DEVELOPING TOPIC SENTENCE

& PARAGRAPH

Sudirman
Teaching objectives:

 To learn how to develop a paragraph

 To learn something about topic sentence,
supporting sentence and concluding
sentence
Good logic: (induction , deduction)

 Inductive reasoning: It is the more common

way. When you use induction, you start with
facts and proceed from facts to a general
conclusion. In other words, you move from
specific examples to a general statement.
 Deductive reasoning: The process is just the
opposite of inductive reasoning – it moves
from a general statement to a specific
conclusion. It works on the model of
syllogism – a three–part argument in which
there are two statements, known as the
major premise and the minor premise, and a
conclusion.
 Example:
 A. All human beings make mistakes.
 B. X is a human being.
 C. Therefore, X makes mistakes.
 From the example we can see that the major
premise must be an accepted generalization, and
the minor, a factual example of that generalization. If
A and B are true, C is bound to be true.
Clear logic: (introduction, body,
conclusion)

 A typical argumentative essay consists of

three parts: an introduction which identifies
the issue to be discussed and explains the
importance of such a discussion; a body
which presents the evidence; and a
conclusion in which the proposition, if it is
stated at the beginning , is reaffirmed.
What is a paragraph?

 A
paragraph
is a
collection
of related
sentences
dealing
with a
single
topic.
Paragraph development:

 Unity: All the sentences lead to one central

theme.
 Coherence: All the sentences should be
arranged in a clear, logical order, and the
transition should be natural. (organization)
 Transition: One sentence runs smoothly to
another.
Definition and organization of a
paragraph

 A paragraph is a group of related sentences

that develop one main idea. In other words, a
paragraph develops one subject or one topic.
 A paragraph usually consists of three kinds
of sentences: topic sentence, supporting
sentences and concluding sentence.
Topic sentence:

The topic sentence tells the reader the main

idea of the paragraph. It should not be too
general or too specific. It should be a statement of the
writer’s opinion, but not just a fact.
Don't begin paragraphs with "I am going to write
about …" or "This paragraph is about…"
Topic sentence:

 TS = topic + controlling ideas

 “topic” refers to the subject of the paragraph,
“controlling ideas” is the writers attitude or
idea about the topic. It’s a word or phrase
that the reader can ask questions: “Why?”
“How?” “In what way?” ect.
 Example: It is very difficult to be alone in a
foreign city. (Why? In what way?)
Topic sentence:

 Most topic sentences are direct statements.

A topic sentence should have three
characteristics: 1. It includes a subject and a
controlling idea (some opinion on the subject)
2. It is limited enough to be developed in one
paragraph 3. It leads itself to development
(there is more to say on the topic)
 Example: “Good listeners not only hear what is said,
but also understand nonverbal messages. ”
 1.Subject: listeners 2.Controlling Idea: understand
nonverbal messages 3.Limited Scope? Yes, the
writer is not trying to talk about all listening skills
4.Methods of Development: The writer could follow
with examples of nonverbal messages and interpret
them for the reader.
Supporting sentence (developing
sentence)

 The supporting sentence adds detail, proof,

example or explanation to the topic sentence.
 There are two types of supporting statements:
major supporting statements and minor
supporting statements. Major supporting
statements directly prove or explain the main
idea, while minor supporting statements
relate less to the main idea.
Example 1:

 (TS) There are several factors affecting the

climate. (SS1) One factor is amount of
sunlight received. (SS2) Altitude, or the
height above sea level, also determines
climate. (SS3) The oceans have an effect on
the climate of adjacent land. (SS4) In
addition, climate is influenced by the general
circulation of the atmosphere.
Example 2:

 I don’t teach because teaching is easy for me.

Teaching is the most difficult of the various ways I
have attempted to earn a living: mechanic, carpenter,
writer. For me, teaching is a red-eye, sweaty-palm,
sinking-stomach profession. Red-eye, because I
never feel ready to teach no matter how late I stay
up preparing. Sweaty-palm, because I’m always
nervous before I enter the classroom, sure that I will
be found out for the fool that I am. Sinking-stomach,
because I leave out the classroom an hour later
convinced that I was even more boring than usual.
Write out the supporting sentences:

 Topic 1: The Swimming pool is in bad

condition.
 1) Bugs and leaves float on top of the water.
 2) Algae grows on the steps.
 3) The plaster is cracking on the bottom.
 Topic 2: The library is a good place to study.
 1) There are many books at a library.
 2) It is very bright and clean.
 3) It is very quiet though there are a lot of
people.
Concluding sentence

 Concluding sentence summarizes or

comments on the main idea.
Functions of concluding sentence:

 Restating the topic sentence in different

words.
 Summarize the main point in the paragraph.
 Showing the result.
 Offering a suggestion.
 Drawing an inference.
Organization of a paragraph:

Topic sentence
Supporting point1
Supporting point2
Supporting point3
…
Concluding sentence
 Paragraph Development

 Use examples and

illustrations
 Cite data (facts,
statistics, evidence, http://www.greenville.k12.sc.us/taylorse

details)  Use an anecdote or

 Examine testimony story
(what other people  Define terms in the
say such as quotes paragraph
and paraphrases)
Paragraph Development

 Compare and
contrast…
 or evaluate causes and
reasons…
 or examine effects and
www.emporia.edu/writinglab/paragraphs.html consequences…
 or analyze the topic…
 or describe the topic..
 or offer a chronology of
an event.
Practice 1:Locate the TS and SS

 No one can avoid being influenced by

advertisement. Much as we may pride
ourselves on our good taste, we are no
longer free to choose things we want, for
advertising exerts a subtle influence on us. In
their efforts to persuade us to buy this or that
product, advertisers have made a close
study of human nature and have classified all
our little weaknesses.
Practice 2:

 Examine paragraphs below to see how the

topic sentence establishes the focus, how the
developing sentences present the supporting
details, and how the concluding sentence
summarizes the main idea.
Passage 1

 Recent awareness of the energy shortage in America has

brought the bicycle into renewed popularity. Citizens who own
bikes find themselves pedaling to work and school rather than
getting the car out of the garage. Owners of bicycle sales-and-
repair shops find their business booming. Many cities have set
aside “bikeways” for the convenience and safety of cyclists.
Police reports show bicycle theft growing, and sellers of
padlocks and chains for bike protection are making new profits.
More and more Americans are discovering that pedal-pumping
is cheaper than gas-pumping and that bicycles don’t make
smog.
Passage 2

 A university professor has several duties. He

lectures to the students and answer questions. If the
professor is a science instructor, he also conducts
laboratory experiments. During office hours, students
are free to visit the professor to get help on difficult
materials or problems. In addition, a professor may
work for many hours in a laboratory doing a research
project. Another professor might spend his time
writing a scholarly paper for a professional journal.
Still another one might spend time writing a book. So
a university professor can be quit busy.
Keywords and phrases:

 common phenomenon,
 be late for ,
 absent from ,
 slip out of the classroom ,
 catch up with ,
 show respect to ,
 form the good habit of
Assignment:

 Legalize abortion
 How to manage Stress in your life
Summary

 Put only one main idea  Develop each topic

per paragraph. thoroughly, with
 Aim for three to five transitional elements and
sentences per a sentence that “rounds
paragraph. off” the paragraph.
 Make sure each  Include on each page
paragraph starts with about three paragraphs.
the point you want to  Look at your paper to
make in that paragraph check for “balanced”
(the topic sentence) paragraphs
 Thank You!