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THE WRITING FILE: What is a paragraph?
In writing, English is divided into paragraphs in order to help the reader distinguish one
main idea and its development from other main ideas and their development. The
paragraph is, therefore, the building block of all academic-type composition. The most
important things to remember about the paragraph are the following:
1. A paragraph is a group of sentences which ALL develop one central idea.
2. This central idea is usually found in the topic sentence in EACH paragraph except the
introduction and conclusion.
3. Every sentence in the paragraph must help the development of the topic sentence.
The first sentence of a paragraph (not the first) is always indented so that the reader is
informed that a different idea is about to be developed. In this way, the three central
paragraphs of hand-written composition should look something like this:
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Composition topic and the topic sentence
The typical academic-type composition consists of an introductory paragraph, three
paragraphs of idea development, and a final, concluding paragraph. As they require a
somewhat different structure than the three other paragraphs, we will look in more detail at
the introductory and concluding paragraphs later. We are concerned here ONLY with the
structure of the three biggest, or central, paragraphs (i.e., between the introductory and
concluding paragraphs).
The first sentence in each of these paragraphs is usually called the topic sentence. It is
possible to put the topic sentence in other places in the paragraph for rhetorical effect. It is
even possible to omit the topic sentence as long as the main idea is strongly implied.
However, when you write, particularly at the early stages of EFL academic composition
writing, you should provide a topic sentence at the beginning of the paragraph as the
clearest way of organising your paragraph for the reader.
A topic sentence is used by the reader to discover the main idea of the paragraph.
This main idea will be something closely connected with the topic of the composition. The
job of a topic sentence, therefore, is to make a statement about the topic which limits that
topic to a certain extent.
For example, think about a topic such as “Gymnastics”. There are so many things you
could talk about on that topic that it would be impossible to put it all into one paragraph. In
other words, you need to limit your topic to the most important or relevant things you want
or need to say. How do you limit the topic in the topic sentence?
Topic
Words which limit the topic
Gymnastics
is a sport which is often practised in Spain.
Limiter =
(Place)
Gymnastics
has become particularly popular since the Barcelona Olympics.
Limiter =
(Period of Time)
Gymnastics
requires tremendous strength on the part of the participants.
Limiter =
(Quality)
Gymnastics and Athletics
both require great determination and long hours of training.
Limiter =
(Similarities)
Gymnastics
is more dangerous than Athletics.
Limiter =
(Differences)
Gymnastics
consists of a large number of different activities.
Limiter =
(Listing)
Gymnastics
has particularly attracted young girls, who have flocked to gymnasiums to train.
Limiter =
(Effect)
Gymnastics
can be rather dangerous for a number of reasons.
Limiter =
(Causes or Reasons)
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Look at the following topic sentences and write under each element which of the limiters
(e.g., place, quality, time, etc.,) is being used. Notice that a topic sentence can also make
use of more than one limiting aspect:
e.g., Gymnastics has become more and more popular in Spain in the last ten years.
(Quality)
(Place)
(Time)
1. There are three kinds of officers in the British army.
2. Living in the city is more convenient than living in the country for a number of reasons.
3. Listening to classical music on a cassette tape and on a CD is very similar.
4. Chess requires its players to maintain intense concentration for several hours.
5. Being a fashion designer means working long hours.
6. There has been a great change in the way people view the policeman’s job over the last
ten years.
7. The Olympic Games always subsequently creates a renewed interest in sport.
8. Playing team games helps children to learn how to work together.
9. “Tapas” are a particularly part of the social tradition in Granada.
10. There are several reasons why learning English is a time-consuming activity.
THE WRITING FILE: Planning paragraphs
Before you actually begin to write a paragraph, it is usually a good idea to plan what you
want to say about the topic by asking yourself the sort of questions which the limiters ask.
Let’s take the topic “Gymnastics”, for example:
Where do people practise Gymnastics? - In Asia. In Europe. In Africa. In the USA.
When is Gymnastics practised? Olympics; National Games; World Championships
How can Gymnastics be described? elegant; strenuous; dangerous; popular;
different equipment; rules; points system
Is Gymnastics similar to other sports? ballet; dancing; body-building; athletics
Is Gymnastics different from these sports? Yes, in various ways.
How many people can participate? Depends on the aspect of Gymnastics - examples?
What are the effects of practising Gymnastics? Body-building; strength and fitness;
negative effects (e.g., on young girls?)
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Why do people practise Gymnastics? Fun; fitness and health; team sports; emulating stars TV;
want to participate in Olympics.
You would not and could not include ALL these aspects in your one paragraph. You will
have to decide on the limiters that most interest you, that best respond to the subject at
hand, and that you think are easiest to develop in one paragraph - that is, that you can say
something interesting about them. For example, you probably would not want to develop
how far gymnastics is different from other sports - the subject is very wide and it would be
difficult to justify comparing it to only one or two other sports. On the other hand, a) “How
can Gymnastics be described?” looks more promising, as does b)“What are the effects of
practising Gymnastics?”. We could form the following topic sentences to present each
paragraph:
a) “Gymnastics is both an elegant and a dangerous sport”:
the rest of the paragraph will support this sentence by looking in more detail at what is elegant and
what is dangerous in gymnastics.
b) “Scientific research has shown that there can be positive and negative effects on people
who practise gymnastics”: The rest of the paragraph will enumerate and detail what these
effects are.
1. Make a list of all the possible answers you can think of to the following questions about
a famous leader with whom you are familiar. Then select three different questions and
form a topic sentence for each which adequately introduces us to what you are going to say
in the rest of the paragraph.
Where did he/she work, live, and die?
When did he/she live?
What kind of person was he/she? What did he/she look like? His/her character?
Was he/she similar to other world leaders? How?
Was he/she different from other world leaders? How?
What were the effects of his/her work?
Why is he/she well-known?
2. Form questions about the following topics. As they stand, all the topics are too general
to write about in one paragraph. Once again, when you have finished the questions, answer
them and select TWO which look ample enough to develop in paragraphs. Finally, write
the topic sentence to introduce each of the two paragraphs adequately. Remember, you can
use more than one limiting question in the topic sentence if you wish, but this means that
you must develop all these in the rest of the paragraph.
e.g., Topic: Traditional cooking.
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Where do people cook? (place); When has traditional cooking been popular (time); Why
do people cook? (cause/reason)
“There are a number of reasons why traditional cooking has become popular in Spain recently.
(cause)
(place) (time)
Now you try:
“Tapa” bars.
Old people’s problems.
University education.
Studying English.
Smoking.
Going to the cinema.
THE WRITING FILE: Making the paragraph unified
We have talked before about the fact that a paragraph in an academic-type essay consists
of ONE topic sentence - which gives the main idea of the paragraph to be developed followed by a number of support sentences, which contribute the necessary details to
support the main idea of the paragraph. Just how to formulate these support sentences we
will see in the next two units. Now it is sufficient for you to understand that all the
sentences in one paragraph must be related to the topic sentence in some form.
You might visualise the arrangement like this:
TOPIC SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE and so on (up to maximum of seven or eight support
sentences).
It is also possible to keep this pattern and, at the same time, vary your style by writing
some sentences which may be directly related to the preceding support sentence (that is,
they provide examples, details, or further explanation):
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TOPIC SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE
SUPPORT SENTENCE and so on..
All this refers to paragraph unity. If a paragraph is presented in the above form, that is to
say it has a main idea clearly presented in the topic sentence, and all the support sentences
help us better to understand the main idea - then the paragraph is said to be unified. If the
paragraph does not do this, it does NOT have unity. Look at this paragraph from a
composition whose topic was “The best way to learn a foreign language”:
I advise my students to take advantage of any trips to English-speaking countries for
two reasons. One of the problems of learning languages is finding the time to study. For many
younger students, who have a full timetable at school or university, there is very little opportunity
for sitting down and reading or listening to the language. Yet it is really impossible to improve
your language unless you practise it regularly. One of the best ways I have found of practising a
foreign language is having regular conversation classes with a native speaker. He speaks Spanish
to me, and I reply in English. That way, we both learn something.
In this paragraph, notice that the topic sentence promises a main idea in the paragraph
which will give more details about “two reasons” for taking advantage of “trips to Englishspeaking countries”. So far, so good: the writer has chosen to answer the limiting question
about “causes or reasons” in the paragraph. However, did you notice that none of
the support sentences clearly talk about the two reasons? The reader never actually
finds out what they are. The support sentences are related to the topic - that’s true
- but NOT to the topic sentence of this paragraph. Thus, the paragraph has no unity.
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THE WRITING FILE: Basic ways of supporting the topic sentence
To be effective in expository writing, your paragraphs must include more than just general
statements and opinions. You need to support your idea expressed in the topic sentences so
that the reader gets a clear and convincing idea of what you mean. You will need to
provide enough supporting information for the main idea to be fully developed.
When you are speaking, you do this without really thinking, often by repeating yourself in
different words or by using gestures and facial expressions.
In writing, these aids are not available, so you must think and plan carefully what you are
going to write to ensure that your reader knows exactly what you mean and appreciates
how you are saying it. In this unit you will look at three of the most common ways in
which you can support and develop a topic sentence:
1. EXAMPLES
2. DETAILS
3. FACTS AND STATISTICS
USING EXAMPLES
Look at the following paragraph:
History provides some of the best and the worst examples of human nature in great
individuals. The French emperor Napoleon, for instance, was a man who gained the great
respect of his fellow Frenchmen although the defence of his beliefs cost that nation a lot of
young lives in the many Napoleonic wars. Mahatma Gandhi’s name quickly became
synonymous in India with the peaceful struggle for independence from the British. Perhaps
one of the most notorious examples is Adolf Hitler, whose desire to make Germany great
after the First World War took the rest of the world to its greatest disaster this century.
An example is a particular instance of something that explains or clarifies a more general
idea. Red is an example of a colour, Columbia is an example of a country, a lemon
is an example of a fruit, Napoleon a great individual, and so on. Because
examples are specific, they are often easier to understand than more general
ideas, and perhaps that is why they are so useful for the writer and his or her reader.
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Let us try and build up the paragraph pattern in diagrammatic form:
TOPIC SENTENCE = “History provides some of the best and the worst
examples of human nature in great individuals”.
Example: Napoleon Bonaparte
(famous for?)
Example: Mahatma Gandhi
(famous for?)
Example: Adolf Hitler
(famous for?)
Read the following paragraph and analyse it diagrammatically using the outline provided:
For a person to be admired by their own and subsequent generations of people, they
need to demonstrate considerable physical or intellectual abilities. Samson, for example,
was admired because of his great strength although this was used against him. Nelson, the
Royal Navy admiral, inspired his sailors to great victories against the French navy.
Similarly, recent history has brought us Einstein, a man of such extraordinary intellectual
ability that he was able to discover the theory of relativity. Whatever negative use may
have been made of this theory, its usefulness cannot be denied. In modern times,
Hollywood tends to provide most physical heroes: the most famous one is Rambo. Indeed,
the Rambo films were associated by President Reagan as examples of the ideal American
hero.
TOPIC SENTENCE:
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Exemplification language
To make exemplification clearer for the reader, you can indicate your examples using
introductory words and phrases. You do not need to use these phrases every time you
present an example. It is sufficient to give only one or two such signals. You might even
think that the paragraph is so obviously full of examples that no linguistic signals are
necessary.
When a writer chooses to signal the exemplification, it can appear either in the same topic
sentence or - more often - in the sentence which follows:
For a person to be admired by their own and subsequent generations of people,
they need to demonstrate considerable physical or intellectual abilities. A GOOD
EXAMPLE/ ILLUSTRATION OF THIS is...............
For a person to be admired by their own and subsequent generations of people,
they need to demonstrate considerable physical or intellectual abilities. THIS CAN BE
ILLUSTRATED BY.......................... OTHER EXAMPLES INCLUDE ......... .
You can also use sentence connectors for the same purpose:
For a person to be admired by their own and subsequent generations of people, they
need to demonstrate considerable physical or intellectual abilities. FOR EXAMPLE/FOR
INSTANCE,..............................
For a person to be admired by their own and subsequent generations of people, they
need to demonstrate considerable physical or intellectual abilities. Samson, FOR
EXAMPLE/FOR INSTANCE, ................
Finally, you can signal exemplification using phrases:
People SUCH AS/LIKE Samson ............. .
SUCH people AS Samson ........................... .
......................... . Samson IS SUCH A person.
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Supporting the topic sentence using details
A detail is a particular part or characteristic of a whole thing or a whole idea. Details are
frequently used in descriptions. Look at the following paragraph and then analyse it
diagrammatically using the base outline provided, writing notes for each sentence on the
diagram:
When you begin to work for a private company, you will normally have to
sign a contract. This will state clearly the number of hours you will be expected to
work per week or per month. These hours will include any time allowed for lunch
or tea breaks and will also indicate the normal starting and finishing time. The
contract also tells you how much you will earn per week or per month. However,
the amounts to be deducted for income tax and social security will not normally
appear here. Somewhere on the paper you sign there also will be information
about holidays you are entitled to. The basic contract would offer one week’s
holiday for every three months worked for the company. Furthermore, the fact that
these holidays are normally paid for by the company should also be clearly stated
in the contract.
TOPIC SENTENCE =
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Write paragraphs based on the following diagrams. Use the topic sentence which has been
given. Be careful: the details are given in note form so you will have to convert them into
grammatical sentences, modifying them as and when you wish.
A. TOPIC SENTENCE: A personal computer is basically quite a simple machine.
three basic parts (monitor, keyboard, computer unit)
monitor like simple television
before green, most in colour nowadays
keyboard (layout like typewriter; makes “click” when typing)
computer unit is the “brains” (operates whole system)
most important part is memory
more memory, more possibilities
B.
TOPIC SENTENCE:
any personal computer.
A
word
processing
program
is
a
must
on
Can type own letters and communications
professionally
Not necessary to know typing (better, quicker if
you can)
Basic advantage (corrects errors instantaneously)
Some programs as you type, others when document
is finished
With printer helps to produce professional-style results
Special graphics programs permit other illustrations
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Word processing programs help increase vocabulary and
language fluency (true?)
Certainly help you to write more than with pen.
C. TOPIC SENTENCE:
Most students know that having a good vocabulary is
important, but not every student knows how to build one.
Perfect method exists??? Motivation is essential.
Read regularly
Helps learning to see word in different contexts
2nd technique: using different context clues
develop habit rather than looking up in
dictionary
vocabulary study = problem solving =
makes learning more fun
3rd technique: Most traditional: memorisation
Different methods - many home-made
my favourite method?
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D. TOPIC SENTENCE: Students can forget up to 80% of a lecture, so lecturers
recommend learning a good note-taking method.
More efficiency = A-4 paper, wide margins, one-side only
Handwriting speed and legibility crucial
Speed important = may miss important points
otherwise
More time used up if difficult to read
Pen better than pencil for speed and legibility: ball pen preferred
Speed also aided by personal abbreviation system (common
words)
Not everything can be remembered = leave white spaces for
later follow-up
Using notes as basis for exam revision = use colours and
symbols later to highlight important content
e.g.,? Colours for main topics and subtopics
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E. TOPIC SENTENCE:. There are advantages and disadvantages of studying a
language in the country where it is spoken.
Most important: target language all around
Less conscious learning, “learn-as-you-speak”
Obliged to practice in everyday situations
Examples?
However: question of financing stay can be difficult
Often obliged to find job - difficulties?
Also native-speakers intolerant with slow speakers and understanding
May resent repetition, become impatient
Supporting the topic sentence using facts and statistics
A fact is something which can be verified objectively. A statistic is a numerical fact which
presents significant information to develop a particular subject. Read this paragraph
carefully, identify the FACTS and STATISTICS, and then analyse it diagrammatically
using the base outline provided:
The world has undergone a remarkable population growth over the last
three hundred years which still continues to rise. From about 1650 to 1850,
the population in the world doubled and reached a billion for the first time.
During the following eighty years it doubled once more, and by 1975, it had
doubled once again to a total of four billion. Scientists have estimated that,
at the beginning of the new millennium, the world population will have
exceeded six billion and possibly be closer to eight billion people unless
there is a dramatic decrease in birth rates or, on the other hand, a major
increase in death rates.
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TOPIC SENTENCE:
Read the following paragraph. Then draw and complete the diagrammatic analysis.
Statistics show that unemployment is again on the way down in Spain. During the first
five years of Socialist rule after the transition, the number of unemployed rose slightly in
Spain since many immigrants returned to the home land after the dictatorship. Then, for
most of the eighties, Spain experienced a boom in industrial development, which increased
the number of jobs available. The early nineties, until last year, saw a downturn in
employment, particularly in previously key areas such as services and construction. As a
result, Spain had nearly 25% unemployment at the end of 1995. With the onset of a
Conservative government, and the corresponding decrease in interest rates, things have
started to pick up again and the most recent unemployment figures show about a fifth of
the working population without jobs.
THE WRITING FILE: Developing paragraphs using enumeration
So far, you have seen how to limit your idea in a clear, concise topic sentence and then to
support it with examples, details, facts and statistics. The next thing to do is to see how to
arrange your supporting sentences logically and so help the reader to follow what you are
saying.
One of the commonest ways of doing this is with enumeration. In developing the
paragraph using enumeration, the writer starts with a “general class”, then continues to
break it down by listing some or all of its parts. Look at this paragraph and the diagram:
There are three kinds of savings account that can be opened in this bank. First, there
is the "weekly account". In this account you have to deposit a minimum of 100,000 pesetas
for at least two months; as long as you do not touch the money for this period of time, you
can earn 6 % interest on the total. Second, we have the "monthly account". You have to
put in a minimum of 300,000 pesetas for a minimum of two months, and you receive
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8% interest back. Finally, the "five-star account" gives you a fantastic 10% interest.
However, you must promise to save 100,000 pesetas every month for six months and leave
the money there for two years before removing the interest.
Topic sentence: “There are three kinds of savings account that can be opened in this bank”.
“Weekly account”
Details
“Monthly account”
Details
“Five-star account”
Details
Notice the use of the word “kinds” in the paragraph you have just seen. This word is an
“enumerator”, because it helps to show the reader exactly what is being listed. In our
paragraph it is “kinds of savings account”. Try to help the reader by putting these
enumerators in your topic sentences. This will also help you to organise your paragraphs
more clearly.
Apart from “kinds” or “types”, you might also enumerate something on the basis of:
classes
factors
categories
divisions
parts
characteristics
subdivisions
elements
In the model paragraph, you will see three linguistic signals of
enumeration “First...second....third”. There are two main groups of listing signals in
English - note the punctuation:
aspects
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GROUP 1
First,...............................................
Second, (or Next)
Third (or Next or Then).......
Last (or Finally).................
there are
we have............
we should consider
GROUP 2
The first (or One)
The second (or Another or The next)
The third (or Still another or The next)
The last (or The final)
kind
type, factor
class, etc.,
is/consists of
Notice, however, that GROUP 1 and GROUP 2 language require different sentence
structure. These are very simple, in that a full sentence must follow from Group 1, and in
Group 2, the signal and the enumerators are the SUBJECT of the sentence: e.g.,
GROUP 1: “ First, there is the weekly account”.
GROUP 2: “The first kind is/consists of bilingual dictionaries”.
Read the following paragraph. Draw the diagrammatic analysis of the paragraph. Then,
circle the enumerator in the topic sentence, and write a linguistic signal in the space for
each sentence that requires it.
The proposed new student grant system is divided into four main categories. Each category has a particular set
of requirements and corresponding amounts of money. ................ the “maximum grant” category. This category is
for those students whose parents earn less than the minimum wage per month. This wage is currently fixed at
49,000 pesetas. ............... the “high grant”. Into this category fall those students whose parents earn between this
minimum wage and 100,000 pesetas per month. .............. the “medium grant”. Students receive a small amount
of money from the government if their parents earn up to 200,000 pesetas per month. ............. “the minimum
grant”. Parents in this category will be earning higher wages of up to 500,000 pesetas per month. Students in this
category will only receive a small contribution towards buying books. Nevertheless, these students are also eligible
to apply for special local government subsidies to help pay for things like accommodation and laundry.
ORDER OF IMPORTANCE IN ENUMERATION
So far you have seen paragraphs which have been developed so that all the support
sentences are of equal importance. Thus, no savings account or student grant was intended
to be more important or better than another. In other words, it was a straightforward list. It
may be, however, that in your writing you do wish to indicate to the reader that one of the
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items in your list is more important, more interesting, more influential, and so on - and
therefore should receive more attention - than the others. There are two ways of indicating
this in the English paragraph: increasing or decreasing order.
In decreasing order, the writer lists the most important point first, then goes on to talk of
the other points. These are important, but not as important as the first one. You will not be
surprised to hear that there are linguistic signals to be used to indicate such order!
GROUP 3
most essential
most important
The primary
largest
best
chief, etc.
kind
reason ................................. is .............
characteristic, etc.
Increasing order is exactly the opposite. You list the less important points first, saving the
most important for last; the idea here is to keep the reader interested since the paragraph
would now have the structure of building up to a climax. The linguistic signals are really
the same as for decreasing order although some extra emphasis can be provided
in the final idea, for example, using “Finally - and most importantly/obviously/
clearly - there is.....”.
1. Read each of the following paragraphs carefully. Then decide whether the writer is
presenting equal, increasing or decreasing order in the enumeration. Then, underline all the
enumerators AND any linguistic listing signals you can find. Finally, draw the
diagrammatic analysis of the paragraph. Use the numbers if you want to save time.
1.Three of the richest cities in the world are located in the United States. 2. Of these,
Los Angeles is by far the richest of the three. 3. Much of the money in this city is generated
by the large number of casinos all over the city. 4.Of course, the film industry in
Hollywood generates many millions for the city each year, too. 5. Next comes New York,
which generated nearly 17 billion dollars in six months alone last year. 6. New York is the
centre of the business sector in the States and Wall Street - to a certain extent - decides
much of the future of business on a world-wide scale. 7. Finally, there is San Francisco. 8.
Although this city does not have the kind of business infrastructure which has made the
other two so great, it is one of the biggest centres of consumer spending in the country.
a.
b. 1. Hospitals now use three types of medical thermometer. 2. The “oral
thermometer” is the one most people would be familiar with. 3. Consisting
of a glass tube with mercury inside, this type of thermometer is inserted
in the mouth (or, less often, under the armpit), and the temperature read.
4. One of the disadvantages here is that the reading is less accurate than
other types and takes some time to be obtained. 5. Second, there is the
“digital body thermometer”, which operates with a more modern system:
the temperature is read from a digital, LCD layout. 6. This is more rapid
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3. Write out a plan and then two paragraphs (one comparing and the other contrasting) on
the following topic: The similarities and differences between you and another member of your
family.
THE WRITING FILE: Writing Introductions and Conclusions
So far you have been working on the “meat” of the composition - the three main
paragraphs. Now let’s have a look at the first and final paragraphs: the introduction and
conclusion respectively.
In the introduction the reader is given certain background information. The way you are
going to “attack” the composition - your controlling idea - is to be given early on in this
paragraph, and at the end of the paragraph you will introduce the reader to the key words
which represent the main ideas of each paragraph.
In the conclusion you will tie together all of the ideas expressed in the three main
paragraphs of the composition. The conclusion might well finish with a sentence which
restates the topic in a different way and, in a sense, looks forward to another composition,
but with a different controlling idea.
Here is the introduction to the composition on pollution, one of whose paragraphs you
have been working on so far:
Modern technology and industry has brought great progress to many areas of the world. However, much damage to
our planet is also being caused by the various kinds of pollution which are produced by these advances. Noise, air,
and visual pollution are three of the most dangerous effects of progress in modern times.
Notice first that this introductory paragraph is unlike any of those you have been working
with so far. It does NOT begin with a topic sentence; in fact, there is no topic sentence
which applies to only that paragraph. Rather, the paragraph is used gradually to focus on or
specify what is going to be discussed. The first sentence here introduces us (i.e., the reader)
immediately into the general idea of what modern technology and industry has brought us.
The second sentence is more specific and brings a contrast to this general idea, which also
begins to focus the reader on the point to be discussed in the composition, namely
pollution. The final sentence is the most specific of all since it limits the discussion of
kinds of pollution to only THREE: noise, air, and visual. This sentence announces in a
very clear and precise way what is to follow in the composition, namely one paragraph
about noise pollution, one about air pollution, and finally, one about visual pollution.
Can you see now which was the paragraph on page 127? We call this sentence the
controlling idea of the composition, since it tells us how the writer is going to
present the paragraphs.
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In a sense, the controlling idea is more powerful, and more general, than any topic
sentence to follow in the composition. This is understandable, since the controlling idea
controls not just one paragraph but the WHOLE composition.
A good introduction should: catch the reader’s interest; go from the general to the specific;
and be short and direct and - obviously - relevant to the topic.
A good introduction should NOT: address the reader in too informal a style; simply repeat
the title of the composition; be more general than the topic; give irrelevant information; or
promise more or less than you actually do in the rest of the composition.
As some tips, you might like to think about catching the reader’s attention with a short
anecdote or observation relevant to the topic: “How many times have you seen people
coughing in the street or their eyes watering on a smoggy day?”. A quotation is another
possibility: “‘Smoke gets in your eyes’ is the name of a very famous, and highly relevant,
song”. Or you might think about a particularly eye-catching statistic: “It has been
estimated that, by the year 2010, half the world’s trees will have been diseased by factory
fumes”.
Below you will see the topic for a composition and an introduction to the composition.
Each of the introductions is weak because it does not respond to what you have just read
about introductions. Improve them, using the suggestions above.
1. TOPIC: Planning a trip abroad
Have you ever taken a trip? I have. I usually find them exciting and
useful. Of course, if the trip is a long one, you will have to do a lot of careful
planning. If you do not, you will have a lot of problems. Sometimes the
planning is easy although sometimes it is difficult. In fact, leaving home was
one of the hardest things I had to do.
2. TOPIC: A Great Adventure
I choose topic 1. Let me begin by specifying my topic. I will write about a
trip I took abroad. I had never gone abroad before this trip, so it was my first
time. Travelling abroad presents many situations that are unique and
sometimes difficult, especially because the language and customs are often
very different.
3. TOPIC: What “home” means to me
Since the beginning of time, humans have huddled together in the warmth of
their family, first in prehistoric, and often beautifully-painted, caves, then in