Organizing Paragraph

 1. Paragraph Function

Paragraph has different lenghts and different patterns because they have different functions. No list of uses can be complete, but in general, paragraph fullfill the following functions:

a. Introduce ideas (establish topic and thesis)

b. Develop ideas (make ideas subordinated)

c. List ideas (make ideas coordinated)

d. Related ideas between paragraphs (provide transitions)

e. Conclude ideas (summarize)

Each of these finctions has its own system of organization, although you must remember that there is great flexibility and overlap, so you must expect to see system used interchangeably or several systems used in one paragraph. If the outline of a paper is its skeleton, and then the introduction is the head, the conclusion the tails, and those paragraphs, which comprise the central part of any, papers the body.

2. Patterns of Paragraph Development

The body of a paper must conform to the patterns established in the thesis sentence or introduction. This means that the body follows an overall logic. However, within each unit of development, that is, within each paragraph, the logic and patterns may vary. A common way to discuss the logic paragraph is by method or technique of development. Remember that these are only a sampling of possible patterns and that many more are acceptable and likely.

a. Definition

A statement of the general category to which a term belongs and the unique characteristics or properties that separate it from others in that category.

b. Example

Specific illustrations often introduced by phrases like "for example", "for instance", "to illustrate"; the purpose is to describe some particular in order to make a general concept more concrete.

c. Division into Categories or Part

An analytical method that involves breaking something into parts in order to understand it more clearly; usually characterized by reference to am number of items; for example two main parts, five sections, three categories.

d. Comparison

A focus on the similarities between two-or more-things; what they share or have in common.

e. Contrast

A focus on the differences between two or more things; how they unlike, unshared qualities.

f. Methapor or Analogy

A Comparison of two dissimilar things; a metaphor calls attention to unexpected underlying similarities: it explains an unknown in terms of a known.

g. Time Sequence

Chronological order: the order in which events occur, one after the other as time progesses.

h. Proccess

A time order description, step by step, of how to do something or how something works; the focus is on an explanation of events, activities, or actions in the order in which they occur.

i. Cause and Effect

A statement of what happens and/or has why it happens.

j. Spatial.

A description of where things are located; placement in a locale

k. Facts

The U.S Audience expects the use of factual evidence in academic writing. Any piece of information that can be easily verified can serve as factual support. Included are numbers (percentages, number of miles, etc) and statistics as well as facts that can be found in books, and magazines.

l. Physical Description

Still another way to support a topic sentence is by using physical description, that is, words and phrases that appeal to the five sentences: sight, hearing, touch, and taste. Physical description support is often used to explain or describe controlling ideas in the topic sentence.

m. Personal experience

The final technique of support is personal experience. While personal experience is not often used in formal academic papers, it can serve as valueable support tool in paragraphs, particularly when an ESL student can connect personal experience about an academic topic from her/his own country. Sometimes a paragraph will contain a series of small personal experiences. Other times a paragraph will have a single extended personal experience to support the controlling ideas in the topic sentence.