8

English Grade 8
Quarter 4 Module 6

Topic: Composing Effective Paragraphs

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 I. Title Topic

Composing Effective Paragraphs- EN8WC-IIa-2.8

II. Concept Notes

A. Structure of a Paragraph

• A useful way of understanding paragraph structure is to think of it as a block that is

divided into three sections: the beginning, the middle, and the end.

• The Beginning/Topic Sentence

- Needs to state one idea clearly

- Useful Tip: Always put the most important information first.

• The Middle/Supporting Sentence

- Elaborates and explains the idea introduced in the topic sentence

- Provides evidence and examples
- Explains the evidence or example included - why is it relevant?

• The End/Concluding Sentence

- Makes links: back to the main idea of the paragraph; back to research question or
topic of the assignment; to the next.

• When to Start a New Paragraph:

- Start new main points or new ideas in a new paragraph. If you have an extended
idea across multiple paragraphs, each new point within that idea should have its
own paragraph.

- Use a new paragraph to introduce a contrasting or different position. Use a clear

topic sentence to identify the main idea.

- If the paragraph becomes too long or the material is overly complex, you will need to
create a break to make your writing more readable. Try splitting long paragraphs
into two shorter paragraphs. This means you will need to write a new topic sentence
at the start of the new paragraph.

- Introductions and conclusions are usually written as separate paragraphs.

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❖ Topic Sentence

The topic sentence is the first sentence in a paragraph. What does it do? It
introduces the main idea of the paragraph. How do I write one? Summarize the
main idea of your paragraph. Make clear what your paragraph will be about.

Example (Underlined Sentence): Canada is one of the best countries in the

world to live in. First, Canada has an excellent health care system. All
Canadians have access to medical services at a reasonable price. Second,
Canada has a high standard of education. Students are taught by well‐trained
teachers and are encouraged to continue studying at university. Finally, Canada's
cities are clean and efficiently managed. Canadian cities have many parks and
lots of space for people to live. As a result, Canada is a desirable place to live.

❖ Supporting Details

What are supporting sentences? They come after the topic sentence, making up
the body of a paragraph. What do they do? They give details to develop and
support the main idea of the paragraph. How do I write them? You should give
supporting facts, details, and examples.

Example (Underlined Sentences): Canada is one of the best countries in the

world to live in. First, Canada has an excellent health care system. All
Canadians have access to medical services at a reasonable price. Second,
Canada has a high standard of education. Students are taught by well‐
trained teachers and are encouraged to continue studying at university.
Finally, Canada's cities are clean and efficiently managed. Canadian cities
have many parks and lots of space for people to live. As a result, Canada is a
desirable place to live.

❖ Closing Sentence/s

What is the closing sentence? The closing sentence is the last sentence in a
paragraph. What does it do? It restates the main idea of your paragraph. How
do I write one? Restate the main idea of the paragraph using different words.

Example (Underlined Sentences): Canada is one of the best countries in the

world to live in. First, Canada has an excellent health care system. All Canadians
have access to medical services at a reasonable price. Second, Canada has a
high standard of education. Students are taught by well‐trained teachers and are
encouraged to continue studying at university. Finally, Canada's cities are clean
and efficiently managed. Canadian cities have many parks and lots of space
for people to live. As a result, Canada is a desirable place to live.

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B. Qualities and Elements of an Effective Paragraph
1. Paragraphs are the building blocks of papers. Many of you dear learners define
paragraphs in terms of length: a paragraph is a group of at least five sentences, a
paragraph is half a page long, etc. In reality, though, the unity and coherence of
ideas among sentences is what constitutes a paragraph.

2. Paragraphs are comprised of sentences, but not random sentences. A paragraph is

a group of sentences organized around a central topic. In fact, the cardinal rule of
paragraph writing is to focus on one idea. A solidly written paragraph takes its
readers on a clear path, without detours. Master the paragraph, and you’ll be on your
way to writing “gold-star” essays, term papers, and stories.

3. A paragraph is defined as “a group of sentences or a single sentence that forms a

unit” (Lunsford and Connors 116). Length and appearance do not determine whether
a section in a paper is a paragraph. For instance, in some styles of writing,
particularly journalistic styles, a paragraph can be just one sentence long. Ultimately,
a paragraph is a sentence or group of sentences that support one main idea. In this
handout, we will refer to this as the “controlling idea,” because it controls what
happens in the rest of the paragraph.

4. A paragraph should be unified, coherent, and well developed. Paragraphs are

unified around a main point and all sentences in the paragraph should clearly relate
to that point in some way. The paragraph's main idea should be supported with
specific information that develops or discusses the main idea in greater detail. An
effective paragraph is like a miniature essay. It has a clear beginning,
middle, and ending. An effective paragraph combines focus and attention to detail
to develop a single idea thoroughly. It also helps the reader transition from one idea
to the other.
5. Qualities of an Effective Paragraph:
✓ A paragraph should be unified around a main point. The main point should be clear
to the reader.

✓ Generally, state the main point of a paragraph in the topic sentence. The topic is
usually found in the first line of the paragraph.

✓ The remaining sentences in the paragraph must relate to the topic sentence.

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➢ Read the following two paragraphs, the first one representing a well-organized
paragraph (Effective), the second one representing a disorganized paragraph
(Ineffective):
Effective Paragraph:
The Internet has practically removed all barriers to communication that existed before the
introduction of E-mail. You no longer have to rely on postal departments to send important
documents. Services such as chatting allow you to correspond online with a person. Internet also
provides facilities such as NetMeeting and Video conferencing where you can actually conduct a
meeting or a conference with people in different parts of the world.

▪ The paragraph is unified around a main point (i.e., Internet has removed barriers).
▪ The main point is stated in the beginning.
▪ The rest of the sentences support that main point.

Ineffective Paragraph:
Nowadays, a lot of people work in virtual teams. The members can live far away from each
other or not know each other. But they work together. They belong to the same group. The
efficiency of virtual teams is remarkable, which we can see in high tech industry. Because of
Internet, virtual teams occur. This is a significant stage of business field. Internet is medium that I
can connect with my family and friends even though all of us are live in different countries. I can
use Internet to not only connect with the people whom I want to attach but also to do meaningful
research. Internet makes people easily to find information that they want.

▪ The paragraph is not unified around a main point (i.e., virtual teams, medium to
connect with family, do meaningful research: these are three separate topics which
should be discussed in separate paragraphs).
▪ The main point is not stated in the beginning (i.e., the main point appears to be
“because of Internet, virtual teams occur.”)
▪ The rest of the sentences do not support the main point.

6. Elements of an Effective Paragraph:

✓ A Clear Topic Sentence
✓ Unity and Order
✓ Completeness/Good Paragraph Development
✓ Coherence with Clear Transition Markers

➢ Element #1: A Clear Topic Sentence

1. The topic sentence is the most important part of your paragraph; it tells the reader the
general idea of your paragraphs and should essentially “hook” them into wanting to
read more! The topic sentence helps to provide a “general summary” for your
paragraph.

2. A reader should encounter the topic sentence and have a general idea of what the
paragraph will continue to discuss. This will be discussed thoroughly in the second
concept (B. Creating a Topic Sentence).
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➢ Element #2: Unity and Order

1. Unity refers to the singleness or “oneness” of purpose. All the detail sentences clearly
point to or support the topic sentence. In order for a paragraph to maintain a sense of
unity, the paragraph must focus solely on a single idea, point, or argument that is
being discussed.

2. Unity in a paragraph begins with the topic sentence. Every paragraph has one
single, controlling idea that is expressed in its topic sentence, which is typically the first
sentence of the paragraph. A paragraph is unified around this main idea, with the
supporting sentences providing detail and discussion

3. Order refers to the way you organize your supporting sentences. Whether you choose
chronological order, order of importance, or another logical presentation of detail, a solid
paragraph always has a definite organization. Order helps the reader grasp your
meaning and avoid confusion.

➢ Element #3: Good Paragraph Development

1. Completeness means a paragraph is well-developed. If all sentences clearly and

sufficiently support the main idea, then your paragraph is complete. If there are not enough
sentences or enough information to prove your thesis, then the paragraph is incomplete.
Usually three supporting sentences, in addition to a topic sentence and concluding
sentence, are needed for a paragraph to be complete. The concluding sentence or last
sentence of the paragraph should summarize your main idea by reinforcing your topic
sentence.

2. Now that your paragraph has a topic, it is essential that this topic be sufficiently
developed. Do not limit yourself to a set number of sentences. Yes, your paragraph should
not be too short or too long, but it should be an appropriate length to flesh out the entirety of
your paragraph’s idea. A reader should not be left with questions after a sufficiently
development paragraph. In order to achieve this, you can provide examples, cite work,
provide necessary definitions, describe, analyze, and organize your ideas. Support and
evidence provided by the writer can be explained in different ways. These details can be
provided by giving or using:

✓ Narration – narrating or telling a story

✓ Description – ‘painting’ something or someone by the use of descriptive words

✓ Comparison – showing how two subjects are similar

✓ Contrast – pointing out how two subjects are different from each other

✓ Example – providing illustrations or representatives of an idea or topic

✓ Classification – organizing or grouping together subjects with the same qualities or

characteristics

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✓ Division – taking out apart from the whole to fully discuss or emphasize how the part is
integral to the whole

✓ Definition – giving the meaning of a term, idea, or concept

✓ Process analysis – telling how something is achieved or came to be; or telling how to
do something

✓ Cause and effect – showing reasons/results of a phenomena/process

Element #4: Coherence with Clear Transition Markers

1. Coherence is more commonly referred to as the flow of your writing. When a paragraph
flows, the reader will be able to understand the main idea that you have presented. How
can you ensure that your paragraph maintains a flow? Well, after presenting your main
idea in your topic sentence, each sentence following must build upon each other in an
organized manner. After writing your paragraph, go back and read aloud what you have
written to make sure your ideas are clearly presented. If they are, you have developed a
coherent paragraph!

2. Coherence is the quality that makes your writing understandable. Sentences within a
paragraph need to connect to each other and work together as a whole. One of the best
ways to achieve coherency is to use transition words. These words create bridges from
one sentence to the next.

3. You can use transition words that show order (first, second, third); spatial relationships
(above, below) or logic (furthermore, in addition, in fact). Also, in writing a paragraph,
using a consistent verb tense and point of view are important ingredients for coherency.

4. Coherence means all the sentences and ideas in the paragraph flow smoothly together
to make clear and logical points about the topic. Coherence can be achieved through
the use of:

✓ A Natural or Easily Recognized Order:

- Time Order (Chronological) – arranging details or sentences as they happen

according to time; usually used in writing narratives

- Space / Direction Order (Spatial) – arranging evidence in relation to space,

direction or location

- Importance Order (Emphasis) – arranging details in order of importance or

emphasis

- Step-by-Step (Sequential or Procedural) – arranging information according to

numbers

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 ✓ Transition Words and Phrases – used to show the connection from one sentence to
another, or to signal a new train of thoughts. Some common transitions:

- For continuing a common line of reasoning: consequently, clearly, then,

furthermore, additionally, and, in addition, because, besides that, in the same way,
also, in the light of…

- To change the line of reasoning: however, on the other hand, but, yet, nevertheless,
on the contrary

- For the final points of a paragraph or essay: finally, lastly

- Transitional chains: to use in separating sections of a paragraph which is arranged

chronologically such as:

i. first, second, third…

ii. generally, furthermore, finally…
iii. in the first place, also, lastly/finally…
iv. in the first place, just in the same way, finally…
v. basically, similarly, as well as…

- To signal conclusion: therefore, this, hence, in conclusion, indeed

- To restate a point within a paragraph in another way or in a more exacting

way: after, afterwards, as soon as, at first, at last, before, before long, finally, in the
first place, in the meantime, later, meanwhile, next, soon, then

✓ Repetition of Key Words – important words or phrases (and their synonyms) may be
repeated throughout a paragraph to connect the thoughts into a coherent statement.

✓ Substitution of Pronouns for Key Nouns – use a key noun in one sentence and then
use a pronoun in its place in the following sentences. When using pronouns consider
the nouns to be replace by checking the nouns:
A. number – is the noun to be substituted singular of plural
B. function in the sentence – is the noun to be replaced use as a possessive, a
subject, or object
C. gender – is the noun to be replaced a male, a female, a common noun or a
neuter
D. person – is the noun to be replaced in the first, second, or third person.

✓ Parallelism – use of the same grammatical structure in several sentences to establish

coherence. The use of similar phrasing helps tie ideas and sentences together.

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C. Creating a Topic Sentence

1. The topic sentence expresses the main point in a paragraph. You may create your topic
sentence by considering the details or examples you will discuss. What unifies these
examples? What do your examples have in common? Reach a conclusion and write that
"conclusion" first. If it helps, think of writing backwards--from generalization to support
instead of from examples to a conclusion.
2. If you know what your main point will be, write it as clearly as possible. Then, focus on key
words in your topic sentence and try to explain them more fully. Keep asking yourself
"How?" or "Why?" or "What examples can I provide to convince a reader?". After you have
added your supporting information, review the topic sentence to see if it still indicates the
direction of your writing.
3. Purposes of Topic Sentences:

• To state the main point of a paragraph

• To give the reader a sense of direction (indicate what information will follow)
• To summarize the paragraph's main point

4. Placement of Topic Sentences:

• Often appear as the first or second sentence of a paragraph

• Rarely appear at the end of the paragraph

5. Supporting a Topic Sentence with Details: To support a topic sentence, consider some
of the possible ways that provide details. To develop a paragraph, use one or more of
these:

• Add examples
• Tell a story that illustrates the point you're making
• Discuss a process
• Compare and contrast
• Use analogies (e.g., "X is similar to Y because. . . ")
• Discuss cause and effect
• Define your terms

6. Reasons for Beginning a New Paragraph:

• To show you are switching to a new idea

• To highlight an important point by putting it at the beginning or end of your paragraph
• To show a change in time or place
• To emphasize a contrast
• To indicate changing speakers in a dialogue
• To give readers an opportunity to pause
• To break up a dense text

7. Ways of Arranging Information Within or Between Paragraphs:

• Order of time (chronology)

• Order of space (descriptions of a location or scene)
• Order of climax (building toward a conclusion)
• Order of importance (from least to most important or from most to least important)

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8. Additional Inputs

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III. Learning Tasks

Learning Task 1: Identifying the Basic Structure of a Paragraph

Instruction: Using the table below, identify the topic sentence, supporting sentence, and
concluding sentence of the given paragraphs:

Paragraph Topic Sentence Supporting Sentence/s Concluding Sentence

No.

Paragraph #1:

My dog Romeo is so much fun to play with. One reason he is fun is because he loves to play
catch. What is also fun is that he follows me around the house with a toy and drops it on my
foot, so I will kick it. Additionally, he can catch just about anything, but his favorite thing to
catch is a Frisbee. Finally, he loves it when I pretend like I am falling dead, and he runs over to
lick me. All these reasons show why I really have fun playing with my pet Romeo.

Paragraph #2:

Ever since Myrna moved into her own apartment last year, she has gotten out of the habit of
making her bed--except on Fridays, of course, when she changes the sheets. Although some
people may think that she is a slob, she has some sound reasons for breaking the bedmaking
habit. In the first place, she is not concerned about maintaining a tidy bedroom because no one
except her ever ventures in there. If there is ever a fire inspection or a surprise date, she
supposes she can dash in there to fluff up the pillow and slap on a spread. Otherwise, she is
not bothered. In addition, she finds nothing uncomfortable about crawling into a rumpled mass
of sheets and blankets. On the contrary, she enjoys poking out a cozy space for herself before
drifting off to sleep. Also, she thinks that a tightly made bed is downright uncomfortable:
entering one makes her feels like a loaf of bread being wrapped and sealed. Finally, and most
importantly, she thinks bed-making is an awful way to waste time in the morning. She would
rather spend those precious minutes checking emails or feeding the cat than tucking in corners
or snapping the spread.

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Learning Task 2: Noting Details in a Paragraph

Instruction: Read the sentences, note every detail, and arrange them to make a good
paragraph. Underline the topic sentence, and double underline the two supporting details.

Learning Task 3: Writing a Good Paragraph

Instruction: Write your own paragraph with at least 15 sentences of any topic you prefer.
Observe the structure, qualities, and elements of an effective paragraph.
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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IV. Reflection
➢ Instruction: Complete the following statements:

I have learned that ____________________________________________________

___________________________________________________________________

___________________________________________________________________

_________________________________________________________________________.

What I like best about this lesson is ______________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________.

These are the two things from this lesson that I will share to my friends:

1. _________________________________________________________________.

2. _________________________________________________________________.

I still want to learn more about: __________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________.

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 V. References
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https://writingcenter.unc.edu/tips-and-tools/paragraphs/
https://libguides.newcastle.edu.au/writing-paragraphs/structure
https://tcsamaripa.files.wordpress.com/2009/09/paragraph-structure-practice-worksheet.pdf
https://teacherworksheets.co.uk/sheets/elements-of-paragraph
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http://writing2.richmond.edu/writing/wweb/paragrph.htmlhttps://writingcenter.unc.edu/tips-and-
tools/paragraphs/
https://writingcenter.unc.edu/tips-and-tools/paragraphs/https://libguides.newcastle.edu.au/writing-
paragraphs/structure
https://libguides.newcastle.edu.au/writing-
paragraphs/structurehttps://tcsamaripa.files.wordpress.com/2009/09/paragraph-structure-practice-
worksheet.pdf
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worksheet.pdfhttps://teacherworksheets.co.uk/sheets/elements-of-paragraph
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paragraphhttps://salirickandres.altervista.org/effectiveparagraph/
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ng
https://www.slideshare.net/Yaqoob63/paragraph-skills
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https://salirickandres.altervista.org/paragraph/
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https://www.aplustopper.com/paragraph-writing/
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https://www.aplustopper.com/paragraph-writing/
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https://www.time4writing.com/writing-resources/paragraph-writing-secrets/
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SUPPORTING.pdf
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ng=en
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Basak Night High School, District 6, Div. of Lapu Lapu City
Compiled by: Remym B. Limpangug
Learning Task 1:
Paragraph Topic Supporting Sentence/s Concluding
No. Sentence Sentence
1 My dog One reason he is fun is because he loves to play All these
Romeo is catch. What is also fun is that he follows me reasons show
so much around the house with a toy and drops it on my why I really
fun to foot, so I will kick it. Additionally, he can catch have fun
play with. just about anything, but his favorite thing to catch playing with
is a Frisbee. Finally, he loves it when I pretend my pet
like I am falling dead, and he runs over to lick Romeo.
me.
2 Ever Although some people may think that she is a She would
since slob, she has some sound reasons for breaking rather spend
Myrna the bedmaking habit. In the first place, she is not those
moved concerned about maintaining a tidy bedroom precious
into her because no one except her ever ventures in minutes
own there. If there is ever a fire inspection or a checking
apartment surprise date, she supposes she can dash in emails or
last year, there to fluff up the pillow and slap on a spread. feeding the
she has Otherwise, she is not bothered. In addition, she cat than
gotten out finds nothing uncomfortable about crawling into a tucking in
of the rumpled mass of sheets and blankets. On the corners or
habit of contrary, she enjoys poking out a cozy space for snapping the
making herself before drifting off to sleep. Also, she spread.
her bed-- thinks that a tightly made bed is downright
except on uncomfortable: entering one makes her feels like
Fridays, a loaf of bread being wrapped and sealed.
of course, Finally, and most importantly, she thinks bed-
when she making is an awful way to waste time in the
changes morning.
the
sheets.
Learning Task 2:
Simon’s early life was very interesting. When he was very young, he lived in several
different countries because his father travelled for business. For example, at the age of two the
family moved to Hong Kong. Later when he was a teenager, his family decided to stay in Australia.
This is where he stayed and then went to university.
Learning Task 3:
- (Answers may vary.)
VI. Answer Key