8
Developing Your
Paragraph
Different Ways to Present
Your Ideas
In this course and other college classes, instructors will expect you to express
your ideas in logical patterns so that what you say or write is clear. There are
nine common patterns: narration, illustration, description, process analysis,
classification, definition, comparison and contrast, cause and effect, and argument. Understanding how to use these patterns will be helpful in many areas
of your life.
COLLEGE
Tests and papers require you to understand and use these
patterns.
WORK
E-mails, reports, memos, and oral and written communication with coworkers and bosses often follow these
patterns.
EVERYDAY LIFE
Whenever it is important that someone understand your
point in speech or writing, you have to use these patterns
well.
VOCABULARY
Underline any words in
this chapter that are new
to you.
IDEA JOURNAL
Write about a time when
someone did not understand what you meant.
The rest of this chapter contains the following elements related to each
of the nine common patterns of development:
■
■
■
The Four Basics of the pattern: A summary of the essential characteristics of the pattern.
An example for analysis: A paragraph written using the pattern,
showing the Four Basics. Following the paragraph are some questions
about its structure and content.
Guided Practice: Paragraphs with blanks. By completing the paragraph, you are using the Four Basics.
77
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GETTING OFF TO A GOOD START
78
Chapter 8 • Developing Your Paragraph
■
■
■
Guided Outlines: Outlines for paragraphs that you fill in. You are
given a topic sentence, and you provide the support and a concluding
sentence.
A writing assignment.
A checklist: A set of statements to help you evaluate the paragraph
you wrote for the assignment.
Narration
IDEA JOURNAL Make up
a good story about yourself.
Narration is telling a story of an event or experience and showing why it is
important through details about the experience.
Four Basics of Narration
1 It reveals something of importance (your main point).
2 It includes all of the major events of the story (support).
3 It gives details about the major events, bringing the event or experience
to life for your readers.
4 It presents the events using time order (according to when things
happened).
Read Aloud
Read all of the example paragraphs in this chapter aloud. The numbers and
colors in the following paragraph correspond to the Four Basics of Narration.
1 Winning the jackpot does not always bring happiness. A couple from
Newport, Kentucky, won more than $60 million in the Powerball lottery a few
years ago and imagined that they would live out their dreams. 2 One of the
first things that happened after they won was that they separated, ending
their long marriage. 3 Apparently, they had different dreams, and they could
not agree on how to live anymore. They had been happy together without
the money, but now they found that they could not get along. 2 Then, two
years after winning the jackpot, the man was found dead at home. 3 Since
winning, he had been arrested for drunk driving and not paying child sup4 Events in time order
port. His dream of moving to Australia never came about. 2 Meanwhile, the
woman quit her job and bought a big new house. A year after she moved in,
a body was found in the house, belonging to a man dead from a drug overdose. After that, she bought another house, where she lived for three years.
3 During that time, she lost contact with former friends and was involved in a
legal dispute. 2 Finally, five years from the time she and her former husband
won the lottery, she too was found dead in her home, where she had been
dead for several days. This couple’s experience should be a lesson to people
that money does not bring happiness.
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79
Narration
1.
Underline the topic sentence.
2.
What is important about the event/experience?
3.
What detail made the biggest impression on you? Why?
4.
Circle the transitions.
5.
Name one way that the paragraph could be better.
Guided Practice: Narration
By filling in the blanks as indicated, you are applying the Four Basics of
Narration in a paragraph. There are no right and wrong answers, so be as
creative as you like, and make the paragraph as vivid and interesting as you
can. Use your imagination.
TOPIC SENTENCE:
Chris and Eva did not believe that their new home
was haunted until they moved in and strange things began to happen.
FIRST EVENT:
On their first night in the house, a low moaning kept them
awake all night.
DETAILS ABOUT THE MOANING:
.
SECOND EVENT:
Then, on the second
night, Eva saw a shadowy form behind her as she brushed her teeth.
DETAILS ABOUT THE FORM THAT EVA SAW AND HOW SHE REACTED:
.
THIRD EVENT:
On the third night,
.
DETAILS ABOUT THE THIRD EVENT:
CONCLUDING SENTENCE:
By the end of the week,
.
TIP To complete this chapter,
Guided Outline: Narration
Fill in the following two outlines with events and details that support the
topic sentence. Try prewriting to get ideas, and arrange the events according to time order.
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you will need to know about prewriting (Chapter 5); writing the
main point (topic sentence), supporting that point, and planning/
outlining (Chapter 6); and using
transitions and revising (Chapter
7). For longer readings that follow the patterns described in
this chapter, see Part 8.
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Chapter 8 • Developing Your Paragraph
1.
When I was _______________ (fill in age), I learned
that _______________ (fill in a word) is important.
TOPIC SENTENCE:
FIRST EVENT:
DETAILS:
SECOND EVENT:
DETAILS:
THIRD EVENT:
DETAILS:
CONCLUDING SENTENCE:
From that time on, I
.
2.
TOPIC SENTENCE:
The ______ (funniest /saddest /most emotional/most
embarrassing /scariest) thing that I ever ______ (saw/experienced)
was ______ .
FIRST EVENT:
DETAILS:
SECOND EVENT:
DETAILS:
THIRD EVENT:
DETAILS:
CONCLUDING SENTENCE:
Whenever I remember that time, I think _______
.
Write a Narration Paragraph
Write a narration paragraph using one of the outlines that you developed,
one of the following topics, or a topic of your own. Then, complete the narration checklist that follows the list of topics.
■
■
Draw pictures to illustrate
your narration. Include one drawing for each of the major events.
■
■
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An experience or event that you
witnessed
An experience or event that you
will remember for a long time
A funny story about
yourself or another person
Something important
that is happening in your
town/city
■
■
The plot of a movie that you
liked
A time that you helped a friend
or family member in trouble
■
An unusual news story
■
A rumor that is going around
■
A story that is told in the lyrics
of a song you like
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Illustration
81
CHECKLIST
Evaluating your narration paragraph
■ My topic sentence states what is important about the event or experience.
■ I have included all the important events with details so that readers can
understand what happened.
■ The paragraph has all of the Four Basics of Narration (p. 78).
■ I have included transitions to move readers smoothly from one event to
the next.
■ I have reread the paragraph, making at least three improvements and
checking for grammar and spelling errors.
■ This is the best that I can do.
Illustration
Illustration uses examples to show, explain, or prove a point.
Four Basics of Illustration
IDEA JOURNAL What are
some examples of your favorite
clothing?
1 It has a main point to illustrate.
2 It gives specific examples to show, explain, or prove the point.
3 It gives details to support the examples.
4 It uses enough examples to get the point across.
The numbers and colors in the following paragraph correspond to the
Four Basics of Illustration.
1 Many e-mail warnings that people receive are urban legends—
stories that people think are true but really are not. The following three
warnings spread widely, and all are untrue. 2 One popular warning was about
poisonous bank ATM deposit envelopes. 3 The story claimed that a bank
customer died after licking an envelope that was coated with a deadly poison. It warned that customers should not lick ATM envelopes but rather
should moisten a cloth and use the cloth to wet the envelope. No one ever
actually died this way. 2 Another urban legend said that people in New Jersey were being mailed small packages marked “A Gift for You.” 3 Inside the
4 Enough examples to
make the writer’s point
package was a poisoned sponge that could kill anyone who touched it. 2 A
third urban legend was the burundanga drug warning. 3 The story claimed
that a woman was filling her car at a gas station when she accepted a business card from a man who claimed to be a house painter. As she drove away
from the station, she got dizzy and pulled over to the side of the road. The
dizziness was caused by the business card, which had been coated with the
drug burundanga, and the “housepainter” followed the woman and stole her
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Chapter 8 • Developing Your Paragraph
purse. There is a drug called burundanga, but it was never used in this way.
4 Enough examples to
make the writer’s point
Do not let every warning scare you: When you receive such warnings, you
can see if they are true by going to Urbanlegends.about.com.
1.
Underline the topic sentence.
2.
In your own words, what is the point the writer wants to make?
3.
Circle the transitions.
4.
What is another example the writer might give?
Guided Practice: Illustration
The paragraph that follows is an illustration, and by filling in the blanks as
indicated, you are applying the Four Basics of Illustration in a paragraph.
There are no right and wrong answers. What is important is writing good
examples and details about them.
TOPIC SENTENCE:
Most people know which of their habits are bad ones,
but that does not mean that they can break those bad habits.
PLE:
FIRST EXAM-
One common bad habit is
DETAILS ABOUT FIRST BAD HABIT:
.
Not only is
bad, it is also
_________________________________ .
is eating junk food.
SECOND EXAMPLE:
Another bad habit
DETAILS ABOUT SECOND EXAMPLE:
.
THIRD EXAMPLE:
One of the worst bad
habits that people have is
.
DETAILS ABOUT THIRD EXAMPLE:
________________________ .
CONCLUDING SENTENCE:
Of course, I
.
Guided Outline: Illustration
Fill in the two outlines with examples and details that support the topic
sentence. Try prewriting to get ideas.
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WRITING PARAGRAPHS
Illustration
1.
83
TOPIC SENTENCE: I am a good _____________________________________
(cook/friend/athlete /driver/worker/student . . . ).
FIRST EXAMPLE:
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
I am proud of
because
2.
TOPIC SENTENCE:
.
Today’s college students have many
_________________ (challenges/stresses /roles . . . ).
FIRST EXAMPLE:
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
Going to college is not easy, (and/but/so) ________
.
Write an Illustration Paragraph
Write an illustration paragraph on a separate sheet of paper, using one
of the outlines you developed, one of the following topics, or a topic of
your own. Then, complete the illustration checklist that follows the list
of topics.
■
Why you like a certain kind of
music
■
What makes a class good
■
Some things that annoy you
■
■
What you hope to get from a
college education
The benefits of something you
do regularly
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■
Examples of junk e-mail
■
Examples of bad television
■
■
■
Examples of deceptive
advertising
Examples of dreams you have
had that you remember
Examples of rude behavior
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Chapter 8 • Developing Your Paragraph
CHECKLIST
Evaluating your illustration paragraph
My topic sentence states my point.
I have several detailed examples that support my point.
The paragraph has all of the Four Basics of Illustration (p. 81).
I have included transitions to move readers smoothly from one example
to the next.
■ I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
■ This is the best that I can do.
■
■
■
■
Description
IDEA JOURNAL Describe
your room.
Description creates a strong impression of your topic: It shows how the
topic looks, sounds, smells, tastes, or feels.
Four Basics of Description
1 It creates a main impression — an overall effect or image — about the
topic.
2 It uses specific examples to create the impression.
3 It supports the examples with details that appeal to the senses — sight,
hearing, smell, taste, and touch.
4 It brings a person, place, or object to life for the readers.
The numbers and colors in the following paragraph correspond to the
Four Basics of Description.
1 Late at night, the ocean near my grandmother’s house always fills me
with wonder. 2 It is dark, lit only by the moon. 3 When the moon is full, the
light reflects off the water, bouncing up and shining on the waves as they start
to break. When the clouds cover the moon, the darkness is complete. The
world stands still and silent for a moment. 2 Then, I hear the waves 3 coming
4 Examples and
details bring the
subject to life
toward me, swelling, breaking, and bursting into surf that I cannot see. I hear
them gently go back, only to start again. 2 Gulls call in the distance. 3 During
the day, their call sounds raw, but at night it softens and sounds like a plea.
2 Now that I am in touch with my senses, I am hit with a smell of salt and
dampness that 3 seems to coat my lungs. 2 I stand completely still, just
experiencing the beach, as if I have become a part of the elements. The
experience always calms me and takes away the strains of everyday life.
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1.
What impression does the writer want to create?
2.
Underline the topic sentence.
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WRITING PARAGRAPHS
Description
3.
85
Underline the example that makes the strongest impression on you.
Why did you choose this example?
4.
Add another sensory detail to one of the examples.
5.
Try rewriting the topic sentence.
Guided Practice: Description
By filling in the blanks as indicated, you are applying the Four Basics of
Description in a paragraph. There are no right and wrong answers. What is
important is creating a strong impression on your reader by using vivid details. Use your imagination.
TOPIC SENTENCE:
The apartment that I saw this morning was so
that I
____________________________________________.
THE IMPRESSION:
FIRST EXAMPLE TO CREATE
As soon as we opened the front door,
_______________________________________________________________________.
DESCRIPTIVE DETAIL ABOUT FIRST EXAMPLE:
_______________________________________________________________________.
_________________________________.
SECOND EXAMPLE TO CREATE THE
IMPRESSION:
______________________________________________________________________.
DESCRIPTIVE DETAIL:
______________________________________________________________________.
THIRD EXAMPLE:
DESCRIPTIVE DETAIL:
______________________________________________________________________.
DESCRIPTIVE DETAIL:
______________________________________________________________________.
CONCLUDING SENTENCE:
After seeing this apartment, I
______________________________________________________________________.
_____________________________________.
Guided Outline: Description
Fill in the two outlines with examples and details that support the topic
sentence. Try prewriting to get ideas.
1.
TOPIC SENTENCE:
My room is
.
FIRST EXAMPLE:
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Chapter 8 • Developing Your Paragraph
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
Looking around my room, you can tell
.
2.
TOPIC SENTENCE:
The ____________ on this campus is
.
FIRST EXAMPLE:
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
Every time I am there, I think
.
Write a Description Paragraph
Write a description paragraph, using one of the outlines you developed, one
of the following topics, or a topic of your own. Then, complete the description checklist that follows the list of topics.
Draw a picture of what you
are describing.
■
A favorite food
■
A home of the future
■
A photograph
■
A scary person
■
Your dream house
■
■
A section of the college library
■
An alien being
■
A scene that makes you feel
threatened
A pet
CHECKLIST
Evaluating your description paragraph
■ My topic sentence includes the main impression that I want to create for
■
■
■
■
■
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readers.
I include examples that show the readers what I mean.
The paragraph has all of the Four Basics of Description (p. 84).
I have included transitions to move readers smoothly from one example
to the next.
I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
This is the best that I can do.
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87
Process Analysis
Process Analysis
Process analysis either explains how to do something (so that readers can
do it) or how something works (so that readers understand it).
IDEA JOURNAL Write
about your morning routine.
Four Basics of Process Analysis
1 It tells readers either how to do the steps of the process or how something works.
2 It includes the major steps in the process.
3 It explains each step in detail.
4 It presents the steps in the order they happen (time order).
The numbers and colors in the following paragraph correspond to the
Four Basics of Process Analysis.
People always ask for the recipe for the simplest cookie that I
make, and I am always a little embarrassed to give it to them. 1 Here is
how to make delicious cookies with almost no effort. 2 First, buy two
1 Readers told how to
do something
ingredients — a roll of sugar-cookie dough from your supermarket’s refrigerated section and a bag of mini peanut butter cups. Cut the roll
into half-inch slices, and then cut each slice in half. Next, roll the pieces
into balls. Then, grease a mini-muffin pan and put the balls in the pan.
Start baking the dough according to the directions on the sugar-cookie
package. When the cookies are about three minutes from being done,
4 Steps presented in
the order they need to
happen
take them out. Press a peanut butter cup into the center of each ball,
and return the cookies to the oven until they are golden brown. When
they are cool, pop them out of the muffin pans. These cookies are so
easy to make that even little children can help. Enjoy!
1.
Underline the topic sentence.
2.
How many steps does the writer describe?
3.
Could you perform the process after reading the paragraph? If not,
where do you need more information?
4.
Circle the transitions.
5.
Which of the Four Basics does this paragraph lack?
Revise the paragraph so that it includes this basic.
Guided Practice: Process Analysis
By filling in the blanks as indicated, you are applying the Four Basics
of Process Analysis in a paragraph. There are no right and wrong answers. What are important are including all the key steps and explaining
them.
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Chapter 8 • Developing Your Paragraph
TOPIC SENTENCE:
myself going.
Every morning, I go through the same routine to get
FIRST STEP IN PROCESS:
First,
____________________________________________________.
EXPLANATION OF
FIRST STEP:
________________________________________________.
SECOND STEP:
Then,
_____________________________________________________________________________.
EXPLANATION OF SECOND STEP:
___________________________________________________________ .
THIRD
.
STEP:
EXPLANATION OF THIRD STEP:
______________________________________________________________________ .
(Add other steps and explanations.)
LAST STEP:
Finally,
_______________________________________________________ .
SENTENCE:
CONCLUDING
Without this routine,
______________________________________________________________________ .
Guided Outline: Process Analysis
Fill in the two outlines with the steps in the process and detailed explanations of them. Try prewriting to get ideas, and organize the steps according
to time order.
1.
Learning how to
TOPIC SENTENCE:
(something you do well) is not hard if you
.
FIRST STEP:
EXPLANATION:
SECOND STEP:
EXPLANATION:
THIRD STEP:
EXPLANATION:
________________________ takes some practice
and concentration, but anyone can do it.
CONCLUDING SENTENCE:
2.
TOPIC SENTENCE:
To avoid losing your temper, try these steps.
FIRST STEP:
EXPLANATION:
SECOND STEP:
EXPLANATION:
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Classification
89
THIRD STEP:
EXPLANATION:
Getting angry does not usually help anyone, so
learning to manage your anger is important.
CONCLUDING SENTENCE:
Write a Process Analysis Paragraph
Write a process analysis paragraph, using one of the outlines that you developed, one of the following topics, or a topic of your own. Then, complete
the process analysis checklist that follows the list of topics.
■
How to use a cell phone
■
How to fail a test
■
How to find a book in a library
■
How to get a bargain
■
How to make someone (a partner,
a coworker, a teacher) mad
■
How find information on the Web
■
How to make something
■
■
How to make a good impression at a job interview
How to find a job
CHECKLIST
Evaluating your process analysis paragraph
■ My topic sentence tells readers what process I am writing about in this
paragraph.
■ I have included all of the major steps and details about them.
■ The paragraph has all of the Four Basics of Process Analysis (p. 87).
■ I have included transitions to move readers smoothly from one step to
the next.
■ I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
■ This is the best that I can do.
Classification
Classification sorts people or things into categories so that they can be
understood.
IDEA JOURNAL Write
about the different kinds of
friends you have.
Four Basics of Classification
1 It makes sense of a group of people or things by sorting them into useful categories.
2 It has a purpose for sorting.
3 It includes categories that follow a single organizing principle (for
example, to sort by size, by color, by price, and so on).
4 It gives detailed examples or explanations of things that fit into each
category.
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Chapter 8 • Developing Your Paragraph
The numbers and colors in the following paragraph correspond to the
Four Basics of Classification.
1 Over the past several years, three kinds of diets have been 2 very
popular in this country. 3 The first one was the low-fat diet. 4 Dieters
had to limit their fat intake, so they stayed away from foods like nuts,
fatty meats, ice cream, and fried foods. They could eat lots of low-fat
foods like pasta, bread, fruits, and vegetables, as well as lean meat, fish,
and chicken. 3 The second kind of diet was the low-carbohydrate plan.
4 The first popular low-carb diet was the Atkins plan. Under this plan,
dieters could eat all the fatty meats, butter, cheese, and nuts they
wanted. Some people were eating a whole pound of bacon for breakfast
with eggs and butter. However, they could not eat bread, pasta, or most
fruits. On this plan, people lost a lot of weight quickly, but many found
that they could not stick with a diet that did not allow carbs. The South
Beach diet was also a low-carb plan, but not quite as strict as the Atkins diet, at least after the first two weeks. 3 The third diet plan, one
that has been around for a long time, is Weight Watchers. 4 It requires
that dieters eat smaller portions of most foods — everything in moderation. Points are assigned to foods, and dieters must stay within a
certain number of points each day. High-calorie foods have a high number of points, and many vegetables have no points. Americans have
spent millions on these diet plans, but the obesity rate continues to increase. It seems that the “right” kind of diet, one that allows people to
lose weight and keep it off, has yet to be invented.
Draw a diagram of this
paragraph, using labeled boxes
for the different parts.
1.
Underline the topic sentence.
2.
What are the categories?
3.
Circle the transitions.
4.
What is the purpose of the classification?
5.
What is the organizing principle?
6.
Rewrite the concluding sentence to improve it.
Guided Practice: Classification
By filling in the blanks as indicated, you are applying the Four Basics of
Classification in a paragraph. There are no right and wrong answers. What
are important are stating the categories and giving examples of what fits into
them.
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Classification
TOPIC SENTENCE:
students.
91
In my high school, there were ___________ groups of
FIRST CATEGORY:
One group was
_____________________________________.
EXAMPLES:
These were kids who
_________________________________________________________.
SECOND
CATEGORY:
Another group was _______________________________________.
EXAMPLES:
The kids in this group
_____________________________________________________________________________.
THIRD CATEGORY:
A third group, the most memorable, was
_____________________________________.
EXAMPLE:
In this group,
_______________________________________________________.
SENTENCE:
CONCLUDING
I was part of
but I am glad that
,
.
Guided Outline: Classification
Fill in the two outlines with the categories and detailed examples or explanations of what fits into them. Try prewriting to get ideas.
1.
TOPIC SENTENCE:
Like most people, I have several different kinds of
_______________________ (collections/clothes/coworkers /moods . . . ).
FIRST CATEGORY:
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
SECOND CATEGORY:
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
THIRD CATEGORY:
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
CONCLUDING SENTENCE:
Even though my _________________________ are
different, they are all __________________________ to me.
2.
TOPIC SENTENCE:
The Web site Doctors.com lists a variety of doctors
and services.
FIRST CATEGORY:
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
SECOND CATEGORY:
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Chapter 8 • Developing Your Paragraph
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
THIRD CATEGORY:
EXAMPLE/EXPLANATION OF WHAT FITS INTO THE CATEGORY:
CONCLUDING SENTENCE:
I do not know how reliable the site is, but it does
.
Write a Classification Paragraph
Write a classification paragraph, using one of the outlines that you developed, one of the following topics, or a topic of your own. Then, complete
the classification checklist that follows the list of topics.
■
Kinds of music
■
Kinds of attitudes
■
Kinds of television programs
■
Kinds of students
■
Kinds of drivers
■
Kinds of snacks
■
Kinds of cars
■
Kinds of smells
■
Kinds of clutter in your room
or home
CHECKLIST
Evaluating your classification paragraph
My topic sentence tells readers what I am classifying.
I have stated the categories and given examples of what is in them.
The paragraph has all of the Four Basics of Classification (p. 89).
I have included transitions to move readers smoothly from one category
to the next.
■ I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
■ This is the best that I can do.
■
■
■
■
Definition
Definition explains what a term or concept means.
IDEA JOURNAL Define the
word bully.
Four Basics of Definition
1 It tells readers what is being defined.
2 It gives a clear definition.
3 It gives examples to explain the definition.
4 It gives details about the examples that readers will understand.
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Definition
93
The numbers and colors in the following paragraph correspond to the
Four Basics of Definition.
1 Propaganda 2 is information that is promoted to support certain views
or messages. It can come in many forms, but its purpose is to persuade us
to see things a certain way. 3 For example, the president of the United
States may give televised speeches to convince us that some policy or action he supports is right. 4 We may get mailings on the subject. People who
agree with the president’s message may speak in favor of it on talk shows or
in interviews. 3 Religious organizations may spread propaganda about the
importance of certain actions (or avoiding certain actions). 4 For example,
many churches sent positive messages to their members about the religious
importance of the movie The Chronicles of Narnia. Churches urged their
members to see the movie and even had their own showings, hoping the
film would increase church attendance. 3 Propaganda can be good, as
when a health organization sends information about how to avoid unhealthy
behavior and follow good habits, or bad, as when one political group publishes false or exaggerated information to attack another group. Because we
are surrounded by propaganda, it is important that we think about who is behind the message and whether we believe the information.
1.
Underline the topic sentence.
2.
What is the term being defined?
3.
In your own words, what does the term mean?
4.
Give another example that would help define the term.
5.
Add a transition that would be useful.
Guided Practice: Definition
By filling in the blanks as indicated, you are applying the Four Basics of
Definition in a paragraph. There are no right and wrong answers. What are
important are stating the meaning of the word and giving examples that will
help your reader to understand it as you do. As you fill in the blanks, think
of someone that you believe is a hero.
TOPIC SENTENCE:
A hero is someone who
___________________________________________________________.
EXAMPLE:
A hero cares about what happens to others.
EXAMPLE:
For example,
FIRST
DETAIL ABOUT FIRST
_____________________________________________________________________________.
SECOND EXAMPLE:
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A hero also is not afraid to
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WRITING PARAGRAPHS
94
Chapter 8 • Developing Your Paragraph
_________________________.
DETAIL:
If a hero
________________________, he or she will
_____________________________.
THIRD EXAMPLE:
A hero also ____________
______________________________________________.
DETAIL:
____________________________________________________.
SENTENCE:
CONCLUDING
A hero is
, and
I ____________________________________________________.
Guided Outline: Definition
Fill in the two outlines with a definition and examples and details that explain the definition. Try prewriting to get ideas.
1.
TOPIC SENTENCE:
Education is
.
FIRST EXAMPLE:
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
The word education may mean different things to
different people, but to me it means ______________________________ .
(Do not repeat the definition from your topic sentence.)
2.
TOPIC SENTENCE:
A responsible person is someone who _____________ .
FIRST EXAMPLE:
DETAILS:
SECOND EXAMPLE:
DETAILS:
THIRD EXAMPLE:
DETAILS:
CONCLUDING SENTENCE:
Responsible people are
.
(Do not repeat the definition from your topic sentence.)
Write a Definition Paragraph
Write a definition paragraph, using one of the outlines you developed, one
of the following terms, or a topic of your own. Then, complete the definition
checklist that follows the list of topics.
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WRITING PARAGRAPHS
Comparison and Contrast
■
Blogs
■
Ethical
■
Democracy
■
Frugal
■
Success
■
Fantasy
■
Goal-oriented
■
Collaboration
■
A good student
■
Mentor
95
CHECKLIST
Evaluating your definition paragraph
■ My topic sentence tells readers what I am defining and gives a basic
■
■
■
■
■
definition.
I have given examples and details that show readers what the term
means as I am defining it.
The paragraph has all of the Four Basics of Definition (p. 92).
I have included transitions to move readers smoothly from one example
to the next.
I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
This is the best that I can do.
Comparison and Contrast
Comparison shows the similarities among people, ideas, situations, and
things; contrast shows the differences.
Four Basics of Comparison and Contrast
1 It has subjects (usually two) that are enough alike to be usefully compared or contrasted.
IDEA JOURNAL Compare
yourself to a relative or friend.
2 It serves a purpose — to help readers either make a decision about two
subjects or understand them.
3 It gives several points of comparison and/or contrast.
4 It uses one of two organizations — point-by-point or whole-to-whole.
POINT-BY-POINT
WHOLE-TO-WHOLE
1.
1.
2.
First point of comparison
First point of comparison
Subject 2
Second point of comparison
Second point of comparison
Third point of comparison
Subject 1
3.
Subject 1
Subject 1
2.
Subject 2
Subject 2
First point of comparison
Third point of comparison
Second point of comparison
Subject 1
Third point of comparison
Subject 2
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WRITING PARAGRAPHS
96
Chapter 8 • Developing Your Paragraph
The numbers and colors in the following paragraph correspond to the
Four Basics of Comparison and Contrast.
1 Greenline Bank 2 suits my needs much better than 1 Worldly Bank
does. 3 For one thing, there are not any hidden charges at Greenline. For example, customers get free checking even if they keep a low balance in their
accounts. Since I do not usually have much in my checking account, this is
important for me. In contrast, to get free checking at Worldly Bank, customers must have a minimum balance of $3,000. That would mean that I pay
for every check I write, and I do not need that charge. 3 Another way that
Greenline Bank is better is that it offers low interest rates on loans. If I need
a loan for something like a new car, for example, the bank’s rate of interest
on that would be 9 percent. Worldly Bank would charge 17.5 percent for
4 Uses one type of
organization
throughout.
the same loan. Over a three-year period, the difference between 9 percent
and 17.5 percent is huge. 3 Another difference between the two banks is that
Greenline Bank is a small, local bank. People know me when I walk in, and
I feel that I can trust them. I also believe that giving Greenline my business
helps the local economy in some small way. In contrast, Worldly Bank is
huge. The people in the local office are polite in a businesslike way, but I do
not feel as if I know them. Worldly Bank as a whole is the fourth largest bank
in the country, so I know that my little account means nothing to it. Because
of these differences, I am a loyal Greenline Bank customer.
1.
Underline the topic sentence.
2.
Is the purpose to help readers make a choice or to help them understand?
3.
Does the paragraph compare or contrast?
4.
What kind of organization does it use?
5.
What are the points of comparison?
Guided Practice: Comparison and Contrast
By filling in the blanks as indicated, you are applying the Four Basics of
Comparison and Contrast in a paragraph. There are no right and wrong
answers. What are important are the points you make to show the differences and the details you give about those differences.
TOPIC SENTENCE:
My two friends (siblings/cousins/neighbors) are as
different as any two people could be.
FIRST POINT OF CONTRAST:
One big
difference between them is that my first friend ________________________
_______ while my other friend
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WRITING PARAGRAPHS
Comparison and Contrast
___________________________________________________.
CONTRAST:
97
SECOND POINT OF
Another difference is ______________________________. My first
friend__________________________________________. In contrast, my other
friend _______________________________________________________.
POINT OF CONTRAST:
THIRD
One of the most important differences between them is
___________________________________________________________________
____________________________________________ . For example,
____________________________________________________ , whereas
_______________________________________________________ .
SENTENCE:
CONCLUDING
My two friends are so different that
__________________________________________________________________ .
Guided Outline: Comparison and Contrast
Fill in the two outlines with the points of comparison and/or contrast between the two subjects. Try prewriting to get ideas, and save the most important point of comparison or contrast for last.
1.
TOPIC SENTENCE:
I had no idea how different high school and college
would be.
FIRST POINT OF CONTRAST
HIGH SCHOOL:
COLLEGE:
SECOND POINT OF CONTRAST
HIGH SCHOOL:
COLLEGE:
THIRD POINT OF CONTRAST
HIGH SCHOOL:
COLLEGE:
CONCLUDING SENTENCE:
While high school is
college is
2.
,
.
______________________________________ (falling in
love/learning to drive/the first week of a new job . . . ) can be just like
TOPIC SENTENCE:
.
SUBJECT 1
FIRST POINT OF COMPARISON:
SECOND POINT OF COMPARISON:
THIRD POINT OF COMPARISON:
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WRITING PARAGRAPHS
98
Chapter 8 • Developing Your Paragraph
SUBJECT 2
FIRST POINT OF COMPARISON:
SECOND POINT OF COMPARISON:
THIRD POINT OF COMPARISON:
CONCLUDING SENTENCE:
The important thing about both is that
.
Write a Comparison-and-Contrast Paragraph
Write a comparison or contrast paragraph, using one of the outlines you
developed, one of the following topics, or a topic of your own. Then, complete the comparison-and-contrast checklist that follows the list of topics.
■
■
■
■
■
Yourself and a sister or brother
The job that you have/the job
that you want
■
■
Two bosses
Two places where you have
lived
Clothes for a job interview/
clothes for a weekend
■
■
■
Yourself now/yourself ten
years ago
Your life now/what you want it
to be
Two pets
Two photographs of your
family
A good student /a bad student
CHECKLIST
Evaluating your comparison-and-contrast paragraph
■ My topic sentence tells readers what my subjects are and whether I am
comparing them, contrasting them, or both.
■ I have detailed points of comparison or contrast between the two
subjects.
■ The paragraph has all of the Four Basics of Comparison and Contrast
(p. 95).
■ I have included transitions to move readers smoothly from one point or
subject to the next.
■ I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
■ This is the best that I can do.
Cause and Effect
IDEA JOURNAL Write
about how something you did
affected someone else.
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A cause is what makes something happen. An effect is what happens as a
result of something.
A ring diagram is useful to show causes and effects of something.
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WRITING PARAGRAPHS
Cause and Effect
Causes
Event/Situation
Effects
Not studying
Not going to class
Not doing
assignment s
Not understanding
and not getting
help
Failing a course
Losing student aid
Getting discouraged
Dropping out
Anger or
depression
99
Four Basics of Cause and Effect
1 The main point reflects the writer’s purpose — to explain causes, effects,
or both.
2 If the purpose is to explain causes, it gives real causes, not just things
that happened before. For example, the fact that you ate a hot dog
before you got the flu does not mean that the hot dog caused the flu.
3 If the purpose is to explain effects, it gives real effects, not just things
that happened after. For example, getting sick was not the effect of eating the hot dog; it simply happened after you ate the hot dog.
4 It gives readers detailed examples or explanations of the causes and/or
effects.
The numbers and colors in the following paragraph correspond to the
Four Basics of Cause and Effect.
1 The next time that you get a cold, do not blame the weather; blame
your hands. Although many people think that cold weather causes colds,
the weather is not the real cause. 2 Colds are caused by viruses that are
transmitted primarily from the hands to the eyes or nose. When you come
in contact with someone who has a cold or with something that the person with the cold has touched, 3 you often pick up germs on your hands.
4 For example, when a cashier with a cold gives you change, the coins
may carry the cold germ. 2 When you later rub your eyes or your nose,
you 3 pass the germ on to yourself. Elementary schools and day-care
centers are breeding grounds for colds 2 because children are in close
contact with one another in confined spaces. They touch the same desks,
computer keyboards, and lunch tables. 3 The children can then infect
their family members at home. Colds are more common in the winter only
2 because during the cold weather, windows are closed and less fresh air
circulates. There are only two known ways to cut down on getting colds:
Never come into contact with anyone or anything, or wash your hands
with warm water and soap, often. What is your choice?
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WRITING PARAGRAPHS
100
Chapter 8 • Developing Your Paragraph
1.
Underline the topic sentence.
2.
What is the writer’s purpose?
3.
What are three causes of colds?
4.
What are two effects explained in the paragraph?
5.
Rewrite the concluding sentence to improve it.
Guided Practice: Cause and Effect
By filling in the blanks as indicated, you are applying the Four Basics of
Cause and Effect in a paragraph. There are no right and wrong answers.
What is important is showing, in this case, what caused you not to have your
homework. Feel free to be creative with your causes.
TOPIC SENTENCE:
I did not do my homework assignment, but after you
hear my reason, I hope that you will not mark me down for not having
done it.
FIRST CAUSE:
Yesterday morning,
_________________________________________ .
DETAIL ABOUT FIRST CAUSE:
Believe it or not, I had to
___________________________________________ .
SECOND CAUSE:
Later that
day, __________________________________________________________________ .
DETAIL:
It was so bad that
__________________________________ .
THIRD CAUSE:
Then, last night,
______________________________________________________________________ .
DETAIL:
I had to
__________________________ .
EFFECT:
As a result of all these things,
__________________________________________________________________ .
CONCLUDING SENTENCE:
I hope you can see
________________________________________________ , and
__________________________________________________________________ .
Guided Outline: Cause and Effect
Fill in the two outlines with the detailed examples or explanations of causes
or effects. Try prewriting to get ideas, and save the most important cause or
effect for last.
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WRITING PARAGRAPHS
Cause and Effect
1.
TOPIC SENTENCE:
101
Several factors caused me to break up with my last
_________________________ (boyfriend/girlfriend/spouse).
FIRST CAUSE:
DETAILS:
SECOND CAUSE:
DETAILS:
THIRD CAUSE:
DETAILS:
CONCLUDING SENTENCE:
Ending the relationship was not easy, but
.
2.
TOPIC SENTENCE:
I never expected so much to happen as a result of my
decision to
.
FIRST EFFECT:
DETAILS:
SECOND EFFECT:
DETAILS:
THIRD EFFECT:
DETAILS:
CONCLUDING SENTENCE:
All of this reminded me that
.
Write a Cause-and-Effect Paragraph
Write a cause-and-effect paragraph, using one of the outlines that you developed, one of the following topics, or a topic of your own. Then, complete
the cause-and-effect checklist that follows the list of topics.
■
Causes of laughter
■
Effects of exercise
■
Causes of annoyance
■
Effects of overeating
■
Causes of cheating
■
Possible effects of cheating
■
Causes of stress
■
Effects of getting a degree
■
Causes of anxiety
■
Effects of having a job you like
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WRITING PARAGRAPHS
102
Chapter 8 • Developing Your Paragraph
CHECKLIST
Evaluating your cause-and-effect paragraph
■ My topic sentence includes my topic and whether I am writing about
■
■
■
■
■
causes, effects, or both.
I have written details about causes or effects so that my readers will understand them.
The paragraph has all of the Four Basics of Cause and Effect (p. 99).
I have included transitions to move readers smoothly from one cause or
effect to the next.
I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
This is the best that I can do.
Argument
IDEA JOURNAL What is
your opinion of something that
is being discussed at your college now?
Argument takes a position on an issue and gives detailed reasons that defend or support it.You use argument to persuade someone to see things your
way and/or to take an action. Being able to argue well is important in every
area of your life.
Four Basics of Argument
1 It takes a strong and definite position.
2 It gives good reasons and evidence to defend the position.
3 It considers opposing positions.
4 It has energy from start to finish.
The numbers and colors in the following paragraph correspond to the
Four Basics of Argument.
1 Rap singers should change what they talk about. 2 One reason that
they should change is that they talk about women in a disrespectful way. Rap
singers should stop calling women “hos” and other negative terms. Most
women resent being called these terms, and calling women names encourages men to treat them badly. Rap songs also make violence toward women
seem manly and reasonable. 2 Another reason to change topics is that the
lyrics promote violence, crime, and drugs in general. When young people are
4 Argument has
energy from start
to finish.
shooting each other in cities around the country, something is wrong, and no
one should be making it seem glamorous, courageous, or manly. That is what
rap lyrics do. 3 Some people say that rap songs are just music, not causes
of anything but enjoyment. But I disagree: Many young people listen carefully
to rap lyrics and are affected by the words. 2 The most important reason that
rap singers should change topics is that they have a chance to make things
better rather than glorifying violence. Rap singers could be a strong force for
positive change. They could help our cities and our country. Rap singers can
sing about whatever they like: Why can’t they sing for the good of all?
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WRITING PARAGRAPHS
Argument
1.
Underline the topic sentence.
2.
What is the topic?
103
What is the writer’s position?
3.
What three reasons does the writer give to support the position?
4.
Name one detail that the writer could add to make the paragraph
stronger.
5.
Go to NPR.org, and download a broadcast of “This I
Believe.” Listen to the reasons
that the people give to support
their beliefs.
Rewrite the topic sentence to make it stronger.
Guided Practice: Argument
By filling in the blanks as indicated, you are applying the Four Basics of
Argument in a paragraph. There are no right and wrong answers. What are
important are strongly stating your position on something and supporting
it with good reasons. (You might want to write about your idea journal
entry for page 104).
TOPIC SENTENCE:
Recently on this campus, there has been talk of
_________________________________, and I do/do not believe that
__________________________________________________________________ .
ACKNOWLEDGING OPPOSING POSITION:
Some people say that
_____________________________________________________ .
FIRST REASON:
However, I say that
.
DETAIL ABOUT FIRST REASON:
For example,
___________________________________________________ .
SECOND REASON:
Another reason I believe/do not believe
______________________________________________________.
DETAIL:
It
would
THIRD REASON:
.
The most important reason for/against
__________________________________________________________________
is that
___________________________________.
DETAIL:
That is good/bad because
__________________________________________________________________ .
CONCLUDING SENTENCE:
we will
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If we do/do not
,
.
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WRITING PARAGRAPHS
104
Chapter 8 • Developing Your Paragraph
Guided Outline: Argument
Fill in the two outlines with reasons, and details about the reasons, that support the position in the topic sentence. Try prewriting to get ideas, and save
the most important reason for last.
1.
TOPIC SENTENCE:
Tuition should not be raised next year.
FIRST REASON:
DETAILS:
SECOND REASON:
DETAILS:
THIRD REASON:
DETAILS:
CONCLUDING SENTENCE:
If the tuition is higher next year,
.
2.
It should be legal/illegal for the government to listen in
on U.S. citizens’ phone conversations without having to get a warrant.
TOPIC SENTENCE:
FIRST REASON:
DETAILS:
SECOND REASON:
DETAILS:
THIRD REASON:
DETAILS:
CONCLUDING SENTENCE:
.
Write an Argument Paragraph
Write an argument paragraph, using one of the outlines that you developed,
one of the following topics, or a topic of your own. Then, complete the argument checklist that follows.
ANK_48733_08-077-107.indd 104
■
Why you should get a raise
■
Why you should get a higher grade
■
Banning/allowing junk food in schools
■
Why people should recycle
■
Why college athletes should/should not get special treatment
■
Lowering/raising the drinking age
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WRITING PARAGRAPHS
Practice Together
■
Making smoking illegal
■
Your college should have more . . .
■
Why you should be allowed to retake a test
■
Why someone should finish high school
105
CHECKLIST
Evaluating your argument paragraph
■ My topic sentence states my topic and a strong position on that topic.
■ I have given solid reasons, and details about them to support my
■
■
■
■
position.
My paragraph has all of the Four Basics of Argument (p. 102).
I have included transitions to move readers smoothly from one reason or
example to the next.
I have reread the paragraph, making improvements and checking for
grammar and spelling errors.
This is the best that I can do.
Practice Together
Working with a few other students, practice what you have learned in this
chapter.
1.
One student should start a story, saying one sentence about what a character did or experienced. He or she should then ask, “What happened
next?” The next person should add a sentence to the story and ask another person, “What happened next?” Keep going until you have finished the story. Each person should contribute at least two sentences.
2.
Each person should think of a well-known person, place, or thing and
write a description of it without naming it. Then, each person should
stand up and read his or her description. The others should guess
what the person, place, or thing is.
3.
With your group, choose a process, and draw a flowchart for it on a
sheet of poster paper. Examples of processes could be signing up for
classes, making Jell-O, using Facebook, and so on. When everyone is
done, all groups should hang their flowcharts on the wall. Students
should look at others’ flowcharts and see if they can think of any
steps or details to add.
4.
As a group, pick something by which to classify people in your class,
such as age, major, height, length of hair, or favorite activity. Then,
have each group take turns physically sorting people in the room by
the chosen organizing principle. For example, if the organizing principle is age, a group might ask students ages twenty and younger to
stand at one side of the room and those ages twenty-one and older to
stand at the other side. To find people who fit your category, you may
have to call out questions.
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LEARNING STYLES Look for
activities in this chapter that are
matched to your learning style.
If you do not know your learning style, take the test on pages
27–30.
Visual
Auditory
Reading/writing
Kinesthetic (movement)
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WRITING PARAGRAPHS
106
Chapter 8 • Developing Your Paragraph
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5.
The words on the T-shirt shown in the photo above define Dad. Each
person in the group should choose a role that he or she plays in life
(friend, parent, student, spouse, partner, and so on). Members should
take turns saying their role and giving at least three detailed examples
of how they play that role. Then, discuss the method of development
that you would use to write paragraphs about your roles.
6.
Find two things in the room that are of the same kind but slightly different (like watches, textbooks, sweaters, or shoes). On a sheet of
paper, make columns headed “Similarities” and “Differences,” and
come up with as many points of comparison and contrast as you can
find.
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WRITING PARAGRAPHS
Chapter Review
7.
With your group, pick an event or situation, and draw a ring diagram
of causes and effects, as shown on page 99. Each person in the group
should supply at least two causes or effects.
8.
As a group, pick a controversial issue, such as one of those listed on
pages 104–105. Then, pick one side of the issue. Each member should
call out one reason for taking that side. (One person in your group
should be writing down all of the answers.) When you have at least five
reasons for that side, take up the opposing view. Each member should
call out one reason for the opposite argument until you have at least
five reasons. Finally, present both sides of the issue to the class.
107
Chapter Review
1.
Choose three of the ways to develop paragraphs that have been
discussed in this chapter, and list one way that you have used or
might use each of them.
2.
List the Four Basics of each method of development that you chose.
LEARNING JOURNAL
3.
On a separate piece of paper, briefly define each of the nine ways to
develop paragraphs.
4.
Go back to any new words that you underlined in this
chapter. Can you guess their meanings now? If not, look up the
words in a dictionary.
VOCABULARY:
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Write for two minutes about
what you have learned about
developing paragraphs. Write
down any questions that you
still have, and ask your
instructor.
TIP For help with building
your vocabulary, visit
bedfordstmartins.com/
realskills.
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