Unit – 3
Paragraph Writing
A paragraph is a group of related sentences that support one central idea. Generally, the paragraphs have three parts: the topic sentence, the body sentences, and the conclusion or sentence of the bridge to the next paragraph or paragraph. Paragraphs indicate where the division of a research book begins and ends, and, thus, helps the reader to see the order of the text and to understand its main points.
Business documents - such as letters, emails, reminders and reports - use categories to distinguish different types of information, ideas, and ideas. The sections written in the business format are organized in an orderly, professional and well-organized manner. When writing a business document, we have to look at how the paragraph will appear on the page, the organization of the section and its placement throughout the article. We have to agree on the way our categories are organized. We should use short language and simple style to keep the reader focused on our message.
Structure and Writing Style
Most of the subsections in the book revolve around the formation of three general sections of each section of the research paper, and, by extension, a comprehensive research paper, with an introduction, a body of facts and analysis, and a conclusion. You can see this structure in stages as it relates, describes, compares, compares or analyzes information. Each section of the paragraph plays an important role in conveying the meaning you desire to the reader.
Introduction (The Topic Sentence):
Writers don’t get a second chance to make a first impression. The first sentence or topic sentence of the paragraph will give readers a first impression of the argument, the writing style, and the overall quality of the work. A vague, random presentation, full of errors, a wall, or a developing introduction may create a negative impression. On the other hand, a short, fun, and well-written introduction will start readers not thinking too much about writer's analytical skills, writing, and the paper.
Introduction is an important road map throughout the paper. It conveys a wealth of information to readers. Can let them know what the topic is, why it's important, and how it is planned to continue the discussion. In most academic disciplines, introduction should contain a thesis that will enhance the main argument.
Introduction should also give the reader a sense of the types of information to use to make that argument with the general organization of the paragraphs and pages to follow. After reading introduction, readers should not have any major surprises in store when reading the main body of the paper.
Ideally, introduction will make readers want to read the paper. The introduction should spark the interest of readers, making them want to read the rest of the paper. Opening up with a compelling story, an interesting question, or a clear example can get readers to see why the topic is important and serves as an invitation for them to join you in informative discussions (remember, however, that these strategies will not be appropriate for all papers and advice).
The body: follows the introduction; discusses regulatory logic, uses facts, arguments, analyzes, examples, and other information.
Conclusion: final stage; it summarizes the connection between the information discussed in the body of the paragraph and the governing concept of the paragraph. For longer paragraphs, you may want to include a bridge sentence introducing the next section or section of the paper. In some cases, the sentence of the bridge may be written in the form of a question. However, use this smart device a bit, otherwise, completing most sections with a question to lead to the next level sounds a bit daunting.
NOTE: This standard layout does not mean you should not be creative in your writing. Editing when each element fits into a category can make the paper engaging for the reader. However, don't get too creative in trying out the narrative flow of stages. Doing so may jeopardize the central issues of your research and limit the quality of your academic writing.
Every paragraph must consist of a topic sentence which identifies the central idea of that paragraph. A topic sentence also expresses the point a writer is trying to make about that subject.
Generally, the topic sentence appears at the beginning of the paragraph as the introductory sentence. It is most often the paragraph’s very first sentence. A paragraph’s topic sentence should be general enough to express the paragraph’s overall subject and specific enough that the reader can understand the paragraph’s main subject and point. A well-organized paragraph will support or develop a single controlling idea within the paragraph, which is expressed in the form of the topic sentence.
There are various important functions served by a topic sentence:
- It substantiates and supports a paragraphs thesis statement
- It directs the order of the sentences and provides unity to the paragraph
- It informs the reader of the subject that is to be discussed in the rest of the paragraph and how the paragraph will discuss it.
The first few sentences generally define the tone, mood, subject matter and perspective of the paragraph. Therefore, it is advisable to put the topic sentence at the very beginning of the paragraph. In some cases, however, its more efficient to input another sentence before the topic sentence—for example, a transitional sentence linking the current paragraph to the previous one, or a sentence providing background information.
Although almost all paragraphs consist of a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, a narrative paragraph that describes a series of events might not need a topic sentence, if a paragraph continues developing an idea that was introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer or indicate to a main point. The vast majority of your paragraphs, however, must contain a topic sentence.
When choosing a topic sentence, remember these guidelines:
- The topic sentence should be able to describe the main idea and main theme of the paragraph.
- To choose an appropriate topic sentence, read the paragraph carefully, collect all the main ideas discussed in it and choose the central idea which relates to all other ideas.
- The supporting sentences in the paragraph (the sentences other than the topic sentence) must develop and elucidate the topic sentence. To do this, you can read all the supporting details in the paragraph and think about the ideas they discuss.
- The topic sentence cannot be and must not be too general or too specific. When considering the options, look for a topic sentence that is general enough to show the paragraph’s main idea instead of just one of its details. The answer should be specific enough that the reader understands the main idea of the paragraph.
Paragraph content:
Each section has to deal with one main idea. Introduce the main idea to a common statement in the first paragraph of a paragraph. Follow this topic sentence with a few sentences that support the main idea. This may contain informative information or debate to defend your view. Wrap up the paragraph with a summary sentence. If the class is running too long, you risk losing the student's attention. Instead, arrange the long section into two or more sections.
Paragraph Order:
A business document, such as a report or letter, begins with a paragraph that informs the title of the book. This is followed by one or more sections that develop the lesson. The concluding paragraph summarizes the information you provided or asked the student to take some action. For example, a letter outlining the reasons for an ad campaign may begin with an introductory paragraph introducing the campaign, followed by three sections each explaining the unique purpose of the campaign and a concluding paragraph asking the reader to approve the campaign. If the document is long, use headers to separate large sections.
Paragraph Style:
The style of writing a paragraph can be formal or informal depending upon the context in which the paragraph is to be written. For example, while writing a fictional paragraph, an informal style would suffice. Here the tone may be friendly, the text may be personal or impersonal. While writing paragraphs for articles, the reader may be directly addressed. Business texts are written in formal style. Your writing may be read by third parties and kept by the company for many years, so avoid personal comments. Keep your writing up to date using gender-neutral language, as well as grammar and spelling. Keep your sentences short and to the point. Avoid clichés, contraction and slang.
Importance of constructing good paragraphs:
Paragraphs are the building blocks of papers.
Without well-written paragraphs that flow logically from one idea to the next and worthwhile and help support a somewhat problematic inter-search engine, your paper will not be viewed as reliable and, well, you will find the poor distance.
Here are some ideas for solving common problems associated with classification:
1. The paragraph has no controlling idea
Think of each paragraph as having three common layers of text. Virtual content is in the middle. It includes all the evidence you need to make a point. However, this evidence needs to be presented by the subject line in some way or your readers do not know what to do with all the evidence you have provided. Thus, the beginning of a passage defines a controlling view of a category. The last part of the section tells the reader how the section relates to the broader debate and often provides a change in the following concept. Once you understand the use of topic sentences, you can decide that a topic sentence for a particular paragraph should actually not be the first paragraph sentence. This is correct — the topic sentence can go at the beginning, middle, or end of a paragraph; what is important is that it is there to inform readers what is the main idea of the section and how it links back to the broader thesis of your paper.
2. The paragraph has more than one controlling idea
This is the most common reason why a class is too long. If a paragraph is longer than a page, it may contain more than one view. In this case, consider eliminating sentences that fit the second concept, in the sense that they probably do not really inform and help support the central research problem, or split the paragraph into two or more categories, each with one governing idea.
3.Transitions are needed within the paragraph
You are probably familiar with the idea that conversions may be required between paragraphs or sections on paper. Sometimes they are useful within the body of one category. Within a clause, modifications are usually single words or short phrases that help to establish the relationship between ideas and build logical development of those ideas in the paragraph. This is especially true within paragraphs that discuss many examples or discuss complex ideas, issues or concepts.
Below are the Techniques of writing a good paragraph:
- Before you begin to figure out what the composition of a particular role is going to be, you have to look at what the most important concept you are trying to convey to your student. This is a "controlling concept," or thesis statement in which you name the remainder of the paragraph. In other words, your paragraphs should remind your reader that there is a general relationship between your control concept and the information at each stage. The research problem serves as the seed from which your paper, and your ideas, will grow. The whole process of stage development is a work-in-progress progression from seed theory to full-scale research where there is a direct, family-friendly relationship on paper between all of your control ideas and the stages they come from.
2. The decision of what to include in your classes begins with a guess as to how you want to pursue the research problem. There are many mind-blowing techniques but, no matter what you choose, this phase of development can never be overstated because it lays the groundwork for creating a set of paragraphs [representing your page section] that describes a particular aspect of your overall analysis. Each section is described further in this writing guide.
3. Given these things, every article on a page should be:
• Unified - All sentences in one paragraph should be accompanied by a single control point [usually expressed in paragraph heading].
• Obviously related to the research problem — All sentences should refer to the central idea, or thesis, of the paper.
• Coherent - Sentences should be organized correctly and should follow a detailed development plan.
• Well-Developed - All the ideas discussed in the section should be adequately explained and supported by evidence and data that work together to explain the concept that governs the section.
There are many different ways you can organize a category. However, the organization you choose will depend on the regulatory vision of the sector. Methods of classification in academic writing include:
• Narrative: Tell a story. Go in chronological order, from beginning to end.
• Descriptive: Provide specific information about how something looks or feels. Sort by location, chronological, or topic.
• Procedure: Explain step by step how the object works. Maybe you are following in order - first, second, and third.
• Classification: Divide into groups or describe different parts of a topic.
4. Devote one paragraph to one idea
One paragraph should develop one idea. This will help you see two important issues you will have to correct:
(1) The ideas in the paragraph which do not relate to the main idea – this means their position should be changed; and
(2) you have several sentences with the same main idea – this means you have to remove repetitive content.
5. Use of Active Voice
It is advisable to change all of the passive sentences into active voice (the exclusions may be the methodology section in scientific papers). Active voice improves clarity of sentences and makes the paper more engaging. Scientists and engineers might use passive voice to avoid the use of personal pronouns. However, all scientific and engineering journals now encourage authors to use I and We. You should also use personal pronouns – they do not make the writing biased; on the contrary, they make authors assume responsibility for their inferences and decisions.
However, students should try avoiding personal pronouns, but this does not mean you should use passive voice. When you look critically at your writing, you will see that in many cases the passive tone is not necessary and you can simply reverse it to active with no loss in meaning.
6. Use semicolons, colons, dashes and parentheses to effectively combine and separate ideas
Proper use of punctuation will provide more clarity to your ideas and will help you organize them better.
Semicolons can solve the issue of two short sentences following each other. They also help to separate an idea from the previous one while holding some form of connection. For example: “A short sentence may emphasize and make a reader pause; several short sentences in a row break this connection.” Colons help to cut clutter when enumerating. Dashes and parentheses can both be used to put a clause aside and ease reading. However, use them carefully, as dashes emphasize what they separate, while parentheses – deemphasize it (actually, what is found in the parenthesis can be simply skipped by a reader).
Unity, Coherence and Emphasis
Paragraph Unity means that the sentences in a paragraph should be united as a whole. It means that all the sentence a paragraph should be directly supportive of the topic sentence.
They unity of a paragraph can only be said to be established when all the sentences in that paragraph connect to the main idea. Many times while writing, the topic may be ambiguous, insufficient materials or resources may be available, or the purpose might be indefinite, which can lead to a diversified paragraph lacking unity.
Unity in a paragraph always starts with the topic sentence. Every paragraph must contain one single, controlling idea which must be expressed in its topic sentence, which is usually the first sentence of the paragraph. A paragraph must be then written in such a way that it is unified around this main idea, with the supporting sentences providing detail and discussion. In order to write a good topic sentence, think about your main theme and all the points you want to make in your paragraph. Decide which are the driving points, and then write the main one as your topic sentence.
Paragraph Coherence means that each and every sentence in a paragraph are linked together in a continuous line of thought and are organised in such a way so as to form a unity of idea. The sentences in a paragraph must always connect to each other and should work together as a whole with no gaps in the logical process.
Using transition words is one of the best methods of achieving coherence. These words act as bridges that connect sentences. Transition words that show order (first, second, third); spatial relationships (above, below) or logic (furthermore, in addition, in fact) are very useful for connecting sentences. Also, in writing a paragraph, using only one tense throughout and using only one perspective for descriptions are important ingredients for coherency.
There are some techniques which may be helpful with forming coherence in the paragraph:
- First is to think of a very clear topic sentence, the topic sentence must contain the central idea of the paragraph.
- Second is to use question and answer pattern in writing down the topic sentence. The question and answer pattern may be in the form of problem-solution or in general to particular to general format.
- Third is by positioning the topic sentence in the paragraph. Topic sentence is usually placed as the first sentence of the paragraph or sometimes it might serve as a transitional information before the paragraph. It may also be possible to put the topic sentence in the last sentence of the paragraph if it is not explicitly stated but is being implied.
- Another technique is to structure the paragraph using an ordering pattern such as the question-answer pattern, the problem-solution pattern and the topic-illustration pattern.
The third most important requirement of a well constructed paragraph is Emphasis. Emphasis in literal terms means “force” or “stress.” You may have a fairly well structured, coherent and unified paragraph but it might be lacking emphasis which is a common mistake among writers. Emphasis means that the main idea of the paragraph must be stressed in every sentence. A paragraph must not seem like a mass of useless details and unnecessary explanations. By keeping the same subject in every sentence, you can be sure that you are emphasising the main idea, whenever this is possible. In this way you are likely to improve the unity because it will not be so easy to go off the track. You are much less likely to introduce unrelated ideas if you are not changing subjects.
There are some techniques which might be useful in emphasising the paragraphs main idea:
You can establish emphasis by position, by repetition by climactic order.
- In establishing emphasis by position, it should be considered that the most significant ideas should be put in the introduction, in the conclusion, or in both parts within the paragraph. The paragraph should be filled with relevant statements not excluding minor details depending upon the need. Ending the paragraph by a summary of recapitulation is also beneficial.
- In establishing emphasis by repetition, the central idea can be repeated by using different words which will stress its importance. This strategy usually impresses the readers most emphatically with what the writer is trying to explain.
- In establishing emphasis by climactic order, the details in the paragraph must be arranged gradually beginning with the simple or least significant and ending with the most complex or most significant.
