PARAGRAPH WRITING

(3 CREDITS)
DISCUSSIONS:
1. WRITING
2. PARAGRAPH
3. PARTS OF A PARAGRAPH (INTRODUCTION, BODY, AND CONCLUSION)
A. INTRODUCTION (TOPIC SENTENCE)
B. TOPIC AND CONTROLLING IDEA IN TOPIC SENTENCE.
C. BODY (SUPPORTING SENTENCES/DETAILS)
D. CONCLUSION (CONCLUDING SENTENCE)
4. UNITY IN A PARAGRAPH
5. COHERENCE IN A PARAGRAPH
6. TYPES OF PARAGRAPHS
A. DESCRIPTIVE PARAGRAPHS
B. NARRATIVE PARAGRAPHS
C. EXPOSITORY PARAGRAPHS
D. PERSUASIVE PARAGRAPHS
 MEETING 1
1. WRITING
2. PARAGRAPH
3. TOPIC SENTENCE
4. TOPIC
5. CONTROLLING IDEA
I. FOUR LANGUAGE SKILLS
1.LISTENING 2. SPEAKING 3. READING 4. WRITING

WHAT IS WRITING IN ENGLISH?

2.WRITING IS THE FOURTH LANGUAGE SKILL.

2.WRITING IS AN ACTIVE PROCESS TO ORGANIZE AND FORMULATE THE IDEAS IN A WRITTEN FORM.

3. WRITING IS A LANGUAGE SKILL TO EXPRESS IDEAS, THOUGHTS, AND FEELINGS TO OTHER PEOPLE
IN WRITTEN SYMBOLS TO MAKE THEM UNDERSTAND THE CONVEYED IDEAS.

4. WRITING NEEDS THE UNDERSTANDING OF GRAMMAR, PUNCTUATION, AND VOCABULARY.

5. WRITING IS A COMPLEX ACTIVITY REQUIRING GRAMMAR, VOCABULARY, PUNCTUATION,

SPELLING, INFORMATION, AND INTEGRATION OF THE INFORMATION IN A COHESIVE AND
COHERENT PARAGRAPH OR TEXT.
II. PARAGRAPH
1. PARAGRAPH IS A SERIES OF SENTENCES THAT ARE ORGANIZED COHERENTLY AND RELATED
TO A SINGLE TOPIC.

2. THE LINES THAT SHOULD INCLUDE IN A PARAGRAPH ARE FIVE TO EIGHT.

IT CAN BE SHORTER OR LONGER THAN 5 TO 8 LINES DEPENDING ON THE
PURPOSE OF THE PARAGRAPH.

3. IT INCLUDES 3 PARTS: 1. INTRODUCTION (TOPIC SENTENCE), 2. BODY (SUPPORTING

SENTENCES) , AND 3. CONCLUSION (CONCLUDING SENTENCE) FOCUSING ON A SINGLE
TOPIC.

4. IT IS A UNIT OF THOUGHT.

5. IT EXPLAINS ONE IDEA IN DETAIL AND SUPPORTS THE EXPANSION OF AN

OVERALL TOPIC FOR THE ESSAY.
AN EXAMPLE OF A PARAGRAPH
THE WARM WEATHER
(1)The warm weather last year allowed me to play outside.

(2)I played under the sprinkler with my brother. (3)We ran

through the water and screamed each time. (4)At night,

I played hide and seek with my friends. (5) I usually hid behind a
big bush. (6) I loved the weather because it was warm.

The paragraph above has:

1. a topic sentence,
2. supporting sentences, and
3. a concluding sentence.
III. TOPIC SENTENCE
1. THE TOPIC SENTENCE IS OFTEN THE FIRST SENTENCE OF A PARAGRAPH.
2. IT IS AN INTRODUCTION OF A PARAGRAPH INTRODUCING THE TOPIC OF THE
PARAGRAPH.
3. IT STATES THE MAIN IDEA OF A PARAGRAPH AND TELLS WHAT THE PARAGRAPH IS
ABOUT.
4. ALL SENTENCES THAT ARE PRESENTED IN A PARAGRAPH MUST SUPPORT THE TOPIC
SENTENCE.
5. IT IS OFTEN IN A DELARATIVE SENTENCE.
6. TOPIC SENTENCE CONSISTS OF : TOPIC AND CONTROLLING IDEA.
7. A GOOD TOPIC SENTENCE HAS A CONTROLLING IDEA AS WORDS OR PHRASES
THAT HELP GUIDE THE FLOW OF IDEAS IN THE PARAGRAPH.
8. A CONTROLLING IDEA LIMITS THE TOPIC TO A SPECIFIC AREA TO BE DISCUSSED
IN THE SPACE OF A SINGLE PARAGRAPH.
9. A CONTROLLING IDEA IS RELATED TO THE WRITER’S ATTITUDE OR IDEA ABOUT THE
TOPIC.
TOPIC SENTENCE (CONTINUATION)…..

LOOK AT THE TOPIC SENTENCES BELOW:

1. TOPIC SENTENCE : THERE ARE ADVANTAGES OF WASHING DISHES BY HAND.
TOPIC : WASHING DISHES BY HAND
CONTROLLING IDEA : ADVANTAGES
THE PARAGRAPH WILL TALK ABOUT THE ADVANTAGES OF WASHING DISHES BY HAND. THE
TOPIC IS CONTROLLED BY “ADVANTAGES”.

2. TOPIC SENTENCE : BANDAR LAMPUNG TOWN IS BEAUTIFUL.

TOPIC : BANDAR LAMPUNG TOWN
CONTROLLING IDEA : BEAUTIFUL

THE PARAGRAPH WILL TALK ABOUT BANDAR LAMPUNG TOWN. THE TOPIC IS CONTROLLED
BY “BEAUTIFUL”.
TOPIC SENTENCE (CONTINUATION)…..

LOOK AT THE TOPIC SENTENCES BELOW:

3. TOPIC SENTENCE : ANCIENT EQYPTIANS FOLLOWED SEVEN STEPS TO MUMMIFY
THEIR KINGS.
TOPIC : ANCIENT EQYPTIANS MUMMIFIED THEIR KINGS
CONTROLLING IDEA : SEVEN STEPS
THE PARAGRAPH WILL TALK ABOUT EQYPTIANS MUMMIES, AND WILL LIST SEVEN STEPS TO
MUMMIFY THEIR KINGS. THE TOPIC IS CONTROLLED BY “SEVEN STEPS”.

TOPIC SENTENCE : AMERICAN FOOD IS TASTELESS AND GREASY.

TOPIC : AMERICAN FOOD
CONTROLLING IDEA : TASTELESS AND GREASY.

THE PARAGRAPH WILL TALK ABOUT AMERICAN FOOD. THE TOPIC IS CONTROLLED BY
“TASTELESS AND GREASY”.
IV. TOPIC SENTENCE, TOPIC, AND CONTROLLING IDEA
EXAMPLES OF TOPIC SENTENCES CONSISTS OF (TOPIC) AND (CONTROLLING IDEA)
1. DAVID BECKAM IS A GOOD FATHER.
topic controlling idea

2. THERE ARE SEVERAL REASONS WHY I LIKE MY ROOM.

controlling idea topic

3. I LIKE MY ROOM FOR SEVERAL REASONS.

topic controlling idea

4. BREAD IS AN IMPORTANT PART OF OUR EVERYDAY FOOD.

topic controlling idea

5. RICE IS A STAPLE FOOD IN SOME COUNTRIES.

topic controlling idea
EXERCISE 1:
CIRCLE THE TOPIC AND UNDERLINE THE CONTROLLING IDEA OF THE
FOLLOWING TOPIC SENTENCES.

1. CITIES ARE EXCITING PLACES TO LIVE.

2. SWIMMING IS THE MOST EFFECTIVE AEROBIC EXERCISE YOU CAN DO.
3. IT IS NOT EASY TO LEARN A FOREIGN LANGUAGE.
4. THERE ARE MANY REASONS TO LEARN ENGLISH AS A FOREIGN LANGUAGE.
5. THE STUDENT IS GOOD AT MANY THINGS.
6. ENGLISH BORROWS WORDS FROM OTHER LANGUAGES.
7. OTHER LANGUAGES GIVE WORDS TO ENGLISH.
8. ISTAMBUL IS ONE OF THE MOST BEAUTIFUL CITIES IN THE WORLD.
9. CHILDREN SHOULD HAVE A GOOD EDUCATION.
10. POLLUTION IN ABC CITY IS THE WORST IN THE WORLD.
EXERCISE 2: WRITE YOUR OWN TOPIC SENTENCES AND THEN CIRCLE THE TOPIC AND
UNDERLINE THE CONTROLLING IDEA.
EXAMPLE:
1. (EDUCATION)
a. Topic sentence : Education is very important for someone’s future career.
b. Topic : EDUCATION
c. Controlling idea : VERY IMPORTANT FOR SOMEONE’S FUTURE CAREER.

2. (UBL)
a. Topic sentence : _________________________________________________________________
b. Topic : _________________________________________________________________
c. Controlling idea : _________________________________________________________________

3. (LION)
a. Topic sentence : _________________________________________________________________
b. Topic : _________________________________________________________________
c. Controlling idea : _________________________________________________________________

4. (ENGLISH)
a. Topic sentence : _________________________________________________________________
b. Topic : _________________________________________________________________
c. Controlling idea : _________________________________________________________________
AT THE END OF MEETING 1, EVERY STUDENT MUST HAVE THE ABILITY TO RESPONSE TO

THE FOLLOWING 3 ISSUES.

1. EVERY STUDENT CAN DEFINE PARAGAPH, TOPIC SENTENCE, TOPIC, AND

CONTROLLING IDEA.

2. EVERY STUDENT CAN IDENTIFY TOPIC SENTENCE, TOPIC, AND CONTROLLING IDEA
IN A PARAGRAPH.

3. EVERY STUDENT CAN WRITE THEIR OWN TOPIC SENTENCE, TOPIC, AND CONTROLLING
IDEA.

IF A STUDENT STILL DOES NOT HAVE THE ABILITY ABOVE,

HE/SHE DOES NOT YET UNDERSTAND THE LESSON WELL.
 MEETING 2

SUPPORTING SENTENCES
V. SUPPORTING SENTENCES
1. SUPPORTING SENTENCES IN THE PARAGRAPH (THE SENTENCES OTHER THAN THE TOPIC SENTENCE)
DEVELOP OR EXPLAIN THE TOPIC SENTENCE.

2. SUPPORTING SENTENCES CAN BE:

A. DESCRIPTIONS
B. EXAMPLES
C. EXPLANATIONS
D. RESULTS
E. REASONS
F. STATISTICS
G. COMPARISONS, ETC.
V. SUPPORTING SENTENCES (CONTINUATION)…….

4. SUPPORTING SENTENCES MAY BEGIN WITH FOR EXAMPLE, FOR INSTANCE, IN ADDITION, IN FACT,
FURTHERMORE, MOREOVER, THEREFORE, CONSEQUENTLY, FIRST, SECOND, NEXT, THEN, LAST, FINALLY, ETC.

5. THE SUPPORTING SETENCES (SUPPORTING DETAILS} ARE USED TO SUPPORT THE TOPIC SENTENCE IN
DIFFERENT TYPES OF SUPPORTING DETAILS WHICH MAY BE FOR DESCRIPTIVE, NARRATIVE, EXPOSITORY,
AND PURSUASIVE WRITING.

6. SUPPORTING DETAILS TALK ABOUT WHO, WHAT, WHERE, WHEN, HOW AND WHY ABOUT THE TOPIC
SENTENCE.

7. SUPPORTING SENTENCES ARE REASONS, EXAMPLES, FACTS, STEPS, OR THER KINDS OF EVIDENCE THAT
EXPLAIN THE MAIN IDEA.

8. THE TOPIC SENTENCE CONTAINS THE MAIN IDEA AND IT IS WHAT THE TEXT IS ABOUT.

9. SUPPORTING SENTENCES COME AFTER THE TOPIC SENTENCE.

VI. TOPIC SENTENCE AND SUPPORTING SENTENCES
EXAMPLE:
1. TOPIC SENTENCE: HOMELESS PEOPLE HAVE MANY PROBLEMS.
SUPPORTING SENTENCES:
1 . IN WINTER, IT’S HARD TO STAY WARM.
2 . IT GETS TOO HOT IN SUMMER.
3. IT’S ALSO HARD TO KEEP THINGS SAFE WITHOUT A HOME.
4. THE WORST IS THE LACK OF PRIVACY.

2. TOPIC SENTENCE: I GOT A NEW COAT.

SUPPORTING SENTENCES:
1 . MY NEW COAT HAS A BLUE HOOD AND RED SLEEVES.
2 . MY COAT IS VERY FUZZY SO I STAY VERY WARM WITH IT.
3. THE ZIPPER OF MY COAT IS GREEN.
4. ON THE BACK, THERE IS A PICTURE OF A SNOW MAN.
EXERCISE 3: OUT OF SIX STATEMENTS AFTER THE TOPIC SENTENCE, THREE STATEMENTS SUPPORT THE
TOPIC SENTENCE AND THE OTHER THREE DO NOT. CROSS THE ONES THAT SUPPORT THE TOPIC SENTENCE.

1. TOPIC SENTENCE : ELEPHANTS ARE VERY INTELLIGENT ANIMALS.

SUPPORTING SENTENCES:
A. FOR YEARS, HUNTERS SHOT ELEPHANTS TO OBTAIN IVORY FROM THEIR TUSKS.
B. LIKE CHIMPS, ELEPHANTS CAN RECOQNIZE THEIR REFLECTIONS IN MIRRORS.
C. ELEPHANTS TEAR OFF BRANCHES OF TREES TO USE AS FLY SWATTERS.
D. AN ELEPHANT CAN LIVE AS LONG AS SIXTY-FIVE YEARS.
E. ELEPHANTS HAVE BEEN SEEN KEEPING VIGIL OVER THEIR DEAD COMPANIONS.
F. ELEPHANTS SHOULD NOT BE FORCED TO PERFORM IN CIRCUSES.

2. TOPIC SENTENCE : DRINKING COFFEE CAN BE BAD FOR PEOPLE.

SUPPORTING SENTENCES:
A. SOME PEOPLE DON’T LIKE THE TASTE OF DECAFFEINATED COFFEE.
B. COFFEE IN THE EVENING CAN INTERFERE WITH SLEEP AT NIGHT.
C. AS ADDICTIONS GO, COFFEE IS LESS DANGEROUS THAN TOBBACO.
D. TOO MUCH COFFEE CAN CAUSE THE HANDS TO SHAKE.
E. DRINKING TOO MUCH COFFEE CAN LEAD TO A FASTER HEARTBEAT.
F. SOME KINDS OF COFFEE COST UNDER FIVE DOLLARS A POUND.
EXERCISE 3: (CONTINUATION)……..

3. TOPIC SENTENCE : MY DOG ,MONSTER, IS NOT VERY BRIGHT.

SUPPORTING SENTENCES:
A. HE’S FIVE YEARS OLD AND DOESN’T RESPOND TO HIS NAME YET.
B. HE CRIES WHEN I LEAVE FOR WORK EVERY DAY.
C. HE ALWAYS GETS EXCITED WHEN VISITORS ARRIVE.
D. HE OFTEN ATTACKS THE BACKYARD HEDGE AS IT’S AN ENEMY.
E. HE GETS ALONG VERY WELL WITH MY NEIGHBOUR’S CAT.
F. I OFTEN HAVE TO PUT FOOD IN FRONT OF HIM BECAUSE HE CAN’T FIND IT BY HIMSELF.

4. TOPIC SENTENCE : I AM A PERFECT EXAMPLE OF SOMEONE WHO HAS “MATH ANXIETY.”

SUPPORTING SENTENCES:
A. I FEEL DREAD EVERY TIME I SIT DOWN TO TAKE OUR FRIDAY MATH QUIZ.
B. FEAR OF MATH IS ALMOST AS SERIOUS AS FEAR OF PUBLIC SPEAKING.
C. DURING MY LAST MATH TEST, I FROZE AND COULDN’T ANSWER MOST OF THE QUESTIONS.
D. I ALSO HAVE A GREAT DEAL OF ANXIETY WHEN I SIT DOWN TO WRITE A PAPER.
E. I TURNED DOWN A SUMMER JOB AS SALESMAN.
F. I HAVE BEEN VERY AFRAID TO RAISE MY HAND IN CLASS.
EXERCISE 4: WRITE SUPPORTING SENTENCES BASED ON THE CONTROLLING IDEA IN THE TOPIC SENTENCE.
TOPIC SENTENCE SUPPORTING SENTENCES
(TOPIC AND CONTROLLING IDEA)
BANDAR LAMPUNG IS BEAUTIFUL.
CONTROLLING IDEA ALL THE PARKS ARE CLEAN.

BEAUTIFUL = CLEAN (CLEAN PARKS)

CONTROLLING IDEA THE BUILDINGS ALONG THE MAIN STREET ARE
COLORFUL.
BEAUTIFUL = COLORFUL
(COLORFUL BUILDINGS)

CONTROLLING IDEA THE PARKS AT THE STREET CORNERS ARE GREEN.

BEAUTIFUL = GREEN ( GREEN PARKS)
EXERCISE 5: WRITE SUPPORTING SENTENCES TO THE FOLLOWING TOPIC SENTENCES.
1. TOPIC SENTENCE: ENGLISH IS DIFFICULT.
SUPPORTING SENTENCES:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

2. TOPIC SENTENCE: ENGLISH IS AN INTERNATIONAL LANGUAGE.

SUPPORTING SENTENCES:
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
EXERCISE 5: (CONTINUATION)………………..

3. TOPIC SENTENCE: ENGLISH IS IMPORTANT FOR OUR FUTURE CAREER.

SUPPORTING SENTENCES:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

4. TOPIC SENTENCE: ENGLISH IS A NIGHTMARE FOR SOME STUDENTS.

SUPPORTING SENTENCES:
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
EXERCISE 5: (CONTINUATION)………………..

5. TOPIC SENTENCE: THERE ARE THREE REASONS WHY I DON’T LIKE CAT.
SUPPORTING SENTENCES:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

6. TOPIC SENTENCE: THE MOVIE STAR IS VERY FRIENDLY.

SUPPORTING SENTENCES:
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
EXERCISE 5: (CONTINUATION)………………..

7. TOPIC SENTENCE: BROWN UNIVERSITY IS THE BEST.

SUPPORTING SENTENCES:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

8. TOPIC SENTENCE: MANY STUDENTS HAVE DIFFICULTY TO REMEMBER NEW ENGLISH

WORDS.
SUPPORTING SENTENCES:
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
VII. GOALS OF SUPPORTING SENTENCES
SUPPORTING SENTENCES HAVE DIFFERENT GOALS LIKE:
1. EXPLAIN
The family moved from the village to the capital for economic reasons.
2. DESCRIBE
She lived in a lovely three-story castle surrounded by a forest.
3. GIVE REASONS
Lukas finally quit his job because of the stressful working conditions.
4. GIVE FACTS
More than ten percent of the university student population is international.
5. GIVE EXAMPLES
Oranges and apples grow in California.
6. DEFINE
Many tourists visit Jakarta which is the capital and largest city in Indonesia.
AT THE END OF MEETING 2, EVERY STUDENT MUST BE ABLE TO
ANSWER THE FOLLOWING THREE QUESTIONS.

1. WHAT ARE SUPPORTING SENTENCES?

2. WHAT ARE THE SUPPORTING SENTENCES USED FOR?

3. HOW DO YOU WRITE SUPPORTING SENTENCES?

4. PLEASE WRITE A TOPIC SENTENCE AND IT SUPPORTING SENTENCES.

IF A STUDENT CAN NOT ANSWER THEM, HE NEEDS TO REVIEW THE MATERIALS MORE SERIOUSLY.
 MEETING 3
CONCLUDING SENTENCE
VIII. CONCLUDING SENTENCE
1. CONCLUDING SENTENCE IS THE LAST SENTENCE IN A PARAGRAPH.
2. IT IS USED TO SIGNAL THAT YOUR PARAGRAPH IS COMING TO AN END.
3. IT DOESN’T INCLUDE ANY NEW INFORMATION THAT IS NOT RELATED TO A PARAGRAPH.
4. CONCLUDING SENTENCE DOESN’T INTRODUCE NEW IDEAS OR TOPICS.
5. CONCLUDING SENTENCE MAY START WITH THE FOLLOWING WORDS:
A. THEREFORE
B. IN CONCLUSION
C. THUS
D. AS A RESULT
E. FOR THIS REASON
F. IN GENERAL
G. FINALLY
H. CLEARLY
I. LASTLY,
J. IN BRIEF
K. IN SHORT, ETC.
VIII. CONCLUDING SENTENCE (CONTINUATION)…………………….
6. IN A NARRATIVE PARGRAPH, THE CONCLUDING SENTENCE IS USED TO CONVEY AND
EMPHASIZE THE MORAL LESSON TO THE READER.

7. IN DESCRIPTIVE PARAGRAPH, IT IS USED TO TIE ALL THE INFORMATION PROVIDED

TOGETHER BY USING SUMMARIZING THE SUPPORT IN DIFFERENT WAYS.

8. IN COMPARE AND CONTRAST PARAGRAPH, IT IS BEST USED TO JUXTAPOSE THE TWO

TOPICS TO HIGHLIGHT THE SIMILARITIES OR DIFFERENCES.

9. CONCLUDING SENTENCE BRINGS A PARAGRAPH TO A CONCLUSION.

10. CONCLUDING SENTENCE MAY NOT BE THE EXACT WORDING OF THE TOPIC SENTENCE.

11. CONCLUDING SENTENCE DOESN’T USE PHRASES LIKE IN MY OPINION, I BELIEVE, ETC.
IX. FOUR WAYS OF CONCLUDING PARAGRAPH
1. RESTATING THE MAIN IDEA
ONE OPTION TO CONCLUDE A PARAGRAPH IS TO RESTATE WHAT IS SAID IN THE TOPIC SENTENCE.
TOPIC SENTENCE:
MOST PARENTS HAVE TO DECIDE WHETHER OR NOT TO ALLOW THEIR CHILDREN TO HAVE PETS.
CONCLUDING SENTENCE:
IN BRIEF, ALTHOUGH MANY CHILDREN WANT A PET, PARENTS ARE DIVIDED ON THIS ISSUE FOR A NUMBER OF
REASONS.
BOTH SENTENCES (TOPIC SENTENCE AND CONCLUDING SENTENCE) REFER TO THE SAME IDEA. IT IS A SORT OF
PARAPHRASING.

2. GIVING AN OPINION
THE WRITE PROVIDES HIS OWN OPINION ABOUT THE PARAGRAPH.
THE PARAGRAPH IS ABOUT: THE FEATURES OF SPORTS CARS.
THE CONLUDING SENTENCE COULD BE:
WHATEVER THE REASONS, I THINK SPORTS CARS ARE HERE TO STAY.
VERBS LIKE THINK, BELIEVE, CONSIDER, ETC. CAN BE USED.
IX. FOUR WAYS OF CONCLUDING PARAGRAPH (CONTINUATION)……………

3. OFFERING A SUGGESTION
THE WRITER CAN OFFER A SUGGESTION BASED ON WHAT HE WROTE. HE CAN USE VERBS LIKE SUGGEST,
RECOMMEND, PROPOSE, ADVISE, ETC.
THE PARAGRAPH IS ABOUT: THE ADVANTAGES OF TRAVELLING
CONCLUDING SENTENCE COULD BE:
CONSIDERING ALL THE BENEFITS OF TRAVELLING, I STRONGLY RECOMMEND YOU LEAVE HOME AND START
EXPLORING THE WORLD.

4. MAKING A PREDICTION
THE WRITER CAN ALSO MAKE A PREDICTION BASED ON THE SUPPORTING SENTENCES.
THE PARAGRAPH IS ABOUT: DIFFERENT TIPS OF TO LOSE WEIGHT
THE CONLUDING SENTENCE COULD BE:
BY DOING ALL THESE THINGS, YOU CAN BE CERTAIN THAT YOU WILL LOSE WEIGHT VERY QUICKLY.
 MEETING 4
1. TOPIC SENTENCE, SUPPORTING SENTENCES, AND
CONCLUDING SENTENCE IN A PARAGRAPH

2. PARAGRAPH UNITY AND COHERENCE

X. TOPIC SENTENCE, SUPPORTING SENTENCE, AND CONCLUDING SENTENCE
1. TOPIC THE BEST TIME TO TAKE UP PIANO LESSONS IS
SENTENCE BETWEEN AGES 4 AND 10.

2. SUPPORTING 1. AT THIS AGE, KIDS MEMORIZE THINGS QUICKLY AND EASILY.

SENTENCE 2. THEY ARE NOT YET OVERLOADED WITH HIGH SCHOOL ASSIGNMENTS, SO IT

IS A PERFECT TIME TO START PLAYING THE PIANO.

3. CONCLUDING IN CONCLUSION, PARENTS SHOULD ENCOURAGE THEIR CHILDREN TO TAKE UP

SENTENCE PIANO LESSONS AT AN EARLY AGE.
XI. SUMMARY (TOPIC SENTENCE, SUPPORTING SENTENCES, AND CONCLUDING SENTENCE)

1. TOPIC SENTENCE is the first sentence in a paragraph. It opens the paragraph.

The topic sentence states the main idea of the paragraph. That is, it shows
what the whole paragraph is about.

2. SUPPORTING SENTENCES are used to develop the topic sentence. In other

words, they give more information about the topic sentence. Supporting
sentences can give facts, statistics, details, or examples.

3. CONCLUDING SENTENCE is the last sentence in a paragraph. It usually

restates the topic sentence in different words or summarizes the main points
of the paragraph.
PARAGRAPH EXAMPLE ONE:
1. Topic sentence
The internet has become really important for three reasons.

2. Supporting sentences
a. First, it enables people to access more information than before.
b. Second, people can communicate with others in every part of the world via
social media.
c. Third, the internet is a perfect tool to study where everyone can do free
online courses in a variety of courses.

3. Concluding sentence
The internet is an essential and valuable tool nowadays.
PARAGRAPH EXAMPLE TWO:
1. Topic sentence
Cats are good pets.

2. Supporting sentences
a. You don’t have to take a cat for a walk everyday like a dog.
b. You don’t have to wash a cat because it can clean itself.
c. If you want to go on a vacation, you can just leave some food and water
for the cat.
d. A cat can sleep on your bed and keep you warm at night.

3. Concluding sentence
In short, these things make cats good pets.
XI. PARAGRAPH UNITY AND COHERENCE

PARAGRAPH UNITY IS THE MOST IMPORTANT CHARACTERISTIC OF A GOOD PARAGRAPH. IT

DEFINES THAT ALL SENTENCES IN A PARAGRAPH SHOULD SPEAK ABOUT ONE SINGLE MAIN
IDEA. THIS IS, THE TOPIC SENTENCE, THE SUPPORTING SENTENCES, AND THE CONCLUDING
SENTENCE SHOULD FOCUS ON ONLY ONE MAIN IDEA.
UNITY IN A PARAGRAPH MEANS THAT THE ENTIRE PARAGRAPH SHOULD FOCUS ON ONE
SINGLE IDEA. THE SUPPORTING SENTENCES SHOULD EXPLAIN THE MAIN IDEA. THE
CONCLUDING SENTENCE SHOULD END THE PARAGRAPH WITH THE SAME IDEA.

PARAGRAPH COHERENCE DEMANDS THAT THE SENTENCES IN A PARAGRAPH SHOULD FLOW

SMOOTHLY FROM ONE TO THE OTHER. IT ESTABLISHES A RELATIONSHIP BETWEEN IDEAS IN A
PARAGRAPH. THE IDEAS ARE INTRODUCED EITHER IN A CHRONOLOGICAL ORDER OR IN THE
ORDER OF IMPORTANCE. THE IDEAS IN A PARAGRAPH MUST FLOW SMOOTHLY FROM ONE TO
THE OTHER IN A LOGICAL ORDER SEQUENCE. GOOD COHERENCE MIGHT HELP READERS
UNDERSTAND THE PARAGRAPH.
 MEETING 5
1. HOW TO ACHIEVE UNITY AND COHERENCE
2. EXAMPLES OF PARAGRAPH WITH AND WITHOUT UNITY
3. EXAMPLES OF PARAGRAPH WITH AND WITHOUT COHERENCE
4. EVALUATION OF PARAGRAPH WITH AND WITHOUT UNITY AND COHERENCE
XII. HOW TO ACHIEVE UNITY AND COHERENCE
PARAGRAPH UNITY (UNIFIED PARAGRAPH)
UNITY MEANS THAT A PARAGRAPH DISCUSSES ONLY ONE MAIN IDEA FROM BEGINNING TO THE END.
HOW TO ACHIEVE PARAGRAPH UNITY:

1. DISCUSS ONLY ONE MAIN IDEA IN A PARAGRAPH.

FOR EXAMPLE:
A. THE TOPIC SENTENCE = CATS ARE INTERESTING PETS.
B. TOPIC = CATS
C. CONTROLLING IDEA = INTERSETING PETS
THE PARAGRAPH MUST BE ABOUT THE MAIN IDEA “CATS AND INTERESTING PETS”. ALL THE
SENTENCES (TOPIC, SUPPORTING, AND CONCLUDING) MUST BE IN THE MAIN IDEA.

2. ALWAYS STAY ON THE TOPIC AND CONTROLLING IDEA IN YOUR SUPPORTING SENTENCES.
THE PARAGRAPH MUST EXPLAIN (THE TOPIC = CATS AND THE CONTROLLING IDEA = INTERESTING
PETS).
XII. HOW TO ACHIEVE UNITY AND COHERENCE (CONTINUATION) ……………

PARAGRAPH COHERENCE (COHERENT PARAGRAPH)

COHERENCE MEANS THAT THE SENTENCES MUST HOLD TOGETHER. THE MOVEMENT FROM ONE
SENTENCE TO THE NEXT SENTENCES MUST BE LOGICAL AND SMOOTH. THERE MUST BE NO
SUDDEN JUMPS. THE ORDER MUST BE A, B, C, D NOT A, C, D, B.

HOW TO ACHIEVE PARAGRAPH COHERENCE:

FOR EXAMPLE:
A. THE TOPIC SENTENCE = CATS ARE INTERESTING PETS.
B. TOPIC = CATS
C. CONTROLLING IDEA = INTERSETING PETS

1. REPEAT KEY NOUNS

IT MEANS THAT THE WRITER REPEATS THE NOUN CATS AS THE TOPIC AND PETS AS THE
CONTROLLING IDEA OF THE TOPIC SENTENCE.
XII. HOW TO ACHIEVE UNITY AND COHERENCE (CONTINUATION) ……………
2. USE CONSISTENT PRONOUNS.
BECAUSE THE CATS AND THE PETS ARE IN PLURAL, THE PRONOUNS USED ARE ALSO IN PLURAL
LIKE THEY, THEM, THEIR, THEIRS, AND THEMSELVES. THE PRONOUNS MUST BE
CONSISTENTLY USED IN THE WHOLE PARAGRAPH.

3. USE TRANSITION WORDS/PHRASES TO LINK IDEAS.

COHERENCE REQUIRES LOGICAL AND SMOOTH ORDER OF IDEAS IN A PARAGRAPH. FOR THIS,
TRANSITION WORDS AND PHRASES LIKE FIRST, THEN, ON THE CONTRARY, BEFORE,
ALTHOUGH, ETC. ARE USED.

4. ARRANGE YOUR IDEAS IN A LOGICAL AND SMOOTH ORDER.

THE IDEAS MUST BE IN A LOGICAL AND SMOOTH ORDER. BESIDES THE USE OF TRANSITION
WORDS/PHRASES, THE ORDER OF IMPORTANCE AND CHRONOLOGICAL ORDER MUST ALSO
BE REQUIRED TO SHOW COHERENCE IN A PARAGRFAPH.
EXAMPLE OF A PARAGRAPH WITHOUT UNITY

(a) There are two main reasons why I have decided to attend
UBL next year. (b) Applying to a college is a really complicated
process. (c) Some of my friends chose university for very bad
reasons. (d) James has never been to university. (e) I have met
his grandfather, and he still has a incredibly sharp mind for a
man of his age. (f) Susan chose a university because the food
in the area is excellent. (g) Susan is not really clever, but I
shouldn’t criticize her. (h) Actually, I think it was her father
who made the choice for her.
EVALUATION TO THE PARAGRAPH
THE ABOVE PARAGRAPH DOES NOT SHOW A UNITY. WHY?
1. The supporting sentences didn’t explain the TWO MAIN REASONS in the topic
sentence.
2. Look at sentences (b) to (h):
(b) difficulty in applying
(c) my friends’ reasons
(d) James hasn’t been to university
(e) James’ grandfather
(f) Susan’s reasons
(g) Susan’s intelligence
(h) Susan’s father
The supporting sentences (b – h) are not relevant with the topic sentence.
EXAMPLE OF A PARAGRAPH WITH UNITY

(a) There are two main reasons why I have decided to attend
UBL next year. (b) First of all, there is the question of money;
UBL’s tuition is reasonable, and I don’t even have to pay it. (c)
This is very important, since my father is not a rich man. (d)
With UBL’s tuition aid, my father will be able to pay it without
difficulty. (e) The second reason is the fine education which I
feel I will get in English education, my chosen field. (f) It is
known that UBL only employs excellent lecturers. (g)
Moreover, the students of English Education Department will
have practical experience by working in the surrounding area.
EVALUATION TO THE PARAGRAPH
THE ABOVE PARAGRAPH SHOWS A UNITY. WHY?
1. The supporting sentences explain the TWO MAIN REASONS in the topic
sentence.
2. Look at sentences (b) to (g) how they explain TWO MAIN REASONS.
(b) First of all… (financial consideration)
(c) reasonable tuition
(d) tuition aid
(e) quality of education
(f) excellent lectures
(g) practical experience

The supporting sentences (b – a) are relevant with the topic sentence.

EXAMPLE OF A PARAGRAPH WITHOUT COHERENCE
(a) Bandar Lampung offers much to entertain visitors. (b) They can go
rafting down Kali Akar. (c) They can go swimming in the sea nearby. (d)
Lots of people go hiking to the green mountains along the beach. (e)
Campers will find lovely camping grounds that are clean. (f) One fun
activity is shopping at Pasar Bawah traditional market where people
sell local souvenirs. (g) Bandar Lampung has a lot of places to eat
selling a variety of local and international food. (h) One store
interesting to visit is the store that sells local handicrafts. (i) Eating
spicy local fish soup will be an unforgettable experience. (k) In
conclusion, Bandar Lampung offers a lot to do during your vacation.
EVALUATION TO THE PARAGRAPH
THE ABOVE PARAGRAPH SHOWS A UNITY, BUT IT DOESN’T HAVE COHERENCE.
1. The supporting sentences (b to k) explain the topic sentence (offering much to entertain
visitors)
2. Look at sentences (b) to (k):
(b) rafting down Kali Akar
(c) swimming in the sea
(d) hiking to green mountains
(e) lovely camping grounds
(f) shopping is fun activity
(g) lots of places to eat
(h) one store selling local handicrafts
(i) eating spicy local fish soup
(k) water sports are main attraction
The supporting sentences (b – k) are very relevant with the topic sentence,
but the order of arranging the supporting sentences is not really smooth. Look
at the order of sentences (f, g, h, i)
EXAMPLE OF A PARAGRAPH WITHOUT COHERENCE
(a) Bandar Lampung offers much to entertain visitors. (b) They can go
rafting down Kali Akar. (c) They can go swimming in the sea nearby. (d)
Lots of people go hiking to the green mountains along the beach. (e)
Campers will find lovely camping grounds that are clean. (f) One fun
activity is shopping at Pasar Bawah traditional market where people
sell local souvenirs. (g) Bandar Lampung has a lot of places to eat
selling a variety of local and international food. (h) One store
interesting to visit is the store that sells local handicrafts. (i) Eating
spicy local fish soup will be an unforgettable experience. (k) In
conclusion, Bandar Lampung offers a lot to do during your vacation.
EVALUATION TO THE PARAGRAPH
THE ABOVE PARAGRAPH SHOWS COHERENCE.
1. The supporting sentences (b to k) explain the topic sentence (offering much to entertain
visitors)
2. Look at sentences (b) to (k):
(b) rafting down Kali Akar
(c) swimming in the sea
(d) hiking to green mountains
(e) lovely camping grounds
(f) shopping is fun activity
(h) one store selling local handicrafts
(g) lots of places to eat
(i) Eating spicy local fish soup
(k) water sports are main attraction
The supporting sentences (b – k) are very relevant with the topic sentence.
Now, the order of arranging the supporting sentences has been so smooth.
Look at the order of sentences (f = shopping, h = one store, g = places to eat,
I = eating spicy local fish soup)
AT THE END OF MEETING 5

THE STUDENTS ARE ABLE TO EXPLAIN AND GIVE EXAMPLES OF

1. TOPIC SENTENCE CONTAINING TOPIC AND CONTROLLING IDEA

2. SUPPORTING SENTENCES TO EXPLAIN THE TOPIC SENTENCE
3. CONCLUDING SENTENCE TO CLOSE THE PARAGRAPH
4. PARAGRAPH UNITY TALKING ABOUT ONE MAIN IDEA
5. PARAGRAPH COHERENCE TALKING ABOUT ORDER OF IDEAS
 MEETING 6
PARAGRAPH IDENTIFICATION
XIII. PARAGRAPH IDENTIFICATION

PARAGRAPH ONE

(1) SMOKING CIGARETS CAN BE AN EXPENSIVE HABIT. (2) CONSIDERING THAT THE PRICE PER PACK
OF CIGARETS IS ABOUT RP. 25,000, PEOPLE WHO SMOKE 2 PACKS A DAY SPEND RP. 50,000 PER DAY
ON THEIR HABIT. (3) IN A YEAR, THESE SMOKERS SPEND AROUND RP. 17,600,000. (4) THE PRICE OF
THE CIGARET IS NOT THE ONLY THING SMOKERS BEAR. (5) SINCE CIGARET SMOKE HAS A PUNGENT
ODOR THAT PERMEATES CLOTHING, STUFFED FURNITURE, AND CARPET, SMOKERS OFTEN FIND
THAT THESE ITEMS MUST BE CLEANED MORE FREQUENTLY THAN NONSMOKERS DO. (6)
ALTHOUGH IT IS DIFFICULT TO ESTIMATE THE COST OF THIS ADDITIONAL EXPENSE, ONE CAN SEE
THAT THIS HIDDEN EXPENSE ALSO CONTRIBUTES TO MAKING SMOKING AN EXPENSIVE HABIT.
EXERCISE 6: IDENTIFY AND LEARN THE TOPIC SENTENCE, SUPPORTING SENTENCES,
CONCLUDING SENTENCE, UNITY, COHERENCE AND GRAMMAR OF THE PARAGRAPH ONE ABOVE.
1. TOPIC SENTENCE
____________________________________________________________________________
____________________________________________________________________________
2. SUPPORTING SENTENCE
____________________________________________________________________________
____________________________________________________________________________
3. CONCLUDING SENTENCE
____________________________________________________________________________
____________________________________________________________________________
4. UNITY
____________________________________________________________________________
____________________________________________________________________________
EXERCISE 6: CONTINUATION………

5. COHERENCE
____________________________________________________________________________
____________________________________________________________________________

6. GRAMMAR REVIEW

(1) SMOKING CIGARETS CAN BE AN EXPENSIVE HABIT.

a. Smoking = gerund as subject of the sentence
b. ________________________________________________________________________
c. ________________________________________________________________________
d. ________________________________________________________________________
e. ________________________________________________________________________
EXERCISE 6: CONTINUATION………
(2) CONSIDERING THE PRICE PER PACK OF CIGARETS IS ABOUT RP. 25,000, PEOPLE WHO
SMOKE 2 PACKS A DAY SPEND RP. 50,000 PER DAY ON THEIR HABIT.
a. ________________________________________________________________________
b. ________________________________________________________________________
c. ________________________________________________________________________
d. ________________________________________________________________________

(3) IN A YEAR, THESE SMOKERS SPEND AROUND RP. 17,600,000.

a. ________________________________________________________________________
e. ________________________________________________________________________
f. ________________________________________________________________________
g. ________________________________________________________________________
EXERCISE 6: CONTINUATION………

(4) THE PRICE OF THE CIGARET IS NOT THE ONLY THING SMOKERS BEAR.
a. ________________________________________________________________________
b. ________________________________________________________________________
c. ________________________________________________________________________
d. ________________________________________________________________________

5) SINCE CIGARET SMOKE HAS A PUNGENT ODOR THAT PERMEATES CLOTHING, STUFFED
FURNITURE, AND CARPET, SMOKERS OFTEN FIND THAT THESE ITEMS MUST BE CLEANED
MORE FREQUENTLY THAN NONSMOKERS DO.
a. ________________________________________________________________________
e. ________________________________________________________________________
f. ________________________________________________________________________
g. ________________________________________________________________________
EXERCISE 6: CONTINUATION………
(6) ALTHOUGH IT IS DIFFICULT TO ESTIMATE THE COST OF THIS ADDITIONAL EXPENSE, ONE
CAN SEE THAT THIS HIDDEN EXPENSE ALSO CONTRIBUTES TO MAKING SMOKING AN
EXPENSIVE HABIT.
a. ________________________________________________________________________
b. ________________________________________________________________________
c. ________________________________________________________________________
d. ________________________________________________________________________
PARAGRAPH TWO

(1) A FINAL EXAMINATION IN A COURSE WILL GIVE A STUDENT THE INITIATIVE TO DO HIS BEST
WORK THROUGHOUT THE COURSE. (2) STUDENTS WHO ONLY TAKE NOTES AND ATTEND
CLASESS IN ORDER TO PASS TESTS WILL NOT PERFORM BEST. (3) FOR INSTANCE, SOME OF MY
FRIENDS IN PRONUNCIATION CLASS , IN WHICH THERE IS NO FINAL EXAMINATION, TAKE POOR
NOTES WHICH THEY THROW AWAY AFTER EACH CLASS. (4) SKIPPING CLASSES ALSO BECOMES
POPULAR. (5) IMAGINE THE INREDIBLE CHANGE A FINAL EXAMINATION WOULD PRODUCE. (6)
STUDENTS WOULD HAVE TO TAKE GOOD NOTES AND ATTEND ALL CLASSES IN ODER TO BE
PREPARED FOR THE FINAL EXAMINATION.
EXERCISE 7: IDENTIFY AND LEARN THE TOPIC SENTENCE, SUPPORTING SENTENCES,
CONCLUDING SENTENCE, UNITY, COHERENCE AND GRAMMAR OF THE PARAGRAPH ONE ABOVE.

1. TOPIC SENTENCE
____________________________________________________________________________
____________________________________________________________________________

2. SUPPORTING SENTENCE
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EXERCISE 7: CONTINUATION…….

3. CONCLUDING SENTENCE
____________________________________________________________________________
____________________________________________________________________________

4. UNITY
____________________________________________________________________________
____________________________________________________________________________

5. COHERENCE
____________________________________________________________________________
____________________________________________________________________________
Paragraph should start with a topic sentence. Before writing the topic
sentence, you should find what topic you want to write about. The topic CAN
BE ALL NOUNS (PERSONS, PLACES, THINGS, ANIMALS, IDEAS/

NOUNS EXAMPLES

Persons wife, teacher, student, president, man, people, Soeharto, etc.

Places office, house, Jakarta, Indonesia, classroom, sea, etc.

Things cup, food, rice, mango, book, bag, car, English, airplane, etc.

Animals cow, wolf, monkey, chicken, snake, raccoon, fox, buffalo, bee, etc.

Idea/Emotion hunger, beauty, love, sadness, sorrow, pain, thirst, happiness, etc.
EXERCISE 8: WRITE YOUR OWN TOPICS, CONTROLLING IDEAS, AND TOPIC SENTENCES.

TOPIC CONTROLLING IDEA TOPIC SENTENCE

(nouns)
ENGLISH 1. IMPORTANT 1. ENGLISH IS IMPORTANT.
2. IMPORTANT FOR STUDENTS 2. ENGLISH IS IMPORTANT FOR STUDENTS.
3. CONFUSING 3. ENGLISH IS CONFUSING.
Exercise 9: Support the controlling ideas with your own supporting words/phrases

TOPIC SENTENCE/ SUPPORTING WORDS/PHRASES/SENTENCES

CONTROLLING IDEA
1. ENGLISH IS IMPORTANT/ 1. INTERNATIONAL LANGUAGE
IMPORTANT 2. MANY TEXTBOOKS ARE IN ENGLISH
3. SPOKEN BY ALL PEOPLE AROUND THE WORLD
 MEETING 7
GENERATING AND DEVELOPING IDEAS
XIV. GENERATING AND DEVELOPING IDEAS
SOME TECHNIQUES TO GENERATE AND DEVELOP IDEAS:
1. LISTING:
BRAINSTORM A LIST OF POSSIBLE TOPICS. IF THE ASSIGNMENT DEALS WITH YOUR OWN
EXPERIENCE, MAKE A LIST OF IMPORTANT EVENTS IN YOUR LIFE RELATED TO THE TOPIC. IF
THE ASSIGNMENT DEALS WITH MATERIAL FROM A CLASS, BRAINSTORM ALL OF THE THINGS
YOU’VE TALKED ABOUT IN THE CLASS THAT YOU REMEMBER. JUST WRITE DOWN ANYTHING
THAT COMES TO YOUR MIND.

2. FREEWRITING
FREEWRITING MEANS WRITING WITHOUT STOPPING FOR SOME TIME. JUST SIMPLY WRITE
DOWN ANYTHING YOU HAVE IN YOUR MIND WITHOUT CORRECTING WHAT YOU’VE WRITTEN.
SOMETIMES, IF YOU KEEP WRITING, YOU’LL COME UP WITH DETAILS AND CONNECTIONS THAT
NEVER OCCURRED TO YOU UNTIL YOU WROTE THEM DOWN.
XIV. GENERATING AND DEVELOPING IDEAS (CONTINUATION) ……………

SOME TECHNIQUES TO GENERATE AND DEVELOP IDEAS:

4. CLUSTERING
WRITE THE TOPIC IN THE MIDDLE OF THE PAGE AND PUT A CIRCLE AROUND IT. THEN, BRANCH OUT
FROM THE CIRCLE WITH ASSOCIATIONS AND DETAILS ABOUT THE TOPIC. WRITE DOWN ANYTHING YOU
CAN THINK OF.

5. ANSWERING WH-QUESTIONS
WRITE (WHO, WHAT, WHERE, WHEN, WHY) ON YOUR PAPER. LIST QUESTIONS YOU THINK OF THAT A
READER MIGHT ASK YOU ABOUT THE TOPIC. THEN, WRITE DOWN ANSWERS OR FEATURES OF YOUR
TOPIC THAT MGIHT ADDRESS THE QUESTIONS.

6. LOOPING
LOOPING IS A TYPE OF FREEWRITING. PICK ONE ASPECT OF YOUR TOPIC TO BEGIN WRITING ON.
FREEWRITE FOR ABOUT 5 MINUTES. THEN, READ OVER WHAT YOU HAVE WRITTEN AND UNDERLINE THE
MSOT IMPORTANT OR INTERESTING IDEA OR SENTENCE. START WITH THIS IDEA OR SENTENCE AND
FREEWRITE FOR ANOTHER FIVE MINUTES. BY CONTINUING THIS PROCESS, YOU’LL FIND THAT YOU HAVE
WRITTEN A ROUGH DRAFT.
XV. PARAGRAPH DEVELOPMENT
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCES.
PARAGRAPH 1
TOPIC : TREES
CONTROLIING IDEA : USEFUL TO US
SUPPORTING IDEAS : (1) CLEAN THE AIR, (2) GIVE US SHADE, (3) GIVE WOOD,
(4) KEEP THE ENVIRONMENT, (5) PROVIDE OXYGEN.
ANSWER:
Topic sentence:
1. Threes are useful to us. (trees = topic, useful to us = controlling idea)
Supporting sentences:
2. They clean the air around us.
3. On a hot day, they give us shade.
4. We can use their wood to build our homes.
5. Trees also help to keep the environment fresh.
6. They provide oxygen.

Concluding sentence:
In conclusion, trees are very useful in our life.
XV. PARAGRAPH DEVELOPMENT
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCE

DISCUSSION:
Other possible supporting sentences:

2. They clean the air around us.

They function to clean the air.
They can clean the air in our environment.

3. On a hot day, they give us shade.

They give us protection from the hot sunshine.
They can be a shelter for us on a hot day.

4. We can use their wood to build our homes.

Some of our homes are built with wood.
All windows and doors of our homes are wood.
XV. PARAGRAPH DEVELOPMENT
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCE

DISCUSSION:
Other possible supporting sentences:

5. Trees also help to keep the environment fresh.

Trees are able to keep the air fresh.
Trees can keep the environment fresh.

6. They provide oxygen.

They produce oxygen for us.
They are the important source of oxygen.
Concluding sentence:

1. Restating the main idea/the topic sentence

In conclusion, trees are very useful in our life.

XV. PARAGRAPH DEVELOPMENT
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCE

DISCUSSION:

Concluding sentence:

2. Giving an opinion

I think we can’t have a normal life without trees.

3. Giving a suggestion

Considering its usefulness, it is suggested for us to grow more trees in our environment.

4. Making a prediction

By educating people about the usefulness of trees, more people will grow more trees in
their house yards.
XV. PARAGRAPH DEVELOPMENT (CONTINUATION)……………
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCES.
PARAGRAPH 2
TOPIC : DOG
CONTROLIING IDEA : USEFUL ANIMAL
SUPPORTING IDEAS : (1) GUARD OUR HOUSE, (2) PROTECT US, (3) PLAY WITH US,
(4) ENTERTAIN US, (5) MAKE US SAFE
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
XV. PARAGRAPH DEVELOPMENT (CONTINUATION)……………
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCES.
PARAGRAPH 3
TOPIC : MRS. BRIAN
CONTROLIING IDEA : A BUSY PERSON
SUPPORTING IDEAS : (1) WORK SEVEN HOURS A DAY (2) GO TO OFFICE EARLY, (3) COME BACK VERY LATE
(4) WORK ON SATURDAY

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
XV. PARAGRAPH DEVELOPMENT (CONTINUATION)……………
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCES.
PARAGRAPH 4
TOPIC : LAMPUNG PROVINCE
CONTROLIING IDEA : AN AMAZING PLACE TO VISIT
SUPPORTING IDEAS : (1) A PLACE KNOWN FOR ITS ELEPHANT TRAINING CENTER, (2) OFFER A LOT OF
ADVENTURE ACTIVITIES, (3) MANY EXOTIC PLACES WITHIN THE PROVINCE,
(4) PARADISE FOR COFFEE LOVERS AND DRINKERS

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
XV. PARAGRAPH DEVELOPMENT (CONTINUATION)……………
EXERCISE 10: WRITE PARAGRAPHS CONTAINING TOPIC SENTENCE AND SUPPORTING SENTENCES.
PARAGRAPH 5
TOPIC : JAMES
CONTROLIING IDEA : THE SMARTEST STUDENT
SUPPORTING IDEAS : (1) ALWAYS SCORE A IN ALL COURSES, (2) HELP SLOW STUDENTS, (3) FINISH FIRST IN
ALMOST ALL TESTS, (4) RAISE HANDS FOR QUESTIONS, (5) GET SCHOLARSHIP

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
XVI. TRANSITION WORDS/PHRASES (CONJUNCTIONS AND ADVERBS)
WORDS AND PHRASES CAN BE USED:
TYPE OF TRANSITION BROAD EXAMPLE
LINKERS WORDS/PHRASES MEANING

1. CAUSE AN EFFECT BECAUSE, SO, INTRODUCES A REASON WE HAD TO WAIT, BECAUSE IT WAS
CONSEQUENTLY, HENCE, AN SHOW RESULT RAINING.
THEREFORE, THUS, ETC.

2. COMPARISON SIMILARLY, BUT, ON THE IDENTIFIES SIMILARITIES LIFE IS DIFFICULT IN TOWNS, SIMILARLY
OTHER HAND, WHEREAS, BETWEEN TWO IDEAS IT IS HORRIBLE IN VILLAGES.
WHEN COMPARED TO,
EQUALLY, IN THE SAME
WAY, ETC.

3. CONTRAST BUT, HOWEVER, EVEN IDENTIFIES DIFFERENCES JAMES DIDN’T PERFORM WELL IN THE
THOUGH, OTHERWISE, BETWEEN TWO IDEAS TEST HOWEVER HE STILL GOT THE
ON THE OTHER HAND, IN HIGHEST SCORE IN IT.
CONTRAST, ON THE
CONTRARY, OTHERWISE,
UNLIKE, ALTHOUGH,
WHEREAS, ETC.
XII. COMMON LINKERS (CONTINUATION)…………..
WORDS AND PHRASES CAN BE USED
TYPE OF EXAMPLES BROAD EXAMPLE
LINKERS MEANING
4. TIME AT ONCE, IMMEDIATELY, INDICATES TIME AND THE BELL RANG AND THE STUDENTS
MEANWHILE, IN THE FREQUENCY OF EVENTS LEFT IMMEDIATELY.
MEANTIME, AT THE SAME
TIME, IN THE END, FINALLY,
BEFORE THAT, AFTER THAT,
THEN, ETC.
5. ADDITION AND, ALSO, MOREOVER, ADDS IDEAS IN SUPPORT IT IS VERY HOT TODAY; MOREOVER
FURTHERMORE, IN OF THE MAIN IDEA THERE IS A POWER OUTAGE.
ADDITION, AS WELL AS, ETC.

6. EXAMPLE FOR EXAMPLE, SUCH AS, FOR INTRODUCES I THINK HE IS VERY RICH. FOR
INSTANCE, IN ANOTHER ILLUSTRATIONS IN EXAMPLE, HE GAVE A LOT OF MONET
CASE, ON THIS OCCASION, IN SUPPORT OF THE MAIN TO BEGGARS EVERY DAY.
THIS SITUATION, ETC. IDEA
XII. COMMON LINKERS (CONTINUATION) ……………………..
WORDS AND PHRASES CAN BE USED
TYPE OF EXAMPLES BROAD EXAMPLE
LINKERS MEANING

7. SEQUENCE FIRST, SECOND, THIRD, NEXT, SHOWS THE IMPORTANCE I WENT TO BED AFTER I DID ALL THE
THEN, NOW, AT THIS POINT, OF THE IDEAS BY LISTING EXERCISE.
AFTER, AFTER THIS, FINALLY, CCORDING TO THE
PREVIOUSLY, ETC. PRIORITY AND TIME

8. SUMMARY IN BRIEF, ON THE WHOLE, TO
SUM UP, THUS, ON THE
WHOLE
DRAWS CONCLUSION BY IT IS A LOVE STORY. ALL THE ACTORS
SUMMARING THE IDEAS PERFORMED WELL. THE DIRECTION
WAS EXCELLENT. THE SETTINGS WERE
REALLY BEAUTIFUL. IN BRIEF, IT IS A
VERY GOO FILM.
 MEETING 8
MIDTEST ON PARAGRAPH WRITING
1. FIND A NOUN FOR YOUR TOPIC OF PARAGRAPH WRITING.

2. DEVELOP THE TOPIC WITH 4 DIFFERENT CONTROLLING IDEAS.

3. WRITE 4 TOPIC SENTENCES BASED ON INFORMATION ON NO. 2

4. OUT OF THE 4 TOPIC SENTENCES, PLEASE SELECT ONE AND WRITE A GOOD
PARAGRAPH BASED ON IT.

5. THE PARAGARAPH MUST HAVE A UNITY AND COHERENCE.