ACADEMIC WRITING PAPER

Process Paragraph

Lecturer : Dr. EffrinaYuricki

Group 6:
Rizqa Fathurahmah Farhah (20207479051)
Rohmah Wahyuniyati (20207479053)
Puji Wahyuningsih (20207479061)
Neiza Almalia Ermynda (20207479102)

Class : English 1B UNINDRA

Universitas Indraprasta (UNINDRA)

TB. Simatupang Jl. Nangka Raya No.58 C. RT.05/05. Tj. Baru. Kecamatan Jagakarsa, Kota Jakarta
Selatan. DKI Jakarta 12530
 PROCESS PARAGRAPH

I. INTRODUCTION
A process paragraph explains how to do something step by step (chronological order). It is
also as the group of sentences that tells this sequence. Therefore, the reader should be able to follow
the steps to get a desired result. The process paragraph must be written in chronological order, and it
must include a topic sentence that clearly states the paragraph’s purpose. It must also include
transition words and phrases such as “first,” “next,” “finally,” that connect each of the steps. It can
make the sequence of events or actions are clear.

There are two kinds of process paragraphs: directional and informational. A directional
process paragraph explains the directions to perform a task. It provides the reader a set of instructions
or a step-by-step guidance. The following is an example of a directional process paragraph:

How to Make a Good Cup of Tea

Making a good cup of tea is exquisitely simple. First, the teapot is heated by filling it with
water that has just come to a boil. This water is then discarded, and one teaspoon of loose tea per cup
is placed in the teapot (the exact amount may vary according to taste). Fresh water that has just come
to a boil is poured into the pot. A good calculation is six ounces of water for each cup of tea. The tea
must now steep for three to five minutes; then it is poured through a strainer into a cup or mug. A
pound of loose tea will yield about two hundred cups of brewed tea. Using a tea bag eliminates the
strainer, but it is still best to make the tea in a teapot so that the water stays sufficiently hot. The
typical restaurant service—a cup of hot water with the tea bag on the side—will not produce the best
cup of tea because the water is never hot enough when it reaches the table and because the tea should
not be dunked in the water; the water should be poured over the tea. Although tea in a pot often
becomes too strong, that problem can be dealt with very easily by adding more boiling water. (From:
Scarry S. and Scary J., 2011: 422)

An informational process paragraph explains how something works or how something worked
in the past. Its purpose is purely to provide information. Such writing could be found easily in history
books. For instance, if you described how General Diponegoro planned his battle strategy, this would
be informational process writing. The following example explains the developmental phases of the
use of literature in the second or foreign language teaching. In the paragraph, the transitional words
that signal the steps or stages of the process have been italicized.

The Use of Literary works in Second/Foreign Language Teaching

The use of literary works in the second/foreign language curriculum varies greatly depending
on the method dominating the practice. First, literary works were notable sources of material when
 the Grammar Translation Method dominated until the end of the 19th century. But they were absent
from the curriculum until 1970s when the Grammar Translation Method was successively replaced
by Structuralism Approach, Direct Method, Audio-lingual Method, Community Language Learning,
Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach because these
methods tend to regard a second and foreign language teaching as a matter of linguistics. They
emphasize more on structures and vocabulary. Then literary works became even more divorced from
language teaching with the advent of the communicative approach which focuses on the teaching of
“usable, practical” contents for enabling students to communicate orally. In this period the second
and foreign language classrooms were dominated by dialogues. However, the situation changed quite
radically since the 1980s when literature has found its way back into the teaching of second and
foreign language though not in the way it was used with the Grammar Translation Method.
Afterward, literature undergoes an extensive reconsideration within the language teaching profession.

To write a good process paragraph, you should pay attention to three important things:

 First, make sure that the steps in the process are complete. Following a procedure whose steps
are incomplete will fail to produce the expected result.

 Second, present the steps in the right sequence. For example, if you are describing the process
of cleaning an electric mixer, it is important to point out that you must first unplug the
appliance before you remove the blades. A person could lose a finger if this part of the
process were missing. Improperly written instructions have caused serious injuries and even
death. (Scarry S. & Scary J., 2011: 415).

 Third, use correct transitional words to indicate the sequence of the process you are writing.

II. PROCESS ORGANIZATION

A process paragraph describes the steps necessary to perform a process or task. It begins
with a topic sentence that names the topic and tells the reader to look for a process or procedure.
Use words such as steps, procedure , directions, suggestions, and instructions.

1. Topic Sentence
 The topic sentence introduces the process that the writer will explain or that clearly states the
paragraph's purpose.
2. Supporting Sentences
 The middle sentences describe a sequence of steps that give detailed information about the
stages of the process.
3. These sentences may also give background details that help define the process for the reader or
explain why this process is useful or necessary.
  Supporting sentences may also include the tools needed for the task.
4. Concluding Sentence
 The paragraph ends with a concluding sentence that restates the topic sentence using different
words.
 This sentence may also include a suggestion or warning to help the reader do the task more
easily.

The example of Process Organization:

 You can teach your dog to fetch1 in a very short time by following this

procedure.

Making a pizza is easy if you follow these instructions.

Follow these steps to throw a Frisbee2 accurately.

 The supporting sentences are the steps and details about each step.

When your dog brings back the stick, praise him extravagantly.

The first step is to gather the ingredients you will need.

First, grip the edge of the Frisbee with all your fingers wrapped underneath

the edge and your thumb along the top.

 The concluding sentence can be the last step, or it can give the results.

At the end of the lesson, give your dog a nice treat for a job well done.

Now sit down and enjoy your delicious pizza.

Finally, make sure the Frisbee stays level while you throw.

III. TIME ORDER

As it has been discussed earlier that a process paragraph explains how to do/make something
or explains how something is done. The purpose of this type of writing is to inform, clarify,
explain, define, or instruct by giving information, explaining why or how, clarifying a process, or
defining a concept (Ambawani, 2014). Because such explanation must be clear, the process
paragraph must be written in chronological order, and it must include a topic sentence that clearly
states the paragraph’s purpose. It must also include transition words or use time order signals to
connect each of the steps so the sentences flow smoothly and readers can easily follow what the
writer is intended.
 Here are some examples of time order signals in process paragraph:
Sentence Connectors Others

1. First, Second, Third, etc. Then (no 2. The first step . . . (no comma) The next
comma) step . . . (no comma) The final step . . .
(no comma)
Now (no comma) Next,
3. After five minutes
Finally, Last, After that,
4.
Meanwhile,
5. After you take the pizza out of the oven

1. First, preheat the oven to 500 degrees Fahrenheit.

Then prepare the pizza sauce.

2. The next step is to mix the pizza dough.

3. After five minutes, check the pizza.

4. After you check the pizza out of the oven, cut it into 8 pieces.

Time clauses can also be used to show time order such as when, while, before, after, until,
since, as, as soon as, etc. These clauses are started with adverbs or adverb phrases that show they
represent a time (Williams, 2014).

The example of Time Order Signals:

Choosing Classes

Choosing the right classes each semester can be stressful, but you can reduce your stress by
following these steps. (1) The first step is to become familiar with the graduation requirements for
your major. Do not depend on others to give you correct information. Instead, study the pages in the
college bulletin dealing with your major and memorize the requirements. (2) Second, plan, plan, plan.
Write out a program for each semester to make sure you have all the courses you need for graduation.
Be aware that some classes have prerequisites - classes you must pass before you can register for
them. (3) The third step is to talk with as many older students as you can. Ask them which courses
are good and which ones are not. Don't waste your time and money on bad classes. (4) Finally,
register each semester as soon as you can. Waiting even an hour may mean that the classes you want
or need are filled. (5) To sum up, plan ahead to avoid missing any required classes, to avoid bad
classes, and to graduate on time.
V. SENTENCES STRUCTURE

In previous chapters, we learned about simple sentences and compound sentences. In this
chapter, we will study a third kind of sentence, called a complex sentence.
A. Clause
A clause is a group of word that contains at least one subject and one verb.
There are two types of clause:
1. An independent clause is a main clause. It can stand alone as a sentence. It always makes
a complete thought. Independent clause is another name for simple sentence.

For Instance :
- Anna left the party early
- Hold the cat’s mouth closed
- I like to eat the candy
- I will never forget the day.
- I will wait for him.
- I don’t know.
- We must take shoes off.

Connecting Independent Clauses

You might've noticed that many clauses can be joined simply by adding a comma. Let's talk
about some of the other ways you can connect the various types of clauses. Independent
clauses can be connected in several different ways.

a. Adding a Comma and a Conjunction

One of the best ways to work with a conjunction is to include a comma. This indicates a pause,
and then the conjunction can help continue your thought. In a sentence two independent
clauses can be connected by the coordinators: and, but, so, or, nor, for*, yet*. We call
them as (Fanboys)
For instance:
 And – He went to London and visited the Lords.
 But - I want to buy a phone, but I don’t have enough money.
 Or - You can start a fire with a lighter, make a wish, or you can use a charcoal chimney
starter.
 Yet - The woman was late for the meeting, yet she still stopped to freshen her lipstick.
 So - The little girl wanted to please her parents, so she did everything they told her to
do.
b. Using a Semicolon
Semicolons are another nice way to indicate a pause while still connecting your thoughts.
For Instance :
 I didn't eat the last cookies; I ate the last potatoes chips.
 That is a rose quartz; it's meant to attract love into your life.
 She picked up the old postcard; the date matched her wedding anniversary.
 Cork is a county in Ireland; if you're lucky enough to travel there, you're lucky enough.

2. A dependent clause must be connected to an independent clause. A dependent clause

cannot be a sentence by itself because its meaning is not complete, even though it has a
subject and a verb. It is also called subordinate clause. Common subordinating
conjunctions are: after, although, as, before, if, since, that, until, when, whereas, while,
once, so, as soon as, provided that. When a clause follows these conjunctions, it becomes a
subordinate clause, which needs a main clause to make a complete sentence.
For instance:
- Because she was tired.
- While you count to me.
- Before I watch a movie.
- When I met you.
- Until he comes.
- Where he lives
- Before we enter the mosque.

Connecting Dependent Clauses

Dependent clauses can connect to independent clauses with no punctuation or with a
comma. It addresses pertinent times when commas (or their absence) are important. One
of the first times they're important is wrapping around clauses.
For example:
 If you're going to cry about it, I'm leaving.
 I'd like to make it clear that, while I understand your concern, you are abjectly
wrong.
 She was tired, despite her best efforts, and oh so disappointed.

Here are example sentences where a comma isn't necessary:

 He's leaving because you're crying.
 Life is not worth living without a wish in your heart.
  I know it'll happen since we've been working so hard.

A dependent clause always begins with a subordinating word or the subordinator. The
subordinators do the work of connecting the dependent clause to another clause to
complete the sentence. In each of the dependent clause, the first word is a subordinator. ."
If the dependent clause comes first, you will generally need to separate the clauses with a
comma.
There are three different kinds of subordinators.
1. Time subordinators begin a clause that tells when something happens.
2. Reason subordinators begin a clause that tells why something happens.
3. Place subordinators begin a clause that tells where something happens or where
something is located.

Time Subordinators
After He goes to school after he finished work.
as Several overcrowded buses passed as we were waiting
as soon as She felt better as soon as took the medicine.
before Before you apply to college, you have to take an entrance
since exam.
until It has been a year since I left home.
when We can’t leave the room until everyone has finished the test.

whenever When you start college, you sometimes have to take a

placement test.
Whenever I don’t sleep well, I feel sick the next day.
Several overcrowded buses passed while they were waiting.
Reason Subordinators
because since Jack excels at sports because he trains hard.
as* Since she works out daily, Jill is in great condition.
As they want to compete in a marathon, they run every day.
Place Subordinators
where I can never where I put my house keys.
wherever A baby animal follows its mother wherever she goes.
B. complex Sentence
A complex is a combination of one independent clause and one (for more)
dependent clause.
For instance:

a. Anna left the party early because she was tired.

Independent Clause Dependent Clause

b. Hold the cat’s mouth closed while you count to ten

Independent Clause Dependent Clause

c. I like to eat the candy before I watch a movie.

Independent Clause Dependent Clause

d. Although he was wealthy, he was still unhappy.

Dependent Clause Independent Clause

COMMA RULE
In a complex sentence, when the dependent clause comes first, separate the clauses
with a comma. When the independent clause comes first, do not separate them.
For example :
- Because she was tired, Anna left to the party early.
- Anna left to the party because she was tired.
- I will never forget the day when I met you.
- When I met you, I will never forget the day