Module 7:

Types of paragraphs –
part two
ENGL 1102 –BASIC ENGLISH II
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Content

Paragraphs are developed around topic sentences. These can be likened to miniature thesis

statements for individual paragraphs. The topic sentence states the main idea or topic of

the paragraph. The sentences that follow the topic sentence must relate and support the claim or

position made in the topic sentence.

As with all writing, teachers should first model proper topic sentences to have students identify

the topic and the claim in the sentence, regardless of the academic discipline.

For example, these models of topic sentences inform the reader about a topic and the claim that

will be supported in the paragraph:

• Topic Sentence: "pets are important to many people because they can improve the

overall health of the pet owner”.

• Topic: "pets".

• Claim: "improve the overall health of the pet owner".

• Topic Sentence: "coding requires a number of different skills",

• Topic: "coding".

• Claim: "requires a number of different skills".

• Topic Sentence: "there are many reasons why housing in Singapore is the best in the

world".

• Topic: “housing in Singapore”.

• Claim: "housing in Singapore is the best in the world".

• Topic Sentence: "drama class requires students to be collaborative and willing to take

risks".

• Topic: "drama class".

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• Claim: “requires students to be collaborative and willing to take risks".

Writing the Topic Sentence

The topic sentence should not be too general or too specific. The topic sentence should still

provide the reader with the basic 'answer' to the question being posed. A good topic sentence

should not include details. Placing the topic sentence at the beginning of a paragraph ensures that

the reader knows precisely what information is going to be presented.

Topic sentences should also alert the reader as to how the paragraph or the essay has been

organized, so that the information can be better understood. These paragraph text structures can

be identified as compare/contrast, cause/effect, sequence, or problem/solution.

As with all writing, students should be given multiple opportunities to identify topics and claims

in models. Students should practice writing topic sentences for many different topics in all

disciplines using different test structures.

Compare and Contrast Topic Sentences

The topic sentence in a comparison paragraph would identify the similarities, or similarities and

differences in the topic of the paragraph. A topic sentence in a contrast paragraph would identify

only differences in topics. The topic sentences in compare/contrast essays may organize the

information subject by subject (block method) or point by point. They may list comparisons in

several paragraphs and then follow those with contrast points. The topic sentences of comparison

paragraphs may use transition words or phrases such as: as well as, correspondingly, compared

to, just like, likewise, similarly, and the same as. Topic sentences of contrast paragraphs may use

transition words or phrases such as: although, conversely, even though, however, in contrast, on

the other hand, to the contrary, and unlike.

Some examples of compare and contrast topic sentences are:

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• "Animals in the same family share common characteristics. These characteristics

include…"

• "A purchase of a small car has both advantages and disadvantages".

Cause and Effect Topic Sentences

When a topic sentence introduces the effect of a topic, the body paragraphs will contain evidence

of causes. Conversely, when a topic sentence introduces a cause, the body paragraph will contain

evidence of effects.

Transition words used in topic sentences for a cause and effect paragraph may include:

• Accordingly.

• Because.

• As a result.

• Consequently.

• For this reason.

• Therefore.

• Thus.

Some examples of topic sentences for cause and effect paragraphs are:

• "I am great at a grilling a steak, but I can never seem to make a good cake. This is

because… "

• "The United States Civil War was started for a number of reasons. The causes of the Civil

War include: "

• "The Great Depression was a period of great distress and economic problems for many

Americans and individuals across the globe. The effects of the Great Depression include: "

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Some essays require students to analyze the cause of an event or action. In analyzing this cause,

students will need to discuss the effect or consequences of an event or action. A topic sentence

using this text structure can focus the reader on the cause(s), the effect(s), or both. Students

should remember not to confuse the verb "affect" with the noun "effect”. The use of effect means

“to influence or “change”, while the use of effect means “the result”.

Sequence Topic Sentences

While all academic writing follows a specific order, a text structure of sequence explicitly alerts

the reader to a 1st, 2nd or 3rd point. A sequence is one of the most common strategies in

organizing a paragraph when the topic sentence identifies a need to order the supporting

information. The paragraphs must be read in order, much like a recipe, or the writer has

prioritized the information using terms such as then, next or finally.

In a sequence text structure, the body paragraph follows a progression of ideas that are supported

by details or evidence.

The transition words that could be used in topic sentences for sequence paragraphs may

include:

• Afterward.

• Before.

• Earlier.

• Initially.

• Meanwhile.

• Later.

• Previously.

• Subsequently.

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Some examples of topic sentences for sequence paragraphs are:

• "The first reason why a real Christmas tree is preferred by many to an artificial one is: "

• "Successful leaders of large companies often share similar traits. The most important

trait includes: "

• "Changing the oil in a car is easy only if you follow the steps".

Problem/Solution Topic Sentences

The topic sentence in a paragraph that uses the problem/solution text structure identifies a

problem for the reader. The remainder of the paragraph is dedicated to offering a solution.

Students should be able to provide a reasonable solution or refute objections in each paragraph.

Transition words that can be used in topic sentences using the problem-solution paragraph

structure are:

• Answer.

• Propose.

• Suggest.

• Indicate.

• Solve.

• Resolve.

• Plan.

Some examples of topic sentences for problem-solution paragraphs are:

• "Students can avoid getting sick when they go away to college by taking certain

precautions. Proposed precautions include…”. Various health agencies suggest that

many kinds of pollution can affect your health. The different kinds of pollution

include… "

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• "Texting while driving has increased the number of auto fatalities. One answer to this

problem could be…"

All the example sentences above can be used to illustrate the different types of topic sentences. If

the writing assignment requires a particular text structure, there are specific transition words that

can help students organize their paragraphs.

Crafting Topic Sentences

Crafting an effective topic sentence is a necessary skill, especially in meeting college and career

readiness standards. The topic sentence requires that students plan what they are trying to prove

in the paragraph before the draft. A strong topic sentence with its claim will focus the

information or message for the reader. In contrast, a weak topic sentence will result in an

unorganized paragraph, and the reader will be confused because the support or details will not be

focused.

Teachers should be ready to use models of proper topic sentences to help students determine the

best structure for delivering information to the reader. There must also be time for students to

practice writing topic sentences.

With practice, students will learn to appreciate the rule that a proper topic sentence almost lets

the paragraph to write itself!

Types of paragraphs. Part two

Persuasive Paragraph

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The foundation of a persuasive paragraph is the topic statement. A strong topic statement is

both debatable and narrow enough to prove within the constraints of the paragraph. Though

the topic statement is just one sentence located in the introductory paragraph, everything in

the paragraphs must work to prove its validity. Depending on the assignment the writer may

argue whether a fact has been settled, assert one event caused another or propose a solution to

a problem. When writing a topic statement ask what needs to be proven and construct, one

strong sentence stating that.

Whatever would we do without transitions signifying contrast? There would be no way for us to

articulate our polar, different and conflicting ideas and thereby debates could not exist. Hence,

contrast words are very important to any essay.

Let’s take a look at some different ‘categories’ of these contrasting words.

What are some ‘opposite’ transition words or phrases?

• In contrast.

• Conversely,

• At the other end of the spectrum.

What are some ‘difference’ transition words or phrases?

• Dissimilarly.

• A clear difference.

What are some ‘conflict’ transition words or phrases?

• However.

• Nevertheless.

• On the one hand.

• On the order hand.

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Universal Compare and Contrast Words

Not everything is black and white in terms of which words fit into which category of transition

words. There are, in fact, grey areas where words can be used to both compare and contrast

depending on the context. Let’s take a look at these grey areas.

Signal words for compare and contrast – what are they?

These are general words that fall under both contrast and comparative phrases. For example:

• At the same time.

• On the other hand.

• On the same token.

• While.

What are summary transition words and phrases?

These are words that can be both contrast and comparative terms, that can help tie many points

together during a wrap-up. These include:

• All things considered.

• To summarize.

• In short.

• To sum up.

• All in all.

Comparison Example.

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Basketball and soccer are sports with many similarities and differences. Both sports are fun to

play and each one has many beneficial qualities. Here are some of the similarities and differences

with basketball and soccer. Basketball and soccer are played with a round ball. They both

provide a ton of cardiovascular exercise such as running; so, if you want to get in shape, these

are the sports to play. A referee judges each game. When a player breaks the rules he or she is

called for a foul. A soccer player receives a red or yellow card and a basketball player is called

for a foul. Finally, a score is kept in each game. The team with the highest score wins.

Example.

Homework is an important part of the learning process in middle school. One reason is that

homework gives students additional practice of skills covered in class. Middle school classes are

too short to teach a new concept and practice it sufficiently for students to master. Students need

both guided practice in class and independent practice at home. Another reason for homework is

that it provides time to complete longer assignments. For example, the ideal composition process

allows time for students to think and to reflect on their ideas, as well as time to revise and to

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proofread their writing. Also, reports and special projects often require research that cannot

always be done at school. In addition, since all students do not work at the same speed, giving

students time at home to finish work keeps them from falling behind. Finally, the most important

reason for homework is that it ensures review. New material and old material are practiced in

daily assignments. Students who do their homework daily are prepared for tests and make better

grades. In conclusion, not only is homework essential to mastering new skills and maintaining

previously learned skills, but it also guarantees constant review and provides time for longer

assignments, as well as additional time for students who need it. Students, do your daily

homework, make better grades, and learn more.

References

EXAM EXPLAIN (2020 25 DECEMBER). Simple Present tense. From https://www

examplanning.com/simple-present-tense-formula-exercises-worksheet/

FRAYER, D., FREDERICK, W. C., AND KLAUSMEIER, H. J. (1969). A Schema for Testing

the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education

Research.

GRAMMAR MONSTER (2020, 23 DECEMBER) From https://www.grammar-

monster.com/glossary/simple_present_tense.htm.

GRAPHIC (N.D.). Graphic Oganizers. http://www.graphic.org/concept.html.

GRAVES, M. F. (2009). Teaching individual words: One size does not fit all. New York

Teachers College Press; Newark, DE; International Reading Association.

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MCKEOWN, M. G. & BECK, I. L. (2004). Direct and rich vocabulary instruction. In J.

Baumann & E. Kame'enui (Eds.), Vocabulary instruction, research to practice (pp. 13–

27). New York: Guilford Press.

JUST READ NOW (N.D.). Frayer Model. From

http://www.justreadnow.com/strategies/frayer.htm.

KIM STRATEGY. (2014, 24 July). Effective Practices. From

http://effectivepractices.wikispaces.com/KIM+Strategy.

STONE, B.J., & URQUHART, V. (2008). Remove limits to learning with strategic vocabulary

instruction. Mid-Continent Research for Education and Learning (McREL).

http://www.mcrel.org/pdf/literacy/0121MM_systematic_vocabulary_instruction.pdf.

TYSON, K. (2014, 13 July). No tears for tiers: common core tiered vocabulary made simple l

Dr. Kimberly's Literacy Blog. From

http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

WIEBE, G. (2020, 20 November). Tip of the Week - KIM strategy. History tech. From

http://historytech.wordpress.com/2009/11/20/tip-of-the-week-kim-strategy.

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