready to go from training #heels to a marathon mara thon in a sing single le day but these early experience experiences s the these se soca socalle lled d mista&es/ can help us improve our performance over time. >ou cannot ma&e a ca&e #ithout brea&ing a fe# eggs and! li&e#ise! #e learn by doing and doing inevitably means ma&ing mista&es.=
This should be the fourth or fifth time t ime you have repeated your thesis so #hile you should use a variety of #ord choice in the body paragraphs it is a acceptable idea to use some but not all/ al l/ of the ori origin ginal al la langu nguage age you use used d in the int introd roduct uction ion.. Thi This s ec echoi hoing ng ef effec fectt not onl only y reinforces your argument but also ties it nicely to the second &ey element of the conclusion: a brief t#o or three #ords is enough/ reiew of the three main points from the body of the paper. aving done all of that! the final element 8 and final sentence in your essay 8 should be a 3global statement3 statement3 or 3call 3call to action3 action3 that gives the reader signals that the discussion has come to an end. <"n the end! then! one thing is clear: mista&es do far more to help us learn and improve than successes. 2s examples from both science and everyday experience can attest! if #e treat each mista&e not as a misstep but as a learning experience the possibilities for selfimproveme selfimprovement nt are limitless.=
