PROBLEM SOLVING TEACHING SERVICES
STUDY AIDS TEN: PARAGRAPHING
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Contents |
Section One: Core Concept
Section Two: Paragraphs
Section Three: Paragraph Openings
Section Four: Controlling Paragraphs
Section Five: Paragraph Endings
Section Six: The Advantages And Disadvantages Of Using Brief Sentences
Section Seven: The Advantages And Disadvantages Of Using Long Sentences
Section Eight: Punctuation
Section Nine: Concluding Comments
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Aims |
Having completed this document, the student should be in a position to 'structure' paragraphs and sentences in an orderly manner. This would best be achieved by:-
1. Writing Gripping Paragraph Openings
2. Controlling The 'Direction' Of The Paragraph
3. Closing Paragraphs In A Brisk, Businesslike Manner
4. Employing Brief As Well As Long Sentences
5. Accordingly Punctuating The Work
6. Making The Work Comprehensible To Outside Parties
Section
One:
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A paragraph consists of a collection of sentences that are focused upon one main theme or topic. For their part, sentences consist of a meaningful collection of words centred around one specific point.
Both paragraphs and sentences serve to:-
1.1 Break Down A Given Piece Of Writing Into Its Constituent Parts.
1.2 Guide The Reader's Train Of Thought.
1.3 Show How Given Points And Arguments Relate To Each Other.
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Section
Two:
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A well thought-out paragraph should be characterised by:-
2.1 A clear focus upon one topic.
2.2 A natural "linking up" with previous and succeeding paragraphs.
2.3 A style that is simultaneously appropriate, brief, direct, lucid, simple and vigorous.
2.4 A suitable sentence structure, beginning with:-
2.4.1 An indented, short opening topic sentence - to provide explanations and to show the reader what subject is being looked at.
2.4.2 A more detailed "middle" sentence area - to provide explanations, illustrations, logical arguments and factual support.
2.4.3 A short closing sentence to round everything off.
Of particular
importance is the "short-long-short" sentence sequence. Failure to
follow this sequence would result in a paragraph woefully lacking any real
sense of structure. The reader could well be left thinking ,
"What was that I just read , somehow it seemed vague and
unclear ?"
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Section
Three: Paragraph Openings
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When a paragraph is opened it should:-
3.1 Begin By Saying Things The Reader Probably Expects To Hear.
3.2 Contain An Opening Sentence Which Can:-
3.2.1 Relate To The Essay Title (Or Sub-Titles Of A Larger, Written Assignment).
3.2.2 Convey The Issues On Hand.
3.2.3 Grip The Reader's Attention.
3.2.4 Be Brief And To The Point.
3.2.5 Clearly Show 'Who?', 'What?', 'When?' And 'Where?'
3.2.6 Be Relatively Uncomplicated.
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Section
Four: |
Paragraph control is best maintained by:-
4.1 Being Easy To Read.
4.2 Containing Emphatic Opening And Closing Sentences That Help Direct The Reader's Attention.
4.3 Continually Conveying The Intended Meaning.
4.4 Ensuring That EVERY SENTENCE Is Relevant To The Main Theme.
4.5 Ensuring That The Sentences Flow In Logical Stages - Thus Helping To Carry The Argument Forward.
4.6 Excluding Unnecessary Flamboyance In Writing Style.
4.7 Excluding Complex Diagrams And Tables - (These Should Ideally Be Placed In Appendices And Footnotes - Especially In Long Pieces Of Work).
4.8 Following A Carefully Laid Plan (Paragraph Topic Notes Could Help Here).
4.9 Linking Up Every
Paragraph In Logical Order:-
4.10 Not Making Any New Points Unless They Can Be Adequately Developed.
4.11. Resisting The Temptation To Belabour A Point.
4.12 Revealing Where The Reader Is In An Argument.
4.13 Showing A Respectful
Attitude Toward The Audience By NOT,
Dramatically Telling Them What They Should Or Should Not Think.
4.14 Having a missed
line between them.
4.15 Trying To Ensure That:-
4.15.1 Each Paragraph Expresses One Theme.
4.15.2 Each
Sentence Expresses One Main Thought.
4.16 Using The 'Short-Long Short' Sequence. This Means Having:-
4.16.1 A Short Sentence At The Beginning.
4.16.2 Longer Sentences In The Middle.
4.16.3 A Short Sentence At The End.
Section Five: Paragraph Endings |
When a paragraph is closed it should:-
5.1 Briefly Summarise The Main Point Or Points In The Paragraph.
5.2 Have A Short Sentence That Brings The Topic To A Definite Close.
5.3 Briefly Introduce The Topic To Be Found In The Next Paragraph.
5.4 Resolve Any Remaining Confusion That May Still Linger In The Reader's Mind.
5.5 Not Be Abrupt.
5.6 Not Be Meandering.
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Section Six:
The Advantages
and Disadvantages of Using Brief Sentences |
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Advantages: Brief Sentences can: |
Disadvantages: Brief Sentences can: |
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6.1 |
Be easy to read. |
Hinder detailed argument. |
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6.2 |
Offer a useful step in an argument |
Appear dogmatic and superficial. |
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6.3 |
Provide clear introductions and endings. |
Be abrupt and tedious if overused. |
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6.4 |
Use 'punchy
quotations' - which stay in the memory. |
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Section Seven: The Advantages
and Disadvantages of Using Long Sentences |
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Advantages: Long Sentences can: |
Disadvantages: Long Sentences can: |
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7.1 |
Be less harsh and dogmatic. |
Be long-winded. |
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7.2 |
Cause the reader to pause and think. |
Weaken the basic structure in a
paragraph. |
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7.3 |
Develop and qualify a point. |
Bore the reader. |
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7.4 |
Provide extra detail. |
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Section Eight: Punctuation |
In order to develop an effective paragraph and sentence structure, the writer needs to know basic punctuation. Common punctuation symbols are:-
8.1 FULL STOP (.) These separate sentences.
8.2 COLONS (:) These can be interpreted to mean 'as follows'. They usually precede lists, or long quotations. After a full stop they constitute the second strongest break in a sentence.
8.3 SEMI-COLON (;) These act to link up two closely related parts which would sound disjointed if placed in two separate sentences. Usually, the second clause explains or
qualifies
the first. For example: "He
was dying slowly and in great pain; for he had caught a virus when exploring
the Amazon Basin."
8.4 COMMAS (,) These break up a sentence into its constituent parts, in order to provide a useful break for the reader. They can also divide lists into meaningful sections.
8.5 DASHES (-) These are used to divide up hyphenated
surnames, i.e. 'Harding-Cox'. They are also used to add on supplementary
information AT THE END OF a
sentence. For example, "the
wheels of the upturned vehicle kept turning slowly - making a screeching sound
as they did so."
8.6 BRACKETS ( ) These insert supplementary information WITHIN a sentence, whilst
simultaneously attempting to preserve its flow of words or individual
thoughts. For example:
"When the First World War broke out (in August 1914) a new era had
begun".
8.7 DOUBLE INVERTED COMMAS (" ") These begin and end a quotation.
8.8 SINGLE INVERTED COMMAS
(' ') often used interchangeably
with 8.7, these symbols are supposed
to denote quotes within quotes. For
example "Mark Anthony said 'and Brutus was an honourable man,' with great
sarcasm".
8.9 QUESTION MARKS (?) These simply denote the end of a question.
8.10 EXCLAMATION MARKS (!) These symbols serve to denote surprise, or
an emphatic statement. For example
"Oh no!"
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Section Nine:
Concluding
Comments |
Good paragraph and sentence structures lay the foundations for effective writing. They make the content of any written piece of work comprehensible to the outsider.