Development of Paragraph

Invention and Inquiry Technique

Types of Paragraphs
PARAGRAPH WRITING
References:
English Grammar & Composition WREN & MARTIN

Paragraph Development Martin L. Arnaudet Mary Ellen Barrett

Let’s Write English George E. Wishon Julia M. Burks

Developing Writing: Writing Skills Practice Book for EFL Patricia Wilcox Peterson

Paragraph Power Adele Fiderer

Paragraph Development, Building Better Support Anthony Starros, M.F.A.

Liberty University’s Online Writing Center http://www.liberty.edu/academics/graduate/writing/index.cfm?

PID=17176
Objective of the lesson

Enable students to learn how to develop a

paragraph and familiarize them with components of
paragraph development.
A PARAGRAPH

A paragraph is a group of related sentences that are centred on a main

idea. The purpose of a paragraph varies according to the type of
writing, but generally, a paragraph is used to develop an idea or give
evidence in support of the essay’s central thesis or argument.

Paragraphs generally consist of three parts: topic sentence, supporting

sentences, and concluding sentence.
DEVELOPMENT OF PARAGRAPH
1. Topic Sentence

It contains the main idea of the paragraph. The topic sentence should be
specific and tell the reader exactly what the paragraph will be about.
A well-structured topic sentence is made up of a topic and a controlling
idea.
How can you limit your topic sentence?

Topic (soccer)

There are too many things to put in one paragraph about ‘topic’; therefore, we need to limit it.

Place: Soccer is now played in the United States.

Quality: Soccer is a physically demanding sport.
Time or period of time: Soccer has become more popular within the last five years.
Showing differences: Soccer is more dangerous than tennis.
Cause; reason: Soccer is dangerous for several reasons.

For example a sample topic sentence can be:

Soccer has become increasingly popular in the United States in the last ten years.
Now write two or three topic sentences for each of the
following topics
Example: Topic: Television's effects on children
Topic sentences:
i. Television is harmful to children because it teaches them violence as a way
of solving problems.
ii. Television can improve a child's general knowledge.

1.Smoking cigarettes
2. Foreign travel
3.Learning a foreign language

Alice Oshima and Ann Hogue, Writing Academic English, 2nd Edition (New
York:Longman, 1991)
Structure and length of a paragraph
 Most paragraphs in an essay have a three-part structure-introduction,
body, and conclusion.
 Each part of the paragraph plays an important role in communicating
your meaning to your reader.
• Introduction: the first section of a paragraph; should include the topic
sentence and any other sentences at the beginning of the paragraph that
give background information or provide a transition.
• Body: follows the introduction; discusses the controlling idea, using
facts, arguments, analysis, examples, or other information.
• Conclusion: the final section; summarizes the connections between the
information discussed in the body of the paragraphs and the paragraph's
controlling idea.

 May vary in length. Some are quite short, others are extremely long.
Supporting Sentences: Each supporting sentence should contribute to the main
idea. Supporting sentences help explain or prove the topic sentence, and they may
include quotations or paraphrasing of source information with proper citations.
Example: Ethnic foods are becoming more popular in the United States. Some
researchers believe this is due to the high rate of immigration and a growing
diversity in U. S. culture. Additionally, Americans are spending more and
more on foreign cuisine each year, as sales of ethnic foods are increasing at
an exponential rate. In fact, according to Harris (2009), sales are expected
to reach an all-time high of $5.9 billion by 2013. This rapid growth in sales
shows that Americans have a continuing interest in exploring their eating
options. It is clear that ethnic foods will be an increasing part of our diet for
the coming years.
Concluding Sentences: Concluding sentences close the paragraph and often remind
the reader of the main point. Note: this is not simply a restatement of the topic
sentence. In the above example, the final sentence functions as a concluding
sentence because it restates the main idea in a different way and signals the end of
the paragraph.
NOTE: The Concluding Sentence does NOT introduce anything new. It either
summarizes what you already talked about or paraphrases the Topic Sentence
Example of Topic Sentence, Supporting sentence and Concluding sentence

Raw vegetables might not be as healthy as we thought they were.

We all agree that raw vegetables are full of vitamins and minerals, but some
of these raw vegetables can also carry toxic ingredients that can cause severe
harm to your health if you don’t cook them.

Raw vegetables have always been considered one of our best friends when it
comes to our diet, but we should always familiarize ourselves with the
ingredients inside them and the best way to eat them: cooked or uncooked.
Illustration shows the relationship between point and
support.
helpful way to plan a paragraph or to analyse it.
shows at a glance the main idea (point) and a numbered list of the items that support the
point.
Here is an example of a paragraph and an outline of the paragraph.
People in my family love our dog Punch. However, I have several reasons to get rid of
Punch. First of all, he knows I don’t like him. Sometimes he gives me an evil look and curls
his top lip back to show me his teeth. The message is clearly, “Someday I’m going to bite
you.” Another reason to get rid of Punch is he sheds everywhere. Every surface in our house
is covered with his hair. I spend more time brushing it off my clothes than I do mowing the
lawn. Last of all, Punch is an early riser, while (on weekends) I am not. He will start
barking and whining to go outside at 7 a.m., and it’s my job to take care of him. When I
told my family that I had a list of good reasons for getting rid of Punch, they said they
would make up a list of reasons to get rid of me.
Point:
Supporting detail: 1.
Supporting detail: 2.
Supporting detail: 3.
 Complete the outline for the following paragraph

1.You don’t have to scare your family with statistics about heart attacks. 2 There are
several positive ways to encourage your family to exercise more often. 3 To begin with, get
them to exercise more often by emphasizing how good they’ll feel and how much better
they’ll look if they work out on a regular basis. 4 A second method you can use is to set an
example. 5 If they see you walking to stores rather than driving, they might be encouraged
to do likewise. 6 Finally, make exercise a family activity. 7 Suggest that the whole family go
hiking or camping together or take up early morning jogging.
 Point: ______________________________________________________________________
____________________________________________________________________________
_
 Supporting detail: 1. ________________________________________________________
 Supporting detail: 2. ________________________________________________________
 Supporting detail: 3. ________________________________________________________
 One common mistake in writing a paper is to go off point.
 Every sentence and detail in composition should be relevant.
 Identify the three statements that provide relevant, on-target support for the
topic sentence.
1. Point: I’m a perfect example of someone who has “math anxiety.”

A. I feel dread every time I sit down to take our Friday math quiz.
B. Fear of math is almost as widespread as fear of public speaking.
C. During my last math test, I “froze” and didn’t even try to answer most of
the questions.
D. I also have a great deal of anxiety when I sit down to write a paper.
E. I turned down a summer job as a salesclerk because I would have had to
figure out how much change customers should get back.
F. I used to be afraid to raise my hand in class, but now it’s easier for me to
answer questions.
Main idea: Workers in early American factories led difficult lives.
 A. The average work day was twelve hours long.
 B. Early factory workers were paid pennies an hour.
 C. Female factory workers often worked in textile mills.
 D. The first American factories were built in the late 1700s.
 E. All workers on power machines risked accidents that could maim or kill.
 F. Labour unions have greatly improved conditions in today’s factories.
 Put a check (✓) next to the one item that logically supports the point.
 Point: That child is very curious. _____
 A. 1 He was reciting the alphabet when he was only three years old. 2 By age seven,
he was doing math at a fourth-grade level. 3 He skipped third and fifth grades. _____
 B. 1 His favourite word is “NO!” 2 He doesn’t start picking up his toys until the fifth
or sixth time he is told. 3 Mealtime is a battle to get him to eat properly. _____
 C. 1 He has taken apart all the clocks in the house to see how they work. 2 He
borrowed his father’s hammer to break rocks because he “wanted to see what they
looked like inside.” 3 He is forever asking questions that start with “How” and
“Why.”
Topic: Analyse the reasons for an
engineering student to study English
 Topic sentence
 Supporting detail (4-6 sentences)
 Concluding sentence
Written Composition
Paragraph Content

There are four essential elements to good paragraph writing:

1. Unity (paragraph is unified around the main idea)
2. Order ( refers to the way you organize your supporting ideas)
E.g. Chronological • Cause and Effect • Comparison/Contrast
3.Coherence (Sentences within a paragraph need to connect to each other and work together
as a whole).
With the use of transition words we can achieve coherence.
use transition words that show:
• order (first, second, third)
• spatial relationships (above, below)
• logic (furthermore, in addition, in fact)
Other ways to maintain coherence in a paragraph:
• Use consistent verb tense (past, present, future)
• Maintain point of view (person)
4.Completeness ( well developed paragraph)
IF all sentences in a paragraph clearly and sufficiently support the main idea, then your
paragraph is complete.
For example, usually 3 or 4supporting sentences, in addition to a topic sentence and concluding
sentence, are needed for a paragraph to be complete.
Example of cause and effect

Example of compare and contrast

To help raise the grammatical consciousness of ESL/ EFL students around this matter,
Kuehn (1998) shows how choppy a paragraph sounds when writers shift from one axis
(indicated by underlined verbs) to another without signalling their intention to do so.
I don’t know what to do for my vacation. It will start in three weeks. I saved enough
money for a really nice trip. I went to Hawaii. It will be too early to go to the mountains.
I worked hard all year. I really need a break. (n.p.)
Notice, however, that the discourse cohesion is significantly improved if this text is
rewritten within a single axis of orientation, here the present axis.
I don’t know what to do with my vacation. It starts in three weeks. I have saved enough
money for a really nice trip. I have been to Hawaii. It is too early to go to the mountains. I
have worked hard all year. I really need a break. (Kuehn, 1998, n.p.)
Constructing Effective Paragraphs: Unity and Coherence
Unity: Each paragraph should contain one, and only one, main idea. Including
unrelated ideas within one paragraph leaves little room for adequate discussion
or explanation and may cause your ideas to seem jumbled or unclear, thus
confusing your reader. If there is more than one idea in a paragraph, separate
the ideas into different paragraphs and try to elaborate on each.
Example: As ethnic foods from cultures around the world continue to grow more
popular in the United States, small businesses in cities large and small are
thriving. Although the majority of these small businesses are restaurants, many
business owners have also found success owning specialty grocery stores. These
stores provide authentic ingredients to business owners as well as individuals
who cook ethnic foods within their own homes. Consequently, many of these
specialty stores have become very successful small businesses.

This paragraph does a successful job staying focused on a single idea: small
businesses are thriving as ethnic foods continue to grow more popular. Each
sentence contributes to this main idea, developing it through details.
Coherence: Each sentence in a paragraph should fit logically within that
paragraph and writers should use transitions to help link the ideas and guide the
reader through the text easily. In other words, one sentence should lead logically
to the next. This is most easily accomplished through the use of transition words
(see Common Transitions table below).
Example: In addition to the growth of small businesses, at-home cooking of
ethnic foods is also steadily increasing. For example, Meszaros (2012) points out
that 87% of survey respondents in 2011 prepared ethnic foods at home, as
compared with 84% in 2010. This slight increase indicates the continued growth
of this market and suggests that Americans are becoming more diversified in the
foods they consume, both at home and in restaurants. As a result, many grocery
stores are expanding their options to include more ethnic foods and ingredients.

This paragraph begins with a transition word that links it to the previous
paragraph (the example above). Throughout the paragraph, the author provides
transition words to make logical connections between sentences and guide the
reader through the text.
Be consistent in point of view, verb tense, and number.
Consistency in point of view, verb tense, and number are important
aspects of coherence.
If you shift from the more personal you to the impersonal one, from
past to present tense, or from a man to they, for example, you make
your paragraph less coherent. Such inconsistencies can also confuse
your reader and make your argument more difficult to follow.
The essentials of good paragraph construction are (1)
Unity. (2) A good topical sentence. (3) Logical sequence
of thought. (4) A full and rounded final sentence in
conclusion
 EXAMPLE: examine the following paragraph by a standard author, in illustration of
these principles of paragraph construction.
 "Poetry is the language of the imagination and the passions. It relates to whatever
gives immediate pleasure or pain to the human mind. Poetry is the universal
language which the heart holds with nature and itself. He who has a contempt for
poetry cannot have much respect for himself, or for anything else. Wherever there
is a sense of beauty, or power, or harmony, as in the motion of a wave of the sea,
in the growth of a flower, there is poetry in its birth." - William Hazjitt.

Analysis:____________________________________________________
____________________________________________________
____________________________________________________
Topic: Analyse the reasons for an
engineering student to study English
 Topic sentence
 Supporting detail (4-6 sentences)
 Concluding sentence
INVENTION TECHNIQUES
Spending some time determining what you think about a topic, what you know
about it, what you believe to be true, what you need to find out, and how you can
support your position will allow you to begin the actual work of with a sense of
purpose. The process of discovering these things is called invention.
Included here are several approaches to generating ideas. They can be categorized
as invention techniques or prewriting activities because they are most often done
before you have begun working on an actual draft. These techniques or activities
will help you to explore various aspects of a topic, ask questions about it, and
develop a point and supporting ideas for your essay.
INVENTION TECHNIQUES OR PREWRITING ACTIVITIES
Brainstorming
Brainstorming is an activity in which you free associate on a topic and create a list
of questions, facts, and ideas that occur to you. Brainstorming can be done on your
own, or with classmates. When brainstorming, you should feel free to take note of
anything that occurs to you about the topic, without worrying about its importance
or validity.
Freewriting
Freewriting can serve two purposes. It can serve as a sort of warm-up, a method to
get you started writing when you feel “stuck.” It can also be a method of exploring a
topic without feeling limited by your own preconceptions, or by concerns about
unity, coherence, organization, or correctness.
Listing:
Make a list of ideas/things/experiences related to the assigned topic. This is similar to
brainstorming and can also help you to organize or prioritize ideas.
Looping:
Read over what you have written in your freewrite and look for a “hotspot”- an especially
interesting or key idea in your writing. Now, write the idea-word or phrase- at the top of
blank sheet of paper, and freewrite again.
Clustering:
Write a key word related to your assignment, discussion or freewrite in the centre of a
sheet of paper. Draw a circle around it, add small branches around the circle with more
specific related ideas written on each branch.
This is good if you are visually oriented. It is a particularly good technique to use when
starting a paper because it can help you decide what to write about a topic, see the
relationship among ideas, organize a first draft and come up with new ideas.
Branching outline:
Choose one main idea and write it down. Write a few points that support that main idea
underneath connecting with a straight line. Elaborate on each point connecting in the
same way. That outline will look sort of a pyramid or family tree.
Like clustering, this helps you to organize ideas and see how they are related to each
other.
Types of Paragraphs

Different types of paragraphs are used for different

kinds of writing

 Information/Expository Paragraph
 Narrative Paragraph
 Persuasive Paragraph
 Descriptive Paragraph
●Narrative Paragraph​-- tells a story about an event, adventure, scene, or
happening
● Descriptive Paragraph ​-- describes specific sensory details about a person,
place, or thing
● Expository Paragraph ​-- gives information, explains directions, or shows how
something happens
● Persuasive Paragraph​-- tries to convince the reader of the author’s point of
view
EXERCISE: Identifying Types of Paragraphs in Literature
Identify each of the following excerpts as either a descriptive,
narrative, informative, or persuasive paragraph.

1.To be healthy, teens can exercise, eat nutritious foods, and keep themselves
safe. First, participating in various kinds of fitness can keep them in shape. This
can include walking, riding their bikes, and playing sports. Next, maintaining a
nutrient-rich diet can help teens stay well. Three balanced meals and two
wholesome snacks a day can keep their health on track. Finally, staying out of
dangerous situations can keep teens healthy. Avoiding strangers, wearing seatbelts
in cars, and checking smoke detectors are all great ways to accomplish this task.
Teens who follow these tips will keep their bodies unharmed and in good physical
shape.
2.Across the street lived old Dikran, who was almost blind. He was past eighty and
his wife was only a few years younger. They had a little house that was as neat
inside as it was ordinary outside—except for old Dikran’s garden, which was the
best thing of its kind in the world. Plants, bushes, trees—all strong, in sweet black
moist earth whose guardian was old Dikran. All things from the sky loved this spot
in our poor neighborhood, and old Dikran loved them. —from “The Hummingbird
That Lived through Winter, ” William Saroyan
Methods of development help the writer to further organize
his/her ideas:
 Cause and effect
 Comparison and contrast
 Problem/solution