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The concept of paragraphs, including when to paragraph, strategies for writing a unified paragraph, and the importance of coherence and organization in paragraphs. It covers topics such as the definition of a paragraph, the objectives of teaching paragraph writing, when to paragraph (e.g., when moving to a new major point, time period, location, or emphasizing an important idea), how to unify paragraphs (e.g., developing a single idea, using topic sentences, providing supporting details), and methods for organizing paragraphs (e.g., spatial order, chronological order, logical order). The document also highlights the role of transitional words and phrases in creating coherent paragraphs. Overall, the document provides a comprehensive overview of the principles and techniques of effective paragraph writing.
Typology: Exercises
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A distinct division of written or printed matter that begins on a new, usually indented line, consists of one or more sentences, and typically deals with a single thought or topic or quotes one speaker's continuous words. From Greek word, “paragraphos.” Means a line showing a break in sense or a change of speakers in a dialogue
(^) Whenever you move your readers from one time period or location to another. These classical rhetoricians all agree that style must include clarity, propriety, and elegance.... Aristotle, Cicero, and Quintilian defined style in terms of its functions. They generated taxonomies of stylistic devices and classifications of language levels which supported a perspective of style as a number of rhetorical enhancements and a level of gracefulness. Of the contemporary definitions of style, Richard Ohmann’s is one of the broadest—“A style is a way of writing” (135). Style, for Ohmann simply means that another writer would have written a particular work in a different way (3). From “Style, Definition, and the Teachable” (2000) by Carol Mohrbacher
(^) When you want to emphasize an important idea. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. From the Declaration of Independence
(^) To signal the end of your introduction and the beginning of your conclusion. Also, if it is as important to Sally as she says it is to establish a rapport with writers, did she do enough to call attention to what Portia did right in her essay?.... Did Sally recognize these qualities in Portia’s writing or was Sally blinded to them because she felt defensive and threatened? [End of the body of the essay; conclusion follows] Writing center sessions are dynamic and unpredictable events. Like a theatrical production, at any moment the plot can take a hairpin turn, leading writers and tutors to unexpected revelations or disastrous endings. There’s one major difference, though, between the theater and the writing center: in real-time sessions, there is no script (22).
***** In some situations, you may not need a topic sentence. For example: if a topic is covered over the course of 2 paragraphs. Or in some narrative or descriptive paragraphs an explicit topic sentence may seem forced or artificial.
(topic sentence at end) These sprays, dusts and aerosols are now applied almost universally to farms, gardens, forests, and homes— nonselective chemicals that have the power to kill every insect, the “good” and the “bad,” to still the song of the birds and the leaping of fish in the streams, to coat the leaves with a deadly film, and to linger on in soil—all this though the intended target may be only a few weeds or insects. Can anyone believe it is possible to lay down such a barrage of poisons on the surface without making it unfit for life? They should not be called “insecticides,” but biocides.” --Rachel Carson, “The Obligation to Endure”
Organize paragraphs appropriately.
Use transitional words and phrases between paragraphs and sentences, if necessary
Napoleon certainly made a change for the worse by leaving hes small kingdom of Elba. After Waterloo, he went back to Paris, and he abdicated for a second time. A hundred days after his return from Elba, he fled to Rochefort in hope of excaping to America. Finally, he gave himself up to the English captain of the ship Bellerophon. Once again, he suggested that the Prince Regent grant him asylum, and once again, he was refused. In the end all he saw of England was the Devon coast and Plymouth Sound as he passed on to the remote island of St. Helena. After six years of exile, he died on May 5, 1821, at the age of fifty-two. --Norman Mackenzie, The Escape from Elba
To Introduce Examples for example, for instance, namely, specifically, thus To Signal the Narrowing of Focus after all, indeed, in fact, in other words, in particular, specifically, that is To Introduce Conclusions or Summaries as a result, consequently, in conclusion, in other words, in summary therefore, thus, to conclude, finally To Signal Concession to Another Perspective admittedly, certainly, granted, naturally, of course To Introduce Causes or Effects accordingly, as a result, because, consequently, hence, since, so, then, therefore
