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the paragraph: A paragraph is a group of sentences which all talk about one
topic, or subject or idea. An expository paragraph,
for example, presents information about a topic. Its
purpose is to inform, explain, and even to persuade. It
might define, classify, identify, illustrate, compare or
contrast, and analyse a topic. Paragraphs always have a beginning,
middle and end and are usually a part of a longer
piece of writing which consists of several (or sometimes
many) paragraphs.

format:
Every paragraph you write must have the following three elements:

topic sentence The first sentence clearly identifies the main idea of the
paragraph. It tells the reader what the paragraph is
about. More importantly, it states what you are going to
prove in your paragraph. Anything that does not
relate to the topic sentence should be left out of the
paragraph.

supporting sentences This is the body of the paragraph. It provides evidence that
explains or expands on the topic sentence. The supporting
sentences are used to “back up” the topic sentence. Evidence
should be presented in an order that is easy to follow.
Evidence may be in the form of facts, examples, reasons,
authorities or a combination of them.

concluding sentence This sentence wraps up the main idea of the paragraph. It
will be very similar to the topic sentence but should
be brief.

characteristics:
Paragraphs have three characteristics:
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unity The paragraph contains only what is important or relevant to

the topic.
coherence The paragraph has a smooth and logical progression of ideas
(it is well-organized and easy to follow). This is accomplished
through:
* repetition of key words and phrases (often from the topic
sentence)
* parallel grammatical structure (arrangement of ideas)
* transition words/phrases (logical connection between ideas)
arrangement of ideas:
When you build a house, you cannot put the roof on before the walls are built. Similarly, in a
paragraph, you cannot skip around from one idea to the next without any sort of
arrangement of these ideas; otherwise the reader may become lost or confused.

There are several ways to arrange ideas in a paragraph:

1. chronological order - this means that the ideas are presented in the same order
that they occurred in time. We have all heard people tell stories when they omit an
important event and then go back to put it in later; this can be very confusing.
2. physical order – this means that the ideas, particularly in a description, are placed
in some kind of order of space, such as left to right, top to bottom, or outside to
inside.
3. order of importance – the writer can begin with the most important idea and lead to
the least important idea, or vice versa. Order of importance can be very helpful
when the writer is trying to convince the reader of a particular point of view.
4. order of climax – the writer can build suspense leading to a climax. This type of
order is similar to the order of importance in that the climax (the most important
idea) is put last.

Whatever order the writer chooses, it is important that the sentences in the paragraph be
arranged in a logical sequence, so that one idea follows another.

logical connection between ideas:

A train may have all the right cars which are put in the best order for pulling them.
However, if the cars are not connected to each other, the train will not be able to move
them. There are words which we use in English called transition words. Transition words
provide the connection between the sentences, just as the coupling on a train provides the
connection between its cars.
The most obvious transition words list ideas in the order in which they appear. There are
‘number’ words, such as: fist, secondly, thirdly, etc … These words are very obvious and
would be avoided by more experienced writers.
Transition words can express the order of arrangement chosen by the writer. Therefore,
there can be transition words which mean each of the following: physical order/location,
time, similar ideas, different ideas, order of importance and conclusion.

emphasis The paragraph’s important elements are emphasized or stand

out.
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useful transitions and linking expressions:

transitions which can be used to show location:

above amid behind beyond into outside
across among below by near over
against around beneath down off throughout
along away from beside in front of onto to the right
alongside back of between inside on top of under
in the distance straight ahead

transitions which can be used to show time:

about during prior to today soon finally
as soon as after till tomorrow later then
when at until yesterday afterward next
before meanwhile next week immediately in the meantime
presently eventually

transitions which can be used to compare two things:

also as in addition in the same way
like likewise similarly moreover

transitions which can be used to contrast two things:

but yet although otherwise on the other hand
however still even though counter to in the meantime
even so as opposed nevertheless conversely on the contrary

transitions which can be used to show the order of importance:

more importantly to some degree to a lesser extent

transitions which can be used to emphasize a point:

again indeed for this reason
in fact to emphasize with this in mind

transitions which can be used to conclude or summarize:

as a result consequently accordingly in short so
hence thus due to therefore for this reason

transitions which can be used to add information:

again another moreover finally also and
further as well additionally besides furthermore together with
in addition likewise next along with equally important

transitions which can be used to clarify:

that is to clarify in other words stated differently
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some helpful tips for paragraph writing:

1. always write about literature in the present tense

unacceptable: Grace was a young girl who showed heroic qualities.

acceptable: Grace is a young girl who shows heroic qualities.

2. always write your paragraph in the third person – never refer to yourself

unacceptable: I am going to prove Grace is a hero.

acceptable: Grace is a hero.

3. always avoid contractions

unacceptable: She’s a hero because she doesn’t give up.

acceptable: She is a hero because she does not give up.

4. always use transitional words to connect ideas

unacceptable: Grace is a hero because she doesn’t give up. Norman is not.
acceptable: Grace is a hero because she doesn’t give up; as opposed to Norman, who
is not.

5. always use RENNS (reasons, examples, names, numbers, senses), which give details
for, and further explain, the supporting ideas

6. always complete a minimum of two self-edits and at least one peer-edit

paragraph template:

element suggested sentence (or your sentence)

topic sentence When writing a paragraph, one needs to have one main idea in a
topic sentence.
supporting sentence The topic sentence is usually the first sentence in the paragraph.
supporting sentence The topic sentence is followed by four or more supporting
sentences.
supporting sentence Complete the paragraph with the concluding sentence.
concluding sentence The same (template) pattern can be used when writing a descriptive
paragraph, an expository paragraph, or any other paragraph.
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process of writing a paragraph:

1. Compose your topic sentence. Think of a topic and a controlling idea that will narrow
the topic enough to support it well in one paragraph.
2. Brainstorm supporting ideas. Choose 2 - 6 supporting ideas that do a good job
supporting your topic sentence.
3. Write your paragraph in topic outline form as follows. Don't actually write
sentences in the outline, except for the topic sentence.

topic sentence:

A. supporting idea #1

1.
2.
3.

B. supporting idea #2

1.
2.
3.

C. supporting idea #3

1.
2.
3.

concluding sentence:

4. Put your supporting ideas in a logical order.

5. For each supporting idea, think of RENNS that further explain the idea. For
balance, each supporting idea should have about the same amount of RENNS.
6. Think of a concluding sentence.
7. Write your paragraph using sentences. Use the coherence strategies to make your
paragraph easy to follow.
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Here is an example …
 
topic sentence: Choosing a college or university can be difficult.
supporting ideas: 1. good location, 2. affordable, 3. good preparation of programs

Topic sentence: Choosing a college or university can be difficult.

A. good preparation for your major
1. thorough, solid curriculum
2. qualified professors
B. affordable
1. must be able to pay tuition and living expenses
2. possibility of scholarships
C. good location
1. study environment
2. possibilities of part-time job in your major
Concluding sentence: You should consider these points carefully so you can choose
the most appropriate college or university for you.
     

sample paragraph:
Choosing a college or university can be difficult. The most difficult part is finding a
university that prepares you well for your future career. In order to get a good job, the
curriculum that is taught must be thorough and up-to-date. In addition, the professors
must be highly qualified and respected in their fields. Another difficulty in choosing a
university or college is affordability. You need to be able to pay the tuition fees and living
expenses. Some institutions might be able to offer you scholarships if you cannot afford
the fees. A good location is also very important when choosing a school. The environment
should be safe and quiet to facilitate studying. Moreover, there should be possibilities near
the school for part-time or summer jobs in your major, so you can get some practical work
experience. You should consider all of these points carefully so you can choose the most
appropriate college or university for you.
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The topic sentence for a paragraph is given below, followed by a number of details.
Decide which details should be included in a paragraph which uses the topic sentence. Cross
out details which should not be included. Give a reason why you have chosen to discard each
detail.

topic sentence: On the bus next to me sat the strangest looking person I had ever seen.

details:

1. She carried a large shopping bag loaded with fireworks and another with groceries.
2. She had long, red hair which stood up all over her head.
3. Her nails were painted purple and green.
4. She looked like she was over 100 years old.
5. She had a wart on her chin and the wart was covered with hairs.
6. She stared straight ahead and did not say a word.
7. Her orange and green floor-length dress had long sleeves, but it was ripped and
tattered.
8. On her cheek, she had a tattoo of a rose and an airplane.
9. She got on the bus at Maple Street and got off at Simcoe Hall.
10. She kept on scratching her neck, as if she had fleas.
11. In her purse was a large clock which chimed the hour just after she sat down.
12. As she breathed in and out, she gasped for air.
13. She looked like she was enjoying the ride on the bus.
14. She wore new white tennis shoes.
15. On her left hand were six or seven rings, but she wore no rings on her right hand.
16. Her cheeks were sunken and pale.
17. She wore purple eye shadow.
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The topic sentence for a paragraph is given below. In the space provided, add five
specific details which would create an interesting paragraph. Make sure that each detail is
included in the idea expressed in the topic sentence.

topic sentence: My favourite television show/movie/music (choose one) makes me dream

about new experiences which life can offer me.

details:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

A topic sentence must be general enough to include all the ideas in the paragraph,
but limiting enough to allow the writer to focus on specifics. If the topic sentence is
too general, it might be more useful for a longer piece of writing. On the other hand, a
topic sentence which is too narrow may lead to a very short paragraph. For each of the
topic sentences below, choose which would be more useful in writing a paragraph.

1. a) There are many interesting shows on television.

b) Television emphasizes too much violence.

2. a) Basketball is a good sport.

b) Basketball is good exercise.

3. a) A dog is a pet which every family should own.

b) A dog can be trained to do many tricks.
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Decide what kind of order (chronological order, physical order, order of importance,
or order of climax) would work for a paragraph on each of the following
topics. Provide two good reasons for choosing each kind of order.

1. a story about a visit to a haunted house:

kind of order: _________________________________________

reasons:
_______________________________________________________________
_______________________________________________________________

2. a description of the haunted house:

kind of order: ____________________________________________________

reasons:
_______________________________________________________________
_______________________________________________________________

3. a paragraph persuading your parents to stay up later:

kind of order: ____________________________________________________

reasons:
_______________________________________________________________
_______________________________________________________________

4. a paragraph about the causes of World War II:

kind of order: ____________________________________________________

reasons:
_______________________________________________________________
_______________________________________________________________

Next, using the exercise in unity from the previous page (“On the bus next to me sat
the strangest looking person I have ever seen”), decide the order in which the details
should appear in the paragraph (put a number beside which sentences you plan on using, in
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the order in which you plan on using them). Then write the paragraph, providing any
necessary transition words.

A concluding sentence should sum up the main idea of the paragraph, but it should
not merely restate the words of the topic sentence. A good writer will try to clinch the
idea in a strong statement.

exercise: Write a good concluding sentence for the following paragraph.

Taking the train can be an exhilarating experience. I love to look out the window at
the countryside as the train chugs along. Sometimes I imagine that I live in one of those
wayward farms, small villages or large cities. I wonder how my life would be changed in any
of those places. Yes, I can see the same things from a car window, but I never really have
time to sit and think, time to imagine what life might be like in some other place. Would it
be a better life or one which leads to more troubles? I also like to be able to get up and
wander around. I may have difficulty keeping my balance as the train moves from side to
side, but that is all part of the fun. Similarly, I appreciate going into the dining car to have
a meal or just a glass of coke. You can’t do that in a car; you have to stop at some
restaurant along the way and sometimes battle the crowds. Finally, I like the people I meet
on the train – a strange assortment from all walks of life.

concluding sentence:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________