Structuring a paragraph

CENTRE FOR TEACHING AND LEARNING LIBRARY 3RD FLOOR

09 441-8143 slc-alb@massey.ac.nz

1. CTL online resources

2. How many paragraphs? How long?

3. Principles of effective paragraphs

1. CTL ONLINE RESOURCES

http://tinyurl.com/6xy9hy podcast (can also be accessed through OWLL)

http://tinyurl.com/albanyctl Centre for Teaching and Learning, Albany

http://owll.massey.ac.nz online writing and learning link

Presentation: http://tinyurl.com/paragraphstructure2015

Handouts: http://tinyurl.com/albanyhandouts

2. HOW MANY PARAGRAPHS

Typical essays will consist of 6 – 16 paragraphs (1000 – 2500 words)

ONE introductory paragraph

ONE concluding paragraph

Between FOUR and FOURTEEN body paragraphs

Presentation: http://tinyurl.com/paragraphstructure2015

Handouts: http://tinyurl.com/albanyhandouts

2. PARAGRAPH PLANNING GUIDE

500 words: 3 – 5 paragraphs

800 words: 5 – 6 paragraphs

1000 words: 6 – 8 paragraphs

1500 words: 8 – 10 paragraphs

1800 words: 9 – 12 paragraphs

2000 words: 10 – 14 paragraphs

2500 words: 12 – 16 paragraphs

2. SAMPLE PARAGRAPH PLAN

2 & 3: future housing needs & plans

4 & 5: future economic needs & plans

6 & 7: future transport needs & plans

1: intro

8: conclusion

Discuss how Auckland is planning for growth. (1200 words)

2. PARAGRAPH LENGTH

No fixed length, but at undergraduate level between 100 and 200 words (4 – 8 sentences) is typical. Long enough to show you can develop an argument; short enough to show you can analyse topics into sub-topics

Shorter than four sentences? It could be ok, but have another look in case you haven’t fully supported your claim.

Over 8 sentences? It could be ok, but have another look in case some of the details are unnecessary or it would be better split: two well-focused paragraphs are better than one fuzzy one.

3. EXAMPLE PARAGRAPH:

Excellent

There are several reasons why international students choose to study at universities in New Zealand. However, these may be broadly categorised into the same pragmatic and lifestyle considerations which fuel all forms of migration. Pragmatic considerations include the cost of living, level of fees and ease of access. Students whose principal motivation is pragmatic tend not to differentiate NZ clearly from other Western countries; should costs or visa arrangements become less attractive, they would opt for alternatives such as Canada or Australia without a second thought. Those attracted to NZ for reasons of lifestyle or culture, on the other hand, tend to have researched or experienced the unique features of this country and are, therefore, less likely to be tempted to switch to a ‘more convenient branch of the West’ should economic or political conditions change. The challenge for New Zealand is to shift the balance from the pragmatic towards the lifestyle considerations, so that the current influx of international students creates a sustainable, long-term contribution to our society and culture.

The paragraph develops a coherent and well-developed argument, with some sophistication. It has an explicit and appropriate structure, clearly related to this topic (rather than relying on generic sequencing devices, such as firstly, secondly etc). It is essentially error-free and has a range of sentence types and frequent, appropriate use of non-basic vocabulary.

3. EXAMPLE PARAGRAPH:

OK

Currently, a large number of students chose to study abroad. New Zealand is one of the popular countries. There are 3 main reasons why international students go to study in New Zealand. First of all, New Zealand is quite a safe country as there is not much serious crime. And for parents, children’s safety is the most important. Secondly, there is a lot of beautiful scenery in NZ such as Long Bay Regional Park and Mission Bay. The good environment helps to motivate students to study. Last but not least is the quality of education in NZ. All students are looking forward to having a good job or something else. So NZ is such a great choice!

The paragraph develops a coherent argument. It has a clear and effective overall structure, with an opening, a set of three or more linked sentences, and a concluding comment. Most sentences are correct, with no basic grammar or vocabulary errors. There is some variety in sentence types and some non-basic vocabulary.

3. EXAMPLE PARAGRAPHS:

Needs a lot of work

There are many reasons for students to study at universities in NZ, but I think there are three main resons, firstly we can learn about the world, it is good way for us to expand our knowledge. Secondly, study at universities in NZ is not too expensive. Last but not least, NZ is a safer place in the world, because there are not much serious crime. All in all, NZ is a good place for studying.

The paragraph communicates an argument, but has limitations of language and structure which reduce its effectiveness. It has a simple structure and flow, but depends too much on connecting words (and, but, firstly, secondly). Most sentences can be understood, but have basic grammar or vocabulary errors, which mean that it is hard word to read at times. Students with this level of writing need to take care in their essays and reports, to make sure that their basic meaning is clearly understood by the reader.

3. PRINCIPLES OF EFFECTIVE PARAGRAPHS

UnityThe paragraph should focus on ONE claim about ONE topic

CoherenceEach sentence in the paragraph should build logically on the one before

DevelopmentThe paragraph’s claim must be supported with relevant evidence

Presentation: http://tinyurl.com/paragraphs2014

Handouts: http://tinyurl.com/albanyhandouts

3. TOPIC SENTENCE

Paragraph UNITY is made stronger by including a TOPIC SENTENCE:

makes a clear and concise claim

usually the first or second sentence

this claim ‘controls’ the rest of the paragraph – nothing should be included in the paragraph which doesn’t support or develop the claim made in the topic sentence

3. TOPIC SENTENCE EXAMPLE

Can you identify the topic sentence in this paragraph?

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. COMPONENTS OF A TOPIC SENTENCE

TOPIC CLAIM+

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. TYPES OF TOPIC SENTENCE

A claim is basically an answer to a question:

WHO?

WHAT?

WHERE?

WHEN?

WHY?

Hurricanes … mainly affect people of a certain socio-economic class.

Hurricanes … only occur in certain areas.

Hurricanes … are powerful weather phenomena.

Hurricanes … only occur at specific times of the year.

Hurricanes … are caused by certain atmospheric conditions.

A sentence is a claim if it’s possible to say, “No, that’s not true”

3. PRINCIPLES OF EFFECTIVE PARAGRAPHS

UnityThe paragraph should focus on a single claim

CoherenceEach sentence in the paragraph should build logically on the one before

Development

The paragraph’s claim must be supported with relevant evidence

Presentation: http://tinyurl.com/paragraphs2014

Handouts: http://tinyurl.com/albanyhandouts

3. TECHNIQUES FOR GREATER COHERENCE

Coherence can be achieved by creating language bridges from one sentence to another. This allows the claim to be supported and developed as the paragraph goes on. This can be done by:

Repetition and Variation of topic vocabulary: keeps the focus on the same topic

Back-reference devices: Using ‘this’ / ‘these’ / ‘such’ etc means that each sentence builds on the one before, helping your argument move forwardSentence adverbials: Words or phrases like ‘Moreover’ or ‘On the other hand’ highlight important steps in the argument – but should not be used too much or too loosely.

3. EXAMPLE OF PARAGRAPH COHERENCE

What makes this paragraph coherent?

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. EXAMPLE OF PARAGRAPH COHERENCE

Repetition and Variation of vocabulary about the topic (hurricanes) and the claim (exert power) means that all the sentences are strongly linked back to the topic sentence

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. EXAMPLE OF PARAGRAPH COHERENCE

Back-reference … means that each sentence builds on the one before

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. EXAMPLE OF PARAGRAPH COHERENCE

Sentence adverbials … highlight key ‘moves’ in the argument (eg important links, contrasts, limitations etc)

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

3. PRINCIPLES OF EFFECTIVE PARAGRAPHS

UnityThe paragraph should focus on a single claim

CoherenceEach sentence in the paragraph should build logically on the one before

Development

The paragraph’s claim must be supported with relevant evidence

Presentation: http://tinyurl.com/paragraphs2014

Handouts: http://tinyurl.com/albanyhandouts

3. CLAIM DEVELOPED THROUGH EVIDENCE

Hurricanes, also known as cyclones or typhoons, exert tremendous power. These storms are often a hundred kilometres in diameter, and their winds can reach velocities well in excess of 120 kph (Snowdon, 2006). With such wind velocities, typically accompanied by heavy rain, hurricanes have the potential to completely destroy a small town in a matter of hours (Jameson, 1987). So great, in fact, is the energy released by a single hurricane that it has been estimated to exceed the total energy consumed by mankind throughout the world in one year (Fowles, 2001).

4. Its energy

1. Its size

2. Its speed

3. Its capacity for destruction

3. EFFECTIVE PARAGRAPH DEVELOPMENT

Effective paragraphs …

• select points that supports a claim (UNITY)

• build those points into an argument from sentence to sentence (COHERENCE)

• support that argument with relevant facts and theories, leading up to a strong conclusion (DEVELOPMENT)

A well-constructed paragraph tells the reader where they are going, guides them along the way and lets them know they’ve

reached the destination

THANKS – AND SEE YOU

NEXT TIME!

© 2015

This PowerPoint Presentation and the accompanying handouts are copyrighted by

the Centre for Teaching and Learning, Massey University and may not be used,

except for personal study, without written permission from the copyright owner.

References and arguments are provided for illustration of writing principles only – not for their content!

Presentation: http://tinyurl.com/paragraphstructure2015

Handouts: http://tinyurl.com/albanyhandouts