Paragraph Writing

PARAGRAPH WRITING

OBJECTIVE: This module provides the fundamentals of paragraph writing.

Upon completion of this module, you will be able:

To choose an appropriate topic for a paragraph.

To construct a topic sentence with a controlling idea.

To outline a coherent paragraph.

To write a cohesive reasons paragraph.

To write a cohesive reasons and examples paragraph.

To write a cohesive pro and con paragraph.

To write a cohesive process paragraph.

Writing is not just a matter of correct grammar. Good writing results from careful

planning, thoughtful revising, and precise proofreading. Look at some of these techniques as they

apply to composing a paragraph.

Writing an effective paragraph—one that is completely developed and within the right

range of development—takes planning. Most paragraphs are too short and, therefore, do not

cover a topic well enough. Some paragraphs are too long because of repetition or wordiness.

Other paragraphs are oversimplified and do not really say anything. It is not an easy job to create

a detailed, well-developed paragraph.

Of greater importance, the paragraph is an effective writing technique used in business

and desired by managers who must deal with a great amount of written correspondence. Writing

on the job must, therefore, be as precise and as clear and concise as possible. The important thing

to remember is that you should never sacrifice clarity for brevity. By learning methods of

planning, designing, and developing paragraphs, you can be an asset on the job when you are

dealing with written correspondence.

The paragraph format can be found in many areas of business and technical writing.

Often, a memo (memorandum) is paragraph length. You will frequently be asked to summarize

or to prepare abstracts of lengthier correspondence. In cases of multi-paragraph formats, such as

business letters and reports, a well-constructed paragraph can be very useful in helping to focus

on thoughts and ideas so that they can be easily and readily absorbed by the reader. Proposals

and requests are often limited to paragraph length. Therefore, you can see that the paragraph is

not only a good way to learn writing techniques but also a most effective tool on the job.

THE PARAGRAPH

What is a paragraph? You will probably remember being taught that a paragraph is a

group of related sentences about one idea. Structurally, a paragraph is a group of sentences

consisting of a topic sentence, sentences of development (called the body), and a concluding

sentence. The paragraph can exist alone in many cases, but it is commonly used to separate

longer papers into shorter segments of thought. Whether the paragraph exists as a unit on its own

or is part of a larger whole depends on the amount of detail that is needed to explain your

purpose. In report and letter writing, you will use sequences of paragraphs to form reports and

business letters.

One of the most frequent questions; writing students ask is, “How long should the

paragraph be?” Obviously, there is no one correct answer, but there are certain guidelines for

length and development. Certainly, you will want to choose a subject you know something

about. The more you know about the subject, the more you can select and share with your

readers. Another consideration is to avoid repetition. Sometimes a paragraph looks lengthy but is

actually saying the same thing over and over. Some writers combine all their ideas into one or

two longer sentences. Others use a series of short sentences, each containing one idea. Since

sentence formation will have a definite effect on length, you should separate all your ideas in the

planning process and then make choices about whether to combine them as you write a rough

draft. At a minimum, a paragraph should contain one topic sentence, at least three sentences of

development, and a concluding sentence. The content and length of these will be determined by

your own writing style. Your aim in writing is to think through your idea and say as much as you

can without repeating yourself. In this way, your writing will be more interesting because of the

development, more persuasive because of the support you include for your opinion, and more

successful in achieving its goal because it provides a through explanation instead of a superficial

over view.

Here is a sample paragraph:

Topic Sentence

There are several advantages to fast food restaurants. First of all, their big

draw is the time saved. Customers can walk in the door, walk up to the

counter, place an order, and have their lunch in a matter of minutes. If

customers prefer to remain in their car, they can go through the drive in

window and eat in the automobile. The quality of the food is consistent;

people can learn which items on the menu suit them and which ones they

can count on. Best of all, the prices are usually unbeatable. Consequently,

fast food restaurants are attracting more and more customers.

Now that you have an overview of the paragraph, examine its elements carefully.

CONSTRUCTING THE TOPIC SENTENCE

Perhaps the most important sentence in the paragraph, and therefore the one that deserves

a lot of attention, is the topic sentence. The topic sentence establishes the purpose of the

paragraph by stating the main or controlling idea about a certain subject. The topic sentence

consists of two parts: the subject and the controlling idea. Both must be carefully chosen if your

paragraph is to be successful.

Subject (S)—what you are talking about (not necessarily the grammatical subject of the

sentence)

Controlling Idea (CI)—what you say about the subject (often with an opinion)

For example, not the subjects and controlling ideas marked in the following topic sentences.

An electric heater operates very simply.

Computer programming offers a variety of jobs.

Great expense is involved in a technical training program.

As you can see from these examples, the subject indicates generally what the paragraph

will deal with; whereas the controlling idea indicates specifically; the direction the supporting

sentences will take.

Because of its importance to your reader in establishing your purpose, the topic sentence

works best as the first sentence in the paragraph that is thoughtfully composed. The topic

sentence will be the key to your selection of supporting ideas in the body of the paragraph.

Finally, the topic sentence will help you decide how to conclude the paragraph when you have

presented all the details.

CHOOSING A SUBJECT:

Because the paragraph is a relatively short piece of writing, it should deal with only one

subject. Even so, you must be careful to select a subject that will be narrow enough to be covered

in 8 to 10 sentences at most. When you choose a subject for a paragraph, one of the first steps is

to narrow the scope to paragraph length. Look at the following examples:

In essence, what you should strive for in selecting your subject is to choose one you

know a lot about so that you can narrow it to a number of precise areas. Visualize slicing a pie:

From your final topics you can choose the slice you feel comfortable with or have the

ideas to support. Surprisingly enough, sometimes the points you want to stress in the body of a

paper will fall into place once you have narrowed the topic. Writers often reveal that once this

decision is made, the rest of the paragraph is easy.

You can see why this very first step in selecting the subject of your paragraph is so

critical. When you write, take the time to think before you actually write. Examine and explore

options. Instead of jumping right in and writing a paragraph, try jotting down different

approaches towards a subject. With some careful planning, the final product can be much more

effective and appealing. Why not make the final product one you are to narrow the scope to

paragraph length. Look at the following examples:

1. A gasoline carburetor functions better at night.

2. The coastal area offers many recreational activities.

3. What is engineering?

4. Architecture interests me.

5. Shortages of materials today have seriously affected many companies.

ACTIVITY: Subject and Controlling Idea

Bracket and label the subject (S) and controlling Idea (CI)

1. Most homeowners need a well equipped toolbox for repair jobs.

2. Courtesy pays off in improved job relations.

3. Assembling parts without first reading instructions promises disaster.

4. Safety rules are established for a purpose.

5. Certain qualities of an applicant are observed in a job interview.

FOCUSING THE TOPIC SENTENCE:

The next step in constructing a paragraph is to determine whether the topic sentence is

well focused, too broad, or too narrow. In writing a topic sentence, you must take into

consideration whether it is for a paragraph or a longer paper. In this module, confine your

thinking to writing topic sentences that are logical in scope—neither too broad nor too

narrow—for a paragraph.

Examine the following sentences:

EXAMPLE A

The computer has a color monitor. (Too narrow)

Computers have changed greatly over the last two decades. (Too broad)

A home computer can perform several helpful functions. (Well focused)

EXAMPLE B

CRP stands for cardiopulmonary resuscitation. (Too narrow)

Scientists and doctors have developed many life saving techniques.

(Too broad)

CPR (cardiopulmonary resuscitation) involves several basic steps. (well-focused)

Remember that a paragraph is a relatively small unit of writing. Therefore, you should have a

controlling idea that is narrow enough to be supported well in a few sentences. If your CI is too

broad it may take many, many paragraphs, may be pages and pages, to develop it adequately.

Say your assignment is to write a paragraph on the broad subject of social security. Here are two

possible topic sentences (TS) that would narrow the subject properly. The CI is underlined.

1. At the current rate, social security payments are not sufficient to meet the needs of the

elderly. (This TS could be supported by giving examples of normal expenses the

elderly face.)

2. Some people are concerned that the social security fund may go broken before they

draw retirement benefits. (This TS could be supported by the questionable methods

being used to administer the program today.)

The controlling idea is the key to a unified paragraph. If your CI is too broad, as in “Social

security is bad,” or too narrow, as in “A radio station plays music,” it will not help you develop a

unified paragraph. One thing to consider at this point is choice of words for the controlling idea.

Words such as “nice,” “interesting,” and “bad” can be confusing because they can also be slang.

If you are at a loss for a good word to use as your controlling idea, you may want to consult a

thesaurus or a dictionary of synonyms. But if it is a logical, well-focused CI, then the supporting

statements will flow naturally, and your paragraph will be unified.


In each group of sentences, one sentence is too broad (TB), one is too narrow (TN), and one is

well focused (WF), Label them.

Group 1

a. Poultry production is increasing.

b. Poultry production is increasing in our area.

c. Poultry production originated in our area.

Group 2

a. The telephone is on the desk.

b. The telephone provides a vehicle for good public relations.

c. The telephone is convenient.

Group 3

a. Data processing offers many career opportunities.

b. Date processing is a technology.

c. Many careers are available to today’s graduate.

Group 4

a. Compact automobiles are the most economical vehicles.

b. Compact automobiles are more economical to operate than larger cars.

c. Compact automobiles are small.


In each group of sentences, one sentence is too broad (TB), one is too narrow (TN), and one is

well focused (WF). Label them.

Group 1

a. The engineer went to work.

b. Engineering is an important field.

c. An architectural engineer performs a variety of jobs.

Group 2

a. A good nurse should possess certain specific qualities.

b. Nursing is an art.

c. The nurse took the patient’s temperature.

Group 3

a. There is going to be a great need for fuel in the future.

b. A source of energy is oil.

c. The use of nuclear energy has many dangerous aspects.

Group 4

a. Nutrition is important.

b. A dietician uses nutritional guidelines to plan a well-balanced meal.

c. The dietician prepared the menu for the evening meal.

ACTIVITY: Writing Topic Sentences

On your own paper, develop a well focused sentence on each of these subjects. Underline your

controlling idea.

1. Computers

2. Solar heat

3. Drug abuse

4. Nuclear power

5. Compact laser disks

6. Consumer loans

7. Hazardous waste

8. Word processing

ACTIVITY: Writing Topic Sentences

On your own paper, write five topic sentences on subjects of your choice. Underline the S and CI

and label each.

WRITING THE CONCLUDING SENTENCE:

A paragraph has three main parts—the topic sentence, the body, and the concluding

sentence. For the paragraph to function as a unit, you must end it properly to let your reader

know that you have finished your discussion. The best way to conclude your paragraph is to

remind the reader of what you originally set out to do. You may want to restate the main idea of

the topic sentence using different wording to avoid repetition. If the paragraph has at least three

main points of discussion, you may want to use a summary technique to conclude.

Consider the following examples:

1. Topic sentence: Exercise routines should be carefully planned for the best result.

2. Restatement type Therefore, exercise can be beneficial if some basic

Concluding sentence: guidelines are followed.

3. Summary type As you can see, proper supervision, good eating habits,

Concluding sentence: and strict routines can produce excellent outcomes for the exercise

enthusiast.

ACTIVITY: Writing Topic Sentences and a Concluding Sentence

Write a topic sentence and a concluding sentence for each of the following paragraphs.

Topic Sentence:-________________________________________________

_____________________________________________________________

Students can enroll in business or data processing. In addition, there are careers available in the

medical area, such as nursing and lab technology. Engineering is another broad field including

electronics and architecture.

Concluding Sentence:- ___________________________________________

Topic Sentence:-________________________________________________

_____________________________________________________________

First you must choose a subject. Next, you should narrow the subject so that you can deal with it

in a paragraph. Then you need to construct a topic sentence that contains a controlling idea

which tells the reader how you plan to deal with the subject. Following that, you must supply

sufficient facts, details, and examples to develop the body of the paragraph. Finally, you write a

concluding sentence that restates the idea expressed in the topic sentence.


Topic Sentence:-________________________________________________

_____________________________________________________________

Arrive for the interview early. Be certain that you are nearly and appropriately dressed. Take

your cues from the interviewer. Give that person a firm handshake as your announce your name.

Wait to be invited to have a seat. Answer questions completely yet briefly, always being honest

in your replies. When the interviewer signals the close of the interview, be sure to thank the

person for his or her time.


DEVELOPING UNITY

Unity means oneness. In writing, it has to do with combining ideas—facts, details,

examples—into an entity or a harmonious whole. You have been told that a paragraph is a group

of related sentences. The word related is the key. Each sentence must contribute to the support or

proof of the controlling idea. Note that a sentence can be related to the subject, but not to the

controlling idea. It therefore destroys the unity of the paragraph.

The main reason errors in unity occur is that many writers sit down and compose from

their thoughts, without taking the time to organize their ideas through the use of a plan or an

outline. If you compose without planning, you run the risk of wandering off the topic or, more

precisely, your controlling idea. If you do not make a habit of planning, commit yourself to start

right now. You will be delighted with the improvement you will see in your writing.

In your writing, check each fact, detail, or example you include to see that it supports the

controlling idea. After you jot down supporting ideas, look at each one in relation to the

controlling idea. It is much easier to spot material that does not belong to a paragraph at this

stage than after you have proofread your final product.

Now it is your turn to practice focusing on paragraph unity by making sure that each

sentence relates to the controlling idea.

ACTIVITY: Developing Unity

In the following paragraphs, circle the controlling idea in the topic sentence and cross out any

sentences that do not support it.

There are several definite guidelines to use in writing a resume. It must be typed and only one

page long. The job objective should be clearly defined. It should be noted that a resume is the

same as a data sheet. The wording should be as brief as possible, using phrases rather than

complete sentences. References should not be included. The letter of application is used to ask

for the job interview. Previous salaries should not be included. Neatness and appearance are

extremely important. An effective resume will be the result of following these principles.

You should make every effort to apply the basic punctuation rules to your writing. Do not forget

to separate words in a series by using commas. Also, use commas to separate items in dates and

addresses. Make sure your subjects and verbs agree. Coordinate adjectives; provide another

occasion to use the comma. In addition, commas are needed with interrupters and introductory

words or phrases. Avoid using fragments in your writing. A review of the fundamentals of

punctuation will improve your writing.

ACTIVITY: Paragraph Unity

The following paragraph illustrates how sentences that do not support the controlling idea can

destroy paragraph unity. See if you can spot the unrelated statements that should be eliminated.

(In any paragraphs you write, be sure to avoid any statements that do not directly support the CI.)

Read the paragraph and then fill in the blanks below it.

Topic Sentence: The country’s technical colleges have a wide variety of curriculum offerings.

They are located in the county seat. Students can find course offerings adapted to their aptitudes

and interests. For example, students who would like to own their own businesses can enroll in

Business Administration. In addition, they can play on the basketball team if they are sports-

minded. Another course offered is in the very popular field of Data processing. For those

interested in engineering, there are such technologies as architecture, electronics, and electricity.

One student who took the Architectural Engineering course obtained a job as a lab technician.

Other students may wish to pursue a career as a secretary, a lab technician, a practical nurse, or a

newspaper reporter. They may also come to enjoy the social life. As you can see from the wide

variety of courses offered at technical colleges, there is something for everyone.

Subject: ______________________________________________________

CI: ___________________________________________________________

Supporting statements (give sentence numbers): _____________________

Unrelated Statements: __________________________________________

Concluding Statements: __________________________________________

Transitional Expressions: _________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________

DEVELOPING COHERENCE:

Coherence (pronounced co-her-ence) may look like a difficult concept because of its

strange name. It is a crucial area in writing because it has to do with the logical connection

between ideas. Unity is necessary because the sentences in the body of a paragraph must relate to

the topic sentence. Coherence is directly related to the results you will achieve from your

writing, for the overall impact will depend on the way you order or sequence ideas.

There are two basic approaches to coherence. The first one is called chronological and is

used when time element helps with sequencing. For example, sets of directions follow a

chronological sequence since steps must be done in a certain order to achieve the correct result.

Paragraphs using details of time, such as historical development, will use a chronological

approach.

The second type of sequencing ideas is a bit more complicated, for it is based on the

order of importance, in paragraph development, your ideas should be sequenced from the most

important to the least important or vice versa. In other words, put the most important ideas first

or last. Whichever way you choose is up to you as long as you are aware of your plan and are

able to explain your approach. This step in writing is best accomplished at the plan or outline

stage.

Coherence is especially important in business and technical writing. In persuasive

writing, your arguments not only must relate to the issue at hand but also be properly ordered so

that the reader is able to follow your logic. Writing is a precise exercise; readers cannot know

what you intend unless you state your meaning clearly and completely. This same notion is true

for writing sets of directions. Following directions is not that easy, especially if the directions are

oversimplified or major steps are overlooked.

Transitional Expressions

Transitions are linking words and phrases that show relationships between two or more

ideas. They are the glue that holds the parts together. If you do not use enough, the parts will fall

apart; if you use too much, you will see the glue instead of the parts. Your goal should be to

move smoothly from one sentence to the next so that the reader is unaware of the links that

connect your ideas and unify the paragraph.

Transitional expressions can be used to emphasize organization and direction of thought.

They may appear at the beginning, middle, or end of a sentence.

Paragraph Patterns

Writers use paragraphs primarily to help the reader. Since each paragraph begins with

white space that the writer creates by indenting or by skipping a line, a new paragraph provides a

brief rest for the reader’s eye and brain. Even more important, the start of a new paragraph helps

the reader recognize that a change is taking place – perhaps in place or time, perhaps from one

idea to another or from a generalization to an example, perhaps from the body of an essay to its

conclusion. Because paragraphs divisions indicate that one thing is ending and another is

beginning, they help the reader to understand the organization and meaning of any piece of

writing.

Paragraphs have various functions in an essay, some paragraphs introduce an essay.

Some introduce it, others conclude it, and still others connect one part of an essay to another. But

the most common kind of a paragraph serves primarily to help support or develop the essay’s

controlling idea. Such controlling paragraphs may be narrative or descriptive, but in most cases

they are explanatory: they help develop the controlling idea of an essay by either informing or

persuading the reader. No matter what is the purpose of the writer i.e. to informing or to

persuade, the explanatory paragraph can be organized in many different ways. There are,

however, four especially useful patterns of organization: the direct pattern, the turnabout pattern,

the climatic pattern and the interrogative pattern.

A) The Direct Paragraph

It starts with the statement of its controlling idea (that is sometimes called the topic

sentence). The controlling idea in direct paragraph is stated usually in the first sentence, rarely

later than the second. What follows in the paragraph will develop the controlling idea – by

defining it, qualifying it, analyzing it, and, most frequently, illustrating it.

B) The Turnabout Paragraph

This paragraph does not begin with a statement of its controlling idea. Instead, it begins

with an observation or suggestion that is often the direct opposite of its controlling idea. For

example, if the controlling idea of a turnabout paragraph is that “dancing demands as much

strength, stamina, and athletic skill as football,” the paragraph is likely to begin by suggesting the

opposite: “at first glance, there seems to be no similarity between professional football players

and the professional dancers.” Turnabout paragraph is quite suitable for persuasion purposes.

C) The Climatic Paragraph

Like turnabout paragraph, the climatic paragraph is especially appropriate for

persuasion because it begins with an example and supporting details that build gradually

toward the statement of a controlling idea in the last sentence. This type of paragraph

psychologically prepares your readers for the idea you want them to accept. Climatic paragraph

has a built-in element of surprise and drama. It should primarily be constructed with examples,

illustrations, or supporting details. Only after you have supplied enough examples – usually

between three and five – should you state the controlling idea in the climatic final sentence of the

paragraph.

D) The Interrogative Paragraph

This paragraph opens with a question. The opening question is used either as an

introduction to the controlling idea of the paragraph or as a transition from one idea to the next,

rather like a turnabout statement.

Specimen paragraphs

Direct paragraph

The free road map is becoming a cultural dinosaur – a thing of the past, a victim of

changing priorities. Until recent years, service station attendants dispensed road maps as

freely as they washed windshields. In fact, one oil company official boasted that “free road

maps are an institution to Americans.” Well, the institution peaked in 1972 with the

production of 250 million maps and then began its decline. Far fewer maps are distributed

today, and almost none of them are free. Citing high production costs and increased charges

for foreign crude oil, companies claim that eliminating road maps is actually patriotic. After

all, they explain, maps promote travel and travel burns fuel, multiplying the nation’s trade

imbalance. With this kind of logic, is it any wonder that the free road map is nearly

extinct?

It pays to observe and listen to children. Even when they talk to each other in their

innocence or to grown-ups in their untainted honesty, it is important to lend them an ear.

Children speak from the heart. A child talking about or mimicking a happening may actually

be giving unsolicited forewarning of a disaster. For example, there are numerous incidents

where parents have actually given up one or another bad habit, smoking being a more

frequently cited example, after seeing their children imitating them in the act.

A child, like a dilettante, dabbles with the barrage of stimuli that storm at him from all

directions. His mind grapples with this onslaught of words and images that by and by fill up

his consciousness, before he can actually reach into this repository so created to draw his

own perceptions, lines of argument and give meaning to the outside world around him. What

needs to be understood is the importance of this repository of words, images, experiences,

feelings, emotions, exposure and this maiden touch with the real world as it exists and makes

up his vocabulary of life; his tool box to which he would frequently refer to focus clearly on

his perceptions. A child at this formative stage is open and responsive to all kinds of

information being thrown at him knowingly or unknowingly, highly sensitive and

receptive to all that he sees and hears around him.

Turnabout paragraph

To those of us who are tied to routine jobs in offices or factories, truckers seem to be tough,

independent rogues of the open road, driving their own rigs, and setting their own rules, like

the cowboys of old who rode the open range on the horseback, beholden to no one. But truck

drivers themselves will tell you that – the public’s perception be damned – trucking is a

business and not too good a one at that for the small, independent operator. Since the

Seventies, it seems, most independent drivers have been forced out of business by

skyrocketing costs and increased federal regulation of the industry. So the truckers you see

on the road now generally work for the large firms and are as tied to routines and

regulations as those of us in office or factory job.

The Climatic paragraph

At every dropped dish and bungled plan in “Mork and Mindy,” Mork would curse in his

native Orkan tongue; for more than a year

THE IDEAL HOUSE PET

Introductory Paragraph

1."A dog is man's best friend."2. That common saying may contain some truth, but dogs are not

the only animal friend whose companionship people enjoy. For many people, a cat is their best

friend. 3. Despite what dog lovers may believe, cats are excellent house pets as they are good

companions, they are civilized members of the household, and they are easy to care for.

The introductory paragraph sets the tone of the essay. The introduction begins with the general

statement about the man and dog friendship to draw reader’s attention. The second sentence

challenges the general statement associated with dogs and leads up to the thesis statement. Third

sentence focuses on the topic of the essay and provides a min-outline. The outline tells the reader

that the essay will present that cats being excellent house pets have three major features: (1) good

companionship (2) civilized members of the household (3) easy to care for. In this way, it tells

the reader what the essay is about. It also shows that the essay will follow a chronological order

while describing these three main points. By placing the thesis statement at the end of the

introduction, the writer not only makes the main point clear and emphatic, but also makes sure

that the essay’s main points are uppermost in the reader’s mind as the reader begins the body of

the essay. Moreover, the thesis statement also includes transitional hook (good companions)

which moves the reader to the first paragraph of the body of the essay.

First supporting paragraph

In the first place, people enjoy the companionship of cats. Many cats are affectionate. They will

snuggle up and ask to be petted, or scratched under the chin. Who can resist a purring cat? If

they're not feeling affectionate, cats are generally quite playful. They love to chase balls and

feathers, or just about anything dangling from a string. They especially enjoy playing when their

owners are participating in the game. Contrary to popular opinion, cats can be trained. Using

rewards and punishments, just like with a dog, a cat can be trained to avoid unwanted behavior

or perform tricks and Cats will even fetch!

Explanation:

The first sentence of first paragraph of the body is a topic sentence which includes reverse hook

(companionship of cats) that ties it with the transitional hook (they are good companions) at the

end of the introductory paragraph. After topic sentence the paragraph includes the supporting

detail to support the theory. The last sentence of the paragraph uses the words “behavior” and

“trained” as transitional hook.

Second supporting paragraph

In the second place, cats are civilized members of the household. Unlike dogs, cats do not bark

or make other loud noises. Most cats don't even meow very often. They generally lead a quiet

existence. Cats also don't often have "accidents." Mother cats train their kittens to use the litter

box and most cats will use it without failing from that time on. Even stray cats usually

understand the concept when shown the box and will use it regularly. Cats do have claws, and

owners must make provision for this. A tall scratching post in a favorite cat area of the house

will often keep the cat content to leave the furniture alone. As a last resort, of course, cats can be

declawed. (to make harmless)

Explanation: The first sentence of the second paragraph of the body uses the words “civilized

members” to tie back into the previous paragraph. In addition, the first sentence is a topic

sentence which controls the whole paragraph. The expression of the last sentence provides the

transitional hook for the last paragraph in the body of the essay.

Third supporting paragraph

Lastly, one of the most attractive features of cats as house pets is their ease of care. Cats do not

have to be walked. They get plenty of exercise in the house as they play, and they do their

business in the litter box. Cleaning a litter box is a quick, painless procedure. Cats also take care

of their own grooming. Bathing a cat is almost never necessary because under ordinary

circumstances cats clean themselves. Cats are more particular about personal cleanliness than

people are. In addition, cats can be left home alone for a few hours without fear. Unlike some

pets, most cats will not destroy the furnishings when left alone. They are content to go about

their usual activities until their owners return.

Explanation:

The third paragraph of the body is a topic sentence which also provides reverse hook by using

the words “ease of care”. Moreover, this sentence also lets the reader to know that the paragraph

will deal with how it is easy to care for the cats. The expression of the last sentence provides the

transitional hook for concluding paragraph.

Concluding Paragraph

Cats are low maintenance, civilized companions. People who have small living quarters or less

time for pet care should appreciate these characteristics of cats. However, many people who

have plenty of space and time still opt to have a cat because they love the cat personality. In

many ways, cats are the ideal house pets.

Explanation:

The concluding paragraph summarizes the three paragraphs and the last sentence “In many ways,

cats are the ideal house pet.” is the reflection of thesis statement and it restates the thesis

statement in a different way.

PARAGRAPHS WITH TRANSITIONAL DEVICES

Activity # 1

Why I Don't Make My Bed

Hints: 1. In the first place, 2.Otherwise, 3.In addition, 4. On the contrary 5. Finally 6. Most

importantly

Ever since I moved into my own apartment last year, I have got out of the habit of making my

bed--except on Fridays, of course, when I change the sheets. Although some people may think

that I am a slob (good for nothing), I have some sound reasons for breaking the bed-making

habit.-----------1, I am not concerned about maintaining a tidy bedroom because no one except

me ever ventures(tries) in there. If there is ever a fire inspection or a surprise date, I suppose I

can dash in there to fluff up the pillow and slap on a spread.--------------2, I am not

bothered.------------3, I find nothing uncomfortable about crawling into a rumpled mass of sheets

and blankets.------------4, I enjoy poking out a cozy space for myself before drifting off to sleep.

Also, I think that a tightly made bed is downright uncomfortable: entering one makes me feel like

a loaf of bread being wrapped and sealed. ----------5, and ------------6, I think bed-making is an

awful way to waste time in the morning. I would rather spend those precious minutes checking

my email or feeding the cat than tucking in corners or snapping the spread.

Activity # 2:

In the first place, no "burning" in the sense of combustion, as in the burning of wood, occurs in

a volcano; moreover, volcanoes are not necessarily mountains; furthermore, the activity takes

place not always at the summit but more commonly on the sides or flanks; and finally, the

"smoke" is not smoke but condensed steam.

There is a source of energy that produces no radioactive waste, nothing in the way of

petrodollars, and very little pollution.

The source can provide the energy that conventional sources may not be able to furnish.

Unhappily, it does not receive the emphasis and attention it deserves.

The source might be called energy efficiency, for Americans like to think of themselves

as efficient people.

The energy source is generally known by the more prosaic term conservation.

To be semantically accurate, the source should be called conservation energy, to remind

us of the reality--that conservation is no less an energy alternative than oil, gas, coal, or

nuclear.

In the near term, conservation could do no more than any of the conventional sources to

help the country deal with the energy problem it has.

Activity # 3:

Energy Efficiency

Hints: 1. Moreover 2. However 3. But 4. Indeed

There is a source of energy that produces no radioactive waste, nothing in the way of

petrodollars, and very little pollution. ----------, the source can provide the energy that

conventional sources may not be able to furnish. Unhappily, ---------- it does not receive the

emphasis and attention it deserves. The source might be called energy efficiency, for Americans

like to think of themselves as efficient people. ------- the energy source is generally known by the

more prosaic term conservation. To be semantically accurate, the source should be called

conservation energy, to remind us of the reality--that conservation is no less an energy

alternative than oil, gas, coal, or nuclear.--------, in the near term, conservation could do no more

than any of the conventional sources to help the country deal with the energy problem it has.

CREATIVE WRITING AND WRITING A SHORT STORY:

A very widely known and frequently repeated definition of Creative Writing is:

“Creative writing is considered to be any writing, fiction or non-fiction that goes outside the

bounds of normal professional, journalistic, academic, and technical forms of literature. Works

which fall into this category include most novels and epics as well as many short stories and

poems. Writing for the screen and stage, screenwriting and playwriting respectively, typically

has their own programs of study, but fit under the creative writing category as well.”

So what is creative writing? Some people say that creative writing is your journey through

life…written down into words. Creative writers are story writers and story writers are creative

writers, sometimes the two are separated by their audience they are writing for. The most

common classification of creative writing is when someone writes to: express their feelings,

thoughts, experiences or passions. It has to be understood that whether you are writing a: novel,

short-story, poem, children’s book or simply a way to express yourself, any form of writing can

be deemed ‘creative’. Creative writing is a beautiful painting…

“Creative writing is an opportunity to showcase your imaginative and innovative skills through

the means of writing”. Creative writing strives beyond academia, towards a flamboyant world of

innovation and originality. Typical examples of creative writing are: Novels, children’s books,

poetry, screen-writing, short stories and punchy quotations.

Many creative writers are there to tell a story from the heart, perhaps even an expression that

they feel compelled to write down. Creative writing is like walking on a journey and describing

each and every step accurately; the beginning or the end is not important. When writing a story

for an audience on the other hand, the beginning and the end are crucial.

You may be thinking to yourself, ‘Well, if creative writing is simply an expression of your

journey through life, then surely anyone can write creatively.’ You’re right, and that’s the beauty

of creative writing, you aren’t confined to any boundaries and looking at the world through your

eyes makes your writing unique.

Another viewpoint of creative writing is that as soon as you give your piece to someone else to

read it no longer belongs to you, metaphorically speaking. When another reader picks up your

writing they will construe their own story, moral and meaning and you as a writer must accept

this. The scary thing about creative writing is that sometimes you don’t even know what you’re

writing about, because your sub-conscious is holding the pen…or typing. My sub-conscious is

typing? This is an example of personification; another great tool in creative writing.

Starting Point

There are many theories on how to start off your creative writing journey, so your guess is as

good as any other. If you feel you wish to read creative pieces first, do so; if you feel you wish to

learn as you go, do so; and if you feel like you want to start by writing an epic novel driven and

shrouded in complexity, good luck! I would personally recommend starting with small poetic

sentences or quotations then develop them into a poem (and no; it doesn’t have to rhyme). The

reason I suggest this is to develop your choice of words within sentences, to extend your

vocabulary and deliver precision and impact to the reader.

I can offer advice as well as any other creative writing tutor, but sometimes you have to listen to

your own writing voice. I always encourage writers to write based upon their preferences. If you

want to write a novel on your first attempt, it will be a fantastic learning curve and will develop

you continuously. Trial and error writing is an extremely useful strategy of writing and is fuelled

on your motivation, reducing your time staring at a blank screen.

Creative Writing Strategies:

Set time aside every day to write, don’t listen to websites that say, ‘lock yourself in your

room.’ Take yourself off to a place that will stimulate your imagination

i.e., beach, seaside, mountain-top, forest etc.

Think of a time of day when you feel most productive, ‘writer’s block’ occurs during the

times in-between.

Take an object, any object and write a narrative in the first person viewpoint. Talk about

your daily routine, what you see and how you would feel if you were this object. This is a

great exercise to stimulate your imagination and creativity.

Enjoy your writing; don’t let yourself get into the mind frame that writing is more than a

hobby to you or you could soon find yourself having another job.

Short Story Writing:

Writing a short story is an art, needs a bit of perfection in perceptions.

How to write short stories from different points of view

Your story's narrator is the voice that is telling the story.

For example, read the same scene described by three different narrators:

I pulled out the gun and showed it to the cute blond bank teller, who gave a little yelp of

surprise.

This bald guy came up to my counter and reached into his jacket. Suddenly, I realized he

was holding a gun.

A bald jerk cut in front of me in line. I hate cutters, so I was about to go say something,

when he pulled a gun on the blond lady behind the counter.

All of these examples use first person narrators. That means the narrator is also one of the

characters in the scene, and he or she tells the story using the words "I," "me," etc.

How to write short stories in the first person

There are certain things a first person narrator normally shouldn't say. For example: "My bald

spot looked particularly shiny that day." Why? Because you can't see your own bald spot unless

you're looking at yourself in a photograph or a mirror at just the right angle.

Another thing that sounds strange in the first person voice: "I have no idea that..." Your first

person narrator can't give information he doesn't know. If your narrator has been locked in the

trunk of a car, it will be hard for him to describe what the police are doing just then to solve his

kidnapping.

Also always an awkward statement: "Then, I died."

How to write short stories - advantages of a first person narrator:

Directness - You can give the reader a first-hand perspective on the story.

Voice - If your narrator has a colorful or appealing way of talking, this can add flavor to

the story-telling.

Intimacy - Your reader has the chance to get to know the narrator by listening to him.

How to write short stories - disadvantages of a first-person narrator:

Limited scope - Your narrator only knows what she knows. She doesn't know what the

other people around her are thinking. She doesn't know what's happening two miles

away. That limits the information she can supply to the reader.

Limited voice - If your narrator is seven-years-old, she can't talk convincingly about

politics. One thing that drives me crazy is when a first-person narrator who is supposed to

be a child, or an uneducated farm worker or manual laborer suddenly launches into a

poetic description of the weather using twenty-dollar words and references to Greek

philosophers. I mean, come on.

Difficulty withholding information - If the narrator knows something that you don't want

the reader to know yet, she might have to be tricky or evasive. For example, let's say your

narrator killed his brother, but you want to keep the murderer's identity a mystery until

the end. How is the narrator going to inform your reader about the murder without this

little detail coming up?

Note: some stories have narrators who mislead the readers or lie to them outright, known

as unreliable narrators. This option can work well if it's handled right, but you have to

make sure the readers don't feel cheated or manipulated by the story, even if they have

been manipulated by the narrator. One strategy is to drop hints from the beginning that

the narrator's account might not be totally trustworthy.

Question of how the narrator came to tell the story. If your first-person narrator is a ghost

or a dog or someone who is been buried alive in the desert, how did the story come to be

written? I've noticed that some writers choose to ignore this logical problem. But it

always bugs me when they do, and I'm probably not alone. So if you're writing a story in

the first person, please, please don't have your character die in the last line.

How to write short stories in the second person

A story written in the second person treats the reader as the story's character. The narrator talks

all the time about "you." "Nervously, you walked up to the bank counter then reached for your

gun." Second-person narration is more unusual than the first or third person, and it's harder to use

without seeming contrived or defying the reader's common sense (I know that I didn't rob a

bank!)

Similarly unusual in fiction is first-person plural narration, where the narrator uses the word

"We" to tell the story. Two wonderful novels written in the first-person plural are Then We

Came to the End by Joshua Ferris and The Virgin Suicides by Jeffrey Eugenides. But, again,

what these authors have accomplished is very difficult to pull off successfully.

How to write short stories in the third person

A third-person narrator might be completely outside the action. A third-person narrator tells the

story using the words, "He," "she," "it," they," etc. For example: "A bald man suddenly cut in

front of the teenager boy, who looked like he was about to protest until the man pulled out a gun

and pointed it at the blond teller."

A third person narrator might even have a supernatural ability to be in more than one place at

once, seeing everything that's going on. Example: "Customers screamed and ducked to the floor,

unaware that police cars were already surrounding the building. Across the city, Miriam paced

back and forth across their small living room, wondering if Jack would possibly manage to pull

off the robbery." This kind of narrator with unlimited vision and knowledge is called an

omniscient narrator.

Third-person narrators may also have a limited or complete access to one or more character's

thoughts. It's common to locate the narrator partially inside a particular character's head.

Example: Jack felt faint as he hurried out of the bank, wondering if the police were already

outside. What would happen to Miriam if he were arrested? The thought was unbearable; he tried

to push it out of his mind."

The effect here is almost as if this had been written in the first person, with Jack telling the story.

But with a third-person narrator, I'm not limited by Jack's voice. I might choose to limit my third-

person narrator to Jack's perspective. This would give readers a sense of connection to Jack, as if

they are living his particular experience. Or I could move from one character's mind to another.

If you switch points of view in the same story, you have to be careful not to confuse or disorient

your reader. You might decide to limit yourself to one viewpoint for each section of the story and

use line breaks or another visual cue to let your reader know when you're switching.

Tip: readers will often feel more intensely involved with a particular character if you limit the

story to that person's point of view.

Tips for Writing A Short Story

1. Pick the person you most want to see in the world right now. Write a monologue or a letter to

that person and then continue the story.

2. Write a scene between your parents (living or deceased, it doesn’t matter) talking about you

and your life.

3. Write down three names of important people from your past. Start writing a story or scene

between three characters with those names.

4. Write a story from the perspective of your favorite childhood pet. Make sure to include details

about how the pet sees you and your family.

5. Write a scene about your best friends from high school talking about you while you aren’t

there set during the present day.

6. Go back in your mind to the moment you have chosen your current religious stance. Describe

the feelings that occurred during your transition from a different religion or any blind following

you were previously doing.

7. Go back in your mind to the moment you have chosen your current political stance. Describe

the feelings that occurred during your transition from a different party or any blind following you

were previously doing.

8. Pick a person who has betrayed you. Write a story about the moment that this occurred.

9. Try to remember the moment where you felt you lost your innocence. Write a conversation

between your present self and the past version of you from that moment.

10. Write a scene about your best friends from high school talking about you while you aren’t

present there, during your senior year of high school.

11. Write a scene or a story with the characters of your heart, your brain and your soul.

12. Pick the person you least want to see in the world right now. Write a monologue or a letter to

that person and then continue the story.

13. Write about an experience that occurred outside of your current state or country that changed

you in some way.

14. Dictate the most important phone call you’ve ever had in your life.

15. Write a scene between you and a person you betrayed, set around the time that the betrayal

occurred.

16. In a sci-fi kind of style, you have magically gained the ability to change into the person you

most want to be in the world, describe a day in your life.

17. Describe the last time you cried that didn’t relate to a movie, television show, play or book.

18. Sit in total silence for five minutes and observe the things around you. Write a story about the

sense of awareness this brings you.

19. Write a scene that reunites you with the one that has gone away. If it does happen to turn into a romance novel, that’s perfectly fine.

Creative Writing/Story Writing

The term creative writing is bounded around with the presumption that everyday people, and us

i.e., the writers for that matter, know what it is. However, it isn’t simply about writing something

interesting or “outside the box”.

The term creative writing is used broadly, but actually refers to the expression of feelings and

emotions, often in a metaphorical and highly descriptive way. And therefore, arguably, creative

writing is perhaps the most difficult of writing disciplines. I would even say more difficult that

technical writing, for which, although you must be well-versed in a particular subject matter, you

don’t need to get in touch with your “inner-self” to do well.

Creative writing requires the writer to dig deep into the imagination, often connecting with

fictional characters in an alternative reality. Think of the marvelous creativity within JK

Rowling’s Harry Potter series, and the way in which she builds an alternative world, and indeed

a world for each character to live within that world. Creative writing comes from somewhere

deep inside, from a part of the mind and soul we all have the ability to access, but seldom are

capable of penetrating.

And therefore it isn’t just solid writing skills you require to be a great creative writer, but also the

ability to use your life experiences, feelings, emotions, thoughts, opinions, imagination, inner-

person and spirituality to create vivid visuals and captivating stories for the reader. It isn’t an

easy feat, to say the least. So, if you want to embark on the journey of creative writing, it is

highly recommended that you don’t dive straight in and try to write a novel. Instead, start with

short story writing or poetry. Practice using metaphors and putting your feelings down on paper.

Practice writing descriptions of other people and life’s events. Play with adjectives and let your

imagination run riot on the page.

One key aspect to creative writing is to let your creativity lead you. Don’t force it when it isn’t

present. It is quite likely that you will feel creative late at night, so keep a pen and paper handy

on your bedside table. Alternatively, you may feel compelled to write as soon as you wake from

deep dreams, in order to capture your sleep-land imagination on the page. Whenever you get the

urge you must start penning that stream of creativity.

One very important kind of creative writing is to write on IF kind of essays. Some of the topics for practice are given as under:

My Superpower: If you could have one superpower, what would it be? Write a page explaining what the superpower is, why you would like to have it, and what you would do with this new power. How would your life change if you had this superpower?

If I Could Be a Different Age ... : If you could be any age at all, how old would you be (older or younger)? Write about why you would like to be this age and what you would do.

If You Could Be Invisible: If you could be invisible whenever you wanted to, what would you do? Why would you want to do this particular thing?

If You Could Fly: If you could fly whenever you wanted to, what would you do? Why would you want to do this particular thing?

A Magical Spell: A Magic Spell. If you could devise a magical spell, what would it be and what would it do? Write about why you choose this new spell and how you would use it.

If All Your Wishes Were Granted: Write about what your life would be like if all your wishes come true. How would it change your life? What you would do?

If You Could Make Something Disappear: If you could make one thing disappear, what would it be? Write about what would happen once it disappeared. How would it change things? What you would do?

If I Could Change a University Rule: If you could change one rule at your school, which rule would it be and what would you change it to? Why did you choose that rule? Why is your rule better than the old rule?

Stranded on an Island: If you were going to be stranded on a deserted island and could take three items with you, what three items would you take and why? The three items have to fit in an ordinary backpack. Describe each item fully and tell why you want each one.

Message in a Bottle: If you were stranded on a deserted island and could send out one message in a bottle, what would you write in that message, and why would you write those particular things?

A Space Adventure: If you could travel anywhere in space, where would you go and why? What do you think it would be like there?

Go Back in Time: If you could go back in time and re-experience an event in your life, what would it be. Would you go back to change an event that happened or to re-experience a happy time? Or something else?

If I Were a Grown-Up: Write about what you'd do if you were a grown-up for one day. What exactly would you like to do and why would you do it?

If I Were a Teacher: Write a page on what you would do if you were a teacher for a day. What subjects would you teach and how would you teach them?

If I Were the President: Write a page on what you'd do if you were the President. How would you change the world?

If I Had a Billion Rupees: Write a page on what you'd do if you had one billion rupees.

The Story of Your Name: Why did your parents give you your name -- what is the story of your name? Are you named after someone or some place? If you don't know why you have your name, make up a story.

If I Had a New Name: If you could give yourself a new name, what would it be? Write about why you choose this new name and how it might change your life.

If I Turned into an Animal: If you had to turn into a different animal for a single day, what animal would you choose to become? Why did you choose that animal? What would you do when you become that animal, and where would you go? How do you think you would feel when you were that animal? How would people treat you? How would other animals treat you?

Talk to an Animal: If you could talk to an animal, what animal would you talk to and what would you talk about? Why did you choose that animal? What questions would you ask that animal?

Scariest Animal: Which animal frightens you the most? Describe the animal. What is it about this animal that makes it so terrifying? Is this animal actually dangerous or does it just disturb you?

My Special Day: If you had a day all for yourself and could do whatever you wanted to, what would you do? Start with waking up and describe the entire day. Include things like what you'd eat, who you'd see, where you'd go, and what you'd do.

An Adventure I'd like to have: If you could have any type of adventure at all, what would it be? Write a page on an adventure that you'd like to experience. Think of the wildest adventure you can imagine.

World Record: If you could hold a world record in something, what would it be? How would you go about attaining this world record? How would it feel being a world record holder?

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