W1 Module 01: Introducing Yourself Through Clear Sentences

⚡️ From personal details to a focused written profile

Writing begins with something you know well: your own life. In this first chapter, you will use basic English sentences to introduce yourself and share selected information about your background. The goal is not to tell every detail about your life. Instead, you will choose information that helps a reader understand who you are as a university student and language learner. You will also examine short model paragraphs to notice how writers begin with a clear focus, add relevant supporting ideas, and finish with a closing sentence. Your first writing will serve as a diagnostic sample, so it should show what you can currently do without trying to sound more advanced than you are. This sample will help you and your teacher identify strengths and priorities for the semester.

Essential understanding(s)

• How can a short paragraph communicate a clear and authentic picture of a person?

• What makes a basic English sentence complete and understandable?

Guiding Questions

• Which personal details are relevant to a university introduction?

• How can subjects and verbs work together to form complete sentences?

• How do a topic sentence, supporting sentences, and a closing sentence contribute to a paragraph?

• How can a diagnostic sample show both strengths and areas for growth?

Learning outcomes

• Write complete basic sentences about personal information and background.

• Use capitalization and end punctuation consistently in a short profile.

• Identify a topic sentence, supporting ideas, and a closing sentence in a model paragraph.

• Produce an original diagnostic paragraph that reflects current A2-level writing ability.

• Document any teacher-authorized GenAI use for model analysis without asking it to write the submitted text.

Key concepts and vocabulary

Term	Working definition
background	information about a person’s life, education, family, or experience
complete sentence	a group of words that expresses a complete idea and normally contains a subject and a verb
subject	the person, place, thing, or idea that the sentence is about
verb	a word that expresses an action, event, or state
statement	a sentence that gives information
question	a sentence that asks for information
topic sentence	the sentence that states the main focus of a paragraph
supporting detail	a fact, example, or explanation that develops the main focus
closing sentence	the final sentence that completes the paragraph
diagnostic writing	a writing sample used to identify present strengths and needs

Main chapter content

Writing from what you know

A personal introduction is a useful first task because the ideas come from your own experience. You do not need outside research to explain your name, hometown, languages, interests, studies, or goals. However, good writing still requires selection. A reader does not need a list of disconnected facts. Choose details that create one main impression. For example, a paragraph may focus on you as a new university student, as a language learner, or as a person with particular interests. When the focus is clear, each sentence has a purpose.

Building complete basic sentences

A complete English sentence usually needs a subject and a verb. In the sentence “I study English,” I is the subject and study is the verb. Add information only when it helps the reader: “I study English at the university because I want to become a teacher.” Check that each sentence begins with a capital letter and ends with correct punctuation. A statement normally ends with a period. A direct question ends with a question mark. Avoid sentence fragments such as “From Aguascalientes” or “Because I like languages.” These groups of words may contain useful information, but they do not express a complete idea by themselves.

Moving from sentences to a paragraph

A paragraph is more than several sentences placed together. It develops one controlling idea. A topic sentence introduces the focus. Supporting sentences explain it through facts, examples, or brief reasons. A closing sentence gives the reader a sense of completion. Consider this simple structure: “I am beginning a new stage as an English teaching student.” The next sentences can explain your previous learning, current interests, and reason for choosing the program. A final sentence might express what you hope to accomplish. The exact number of sentences can vary, but all sentences should connect to the same focus.

Learning from a model without copying it

When you read a model introduction, study its organization rather than copying its sentences. Ask: What is the main idea? Which details support it? How does the writer close the paragraph? If GenAI use is authorized, it may help label these parts in a model. You remain responsible for checking the labels against class materials and your teacher’s explanation. Record the tool, date, prompt, and what you accepted or rejected. Do not ask the tool to produce sentences or a paragraph for submission. Your diagnostic sample must show your own language choices.

A simple model for self-checking

Before you submit the diagnostic paragraph, test each sentence with three questions. First, what is the subject? Second, what is the verb? Third, what complete idea does the sentence communicate? Then read the paragraph as a reader who does not know you. The paragraph should not depend on information that exists only in your mind. For example, “It is very important to me” is unclear if the previous sentence does not identify what it refers to. Replace the unclear reference with a specific noun. Finally, read only the first and last sentences. They should point to the same central focus. This self-check is not meant to eliminate every error. It gives you a repeatable procedure for noticing sentence completeness, reference, and paragraph unity. Record one feature you are proud of and one question you want the teacher to answer. Those observations will make later feedback more useful.

Weekly writing task

Prepare a short personal profile. First, list possible details about your background. Next, circle the details that support one central focus. Draft the paragraph independently. Then check sentence completeness, capitalization, periods, and relevance. Submit the paragraph as a diagnostic sample. Do not hide errors by using language that you cannot explain. The purpose is to establish an honest starting point that will guide your work during the course.

🗓️ Monday

1. Ice breaker

   1. One thing I would like my classmates to know about me is …
      I really enjoy … because …
      I think I am good at …
      One thing that is easy or difficult for me in English is …
      By the end of this semester, I hope I can …

2. Review ICTs.

   1. Capacities

   2. Microsoft Teams: uol3ivn

3. Review syllabus.

4. Learner Expectations and Course Readiness Survey – Fill out form

5. Update/add profile picture in Teams.

🗓️ Tuesday

1. Who am I?

2. Brainstorm…

3. Mindmap or graphic organizer…

🗓️ Wednesday

1. Simple, complex, and compound sentences - See Mastering sentence types: A guide to simple, compound, complex, and compound-complex sentences

🗓️ Thursday

🗓️ Friday

Complete Writing I Week 1 Assignment.