PARAGRAPH

WRITING
GETTING READY TO WRITE
THE GOALS OF THIS LESSON

• Identifying the structure of a paragraph

• Generating ideas for writing
• Writing a topic sentence
• Choosing supporting points
• Making an outline
SECTION 1: WHAT IS A
PARAGRAPH?
• A paragraph is a group of sentences about a topic.
• Every paragraph should have one topic, which is usually
presented in the first sentence called the topic sentence.
• All the other sentences in the paragraph must develop and
support the topic.
• A paragraph is a group of related sentences that develop a main thought,
or idea, about a single topic. The structure of a paragraph is not complex.
There are usually three basic elements: (1) a topic, (2) a topic sentence,
and (3) supporting details. The topic sentence states the main, or
controlling, idea. The sentences that explain this main point are called
supporting details. These details may be facts, reasons, or examples that
provide further information about the topic sentence. As a writer, these
paragraph elements provide you with an easy-to-follow structure for
expressing your ideas clearly and effectively. As a reader, these same
elements help you know what to look for and ensure that you will
understand and remember what you read.
• A paragraph is a group of sentences that convey an idea. Each sentence works
together as part of a unit to create an overall thought or impression. A paragraph
is the smallest unit or cluster of sentences in which one idea can be developed
adequately. Paragraphs can stand alone or function as part of an essay, but each
paragraph covers only one main idea.
• The most important sentence in your paragraph is the topic sentence, which
clearly states the subject of the whole paragraph. The topic sentence is usually the
first sentence of the paragraph because it gives an overview of the sentences to
follow. The supporting sentences after the topic sentence help to develop the main
idea. These sentences give specific details related to the topic sentence. A final or
concluding sentence often restates or summarizes the main idea of the topic
sentence.
A GOOD PARAGRAPH HAS

•A topic sentence stating the main idea of the paragraph.

And supporting sentences with details and specific examples as proof
of your point,
• • logical, coherent thoughts that are developed in order from one
sentence to the next, and • a concluding idea that wraps up the
point of the paragraph.
EXERCISE 1

• Read the model paragraph on the next page and answer the
questions.
• 1. What is the topic of the paragraph?
• 2. The paragraph has two irrelevant sentences. Find them
and cross them out.
 After graduating from high school, many students go on to university, but their
reasons for entering higher education vary. First, many students attend university to
study a particular subject in depth. Unlike high schools, which require students to take
a wide range of classes, university curriculums allow students to choose a major. In
each major, a number of specialized courses are offered, and they are taught by experts
in the fields. Moreover, universities have various research facilities that help students
learn. Another common reason for going to university is that a college education often
leads to a better career in the future. In many countries, people with university degrees
tend to find better-paying jobs than those without them. In addition, some universities
provide their students with opportunities to acquire practical skills that can be useful in
the real world, such as accounting, using computers, and speaking foreign languages.
However, in spite of these opportunities, some students cannot find a rewarding job
after graduation because of unfavorable economic conditions. Finally, for some
students, making friends and enjoying an active social life can be a sufficient reason to
stay in school for another four years. In universities, students have chances to meet
people who come from different places with diverse backgrounds. Furthermore,
universities have a variety of student organizations where students can meet others with
similar interests and spend time with them. Sometimes students make friends through
 DIAGRAM OF A PARAGRAPH
• The following diagram shows you at a glance the different parts of a standard
• college paragraph. The diagram will serve as a helpful guide when you are
• writing or evaluating paragraphs.

•
TOPIC SENTENCE

• The first sentence in a paragraph

• Presents the topic and the controlling idea (an important
idea about the topic) of the paragraph
• A good topic sentence:
• • informs the reader of the subject that will be discussed in the
paragraph,
• • asserts the writer’s point of view or attitude,
• • intrigues the reader to continue reading,
• • creates a sense of action, and
• • is not vague, rambling, too narrow or too broad.
SUGGEST A TOPIC SENTENCE FOR THE
FOLLOWING PARAGRAPHS
• UNIVERSITY
• Teaching
• Learning foreign languages
• Studying abroad
• City
• Village
• Computer
• Camera
• Mobile phone
SUPPORTING SENTENCES

• The main part of the paragraph

• Provide several supporting points that explain the
controlling idea of the paragraph
• Provide details that explain each supporting point
EXAMPLES

• Examples illustrate the supporting point sentences. Examples are

good support because they are specific; they make your meaning
very clear.
 CONCLUDING SENTENCE

• The last sentence in a paragraph

• Restates the controlling idea and summarizes the supporting points
EXERCISE 2

Look at the model paragraph studied earlier:

1. Identify the three components: the topic sentence, the
supporting sentences, and the concluding sentence.

2. Answer the following questions:

a. What is the controlling idea of the paragraph?
b. How many supporting points are there in the
paragraph? What are they?
SECTION 3: GENERATING IDEAS FOR
WRITING - BRAINSTORMING

• You can brainstorm:

• on your own by writing down ideas on paper.
• with other people by discussing the topic.

Brainstorming is useful for timed essays, such as in tests, or for a writing task which
does not require research.
TECHNIQUES FOR
BRAINSTORMING
• Listing
• Mind mapping
• Free writing
LISTING

• Listing is an activity where you think about the topic and

make a list of your ideas. When listing, remember:
• You can put all the ideas into a list like the one below, or you can
classify them in groups.
• Do not reject any idea at this point because it might turn out to be
useful later.
MIND MAPPING

• Mind mapping is another brainstorming activity. To draw a mind map:

1. Write the topic in the center of a blank sheet of paper.
2. Think of any word or phrase that is related to the topic and write it next to the topic.
3. Draw a line between the word and the topic.
4. Think of a new word related to either one of the two words on the sheet and write
it down.
5. Continue until you have enough ideas.
• One advantage of mind mapping is that relationships between ideas are visually
displayed. This makes it easy for you to find clusters of ideas that are related to each
other.
FREE WRITING

• Free writing is a brainstorming activity in which you:

1. think about the topic and write down your thoughts on a piece of
paper.
2. keep writing whatever comes to mind for about ten minutes.
• Remember, for free writing:
• do not go back to rewrite your ideas.
• do not worry about organization, grammar or style.
• when you finish, read what you have written, and identify the ideas that
will be useful for your task.
SOME FRAMES TO ORGANIZE YOUR
PARAGRAPHS
EXERCISE 3

• Imagine you are asked to write a paragraph about these

topics. Brainstorm ideas for the following topics using one
of the techniques described in this section.
(Listing/Mapping/Free Writing)
SECTION 4: WRITING A TOPIC
SENTENCE
• After you decide which ideas to include in your paragraph,
the next step in the writing process is to write a topic
sentence. As you learned in Section 2, the topic sentence of
a paragraph has two functions:
• to introduce the topic of the paragraph.
• to state the controlling idea of the paragraph.
THE CONTROLLING IDEA

• The controlling idea is an important idea about the topic

that the writer wants to convey in the paragraph. It is called
the controlling idea because it limits or “controls” which
information can be included in the paragraph. In other
words, all the information in a paragraph must be relevant
only to the controlling idea.
• The topic sentence of the model paragraph studied before is: After
graduating from high school, many students go on to university, but their
reasons for entering higher education vary.
• This sentence gives the reader the following information about the
paragraph:
• Topic: Reasons for going to university
• Controlling idea: Reasons for going to university vary
The same topic can lead to different controlling ideas. See the following
examples:
T.C:
----------------------------------------------
• 1. There are three large banana trees and two coconut trees
that give shade. Besides trees, there are numerous well-
manicured shrubs that outline the backyard and give it some
aesthetic shape. In addition to the shrubs, countless flowers
are positioned along each dirt well, magnifying the whole
scene with resplendent color. This greenery adds a priceless
peace and tranquility to an otherwise crowded and noisy
city.
 HOW DO YOU WRITE A PARAGRAPH?

• A basic paragraph structure usually consists of five sentences: the topic sentence,
three supporting sentences, and a concluding sentence. But the secrets to
paragraph writing lay in four essential elements, which when used correctly, can
make an okay paragraph into a great paragraph.
• 1. Element #1: Unity. Unity in a paragraph begins with the topic sentence. Every
paragraph has one single, controlling idea that is expressed in its topic sentence,
which is typically the first sentence of the paragraph. A paragraph is unified
around this main idea, with the supporting sentences providing detail and
discussion. In order to write a good topic sentence, think about your theme and all
the points you want to make. Decide which point drives the rest, and then write it
as your topic sentence.
• Element #2: Order. Order refers to the way you organize your supporting
sentences. Whether you choose chronological order, order of importance, or
another logical presentation of detail, a solid paragraph always has a definite
organization. In a well-ordered paragraph, the reader follows along easily, aided
by the pattern you’ve established. Order helps the reader grasp your meaning and
avoid confusion.
• Element #3: Coherence. Coherence is the quality that makes your writing understandable.
Sentences within a paragraph need to connect to each other and work together as a whole. One
of the best ways to achieve coherency is to use transition words. These words create bridges
from one sentence to the next. You can use transition words that show order (first, second, third);
spatial relationships (above, below) or logic (furthermore, in addition, in fact). Also, in writing a
paragraph, using a consistent verb tense and point of view are important ingredients for
coherency.
• 4. Element #4: Completeness. Completeness means a paragraph is well-developed. If all
sentences clearly and sufficiently support the main idea, then your paragraph is complete. If
there are not enough sentences or enough information to prove your thesis, then the paragraph is
incomplete. Usually three supporting sentences, in addition to a topic sentence and concluding
sentence, are needed for a paragraph to be complete. The concluding sentence or last sentence of
the paragraph should summarize your main idea by reinforcing your topic sentence.
 TASK 3
• Write a 15/ 20 line paragraph on the following topic.
• The role of the parents in making their children successful at school.