PARAGRAPH DEVELOPMENT

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 Review of the previous session

• Sentence Transformation
• What is sentence transformation?
• Rules of sentence transformation
• Exercises on sentence transformation

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 Current Session
• What is a paragraph?
• Selection of topic sentence and controlling idea
• Types of paragraph in a composition:
– introductory,
– body,
– transitional
– And concluding
• Techniques and Devices to Develop Good Paragraphs
• Exercises and Activities

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 What is a paragraph?
• A paragraph is a group of sentences that develops one central point.
(Bates, 1998: p.6)

• A paragraph is a group of related sentences ;it usually has one main

idea. It has a topic sentence that presents the controlling idea, some
supporting sentences, and a conclusion.

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 Cont… What is a paragraph?
• A paragraph is a collection of sentences that all relate to a common theme. In
a sense, each paragraph is a small essay.
(Taylor, 2005: p.36)

• Be considerate of your reader by making your paragraphs not too long, not too
short, and not too dense.
(Taylor, 2005: p.39)

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 Writing Paragraphs
• Writing paragraphs is a skill that comes with practice just like almost everything
else in life. Once the formulaic understanding of the types of sentences is
mastered, joining these sentences together is the next major task in writing
process. A good paragraph has a beginning, middle, and end. A good
paragraph is one that is well developed and organized. It has a main idea or
topic sentence. It has supporting sentences that add clarification or detail to
help the reader understand the topic. Finally, it has either a concluding
sentence or a transitional sentence that ends the paragraph’s idea completely
or moves the reader smoothly to the next paragraph.
(Lacie, 2008:p.211)

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 The Beginning: The Topic Sentence

• The topic sentence states what the paragraph is about and is thus
probably going to be somewhat general in nature.
(Taylor, 2005: p.36)
• A topic sentence reveals the writer’s direction. It tells the reader where
the idea of the paragraph is going. A topic sentence is the beginning, the
jumping-off point of the paragraph. Think of each paragraph as a
separate entity. Each has a beginning-the topic sentence. A topic
sentence is usually the first sentence of the paragraph but not always.
(Lacie, 2008:p.212)

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 The Beginning: The Topic Sentence
• Review the following rules for the topic sentence.
• One topic equals one main idea per paragraph.
• The support sentences that follow the topic sentence are closely
related to the topic or main idea.
• The topic sentence forces the writer to control the writing of the
paragraph by keeping it within the boundaries of the main idea or topic.
• The topic sentence should be neither too broad of an idea nor too
narrow in scope.
(Lacie, 2008:p.212)

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 Selection Of Topic Sentence and Controlling Idea
The topic sentence states the theme and the controlling idea specifies the limits of
the statement

1. Internet has three advantages.

Topic: Internet
Controlling Idea: three advantages
Starting with this topic the author proceeds to list three advantages

2. Smoking is harmful for various reasons .

Topic: Smoking
Controlling Idea : many reasons
Starting with this topic the author gives some reasons why smoking is harmful

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The controlling idea may be expressed in such phrases
..

 several reasons
• three main causes
 three groups
 four steps
• two aims
 the following steps • three characteristics
 these effects • two classes
 several problems • three kinds
• many rules

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 The controlling idea may be expressed in such words
• Suitable unsuitable
• Good bad
• Successful unsuccessful
• Beautiful ugly
• Busy free

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 Exercise: Underline the controlling idea in the following
sentences .

• Different people spend their weekends in different ways.

• People hold different views about palmistry.
• There are two misunderstandings about studying.
• Smoking is harmful for four reasons.
• School canteens have three disadvantages.
• I always run into some problems when I try to study at home.
• There are only two ways of getting thin.
• Last weekend I had a busy time.
• I think it is a good idea for everyone to study a foreign language.
• The use of chemical pesticides can be harmful for plants and animals.

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 The Middle : Support Sentences
• Support sentences do just that: support.
• The topic sentences are often enlarged by giving examples, supporting details ,
facts or statistics. They can also be enlarged by stating a cause and noting down
its effects.
• These sentences provide the reader with more specific or concrete
details about your topic sentence or main idea of the paragraph.
• Support sentences help to explain the topic and provide interesting
facts.
• Usually there are about three to five support sentences in a paragraph,
depending on the topic.
Adapted from: (Lacie, 2008:p.213)

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 Cont… Supporting Sentences

• Take supporting sentences in a paragraph as a logical rather than a random

unit.
• Supporting sentences also function as a transitory device : help the reader to
see the connections between ideas.
SO
• Anything that has no direct bearing on the topic sentence must be excluded.
• Apply cohesion and coherence

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 Look at a poor example……
There are two main reasons why I joined the army. (1) The recruitment office
for joining the Army in Karachi is on Shahra-e-Faisal. (2) However the
officers have to go for their initial training to the PMA Academy in Kakul. (3)
Karachi is on the top of Arabian Sea.(4) But Kakul is near the hill station
Abbotabad.(5) It is very green and beautiful in Kakul and on a clear day
snow peaked mountains can be seen.(6) My friend Asim had never seen
mountains before, so he was happy to be recruited along with me.(7) It is a
very exciting experience for us.

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 Now look at it again:

There are two main reasons why I have chosen to join the Army.(1) First of
all it is a noble profession.(2) In this profession we are responsible for
defending our country. (3) Also, our countrymen respect us for our devotion
and patriotism.(4) The second reason is that in this profession there is a lot
of scope for personal development . (5) Officers are groomed to develop
self-confidence and leadership qualities.(6) These qualities are useful not
only professionally but also in other real-life situations.(7) So, joining the
Army was a good decision I took.

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 The End: Concluding and Transitional Sentences

• These are used to complete a thought about the topic of the

paragraph.
• A concluding or clincher sentences ends a stand-alone paragraph
with a more thought-provoking statement.
• These are grand finales so to speak; the paragraph is concluded,
finished.
(Lacie, 2008:p.215)

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 Cont… The End: Concluding and Transitional
Sentences

• Concluding sentences
The boldface sentences that are added onto the support sentences
are concluding sentences. These paragraphs are finished and are
not leading to another paragraph.

• Transitional Sentences
A paragraph that has a transitional ending ends one thought but
slides into the topic of the next paragraph for a smooth transition.
(Lacie, 2008:p.215, 216)

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 Types of Paragraphs
In an essay, there are four types of paragraphs:

• introductory,
• body,
• transitional and
• concluding
(McCloud-Bondoc, n.d: p.1)

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 Introductory paragraphs
An introductory paragraph supports the thesis in three ways.

• First, it engages readers’ interest with a strong opening sentence. Some writing
texts advise using a quotation or an anecdote to capture readers’ attention, and
this can work well.
• An introductory paragraph also supports the thesis by giving relevant
background information and context, such as important facts or theory.
• The third, and perhaps most important function of an introductory paragraph, is
to introduce the thesis statement and thereby focus your readers on the central
idea of your paper.
(McCloud-Bondoc, n.d: p.1,2)

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 Body paragraphs
• Once you have engaged your readers and presented your thesis in your
introduction, use your body paragraphs to fully develop your ideas.
• You can do this by first introducing a sub-topic of the thesis in a topic
sentence.
• For example, if you were expanding a theme about Napoleon’s loss at
Waterloo, you might have a topic sentence that reads like this: “Napoleon
brought on one of the first financial crises of the French government by
emptying government coffers for his war with Britain.”
• Notice that the topic sentence doesn’t provide details, just the general topic
of the paragraph. Notice also that the topic sentence tells readers how the
paragraph’s topic/main idea relates to the essay’s core thesis.
• With your topic sentence in place, you can now develop your idea with
sentences that provide supporting details.
(McCloud-Bondoc, n.d: p.2)

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 Transitional Paragraphs
• There may be times when you want to shift from one sub-topic of
your thesis to another or from a general discussion to a more
detailed treatment of an idea. At these times, you can use a
transitional paragraph to sum up and hint at the material to come.

• Transitional paragraphs act as signposts that guide readers to the

next part of your essay.
(McCloud-Bondoc, n.d: p.3)

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 Concluding Paragraphs
• The conclusion should reassert the core idea of your work, but it should also
clearly flow from the material you have carefully developed in your body
paragraphs and thus, it should be more than a mechanical restatement of your
thesis. Rather, an effective concluding paragraph should reinforce the central
idea of your paper and leave your readers satisfied that you have made your
case.

• One way to ensure that you have written an effective conclusion is to ask,
“Does it strengthen the main message of my paper?” If it draws conclusions
from the points you have made in your paper or suggests the implications of
them, chances are your conclusion is fully developed.
(McCloud-Bondoc, n.d: p.4)

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 Cont… Different Types of Paragraphs

• Keep in mind that the purpose of the writing and the audience must
be determined: to focus on the writer’s experiences is the expressive
aim, to inform or explain information is the expository aim, and to
persuade or argue the reader to one side of an issue is the
persuasive aim.

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 Techniques to Develop Good Paragraphs
• Several methods exist for developing paragraphs. Some writers may
find that simply using an outline helps them to better enhance their skills,
while others may discover that they need to combine different
techniques to put together stronger writing.

Here are some suggestions that may help in developing a good

paragraph:
• Creating an outline
• Topic sentence development
• Supporting details
• Using quotations and evidence
• Analyzing quotations and evidence
• Providing strong, relevant information
• Using concise language
• Using clear words
• Crafting a strong conclusion statement
• Utilizing appropriate transition words
• Following proper grammar rules
(http://examples.yourdictionary.com/examples/examples-of-paragraph-development.html)
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 Devices to achieve good paragraph

• A true paragraph is not just a set of sentences put together but

sentences which are interlinked with each other. This interlinking
provides coherence to the paragraph. There are four significant devices
to achieve this quality. These are:

• Pronouns,
• Repetition of key words and phrases,
• Synonyms and
• Connectives.
(Mohan & Raman, 2007:p. p.112)

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 Cont… Devices to achieve good paragraph
• Pronouns
• Words that refer to nouns or other pronouns—allow readers to follow your
train of thought from one sentence to the next without boring
repetition. Without pronouns, you would have to repeat nouns over and
over.
(https://docs.google.com/viewer?a=v&q=cache)

Example
Pasteur proved that he was right by a very simple and clever experiment.
He put some soup into some bottles and then he boiled it in order to destroy
any germs that might already be in the soup. After that, he heated and
pulled out the neck of each bottle until it formed a long narrow neck with a
big bend in the middle.
(Mohan & Raman, 2007:p. p.112)

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 Cont… Devices to achieve good paragraph
• Repetition of key words
• A key word is a strong word that’s central to the main idea of the paragraph.
Repetition of a key word is a useful way to achieve COHERENCE in a
paragraph.
(https://docs.google.com/viewer?a=v&q=cache)

Capital can build irrigation canals in India, supply pumps and tube-wells to tap
the fresh water under the saline marshes of the Indus river basin in west
Pakistan. Capital can supply tools, machinery, pesticides, fertilizers and
provide training in modern methods. Most important of all, foreign capital can
create an atmosphere that is conducive to self-help.
(Mohan & Raman, 2007:p. p.112)

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 Cont… Devices to achieve good paragraph
• Synonyms
• If you start writing on the topic of hiding something, for example, you might use
synonyms like conceal, concealing, hidden, or camouflage to continue that idea
in later sentences or paragraphs.
(https://docs.google.com/viewer?a=v&q=cache)

Example:
Today, foetal monitors prevent cases of brain damage, caused when the baby’s
oxygen is cut off during labour and birth. Intensive care units for the newborn
will halve the rate of US infant mortality.
(Mohan & Raman, 2007:p. p.113)

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 Cont… Devices to achieve good paragraph
• Connectives
• Connectives are words such as but, if and therefore which indicate
logical relations between two clauses or sentences. They belong to three
different word classes:
• coordinating conjunctions: but, and, or
• subordinating conjunctions: if, because, until, etc.
• adverbs: therefore, nevertheless, then, meanwhile, etc.
(http://www.phon.ucl.ac.uk/home/dick/tta/connectives/connectives.htm)

Example
Thus, the mishandling of connectives by students is more than a minor local
irritant, though it is often treated as such. On the contrary, overuse always
shades into misuse, and because the misuse of connectives is inseparable from
poor thinking, the issue could hardly be more important.
(Mohan & Raman, 2007:p. p.113)

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Activity 1

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32
(Lacie, 2008: 220-221)

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Solved: Activity 1
1) D
2) C
3) A

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4) B
5) D
6) A

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 7) C
8) A
9) A
10) C

(Lacie, 2008: 220-221)

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 Activity 2
Unity: It means that all the sentences refer to the main
idea, or the topic of the paragraph.
I live in a house with my family. We have two
bedrooms and a living room. We have a garden and we
have some flowers there. In weekdays I arrive home at
five o'clock and I have lunch. Then I do my homework
and go to bed. I had a computer but now it does not
work. I have a brother and a sister and I think I am very
lucky to live with them. Sometimes our relatives visit
us. Our house becomes very crowded sometimes but I
like it.
In a unified paragraph, we expect all the sentences to be
about the main idea of the paragraph. Now, write the
topic/title of the paragraph so that it covers all the
sentences
Adapted form:
(http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm)

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Possible Answer

My Life at Home

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 Activity 3
Coherence: It means that the sentences should be
organized in a logical manner and should follow a definite
plan of development.

I live in a house in Izmit. It is not old or modern. It is a

normal Turkish house. We can say it is near the sea. It
takes about 10 minutes to go to the sea side on foot.
We have one bedroom, one living room. We have two
other rooms, too. We use them as a dining room.
Naturally, we have a kitchen, a bathroom, and a toilet.
I live with my parents. And our house has a little
garden; my parents spend their time there to grow
vegetables and fruit.

The paragraph is well organized until the writer says he

lives with his parents. It looks like this idea interrupted his
description of the house. It should be put somewhere else
in the paragraph. Rewrite the paragraph in the correct
order of ideas by adjusting this information appropriately.
(http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm)
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 Possible Answer

I live in a house in Izmit. It is not old or modern; it is a normal

Turkish house. It is near the sea; it takes about ten minutes to go to
the seaside. In the house, there are two bedrooms, one living room
and two other rooms that we use as dining rooms. Naturally, we
have a kitchen, a bathroom, a toilet, and a little garden. My parents
spend their time growing vegetables and fruit there.

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 Activity 4
• Practice 1
• For each of the following paragraphs, choose the topic
sentence that best fits the rest of the paragraph.
• _____ Residents have been directed to use the new
plastic bins as their primary recycling containers. These
new containers will make picking up recyclables faster and
easier.
a. The city has distributed standardized recycling
containers to all households.
b. Recycling has become a way of life for most people.
c. While most Americans recycle, they also use more
resources than residents of other countries.
d. Even small cities have begun recycling to pick up used
glass, plastic, and paper.

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1. This is the best choice because it is the only one that refers to
recycling containers, which is the main focus of this paragraph. The
other choices are statements about recycling in general.

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• Practice 2:
• _____ Telecommuters produce, on average,
20% more than if they were to work in an office.
Their flexible schedule allows them to balance
both their family and work responsibilities.
a. People who work in offices make up a large part
of the U.S. workforce.
b. Office workers who telecommute from their own
homes are more productive and have greater
flexibility.
c. Many companies now offer their employees
benefits that were not available just a few years
ago.
d. One of the biggest problems in corporate America
is the lack of skilled office workers.

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2. b. This is the only choice that mentions telecommuting, which is the
main focus of this paragraph. The other choices are too general.

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• Practice 3:
• _____ No search of a person's home or
personal effects may be conducted without a
written search warrant. This means that a
judge must justify a search before it can be
conducted.
a. There is an old saying that a person's home
is his or her castle.
b. Much of the U.S. legal system was based on
the old British system.
c. The Fourth Amendment to the Constitution
protects citizens against unreasonable
searches.
d. "Personal effects" is a term that refers to the
belongings of a person.

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3. c. This choice refers to "unreasonable searches," which is the main
focus of this paragraph. Choice a can be ruled out because this idea
is not developed by the other two sentences. Choices b and d do
not relate to the topic of unreasonable searches.

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• Practice 4:
• _____ You must imitate as closely as possible the
parents' methods of feeding. First, hold the beak
open using thumb and forefinger. Then, introduce
food into the beak with tweezers or an eyedropper.

a. Recently, I read an article about baby birds.

b. Hand-rearing wounded or orphaned baby birds
requires skill.
c. Baby birds are very special creatures, and they are
also very small.
d. I have been told that you should not touch a baby
bird that has fallen out of its nest.

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4. b. This choice clearly fits with the main focus of the paragraph,
which is the skill that is needed to hand-rear orphaned baby birds.
Choice a is too vague to be a topic sentence. Choices c and d
introduce other topics.

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• Practice 5:
• _____. All waves, though, have common
characteristics that govern their height. The height
of a wave is determined by its speed, the distance
it travels, and the length of time the wind blows.

• Currents, unlike waves, are caused by steady

winds or temperature fluctuations.
• Tsunamis used to be called tidal waves.
• Ocean waves can vary from tiny ripples to
powerful, raging swells.
• A breaker is when a wave gets top-heavy and tips
over.
(http://www.education.com/study-help/article/paragraph-development-set-28/)

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5. c. The main focus of the paragraph is the height of a wave. This is
the only choice that introduces that topic.

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 Source: (http://www.education.com/study-help/article/paragraph-development-set-28/)
For each of the following paragraphs, choose the sentence that
does NOT belong.
• (1) An odd behavior associated with sleep and dreaming is
somnambulism, commonly known as sleepwalking. (2)
Sleepwalkers suffer from a malfunction in a brain mechanism that
monitors the transition from REM to non-REM sleep. (3)REM sleep
is vitally important to psychological well-being. (4)Sleepwalking
episodes diminish with age and usually cause no serious harm—the
worst thing that could happen would be a fall down the stairs.
• Sentence 1
• Sentence 2
• Sentence 3
• Sentence 4

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 Answer
• (1) An odd behavior associated with sleep and dreaming is somnambulism,
commonly known as sleepwalking. (2) Sleepwalkers suffer from a malfunction
in a brain mechanism that monitors the transition from REM to non-REM
sleep. (3)REM sleep is vitally important to psychological well-being.
(4)Sleepwalking episodes diminish with age and usually cause no serious
harm—the worst thing that could happen would be a fall down the stairs.

• This is the only sentence that does not mention sleepwalking, which is the
subject of the passage.

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Cont… For each of the following paragraphs, choose the sentence
that does NOT belong.

• (1) Lyme disease is sometimes called the great imitator because its many
symptoms mimic those of other illnesses. (2) When treated, this disease
usually presents few or no lingering effects. (3) Left untreated, it can be
extremely debilitating and sometimes fatal. (4) One should be very careful
when returning from a trek in the woods to check for deer ticks.
• Sentence 1
• Sentence 2
• Sentence 3
• Sentence 4

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 Answer
• (1) Lyme disease is sometimes called the great imitator because its
many symptoms mimic those of other illnesses. (2) When treated,
this disease usually presents few or no lingering effects. (3) Left
untreated, it can be extremely debilitating and sometimes fatal. (4)
One should be very careful when returning from a trek in the woods
to check for deer ticks.

• Although there is a connection between Lyme disease and deer

ticks, this connection is not made in the paragraph.

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Cont… For each of the following paragraphs, choose
the sentence that does NOT belong.
• (1) The harp is a musical instrument that has an upright triangular frame. (2)
Its strings are positioned perpendicular to the sounding board. (3) Harps are
found in Africa, Europe, North and South America, and a few parts of Asia.
(4) Its beautiful sound, which is capable of stirring great emotion, might
bring tears to your eyes.
• Sentence 1
• Sentence 2
• Sentence 3
• Sentence 4

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 Answer
• (1) The harp is a musical instrument that has an upright triangular
frame. (2) Its strings are positioned perpendicular to the sounding
board. (3) Harps are found in Africa, Europe, North and South
America, and a few parts of Asia. (4) Its beautiful sound, which is
capable of stirring great emotion, might bring tears to your eyes.

The first three sentences are written in an objective, professional

tone. The tone of Sentence 4 is much more personal and
subjective so even though it says something about a harp, it is
quite out of character in this paragraph.

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 References
• Coherence: Connectives and Logic.(2003). Retrieved December 26, 2012, from
http://www.phon.ucl.ac.uk/home/dick/tta/connectives/connectives.htm
• Bates, L. (1998). Transitions: An Interactive Reading, Writing, and Grammar Text (2nd
ed.). Cambridge: Cambridge University Press
• Examples of Paragraph Development. (2012). Retrieved December 26, 2012, from
http://examples.yourdictionary.com/examples/examples-of-paragraph-development.html
• Lacie, C. (2008). Barron's English for Foreign Language Speakers: The Easy Way. New
York. Barron's Educational Series
• McCloud-Bondoc, L.(n.d.). Writing Effective Paragraphs.
https://docs.google.com/viewer?a=v&q=cache:R8C1SpZPuIUJ:www2.athabascau.ca/writ
e-site/documentation/writing-effective-paragraphs.pdf
• Methods of Developing Paragraphs. Johnson County Community College. Retrieved
December 26, 2012, from
https://docs.google.com/viewer?a=v&q=cache:cF5VsSt2YPIJ:www.jccc.edu/files/pdf/writi
ng-center/developing-paragraphs.pdf

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• Mohan, K., & Raman, M. (2007). Effective English Communication. New Delhi: Tata
McGraw-Hill Education
• Paragraph Development Practice Exercises. Retrieved December 26, 2012, from
http://www.education.com/study-help/article/paragraph-development-set-28
• Paragraph Writing Exercises. Retrieved December 26, 2012, from
http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm
• Taylor, R.B. (2005) .The ClinicianÕs Guide to Medical Writing.USA: Springer
• The Writing Center.(2012). UNC College of Arts and Sciences. Retrieved December
26, 2012, from http://writingcenter.unc.edu/handouts/paragraphs/
• Transitions Between Paragraphs. Retrieved December 26, 2012, from
https://docs.google.com/viewer?a=v&q=cache:ff4RtL7LNyQJ:bellevuecollege.edu/asc
/writing/essays
• What is a paragraph?. Retrieved December 26, 2012, from
https://docs.google.com/viewer?a=v&q=cache:TyunRoe4xQ8J:wps.pearsoncustom.c
om/

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 Review of Today’s Session

• What is a paragraph?
• Selection of topic sentence and controlling idea
• Types of paragraph in a composition:
– introductory,
– body,
– transitional
– And concluding
• Techniques and Devices to Develop Good Paragraphs
• Exercises and Activities

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Thank you very much!

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