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Unity and Coherence in Paragraph Writing

As you write a well-structured paragraph including these three essential parts, you also need to
ensure two other important criteria of a paragraph, which are: Unity and Coherence. In this
handout, you will learn about maintaining unity and coherence in a paragraph in order to
communicate your ideas with readers effectively.

1. Unity in a Paragraph

Unity in writing is the connection of all the ideas to a single topic. In other words, it is the oneness
or togetherness of all ideas in a particular paragraph. If all the supporting sentences in a
paragraph do not directly relate to a single topic sentence (i.e. controlling idea), then the unity of
the paragraph will be lost and readers will get distracted and confused.

How can we achieve paragraph unity?

To ensure unity of ideas in our paragraphs, we should remember the following three points:
● There should be only one controlling idea in the topic sentence.
● Supporting ideas and specific details must support the controlling idea.
● Concluding sentence should either restate the controlling idea or summarize the supporting
ideas in brief.
●
Now, let us read the sample paragraph titled “Dangerous Places”. As you read, notice the
keywords or phrases (marked in bold) in the topic sentence, supporting sentences, and concluding
sentence.

Dangerous Places

Among many other ​dangerous places​, there are ​three locations where I ​never feel entirely
safe​. ​Firstly, I seldom feel safe in ​public restrooms​. I worry that I will suddenly be alone there
and that someone will come in to mug me. The ugly graffiti scrawled on the walls, the grime, and
dirt in the room, and the crumpled tissues on the floor add to my sense of unease and danger. I
also feel unsafe in ​large, dark parking lots​. When I leave my night class a little late, or I am one
of the few leaving the mall at 10 P.M., I dread the walk to the car. I am afraid that someone may be
lurking behind another car, ready to attack me. I also fear that my car will not start, leaving me
stuck in the dark parking lot. The other place where I feel least safe is the ​basement laundry
room in our apartment building. No matter what time I do the laundry, I seem to be the only person
there. With the windows closed, and the only exit being a few steep steps, I feel trapped. The
pipes in the room make sudden gurgles, clanks, and hisses, adding to my unsettledness.
Therefore, places like ​public restrooms, dark parking lots and the basement laundry room
give me the shivers.

Notice that ​‘there are three locations where I never feel entirely safe’ is the controlling idea of
the paragraph which raises questions in the mind of readers such as these: What are those three
locations? Why do you feel unsafe there?

These questions are answered in the supporting sentences. For instance, the three supporting
ideas mention the three locations where the writer feels unsafe ( i.e. ​public restrooms​, dark
parking lots​, ​and basement laundry room​), and the specific details explain why the writer feels
unsafe in those three places. Therefore, clearly, these three supporting ideas and details are
supporting and developing the controlling idea (i.e. locations where the writer never feels entirely
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safe) in the topic sentence. The concluding sentence also summarizes these three supporting
ideas.

If the writer had included any sentence about, for instance, a place where he/she plans to visit next
summer, it would be irrelevant, and would break the unity of ideas, causing distraction for readers.

2. Coherence in a Paragraph
What is Coherence?

Coherence refers to a writer’s ability to make the paragraph easily understandable to readers. If a
paragraph is coherent, each sentence flows smoothly into the next without abrupt shifts or jumps.
You can maintain coherence in your paragraph by creating the following bridges:
A. Use of transitional words and phrases
B. Repetition of keywords and use of synonyms
C. Use of pronoun references

These three types of bridges are highlighted in the sample below:

Figure 2: Coherence in a paragraph

A. Use of Transitional Words or Phrases

Transitional words or phrases, also called ​transitional signals​, emphasize the relationships
between ideas. They help readers follow your development of ideas or see connections that they
might otherwise miss or misunderstand.
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The paragraph above has a number of transitional signals such as ​firstly, also, therefore ​etc.
which are used to show a smooth shift from one supporting idea to another.

Remember!!!
1. Usually, we put a comma after the transition word.
2. Some transitional words can be used at the very beginning of a sentence, or in the
middle of the sentence.

For example:
Apparently, Arunima loves to read and travel. She, however, could not travel much in the
last two years due to studies and family responsibilities.

Examples of transition signals and their meaning

This table provides a few of the most commonly used transition signals.

Meaning/function Examples of transitional signals (sentence Example sentence

connectors)

To sequence your first(ly), second(ly), third(ly), next, then, after Students receive a plagiarism
ideas this, last(ly), finally, accordingly, meanwhile, warning. After this, penalties apply.
henceforth

To introduce an also, furthermore, additionally, in addition, … Students, moreover, are

additional idea moreover, similarly, likewise, as well as, expected to seek mandatory
besides, another, too counselling.

To introduce an in contrast, conversely, alternatively, yet, … In contrast, inadvertent

opposite idea or although, even though, nevertheless, plagiarism attracts lesser penalties
contrast notwithstanding, however, on the other hand, because the student is still learning.
whereas, while, instead, otherwise

To add a similar idea comparatively, coupled with, correspondingly, … Together with this, the university
identically, likewise, similar to, together with, offers students counselling.
equally

To introduce an for example, such as, for instance, to … Unintentional plagiarism, for
example or illustration demonstrate, namely, in particular, specifically example, can be caused by poor
paraphrasing skills.

To indicate a consequently, accordingly, as a result, hence, The student submitted another

consequence or result subsequently, therefore, thus, thereupon, as a student’s essay. As a result, they
consequence, for this reason failed.
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To introduce a that is, in fact, indeed, namely, specifically, … More specifically, it is argued that
restatement or thus the unauthorised use of information
explanation is …

To emphasise or even more, above all, indeed, more … More importantly, the university
clarify a point importantly, besides wishes to assist its students to
succeed.

To draw to a close or to conclude, as a final point, in brief, in … Finally, the university is

summarise conclusion, indeed, in short, in summary, committed to monitoring all
finally, lastly academic tasks to eradicate
plagiarism.

B. Repetition of Keywords and Use of Synonyms

Another way to connect ideas in a paragraph is by repeating keywords or using synonyms.

Repeated use of keywords or synonyms helps writers create a smooth flow between sentences
which, in turn, helps readers remember the main ideas easily.

For instance, in the topic sentence of the paragraph titled “Dangerous Places”, the writer mentions
that he feels unsafe in three places. To express his feelings clearly, he makes consistent use of
keywords and synonyms. Notice the keywords and synonyms (in bold) in these expressions: “I
never feel entirely safe​”, “... add to my sense of ​unease and ​danger​”, “I ​dread the walk to the
car”, “I am ​afraid that…”, “I feel ​unsafe …”, “I feel ​trapped​”, “add to my unsettledness​”, “give me
the ​shivers​”, and so on. These keywords and synonyms keep readers focused and convince them
about the writer’s feelings of fear as stated in the controlling idea.

C. Use of Pronoun References

Two or more sentences can be connected by using pronouns. A pronoun (he, she, it, they, etc.)
takes the place of a noun (a person, place, thing, etc.). Pronouns quite naturally connect ideas
because these refer readers to something mentioned earlier in the text.

For example, in the paragraph above, the noun “places” is a keyword. To avoid repetition of this
word, the writer has used pronouns, such as “location”, “where”, and “there”.

Now that you know the paragraph structure (see Handout 1) and the importance of unity and
coherence, it is time to write a well-structured, unified, coherent paragraph. At this stage, you may
be curious to know how we can actually start writing a paragraph. ​The answer is to plan well
before you write your paragraph and follow the steps below in the writing process.
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References

Savage, A & Shafiei,M (2007). ​Effective Academic Writing 1 The Paragraph​. ​New York, NY :
Oxford University Press

University of New England. (n.d.). Paragraphs: Connecting your ideas. retrieved from
https://www.une.edu.au/__data/assets/pdf_file/0003/11397/WE_Paragraphs_Connecting-
your-ideas.pdf
Writing Advice, University of Toronto

Writing Tutorial Services, Indiana University Bloomington