TCC Writing Center: Writing Effective Paragraphs

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Writing Center

Writing Effective Paragraphs

Characteristics of an Effective Paragraph ? Direction: a strong topic sentence that states the main idea and sets the course of the

paragraph. It answers the question, "What is your point?" ? Unity: makes one main point and sticks to that point throughout the paragraph ? Coherence: ideas in the paragraph are logically connected and easy to follow ? Development: main idea is well supported with details, facts, examples, reasons, etc.

Characteristics of Effective Supporting Details ? Adequate: there must be enough supporting details ? Specific: supporting details should be specific as possible. Follow general statements with

specific statements. Use specific words. ? Relevant: supporting details are directly related to the main idea of the paragraph.

Making Details Specific Sentences with specific language are sentences with power. Strive to use forceful verbs and vivid phrases in your writing. As much as possible, make vague language more specific.

Examples Vague ? Eager shoppers entered the toy store when the popular toy came in. Specific ? Eager shoppers mobbed Toy World when the Avengers of Doom action figures came in.

Vague ? When my mother comes to visit, she brings all kinds of stuff with her. Specific ? When my mother comes to visit, she brings four suitcases, a shopping bag filled with homemade cookies, and her poodle, Pierre.

Vague ? When Martin looked in his refrigerator, he found there was not much to eat. Specific ? When Martin looked in his refrigerator, he found only a jar of pickles and two-weekold leftovers.

Vague ? Because Harold did not believe in banks, he kept his money in a safe place. Specific ? Because Harold did not believe in banks, he kept his money in a waterproof plastic pouch buried under a rock. Making Details Relevant The details should stick to the main point of the topic sentence. A list of possible supporting details follows each of the topic sentences below. In each group, circle the letter of the details

that are not relevant and, therefore, would interfere with the unity of the paragraph. (Answers given below.)

1. Some crimes go unreported because crime victims believe they are not worth reporting. a. petty theft b. kidnapping c. graffiti

2. Fear that they will do poorly in the classroom makes many adults hesitant to return to school. a. anxiety about taking tests b. fear of not understanding the ideas presented c. fear that their families will not accept their decision to return to school

3. One way that I try to keep in shape is through exercise. a. lift weights b. eat nutritious foods c. attend aerobic classes

4. Writing on a computer has helped me improve my papers. a. modern computer lab b. ease of revising on a computer c. spelling check

5. My neighbor's dog is an annoyance. a. "Heinz 57" mutt b. barks at night c. jumps fence and digs up my flowers.

6. Some restaurant customers make trivial complaints in the hope of getting a free meal. a. Some customers gripe when service is a bit slow. b. Many complain if they have to make a trip to the emergency room because of food poisoning. c. Other customers grumble if the coffee is not piping hot.

7. My neighbor's yard is an eyesore. a. In his front yard, he has an old Chevrolet up on blocks. b. At the side of his house is a beautiful old oak tree. c. Because he never mows his lawn, tall grass and weeds surround his house.

8. If I had to give up one modern convenience, I would get rid of my telephone. a. Getting rid of my phone would eliminate interruptions from salespeople. b. My telephone is a vital link to emergency services. c. Without a phone, I would waste less time chatting.

1. b, 2. c, 3. b, 4. a, 5. a, 6. b, 7. b, 8. b Making Paragraphs Coherent When moving from one idea or example to the next, avoid abrupt changes by using transitional expressions.

Transitional Expressions To Add In addition, furthermore, moreover, also, equally important, besides, too To Give Examples For example, for instance, thus, in other words, as an illustration, in particular To Show Emphasis Indeed, truly, again, to repeat, in fact To Show Chronological Order Then, afterward, next, subsequently, previously, meanwhile, immediately, soon, at length, yesterday, eventually, first, second, finally, during, still, thereafter, until To Compare Also, in the same way, likewise, similarly, in like manner To Contrast In contrast, however, on the other hand, on the contrary, conversely, but, although, and yet, but at the same time, despite, even so, for all that, in spite of, nevertheless, notwithstanding, regardless, though To Show Cause and Effect Accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, thus, to this end, with this object Steps in Composition ? p. 385ff

Example Paragraph Look at the paragraph and underline the transitional expressions. What is the purpose of each transitional expression?

The third week of a student's first year in college is often a dangerous one. Like the "sevenyear itch" that supposedly makes people give up on romantic relationships, the "three-week shock syndrome" sometimes signals the end of a student's academic career. After the excitement of the first week or two of classes begins to wear off, reality starts to set in. There is more than just the excitement of meeting new people and buying textbooks in a well-stocked bookstore. Those books, with their crisp pages and new smell, must be opened and read, marked and highlighted. The smiling professors who leaned on their lecterns and cracked jokes on the first day of class have turned into serious-faced people who talk faster than their students can write and whose lectures are sometimes boring. Worst of all is the work. Reading assignments, writing assignments, and computer lab assignments pile up, waiting to be completed. Who has time to remember it all, much less do it all? Students who make it past the third week of classes usually find that they can adjust, that they can keep up. But some, faced with the shock that college means work, never stay long enough to find out whether they can succeed or not.

Adapted from: Wordsmith: A Guide to Paragraphs and Short Essays by Pamela Arlov (Pearson Education, Inc., 2004) and Progressions with Reading by Barbara Fine Clouse (Pearson Education, Inc., 2002)

Copyright for this document is held y the Writing Center and Grammar Hotline of Tidewater Community College,

Virginia Beach Campus. It has been written, revised, and/or edited by staff paid to perform that work for the college;

therefore, the rights are retained by the college.

11/26/03

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