Paragraph A: Our History Teacher
Mr. Brown is our teacher. He is in charge of our history lessons. His
lessons are so interesting that the students are all ears when he begins to
talk. Now and then, he tells us a story and asks us to think about it. He often
makes things easy for us to understand. He also likes to ask questions and he
gives every student a chance to answer his questions. If he is pleased with an
answer, he will nod his head and smile. If we get the answer, he encourages
us to think further until we get it right. Anyway, he never embarrasses any
one in front of the class. Mr. Brown is also a kind man. He often takes the
trouble to help the slower students. Although he is strict in class he is just
like a friend among us after class. This is why we say he is both our teacher
and friend.
Source from Fuxiang, W., Weijie, Z. & Xiaohua, W. (2001). Building up English
reading a. (pp. 125-134). Taiwan: Lighthouse Publishing Company.
Discourse Analysis of Paragraph A
A. Content Analysis of the Paragraph
1. Topic sentence: “Mr. Brown is our teacher.”
the initial of the paragraph.
The topic sentence is placed in
It gives us a general introduction of the paragraph.
The theme passed through the topic sentence aims to tell us the people their
history teacher, Mr. Brown.
2. Supporting sentences:
(a) From the supporting point of being a teacher: “Mr. Brown is our teacher.”
The sentence has one sub-supporting sentences.
(1)“He is in charge our history lessons.” And the sub-supporting sentence also
has six sub-sub-supporting sentences.
1
(i)
“His lessons are so interesting that the students are all ears when he
begins to talk.”
(ii) “Now and then, he tells us a story and asks us to think about it.”
(iii) “He often makes things easy for us to understand.”
(iv) “He likes to ask us questions and he gives every student a chance to
answer his questions.”
(v) “If he is pleased with an answer, he will nod his head and smile.”
(vi) “If we get the wrong answer, he encourage us to think further until we
get it right.”
The six sub-supporting sentences were written in detail to let readers
clearly know how the teacher is. He makes his lessons interesting and let
students easily learn from his lessons.
(b) From the supporting point of being a friend: “Although he is strict in class, he
is just like a friend among us after class.”
(1). “Anyway, he never embarrasses any one in front of the class.”
(2). “Mr. Brown is also a kind man.”
(3). “He often takes the trouble to help the slower students.”
The sub-supporting sentences (1), (2), (3) develop the supporting sentence (b)
by methods of examples and illustration. They describe the text in details.
For example, “He often takes the trouble to help the slower students” (b)-(3) is
more detailed and explanatory than ” he is just like a friend among us after
class”(b).
3. The organization of the paragraph: The ideas are developed by examples.
From those details of his treating his students, readers can know he is not only
a strict teacher but a warm friend.
. 4. From the points of coherence, cohesion and unity.
2
It meets the requirement
of a good composition. It has a consistency and rationality in the way the
information is organized.
transition is logical.
It is organized by examples. It has continuity, and the
The transitional words used are provided as the following:
now and then, anyway, and if.
It also has unity, for it ensures that every
information in the text is related to one another.
5. The text has a head, body, and conclusion. The author concludes “Although he
is strict in class, he is just like a friend among us after class.”
B. Analysis of the sentence structure of the paragraph
1. The Percentage of the Sentence Patterns of the Paragraph
Table 1: The Percentage of Sentence Patterns
Times for appearance
Percentage
Simple sentences
6
46%
Compound sentences
2
15%
Complex sentences
5
39%
Compound-complex sentences
0
0%
2. Analysis of the Sentence Structures
(a) Structures of the simple sentences: There are six simple sentences in the
text.
(1) Mr. Brown is our teacher.
S
(2) He is
S
V
V
SC
in charge of our history lessons.
prep Ph
O
3
(3) He often makes things easy
S
adv
V1
for us
O1 adj prep
to understand.
O2
infinitive V2
(4) Anyway, he never embarrasses anyone in front of the class.
Adv
S adv
(5) Mr. Brown is
S
V
also
O1
a kind
V adv
adv V1
O2
man.
SC
(6) He often takes the trouble to
S
prep Ph
O1
help the slower students.
infinitive V
O2
(b) Structures of the compound sentences: There five compound sentences in
the text.
(1)
獨立子句 1
對等連接詞
獨立子句 2
Now and then, he tells us
asks us to
think about it
and
Adv
S V1 O1
conj
a story
V2 O3 inf. V Ph
O4
O2
(2)
獨立子句 1
He also likes to ask
questions
S
adv V1
inf V
對等連接詞
and
獨立子句 2
he gives every student a chance
conj
S
V2
O2-1
O2-2
to answer his questions.
Inf V3
O3
O
(c). The structures of the complex sentences: There are five complex sentences
in the text.
(1)
副詞子句
If
he is pleased with
Conj S V adj
prep
an answer,
O
主要子句
he will nod his head and
S
V
O
conj
4
smile.
V
(2)
副詞子句
If
we get the answer,
conj S V
O
主要子句
he encourages us to think further until
S
V
O inf V adv conj
we get it right.
S V O adv
(3)
副詞子句
I Although he is strict
Conj
S V adj
主要子句
in class he is
just like a friend among us
prep Ph S
V adv adj
O
prep
O
after class.
Prep ph
(4)
主要子句
名詞子句
why we say he is both our teacher
NCl1
NCl2
and friend.
主要子句
名詞子句
that
the students are all ears
that conj S
V
adj
when he begins to talk.
Conj S
V
inf V
This is
S
V
(5)
His lessons
are so
interesting
S
V ad
adj
5
Implication in Teaching Descriptive Writing
There are six writing stages: Correct interpretation of topic,
brainstorming, organization, first draft and revision and editing.
They are
sometimes lumped into three stages, namely, pre-writing, drafting, and
post-writing. (Oladejo, 2002).
Take the paragraph for an example to teach writing.
A. Pre-writing:
For it is a descriptive text, it aims to communicate with
readers.
1. Enforce students’ schema for writing descriptive text by using “theoretical
background for composition analysis” (appendix A). And then students may
have better knowledge ready for writing descriptive paragraphs.
2. Take the paragraph adapted for example to explain the definition,
requirements and language features of a descriptive paragraph about
people, (as analyzed in the Appendix A) and then they have general
knowledge to write the type of text that describes people. Teach students
words, phrase, and sentence structures, conforming to language features
available in writing descriptive text for people. For example, the words
and phrases to describe people: interesting, in charge of, talk, tell a story,
ask, make, understand, answer, is, nod, smile, get, encourage, think, get,
embarrasses, kind, take, help, say. The total number of the words is twenty,
but there are almost verb words.
3. Let students have brainstorming about the topic, and jot down all the ideas
that come to students’ mind.
4. Evaluate the significance and relevance of ideas generated during
brainstorming and then rearrange the ideas.
6
B. Drafting:
1 Teach students the methods and approaches of organization, such as
examples discussed in the preceding part of organization analysis.
2 Develop each main idea into a paragraph.
3. Ensure that each paragraph has a topic sentence and supporting sentences.
They can place the topic sentence in the initial, middle or the end of the
paragraph. And the supporting sentences can support the topic sentences
in many ways, such as, by illustration, definition, figures, facts, and
examples.
4. Teach students write introduction, body, and conclusion in their writing.
Ensure cohesion, coherence, and unity of ideas as written in the
preceding. Be sure to teach them transitions like anyway, now and then
in the text to make their writing more fluent.
5. Teach students to express themselves in appropriate style and tone.
C. Post-writing: Teach students to read their writing again and again, and then to
revise their writings.
D. Order of Adjectives:
Predeter-
Article
miner
General Size Shape Age
Color Origin
Material Non- Noun
Adjective
mate
Number
rial
Pronoun
Most of
The
Pretty
Some
A
Beautiful
little big
fine
Antique white Chinese Rubber
Flow Toys
old
er
Mexican stone
vase
plant hous
ation es
7
E. Useful Vocabulary for Writing Descriptive Paragraphs About People
Table1: Adjectives for Describing People
People
Adjectives
1. appearance
attractive, elegant, handsome, skinny,
elegant, good-looking, stylish
2. personality
active, typical, charming, creative,
honest, humorous, lazy, modest,
optimistic, patient, quiet, sensitive
3. emotions and feelings
anxious, concerned, depressed,
embarrassed, happy, moody, pleased,
sad, satisfied, worried
4. abilities and attitudes
admirable, brilliant, capable, careless,
committed, competent, cruel, dedicated,
devoted, good-natured, kind-hearted,
uncaring, wise
F. Useful Adverbials for Descriptive Paragraphs
Table2: Adverbials
1. Time
afterward, ago, before, directly,
eventually, finally, initially, lately, since,
soon, subsequently, then, today
2. Frequency
almost, always, frequently, generally,
hardly, irregularly, normally, once,
ordinarily, regularly, scarcely
3. Degree
absolutely, almost, anyway, completely,
enough, entirely, gradually, hardly,
likely, particularly, possibly, surely,
4. Emotion state
Actively, astonishingly, badly, bitterly,
calmly, carefully, clearly, effectively
8
Implications of Teaching Descriptive paragraph
A. Cloze Writing
According to the phrase bank, fill in each question an appropriate answer.
Word Bank: Until, strict, kind, embarrass, anyway, encourage, smile, pleased,
interesting, slow, although.
1.She didn’t go to bed ________twelve o’clock.
2. That wasn’t my business,_________.
3. Many students are afraid of him. He is a ________ teacher.
4. Don’t ___________ her laziness by doing homework for her.
5. She welcomed him with a __________.
6. _______he was ill, he still worked hard.
7. I’m ______with myself.
8. My watch is two minutes ________.
9. He makes his class ______, so students learn more easily.
10. May seemed ________ by the question.
Answer:
1
2
3
4
5
6
7
8
9
10
9
According to the phrase bank, fill in each question an appropriate answer.
Word Bank: Until, strict, kind, embarrass, anyway, encourage, smile, pleased,
interesting, slow, although.
1.She didn’t go to bed ________twelve o’clock.
2. That wasn’t my business,_________.
3. Many students are afraid of him. He is a ________ teacher.
4. Don’t ___________ her laziness by doing homework for her.
5. She welcomed him with a __________.
6. _______he was ill, he still worked hard.
7. I’m ______with myself.
8. My watch is two minutes ________.
9. He makes his class ______, so students learn more easily.
10. May seemed ________ by the question.
Answer:
1. until
2. anyway
3. strict
4. encourage
5. smile
6. Although
7. pleased
8. slow
9. interesting
10. embarrassed
E. Phrase Drills
According to the phrase bank, fill in each question appropriate answers.
Phrase Bank: Be in charge of, be all ears, now and then, make something easy,
be pleased with something or somebody, take the trouble to do something, think
about.
1. Tell her about it, and you will_____ _______ ________.
2. Are you ________ _________your new house?
3. Tell me your ideas. I’m _______ _________.
4. _______ ___________ __________, my family go to the movies.
5. He is ______ __________ ________the Clothes Department.
1.
2.
3.
4.
10
5.
F. Sentence Drills
1. Guided Writing.
.Directions: Read and answer the following questions, using the lead words
provided.
1. What’s Mr. Brown in charge of?
Answer: He is _______________________________________________.
2. What chance does he give every student?
Answer: He gives every student _________________________________.
3. What will he do if the students get the answer wrong?
Answer: He will encourage _____________________________________
until ______________________________________________________.
2. Structural Practice.
Directions: Study the following basic structure and make new sentences
after the given example.
Structure 1: so….that
Your sentence:________________________________________________
Structure 2: make things easy for somebody to V
Your sentence: ________________________________________________
Structure 3: This is why +clause
Your sentence: ______________________________________________
Structure 4: If clause, clause.
Your sentence: ______________________________________________
11
Paragraph B: My Mother
My mother is a typical Chinese woman. To me, she means every Chinese
virtue. She gets up early, and does all the housework by herself. However, she does
not want me to help her. She only hopes that I pay attention to my school work.
12
Meanwhile, my mother is very frugal.
I don’t mean that she is very stingy.
She
is just careful in spending money. Yet, she can sometimes be very generous,
especially when helping the poor.
I am very proud of my mother.
Discourse Analysis of Paragraph B
一. Analysis of the Paragraph’s Content
1. Topic sentence: “My mother is a typical Chinese woman.”
sentence is placed at the initial the paragraph.
The topic
It gives us a general introduction
of the paragraph. The theme passed through the topic sentence aims to tell us the
characters of the author’s mother who is a typical Chinese mother.
2. Supporting sentences:
(a) She gets up early, sleeps late, and does all the housework by herself.
(b) She is just careful in spending money.
© Yet, she can sometimes be very generous, especially when helping the poor.
From those supporting sentences, we have clear ideas about the characters of the
author’s mother. She does all the housework, and
3. The organization of the paragraph: The author organize the paragraph by
examples, such as her indillegent, frugile and taking care of her children.
4. From the points of coherence, cohesion and unity.
It meets the requirement
of a good composition. It has a consistency and rationality in the way the
information is organized.
It is organized by examples. Seen from cohesion, it
has continuity, and the transition is logical.
The transitional words used are
provided as the following: however, meanwhile and yet.
It also has unity, for it
ensures that every information in the text is related to one another.
5. The text has a head, body, and conclusion.
The paragraph has a topic sentence
and it concludes “I am very proud of my mother.”
13
6. The adjectives used to describe characters as the following:
Typical, frugal, stingy, careful, generous and proud.
二 The Percentage of Sentence Patterns
Table 1: The Percentage of Sentence Patterns
Times for appearance
Simple sentences
6
Compound sentences
2
Complex sentences
3
Compound-complex
0
Percentage
sentences
三 Analysis of the Sentence Structures
1. Structures of the simple sentences: There are five simple sentences in the
paragraph.
(a) My mother
S
(b) To me,
is
a typical Chinese woman.
V
SC
she means
ADV ph S
(C) However,
ADV ph
every Chinese virtue.
V
SC
she does not
S
me to help her.
V
(d) Meanwhile, my mother is
ADV ph
want
S
O
very frugal.
V
SC
14
OC
(e) She is
S
just careful
V
(f) I am
S
in spending money.
SC
very proud of my mother.
V
SC
2. Structures of the compound sentences: There five compound sentences in
the text.
(1)
獨立子句 1
She gets up early,
S
V
ADV
對等連接詞
and
conj
獨立子句 2
does all the housework by herself.
V
O
ADV
(2)
獨立子句 1
He also likes to ask
questions
S
adv V1
inf V
對等連接詞
and
獨立子句 2
he gives every student a chance
conj
S
V2
O2-1
O2-2
to answer his questions.
Inf V3
O3
O
C. The structures of the complex sentences:
(1)
主要子句
副詞子句
Yet,
she can sometimes be especially when helping the poor.
ADV S
V
ADV
conj
V
O
very generous,
ADJ
(2)
主要子句
She
S
only
ADV
名詞子句
that I pay attention to my school
conj S
V
O
work
hopes
V
(3)
主要子句
I
don’t mean
that
15
名詞子句
she is very stingy
S
that conj S
V
V
adj
四 Implication in English Language Writing
A. Procedures of Teaching Writing Descriptive Paragraph
There are six writing stages: Correct interpretation of topic, brainstorming,
organization, first draft and revision and editing. They are sometimes lumped
into three stages, namely, pre-writing, drafting, and post-writing. (Oladejo,
2002).
Take the paragraph for an example to teach writing.
1. Pre-writing:
For it is a descriptive text, it aims to communicate with
readers.
(a). Enforce students’ schema for writing descriptive text by using “theoretical
background for composition analysis” (appendix A). And then students may
have better knowledge ready for writing descriptive paragraphs.
(b). Take the paragraph adapted for example to explain the definition,
requirements and language features of a descriptive paragraph about
people, (as analyzed in the preceding part of composition analysis) and then
they have general knowledge to write the type of text that describes people.
Teach students words, phrase, and sentence structures, conforming to
language features available in writing descriptive text for people. For
example, the words and phrases to describe people: interesting, in charge of,
talk, tell a story, ask, make, understand, answer, is, nod, smile, get,
encourage, think, get, embarrasses, kind, take, help, say. The total number
of the words is twenty, but there are almost verb words.
(c). Let students have brainstorming about the topic, and jot down all the ideas
that come to students’ mind.
16
(d). Evaluate the significance and relevance of ideas generated during
brainstorming and then rearrange the ideas.
2. Drafting:
(a) Teach students the methods and approaches of organization, contrast,
discussed in the preceding part of organization analysis.
(b) Develop each main idea into a paragraph.
© Ensure that each paragraph has a topic sentence and supporting sentences.
They can place the topic sentence in the initial, middle or the end of the
paragraph. And the supporting sentences can support the topic sentences
in many ways, such as, by illustration, definition, figures, facts, and
examples (discussed above).
F. Teach students how to organize paragraphs into a text. They could imitate the
text to organize the paragraphs by the method of contrast (as discussed above).
G. Teach students write introduction, body, and conclusion in their writing.
Ensure cohesion, coherence, and unity of ideas as written in the
preceding. Be sure to teach them transitions as the following table.
Teach students to express themselves in appropriate style and tone.
3. Post-writing: Teach students to read their writing again and again, and then to
revise their writings. There is a useful editing checklist to revise their writing.
(See Oladejo, 2002).
B. Cohesive Devices: The following items should be learned in the course of
writing program to make students’ writing more cohesive.
Table3: The Logical Connectors
Items
Connectors
17
1. Addition
Again, equally, in fact, further, moreover,,
and then, in addition to, what is more,
indeed
2. Comparison
Compared with, in the same way,
similarly, in comparison with, likewise
3. Contrast and concession
Besides, naturally, still, nevertheless,
whereas, however, while, in contrast, on
the contrary, yet, instead, on the other
hand
4. Enumeration
First, last, on top of, finally, next, in the
first place, more important, then
5. Exemplification
As, such as, for example, thus, for
instance, to show what, let us
6. Inference
If not, otherwise, then in that case, that
implies
7. Summary
In all, in short, on the whole, in brief, in
conclusion, to sum up
8. Time
After, before, since, afterwards, finally, so
far, at first, in the end, at last, meanwhile
Items
Connecters
9 Result
Accordingly, for that reason, then as a
result, hence, therefore, consequently, thus
10. Reformulation
In other words, that is, rather, to put it
more
11. Replacement
Again, still, the alternative is,
18
alternatively, on the other hand
12. Transition
As far as…is concerned, now, as for, to
turn to, incidentally, with reference to
B. Word Drill
Word Bank
According to the phrase bank, fill in each question an appropriate answer.
(1).
(2).
(3).
(4)
C. Phrase Drills
Phrase Bank
According to the phrase bank, fill in each question appropriate answers.
1. Tell her about it, and you will_____ _______ ________.
2. Are you ________ _________your new house?
3. Tell me your ideas. I’m _______ _________.
4. _______ ___________ __________, my family go to the movies.
5. He is ______ __________ ________the Clothes Department.
D. Sentence Drills
3. Guided Writing.
Directions: Read and answer the following questions, using the lead words
provided.
(a) What’s Mr. Brown in charge of?
19
Answer: He is _______________________________________________.
2. What chance does he give every student?
Answer: He gives every student _________________________________.
3. What will he do if the students get the answer wrong?
Answer: He will encourage _____________________________________
until ______________________________________________________.
2. Structural Practice.
Directions: Study the following basic structure and make new sentences
after the given example.
Structure 1: so….that
Your sentence:________________________________________________
Structure 2: make things easy for somebody to V
Your sentence: ________________________________________________
Structure 3: This is why +clause
Your sentence: ______________________________________________
Structure 4: If clause, clause.
Your sentence: ______________________________________________
20
Comparison Chart of Paragraph A and Paragraph B
Our History Teacher
My Mother
Point of view
He
He
Methods of Organization
Spatial order
Chronological order of
importance
Form
Examples
Examples
Style
Sensational
Sensational
What
A kind history teacher
A typical mother
When & where
Now in a campus
Now at home
How
How the teacher treats his
How the mother be a typical
students
woman
For low-intermediate
For low-intermediate
learners
learners but easier
Topic sentence
At the end
In the initial
Sentence structure
More simple sentences
More simple sentences
Words
More verb forms
More adjectives and
Who
transition words
What
About the teacher’s
About the mother’s
characters
characters
21
Guided Writing
My English Teacher
Word and Phrase Bank: although, happy, useful, interesting, open, in this way, goes
out her way, as well, a great deal of, I have known before, special, friendly, always,
remember
Complete the following paragraph by filling in the blanks with the
appropriate word or phrase from the above bank.
My English teacher is a very
She
(3)
(1) person.
to help each of us
care and thought into making her lessons
She is a very (8)
(2)
and (9)
(6)
(4)
, and
person, and is
questions about herself and her family. ,
she has many students,
.She puts
(7)
(10)
(11)
(5)
, enjoyable.
to answer our
we not only improve
our English, but we can learn about the differences and similarities of our cultures
(12)
(15)
. She is unlike any teacher
(13)
and I will
(14)
her.
Answer: (1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
My English Teacher
Word and Phrase Bank: although, happy, useful, interesting, open, in this way, goes
out her way, as well, a great deal of, I have known before, special, friendly, always,
22
remember.
Complete the following paragraph by filling in the blanks with the
appropriate word or phrase from the above bank.
My English teacher is a very
She
(3)
(1) person.
to help each of us
care and thought into making her lessons
She is a very (8)
(2)
and (9)
(6)
(4)
, and
person, and is
questions about herself and her family. ,
she has many students,
.She puts
(7)
, enjoyable.
(10)
(11)
(5)
to answer our
we not only improve
our English, but we can learn about the differences and similarities of our cultures
(12)
(15)
. She is unlike any teacher
(13)
and I will
(14)
her.
Answer: (1) special
(4) individually
(7) useful
(10) happy
(2) Although
(5) a great deal of
(8) open
(11) In this way
(13) I have known before (14) always
(3) goes out of her way
(6) interesting
(9) friendly
(12) as well
(15) remember
The Original Paragraph
My English Teacher
My English teacher is a very special person. Although she has many students,
23
she goes out of her way to help each of us individually. She puts a great deal of care
and thought into making her lessons interesting, useful, and enjoyable.
She is a very open and friendly person, and is happy to answer our questions about
herself and her family.
In this way, we not only improve our English, but we can
learn about the differences and similarities of our cultures as well. She is unlike any
teacher I have known before, and I will always remember her.
Free Writing
Describing People’s Character
A. Choose one person you know well.
The person can be a friend, relative,
neighbor, classmate, teacher, or anyone else you know very well. Write his/her
name on the line.
B. Write one adjective from the word bank that describes the person you chose.
Word Bank
Ambitious
dependable
hardworking
messy
quiet
shy
Artistic
energetic
helpful
neat
responsible
social
Boring
enthusiastic honest
Brave
friendly
jealous
organized sensitive
talkative
Competitive
funny
kind
patient
thrifty
Creative
generous
lazy
optimistic selfish
24
serious
studious
C.Write the topic sentence for a paragraph about the person.
Include both the
name of the person and the adjective you chose.
Example: My sister Amy is the most energetic person in my family.
D. Make a list of at least three examples that support your topic sentences
Examples:
1. She sleeps late but gets up early.
2. She rides her bicycle the whole morning.
3. She is the one we love to play with most.
Your supporting sentences
1.
2.
3.
E. Use your list as a guide to write a paragraph.
Appendix A
Theoretical Background of Composition Analysis
25
A. Descriptive Composition Analysis
1. Definition of Descriptive Composition: A descriptive composition is one in
which you are required to describe details of something, person, or place. Such
a description may focus on the physical qualities, or characteristics, as well as
internal features of what is being described.
2. Specific Requirements of a Descriptive Composition: Normally, a
descriptive essay should start with a general introduction t in which you present
an overview of what is to be described. Then it is narrowed down to one or
two specific features that make readers have more clear ideas of the object
described.
It should be also used to express your own views and attitudes
toward what you described.
3. Language Features:
One of the most common features of a descriptive
composition is the frequency of adjectives of description, such as large, small,
bright, radiant, colorful, and so on. Another feature is locative words and
phrases, such as, in the corner, next to close to near.
Finally, certain verb
forms, especially Be are also commonly used.
C. Paragraph Analysis
1. Definition of a paragraph: A paragraph is a group of sentences which discuss
only one main idea.
And every paragraph in a composition must have a topic
sentence.
2. The location of the topic sentence: It can be divided into three types: It is
could be placed initially in the paragraph, at the end of the paragraph, or in the
middle of the paragraph.
3. The requirements of a good topic sentence: A good topic sentence presents a
general statement, and it limits the scope of the paragraph.
4. The topic sentence’s important tasks: A good topic sentence also performs the
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important tasks: It establishes a contract between the reader and the writer, and
it captures the reader’s attention.
Once you have limited your topic sentence, your next step is to gather details
to develop your main idea.
Five most common approaches are used to
develop the paragraph.
5. Five most common approaches used to develop the paragraph:
(a) Developing the paragraph with examples: The noun and verb phrase
signals are often used to indicate that they are providing examples. The
common ones include: an example of; for example; such as; to exemplify
this, etc.
(b). Developing the paragraph by illustration: The common signals are used
including: To illustrate, As an illustration, This can be illustrated with, and
so on.
(c). Developing the paragraph by facts, figures and statistical information.
(d). Developing the paragraph by comparison and contrast:
Comparative
adjectives such as, more, less, faster, bigger than are commonly used.
(e). Developing the paragraph by definition or detailed description.
After developing main ideas into paragraphs, you must present the
information in a logical way.
6. The methods of organization: Chronological order, order of importance,
comparison, spatial order, order of familiarity and contrast are methods of
organization:
7. Three main qualities of a good composition: It should include three main
qualities, namely, coherence, cohesion, and unity.
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