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The class begins with a welcome and a reminder about the partial submission deadline. The main topic introduced is the 'paragraph unit' as the second part of the course, following punctuation. Students are guided to an assigned reading by Marin on paragraph construction, which highlights that a paragraph is not just a visual division but a well-organized construction internally and externally linked to other paragraphs for coherence and fluidity. The discussion emphasizes that paragraphs organize meaning, not just text.

The core question is raised: what criteria should be used to construct or divide text into paragraphs? The instructor explains that a paragraph functions as a thematic unit, signaling to the reader a shift to a new, yet related, topic. Techniques for identifying paragraph divisions include titling each paragraph to recognize thematic progression and identifying the 'topic sentence' that introduces the main idea. The class also touches upon deductive (general to specific) and inductive (specific to general) logical operations in structuring paragraphs. A common misconception about paragraph length is addressed, with the recommendation that paragraphs should be long enough to develop a theme and avoid abrupt cuts that hinder fluidity.

A practical activity is introduced where students must divide a unified text about the COVID-19 pandemic into logical paragraphs. The instructor reads the text aloud, which describes the global impact of the pandemic, its effects in Argentina, and the Universidad Nacional Autónoma de México's initiative to reflect on its consequences. Students are tasked with identifying thematic units and deciding where paragraph breaks should occur based on logical sense and thematic shifts.

The class collectively analyzes the provided text. The main theme is identified as the COVID-19 pandemic. Students observe a shift from a global perspective of the pandemic's impact to its specific effects in Argentina. A key learning point is made through a syntactic analysis of a sentence, explaining how commas can indicate an apposition (additional information) rather than the main subject, thus distinguishing the primary focus of a sentence. This helps in understanding what constitutes the main idea of a paragraph. The discussion highlights how the text shifts focus from the general impact of COVID-19 to the university's reflection on its consequences, indicating a change in the 'subject' of the paragraph.

The instructor concludes by reiterating that paragraphs are logical-semantic units and that recognizing these units is crucial for clear writing. The next class will involve a more extensive asynchronous activity, dividing a Borges text into paragraphs, which might present more ambiguity than the current example. The course will then progress to 'logical connectors,' which are central to academic writing and textual coherence. Contact information for questions and support is provided, and the general organization of the next modules and the upcoming second partial exam is outlined.