THE ORGANIZATION OF PARAGRAPH

By: Selamat H. Napitupulu

Program Studi Pendidikan Bahasa Inggris

Fakultas Bahasa dan Seni
UNIVERSITAS INDRAPRASTA PGRI JAKARTA

‘ Basic Writing ‘
THE ORGANIZATION OF PARAGRAPH

• PARAGRAPH UNITY

• COHERENCE

• DEVELOPMENT
THE ORGANIZATION OF PARAGRAPH

• PARAGRAPH UNITY

• COHERENCE

• DEVELOPMENT
 The Paragraph Structure

• Topic

• Topic Sentence (TS) : Topic + Main Idea/Controlling Idea

• Supporting Sentence (SS) : Elaboration of TS

• Concluding Sentence (CS)

 Paragraph Illustration

[Main Topic] ……………….

[TS]……………………………………………………[SS1]……………………………………………
………….[SS2]……………………………………………………………………………………………
……..[SS3]………………………………………………………………………………………..[CS]…
……………………………………………………………………………….
 Paragraph Unity
According to Siahaan (2008: 93) “unity is one of the logical aspects of a good
paragraph. It refers to the type of the supporting sentences used in paragraph. It refers
to the relevant data used in the paragraph”.

Thus, Oshima and Hugoe (1999: 30-31) say unity means that only one main idea is
discussed. For example, if your paragraph is about the advantages of owning a compact
car, discuss only that. Do not discuss the advantages. And every supporting sentence
must directly explain or prove the main idea that is stated in the topic sentence. Do not
include any information that does not directly support the topic sentence.
 Paragraph Unity
To make sure whether the paragraph has been paragraph unity,
the following can be used to verify for better paragraph unity:
1. Identify the topic sentence
2. Identify the controlling idea.
3. Identify the supporting sentences (Major supporting
sentences)
4. Does each supporting sentence in the paragraph relate
directly to developing or explaining the controlling idea?
5. Are there any supporting sentences that do not relate to the
controlling idea in the topic sentence and therefore need to be
eliminated?
 Paragraph Unity
“[TS] I have some English lecturers in my campus. [SS1] Mr. Yon is my
lecturer as well as the head of English study program who is always patient to
serve the students for their studies. [SS2] Miss. Ika is a nice lecturer as well
as the secretary of English study program who always serves the students for
their studies well. [SS3] Sir Selamat Heppy Napitupulu is a kind lecturer of
mine who teaches a few courses such as: sentence writing, paragraph writing,
essay writing, research writing, poetry, and drama. [SS4] Mr. Zulfikar is my
lecturer with whom I like to discuss about statistic lecturing. [SS5] The
administration staffs always welcome the students nicely when students need
something to manage in the office. [SS6] Mr. Julian Kemas is my lecturer
who teaches speaking course, speaks English like native speakers. [CS] The
five of them are very nice lecturer to apply the knowledge of English language
I think.”
 Paragraph Unity
There are eight sentences in this paragraph. It contains a topic
sentence, six supporting sentences, and a concluding sentence.
Actually, this paragraph is generally good, but the supporting sentence
5: “the administration staffs always welcome the students nicely when
students need something to manage in the office, does not have
anything to do with the controlling idea in the topic sentence. It is an
"off-topic sentence” , so we can say that the paragraph somewhat lacks
unity. It is meant that the supporting sentence 5 does not develop or
support the topic sentence which can be said “irrelevant sentence”. In
order to improve the paragraph, we should omit this sentence.
 Paragraph Coherence
According to Siahaan (2008: 93) paragraph coherence refers to the
smooth flow of ideas in a paragraph that can be achieved in two ways. The
first ways is from the logical arrangement of the sentences in the paragraph.
The second way is by using structural words.

Thus, Oshima and Hugoe ( 1999:40) say “coherence means hold together.
In order to have coherence in writing, the sentence must hold together; that
is, the movement from one sentence to the next or in longer essay from one
paragraph to the next must be logical and smooth. There must be no sudden
jumps. Each sentence should flow smoothly into the next one.”
 Paragraph Coherence
The purpose of coherence is to make the paragraph easily understandable to a reader. A
paragraph that is coherent flows because it is arranged according to a definite plan, and as a
result, all the sentences are not just about the same main topic, but they also “stick together”
and lead readers smoothly from the topic sentence to the concluding one. This “stickiness”
results from sentences that follow, one from the other, in a way that makes sense. Each
sentence takes a logical step forward.
To achieve coherence in writing a paragraph, there are some consistencies ways to be
known by a writer which can be applied in the writing field:
1. Repeating of key nouns consistency
2. Repetition of key terms or phrases consistency
3. Pronouns Consistency
4. Tense Consistency
5. Parallel Structure Consistency
6. Transitional Expressions Consistency.
 Paragraph Coherence
Look at the following model of a coherent paragraph:
(1) Throughout most of my school days my eyes failed to focus correctly when reading. (2)
Consequently, I saw different symbols every time I read a sentence. (3) As a result, the printed page
was a chaotic kaleidoscope of constantly changing letters that made no sense. (4) For example, when
reading the last sentence I would see: “A letters made sense,” or “As letter that made noense,” or
“Letters mad nosens,” depending on how my eyes focused on a sentence. (5) After my eye problem
was corrected, my real problems began because it was assumed that I could now read like everyone
else. (6) This was a big mistake that overlooked the psychological effects created by my visual
disability. (7) Most importantly, I was left doubting my understanding when reading unfamiliar material
while teachers began to give me increasingly complex material to read.
(Get permissions from Jeremy Hexham)
( Adapted from: http://write-site.athabascau.ca/documentation/Sample%20of%20a%20coherent%20paragraph.pdf
 Paragraph Coherence
In this paragraph, there are seven sentences. It contains a topic sentence, five supporting
sentences and a concluding sentence. The writer’s first sentence, he introduces the topic of
the paragraph, and then creates a connection of cause and effect with his use of
“consequently” at the beginning of the next sentence. In sentence (3), he creates coherence
by creating another cause and effect relationship with the phrase, “as a result”, and by
referring back to the “last sentence.” In sentence (5), he creates a narrative relationship
between events by beginning his sentence with “after” and repeats a key concept, “eye
problem”, from the topic sentence. The writer then creates coherence in sentence (6) by
using a pronoun, “this”, to refer back to an event he described in sentence . In sentence (7),
he completes the circle by referring to another key idea in his topic sentence, that of reading.
 Paragraph Analysis
Look at the following model of a coherent paragraph analysis:
“(1) My hometown is famous for several amazing natural features. (2) First, it is noted for
the Wheaton River, which is very wide and beautiful. (3) On either side of this river, which
is 175 feet wide, are many shady willow trees which have long branches that can move
gracefully in the wind. (4) In autumn the leaves of these trees fall and cover the riverbanks
like golden snow. (5) Second, on the other side of the town is Wheaton Hill, which is
unusual because it is very steep. (6) Even though it is steep, climbing this hill is not
dangerous, because there are some firm rocks along the sides that can be used as stairs. (7)
There are no trees around this hill, so it stands clearly against the sky and can be seen from
many miles away. (8) If you visit Wheaton Hill you should try the nice restaurant at
Wheaton Hill hotel. (9) The third amazing feature is the Big Old Tree. (10) This tree
stands two hundred feet tall and is probably about six hundred years old. (11) These three
landmarks are truly amazing and make my hometown a famous place”.
 Paragraph Analysis
The paragraph above, it can be analyzed as follows:
1.The topic sentence: Sentence 1
2.Irrelevant sentence: Sentence 8 (should be removed from the paragraph)
3.The paragraph also shows coherence by the use of
a.Parallel constructions: the present tense
b.Pronouns: this, these
c.Synonyms: natural features = landmarks
d.Paraphrasing of phrase/sentence: sentence 1 is paraphrased in sentence 11
e.Repetition of key words: river, hill, rocks
f.Transitional words: on the other side, even though, so, because
 Paragraph Analysis
The paragraph above, it can be analyzed as follows:

4. Methods of development/sentence organization used:

• Examples and illustrations:
• Comparison and contrast:
• Causes and reasons:
• Descriptions or details:
• Logical divisions:
• Chronology of events:
 Paragraph Analysis
The paragraph above, it can be analyzed as follows:

5. What you like about the paragraph

a. Interesting choice of topic?
b. Attention grabbing topic?
c. Content: interesting fact, interesting story/illustration?
d. Adequate development (have sufficient examples)?
e. Sentence organization?
f. Easy to understand?
g. Choice of words?
h. Language (e.g., no or a few errors)?
i. Others? Explain briefly:

6. Your comments for improvement

 Paragraph Analysis
Peer Evaluation
Check your friend’s paragraph if it has the following elements:
1.The topic sentence: Sentence 1
2.Irrelevant sentence: Sentence 8 (should be removed from the paragraph)
3.The paragraph also shows coherence by the use of
a.Parallel constructions: the present tense
b.Pronouns: this, these
c.Synonyms: natural features = landmarks
d.Paraphrasing of phrase/sentence: sentence 1 is paraphrased in sentence 11
e.Repetition of key words: river, hill, rocks
f.Transitional words: on the other side, even though, so, because
 Paragraph Analysis
Peer Evaluation
Check your friend’s paragraph if it has the following elements:
4. Methods of development/sentence organization used:
a.Examples/illustrations: - Comparison and contrast: sentences 3
(comparison – on either side) and 6 (even though)
b.Causes and reasons: sentences 5, 6 and 7 (so, because)
c.Descriptions or details of each landmark
d.Logical divisions: First, Second, The third amazing features
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