SỞ GIÁO DỤC VÀ ĐÀO TẠO .................
TRƯỜNG THPT .......................
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CHUYÊN ĐỀ
HOW TO WRITE A PARAGRAPH
Tác giả: .
Đối tượng bồi dưỡng: Lớp 12
Dự kiến số tiết bồi dưỡng: 10
Kiến thức: Dùng cho ôn thi Tốt Nghiệp THPT Quốc Gia

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ABBREVIATIONS
GCSE: General Certificate of Secondary Education (Kỳ thi Tốt Nghiệp
Trung Học Phổ Thông )
Ss / ss : students

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CONTENT
Part A: Writing process

PAGE
8

I. Stage 1: Prewriting

8

1. Listing

8

2. Clustering

9

II. Stage 2: Planning

9

1. Step 1: Making sublists

9

2. Step 2: Writing The Topic sentence

9

3. Step 3: Outlining

10

III. Stage 3: Writing and revising drafts

10


1. Step 1: Writing the first rough draft

10

2. Step 2: Revising content and organisation

11

3. Proofreading the second draft

11

4. Step 4: Write the final copy

11

Part B: Paragraph structure

12

I. The topic sentence

12

1. The topic sentence

12

2. Position of the topic sentences


13

3. Exercises

14

II. Supporting sentences

21

1. Supporting sentences

21

2. Exercises

21

III. The concluding sentence

20

1. The concluding sentence

20

2. End-of-paragraph

signal


in

the concluding 21

sentences
3. Exercises

21

Part C: Developing paragraph

24

I. Unity

24
3


1. Unity

24

2. Example

23

II. Coherence


24

a. Repetition of key nouns

25

b. Use of consistent nouns

25

c. Transition signals

25

d. Logical order

28

III. Exercises on Unity and coherence

30

4


INTRODUCTION
In teaching English, writing is considered a productive skill because it
is the process the writer creates a product. In communication, it is also the
important skill; through writing a person can convey a variety of messages
to a close or distant, known or unknown reader. In daily life, it is very useful

in learning; for example, when an applicant needs to write a letter for a job,
or email in business. In high school, writing is considered vital skill to
evaluate students’ efficiency. Writing becomes common in exams, especially
GCSE. However, writing skill is not tested only with multiple choice
questions such as sentence transformation but also through writing a
paragraph, or a composition, a letter or so on. As a teacher of English at a
high school and from the real process of teaching and learning nowadays, I
realized problems and difficulties of students in this skill. They often
complain writing in English is very difficult; they do not how to write, how
to express their ideas and their writings are full of mistakes or errors of
grammar, use of vocabulary or unity or coherence, punctuation and so on.
They say that they hate writing, and it is too complicated especially students
studying group A (Math, Chemistry, Physics) and even students in group D (
Math, English and Literature) are also upset because they cannot get high
marks in every mock tests at high school.
In school year 2014-2015, the education affair combines GCSE and
university entrance exam together. The graph of students’ band scores is
very disappointing and in Vinh Phuc, it is no exception. In English test in
GCSE in Vinh Phuc last year, I observed that many students let their paper
without writing anything and even went out of the room early. When I asked
them why they did not write the task, they said that they did not have no idea
to write. Many teachers marking their test also told me that they worked
very quickly because many students wrote nothing. From my point of view,
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weak writing skill can be one of reasons that affect students’ results in
English test.
Understanding this problem, I taught student how to write and designed a
system of exercises which as suitable to my students. Most of students at my

school study group A, and only one group C and D, A1. Exercises focus on
how to write a paragraph , which are typical in GCSE. First, exercises help
students recognize the structure of a paragraph, the topic sentence,
supporting sentences and the concluding sentence. Then, exercises on parts
of a writing them and how to write them effectively. These exercises are
presented in each section and designed from easy level to difficult one;
which are appropriate to each group of students.
Personally, my writing may gain some goals:
- It focuses on concepts or definitions of writing a typical paragraph, which
is necessary for students’ evaluation of competence nowadays.
- It proves the power of practice. With a system of exercises, students have
chance to get acquainted with types of writing a paragraph and composition
as well as writing frequently, which will help them overcome writing tasks
easily.
- The content of my writing also helps both teachers and students understand
clearly stages of writing a paragraph. It can be considered as useful materials
or references that orient them in writing tasks in GCSE nowadays.
- In addition, the exercises help teachers save time and efforts in teaching
writing and in planning lessons. Moreover, students become more confident
after doing these exercises.

Part A: THE PROCESS OF WRITING
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- Writing is process, not a product
- There are four main stages that I teach my students: prewriting, planning,
writing, and revising drafts & writing the final copy to hand in.
I. Stage 1: Prewriting
After choosing and narrowing a topic, the next prewriting step is to generate

ideas by a process called brainstorming. This helps ss:
+ Get you started writing more quickly and save their time in the later stage
of writing process. 2 techniques of brainstorming are:
1. Listing
- Listing is a brainstorming technique in which ss think about their topic and
quickly make a list of whatever words or phrases come into their mind.
- Listing helps ss produce as many ideas as possible in a short time to find
specific focus for their topic.
Procedure of listing:
- Write down the general topic at the top of their paper
- Make a list of every idea that comes into their mind about that topic.
When listing, ss should keep the idea flowing and should not worry about
writing down information off the topic because they can cross it later. They
can also use words, phrases, sentences, and not worry about spelling,
grammar.
Model:

Culture shock

- Communication problems
- Poor verbal skills
- New language
- Lack vocabulary
- Lack confidence
- Classroom environment
- Need a car
- Poor pronunciation
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- Unclear expressions ….
- Use slang and idiom
2. Clustering
- For clustering, ss can write their topic and draw a “balloon” around it.
Then, they write whatever ideas come to them in balloons around the core.
They should think about each of these ideas and make more balloons around
them.
II. Stage II: Planning
1. Step1: Making sublists
- In this step, ss can take a sublists and cross out any items that don’t belong
or that aren’t useable.
e.g: Communication problems
A. poor verbal skills
- lack vocabulary
- poor pronunciation
B. Americans difficult to understand
- use incomplete sentences
- use unclear expressions
- talk too fast
- use slang and idioms
2. Step2: Writing the Topic sentence
The topic sentence expresses the central focus of paragraph
E.g:
- One problem that many international students face in the United States is
communication with Americans or
- International students in the United States face communication problems
with Americans
3. Step 3: Outlining

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- Ss should write the main points and subpoints in the order in which they
plan to write about them.
- This will help students to stay on the topic and to write a well-organised
paragraph
Communication Problems

International students in the United States face communicatio
Topic sentence
Supporting point
Supporting detail
Supporting detail
Supporting point
Supporting detail
Supporting detail
Supporting detail
Supporting detail

problems with Americas.
A. International students have poor verbal skills.
1. lack vocabulary
2. have poor pronunciation
B. Americans are difficult to understand
1. use incomplete sentences
2. use unclear expressions
3. talk too fast
4. Use slang and idioms.
(Alice Oshima Ann Hogue, Longman, 2006)


III. Stage 3: Writing and revising drafts
1. Step1: writing the First Rough Draft
In this step ss will:
- write down the topic sentence and underline it; this reminds them of the
focus of their paragraph
- leave margins. A margin will help add details, information, examples or
check spelling
- write the paragraph, following ss’ outline as closely as possible
- can add ideas that aren’t in the outline if you are certain they are relevant to
the topic
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- add or cross out unnecessary details
Exercise : Write the rough draft for the following topic sentence.
My drama classes have given me confidence.
Jogging is my favourite sport for several reasons.
Stamp collecting is an educational hobby
2. Step 2: Revising content and organization
In this step, ss will:
- revise content, organization, unity, coherence, and logic but they shouldn’t
correct grammar, sentence structure, spelling, punctuation because it is
proofreading, which can be done later.
- read over your paragraph carefully- focus on the general aspects
- check to see how you achieve your stated purpose
- check logic and coherence
- check topic sentence and main focus (supporting ideas)
- check unity
- check transition signals
- concluding sentences

Step 3: Proofreading the second draft
In this step, ss will:
- check over each sentence for correctness and completeness: no fragments,
choppy or run-on sentences
- check over each sentence for a subject and a verb, subject-verb agreement,
tenses …
- check the mechanics: punctuation, spelling, capitalization, spelling ..
- change vocabulary words as necessary
Step 4: Write the final copy
- In this step, ss will write the final copy
Part B: PARAGRAPH SRUCTURE
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- A paragraph structure includes 3 parts:
The topic sentence
The supporting sentence
The concluding sentence
I. The topic sentence
1. The topic sentence
- Every good paragraph has a topic sentence. It is a complete sentence.
- Usually but not always is the first sentence in the paragraph
- Is the most important, briefly indicates what the paragraph is going to
discuss. It limits the topic to one or two areas that can be discussed
completely in a single paragraph. The writer can see what information to
include and the reader can see what the paragraph is going to be about
- There are 3 important points to remember about a topic sentence
1. A topic sentence is the most general statement in the paragraph because it
gives main ideas, not give any specific details.
2. A topic sentence is complete sentence; it contains a subject, a verb and/ or

a complement
3. A topic sentence contains both a topic and a controlling idea. The
controlling ideas:
- explain what the writer will say about the topic and tell the reader what to
expect in the supporting sentences
- must not too general, or the topic sentence will be unclear.
E.g:
A surprise party is a kind of party (too general)
There were 14 guests at my surprise birthday party (too specific)
Effective: My classmates gave me an unforgettable surprise party for my
18th birthday.
My friend is an honest person
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TOPIC

CONTROLLING IDEA

My friend is the funniest person I know.
TOPIC

CONTROLLING IDEA

2. Positions of the topic sentence
The topic sentence may be the first or last sentence in a paragraph. It is
helpful to your reader if the paragraph is very long.
E.g:
Hurricanes
Hurricanes, which are also called cyclones, exert tremendous power.

These violent storms are often a hundred miles in diameter, and their winds
can reach velocities of seventy-five miles per hours or more. Furthermore,
the strong winds and heavy rainfall that accompany them can completely
destroy a small town in a couple of hours. The energy that is released by a
hurricane in one day exceeds the total energy consumed by humankind
throughout the world in one year.
Medical Miracles to Come
By the year 2009, a vaccine against the common cold will have been
developed. By the same year, the first human will have been successfully
cloned. By the year 2014, parents will be able to create designer children.
Genetic therapy will be able to manipulate genes for abilities, intelligence,
and hair, eye, and skin color, By 2020, most diseases will be able to be
diagnosed and treated at home, and by 2030, cancer and heart disease will
have been wiped out. These are just a few examples of medical miracles that
are expected in the next few decades.
3. Exercises
Exercise 1: Read and mark the best topic sentence with a T
My car always smells like exhaust fumes. I have had two flat tires this
year. Sometimes it will even start in the morning.
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…..a. My car smells, has flat tires, and will not start.
…..b. So it is time to get a new car.
…..c. I have a lot of trouble with my car.
Key: C
Exercise 2: Identify the Parts of a Topic Sentence
Circle the topic and underline the controlling idea in each of the
following sentences
1. Living in a college dormitory can be a stressful experience for newly

arrived students.
2. The spread of AIDS can be slowed by educating the public.
3. In my opinion, many television commercials for cosmetics lie to women.
4. Owning an automobile is a necessity for me.
5. It is an expensive luxury to own an automobile in a large city.
Key:
1. Living in a college doritory can be a stressful experience for newly
arrived students.

Topic

Controlling ideas

2. The spread of AIDS can be slowed by educating the public.
Topic

controlling ideas

3. In my opinion, many television commercials for cosmetics lie to women.
Topic : television commercials
Controlling idea: lie to women
4. Owning an automobile is a necessity for me.
Topic

controlling idea

5. It is an expensive luxury to own an automobile in a large city.
Controlling idea

topic


Exercise 3: Circle the topic and underline the controlling idea
1. Hiking is the best way to explore nature closely.
2. My uncle had a frightening experience as a young man.
3. Text messaging has become popular among teenagers.
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4. Effective time management requires four easy steps.
5. Every student should take a computer course.
Key:
1. Hiking is the best way to explore nature closely.
Topic

Controlling idea

2. My uncle had a frightening experience as a young man.
Topic

Controlling idea

3. Text messaging has become popular among teenagers.
Topic

Controlling idea

4. Effective time management requires four easy steps.
Topic

Controlling idea


5. Every student should take a computer course.
Controlling idea

topic

Exercise 4:
In the following pairs, circle the number of the best topic sentence. Then
explain your choice to a partner. Say why the sentence you didn’t choose
is weak. Use one or more of these reasons:
- It’s too bad
- It’s too narrow
- There is no main idea or opinion
- There is more than one main idea
- It’s too bad
- It’s too narrow
- There is no main idea or opinion
- There is more than one main idea
a. 1. Many people in England and the United States have cats
2. Cats are good company for their owners.
b. 1. Studying English in high school helps you get a better job.
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2. We study English in high school.
c. 1. The food and people in Japan, Taiwan, and Korea are very interesting
and different, and so are the buildings.
2. Traditional Japanese food is different from Korean food.
d. 1. My grandfather has helped me in many ways. .
2. My grandfather is 86 years old.

e. 1. I really like sports.
2. Baseball has taught me many things about life.
f. 1. There are many environmental problems around the world.
2. It’s important to save the rainforests in South America
g. 1. Snow skiing on the highest mountainsides requires great skills
2. Snow skiing is fun
h. 1.Exercises is healthful.
2. Jogging is healthful for several reasons.
i. 1.Camping is a great outdoor activity
2. Camping requires a variety of special equipment
j. 1. The legal age for drinking alcoholic drinks should be twenty-one for
several reasons.
2. Drinking is dangerous to your health
k.1. Hong Kong is an exciting city
2. Hong Kong is a shopper’s dream world.
l. 1.The violence on television can affect children’s emotional well being.
2.Watching television is a waste of time
m. 1. Smoking is a bad habit
2. it is difficult to quit smoking for three reasons.
Key:
a. 1. Many people in England and the United States have cats (too general)
2. Cats are good company for their owners. (better)
b. 1. Studying English in high school helps you get a better job. (better)
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2. We study English in high school. (too general)
c. 1. The food and people in Japan, Taiwan, and Korea are very interesting
and different, and so are the buildings. ( There is more than one main idea )
2. Traditional Japanese food is different from Korean food. (better)

d. 1. My grandfather has helped me in many ways. . (better)
2. My grandfather is 86 years old. ( It’s too narrow & It’s too bad)
e. 1. I really like sports. It’s too bad & too general
2. Baseball has taught me many things about life. (better)
f. 1. There are many environmental problems around the world. It’s too bad
& too general
2. It’s important to save the rainforests in South America - too general
g. 1. Snow skiing on the highest mountainsides requires great skills too
general
2. Snow skiing is fun (better)
h. 1.Exercises is healthful. Too general
2. Jogging is healthful for several reasons. Better.
i. 1.Camping is a great outdoor activity – too general
2. Camping requires a variety of special equipment – better
j. 1. The legal age for drinking alcoholic drinks should be twenty-one for
several reasons. (better)
2. Drinking is dangerous to your health (general)
k.1. Hong Kong is an exciting city (general)
2. Hong Kong is a shopper’s dream world. (better)
l. 1.The violence on television can affect children’s emotional well being.
(better)
2.Watching television is a waste of time (general)
m. 1. Smoking is a bad habit (general)
2. it is difficult to quit smoking for three reasons. (better)
Exercise 5: Writing topic sentence
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Use each word or phrase below to write a topic sentence with a controlling
idea. Then share your sentences with a partner.

1. Pets
Pets are good companions for older people.
2. A first date
……………………………………………………………………………
3. A terrible teacher
……………………………………………………………………………
4. Tennis
……………………………………………………………………………
II. Supporting sentences
1. Supporting sentences
- Supporting sentences add information about the topic and the controlling
idea. They can include definitions, explanations, and examples.
Definition
E.g: Dependency on computers means that young people cannot perform the
normal tasks and functions of daily life without them.
Supporting explanation
E.g: In the old days, people memorized important information, but today’s
youth rely on their computers, cell phones, and PDA’s to do assignments,
record numbers, and save important information. As a result, they can find
themselves unprepared in an emergency such as an electrical blackout. Once
their batteries die, these people will not be able to communicate.
Supporting example
E.g: For example, I do all my schoolwork on my computer. When my
computer crashed last week, I lost my only draft of an essay that was due the
next day. As a result, I got a bad grade.
2. Exercises
Exercise 1: Identifying topic sentences and supporting sentences
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For each set of sentences, write TS next to the topic sentence. Write SS next
to the supporting sentences
1. … a. Mosquitoes are attracted to heat.
. …….b. Mosquitoes will fly several miles to find food.
. …….c. Only the female mosquito bites.
. …….d. Mosquitoes are interesting insects.
2. . …a. One of my hobbies is listening to international music.
. ……b..I have a large collection of world music recordings.
. ……c..My friends and I like to introduce each other to new international
artists we discover.
. ……d..I enjoy going to concerts by musicians from different countries.
3. a. I like the way people decorate their homes and stores.
b. I enjoy going shopping in cold weather.
c. I enjoy the parties and celebrations of the winter holiday.
d. I really like the winter holidays.
4.
a. My new apartment has big closets.
b. My new apartment is perfect for my roommate and me
c. My new apartment is close to school and work
d. My new apartment is not too expensive for students
KEY :
1. a. SS b. SS c. SS d. TS
2. a. TS b. SS c. SS d. SS
3. a. SS b. SS c. SS d. TS
4. a SS b. TS c. SS d. SS
Exercise 2: Brain storming supporting sentences:
First, read each topic sentence. Then write a question about the topic.
Finally, add two more supporting points to each list
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1. Topic sentence : Smoking in restaurants should be prohibited for several
reasons.
Questions : Why should smoking in restaurants be prohibited?
Supporting points
a. It pollutes the air
b. It can affect dinner’s appetites
c.
d.
2. Topic sentence: Everyone should consider several criteria before choosing
a sport.
Question:
Supporting points:
a. They need to decide whether they enjoy exercising alone or with others.
b. They need to consider whether they want to enjoy a sport for recreation or
for fitness.
c.
d.
3. Topic sentence: International students have difficulty taking notes in class
for several reasons,
Question:
Supporting points:
a. The teacher talks too fast
b. The students have poor listening skills.
c.
d.
Exercise 3: Choose one of the topic sentences below. Brainstorm for about
six or seven items to support it. Then work with a partner and review your
list. Decide which supporting items should remain
Example: Topic sentence:

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Snow skiers must take extreme precautions on the slopes.
List some of the precautions:
a. consider the weather conditions
b. consider the slope conditions
c. consider their ability
d. obey warning signs
etc.
Exercise 4: Write supporting items for the following topic sentences:
1. Camping requires a variety of special equipment
2. Jogging is beneficial to your health for several reasons.
3. Bicycling provides several advantages
4. Swimming in the ocean is dangerous for several reasons.
III. The concluding sentence
- A concluding sentence is not customary for every paragraph a
multiparagraph essay. However, for single paragraphs, especially long ones,
a concluding sentence is helpful to the reader because it signals the end of
the paragraph and because it is a reminder of the important points
1. The concluding sentence serves 3 purposes:
1. It signals the end of the paragraph
2. It summarizes the main points of the paragraph
3. Leaves the reader with the most important idea to think about.
In addition to restate the main idea, the concluding sentence may:
- want the reader
If you do not follow these steps, you may not get the grade that you want.
- make a prediction.
The automotive industry will change, and soon everyone will be driving
pollution-free cars.

- Give an opinion about the topic
Some people might disagree, but I think lamb is the best meat for grilling.
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2. End –of – paragraph signals in the concluding setence
These are followed by a comma
Finally, as a result

These are not followed by a comma
We can see that…

In conclusion , indeed

It is clear that .

In summary, in brief

These examples show that …

Therefore, in short

These can be no doubt that …

Thus

The evidence suggests that ..

3. Writing concluding sentences:
Exercise 1: Identifying supporting sentences and concluding sentences

Read the topic sentences below. Write SS next to the three supporting
sentences and write CS next to the concluding sentence.
1. The best way to see San Francisco is by walking.
CS a. When you explore San Francisco by foot, you can experience all the
city has to offer.
SS b. When you walk, you experience the different smells of the restaurants,
the plants and sometimes the ocean.
SS c. You can stop and look in the windows of shops or sit on a bench for a
short while and look at interesting people.
SS d. In a car or a bus, you cannot stop easily if you see something
interesting because parking is difficult.
2. An egg taco takes only five minutes to make.
…..

a. Your delicious egg taco is ready to eat in just a few minutes.

…..

b. Heat a flour tortilla in a small amount of water.

…..

c. Scramble two eggs with a little salt and pepper.
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…..

d. When the eggs are done, slide them into the warm tortilla and fold


it over.
3- My paper is late because something happened to my computer.
….. a. I was almost finished writing my paper, and I was checking it for
errors.
….. b. Suddenly, my computer screen went blank, and the power was gone.
….. c. The accident made me lose many hours of work, so I could not turn in
my essay on time.
…..d. Later, I learned that a squirrel got on the power line and disrupted the
electricity.
4. I enjoy the riverwalk in San Antonio.
…..a. The riverwalk is lower than the streets of the city.
…..b. You can walk down stairs to a canal with a stone path and plants on
each side.
…..c. There are many shops, restaurants and hotels along the path.
…..d. The riverwalk is a pleasant place to spend an afternoon or evening
in San Antonio.
Key :
2. a. CS b, c, d, - SS
3. a, b, d – SS, c – CS
d. CS a, b, c – SS
Exercise 2: Examining concluding sentences
Circle the word that best describes each of the concluding sentences
below.
1. If you follow these steps, you will never lose your keys again.
a. prediction b. opinion

c. warning

2. Students who are not careful with credit cards can go into debt quickly,
a. prediction b. opinion


c. warning

3. Venice, Italy, is the most beautiful city in the world.
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a. prediction b. opinion

c. warning

4. You will be able to produce a beautiful paper crane with only a little bit of
practice.
a. prediction b. opinion

c. warning

5. There are many reasons why movie stars make poor politicians.
a. prediction b. opinion

c. warning

6. The desert is a beautiful but dangerous place to hike, so do your research
and take time to prepare carefully.
a. prediction b. opinion

c. warning

Improve the following paragraph
Key : 1. C 2 c 3 c 4 c 5 a 6 c 7b 8 a

Exercise 3: Writing a concluding sentence for each of the following topic
sentences. You may begin the concluding sentence with a conclusion
phrase followed by a comma
1. Writing a paragraph in English is easy if you follow these steps.
……………………………………………………………………………
2. The cafeteria is an inexpensive place to eat
……………………………………………………………………………
3. My first day of school was a frightening experience
……………………………………………………………………………
4. Everyone in a car should fasten his or her safety belt.
……………………………………………………………………………
5. Watching television situation comedy is a good way to learn English
conversation
……………………………………………………………………………
Key: vary

PART D: DEVELOPING A PARAGRAPH
I. Unity
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1. Unity
- Unity is an important element of a paragraph is unity. Every good
paragraph has unity which means that in each paragraph; only one main idea
is discussed. If you start to discuss a new idea, begin a new paragraph.
Furthermore, every sentence in the paragraph must be directly related to the
main idea. Do not include any information that does not directly support the
topic.
- Every supporting sentence must directly explain or prove main idea, which
is stated in the topic sentence.

2. Example:
There is no unity in this paragraph:
Teaching students how to be a good parent brings many benefits. It is not too
early to teach students about this because they are old enough to understand.
The first benefit is that …….
II. Coherence
The Latin verb “Cohere” means “hold together”. Coherence is another
element of a good paragraph is coherence.
- To have coherence, the movement from one sentence to the next must be
logical and smooth. Each sentence should flow smoothly into the next one.
- The writers often use time, space, or order of importance to present the
supporting information in a paragraph coherently.
E.g: The following example is organized by space:
When you drive into the airport, you will see many signs for the different
terminals. After you pass the signs, you will drive over a hill. The airport is
on the other side of the hill. On your right, you will see the international
terminal.
There are four ways to achieve coherence:
a. Repetition of Key Nouns
+ The easiest way to achieve coherence is to repeat key nouns frequently
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E.g:
English has almost become an international language. Except for Chinese
more people speak it than any other language. Spanish is the official
language of more countries in the world, but more countries have English as
their official or unofficial second language. More than 70 percent of the
world’s mall is written in it. It is the primary language on the Internet.
International business, English is used more than any other language, and it

is the language of airline pilots and air traffic controllers all over the world.
Moreover, although French used to be the language of diplomacy, English
has displaced it throughout the world. Therefore, unless you plan to spend
your life alone on a desert island in the middle of the Pacific Ocean, English
is a useful language to know.
b. Use of Consistent Pronouns
American Sign Language developed from the mixture of sings used by
deaf Americans and French Sign Language. Today it is used by more than
500,000 deaf people in the United Stated and Canada.
It refers back to the subject and connects two sentences together.
c. Transition Signals
- Using transition words as a guide makes it easier for the reader to follow
the ideas and make a paragraph coherence.
Types of Transition Signals
Sentence connectors
Meaning
function

Sentence connectors
Clause connectors
Transition Conjunctiv Coordinating Subordinating

To

phrases
In

e adverbs
Further


introduce

addition

more

n

an

moreover

An

additional

Besides

additional

idea

Also

+n

conjunctions
And

Others


conjunctions
Another +

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