SH1635

Paragraph
§ The term paragraph comes from the Greek word paragraphos, which means “to write beside” or
“written beside.” (Bargo, 2014)
§ A paragraph is a piece of writing that focuses on one topic or idea. (Cidro, et al., 2016)

I. Elements of a Paragraph
· To easily remember the traditional principles of composition, Baker (1913) formulated and
popularized the acronym CUE – coherence, unity, and emphasis.
· In line with Baker’s work, Thomas (1917) also composed three (3) questions to test the
students’ composition: (1) Do all the parts stick together? (2) Do all these parts in combining
say but one main thing? (3) Are the parts so apportioned and so placed as readily to make the
strongest appeal?

1. Unity
A unified paragraph makes a clear reading. The discussion of the topic starts with the
beginning sentence and ends with the last. There is nothing in-between that distracts
the reader from a clear understanding of the text. A unified paragraph sticks to the
purpose for which it is written.

2. Order
The orderly movement of ideas refer to the relationships of the sentences in the
paragraph. There are five (5) types of orderly relationships of sentences.
§ Time of Chronological Relationships - Events are presented in the natural order
by which they occur, like first, second, next, and so on until the last.
§ Space Relationship - This is very effective when reporting an observation. The
description shows movement or action – from a designated beginning to a
logical or natural progression, from one descriptive detail to the next.
§ Particular to General - An example is the presentation of pieces of evidence or
proofs, which lead to a conclusion or a general statement. The particular details
are enumerated before the pronouncement of the thesis.
§ General to Particular - The writer begins with a general statement, and then
moves on to details or proofs of the statement.
§ Cause-Effect Relationship - The writer may state the causes first, and then the
subsequent effects of that incident. Or, the writer may enumerate first all the
events that happened – and then, collate them all to point towards the underlying
cause.

3. Coherence and Cohesion

Cohesion is the connection of the sentences and ideas in your text. For example, words
and phrases used in a statement must stick together or lead to the flow of ideas in the
succeeding statements. When a text is cohesive, the sentences appear as a single unit,
not just as a random sequence of sentence or thoughts. Good cohesion leads to
coherence.

Coherence, on the other hand, is the overall understanding of what you say or write. It
refers to the logic of ideas and how such ideas are presented, rather than the language

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used to explain or express them. It makes sure that each phrase, sentence, and paragraph
contributes to the overall meaning of an entire piece.

Here is an example of a text that is cohesive but not coherent.

My favorite color is yellow. I love yellow motorbikes because they look cool and they
can go very fast. Driving fast is dangerous and may cause accidents. Actually, I had an
accident just this summer and I broke my arm. Because of that, I wasn’t able to go with
my friends to the beach.

Simply, cohesion refers to sentence unity while coherence deals more on text unity.

The following table shows common transitional words and expressions to help you
connect words and sentences smoothly and produce a coherent and cohesive text.

Addition
and, also, furthermore, moreover,
besides, first, second, third, in addition,
in the first place, in the second place, to
begin with, next, finally
Comparison
by the same token, in similar fashion,
likewise, similarly, in like manner, in
the same way
Contrast
but, on the contrary, on the other hand,
however, in contrast, instead,
nevertheless, still, yet
Example
to illustrate, as an example, for example,
for instance, particularly, specifically
Time
recently, meanwhile, previously,
simultaneously, afterward, at the same
time, then, until now, in the future, in
the meantime, in the past, later,
currently, earlier, formerly,
immediately, subsequently
Cause-Effect
as a result, then, therefore, thus,
consequently, for this reason,
accordingly, and so, hence, so
Place
in back of, in front, nearby, on top of, to
the left, to the right, above, alongside,
beneath, beyond, farther along, under,
upon
Emphasis
definitely, indeed, in fact, no, yes
Restatement
in short, in other words, in simpler
terms, that is, to put it differently, to
repeat
Conclusion and Summary
thus, in conclusion, on the whole, to
conclude, to summarize, and so, after
all, at last, finally, in brief, in closing

4. Emphasis
This element enables you to highlight the idea/s you wish to emphasize. Emphasis may
also be secured by (1) repetition; (2) by the development of important ideas through
supplying plenty of details; (3) by the allotment of more space to the more important
ideas; (4) by contrast, which focuses the reader’s attention; (5) by selection of details
so that the subjects related to the main idea are included and irrelevant material

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excluded; (6) by climactic arrangement; and (7) by mechanical devices such as

capitalization, italics, symbols, and different colors of ink.

II. Parts of a Paragraph

A single paragraph contains three (3) basic parts. (Bargo, 2014)
1. Topic sentence
It is the most important sentence in the paragraph. This states the central idea being
developed. It is usually a generalization. It is usually a generalization. It may be implied
or expressed.
a. A sample paragraph of topic sentence that is placed in the first part (first or second
sentence):
Good fortune is likewise shared by all. Mang Nano’s winning in the jueteng, the
small-town lottery, is always a cause for rejoicing. There would be a round of drinks
in the evening. Also, several people, especially children or a neighbor, would have
a balato of a peso or more, depending upon the need. A worker from Saudi,
Hongkong, or the US comes home loaded with pasalubong – perfumes, soaps, T-
shirts, make-ups, chocolates, cigarettes, - all kinds of presents for everybody in
town. The Filipinos believe in the Biblical exhortation that the good fortune one
shares will be returned a hundredfold.

b. A sample paragraph of topic sentence placed in the middle (preceded and followed
by development sentence):
In fact, people there take such pain to trace each other’s family tree. They invariably
manage to find a relationship, no matter how dubious or how far removed. Indeed,
in a small town, everyone is a part of a large family communal group and
treated as such. The relationship having been established, everything in the
community becomes communal. Everything from chairs, kitchen utensils, food,
pillows, and blankets to a chicken or two is borrowed around the neighborhood.
Even our help, Mang Nano, is inevitably borrowed to cook for a birthday party or
fix a neighbor’s leaky roof. Lola would lend him graciously even he had some
chores to do at home. These could wait until he complied with the neighbor’s
request.

c. A sample paragraph of topic sentence that is placed in the end part (last second to
the last sentence) of the paragraph.
An occasion everyone looks forward to in the barrio is a wedding. The groom’s
family brings everything to be used in the wedding feast – pigs, chickens, and
maybe a cow, condiments – even the kitchen utensils, dishes, spoons and forks, and
chairs. Well-known cooks offer their services, bringing their own rusty knives.
Many barrio people volunteer to help in one way or another – washing dishes,
preparing desserts or decorating the nearby empty lot for the numerous visitors,
invited and uninvited. In fact, it is sometimes necessary to kill one pig just to feed
the volunteer workers. After the wedding feast, the band strikes up the music and
the men flock around the bride to dance with her. While dancing, each of them pins
money in her gown. The groom is likewise waltzed by the ladies and pinned with
money. So when the dance is over, the couple has collected a sizable amount with
which to start their married life. After the festivities in the bride’s home, everybody

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boards waiting jeepneys or buses with all the accumulate furniture, presents, and
left-over food, and accompanies the bride to her new home in a procession called
dapit. There, after another round of feasting, the couple is left alone to settle down.
Truly, a wedding in the barrio is a joyous occasion for community interaction
and cooperation.

d. It can also be both at the beginning and at the end, expressed in negative or
affirmative ways, or just re-stated at the end.

An expressed topic sentence clearly states the ideas that will be elaborated in the
paragraph. An implied topic sentence has a clear controlling idea. Through this ideas,
the reader will be able to determine focus of the paragraph because all of the details in
the paragraph are linked by an organizing theme. (Tiongson & Rodriguez, 2016).

2. Supporting details
Every paragraph needs supporting details to elaborate on the topic sentence. These
supporting details may range from facts, examples, or instances. Good supporting
details expound on the main idea and act as adequate support; they are specific and stem
from the general idea established by the topic sentence. How much detail you should
include in a paragraph depends on the purpose and the topic sentence (Tiongson &
Rodriguez, 2016).

According to Bargo (2014), supporting details show rather than tell about your central
idea. In other words, these are the supporting details of your paragraph, which can be
classified as:
· Descriptive – tells how something looks, sounds, feels, smells or tastes;
observation and descriptive details are the means by which observations are
reported.
· Narrative – details give specific pieces of action which tell the sequence of
what is taking place or what occurred
· Illustrative – details explain, illustrate with specific examples or instances,
define, interpret or paraphrase a general statement to make its meaning clearer

3. Concluding statement
The conclusion is the final sentence of a paragraph. The purpose of the conclusion is to
summarize the key ideas, provide comments or suggestions, and give the paragraph
proper closure. The writer usually reiterates the topic sentence by rephrasing it or
rewording some of its parts. The conclusion of a single-paragraph composition
normally consists of one or two sentences.

It is also called as “culminating line.” This gives emphasis to the main idea and provides
a climax to your paragraph. This is commonly found in independent paragraphs more
than in related paragraphs; it is however a necessary part of the concluding paragraph
(Bargo, 2014).

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In some cases, it is called as a clincher sentence. It reminds the reader what the main
idea of the paragraph is and what it means or why it is important. Clincher sentences
can also be a transition to the next paragraph.

III. How to Start and End a Paragraph?

1. Steps to consider when writing a paragraph:
a. Start with a topic sentence. Ask and answer the question, “What is the main idea
of my paragraph?”
b. Provide details and examples that show the main idea is correct.
c. Explain how the details and examples you chose prove you topic sentence is
true.
d. Check the length. It should be around five (5) sentences long. If you have fewer
than three (3), you probably didn’t say enough. If you have more than eight (8).
You’re probably putting in too much – divide it into smaller paragraphs.

2. Starting and Ending a Paragraph (Bargo, 2014)

A good beginning arouses the reader’s interest and curiosity. It is a COME ON; it
invites a person to read right away because it is irresistible. An effective ending on the
other hand, fixes the idea of the paragraph in the reader’s mind.
Ways to begin a paragraph
1. Using a quotation
2. Using an intriguing statement
3. Using an anecdote or an incident
4. Using a question
First impression lasts, but it is the end that is most remembered. Perhaps, it is for this
that the topic sentence of the paragraph is usually located in either the beginning or the
end. For more emphasis, however, the topic sentence at the beginning is reiterated at
the end.
Ways to end a paragraph
1. Using a brief summary
2. Using a quotation
3. Using a challenge to act
4. Using a question

References:
Bargo, D. D. (2014). Writing in the Discipline. Quezon City: Great Books Publishing
Cidro, M. G. O., et al. (2016). Integrated English for Effective Communication. Quezon City. Phoenix Publishing House.
CUE. (n.d.). Retrieved on July 19, 2016 from http://grammar.about.com/od/c/g/Cue-Coherence-Unity-And-Emphasis.htm
Domagsang, A. T. (2016). Exploring Literature and Grammar, Reading and Writing Skills. Quezon City: Brilliant
Creations Publishing Inc.
McEvoy, A. F. (n.d.). The Writer’s Handbook: Paragraphing. Retrieved on July 19, 2016 from
http://writing.wisc.edu/Handbook/Paragraphing.html.
Tiongson, M.T. & Rodriguez, M. R. C. (2016). Reading and Writing Skills. Manila. Rex Book Store. Inc.
Developing a Body Paragraph for an Essay. (n.d.). Retrieved on July 19, 2016 from
http://webcache.googleusercontent.com/search?q=cache:7PGR6nA7hOwJ:www.holmdel.k12.nj.us/schools/satz/eng
_dept/Writing%2520Process/developing_a_paragraph.htm+&cd=3&hl=en&ct=clnk&gl=ph

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