Basic Paragraph Structure

In many languages, the fundamental unit of composition is the paragraph. A

paragraph consists of several sentences that are grouped together. This group of
sentences together discuss one main subject. In U.S. formal academic English,
paragraphs have three principal parts. These three parts are the topic sentence,
body sentences, and the concluding sentence. We will also talk briefly about
details in paragraphs.
The Topic Sentence
A topic sentence usually comes at the beginning of a paragraph; that is, it is
usually the first sentence in a formal academic paragraph. (Sometimes this is not
true, but as you practice writing with this online lesson site, please keep to this
rule unless you are instructed otherwise.) Not only is a topic sentence the first
sentence of a paragraph, but, more importantly, it is the most general sentence in
a paragraph. What does "most general" mean? It means that there are not many
details in the sentence, but that the sentence introduces an overall idea that you
want to discuss later in the paragraph.
For example, suppose that you want to write a paragraph about the natural
landmarks of your hometown. The first part of your paragraph might look like
this:

My hometown is famous for several amazing

natural features. First, it is noted for the Wheaton
River, which is very wide and beautiful. Also, on
the other side of the town is Wheaton Hill, which
is unusual because it is very steep.
(Notice how the first sentence begins with "My hometown..." a few spaces to the
right of the paragraph edge. This is an indentation. All paragraphs in English
MUST begin with an indentation.)
Note how the first sentence, My hometown, Wheaton, is famous for several
amazing geographical features,is the most general statement. This sentence is
different from the two sentences that follow it, since the second and third
sentences mention specific details about the town's geography, and are not
general statements.
Here are some examples of sentences that cannot be used as topic sentences. Can
you figure out why they are inappropriate?
1. My hometown is famous because it is
located by Wheaton River, which is very
 wide, and because it is built near an
unusually steep hill called Wheaton Hill.
2. There are two reasons why some people
like to buy cars with automatic
transmission and two reasons why others
like cars with manual transmission.
3. Clouds are white.
The problem with sentence #1 is that it contains too many details. Topic sentences
are general, and details should appear later in the paragraph. A better topic
sentence would be like the one mentioned above, My hometown is famous for
several amazing geographical features.
Sentence #2 is not appropriate as a topic sentence because it mentions two topics,
not just one. Paragraphs are usually about one main thing and so their topic
sentences should also be about only one main thing.
The problem with sentence #3 is that it is toogeneral. It is also very boring!
Would you like to read a paragraph with this topic sentence? Most people would
not.
We can rewrite sentences #2 and #3 in the following ways to make it better:
 There are two reasons why some people
like to buy cars with automatic
transmission.

OR (in a different paragraph):

 There are two reasons why some people

like cars with manual transmission.
 The shapes of clouds are determined by
various factors.
Supporting Sentences
Consider again the above-mentioned, short paragraph:
My hometown, Wheaton, is famous for several
amazing natural features. First, it is noted for the
Wheaton River, which is very wide and
beautiful. Also, on the other side of the town is
Wheaton Hill, which is unusual because it is
very steep.
(Again, note how this paragraph is indented on the first line, about five or seven
spaces in from the left-hand edge of the paragraph. Always remember to indent
your paragraphs!)
When a reader reads a topic sentence, such as My hometown, Wheaton, is famous
for several amazing natural features,a question should usually appear in the
reader's mind. In this case, the question should be like, "What are the natural
features that make Wheaton famous?" The reader should then expect that the rest
of the paragraph will give an answer to this question.
Now look at the sentences after the topic sentence. We can see that the second
sentence in the paragraph, First, it is noted for the Wheaton River, which is very
wide and beautiful,indeed gives an answer to this question. That is, the second
sentence gives some explanation for the fact that Wheaton is a famous town.
Similarly, we can see that the third sentence also gives some explanation for the
fact that Wheaton is famous by giving another example of an "amazing natural
feature," in this case, Wheaton Hill.
The second and third sentences are called supporting sentences. They are called
"supporting" because they "support," or explain, the idea expressed in the topic
sentence. Of course, paragraphs in English often have more than two supporting
ideas. The paragraph above is actually a very short paragraph. At minimum, you
should have at least five to seven sentences in your paragraph. Here we can
see our paragraph about Wheaton with a few more supporting sentences in bold
font:

My hometown is famous for several amazing

natural features. First, it is noted for the Wheaton
River, which is very wide and beautiful. Also, on
the other side of the town is Wheaton Hill, which
is unusual because it is very steep. The third
amazing feature is the Big Old Tree. This tree
stands two hundred feet tall and is probably
about six hundred years old.
In this lesson, we will talk about supporting sentences again in the section,
"Details in Paragraphs," below.
The Concluding Sentence
In formal paragraphs you will sometimes see a sentence at the end of the
paragraph which summarizes the information that has been presented. This is the
concluding sentence. You can think of a concluding sentence as a sort of topic
sentence in reverse.
You can understand concluding sentences with this example. Consider a
hamburger that you can buy at a fast-food restaurant.* A hamburger has a top bun
(a kind of bread), meat, cheese, lettuce, and other elements in the middle of the
hamburger, and a bottom bun. Note how the top bun and the bottom bun are very
similar. The top bun, in a way, is like a topic sentence, and the bottom bun is like
the concluding sentence. Both buns "hold" the meat, onions, and so on. Similarly,
the topic sentence and concluding sentence "hold" the supporting sentences in the
paragraph. Let's see how a concluding sentence (in bold font) might look in our
sample paragraph about Wheaton:
My hometown is famous for several amazing
natural features. First, it is noted for the Wheaton
River, which is very wide and beautiful. Also, on
the other side of the town is Wheaton Hill, which
is unusual because it is very steep. The third
amazing feature is the Big Old Tree. This tree
stands two hundred feet tall and is probably
about six hundred years old. These three
landmarks are truly amazing and make my
hometown a famous place.
Notice how the concluding sentence, These three landmarks are truly amazing
and make my hometown a famous place,summarizes the information in the
paragraph. Notice also how the concluding sentence is similar to, but not exactly
the same as, the topic sentence.
Not all academic paragraphs contain concluding sentences, especially if the
paragraph is very short. However, if your paragraph is very long, it is a good idea
to use a concluding sentence.
Details in Paragraphs
The short paragraph in this lesson is a fairly complete paragraph, but it lacks
details. Whenever possible, you should include enough details in your paragraphs
to help your reader understand exactly what you are writing about. In the
paragraph about Wheaton, three natural landmarks are mentioned, but we do not
know very much about them. For example, we could add a sentence or two about
Wheaton river concerning HOW wide it is or WHY it is beautiful. Consider this
revision (and note the additional details in bold):

My hometown is famous for several amazing

natural features. First, it is noted for the Wheaton
River, which is very wide and beautiful. On
either side of this river, which is 175 feet wide,
are many willow trees which have long
branches that can move gracefully in the
wind. In autumn the leaves of these trees fall
 and cover the riverbanks like golden snow.
Also, on the other side of the town is Wheaton
Hill, which is unusual because it is very steep.
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. There are no trees around this hill, so it
stands clearly against the sky and can be seen
from many miles away. The third amazing
feature is the Big Old Tree. This tree stands two
hundred feet tall and is probably about six
hundred years old. These three landmarks are
truly amazing and make my hometown a famous
place.
If we wished, we could also add more details to the paragraph to describe the
third natural feature of the area, the Big Old Tree.
Why are details important? Consider the example of the hamburger, mentioned
above.* If the hamburger buns are the topic and concluding sentences, then the
meat, the cheese, the lettuce, and so on are the supporting details. Without the
food between the hamburger buns, your hamburger would not be very delicious!
Similarly, without supporting details, your paragraph would not be very
interesting.
A Note on Formality. In addition to having a particular kind of structure,
academic paragraphs (and multi-paragraph essays, which will be topic of another
lesson) are different from "ordinary writing" (such as letter writing) in that certain
kinds of expressions are not allowed. For example, in formal essays, you should
not use contractions such as don't or aren't. Instead, you should write out the
words in full, for example, do not and are not.
Also, in formal essays you should avoid the first and second person. That is, do
not use the pronouns I or you. The pronouns we and us are sometimes used in
formal essays in some major fields, but in general you should not use these unless
you are certain that they are customary in your field and/or your professor allows
them. It is safer simply to use the third person.
< academic in avoid should you that expresions informal some about learn to
table following the>
TOO
INFORMAL ACCEPTABLE
(Do not use)
don't do not
doesn't does not
 aren't are not
weren't were not
can't cannot
couldn't could not
won't will not

Tips for Writing a Paragraph

Characteristics of a good paragraph:
 Topic sentence, which includes the topic and a controlling idea.
 Supporting ideas (usually 3 - 6), which support the topic sentence.
 RENNS (reasons, examples, names, numbers, senses), which develop
the supporting ideas by giving details and explanation.
 Optional concluding sentence, which expresses the importance of the
information in the paragraph, may summarize the supporting ideas if the
paragraph is long, or provides a transition to the next paragraph of the
essay.
 Unity, which means that all sentences in the paragraph directly support
the topic sentence.
 Coherence, which means that all the information of the paragraph is well-
organized, logically ordered and easy to follow. This is accomplished by:
o Repetition of key words and phrases (often from the topic
sentence)
o Parallel grammatical structure
o Transition words and phrases. Click here for a web site with many
of these expressions.
Process of Writing a Paragraph:
1. Compose your topic sentence. Think of a topic and a controlling idea that
will narrow the topic enough to support it well in one paragraph.
2. Brainstorm supporting ideas. Choose 2 - 6 supporting ideas that do a
good job supporting your topic sentence.
3. Write your paragraph in topic outline form as follows. Don't actually write
sentences in the outline, except for the topic sentence.
Topic sentence:
A. Supporting idea 1.
1.
2.
3.
B. Supporting idea 2.
 1.
2.
3.
C. Supporting idea 3.
1.
2.
3.
Concluding sentence:
4. Put your supporting ideas in a logical order.
5. For each supporting idea, think of RENNS that further explain the idea.
For balance, each supporting idea should have about the same number of
RENNS.
6. Think of a concluding sentence.
7. Write your paragraph using sentences. Use the coherence strategies to
make your paragraph easy to follow.
Here is an example done in class.
The students brainstormed and came up with a good topic sentence and supporting
ideas:
Topic sentence: Choosing a college or university can be difficult.
Supporting ideas: 1. Good Location, 2. Affordability, 3. Good preparation for major

They then decided to order these supporting ideas according to importance, as shown
in the outline below.
Next, they put this information into outline form and added some RENNS for each
supporting idea.
Topic sentence: Choosing a college or university can be difficult for high
school graduates.
A. Good preparation for your major
1. Thorough, solid curriculum
2. Qualified professors
B. Affordability
1. Ability to pay tuition and living expenses
2. Possibility of scholarships
C. Good Location
1. Study environment
2. Possibilities of part time job in major
Concluding sentence: Students should consider these points carefully so
they can choose the most appropriate college or university for them.
Finally, the class wrote the paragraph using sentences and tried to make the paragraph
coherent using different coherence strategies.
Choosing a college or university can be difficult high school graduates. The most
difficult part is finding a university that prepares them well for their future career. In order
to get a good job, the curriculum that is taught must be thorough and up-to-date. In
addition, the professors must be highly qualified and respected in their fields. Another
difficulty in choosing a university or college is affordability. Students need to be able to
pay not only the tuition fees but also the living expenses. Fortunately, some institutions
might be able to offer scholarships if students cannot afford the fees. Of course, a good
location is also very important when choosing a school. The environment should be safe
and quiet to facilitate studying. Moreover, there should be possibilities near the school
for part time or summer jobs related to major to provide some practical work experience.
High school graduates should consider all of these points carefully so they can choose
the most appropriate college or university for them.
 How do I write a paragraph? How can I begin?
It is important to know how to write a paragraph. There are certain rules you should
follow in order to write a paragraph and to know how to write term papers. Your first
sentence should be a topic sentence and should contain the topic and an opinion on the
topic. It should strictly not contain any supporting ideas which MUST feature in the next
sentence. You should write at least three sentences supporting your ideas, with facts,
reasons, examples, statistics, comparison, or an anecdote. Last, you should have a
concluding sentence which reasserts your opinion, but does not have the same wording.
Going by these helpful rules will lead to good paragraph writing.

There are also four stages in which we have categorized paragraph writing so as to make
it a lot easier for you to learn the art. The four stages are:
Prewriting Paragraphs
Writing Paragraphs
Editing Paragraphs
There Publishing Paragraphs
are at
least
seven What is the prewriting stage?
types The prewriting stage is when you think carefully and organize your ideas for your
of paragraph before you begin writing.

Six Prewriting Steps:

1. Think carefully about what you are going to write:
Ask yourself: What question am I going to answer in this paragraph? How can
I best answer this question? What is the most important part of my answer?
How can I make an introductory sentence from the most important part of my
answer? What facts or ideas can I use to support my introductory sentence?
How can I make this paragraph interesting? Do I need more facts on this topic?
Where can I find more facts on this topic?

2. Open your notebook:

Write out your answers to the above questions. You do not need to spend a
lot of time doing this. Just write enough to help you remember why and how
you are going to write your paragraph.

3. Collect facts related to your paragraph topic:

Look for and write down facts that will help you to answer your question.

4. Write down your own ideas:

Ask yourself: What else do I want to say about this topic? Why should people
be interested in this topic? Why is this topic important?

5. Find the main idea of your paragraph:

Choose the most important point you are going to present. If you cannot
decide which point is the most important, just choose one point and stick
to it throughout your paragraph.

6. Organize your facts and ideas in a way that develops your main idea:
Once you have chosen the most important point of your paragraph, you must
find the best way to tell your reader about it. Look at the facts you have
written. Look at your own ideas on the topic. Decide which facts and ideas
will best support the main idea of your paragraph. Once you have chosen the facts
and ideas you plan to use, ask yourself which order to put them in the paragraph.
Write down your own note set that you can use to guide yourself
as you write your paragraph.
paragraphs. Knowledge of the differences between them can facilitate
composing well-structured essays.

In order to write coherent essays, students need to learn about the basic
functions of various paragraphs in college writing. Most paragraphs will have
several functions to fulfill at a time and it is important to know under what
circumstances their functions can be conjoined, if at all. The following list
contains explanations regarding content and style of different paragraphs as well
as examples.
Example of a Narrative Paragraph

A definition, example, and sample analysis of a narrative paragraph.

Daria Przybyla

Apr 2, 2009

Narrative paragraph is one of the seven types of paragraphs. It differs from

others in its use of informal language and lack of descriptive analysis – all
information is contained in action determined by predicates, mode, and pace of
the story.
What Is a Narrative Paragraph?
Narration paragraphs are most distinctively used in fiction. As such, they will
contain all necessary components of action development: protagonist, setting,
goal, obstacle, climax and resolution. Writing a narration paragraph requires,
consequently, sequential order and chronology. There are many descriptive
elements included into the body of a narration paragraph but, if composed
correctly, the paragraph will feature much more action than depiction.
Example of a Narrative Paragraph
Read the following sample narrative paragraph, and pay attention to its
construction:
Larry suddenly woke up from a deep sleep. The sun was dazzling his half-open
eyes, and he couldn’t figure out what time it was. The door to his room was
closed; the house was immersed in some sort of reckless silence. He slowly got
out of his bed and approached the bench right next to the window. For a
moment, he thought, he heard a tapping sound coming from the attic. Then again
he heard the sound, only this time it seemed to be somewhat closer. He looked
outside the window and saw a man going by the left side of the road. On seeing
Larry, the man approached his garden’s fence and whistled. At this point, Larry
recognized Nick and waved his hand. He quickly got dressed and was about the
get down to open the gate, but he again heard someone murmuring in the other
part of the house. Larry decided to go to the attic and see what was causing this,
now buzzing, sound. He got to the second floor of his house and looked toward
the attic. He quickly opened its door and looked inside. Nothing was found. He
was about to turn back and attend to his guest when he, suddenly, slipped on the
stairs and fell. He called out to Nick to help him get up.
Elements of a Narrative Paragraph
Narrative paragraphs contain several regular elements:
 Protagonist – in the above paragraph, the protagonist is Larry who is
introduced at the very beginning of the story;
 Setting – Larry’s house is the setting. From the paragraph, reader can
learn about his bedroom (where he woke up), it is also clear that it’s a
two-storey house with an attic, and a fenced garden;
 Goal – the goal of the story is Nick visiting Larry;
 Obstacle – what stops Larry from coming down, and earlier on, from
concentrating on getting dressed are repeating bizarre sounds coming
from all parts of the house;
 Climax – Larry trying to check what was causing the sound;
 Resolution – Larry falls from the stairs and calls out to Nick to help him
get up.
Narrative paragraphs don’t need to be chronological. Action can use flashbacks
and retrospection in order to move the story forward.
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter.
Example of an Expository Paragraph

A definition, example, and sample analysis of an exposition paragraph.

Daria Przybyla

Apr 2, 2009

Exposition paragraph is one of the seven types of paragraphs. It stresses the

importance of formal, academic language use, focuses on evidence, cites
authority, and provides useful information or advice. Expository paragraphs are
used, predominantly, not separately but as parts of larger academic writing
forms. Situated in-between other paragraphs, they allow of elaborating on a
somewhat unclear – yet particularly crucial issue.
What Is an Expository Paragraph?
Often times, this kind of a paragraph is used as a component of other types. It’s
created in order to clarify or explain a problem or a phenomenon. Writing
exposition paragraphs requires strict focus on evidence and objective language.
It can contain elements of comparison and contrast or cause and effect writing -
both facilitate accurate exposition of its subject-matter.
Example of an Expository Paragraph
Read the following sample of an expository paragraph paying attention to clarity,
objective third person language, and instructional value:
A disease that causes chronic gastrological disorders, IBD, is envisioned in a
spectrum of severities. Cats can vomit heavily, and suffer from continuous
diarrhea. Reasons for the disease are yet unknown. Bacterial infections,
gastrological irritation, lack of vitamins are often quoted as factors contributing to
the development of the disease. Veterinarians, treating IBD in cats, usually
prescribe medicine and advice on the dietary management as well as make
surgical choices. If untreated, IBD, can be fatal for cats. Research - conducted
mostly by pet owners - shows that a cat’s diet can be critical. Further research
will include inspection of several vaccines. So far, grain-free, raw meat diet has
already proved to be largely beneficial.
Expository paragraph, apart from explaining how something works or occurs,
uses formal language containing domain-specific terms, and provides essential
examples as well as comparisons.
Elements of an Expository Paragraph
Expository paragraphs contain the following elements:
 Formal language – third person voice and scientific terms are used
instead of informal, emotive vocabulary;
 Evidence – includes references to research, naming of the author(s) of
the inquiry, practical examples, and comparisons;
 Explanation – the paragraph accounts for the variety of ailments
characteristic of a disease explaining the risks and symptoms;
 Background information – the paragraph relates to already conducted
researches and their preliminary results as well as provides information
on further medical inquiry. It also gives examples of possible medical
interventions;
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter.

Example of a Definition Paragraph

A definition, example, and sample analysis of a definition paragraph.

Definition paragraph is one of the seven types of paragraphs. They are used in
order to define an idea in an objective and informative way. This means, among
other things, that definition paragraphs should contain references to authoritative
sources, name dates, and authors of specific research. They should also define
things and thoughts based on comparisons and examples.
What Is a Definition Paragraph?
Definition paragraphs are used in order to explain the meaning, origin and
function of things. They are used both in academic writing and in fiction. To write
a definition paragraph, writers should concentrate on the role of its subject in the
context of the whole essay and list comparisons as well as examples
accordingly.
Example of a Definition Paragraph
Read the following example of a definition paragraph paying close attention to
how it explains the use of specific terms:
The IAU has so far recognized five dwarf planets differentiated from planets by a
parameter of “planetary discriminant” which allows estimating the capacity to
dominate orbits. According to NationMaster Encyclopaedia dwarf planets follow
orbits which are not free from other minor celestial bodies. Simultaneously, they
always circulate the Sun and not other celestial objects (they are not satellites).
Several dwarf planets have already been scrutinized effectively. Their physical
properties have been calculated through routine Earth-based observations as
well as advanced image-searching software. Since current data may not be
entirely accurate, further examinations are undertaken by astronomers and
physicists world-wide.
Elements of Definition Paragraph
Definition paragraphs contain the following elements:
 Explanation of meaning – the fragment above explains why certain
celestial objects are called “dwarf planets”;
 Account of the origin of things – the fragment briefly recounts the history
of astronomical scrutiny relating to dwarf planets;
 Method – the fragment explains how astronomical observations
influenced contemporary knowledge of the solar system, and denotes
specifically what tools were used in the process;
 Examples and comparisons – in the fragment cited above, the idea of
dwarf planets is explained through comparisons with regular planets, as
well as other celestial objects. Definition paragraph should, generally,
provide information on how not to confuse different ideas;
  Citing verifiable sources – the fragment contain references to
encyclopedia; there could be quotations from dictionaries, and other
authoritative sources.
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter.

Example of a Classification Paragraph

A definition, example, and sample analysis of a classification paragraph.

Classification paragraph is one of the seven types of paragraphs. It allows of

defining ideas, their use and/or function through comparisons conducted on
multiple levels. Consequently, classification paragraphs explore the meaning of
things as compared to one another, and as positioned in related contexts.
Classification paragraphs will use strong descriptive vocabulary which ought to
visualize physical and conceptual differences between the subjects of writing.
What Is a Classification Paragraph?
Writing a classification paragraph, unlike other types of paragraphs, takes a
slightly varied approach. It should rely on both defining and comparing. Writers
should classify the subject of the paragraph in a specific context providing
comparisons to corresponding ideas. Classification can be performed on multiple
levels – semantic (comparing different meanings of things), linguistic (using
vocabulary to show contrast), and more.
Example of a Classification Paragraph
Read the following sample classification paragraph, and pay attention to how two
terms are explained through differentiation:
Paraphrasing is used for different purposes. Some paraphrases will be
designated to support already existing evidence. Others will reinforce
argumentation against evidence. Still others will help to develop existing
arguments and provide back-up for any conclusion drawn in the course of writing.
Depending on the function, paraphrases will be introduced in accordance with
their unique context. Quotations require yet another approach. They are not self-
expressive because every quotation can signify a number of different things in
various contexts. It is both the introduction and the commentary that follows it
which decides about its context and the ultimate meaning of a given citation in an
essay. Paraphrasing quotations - changing the original words or sense is not
allowed.
Elements of a Classification Paragraph
Classification paragraphs contain the following elements:
 Definition – term, idea, or an object presented in a classification
paragraph is briefly defined by its own terms – that includes defining its
origin, meaning, and function;
 Comparison – classification paragraphs will, usually, define things by
comparing and contrasting them, showing crucial functions and diverse
use or meaning in analogical contexts;
 Multiple contextualizations – classification paragraphs will compare
ideas in diverse contexts, so as to estimate specifically the potential of
each of the described things in different situations;
 Descriptive vocabulary – adverbs and adjectives should point to the
contrast between two or more things (black vs. white, boring vs.
interesting, etc.).
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter.

Example of a Description Paragraph

A definition, example, and sample analysis of a description paragraph.

Description paragraph is one of the seven types of paragraphs. It serves

providing a comprehensive background to any essential elements of one’s
subject of writing. It helps to define, exemplify, and situate thoughts, objects, or
ideas in proper contexts and, even more importantly, attribute their crucial
functions to the context in which they appear.
What Is a Description Paragraph?
Preferably, description paragraphs should concentrate on action (verbs), rather
than sensations (adverbs and adjectives). Writers should assume the role of
readers whose idea of the described events is, in entirety, constructed by the
paragraph content. Description paragraphs should be detailed, clear, and render
the represented reality chronologically. Rather than providing advice, descriptive
paragraphs ought to focus on essential information that is presented in a step-by-
step manner.
Example of a Description Paragraph
Read the following sample of a description paragraph and pay attention to the
way in which information is provided – how the thought described in the
paragraph unfolds. Also, pay attention to the informative content comprised in the
fragment below:
Writers commit plagiarism every time they reword sources without crediting
original authors or fail to reference their sources appropriately. Plagiarism
through paraphrasing can happen in two cases. First, writer may choose to
substitute some words from the original with different vocabulary, rearrange
words, or rearrange the whole paragraph. In this way, he or she presents stolen
information expressing it with his or her own words. And second, writer may try to
use exactly the same vocabulary and stylistic constructions and use them with
respect to another context. Plagiarism occurs in both cases.
Elements of a Description Paragraph
Descriptive paragraphs contain the following elements:
 Information – descriptive paragraphs describe ideas and things, as well
as inform about their functions;
 Context – in descriptive paragraphs, information is always
contextualized. Moreover, the context in which given piece of
information is presented is also subject to description and evaluation;
 Descriptive language – descriptive paragraphs use considerable
amounts of vocabulary that describes action (verbs), as well as
vocabulary denoting value and attributes of thins (nouns, adverbs, and
adjectives).
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter. Check out
Academic Writing Skills section for more information on the proper use of
language in essays and paragraphs as well as try out several interactive
exercises.
Example of a Process Analysis Paragraph

A definition, example, and sample analysis of a process analysis paragraph.

Process analysis paragraph is one of the seven types of paragraphs. It guides

the reader through a complex process of a series of actions that are aimed at
achieving a particular result, or lead the reader toward a particular conclusion. As
such, process analysis paragraph contains elements of both how-to writing and
advice giving. This type of writing is often used in manuals and various
instructional pieces.
What Is a Process Analysis Paragraph?
The so-called process analysis paragraph, usually, takes the form of a how-to
paragraph which guides readers through a process or action to be performed. It’s
very concise and uses formal, non-descriptive vocabulary. It should be written in
chronological order which accounts for subsequent actions.
Example of a Process Analysis Paragraph
Read the following sample process analysis paragraph paying attention to how it
defines subsequent actions that are to be performed:
The problem of hairballs that have already formed in cat’s fur can be solved by
proper brushing. In order to brush your cat’s hairballs, you’ll need two kinds of
brushes: a wide-teeth wipe and a metallic one. The former will help you dissolve
and, partially, remove tightly knotted hairballs without causing any pain or
discomfort to your cat. The latter, used subsequently, will remove excess of loose
puffy hair and decrease the possibility of reoccurrence the next day. Once
brushing is over, make sure to polish your cat’s fur all over his body with the help
of a clean, cotton, or woolen cloth.
Elements of a Process Analysis Paragraph
Process Analysis paragraphs contain a number of elements that are
indispensable in this kind of writing:
 Chronology – all actions are described in a step-by-step manner which
means that the order of in which subsequent actions are described is
analogical to the order in which those actions are to be performed;
 Clarity – the instruction is concise and uses simples language. Process
analysis paragraphs, if composed correctly, will never be written in a
descriptive or subjective language and will also avoid opinion-based
stances;
 Explanation – the paragraph explains how a particular result can be
achieved.
In order to write good paragraphs, you need to know how paragraphs are
constructed and what types of paragraphs can be used in writing. Check out the
Writing Paragraphs section for full information on the subject-matter. Consult
Academic Writing Skills section for more information on the proper use of
language in essays and paragraphs as well as try out several interactive
exercises.
Sample Paragraphs
Narration
Developing Composition Skills –Mary Ruetten (237)

(Why Do People Lie?)

One reason people lie is to achieve personal power. Achieving personal power is helpful for
someone who pretends to be more confident than he really is. For example, one of my friends
threw a party at his house last month. He asked me to come to his party and bring a date.
However, I didn’t have a girlfriend. One of my other friends, who had a date to go to the party
with, asked me about my date. I didn’t want to be embarrassed, so I claimed that I had a lot of
work to do. I said I could easily find a date even better than his if I wanted to. I also told him that
his date was ugly. I achieved power to help me feel confident; however, I embarrassed my friend
and his date. Although this lie helped me at the time, since then it has made me look down on
myself.
Mo Fung (Jackie) Chan

Narration
Developing Composition Skills Mary Ruetten(88)
(Describe a Stressful Time in Your Life)
Money causes teenagers to feel stress. It makes them feel bad about themselves and envy other
people. My friend, for instance, lives with her family and has to share a room with her sister,
who is very cute and intelligent. This girl wishes she could have her own room and have a lot of
stuff, but she can’t have these things because her family doesn’t have much money. Her family’s
income is pretty low because her father is old and doesn’t go to work. Her sister is the only one
who works. Because her family can’t buy her the things she wants, she feels a lot of stress and
gets angry sometimes. Once, she wanted a beautiful dress to wear to a sweetheart dance. She
asked her sister for some money to buy the dress. She was disappointed because her sister didn’t
have money to give her. She sat in silence for a little while and then started yelling out loud. She
said her friends got anything they wanted but she didn’t. Then she felt sorry for herself and asked
why she was born into a poor family. Not having money has caused this girl to think negatively
about herself and her family. It has caused a lot of stress in her life.
Ai Thianh Tran

Classification
Developing Composition Skills –Mary Ruetten (153-4)
Types of Newspapers in India
Newspapers in India are classified into two categories according to the amount and completeness
of information in them. Newspapers in the first category have more information and truth. Those
in the second category do not have much information and sometimes they hide the truth.
Newspapers in the first category have news collected from different parts of the country and also
from different countries. They also have a lot of sports and business news and classified ads. The
information they give is clear and complete and it is supported by showing pictures. The best
know example of this category is the Indian Express. Important news goes on the first page with
big headlines, photographs from different angles, and complete information. For example, in
1989-90, the Indian prime minister, Rajive Ghandi, was killed by a terrorist using a bomb. This
newspaper investigated the situation and gave information that helped the CBI to get more
support. They also showed diagrams of the area where the prime minister was killed and the
positions of the bodies after the attack. This helped the reader understand what happened. Unlike
newspaper in the first category, newspapers in the second category do not give as much
information. They do not have international news, sports, or business news and they do not have
classified ads. Also, the news they give is not complete. For example, the newspaper Hindi gave
news on the death of the prime minister, but the news was not complete. The newspaper didn’t
investigate the terrorist group or try to find out why this happened. Also, it did not show any
pictures from the attack or give any news the next day. It just gave the news when it happened,
but it didn’t follow up. Therefore, newspapers in the first group are more popular than those in
the second group.
Purnachander Thangada

Description
Developing Composition Skills –Mary Ruetten (129)
(Describe College Life)
Most students like the freedom they have in college. Usually college students live on their own,
in the dormitory or in an apartment. This means they are free to come and go as they like. Their
parents can’t tell them when to get up, when to go to school, and when to come home. It also
means that they are free to wear what they want. There are no parents to comment about their
hair styles or their dirty jeans. Finally, they are free to listen to their favorite music without
interference from parents.

Description
Paragraph Power George M. Rooks (11)

The Best Place to Visit

(topic sentence) California is the most wonderful place to visit because of its variety of weather
and its beautiful nature. (subject development) Visitors to California can find any weather they
like. They can find cool temperatures in the summer; also they can find warm weather in the
winter. They can find places that are difficult for humans to live in the summer because they are
so hot. Or they can find places closed in the winter because of the snow. On the other hand,
visitors can find the nature they like. They can find high mountains and low valleys. Visitors can
find a huge forest, a dead desert, and a beautiful coast.(summary sentence) So California is the
most wonderful place to visit because of its weather and nature.

Description
Developing Composition Skills –Mary Ruetten(64)
(Describe Your Favorite Room)
The first thing we did as soon as we came to the U.S.A. about two years ago was to search for an
apartment in order not to live with one of our relatives. After looking for one month to find a
suitable apartment, I finally found the apartment where we have been living. It includes a living
room three bedrooms, and a kitchen. Probably the living room is my favorite room of all because
we often gather together there after we come home from work or school. It is a comfortable room
for our family. Entering the living room from the front door, we can we a new piano in the
corner, with a vase of colorful flowers on it. In the opposite corner stands a Sony television,
which I bought for my children to watch cartoons and for us to see films and get the daily news.
Besides, there is a sofa next to the piano, a loveseat beside the TV, and also a low table between
them. This is a comfortable place to sit while we watch TV or talk. On one of the light blue walls
is a tranquil picture of the sea. The floor is covered with a dark red carpet, which my children
like to play on. They also like to sit on it when they watch TV. The large window is shaded by a
light colored curtain, giving the room a soft, bright feeling. A ceiling fan with small lights is
hanging from the ceiling, whenever the fan and lights are on, we can see dangling images, which
are reflected from the furniture in the room. Generally, our living room is a place where we
receive our guest, gather together to discuss any topic and enjoy our leisure time.
Bachvan Doan

Explanation
Paragraph Power George M. Rooks (10)

Important Swiss Customs for Foreigners

(topic sentence) Three important Swiss customs for tourists to know deal with religion, greeting,
and punctuality. (subject development) The Swiss people are very religious, and Sunday is their
holy day. On Sunday, people rarely work in the garden, in the house, or even on the car. Foreign
tourists should know that the most drugstores, supermarkets, and banks are closed on Sunday.
The Swiss are also a formal people. For example, they seldom call acquaintances by their first
names; the German “Herr” and French “Monsieur” are much more frequently used in
Switzerland than the English “Mister” is used in the United States. A tourist should therefore say
either “Herr” or “Monsieur” when greeting an acquaintance, and only use the person’s first name
if he is a close friend. In addition, Switzerland is the land of watches and exactness. It is
important to be on time to parties, business, meetings, and churches because Swiss hosts, factory
bosses, and ministers all love punctuality. It is especially important for tourists to be on time for
trains: Swiss train conductors never wait for late arrivers. (summary sentence) In summary,
Swiss customs are very easy to follow and very important to remember!

Paragraph Power George M. Rooks (24-25)

Group A (150 words)

(topic sentence) The battles of Marathon and Tours are examples of how war has often
determined the development of Western civilization. (subject development) The basis of Western
civilization was probably decided at the Battle of Marathon about 2,500 years ago. In this battle,
a small number of Greek soldiers led by a famous Greek general defeated 100,000 invading
Persians under the Persian king. Because the Greeks won, Greek ideas about many subjects
matured and became the foundation of Western society. Whereas Marathon laid the basis of
Western civilization, its structure remained the same as a result of the Battle of Tours in A.D.
732. Before this battle, Muslim armies had taken control of a large number of countries, but they
were stopped by a group of soldiers led by Charles Martel in France. If the Muslims had won at
Tours, Islam might have become the major religion of Western society.

Group B (154 words)

(topic sentence) The battles of Marathon and Tours are examples of how war has
often determined the development of Western civilization. (subject development)
The basis of Western civilization was probably decided in Greece at the Battle of
Marathon in 490 B.C. In this battle, 10,000 Greek soldiers led by Miltiades
defeated 100,000 invading Persians under Darius I. Because the Greeks won,
Greek ideas about philosophy, science, literature, and politics (such as democracy)
matured and became the foundation of Western society. Whereas Marathon laid
the basis of Western civilization, its structure remained the same as a result of the
Battle of Tours in A.D. 732. Before this battle, Muslim armies had taken control of
countries from India to the Atlantic Ocean, but they were stopped by a European
army under Charles Martel at this battle in southwest France. If the Muslims had
won at Tours, Islam might have become the major religion of Western society.
Narration: A story that is written to explain what, when, and
who. It reveals what a reader should learn. Narration paragraphs
are usually written in chronological order.

Peddling On My Own
Learning how to ride a bike for the first time was a nerve racking
independent moment. I was about five years old when my sister
informed me that I was too old to still be riding a bike with
training wheels. That was the time I decided not to depend on
them anymore. Even though I had some doubt, my sister and I
went outside and started to take the little wheels off my bike.
After my bike went through the transformation, I was now ready
for the big moment. With butterflies in my stomach, I slowly got
on the bike, and with my shaky hands, I gripped the handles
tightly. Meanwhile my sister was holding on to me to help keep
my balance. I was so afraid the she would let go, yet I was
determined to ride this bike on my own. Next with a little push
from her, I started to peddle. The faster my bike went the faster
my heart raced. Finally I looked back nervously and noticed that
my sister let go of my bike a long time ago. I was so excited that I
accomplished freedom on my bike that I forgot to peddle. The
next step I remember, I was lying on the ground, yet I did not care
because of the adrenaline rush. I will never forget the exhilarating
moment and growing up stage of riding a bike without training
wheels.

~© Fallon Fauque 2005~

My Most Embarrassing Moment

The most embarrassing moment of my sophomore year was how I

earned my nick name, Crash. It all started right after school when
I turned on to the busiest street by the school. First I pulled up
right behind this truck at a stop sign. After a second, a fellow
older student told me that I was really close and that I was going
to hit the truck in front of me. At the moment I was trying to tell
the kid that I was giving a ride to to get back in the car because
he was hanging out the window. Since I was distracted, I thought
the long line of traffic had started to move, but it hadn’t. In the
blink of an eye I hit the back of the truck in front of me. The
devastation sunk in. I was so worried that I damaged the truck,
but all that I did was scratch his bumper. Lucky for him! Then it
came time to look at my car. My car was ruined. The hood was
buckled, the front end was pushed back, and my headlights were
broken. Humiliated and scared, I still had to drive my totaled care
home. During School that year, I never did hear the end of what
had happened that day.

~© Tiffany Haggerty~

My Favorite Family Experience

One of my favorite family experiences was when I went to see

Anne Frank’s (a Jewish victim of the Nazi persecution during
World War II) hideout in Amsterdam, Holland. I had read Anne’s
published diary when I was younger, so I was extremely thrilled to
actually have the chance to see where she and her family hid
from the Germans for so many months. I walked up the stairs of
an apartment building and into a room with only a bookshelf in it.
From what I remembered from reading the diary, there was a
doorknob behind the books. I found the doorknob and turned it
and there was the secret annex. When I stepped into the room
behind the bookshelf, I felt as if I had stepped back into history. I
found Anne’s room still with pictures of her favorite celebrities on
her walls. The Frank family’s furniture was still placed where they
had left them in the rooms, everything just as described in the
diary. I toured each room in awe of actually seeing how they had
lived, yet with sadness to know how it all ended. Anne’s diary was
no longer just a book to me, but true heart-felt, emotional life
story written by a girl I felt I almost knew.

~© Denise Rafferty~
Here is my narrative paragraph, "Kaleb Likes To Mop" My
transitional phrases are then, immediately, meanwhile, later, and
last summer. This paragraph was based on a true story about my
5 yr old. I wrote this so I could always remember the funny and
sweet things kids do. I revised this slightly according to Ms.
Carters comments when the paper was returned. The sentence
towards the end, "My heart warmed, and I wished that moments
like those could remain in my heart forever; but sadly, memories
fade and little boys grow up.", expresses my emotional response
to the interaction, but I think it could be worded better. If you
would like to give me any suggestions or comments, please do.

My First Day
My first day of college was a disaster. First, I
went to the wrong classroom for math. I was
sitting in the class, surrounded by people taking
notes and paying attention to how to do equations,
which would have been okay if I was supposed to
be in an algebra class. In reality, I was supposed
to be in geometry, and when I discovered my
error, I had already missed the first twenty
minutes of a one-hour class. When I got to the
correct class, all twenty-five students turned and
looked at me as the teacher said,
“You’re late.” That would have been bad enough,
but in my next class my history teacher spoke so
fast I could not follow most of what he said. The
only thing I did hear was that we were having a
quiz tomorrow over today’s lecture. My day
seemed to be going better during botany class,
that is, until we visited the lab. I had a sneezing fit
because of one of the plants in the lab and had to
leave the room. When I finally finished my classes
for the day, I discovered I had locked my keys in
the car and had to wait for my brother to bring
another set. My first day of school was so bad that
I know the rest will have to be better.

Examples of Topic Sentences

A topic sentence is the most important sentence in a
paragraph. Sometimes referred to as a focus sentence, the
topic sentence helps organize the paragraph by
summarizing the information in the paragraph. In formal
writing, the topic sentence is usually the first sentence in a
paragraph (although it doesn't always have to be).
Purpose of the Topic Sentence
A topic sentence essentially tells what the rest of the
paragraph is about. All sentences after it have to give
more information about the sentence, prove it by offering
facts about it, or describe it. For example, if the topic
sentence concerns the types of endangered species that
live in the ocean, then every sentence after that needs to
expound on that subject.
Topic sentences also need to relate back to the thesis of the essay. The
thesis statement is like a road map that will tell the reader or listener
where you are going with this information or how you
Topic Sentences and Controlling Ideas
Every topic sentence will have a topic and a controlling idea. The
controlling idea shows the direction the paragraph will take.
Here are some examples:
 Topic Sentence: There are many reasons why pollution in ABC
Town is the worst in the world.
 The topic is “pollution in ABC Town is the worst in the world” and
the controlling idea is “many reasons.”
 Topic Sentence: To be an effective CEO requires certain
characteristics.
 The topic is “To be an effective CEO” and the controlling idea is
certain characteristics.
 Topic Sentence: There are many possible contributing factors to
global warming.
 The topic is "contributing factors to global warming" and the
controlling factor is "many reasons."
 Topic Sentence: Fortune hunters encounter many difficulties
when exploring a shipwreck.
 The topic is “exploring a shipwreck” and the controlling idea is
“many difficulties.”
 Topic Sentence: Dogs make wonderful pets because they help you
to live longer.
 The topic is "dogs make wonderful pets" and the controlling idea
is "because they help you to live longer."
  Topic Sentence: Crime in poverty-stricken areas occurs as a result
of a systemic discrimination.
 The topic is "crime in poverty stricken areas" and the controlling
idea is "systemic discrimination."
 Topic Sentence: Teen pregnancy may be prevented by improved
education.
 The topic is "teen pregnancy may be prevented" and the
controlling idea is "improving education."
 Topic Sentence: Cooking requires a number of different skills.
 The topic is "cooking" and the controlling idea is "many different
skills."
 Topic Sentence: It is important to be ready before buying a house.
 The topic is "before buying a house" and the controlling idea is
the importance of being ready.
 Topic Sentence: Graduating from high school is important for
many different reasons.
 The topic is "graduating from high school" and the controlling idea
is "many different reasons."
 Topic Sentence: Having a first child is difficult because of the
significant adjustments in your life.
 The topic is "having a first child" and the controlling idea is
"significant adjustments in your life."
 Topic Sentence: Remodeling a kitchen successfully requires
research and a good eye.
 The topic is "remodeling a kitchen" and the controlling idea is
"requires research and a good eye."
As you can see, the topic sentence provides a focus for the reader or
listener. It tells what the paragraph is about. The controlling idea helps
the audience understand what you are saying.
Topic sentences can be about almost anything, as long as they set the
tone for the paragraph and relate back to the thesis or the main idea of
the paper.
 Use this sheet to help you:
• understand what makes a good paragraph
• write paragraphs that are unified, coherent and clear
5 minute self test
Read the paragraph checklist below. This checklist
is based on the principles outlined in this
helpsheet. If you feel you need to learn more about
these points, this helpsheet is for you:
 Does the paragraph directly to the question or thesis
statement?
 Does the paragraph just have one main idea?
 Is there a topic sentence which has a topic and
controlling idea?
 Is the topic sentence supported?
 Are nouns and pronouns used appropriately?
 Are sentences arranged in a logical order?
 Are linking words used?
 Is the paragraph clearly linked to the other paragraphs?
 Is the paragraph layout correct?
Helpsheet
PARAGRAPHS
Page 1
Introduction
This helpsheet provides advice concerning paragraphs for
academic work. Specifically, it is designed to help you
produce better essays, reports, literature reviews and
short answers to questions.
Please note, however, that paragraphs in different genres
(such as newspaper articles and novels) may not follow
the principles described below. It is also worth noting that
not every important writer writes well-structured
paragraphs, and that a lot of academic texts are actually
bad examples of academic writing style. That is, while
many texts may be notable for containing great insights,
they are not always models of good writing that you
should try and emulate.
As you read the helpsheet, remember this too: while
learning about paragraphing is easy, writing good
paragraphs is difficult—difficult for native English
speakers as well as for people whose first language is not
English.
Avoiding the challenge of writing a good paragraph is a
mistake given that paragraphs are the building blocks of
almost all written genres. If you can’t produce a good
paragraph, you won’t be able to produce a good essay,
report or literature review, or almost any other type of
text.
What makes a good paragraph?
Every paragraph you write should follow the principles
listed below:
1. The paragraph must contain a topic sentence
2. All remaining sentences should support and develop
the topic sentence
3. Only one main idea should be developed
4. The sentences should flow smoothly and logically
5. A concluding sentence may be added but is not
essential
Paragraph word length can and should vary. However, be
aware that paragraphs that are too long can be hard to
read, and that paragraphs that are too short look
‘choppy’ and can read like a list. To be more specific, a
one sentence paragraph is usually too short, and writing
only two paragraphs on one A4 page indicates
paragraphs may be too long.
However, there is no fixed rule about the number of
sentences that should make up a paragraph. What is
important is that the paragraph only develops one main
idea. This is this factor which should be the primary
determinant of paragraph length. When you need to say
something else, start a new paragraph.Helpsheet Page
2 PARAGRAPHS
Paragraph structure
Now, let’s look at paragraph structure in more detail.
Think of a paragraph as having two, or possibly three
sections:
1. A topic sentence: this states the main topic of the
paragraph and the controlling idea
2. Supporting sentences: these develop the topic
sentence
3. A concluding sentence: this signals the end of the
paragraph and leaves the reader with important points to
remember, but is often unnecessary.
Activity 1: Read the following paragraphs and
try to identify the topic sentence in each one.
1. Synonyms, words that have the same basic
meaning, do not always have the same emotional
meaning. For example, the words “stingy” and
“frugal” both mean “careful with money.”
However, to call a person stingy is an insult, while
the word frugal has a much more positive
connotation. Similarly, a person wants to be
slender but not skinny, and aggressive, but not
pushy. Therefore, you should be careful in
choosing words because many so-called synonyms
are not really synonymous at all.
2. HRM policies affect certain immediate
organisational outcomes and have long-term
consequences. For example, policy choices made
by managers affect the overall competence of
employees, the commitment of employees, the
degree of congruence between the goals of
employees and those of the organisation, and the
overall cost effectiveness of HRM practices. These
four Cs are not exhaustive of the criteria that HRM
policy makers may find useful in evaluating the
effectiveness of human resource management.
However, they are reasonably comprehensive.
3. Gold, a precious metal, is prised for two
important reasons: it is both beautiful and useful.
First of all, gold has a lustrous beauty that is
resistant to corrosion. For example, a Macedonian
coin remains as untarnished today as the day it
was minted twenty three centuries ago. Another
important characteristic of gold is its utility in
industry and science. The most recent application
of gold is in astronauts’ suits.
4. Albert Einstein, one of the world’s geniuses,
failed his university entrance examinations on his
first attempt. William Faulkner, one of America’s
noted writers, never finished college because he
could not pass his English courses. Sir Winston
Churchill, who is considered one of the masters of
the English language, had to have special tutoring
in English during elementary school. These few
examples show that failure in school does not
always predict failure in life.

Structures of a Paragraph

สุภาภรณ์ ทองใบ
Introduction
Writing is a complicated process for some. You can write
anything. It is a permanent form as a record for our thoughts and
speeches. A good writer must be the one that writes in clear,
simple and concise style. He must have certain structure as a
guideline of his expression, so that his writing will achieve a
certain predetermined result, and in order to make his writing
readable he must divide his writing in paragraphs
What is a paragraph?
There are many definitions of what a paragraph is. A paragraph is
written for a purpose., e.g. to inform, to give instructions, to
describe, to narrate, and many others. There are varieties of ways
a paragraph can be written.
Lets look at different dictionary definitions of what a
paragraph is.
The Oxford American Dictionary defines a paragraph as…
"one or more sentences on a single theme, forming a
distinct section of a piece of writing and beginning on a new
usually indented line"
This encompasses all types of paragraphs, including one
writtten for purposes of easier reading and being practical. These
types of paragraphs are ones written in news articles and
instructions or how-to-do paragraphs.
Another definition from Merriam-Webster dictionary…
"a unified division of a piece of writing"
This coincides with the first definiton of the Oxford
American Dictionary on the words '…on a single theme…' A good
paragraph is written about one topic or is a unified division, that
is, it has unity or the quality of being oneness and is part of a
whole piece of writing.
Here is the meaning of a paragraph for expository writing
for general writers.
A paragraph is a group of sentences which develop one
central idea. The central idea is usually stated in a topic sentence.
Thus every sentence in a paragraph must help develop the topic
sentence. The first sentence of a paragraph is always indented so
that a reader will know that a new subject- or a different aspect of
the same subject is being dealt with.
Here is an example of a different types of paragraphs :
A paragraph taken from a news article :
Length
A paragraph may vary in length. Some paragraphs are quite
short; others are very long. Most paragraphs have more than
three sentences in them, and usually have between 100 to
200 words. ( Arnaudet and Barrett, 1990: 1-2)

What is the central (main) idea?

The central idea or main idea of a paragraph is what the
paragraph is all about. Often the main idea is stated in a topic
sentence, though sometimes it is implied.
Here is a central idea that is implied by the writer.
A group of people called Lapps live in the northern parts of
Norway, Sweden, Finland, and Russia. The Lapps follow their huge
herds of reindeer through the deep snow. Reindeer meat, milk
and cheese are the main foods of the Lapps. Lapps make warm
parkas, pants, mitten, and boots from reindeer skin. While
airplanes and snowmobiles are used by some Lapps, reindeer are
still used by many to pull sleds and carry heavy items.
What is the main idea of this paragraph?
The paragraph tells about the importance of reindeer to the
Lapps. The main idea of this paragraph is that reindeer are
important to the Lapps because they supply the people with food,
clothing, and transportation. (Fay et al, 1989 : 216)
What is a topic sentence?
When the central idea is stated in one sentence in the paragraph,
it is called the topic sentence. The topic sentence can appear
anywhere in the paragraph. Sometimes the topic sentence is an
introduction at the beginning of the paragraph. Sometimes it is a
summary at the end of the paragraph. And sometimes the topic
sentence is in the middle of the paragraph with detail sentences
before and after it as a kind of link between two parts. Usually for
a clearer understanding of the ideas in the paragraph, especially
for beginning writer a topic sentence is written at the beginning of
the paragraph. Or sometimes we do not have a topic sentence at
all, that is, we say that it is implied or suggested.
The following is the topic sentence stating explicitly of one
paragraph.
Songs serve useful purposes for men. People listen to songs
to entertain themselves. A good song can lift a man's spirit and
prevent him from doing harm to the world. There is now an idea
in medicine to use songs as a way of healing during and after an
operation. When a song is open during an operation, doctors
perform better and patients' healing often occur faster than when
there is no music. Songs also can be a way of expressing one's
hopes and desires. A lover can express love to his or her mate
through singing.
Here is another paragraph. Tell where the topic sentence is.
Raindrops splash down on young plants. Tiny toads and frogs
push their way through the fresh grass. Flowers open and turn
their faces toward the bright sun. As winter's snow melts many
things in woods and fields begin to grow.
The main idea is the topic sentence in the last sentence of
the
paragraph.

How to write a topic sentence

A topic sentence composes of a topic and a limiting
statement. A limiting statement will narrow your topic down to a
certain extent.
Topic sentence = topic + limiting statement

How to limit a topic sentence

Topic Statement which limits the topic

 is a game played in various parts of the
Dog’s race
United States. (place)

must have certain characteristics to win in

Dogs
a dog competition. (description)

can be taught to help raise sheep.

Sheep dogs
(process)

Dogs are useful animals. (reason)

Dogs have various species. ( list)

Dino, an alsatian, was a war hero. (narrative)

A dog and a wolf are very similar. (comparison)

A poodle and an
are very different. (contrast)
alsatian

What are details?

After you have written the topic sentence, you are then required
to expand it into details, that is, each sentence supports your
generalization in the topic sentence. Details and supporting points
are divided into...
1. major supporting points,
2. minor supporting points, and
3. minor minor supporting points.
etc.
The major supporting points directly support the topic
sentence (generalization), and the minor supporting points further
support the major supporting points, etc. (Chaplen, 1970:14)

Look at the organization of this paragraph

1 Sometimes owning a car in a big city can give you a lot of
troubles. 2 In a big city there are a lot of traffic jams in the
streets. 3 Some days you have to spend more than an hour in the
traffic. 4 This wastes a lot of gasoline and does a lot of damages
to the car, and it also makes you irritated. 5 Moreover, in a big
city finding a parking space can be frustrated, especially
downtown where many business centres are situated. 6 You
cannot find any space at all or else you have to pay to park your
car in a parking lot. 7 Finally, a lot of money must be spent on
insurance and maintenance of your car. 8 In a big city, therefore,
it is more economical and sometimes more convenient to ride a
bus.
Topic sentence: Sentence 1
First major supporting point: Sentence 2
Minor supporting point to first major supporting point: Sentence 3
Minor minor supporting point to minor supporting point: Sentence
4
Second major supporting point: Sentence 5
Minor supporting point to second major supporting point:
Sentence 6
Third major supporting point: Sentence 7
Concluding sentence: Sentence 8
If all the ideas in the details wholly support the topic
sentence or the main idea, we say that the paragraph has unity.
What is unity?
Unity in a paragraph is when all the ideas mention
support the topic sentence. Unity is the quality of being unified.
To put it simply, you do not put a sentence that does not belong
in the paragraph. Just like a piece of clay that has nothing foreign
in it. If, however, there is a pebble in your piece of clay, the clay
you are sculpting will have a flaw in it. A paragraph is just like a
piece of clay. The many sentences put there must serve a useful
purpose of contributing toward the unity of the paragraph. That is,
every sentence or sentences must support the main idea or topic
sentence. Besides writing clearly and concisely, one must have
unity in writing to make your paragraph effective and able to
achieve its purposes.
Let's look at this paragraph and find which sentence does not
support the topic sentence.
What is a concluding sentence
A concluding sentence is the last sentence of the paragraph.
Sometimes a concluding sentence is the only topic sentence of
the paragraph which also acts as a kind of summary. Sometimes
after stating the topic sentence at the beginning of the
paragraph, the writer also write a conclusion at the end of the
paragraph. The concluding sentence usually summarizes the
whole idea of the paragraph or it is a restatement of the main
idea or the topic sentence.
Now can you imagine an outline of the paragraph in your
head?

Topic sentence: Sometimes owning a car in a big city can give you
a lot of troubles.
I Sentence 2
1. Sentence 3
A. Sentence 4
II Sentence 5
1. Sentence 6
III Sentence 7
Conclusion: In a big city, therefore, it is more economical and
sometimes more convenient to ride a bus.
Summary
A paragraph has certain structures. It is composed of the topic
sentence and details. There is the major details that support the
topic sentence and the minor details that support the major
supporting sentences and so on. There are endless types of
paragraphs. For example, there is a paragraph of description and
narration or a paragraph of definition or comparison and contrast
etc. This book gives you only 8 types of paragraph development.