MKWF:

TEK60101 BAHASA INGGRIS

Handout

Week 9
Topic: Paragraph Development

ProgramStudi Teknik Elektro

Fakultas Teknik
Universitas Andalas

Padang 2021
UWC Writing Workshop
Spring 2014
 Think of food….
 What do you know about paragraphs? How
should they be structured and developed?
 What do you wish to learn/take with you
from this workshop today?
Topic Sentences Thesis statement

Paragraphs
 Paragraphs are the building blocks of a
paper. A paragraph will:
 Consist of several sentences that are grouped
together
 Discuss one main subject/idea in detail and aid
the development of an overall topic for the essay
 May vary in length depending on the purpose of
the paragraph
A paragraph usually consists of three parts.
The basic paragraph format will help you to
write and organize a paragraph and make
each paragraph lead to the next.
1. Topic Sentence: the main idea of each paragraph; will
show how the idea relates to the thesis statement or
overall focus of the paper; generally the first
sentence of each paragraph and each sentence that
follows will support it.
2. Supporting Details: elaborate upon and prove the topic
sentence; supporting details should be drawn from a
variety of sources and based on research,
experience, etc., plus the writer’s own analysis.
• Different supports include:
• Expert Opinion
• Facts and Statistics
• Personal Experience
• Research Studies
• Interviews
• **Make sure to keep in mind that some supports may not
work for certain assignments!!**
3. Concluding Sentence: final statement that
ties together the ideas brought up in the
paragraph and emphasizes the main
idea. If the essay is longer, it could help
serve as a transition to the ideas of the
next paragraph.
 Read through the following paragraph and
mark/highlight the 3 different parts of a
paragraph:

Maintaining a healthy lifestyle requires eating a

nutritious diet and getting regular exercise. A nutritious
diet includes eating a variety of foods from each of the
four food groups: meat, dairy, fruits and vegetables,
and grains. Regular exercise is also an essential part of
keeping a healthy lifestyle. Most experts recommend
exercising at least thirty minutes a day, six days a
week. These two aspects, eating a healthy diet and
exercising on a regular basis, will maintain a healthy
lifestyle.
 Too Short?-
 Examples and Illustrations
 Narration
 Description
 Process
 Comparison/Contrast
 Analogy
 Cause and Effect
 Classification and Division
 Analysis
 Definition
 Too Long?-
 In the following paragraph, there are two sentences
that diminish development. Underline them in the
paragraph below.
(1) Although many people scorn the idea of
keeping a pet fish because of its lack of emotional
response, there are actually quite a few advantages to
keeping such a pet. (2) First of all, a fish will never
leave its aquarium. (3) Related to this, the second
advantage of having a fish is that it is incapable of
doing any bodily damage to the owner. (4) Perhaps fish
are not very emotional, but it is wise to first look at the
positive aspects of having one before making a final
judgment on their worth in the home.
 Not Clear?-
 Repetition: repeat key words to emphasize the
main idea
 Pronouns: use pronouns and antecedents to form
connections between sentences and avoid
unnecessary repetition
 Parallel Structure: repeat sentence structure to
emphasize connections
 Synonyms: use words that are close in meaning
to refer back to preceding words/phrases
 Transitional Expressions: use transitional words
and phrases to link one idea with another and
show the relationship between them
 Not Organized?-
 Chronological Organization: often used to
describe a series of events, steps, or
observations
 Spatial Organization: presents details as they
appear to a viewer: from top to bottom, outside
to inside, east to west, etc.
 General-to-Specific Organization: starts with a
general topic sentence to give the main idea,
then gives specifics to elaborate on the idea
 Specific-to-General Organization: specific details
lead up to a general topic sentence at the end of
the paragraph as a conclusion; used when
preparing readers for a revelation
 https://itunes.apple.com/us/itunes-
u/words-to-wise-georgia-
writers/id531366316
 When you think of paragraphs, think of
FOOD!!!!
 Remember that the UWC is always here to
help you!
 678-839-6513
 [email protected]
 TLC 1201 (First floor, past the snacks)
 www.westga.edu/writing
 Like us on Facebook: University Writing
Center (UWG)
 Developing Paragraphs

Effective Paragraphs –

Good writers have the ability to write clear and effective paragraphs. A paragraph cannot
simply be “slopped together, but rather there is a structure to developing an effective and
cohesive paragraph.

Good writers should remember the MEAL Plan:

Main Idea
Evidence
Analysis
Link

Main Idea

The main idea of a paragraph is called the topic sentence.

Everything in your paragraph must connect and support your topic sentence in order to be
cohesive.

The topic sentence should appear near the beginning of the paragraph.

The topic sentence for each paragraph should be directly related to the paper’s main idea
or thesis.

*Remember: each body paragraph supports the thesis statement as the controlling idea of the
paper, so the topic sentence for each paragraph must connect back to the thesis statement
presented in the introduction.

For example, if the thesis statement for your essay is:

The University of Toledo should ban smoking on campus because of
its negative effects on people and the campus.

Here are some examples of possible topic sentences for body paragraphs:
Smoking is directly connected to dangerous health problems.

Non-smokers should not be subjected to second-hand smoke.

By allowing smoking on campus, The University is supporting

unhealthy habits.

When people smoke they irresponsibly discard their cigarettes and ashes all over
the campus.
Evidence

After the main idea (the topic sentence) is stated, relevant evidence must be provided to
support the debatable claim made in the topic sentence.

These forms of evidence will typically be presented in the form of studies, reports, data,
statistics, interviews, examples or illustrations.

Evidence should be relevant and directly support the writer’s topic sentence and the
thesis statement for the essay.

The writer may choose to present source evidence through summary, paraphrase, or
direct quotation, and the writer may also use modes of development such as description,
definition, example, analogy, cause and effect, or comparison and contrast.

Topic Sentence:
Smoking is directly connected to dangerous health problems.

Evidence:
According to the Center for Disease and Control, smoking is the cause of almost
500,000 deaths a year in the United States. The CDC also states, “More deaths
are caused each year by tobacco use than by all deaths from human
immunodeficiency virus (HIV), illegal drug use, alcohol use, motor vehicle
injuries, suicides, and murders combined.”

Analysis

Following the evidence, the writer must provide an analysis of the evidence that has been
provided.

Analysis is the writer’s evaluation, interpretation, judgment, or conclusion of how the

evidence supports the paragraph’s main idea or topic.

As the leading voice in the paper, the writer is required to explain how the audience is
meant to interpret the evidence in the context of the writer’s argument.

Evidence:
According to the Center for Disease and Control, smoking is the cause of almost
500,000 deaths a year in the United States. The CDC also states, “More deaths
are caused each year by tobacco use than by all deaths from human
immunodeficiency virus (HIV), illegal drug use, alcohol use, motor vehicle
injuries, suicides, and murders combined.”
 Analysis:
All evidence clearly states that smoking is dangerous to an individual’s health and
with the negative consequences, it is difficult to believe that any university would
support such a death sentence.

Link

The final sentence or sentences of the paragraph link the current paragraph’s main idea to
the main idea in the next paragraph.

Since most body paragraphs are going to be followed by another body paragraph, the
writer should consider using transitional phrases that help to link paragraphs.

Analysis:
All evidence clearly states that smoking is dangerous to an individual’s health and
with the negative consequences, it is difficult to believe that any university would
support such a death sentence.

Link:
Not only does smoking cause serious health problems for the individual, but it
also effects others who choose not to smoke.

Topic Sentence of following paragraph:

Non-smokers should not be subjected to second-hand smoke.

MEAL

This is how the paragraph comes together…

Smoking is directly connected to dangerous health problems. According to the Center for
Disease and Control, smoking is the cause of almost 500,000 deaths a year in the United States.
The CDC also states, “More deaths are caused each year by tobacco use than by all deaths from
human immunodeficiency virus (HIV), illegal drug use, alcohol use, motor vehicle, injuries,
suicides, and murders combined.” All evidence clearly states that smoking is dangerous to an
individual’s health and with the negative consequences, it is difficult to believe that any
university would support such a death sentence. Not only does smoking cause serious health
problems for the individual, but it also effects others who choose not to smoke.
 Success Center Tips for
Developing Effective Paragraphs

A paragraph is a group of sentences that focus on one main point. Paragraphs break writing into
manageable parts, which is important for several reasons. Effective paragraphing shows the series of
ideas a writer builds within an essay or research paper. Paragraphs also identify the organizational
structure of the draft, making it easier to follow the writer’s purpose, thesis, and supporting points.
This structure enables writers to revise so that ideas are arranged clearly in the final draft of the paper.
Remember that although paragraph lengths may vary in an individual document, in general,
paragraphs should be proportional to the paper’s overall length, i.e., shorter papers tend to have shorter
paragraphs, and longer papers may require longer, more complex paragraphs. Writers often alternate
the length of paragraphs to fit their own style and purpose. For example, short paragraphs can
sometimes be used for emphasis and to achieve rhythm.
The following guidelines will help you develop effective paragraphs to engage your readers
and to make your writing more organized, focused, and clear.

An effective paragraph:
 Focuses on one main point or example
 Usually has a topic sentence that ties information together
 Contains sentences that all relate to or expand on a specific idea
 Presents ideas in a logical way to establish credibility
 Is well-developed with detail but not overly long
 Flows smoothly and uses transitional words and phrases
 Avoids repetition by using pronouns and synonyms to refer to similar ideas
 Guides readers with transitional sentences that act as verbal and logical bridges—referring back
to a previous sentence or paragraph or ahead to the next

Transition to a new paragraph to:

 Provide a bridge between the introduction and the rest of the paper*
 Begin or elaborate on a new point
 Break up lengthy discussions or descriptions for readers
 Contrast ideas developed earlier
 Refute a claim or counter-argument
 Indicate a shift in time and place
 Change speakers in a dialogue
 Set up the conclusion to the paper*

*Note: In a longer paper, the introduction and/or conclusion may be more than one paragraph.

Ways to organize paragraphs:

 From general to specific (starts with a general topic sentence, follows with details that explain)
 From specific to general (specific details lead to a final topic sentence that reveals an idea)
 Chronologically (time order)
 Spatially (present details as they appear in a specific location)
Special types of paragraphs:
Introductions and conclusions serve a special function in an essay or research paper; therefore,
these paragraphs require special attention from the writer. The introduction specifies the writer’s
purpose and engages the reader’s interest. The conclusion motivates readers to reconsider the writer’s
claims, or encourages them to take further action on the topic, and provides closure.

An effective introductory paragraph:

 Identifies and sets up the scope of the problem, topic, or claim
 Gets readers’ attention and shows why the topic matters
 Contains a clear thesis statement—a promise to the reader of what to expect

An effective concluding paragraph:

 Reminds readers of your thesis in an emphatic way
 Does not simply restate the thesis from the introduction
 Stays focused on your topic and main ideas
 Provides satisfaction to readers and a sense of closure

Paragraph development techniques:

Purpose Development Strategy

Tell a story; re-create events; present an anecdote Narrating
Provide details of a scene or object; portray Describing
someone’s character; evoke a feeling or sensory
impression
Explore similarities or differences; evaluate options Comparing and contrasting
Provide directions, provide results, explain a Explaining a process
procedure, or report on a process
Separate a subject into parts or divide people or Dividing / Classifying
objects into categories; explain the relationships
among the groups
Explain the meaning of a term or concept; explore Defining
and illustrate the meaning of complex concepts
Consider why something happened or might Analyzing causes and effects
happen; explore possible causes and consequences

Maimon, Elaine P. et al. A Writer’s Resource. 3rd ed, McGraw Hill, 2009. (See pp. 60-71)
“Paragraphs and Paragraphing.” The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2016,
www.owl.english.purdue.edu/owl/owlprint/606/. Accessed 15 Dec. 2016.
Raimes, Ann and Susan Miller-Cochran. Keys for Writers.7th ed., Cengage, 2014. (See pp. 24-31)
 Paragraph Development
Paragraphs are important units to any text. Typically, students think that paragraphs are defined by a set
numbers of sentences. Though paragraphs commonly do contain multiple sentences, the number is not
essential. The real essence of a paragraph lies in its focus and cohesion. That is, paragraphs should focus
on one main or controlling idea.

1. Write a topic sentence that declares your paragraph’s controlling idea.

o Often, students will forget to signal the main paragraph topic for a reader and choose
instead to head straight into the bulk of the writing. Omitting a topic sentence can also
cause the writer to deviate from the main topic, which will certainly confuse the reader.
o Example: College degrees create more opportunities for graduates.
2. Explain or elaborate on the controlling idea.
o Often, the topic sentence needs some explanation and specificity. Write a sentence or
two that explains more specifically your rationale for including the controlling idea.
o Example: Some types of employment simply require a college degree even if the job is
unrelated to the type of degree an employee holds.
3. Give some specific support to back up your idea.
o Here, you could use an example or some secondary source material, such as a quotation.
o Example: For example, my brother recently applied for a job in sales. He has been
working in sales for over ten years and has very successful numbers as a salesperson.
The company that was hiring thought he was a good candidate, but they would not hire
him simply because he did not hold a college degree.
4. Explain your specific support.
o This step is important and often overlooked. Show your readers how the example or
other support ties in with the paragraphs controlling idea
o Example: My brother’s example illustrates just one of the ways in which a college
degree can provide more opportunities for graduates because the job would have been
his if he had any kind of degree.
5. Conclude the paragraph.
o Finally, you want to show your readers how the paragraph’s main idea connects back to
the overall idea of your paper (think thesis).
o Example: Ultimately, these opportunities outweigh the high cost of tuition.

Other suggestions to consider:

• Consider the purpose of your paragraph.

o Though the above formula works well, the best advice is to be aware of what you are
attempting to do with your writing. Be aware of the purpose of your writing.
• Think about how the rhetorical modes can help organize your purpose.
o For more on rhetorical modes, see our handout discussing them. This paragraph uses
exemplification.
• Use transitions both between paragraphs and within paragraphs.
o The best writing flows smoothly and makes connections between the ideas it presents.
Transitional expressions help to create these conditions.

Smith Vidal Literacy and Language Center

MLK Room 204
 Effective Paragraphs: Components and Development

 What is a paragraph?
A paragraph is a collection of sentences dealing with a single topic. It should be
unified, coherent, and well-developed. Typically, you want to keep one idea to one
paragraph.

 Elements of a Paragraph
A paragraph is made up of a topic sentence, the developing details, and a
concluding sentence.

o Topic Sentence:
 The topic sentence expresses the main point of the paragraph. The topic
sentence is typically the first sentence of the paragraph. It helps your
reader to understand what the topic of your paragraph is going to be. The
purpose of the topic sentence is to state the main point of the paragraph
and to give the paragraph a sense of direction.
o Concluding Sentence:
 The concluding sentence is the ending line of the paragraph. It should
restate the main idea of the paragraph.
o Adequate Development
 It is important to fully develop and discuss the topic of your paragraph. If
your paragraph is only 2-3 sentences, there is a good chance that you have
not developed it enough.
 Here are some ways you can develop and support your topic:
1. Use examples
2. Tell a story illustrating the idea
3. Compare and Contrast
4. Give data (such as facts, statistics, etc)

A good way to think of a paragraph and how it is structured is like a sandwich.

The topic sentence is the top layer of bread, the concluding sentence is the bottom layer,
and all of the developing details in-between are the meat and other goods of the
sandwich.

 When to Start a New Paragraph

It can be difficult to know when to start a new paragraph sometimes. Typically, if
you find yourself beginning to transition to a new idea, it is best to start a new paragraph.
Here are some other times when you may want to start a new paragraph:
 To contrast information
 To break up dense text—long paragraphs can be taxing to the reader. When
you find that your paragraph is exceeding a page, you may wish to start
thinking of ways to separate that paragraph into smaller paragraphs. First,
look for areas that start new ideas and split the paragraph there.
Paragraph Development

What this handout is about

This handout will help you understand how paragraphs are formed, develop stronger paragraphs, and learn how
to completely and clearly express your ideas.

What is a paragraph?
One of the central components of a paper is the paragraph. When most students think of a paragraph, they hold
onto the old myths about length: a paragraph is at least 5 sentences, a paragraph is half a page, etc. A paragraph,
however, is “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length or ap-
pearance is not a factor in determining whether a section in a paper is a paragraph. In fact, it is not the number of
sentences that construct a paragraph, but the unity and coherence of ideas among those sentences. For instance,
in some styles of writing, particularly journalistic styles, a paragraph can be one sentence. Ultimately, strong para-
graphs contain a sentence or sentences unified around one central, controlling idea. When the paragraph reaches
completion, it should serve to bring the reader into your paper and guide his/her understanding of what has been
read. Whether that completion happens with one sentence or with twenty, the end result is still a paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of your paragraphs will be, you must first understand
what the controlling idea in your specific piece of writing is. What is the main point or expression that you are
trying to convey to your reader? The information that comprises your paragraphs should always have a relation-
ship to this controlling idea. In other words, your paragraphs should remind your reader, at every possible point,
that there is a recurrent relationship between your controlling idea and the information in each paragraph. The
controlling idea functions like a seed through which your paper, and your ideas, will grow. The whole process is an
organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships
between all of the ideas in your paper. Once you have decided what your controlling idea will be, then you should
choose information that will help to support and perpetuate that idea throughout the entire paper. That informa-
tion takes the form of the sentences that comprise each paragraph of your paper.

The decision about what to put into your paragraphs, ultimately, begins with the germination of a seed of ideas.
This “germination process” is better known as the process of brainstorming. Whatever the topic of your paper may
be, it is always a good idea to think about all of the issues that surround your topic. This process can take many
forms. What form you choose will depend heavily on your style or approach to writing in the pre-writing stage of
your writing process. For some writers, the key is writing down all of the relevant issues in a series of phrases or
words that express some greater idea. For others, this process involves a collection of information in the form of
sentences. Whatever your method for prewriting, this part of paragraph development cannot be skipped. Building
paragraphs can be just as involved as building a major skyscraper: there must be a careful foundation that sup-
ports each paragraph just as there must be a careful foundation that supports each building. Any cracks, inconsis-
tencies, or other corruptions of the foundation can cause the whole paper to crumble.

Every paragraph in a paper should be

Unified—All of the sentences in a single paragraph should be related to a single main idea (often expressed in
the topic sentence of the paragraph).

1
 Clearly related to the thesis—The sentences should all refer to the central idea, or thesis, of the paper (Rosen
and Behrens 119).

Coherent—The sentences should be arranged in a logical manner and should follow a definite plan for devel-
opment (Rosen and Behrens 119).

Well-developed—Every idea discussed in the paragraph should be adequately explained and supported
through evidence and details that work together to explain the paragraph’s controlling idea (Rosen
and Behrens 119).

5-step process to paragraph development

1. Controlling idea and topic sentence(s)—the expression of the main idea, topic, or focus of the paragraph in a
sentence or a collection of sentences.

Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraph’s
development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. (See the
section below for more detailed information about topic sentences.) Here’s how you might begin a paragraph
on handing in homework:

Idea—Learning how to turn in homework assignments on time is one of the most valuable skills that college
students can take with them into the working world.

2. Explanation of controlling idea—the writer’s explanation of his/her thinking about the main topic, idea, or focus
of the paragraph

Paragraph development continues with an expression of the rationale or the explanation that the writer gives
for how the reader should interpret the information presented in the idea statement or topic sentence of the
paragraph. Here’s the sentence that would follow the controlling idea about homework deadlines:

Explanation—Though the workforce may not assign homework to its workers in the traditional sense, many of
the objectives and jobs that need to be completed require that employees work with deadlines. The deadlines
that students encounter in the classroom may be different in content when compared to the deadlines of the
workforce, but the importance of meeting those deadlines is the same. In fact, failure to meet deadlines in both
the classroom and the workforce can have serious consequences.

3. Example—the example serves as a sign or representation of the relationship established in the idea and expla-
nation portions of the paragraph

Paragraph development progresses with the expression of some type of support or evidence for the idea and
the explanation that came before it. Here are two examples that you might use to follow the homework dead-
line explanation:

Example A—For example, in the classroom, students form a contract with the teacher and the university when they enroll
in a class. That contract requires that students complete the assignments and objectives set forth by the course’s instruc-
tor in a specified time to receive a grade and credit for the course.

Example B—Accordingly, just as a student risks failing in the classroom if he/she does not meet the deadline for a home-
work assignment, so, too, does that student risk termination in the workforce.

4. Explanation (of example)—the reasoning behind why you chose to use this/or these particular examples as evi-
dence to support the major claim, or focus, in your paragraph.
The next movement in paragraph development is an explanation of each example and its relevance to the
topic sentence and rationale given at the beginning of the paragraph. This pattern continues until all points/
examples that the reader deems necessary have been made and explained. NONE of your examples should
be left unexplained; the relationship between the example and the idea should always be expressed. Look at
these two explanations for the examples in the homework deadline paragraph:
2
 Explanation for example A—When a student fails to complete assignments by the deadline, the student breaks her con-
tract with the university and the teacher. This often leaves the teacher with no other recourse than to fail the student and
the university with no other recourse than to deny the student credit for the course.

Explanation for example B—A former student’s contract with his/her employer functions in much the same way as the
contract that student had with his/her instructor and with the university in a particular course.

5. Completion of paragraph’s idea or transition into next paragraph—a review for your reader about the relevance
of the information that you just discussed in the paragraph, or a transition or preparation for your reader for the
paragraph that follows.

The final movement in paragraph development involves tying up the loose ends of the paragraph and remind-
ing the reader of the relevance of the information in this paragraph to the main or controlling idea of the paper.
You might feel more comfortable, however, simply transitioning your reader to the next development in the
next paragraph. Here’s an example of a sentence that completes the homework deadlines paragraph:

Idea—Developing good habits about turning in assignments now will aid your performance as a future partici-
pant in the working world.

Notice that the example and explanation steps of this model (steps 3 and 4) can be repeated as needed. The
idea is that you continue to use this pattern until you have completely developed the main idea of the para-
graph.

Here is a look at the completed paragraph:

Learning how to turn in homework assignments on time is one of the most valuable skills that college students can take
with them into the working world. Though the workforce may not assign homework to its workers in the traditional sense,
many of the objectives and jobs that need to be completed require that employees work with deadlines. The deadlines
that students encounter in the classroom may be different in content when compared to the deadlines of the workforce,
but the importance of meeting those deadlines is the same. In fact, failure to meet deadlines in both the classroom and
the workforce can have serious consequences. For example, in the classroom, students form a contract with the teacher
and the university when they enroll in a class. That contract requires that students complete the assignments and objec-
tives set forth by the course’s instructor in a specified time to receive a grade and credit for the course. Accordingly, just
as a student risks failing in the classroom if he/she does not meet the deadline for a homework assignment, so, too, does
that student risk termination in the workforce. When a student fails to complete assignments by the deadline, the student
breaks her contract with the university and the teacher. This often leaves the teacher with no other recourse than to fail the
student and the university with no other recourse than to deny the student credit for the course. Developing good habits of
turning in assignments now will aid your performance as a future participant in the working world.

Beneath the formula for paragraph development

Some of the central components of paragraph development deserve a closer look. These components are often
overlooked, but developing the sentences that complete the steps of the paragraph development process is not
possible without these two components:

1) Topic sentences—A topic sentence is a sentence that expresses the main idea of a paragraph. It tells the reader
what to expect about the information that will follow. Without the use of a topic sentence, developing a para-
graph can be extremely difficult. Topic sentences can appear at several points in a paragraph:
the beginning of the paragraph
the middle of the paragraph
the end of the paragraph
the beginning and the end of the paragraph
Notice how the development of the paragraph (in the 5-Step example above) is framed by two topic sentences
(beginning and end) which work to reinforce the same idea and open and close the discussion.

3
 Here is an example of a topic sentence in the middle of a paragraph (in bold print):
Homework is one of the necessary evils of college. Many students tend to treat homework as a chore, putting
little or no thought into the routine work they turn in. However, like any task, homework is a reflection not only
on you as a student, but also on you as an individual. When an employer has to decide whether or not to hire
you, he or she has to consider your ability to meet the demands of the working world. For many employers, the
way that you handle your “homework” in college indicates how you will handle your homework on the job. For
example, often your final grade in a class is greatly influenced by the quality of the homework that you do. Once
you leave college and attempt to find a job, those homework grades translate into final GPAs for your major.
Those final GPAs show up on résumés and job applications, and employers look to see if you have done your
homework in school as a key factor in determining whether you will do your “homework” on the job.

2) Transitions (see the handout on this subject)—Transitions come in the form of single words, phrases, sentences,
and even whole paragraphs. They help to establish relationships between ideas and to create a logical progres-
sion of those ideas in a paragraph, section, or paper. Look at the following paragraph and the transitions that it
uses from idea to idea (in bold print):
Juggling the demands of a job with the demands of being a full-time student makes good academic performance
difficult. Many students are forced to choose between good work on the job and good work in the classroom. Often,
good work in the classroom is a lower priority than good work on the job because the job pays the rent. Those stu-
dents who do manage to perform well in both areas usually do so at the expense of their health. For example, many
students complain of the inability to handle the stress of both a job and school. In fact, the stress of both can often
cause headaches, dizziness, fatigue, and other ailments which slow the body down and prevent adequate perfor-
mance in either area. To eliminate the threat of being caught in the middle between work and school, students have
to form a balance between the demands of work and the demands of the classroom. Ultimately, managing your time
more effectively, working the same number of hours in smaller chunks, and planning ahead can all help in alleviating
some of the stress.

In review
Paragraph development is more than just writing a few sentences that occupy the same space in a paper. It is an
organic process that makes intricate links between various ideas. These links ultimately connect to form one single
idea that runs throughout the entire paper. All of your paragraphs should have one central idea. There should be a
discussion of how the idea works, a demonstration of the idea in an example, an explanation of the example, and
a final reiteration of the idea that prepares the reader for the next development in your argument. Awareness and
use of all of these components will help to make your paragraphs more unified, more coherent, and most impor-
tantly, better developed.

Works consulted
Lunsford, Andrea and Robert Collins. The St. Martin’s Handbook, Annotated Instructor’s Edition. 5th Ed. New York:
St. Martin’s, 2003.

Rosen, Leonard and Laurence Behrens. The Allyn and Bacon Handbook, Annotated Instructor’s Edition. 4th Ed.
Boston: Allyn and Bacon, 2000.

This work is licensed by The Writing Center, University of North Carolina at Chapel Hill under a Creative Commons
Attribution-NonCommercial-NoDerivs 2.5 License.

4
Cambridge University Press
978-1-107-61356-0 — Skills for Effective Writing Level 3 Student's Book
Series: Skills for Effective Writing
Excerpt
More Information

2
GLOBAL MARKETING

CONNECTING TO THE THEME

The Paragraph

The Internet is the most important tool in global marketing today.

Which of these are reasons why?
1 Word-of-mouth advertising, or hearing about products from
people you know, does not impact as many people as the
Internet does.
2 Social networking sites are popular.
3 More than 75 percent of social media users have bought
something because of an ad or comment they saw online.
4 Some businesses do not have an Internet presence.
1 and 3 are two reasons why the Internet plays an important role in global marketing.

A. Skill Presentation
A paragraph usually starts with a topic sentence. The topic sentence states the main idea of the
paragraph. There are also supporting sentences. They give more information, such as details,
examples, or facts, to support the main idea. A paragraph also has a concluding sentence. This can
summarize the ideas in the paragraph or restate the main idea.
A good paragraph has ideas that relate to each other. All sentences should relate to the main idea in
the topic sentence. Supporting sentences that relate to the main idea are relevant. If a sentence is not
related, it is irrelevant. Avoid irrelevant sentences when you write.
Read the beginning of this paragraph. Think about the features of a good paragraph as you read.
TSPeople use a variety of interactive websites. SSFor example, people use social networking
sites to share information. SSPeople also use them to keep in touch with friends. SSMost
people who work for social networking sites enjoy their jobs. SSIn addition, Internet phone
and messaging services are also popular. CSThere are many kinds of interactive websites in
use today, for many different reasons.
The third supporting sentence is not related to the main idea. It is irrelevant, and it should not be
included in this paragraph.
Supporting sentences should also be organized logically and should be connected. Use transition
words and phrases to do this. Transition words such as first, second, and then and transition phrases
like for example, another example, and in addition can help readers follow your ideas more easily. Look
at the paragraph above again. The transition phrases for example and in addition help organize the
supporting sentences logically.

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-107-61356-0 — Skills for Effective Writing Level 3 Student's Book
Series: Skills for Effective Writing
Excerpt
More Information

B. Over to You
1 Read the paragraph and circle the correct answers for each item.
1
At MuchMarket, we use interactive websites to help sell products. 2For example, we
use customer reviews to get new customers. 3In addition, we use social networking sites to
communicate with customers. 4We pay our employees a lot and give them paid vacations. 5We
love to use the newest technology to attract new customers.

1 Which sentence does not relate to the main idea?

Sentence 2 | Sentence 3 | Sentence 4
2 Which transition phrases connect supporting sentences?
At MuchMarket, | we use | For example, | In addition, | help sell products, | with customers

2 Read the topic sentence. Decide if the sentences support or provide a conclusion for the
topic sentence. Write Y for Yes or N for No.
Topic Sentence: These days, businesses are trying to spend less money on advertising.
1 For example, some companies are not giving employees pay raises, and they are not
offering extra vacation time.
2 Other companies are using free online tools to advertise their products.
3 Some websites offer high-quality products that are still affordable.
4 Companies are finding many ways to lower their advertising costs today.
5 Spending money on advertising can increase profits.
6 Companies that can save money on advertising can use the cash elsewhere.
7 More and more effort is being made by businesses to cut the amount of money they
spend on advertising.
8 Social networking sites can be a great way to generate interest in a product without
spending any money at all.

CHECK!
1 A good | bad paragraph has a topic sentence, supporting sentences, and a
concluding sentence.
2 A good paragraph includes only relevant | irrelevant supporting sentences,
not relevant | irrelevant supporting sentences.
3 A good paragraph also has sentences that are organized transitionally |
logically and uses logic | transition words and phrases correctly.

2 The Paragraph 7

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-107-61356-0 — Skills for Effective Writing Level 3 Student's Book
Series: Skills for Effective Writing
Excerpt
More Information

C. Practice
1 Read the paragraph. Underline three sentences that are irrelevant.
1
Video-sharing websites can help businesses. 2First, many companies can save money by
advertising on these sites. 3A local business, for example, can make a video and post it for
free. 4Famous actors sometimes earn a lot of money. 5Next, businesses can often find new
customers by sharing videos online. 6For example, an American company may be able to
reach a more global market. 7Many Americans think other cultures are truly interesting.
8
Finally, friends can use video-sharing sites to share videos of special events, such as
graduation. 9There are many ways that businesses can use video-sharing websites to sell
their products.

2 Read the paragraph and circle the correct transition words to help connect the ideas.
The restaurant Mimi had a great year. The owner decided to use free online tools to
reach more customers. First, | Then, | After that, he created an account on a popular social
networking site. Then, | First, | In conclusion, he posted information about the restaurant,
including its location, the menu, and a list of daily specials. After that, | In conclusion, |
Finally, he took pictures of happy customers and posted them on the site. Finally, | To start,
| Second, he asked frequent customers to write reviews on the site. Soon the site was very
busy, and the restaurant was full.

3 Read the paragraph and answer the questions.

Virtual Word-of-Mouth Marketing
1
Innovative businesses are now using virtual, or online, word-
of-mouth advertising. 2Have you ever bought something because
a friend said, “I love it!”? 3Most people have. 4In fact, a 2009 study
found that 90 percent of people trust word-of-mouth advertising
more than any other kind. 5Review websites allow customers to
write their opinions about businesses. 6Other people then read
the reviews before making decisions about what to buy. 7Some
businesses also use social networking sites to post frequent
updates. 8People read these updates and tell their friends about
them. 9For example, Kogi, a mobile food truck in Los Angeles,
gives information about its location several times a day. 10Over
50,000 fans follow these updates. 11They buy food when a Kogi
truck is nearby. 12In addition, they often tell their friends. 13Clever
businesses are finding new ways to use websites to promote their
products more effectively.

1 Which sentence is the topic sentence?

2 Which sentence gives a fact about how many people trust word-of-mouth advertising?
3 Which sentences describe how people use review websites?
4 Which sentences describe how businesses use social networking sites?
5 Which transition words are used to connect ideas?
6 Which sentence summarizes the main idea?

8 Skills for Effective Writing 3

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-107-61356-0 — Skills for Effective Writing Level 3 Student's Book
Series: Skills for Effective Writing
Excerpt
More Information

D. Skill Quiz
Check (✓) the correct answer for each item.

1 he sentence expresses the main idea 7 Choose the irrelevant sentence in this
of a paragraph. paragraph:
a. topic Some businesses post frequent updates
b. supporting on websites. People read these updates and
c. concluding tell friends. The best businesses treat their
customers well. Clever businesses use these
2 sentences give more information about sites to sell products.
the topic sentence. a. he best businesses treat their
a. Independent customers well.
b. Supporting b. Clever businesses use these sites to
c. Factual sell products.
c. People read these updates and tell
3 A good paragraph has friends.
a. only sentences related to the main
8 Choose a relevant supporting sentence
idea.
for this topic sentence: There are many
b. one or more irrelevant sentences.
examples of word-of-mouth advertising
c. only one relevant sentence.
online.
4 Use transition words to a. You can see posters for new
products in many cities.
a. make an idea relevant.
b. You can find businesses advertising
b. format your paragraph correctly.
on video-sharing websites.
c. help organize supporting sentences.
c. You can make many friends on
social networking sites.
5 Choose the most appropriate transition
phrase for this paragraph:
9 Choose a relevant concluding sentence to
Review websites help companies sell
match this topic sentence: Word-of-mouth
products. , online reviews are helpful for
advertising can be anything from talking to
getting new customers. Social networking
a friend to watching videos online.
sites are also useful.
a. Teens spend more time sending
a. In addition
messages than talking on the phone.
b. For example
b. In everyday life, there are many
c. Ater that
types of word-of-mouth advertising.
c. Word-of-mouth advertising is a
6 Choose a relevant supporting sentence
good way to make new friends.
for this topic sentence: Many people read
customer reviews when they shop online.
10 Choose the transition words to help
a. Customers use credit or debit cards organize the sentences in this paragraph:
to pay for things online. It is easy to sign up on a video-sharing
b. Online advertisements may be website. , you click on “Sign up.” ,
inappropriate for different cultures. you create a user name.
c. In fact, more than 60 percent of
a. First, hen
shoppers read others’ comments
b. Ater that, Finally
before deciding which product to
c. For example, In addition
buy.
2 The Paragraph 9

© in this web service Cambridge University Press www.cambridge.org