Constructing Constructing Paragraphs Paragraphs

and and Using EvidenceUsing Evidence

Textbook-Style ParagraphTextbook-Style Paragraph

Topic sentence—general statement Topic sentence—general statement of the main point of the paragraph of the main point of the paragraph (analogous to the argument in an (analogous to the argument in an essay)essay)

Elaboration, discussion, evidence, Elaboration, discussion, evidence, examples, and so onexamples, and so on

Conclusion and transition to the next Conclusion and transition to the next paragraph paragraph

Support for ArgumentsSupport for Arguments One image for a good argument is a One image for a good argument is a

roof held up by columns or a table roof held up by columns or a table with legs. The roof is the general with legs. The roof is the general argument, and the columns are the argument, and the columns are the supporting reasons and supporting reasons and

evidence.evidence.

Providing CoherenceProviding Coherence Make sure the basic structure works. Make sure the basic structure works.

If the paragraph contains a major If the paragraph contains a major shift from one topic to the next, it shift from one topic to the next, it may need to be revised completely. may need to be revised completely. Sometimes sentences need to be Sometimes sentences need to be taken out. taken out.

Repeat some key words; don’t Repeat some key words; don’t overuse the thesaurus.overuse the thesaurus.

Providing Coherence (cont.)Providing Coherence (cont.) Be consistent with pronoun use and point of Be consistent with pronoun use and point of

view. Don’t shift from “I” to “you” to “they” view. Don’t shift from “I” to “you” to “they” for the same point of view.for the same point of view.

Don’t overuse “There are” and “It is” Don’t overuse “There are” and “It is” locutions.locutions.

Use active voice verbs. Use active voice verbs. Active: Maria threw the ball. Active: Maria threw the ball. Passive: The ball was thrown by Maria.Passive: The ball was thrown by Maria.

TransitionsTransitions Use transitional devices, such as Use transitional devices, such as

sentences which look back at preceding sentences which look back at preceding subjects and then announce a shift to subjects and then announce a shift to the next topic.the next topic.

Use signal words as transitions. Your Use signal words as transitions. Your text and many websites offer help with text and many websites offer help with this. this.

UNC’s Writing Center: UNC’s Writing Center: http://www.unc.edu/depts/wcweb/handohttp://www.unc.edu/depts/wcweb/handouts/transitions.htmluts/transitions.html

Background InformationBackground Information What you need to know:What you need to know:

In all U.S. states, the age at which people In all U.S. states, the age at which people can legally drink alcoholic beverages in can legally drink alcoholic beverages in public is twenty-one. In fact, the legal public is twenty-one. In fact, the legal drinking age is established by each state, drinking age is established by each state, but states gave in to financial pressure but states gave in to financial pressure from the federal government and set the from the federal government and set the age at 21 in the 1980s. However, there age at 21 in the 1980s. However, there are still varying state standards about are still varying state standards about what is permitted in the home.what is permitted in the home.

Introductory Paragraph: Introductory Paragraph: Argument EssayArgument Essay

Topic Sentence:Topic Sentence:

The state of Illinois should not lower the legal The state of Illinois should not lower the legal drinking age. Instead, more should be done to drinking age. Instead, more should be done to prevent teenagers from drinking, especially prevent teenagers from drinking, especially drinking to excess and then driving.drinking to excess and then driving.

Reasons Reasons Teenagers in particular can be injured Teenagers in particular can be injured

by drinking alcohol because their by drinking alcohol because their bodies and brains are still growing and bodies and brains are still growing and changing (National Institute on Drug changing (National Institute on Drug Abuse [NIDA]). In addition, teenagers Abuse [NIDA]). In addition, teenagers are especially vulnerable to peer are especially vulnerable to peer pressure and the influence of a culture pressure and the influence of a culture which presents getting drunk as a way which presents getting drunk as a way to have fun. So teenagers may find it to have fun. So teenagers may find it harder than adults to resist drinking to harder than adults to resist drinking to excess. excess.

Reasons (cont.)Reasons (cont.)Perhaps the most important reason for not Perhaps the most important reason for not allowing teenagers to drink legally involves allowing teenagers to drink legally involves their ability to drive legally at eighteen or their ability to drive legally at eighteen or younger. Young drivers are responsible for younger. Young drivers are responsible for many automobile accidents because they lack many automobile accidents because they lack mature judgment; scientific research shows mature judgment; scientific research shows that humans’ brains are still developing while that humans’ brains are still developing while they are in their twenties (NIDA). Thus, they are in their twenties (NIDA). Thus, allowing teenage drivers to drink alcohol allowing teenage drivers to drink alcohol legally would only increase the number of legally would only increase the number of accidents caused by these inexperienced, accidents caused by these inexperienced, easily distracted drivers. easily distracted drivers.

Works CitedWorks Cited

National Institute on Drug Abuse National Institute on Drug Abuse (NIDA). National Institute of Health. (NIDA). National Institute of Health. NIDA for Teens: The Sara Bellum NIDA for Teens: The Sara Bellum Blog. Blog. August 25, 2009August 25, 2009. . September September 10, 2009. Web. <http://teens.10, 2009. Web. <http://teens.

drugabuse.drugabuse. gov/blog/tag/gov/blog/tag/

brain-development/>brain-development/>

Supporting Facts and LogicSupporting Facts and Logic All of these assertions should be supported by All of these assertions should be supported by

specific information from credible sources and specific information from credible sources and research. “Everybody knows” is not helpful. research. “Everybody knows” is not helpful.

Writers should not jump to conclusions, Writers should not jump to conclusions, engage in hasty generalizations, or engage in hasty generalizations, or stereotype. In other words, do not assume stereotype. In other words, do not assume that one instance or example proves all that one instance or example proves all members of a group are the same. That one members of a group are the same. That one example may not be typical or representative example may not be typical or representative of the entire group . of the entire group .

Personal Experience as a Personal Experience as a SourceSource

Use personal experience and examples but ALWAYS Use personal experience and examples but ALWAYS be aware that you should not carry that thinking be aware that you should not carry that thinking out too far. Remember you want to present out too far. Remember you want to present yourself as a reasonable person. yourself as a reasonable person.

Conclusion: One example may certainly prove Conclusion: One example may certainly prove something but it does not prove everything!something but it does not prove everything!

Always allow for exceptions and different Always allow for exceptions and different circumstances. circumstances.