AN INTRODUCTION AN INTRODUCTION TO PARAGRAPHINGTO PARAGRAPHING

Writing Motto…Writing Motto…

There is no single way There is no single way to write…to write…

Nor is there ONE way to Nor is there ONE way to craft a paragraph….craft a paragraph….

There are many types of There are many types of ParagraphsParagraphs DescribeDescribe DefineDefine Show resultsShow results AnalyseAnalyse Describe AND analyseDescribe AND analyse Complicate the description – e.g. by Complicate the description – e.g. by

presenting alternative viewpoints.presenting alternative viewpoints. Compare and ContrastCompare and Contrast For more info look at The UVic Writer's For more info look at The UVic Writer's

Guide: Guide: http://web.uvic.ca/wguide/Pages/Mahttp://web.uvic.ca/wguide/Pages/MasterToc.html#ParagraphssterToc.html#Paragraphs

Editing / Improving Your Editing / Improving Your WritingWriting Be Be consciousconscious of what you are of what you are

doing when you edit your writing.doing when you edit your writing. Everything has a structure – each Everything has a structure – each

line line DOESDOES something. something. Learn to Learn to SEESEE the structures in the structures in

writingwriting How?How? By asking: what is each line By asking: what is each line

doingdoing??

Being Aware of the Being Aware of the things that go on in things that go on in Paragraphs…Paragraphs… Finish this list of the different Finish this list of the different

things your sentences might things your sentences might dodo in in paragraphs: paragraphs: – One line might mention the topic of One line might mention the topic of

the paragraph…the paragraph…– Another line might…Another line might…

What things might you find What things might you find in a Paragraph?in a Paragraph?

One line might:One line might: Mention Mention a topica topic ClaimClaim something about the topic something about the topic ExplainExplain the claim the claim DescribeDescribe something something ExpandExpand on the descriptionon the description AnalyseAnalyse the description the description

The Classic Paragraph The Classic Paragraph StructureStructure

Let’s consider these parts in depth…Let’s consider these parts in depth…

Parts of the ParagraphParts of the Paragraph

The job of the paragraph is to The job of the paragraph is to discuss discuss ONE TOPICONE TOPIC so you’ll so you’ll usually findusually find

A Topic Sentence (often an A Topic Sentence (often an assertion - an opinion about a assertion - an opinion about a topictopic))

The Topic SentenceThe Topic Sentence

States what the paragraph is States what the paragraph is aboutabout

May be a May be a very general descriptionvery general description of the topicof the topic

OROR May May make a pointmake a point (state an (state an

opinion) about the topicopinion) about the topic OftenOften appears in 1st or 2nd line of appears in 1st or 2nd line of

the paragraphthe paragraph

Task (on handout)Task (on handout)

What is the topic of the paragraph What is the topic of the paragraph onon

‘‘Body Ideals before the 20Body Ideals before the 20thth century’century’ ? ?

Task: What is the topic of this paragraph? Task: What is the topic of this paragraph?

There have been, of course, other periods when slenderness was admired. During the During the 1515thth century, paintings of long-limbed ladies century, paintings of long-limbed ladies reverberated with the vaulting reaches of reverberated with the vaulting reaches of Gothic cathedrals. Sixteenth century Gothic cathedrals. Sixteenth century Mannerists in northern Europe painted Mannerists in northern Europe painted elongated nudes, such as the nymphs in elongated nudes, such as the nymphs in Cranach the Elder’s Cranach the Elder’s The Judgement of ParisThe Judgement of Paris. . More recently, the Romantic vogue for More recently, the Romantic vogue for slenderness in the 1830s-1850s encouraged slenderness in the 1830s-1850s encouraged young ladies to strive for the tiny waist young ladies to strive for the tiny waist favoured by fashion – an effort later favoured by fashion – an effort later immortalised in immortalised in Gone with the Wind Gone with the Wind when when Scarlett O’Hara’s stays are tightened to Scarlett O’Hara’s stays are tightened to achieve a 17-inch waist. achieve a 17-inch waist. (Seid, R, (1994, 4-5).(Seid, R, (1994, 4-5).

General topic of ParagraphGeneral topic of Paragraph

Line 1 introduces the topic:Line 1 introduces the topic:

Periods when slenderness has beenPeriods when slenderness has beenadmired through historyadmired through history

Topic Statements as Topic Statements as AssertionsAssertions

Essay Title ‘Discuss the Ways of Essay Title ‘Discuss the Ways of Improving your Learning at Improving your Learning at University’University’

Task: Analyse the above topic. Task: Analyse the above topic. What general themes/issues What general themes/issues might be discussed in the essay?might be discussed in the essay?– (Tip: You can structure your essay (Tip: You can structure your essay

around issues)around issues)

Issues which might be Issues which might be discussed in an essay on this discussed in an essay on this topictopic

Lectures & SeminarsLectures & Seminars ReadingReading Structuring Independent StudyStructuring Independent Study Consider your approaches to Consider your approaches to

learning/learning styleslearning/learning styles

Topic Statements as Topic Statements as AssertionsAssertions General Theme: Learning at UniversityGeneral Theme: Learning at University Overall Argument/Thesis: Successful Overall Argument/Thesis: Successful

students are active, independent rather students are active, independent rather an passive, dependent learners and an passive, dependent learners and students should, therefore, develop students should, therefore, develop accordingly.accordingly.

Paragraph topic/theme: Lectures. Paragraph topic/theme: Lectures. Topic statement - make an Topic statement - make an assertionassertion (an (an

opinion) about the general topic opinion) about the general topic ‘‘Students also need to consider how they Students also need to consider how they

learn in lectures’ is a clear topic learn in lectures’ is a clear topic statement, but could be more statement, but could be more specific/assertive/biting by saying specific/assertive/biting by saying howhow??

From a general topic From a general topic statement to an assertion..statement to an assertion..

EG: ‘Students can improve their EG: ‘Students can improve their learning in lectures if they adopt learning in lectures if they adopt an active rather than passive an active rather than passive approach to them’.approach to them’.

CLASSIC PARAGRAPHSCLASSIC PARAGRAPHS

Topic SentenceTopic Sentence

↓↓

DevelopmentDevelopment(Explanation, Evidence, (Explanation, Evidence,

Comment)Comment)

The Main Body: Paragraph The Main Body: Paragraph DevelopmentDevelopment

Develops Develops the main idea.the main idea.

Answers questions such as:Answers questions such as:What does this mean?What does this mean?WhyWhy do I think this? do I think this? What do I think of this?What do I think of this?

The main body might:The main body might:

EXPLAINEXPLAIN WHAT IS MEANT BY THE WHAT IS MEANT BY THE TOPIC.TOPIC.GIVE REASONSGIVE REASONS for the assertion stated in for the assertion stated in the topic statement.the topic statement.DESCRIBE DESCRIBE the topic. EG:the topic. EG:

Different Different arguments to support/opposearguments to support/oppose the the topic sentencetopic sentence

Give examples and illustrations of the topic, Give examples and illustrations of the topic, offer a chronology of an event, cite data offer a chronology of an event, cite data (facts, statistics, evidence, details, etc) (facts, statistics, evidence, details, etc)

Refer to critics (quotations and paraphrases) Refer to critics (quotations and paraphrases) Describe a relevant case/ exampleDescribe a relevant case/ example Define terms in the paragraphDefine terms in the paragraph

Then the main body might:Then the main body might:

INTERPRET/ANALYSE INTERPRET/ANALYSE /COMMENT ON THE /COMMENT ON THE SUPPORTING DETAILS. SUPPORTING DETAILS.

Compare and contrast ideas on the Compare and contrast ideas on the main idea of the paragraph (using main idea of the paragraph (using theories, geographical/ historical etc)theories, geographical/ historical etc)

Debate the questions: WHY? WHY? Debate the questions: WHY? WHY? WHY? WHY? EG: Causes? Effects of the WHY? WHY? EG: Causes? Effects of the topic statement? Consequences? topic statement? Consequences? Implications?Implications?

Development of Topic Sentence Development of Topic Sentence - Example- Example

Students can improve their learning in Students can improve their learning in lectures if they adopt an active rather lectures if they adopt an active rather than passive approach to them. than passive approach to them. Students who are active will take a Students who are active will take a critical stance to lecture material. To do critical stance to lecture material. To do so, they need to prepare themselves so, they need to prepare themselves before the lecture (Cottrell 2003, 26). before the lecture (Cottrell 2003, 26). For example, having read on the subject For example, having read on the subject of the lecture beforehand, they may of the lecture beforehand, they may come with a list of questions they hope come with a list of questions they hope the lecture will address. On the other the lecture will address. On the other hand, students who approach lectures hand, students who approach lectures passively will….passively will….

Analysis of Previous ParagraphAnalysis of Previous Paragraph

The topic is developed via The topic is developed via definitionsdefinitions of terms within the of terms within the topic statement, topic statement, explanationexplanation of of what is meant by the terms what is meant by the terms ‘active’ and ‘passive’ and via ‘active’ and ‘passive’ and via examplesexamples..

However, not all paragraphs However, not all paragraphs are the same…are the same…

Look at the paragraph from Look at the paragraph from the student dissertation on the student dissertation on the worksheet. the worksheet.

How is it structured?How is it structured?

Another Type of Paragraph Another Type of Paragraph StructureStructureBeverly Skeggs’ study has similar traits and Beverly Skeggs’ study has similar traits and strategies to my own study of women at strategies to my own study of women at University. Skeggs’ work focuses on the University. Skeggs’ work focuses on the ways in which working class people have ways in which working class people have elected to go to University in order to move elected to go to University in order to move away from their working class environment. away from their working class environment. Skeggs notes that, for some women in her Skeggs notes that, for some women in her study, completing college courses was an study, completing college courses was an attempt ‘to escape’ (Skeggs, 1997: 76) the attempt ‘to escape’ (Skeggs, 1997: 76) the working class predicament and its working class predicament and its association with ‘low level skills’ association with ‘low level skills’ (Walkerdine, 1993: 165). This desire to (Walkerdine, 1993: 165). This desire to escape working class roots was particularly escape working class roots was particularly poignant in this case study. Hannah has poignant in this case study. Hannah has always found University difficult and is always found University difficult and is unhappy with her degree course in primary unhappy with her degree course in primary school teaching. She has often stated that school teaching. She has often stated that she would rather be doing hairdressing but, she would rather be doing hairdressing but, when questioned, says that being a primary when questioned, says that being a primary school teacher is ‘better’.(…)school teacher is ‘better’.(…)

Paragraph StructureParagraph Structure

Theory (1 aspect)

&&

Application of theory= ANALYSIS

Paragraph ConclusionParagraph Conclusion

Linking sentenceLinking sentence which rounds off which rounds off paragraph: it paragraph: it summarizes/evaluates, closes summarizes/evaluates, closes unit of thought/clinches unit of thought/clinches observationobservation

Might usher in the next paragraphMight usher in the next paragraph

How does the author conclude the How does the author conclude the paragraph?paragraph?

Body Ideals before the 20Body Ideals before the 20thth century centuryNonetheless, it would be misleading to assume that these eras resembled our own. Gothic and mannerist nudes had not a bone or muscle showing; they were sweetly and fully fleshed. Women of the Romantic period may have wanted tiny waists, but they also wanted their shoulders, arms, calves, and bosoms ample, indicating an “amorous plenitude” (2). Indeed, thinness was considered ugly, a woman’s misfortune. (…) Nor did the Romantic lady equate slenderness with health and energy as we do today; health was not part of her aesthetic ideal. Rather, slenderness signified delicacy and fragility, the qualities she sought. (Seid, R, (1994, 5).

Summary of Lecture: Classic Summary of Lecture: Classic Structure of Analytical ParagraphStructure of Analytical Paragraph

Topic Sentence Topic Sentence (= often an assertion/opinion/judgement (= often an assertion/opinion/judgement

to be developed)to be developed)↓↓

DevelopmentDevelopment(Explanation, Definitions, Evidence, & (Explanation, Definitions, Evidence, &

CommentComment) ) ↓↓

Linking SentenceLinking Sentence

Classic Paragraph Classic Paragraph StructureStructure

P P → → EE→→ C C

Some Dos…Some Dos… Stick to ONE idea per paragraphStick to ONE idea per paragraph Make sure that you have a clear Make sure that you have a clear

topic statement – often an assertion topic statement – often an assertion about the themeabout the theme

Make it obvious as to how your Make it obvious as to how your paragraph relates to the title/ paragraph relates to the title/ advances the argumentadvances the argument

Use signposts. These show the Use signposts. These show the internal structure of the paragraph/ internal structure of the paragraph/ to make sure each paragraph flows to make sure each paragraph flows into the next.into the next.

Some Don’tsSome Don’ts

Write paragraphs with less than 4 Write paragraphs with less than 4 sentencessentences

Wander off the pointWander off the point

Write a list of unsupported claims Write a list of unsupported claims on a topicon a topic

Examples of the Classic Examples of the Classic Structure of a ParagraphStructure of a Paragraph

As we have been at pains to point out, women As we have been at pains to point out, women are not simply helpless victims of forces are not simply helpless victims of forces beyond their control. (…) Women are beyond their control. (…) Women are organising to resist the undermining of labour organising to resist the undermining of labour rights, to fight for better working conditions rights, to fight for better working conditions and, in so doing, draw attention to the and, in so doing, draw attention to the problems they face as both paid and unpaid problems they face as both paid and unpaid workers. Through political struggle, women workers. Through political struggle, women can and do play a role in resisting dominant can and do play a role in resisting dominant power relations and bringing about change power relations and bringing about change (…). (…).

Steans J. and Pettiford, L (2001) Steans J. and Pettiford, L (2001) International International Relations: Perspectives and ThemesRelations: Perspectives and Themes, p.168, p.168

Final Task: Paragraph Analysis

Capital punishment is not a deterrent to Capital punishment is not a deterrent to crime. Statistics show that in states with crime. Statistics show that in states with capital punishment, murder rates are the capital punishment, murder rates are the same or almost the same as in states same or almost the same as in states without capital punishment. It is also true without capital punishment. It is also true that it is more expensive to put a person that it is more expensive to put a person on death row than in life imprisonment on death row than in life imprisonment because of the costs of maximum because of the costs of maximum security. Unfortunately,capital security. Unfortunately,capital punishment has been used unjustly. punishment has been used unjustly. Statistics show that every execution is of Statistics show that every execution is of a man and that nine out of ten are black. a man and that nine out of ten are black. So capital punishment is also subject to So capital punishment is also subject to prejudice.prejudice.

EndEnd

Task 2Task 2

Analyse the following paragraphs Analyse the following paragraphs written for an essay inviting students written for an essay inviting students to analyse to analyse Henrik Ibsen’s A Doll’s House.

Which of the paragraphs (if any) has a Which of the paragraphs (if any) has a clear topic statement?clear topic statement?

Which do you find the most analytical Which do you find the most analytical (ie presets a way of thinking about a (ie presets a way of thinking about a topic, rather than just the story)?topic, rather than just the story)?

Descriptive vs Analytical paragraphsDescriptive vs Analytical paragraphs When her old friend Kristine turns up unexpectedly in the city

looking for a job, Nora confides in her that she has borrowed money illegally to save her husband’s life and that he does not know about it; when the moneylender starts to blackmail Nora, Kristine tries to save her, but ends up getting engaged to the moneylender and letting him denounce Nora to her husband. Nora is shocked when her husband reacts badly to this revelation about herpast actions, and she leaves him and her children to return to her hometown.

Kristine comes to the city to work and finds instead a family to

devote herself to; Nora leaves her family in the city and returns to the country to work so that she may learn to understand a world she finds she has misinterpreted. (…)

Only when her husband fails her does Nora discover what Kristine has known all along: that there are not one but two systems of values in her world, and that the feminine belief in love and self-sacrifice is at odds with the masculine emphasis on work and punishment. (…)

From: http://www.engl.mq.edu.au/pdfs/EssayGuide.pdf

Commentary on Ibsen Commentary on Ibsen paragraphsparagraphs ‘The first version offers unorganised

information about the story; the second conveys the same information in organised form, preparing the way for commentary; the third both organises information and offers critical commentary on its significance. The first example should be avoided; either the second or the third could be of use in an

essay’. http://www.engl.mq.edu.au/pdfs/EssayGuide.pdf

My own view is that the third paragraph is the most exciting/analytical as it opens with a clear opinion that would be developed in the rest of the paragraph. It gets straight to the point with no messing. (- Ed).

Remember…Remember… Writing is a Writing is a ProcessProcess

However, the information I present However, the information I present herehere deals with the deals with the finalfinal product. So: product. So:

Don’t panic! You probably won’tDon’t panic! You probably won’t produce clear paragraphs produce clear paragraphs immediately. The trick is to:immediately. The trick is to:

Keep playing! Keep tinkering! Keep Keep playing! Keep tinkering! Keep asking your editing questions and asking your editing questions and you’ll get there…you’ll get there…

Final TaskFinal Task

Think of a theme you will be Think of a theme you will be addressing in your next essay.addressing in your next essay.

Tell your partner what the theme Tell your partner what the theme is.is.

Tell your partner what you think Tell your partner what you think about this theme.about this theme.

Further ReadingFurther Reading

For a quick summary of For a quick summary of paragraphing (it’ll take you a paragraphing (it’ll take you a minute to read!) consult the minute to read!) consult the OWL OWL at Purdue University (1995-2003) at:

http://owl.english.purdue.edu/handouts/general/gl_pgrph2.html and

http://owl.english.purdue.edu/owl/resource/606/01/

Further ReadingFurther Reading For exercises on paragraph components:For exercises on paragraph components:

http://dissc.tees.ac.uk/Writing/http://dissc.tees.ac.uk/Writing/paragraphs/Contents.htmparagraphs/Contents.htm

http://www.uefap.co.uk/writing/parag/pahttp://www.uefap.co.uk/writing/parag/parag.htmrag.htm

This site tells you about all the different This site tells you about all the different types of paragraphs there are:types of paragraphs there are:

http://web.uvic.ca/wguide/Pages/http://web.uvic.ca/wguide/Pages/paragraphsTOC.htmlparagraphsTOC.html

SeminarSeminar..

TaskTask

Reflect on the lecture and answer the Reflect on the lecture and answer the question:question:

What can you do if you get the What can you do if you get the following tutor comment? following tutor comment?

‘‘Your comments mostly take the Your comments mostly take the form of brief, general assertions form of brief, general assertions as you pass rapidly from one point as you pass rapidly from one point to the next’to the next’

Possible Solution:Possible Solution: Look at your Paragraphing. Look at your Paragraphing.

Don’t write 1 sentence paragraphs.Don’t write 1 sentence paragraphs.

The point of a paragraph is to develop a point.The point of a paragraph is to develop a point.

One sentence can make a point.One sentence can make a point.

It cannot develop one.It cannot develop one.

Develop your points with e.g. : examples, Develop your points with e.g. : examples, paraphrase,paraphrase,

Your comments, statistics, quotations (use the latter Your comments, statistics, quotations (use the latter sparingly unless specifically required).sparingly unless specifically required).

Finding topic Finding topic statements.statements.

Look at paragraphs 1-4 in Barbara Look at paragraphs 1-4 in Barbara Ehrenreich’s presentation on ‘Ehrenreich’s presentation on ‘The The decline of patriarchy’ decline of patriarchy’ (beginning ‘I (beginning ‘I want to start with some illustrations want to start with some illustrations of what I mean…’ and ending ‘no of what I mean…’ and ending ‘no special comment was made by that’. special comment was made by that’. In On a piece of paper sum up the In On a piece of paper sum up the topic of each paragraph in about 3-4 topic of each paragraph in about 3-4 words each time.words each time.

Write a topic sentence for Write a topic sentence for the following paragraph:the following paragraph:

_______________________ . In 1851 their average _______________________ . In 1851 their average size was 4.7, roughly the same as it had been in size was 4.7, roughly the same as it had been in the seventeenth century, but the 1½ million the seventeenth century, but the 1½ million couples who married during the 1860s, which the couples who married during the 1860s, which the historian G. M. Young described as the best historian G. M. Young described as the best decade in English history to have been brought up decade in English history to have been brought up in, raised the figure to 6.2. Only one out of eight in, raised the figure to 6.2. Only one out of eight families had one or two children, while one in six families had one or two children, while one in six had ten or more, so that the counsel 'little had ten or more, so that the counsel 'little children should be seen and not heard' was children should be seen and not heard' was prudent rather than simply authoritarian advice. prudent rather than simply authoritarian advice. (Asa Briggs, (1983). (Asa Briggs, (1983). A social history of England, A social history of England, p. p. 244) 244)

Possible answer?Possible answer?

‘‘In general, Victorian families In general, Victorian families were very large’.were very large’.

Exercises from:Exercises from:

http://www.uefap.co.uk/writing/http://www.uefap.co.uk/writing/parag/parag.htmparag/parag.htm

Here are 2 topic sentences. How Here are 2 topic sentences. How might you develop them? Make up might you develop them? Make up some evidence which might fit.some evidence which might fit.

As we have been at pains to point out, As we have been at pains to point out, women are not simply helpless victims women are not simply helpless victims of forces beyond their control.of forces beyond their control.

(Steans and Pettiford 2001, (Steans and Pettiford 2001, 168).168).

The culture of slimming as we know it The culture of slimming as we know it is really a post-World War II is really a post-World War II phenomenon. phenomenon. (Fallon et al. 1994, 6).(Fallon et al. 1994, 6).

How did they develop How did they develop theirs..?theirs..?

As we have been at pains to point out, As we have been at pains to point out, women are not simply helpless victims of women are not simply helpless victims of forces beyond their control. (…) Women are forces beyond their control. (…) Women are organising to resist the undermining of labour organising to resist the undermining of labour rights, to fight for better working conditions rights, to fight for better working conditions and, in so doing, draw attention to the and, in so doing, draw attention to the problems they face as both paid and unpaid problems they face as both paid and unpaid workers. Through political struggle, women workers. Through political struggle, women can and do play a role in resisting domiant can and do play a role in resisting domiant power relations and bringing about change. power relations and bringing about change. (…)(…)

(Steans and Pettiford 2001, 168).(Steans and Pettiford 2001, 168).

Paragraph 3Paragraph 3, from S.Hall et.al. , from S.Hall et.al. The Study of Culture The Study of Culture (Unit 6) Open University Press, Milton Keynes (Unit 6) Open University Press, Milton Keynes 1977.1977.

(1) Ideology is yet another of those concepts (1) Ideology is yet another of those concepts developed and discussed within the social developed and discussed within the social sciences which defy simple definitions. (2) Rather sciences which defy simple definitions. (2) Rather than being a simple conceptual tool in the hands than being a simple conceptual tool in the hands of the sociologist or the political scientist, of the sociologist or the political scientist, ideology rather provides a focal point for a series ideology rather provides a focal point for a series of intellectual tensions and arguments. (3) In of intellectual tensions and arguments. (3) In public discussions, for example, the term public discussions, for example, the term 'ideology' is used in a fairly loose and 'ideology' is used in a fairly loose and unsystematic way. (4) When Keith Joseph calls unsystematic way. (4) When Keith Joseph calls another politician's speeches 'ideological', the another politician's speeches 'ideological', the implication would be that the politician was implication would be that the politician was wrong, that he presented an inaccurate view of wrong, that he presented an inaccurate view of reality. (5) This pejorative use of the term reality. (5) This pejorative use of the term 'ideology' to mean a distorted view of reality is 'ideology' to mean a distorted view of reality is used by people at both ends of the political used by people at both ends of the political spectrum to discredit the opposing view. spectrum to discredit the opposing view.

Paragraphs: SummaryParagraphs: Summary

a.a. Soap operas use diegetic sound in order to Soap operas use diegetic sound in order to help establish a sense of realism.help establish a sense of realism.

b.b. For example, the cafe in EastEnders often For example, the cafe in EastEnders often has a radio playing in the background playing has a radio playing in the background playing up-to-date tracks.up-to-date tracks.

c.c. To generate realism, soaps use diegetic To generate realism, soaps use diegetic music consistent with our contemporary music consistent with our contemporary experience.experience.

d.d. We have to suspend our disbelief less when We have to suspend our disbelief less when soap chronology and soap characters’ listening soap chronology and soap characters’ listening experiences are parallel with our own.experiences are parallel with our own.

http://www.longroadmedia.com/essaywritingskills.htmlhttp://www.longroadmedia.com/essaywritingskills.html