Paragraph structure-topic sentence

Understanding Paragraph Paragraph Structure-(Topic sentence) I. Introduction Paragraphs are essential building blocks of writing, ones that every writer can come to understand and use to good effect. Most simply a paragraph is a group of related sentences that present and develop one main idea. Having no set length, paragraphs typically range from 50 to 250 words, averaging perhaps 100 words. In a sense, a paper in created by bringing together a series of related paragraphs, each one a “mini-composition” itself. An effective paragraph is well-structured, displaying at least three characteristics: unity (all of its sentences relate to a single main idea), coherence (the thought proceeds logically from sentence to sentence), and adequate development (it contains plenty of specific information, appropriately arranged to support the main idea). II. Presentation Paragraph Structure-(Topic Sentence) A well-written paragraph has three basic parts: a topic sentence, supporting sentence, and a concluding sentence. Notice how each part serves a purpose in the following example. Life in Caves 1. Most large caves have three distinct zones, and each zone is home to a different kind of natural life. 2. (In the innermost part of the cave, the darkness is complete and the temperature never varies. Without light no green plants can live, and animals have no need for eyes. The next zone, although still dark and moist, has a variable temperature. Animals that otherwise live outside inhabit this zone seasonally. The third zone, called the twilight zone, begins wherever light from the cave entrance can first be seen. A few green plants can grow in this zone. Most animals in this zone use the cave as shelter from the outdoors.) 3. In each zone the plant and animal life adapts to the meager resources of its home. 1. Topic sentence states main idea 2. Supporting sentences develop main idea 3. Concluding sentence adds finishing touch In some paragraphs the main idea is implied rather than stated directed in a topic sentence. In others the main idea may be expressed in two sentences instead of one. Some paragraphs that are part of a longer piece of writing do not have a concluding sentence. Most paragraphs that stand alone, however, have a clearly stated topic sentence, a body of supporting sentences, and a concluding sentence that adds the finishing touch. A. Topic sentence A topic sentence states the main idea of a paragraph. An effective topic sentence has four characteristics: it includes a topic (the specific subject)—what is being talked about, and a comment (or predicate)—what is being said about the topic; it is limited; it lends itself to development; and it appeals to the reader. Any working topic sentence should have two parts: a topic part and a comment part. The topic, which often—but not always—corresponds to the structural subject of a sentence, determines what is going to be discussed in the paragraph; and the comment, which corresponds to the predicate of the sentence, determines the controlling idea of the paragraph by identifying what aspects of the topic will be discussed. Examples: Water pollution has been disastrous for the fishermen in Star Lake. Music therapy has proved quite successful in the treatment of emotionally disturbed children. The first one has the subject Water pollution and the comment disastrous, while the second one contains the subject Music therapy and the comment quite successful. Here are some more examples: Hong Kong displays a fascinating mixture of European and Asiatic traditions. (This sentence placed at the beginning of a paragraph would tell a reader that Hong Kong is the topic and that the writer plans to discuss the European and Asiatic traditions of the city, not its economy, population, or style of government.) I never knew anyone who had studied in our department without being afraid of Mrs. Wang, our librarian. (Its topic is Mrs. Wang; its comment is that everyone who had studied in our department was afraid of her. It determines that all the sentences following it should give specific details about why she inspired such fear.) a. The subject of a topic sentence A subject is the person, thing, or idea about which something is going to be said or discussed. Because a paragraph is a short piece of writing, it should deal with only one subject. For example, the advantages of Christmas shopping in July is one subject that you could describe in a single paragraph. But the advantages and disadvantages of Christmas shopping in July would require two paragraphs to describe the two subjects. To write a convincing paragraph about it, you must narrow the subject of the topic sentence. For example, solar energy in the People’s Republic of China is a subject that is too broad to discuss in single paragraph, whereas the solar water heater installed at our dorm is a much more specific, manageable subject. One way to narrow your subject is to take a specific part of a broad subject to write about. BROAD SUBJECT NARROW SUBJECT SPECIFIC SUBJECT public transportation subway system the Howard Street subway line exercise jogging effects of jogging on blood pressure gardening vegetable gardening growing carrots art “The Old Masters” Rembrandt’s Night Watch childhood my childhood first years of my difficult childhood Notes: Rembrandt:伦布兰特(1609-1669, 荷兰画家) You may also specify subjects by time, place, or size: the drought in Kansas in 1983 the 50-watt reflector light bulb produced by BSC the 24-inch color television set I bought at the flea market last week b. The predicate of a topic sentence (the controlling idea) The other part of the topic sentence—the predicate (or comment)—is a generalization about the subject. A generalization is a broad statement to which all the other statements in the paragraph apply. Generalizations may be opinions, that is, they may reflect a personal attitude of viewpoint on the subject. Look at the following two topic sentences g Many commercials on television today are insulting to a woman’s dignity. The cost of prescribed drugs is surprisingly high. Each of the topic sentences contains a key word (or words) which makes a comment on the subject. In the first sentence, the underlined word “insulting” tells the reader how you feel about the way women are portrayed on television commercials, while in the second one , the underlined words “surprisingly high” tell the reader how you feel about the cost of doctors’ prescriptions. What is more, from these words, the reader knows what he can expect in the paragraph as they state what you are going to explain in your paragraph. The words “surprisingly high” and “insulting” provide the reader with the controlling idea of your paragraph. While commenting on a subject you are actually showing the reader your attitude toward that subject, and that attitude becomes the controlling idea of your whole paragraph. Look at another pair of topic sentences: 1. Journalists who report on the White House get their news from various sources. 2. Standing in the door way, I witnessed a humorous scene. The underlined words in the first one show that the writer will discuss the various sources that White House Journalists use, and those in the second one indicate that the writer will describe a humorous scene. What the writer is trying to say about the subject in each of those topic sentences is the controlling idea of the paragraph. Thus the controlling idea can either express your attitude or state what you are going to explain. In simple terms, a controlling idea is a word or a group of words that tells precisely what the paragraph is about, in other words, indicates the exact content of the paragraph. A controlling idea in a topic sentence can help both a reader and a writer. It helps the reader by telling him what he can expect in the paragraph, and it also helps the writer by reminding him of keeping to the central idea all the time as he writes a paragraph. III. Exercises Directions: Underline the controlling idea in each of the topic sentences below. Television commercials are often very imaginative. · You follow eight steps in changing an automobile tire. · Antique dealers sometimes use deceptive sales tactics. · The living conditions of migrant farm workers in America are deplorable. · Buying clothes for my little brother is often a frustrating task. · I like three kinds of pizza. · Although not all historians concur on the causes of the Revolutionary War, most agree on the two major causes. · People try many types of cosmetics to improve their looks. · Society is trying many different approaches to discourage people from smoking. · Crash dieting is a dangerous way to lose weight. · A college education has several advantages for young people. · Good study habits are useful to a college student. · Carol is a very efficient secretary. · Students have various reasons for choosing where they want to sit in a classroom. · Studying for tests calls for a methodical approach. · Parents have different methods for giving their children an education. · Learning to type letters on a word processor is a simple task, · Color-blind people have problems that people who perceive color never think about. · The Women’s Movement has had several effects on the English language. · The marriage counselor mentioned two strategies for avoiding arguments before breakfast. Answer: very imaginative eight steps deceptive sales tactics deplorable a frustrating task three kinds of pizza two major causes many types of cosmetics many different approaches a dangerous way several advantages useful very efficient various reasons a methodical approach different methods a simple task problems several effects two strategies Directions: In the following list, circle the letter of the sentence that does not develop the controlling idea which appears in the topic sentence. TOPIC SENTENCE: I enjoy weekends. a. I can sleep late on Saturday morning. b. My friends and I can visit and run around. c. I can do all kinds of shopping, d. School assignments are due on Monday. e. We usually go for a ride on Sunday afternoons. TOPIC SENTENCE: Carlos is very interested in cars. a. He knows all the details about all the manufacturers’ models. b. His parents allow him $5.50 a week for gas. c. He spends a lot of time each week making improvements on his old Ford. d. If there is a new-car exhibit in town, you will find him there. TOPIC SENTENCE: The weather has been changeable. a. On Sunday we had a high wind that blew down some trees. b. Monday was so cold that we had to turn on the heat and wear our winter coats. c. On Tuesday we formed a group to go roller skating. d. By Wednesday the weather cleared and the sun came out. e. Thursday was as hot and humid as an August day. f. Friday morning it began to rain, and it looks as if we’ll have a cold, steady wind for a few days. TOPIC SENTENCE: We had a hard time getting Peter out of the hole he had fallen into. a. First, we made a rope by linking our belts together. b. Then we lowered it to Peter, telling him to grasp the end. c. After he had hold of the belt-rope, we began to pull him slowly out of the hole. d. As he came up, no one dared to speak a word. e. The sides of the hole were covered with moss. f. Finally, we could grasp his arms, and, with a sigh of relief, we pulled him out onto the grassy bank. TOPIC SENTENCE: I easily give up doing my homework. a. I always start to feel hungry and go into the kitchen for a snack, b. I’ll leave my studying to investigate any noise I hear. c. While I study, I try to listen to the radio with one ear. d. For me, physics is the hardest subject. e. I often leave my desk to go to the mirror to comb my hair. f. Often, in the middle of an assignment, I decide that my shoes need polishing and do that instead of the assignment in front of me. TOPIC SENTENCE: All the people on our block give us trouble. a. Mrs. Brown calls the police whenever we want to play ball on the street. b. Mrs. Gonzales invites us in for lemonade every day. c. If we happen to stray into Mr. Hardy’s yard, he yells at us. d. Mrs. Johnson complains that skateboarding makes too much noise. e. Yesterday Mr. Chan kept the Frisbee when it landed on his front porch. TOPIC SENTENCE: You should not trust advertisements. a. Read advertisements. b. Look at the products themselves to see if they really are what the advertisers claim them to be. c. Talk to your friends to find out if they have had success with the products, d. Switch channels if a television program is interrupted by too many commercials. e. Read about product research in Consumer Reports. f. Above all, don’t buy a product because an advertisement says that a famous football player or a movie star likes it. Answer: 1d2b3c4d5d6b7a