ENGLISH ASSIGNMENT

Paragraph Writing

Submitted To: Ms. Ammara Adeel

Submitted By: Ali Hassan, Asim Jehangir, Muhammad

Yousaf, Salman Shahid, Uniza Khurshid & Waqar Amjad
(BBA 14-C)

Submission Date: December 23, 2010

 Paragraph Writing

Introduction:
The word paragraph is derived from the Greek word paragraphos which means “to write
beside”

Definition:
It is a group of sentences that introduces, presents and develops one main idea about the
topic.

Details:
The start of a paragraph is indicated by beginning on a new line. Sometimes the first line
is indented. At various times, the beginning of a paragraph has been indicated by
the pilcrow: ¶.
A written work — be it an essay or a story — is about an idea or concept. An essay
explains it; a story narrates it. To help the reader understand and enjoy it, the explanation
or narration is broken down into units of text, the paragraph. In an essay, each paragraph
explains or demonstrates a key point or thought of the central idea, usually to inform or
persuade. In fiction, each paragraph serves to advance the plot, develop a character,
describe a scene or narrate an action — all to entertain the reader. All paragraphs support
each other, leading the reader from the first idea to the final resolution of the written
work.

Structure of a Paragraph:
A paragraph is divided into three major parts.

1. The Topic Sentence:

The topic sentence is a statement that generally introduces the topic and thus it is
often referred to as: the opening statement

Its functions are:

• It is normally the first sentence of the paragraph.
• It conveys the overall point of the paragraph.
• It helps the writer focus on the idea written about.
• It helps the reader know about what the paragraph is all about.

2. Supporting Details:
These are sentences that support the topic sentence. They give information that
reinforces the main idea stated in the topic sentence.
Its functions are:
• They are sentences used to support the main idea stated in the topic sentence.
• They give more information about the main idea through examples.
• They say in details what the topic sentence says in general.
• They should be clear evidence that what the topic sentence says is trustworthy.
• They should be strong convincing points on which the topic sentence can rely upon.

3. The Concluding Sentence:

This is the last sentence of a paragraph which reflects what the writer has talked
about in the paragraph. It should echo the topic sentence in a way or another.
Its functions are:
• It is a reflection of the main idea pronounced in the topic sentence.
• It sums up what the topic sentence and the supporting details talk about.
• It is the closing sentence that reminds the readers of what they have to value.
• It is compulsory for the completion of the paragraph unity.
• It eventually indicates the end of a paragraph.
• It prepares the reader for a smooth transition to the next paragraph if there is one.

Example:
There are three reasons why Canada is one of the best countries in the world. First,
Canada has an excellent health care system. All Canadians have access to medical
services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university.
Finally, Canada's cities are clean and efficiently managed. Canadian cities have many
parks and lots of space for people to live. As a result, Canada is a desirable place to live.
In the given paragraph, the first and last sentence is highlighted which shows topic
sentence and concluding sentence respectively.
Types of Paragraph:
The different types of paragraph are:

 Narration Paragraph
 Exposition Paragraph
 Definition Paragraph
 Classification Paragraph
 Description Paragraph
 Process Analysis Paragraph
 Persuasion Paragraph

There details are given below:

Narrative Paragraph
Narration paragraphs are most distinctively used in fiction. As such, they will contain all
necessary components of action development: protagonist, setting, goal, obstacle, climax
and resolution. Writing a narration paragraph requires, consequently, sequential order and
chronology. There are many descriptive elements included into the body of a narration
paragraph but, if composed correctly, the paragraph will feature much more action than
depiction.

Example:
Larry suddenly woke up from a deep sleep. The sun was dazzling his half-open eyes, and
he couldn’t figure out what time it was. The door to his room was closed; the house was
immersed in some sort of reckless silence. He slowly got out of his bed and approached
the bench right next to the window. For a moment, he thought, he heard a tapping sound
coming from the attic. Then again he heard the sound, only this time it seemed to be
somewhat closer. He looked outside the window and saw a man going by the left side of
the road. On seeing Larry, the man approached his garden’s fence and whistled. At this
point, Larry recognized Nick and waved his hand. He quickly got dressed and was about
the get down to open the gate, but he again heard someone murmuring in the other part of
the house. Larry decided to go to the attic and see what was causing this, now buzzing,
sound. He got to the second floor of his house and looked toward the attic. He quickly
opened its door and looked inside. Nothing was found. He was about to turn back and
attend to his guest when he, suddenly, slipped on the stairs and fell. He called out to Nick
to help him get up.
Exposition Paragraph

Often times, this kind of a paragraph is used as a component of other types. It’s created in
order to clarify or explain a problem or a phenomenon. Writing exposition paragraphs
requires strict focus on evidence and objective language. It can contain elements of
comparison and contrast or cause and effect writing - both facilitate accurate exposition
of its subject-matter.

Example:
A disease that causes chronic gastrological disorders, IBD, is envisioned in a spectrum of
severities. Cats can vomit heavily, and suffer from continuous diarrhea. Reasons for the
disease are yet unknown. Bacterial infections, gastrological irritation, lack of vitamins are
often quoted as factors contributing to the development of the disease. Veterinarians,
treating IBD in cats, usually prescribe medicine and advice on the dietary management as
well as make surgical choices. If untreated, IBD can be fatal for cats. Research -
conducted mostly by pet owners - shows that a cat’s diet can be critical. Further research
will include inspection of several vaccines. So far, grain-free, raw meat diet has already
proved to be largely beneficial.

Definition Paragraph
Definition paragraphs are used in order to explain the meaning, origin and function of
things. They are used both in academic writing and in fiction. To write a definition
paragraph, writers should concentrate on the role of its subject in the context of the whole
essay and list comparisons as well as examples accordingly.

Example:
The IAU has so far recognized five dwarf planets differentiated from planets by a
parameter of “planetary discriminant” which allows estimating the capacity to dominate
orbits. According to Nation Master Encyclopedia dwarf planets follow orbits which are
not free from other minor celestial bodies. Simultaneously, they always circulate the Sun
and not other celestial objects (they are not satellites). Several dwarf planets have already
been scrutinized effectively. Their physical properties have been calculated through
routine Earth-based observations as well as advanced image-searching software. Since
current data may not be entirely accurate, further examinations are undertaken by
astronomers and physicists world-wide.

Classification Paragraph
Writing a classification paragraph takes a slightly varied approach. It should rely on both
defining and comparing. Writers should classify the subject of the paragraph in a specific
context providing comparisons to corresponding ideas. Classification can be performed
on multiple levels – semantic (comparing different meanings of things), linguistic (using
vocabulary to show contrast), and more.

Example:
Paraphrasing is used for different purposes. Some paraphrases will be designated to
support already existing evidence. Others will reinforce argumentation against evidence.
Still others will help to develop existing arguments and provide back-up for any
conclusion drawn in the course of writing. Depending on the function, paraphrases will
be introduced in accordance with their unique context. Quotations require yet another
approach. They are not self-expressive because every quotation can signify a number of
different things in various contexts. It is both the introduction and the commentary that
follows it which decides about its context and the ultimate meaning of a given citation in
an essay. Paraphrasing quotations - changing the original words or sense is not allowed.

Description Paragraph
Preferably, description paragraphs should concentrate on action (verbs), rather than
sensations (adverbs and adjectives). Writers should assume the role of readers whose idea
of the described events is, in entirety, constructed by the paragraph content. Description
paragraphs should be detailed, clear, and render the represented reality chronologically.

Example:
On one corner of my dresser sits a smiling toy clown on a tiny unicycle--a gift I received
last Christmas from a close friend. The clown's short yellow hair, made of yarn, covers its
ears but is parted above the eyes. The blue eyes are outlined in black with thin, dark
lashes flowing from the brows. It has cherry-red cheeks, nose, and lips, and its broad grin
disappears into the wide, white ruffle around its neck. The clown wears a fluffy, two-tone
nylon costume. The left side of the outfit is light blue, and the right side is red. The two
colors merge in a dark line that runs down the center of the small outfit. Surrounding its
ankles and disguising its long black shoes are big pink bows. The white spokes on the
wheels of the unicycle gather in the center and expand to the black tire so that the wheel
somewhat resembles the inner half of a grapefruit. The clown and unicycle together stand
about a foot high. As a cherished gift from my good friend Tran, this colorful figure
greets me with a smile every time I enter my room.

Process Analysis Paragraph

It, usually, takes the form of a how-to paragraph which guides readers through a process
or action to be performed. It’s very concise and uses formal, non-descriptive vocabulary.
It should be written in chronological order which accounts for subsequent actions.

Example:
The problem of hairballs that have already formed in cat’s fur can be solved by proper
brushing. In order to brush your cat’s hairballs, you’ll need two kinds of brushes: a wide-
teeth wipe and a metallic one. The former will help you dissolve and, partially, remove
tightly knotted hairballs without causing any pain or discomfort to your cat. The latter,
used subsequently, will remove excess of loose puffy hair and decrease the possibility of
reoccurrence the next day. Once brushing is over, make sure to polish your cat’s fur all
over his body with the help of a clean, cotton, or woolen cloth.

Persuasion Paragraph
Persuasion paragraphs require exhortatory and dynamic language. They are aimed at
persuading others into taking a particular action or adopting certain point of view. They
should be devoid of descriptive content and, instead, rely on the imperative mode.

Example:
As a senior at Patrick Henry High School, I’ve noticed that the greatest problem facing
public schools is large class size. For the past three years, certain circumstances have
allowed me to attend smaller classes in English and history. Now the pilot program is
over, and I am once again enrolled in regular-size classes. Comparing the former
experience with my current situation, in which my English class is comprised of more
than 40 students, the advantages of smaller classes become readily apparent. In my
current English class, effective teaching and learning have been sacrificed to the
administrative advantage of fewer classes holding greater numbers of students. Although
in terms of test scores the class has been deemed successful, student participation in such
a large class is limited to a select few; individual conferences with the teacher are hard to
get due to the sheer number of students; and papers take weeks to get graded. In smaller
classes, however, it has been my experience that all students participate, classes are more
focused and on task, and the teacher develops a closer relationship to the students. These
factors allow students to learn and develop their abilities. They also allow teachers to
effectively critique their students' work. Moreover, in small classes, students can develop
working relationships with one another—a camaraderie nonexistent in larger classes. If
the public school system were to cut class size in half, to approximately 15 to 20 students
each, the benefits would manifest themselves immediately. If we wish to improve the
level of education in public schools today, we must reduce class size.

How to Write a Paragraph?

Paragraph writing consists of many necessary elements to be taken into consideration
before, while and after writing.

1. Before Writing:
 In this stage it is important to specify the topic you are intending to tackle.
 Take a sheet of paper and just start jotting down notes that have tight
connection with your topic.
 In this stage, mistakes and word-order are to be overlooked momentarily.
 After you gathered the data necessary for your topic the next step is to be
taken.
2. While Writing:
Topic Sentence:
 Choose a topic sentence for your paragraph that states the main idea of your
topic.
 Keep in mind that the readers will greatly rely on what it says so as they decide
if the paragraph is worth reading or not.
 It gives readers a broad view of what you are writing and helps the readers
economize the amount of time and effort when they are skimming for gist or
scanning for specific information.

Supporting Details:
 There should be at least three supporting details because one or two make the
paragraph less convincing and not worth the effort done to build it.
 The students can use all the writing techniques necessary to make the paragraph
sustainable and eligible: descriptions, definitions, examples, elaboration and
exploration.

Concluding Sentence:
  It should restate the main idea of your paragraph with different words.
 It should sum up what the topic sentence and supporting details talk about.

3. After Writing:
Reviewing:
This final step can be called the editing step. This is a very crucial stage of your work
process as you should review what you have done and make sure the paragraph is
eligible, technically speaking. Among the things that this stage is about are:

 Coherence and cohesion of the content

 The stability of the form
 The linking words
 Grammar, spelling and punctuation.
 Clear handwriting.

Apart from these essentials, other factors are to be mulled over:

1. Your main idea should be expressed in the topic sentence in a full, clear
declarative sentence.
2. Your topic sentence should in no way be a purpose statement such as:
 The purpose of this paragraph is …
 I will prove in this paragraph …
 In this paragraph, I will tell …
 Show but don’t tell.
3. Don’t repeat yourself now then thinking that you are reinforcing your point.
4. Don’t use complex or far fetched terms that may puzzle the corrector.
5. Don’t use long winding sentences. Keep simple.
6. Instead of giving definitions, it’s better to explain and give examples.
7. Your supporting details shouldn’t be too excessive.
8. Try not to be redundant or out of point. Stick to your topic.
9. Never introduce or present new ideas.
10. Irrelevant supporting details should immediately be discarded.