THREE PARTS OF PARAGRAGH
THREE PARTS OF
PARAGRAGH
A.
Definition of paragragh
A paragraph is
a series of sentences that are organized and coherent, and are all related to a
single topic. Almost every piece of writing you do that is longer than a few
sentences should be organized into paragraphs. This is because paragraphs show
a reader where the subdivisions of an essay begin and end, and thus help the
reader see the organization of the essay and grasp its main points.
B.
Three parts of paragragh
1.
Topic
sentence
In a paragraph,
generally the first sentence is the topic sentence. There is a strict
connection between the main idea and the topic sentence. Topic Sentence is
shaped by the controlling idea. Controlling idea is the focus and is placed in
a topic sentence.
Example:
Education mirrors
the society.
TS CI
How to Write a Topic Sentence
a.
Pick a topic
b.
Remember,
General to Specific structure.
c.
The opening
sentence announces your topic and makes a general statement about it
d.
The rest of
your paragraph will show, explain, or provide proof for your topic sentence.
The opening sentence is your topic
sentence. The remaining sentences in your paragraph provide specific
information to support your topic sentence, which is the most important
sentence in your paragraph.
Narrowed Topic + Controlling Idea (Main Point) = Your
Topic Sentence
a.
Your topic sentence makes a promise
and binds you as a write to a responsibility.
b.
Think of it like a business contract
or agreement. In business, a contract is a
formal agreement between two or more people or groups.
formal agreement between two or more people or groups.
c.
Contracts clearly state responsibilities
and any terms, guidelines, and expectations at the beginning of a project.
Controlling Idea is the part of your topic sentence that signals the readers
about your main point that you will make about your narrowed topic. [1]
2.
Supporting sentence
The
supporting sentence is the developing part which improves major ideas. While
writing supporting sentence, controlling idea must be fully explained,
discussed and exemplified.
Example:
Nature has a perfect system for recycling
water. That is, water is used again and again. It falls as rain. Then it goes
one of the three places, it may seep slowly into the thick soil as it soaks
through into the natural reservoirs quickly. It might run off into streams to
rivers to the oceans. In short, the chain of changes goes on and on
systematically.
How to make the supporting
sentence
- They are sentences used to support the main idea stated in the topic sentence.
- They give more information about the main idea through examples.
- They say in details what the topic sentence says in general.
- They should be clear evidence that what the topic sentence says is trustworthy.[2]
3.
Concluding
sentence
Generally,
a concluding sentence is a restatement of the topic sentence, it gives the same
information as the topic sentence but it is expressed in a different way. While
writing concluding sentence, we can use adverbs such as “all in all,
consequently, in conclusion, in short, in summary”.
Example:
My special treasure is
a picture of my mother on her fifteenth birthday. This picture
is always in my house when I was growing up. Years later when I got married and
moved to Montreal, my mother gave it to me so that I would always remember her.
Now, it sits on my table next to my bed. I look at it and, imagine my mother’s
life on that day. I think she was excited because her eyes are shining with
happiness. Her smile is shy as if she were thinking about a secret. She is
standing next to rose bush, and the roses are taller than she is. She is
wearing a beautiful white lace dress and black shoes. Her hair is long and
curly. She looks lovely in this peaceful place, and I feel calm when I gaze
into her eyes at the end of my busy day. This picture of my mother is my most valuable
possession.[3]
How to
make the concluding sentence
- It is a reflection of the main idea pronounced in the topic sentence.
- It sums up what the topic sentence and the supporting details talk about.
- It is the closing sentence that reminds the readers of what they have to value.
- It is compulsory for the completion of the paragraph unity.
- It eventually indicates the end of a paragraph.
- It prepares the reader for a smooth transition to the next paragraph if there is one.
The
writing on red Ravine evolved from our practice. If you want to be a writer,
you have to write. If you want to write, you have to practice.
Simple. Yet, not easy.
Writing
Practice is based on a set of six rules. We learned about Writing Practice
by reading Natalie
Goldberg’s Writing Down the Bones.
Then we signed up for her workshops and learned more.
Natalie created Writing Practice
rules based on years of her own practice. Each of us has taken those rules and
used them to make the practice our own. We are profoundly grateful for what
Natalie has handed down to us through her books and teachings.
You are encouraged to join us in the
practice of writing. Grab one of our Writing Topics. Take a word or phrase that
holds juice for you. Read our Writing Practices. Give us Recall. Practice
creates structure and grounds your writing.
How Writing Practice Works
Pick up your favorite pen. It should be a fast-writing pen. Grab a spiral notebook. Nothing fancy. Or, if you prefer, use your keyboard.
Select a Writing
Topic.
Set a time limit. Ten minutes works well to begin. We’ve noticed we tend to go
deeper with our writing when we write even longer.
The timed aspect of writing is
important. Whatever amount of time you choose, you must commit yourself to it
for the full time. Set an intention - 10 minutes, 20 minutes, half an
hour. Then, Go!
Follow
these six rules as you write:
- Keep your hand moving. (Don’t pause to reread the line you have just written. That’s stalling and trying to get control of what you’re saying. Don’t stop until the time is up.)
- Don’t cross out. (That is editing as you write. Even if you write something you didn’t mean to write, leave it. Don’t backspace.)
- Don’t worry about spelling, punctuation, grammar. (Don’t even care about staying within the margins and lines on the page.)
- Lose control.
- Don’t think. Don’t get logical.
- Go for the jugular. (If something comes up in your writing that is scary or naked, dive right into it. It probably has lots of energy.)
We have followed these six
rules for many years. The rules give us structure. And within creative
structure there is freedom. There is strength and power in writing this way.
The structure of Writing Practice allows the rest of your mind to be wild and quells
the self-editor, Monkey Mind, who breeds doubt and caution.
Writing practices are raw, wild, and
free flowing. The aim is to burn through to first thoughts. There is no good or
bad with Writing Practice. It is what it is. Most importantly, Writing Practice
keeps us in the practice of writing. It serves as the most basic approach to
any writing we do, including finished pieces.
Natalie gave us Writing Practice. We
created red Ravine. With red Ravine we continue writing as a practice by
combining writing, technology, and community that spans great distances. We
write across 3000 miles and four time zones. We use computers, spiral
notebooks, favorite pens. We write at home, in the forest, in waiting rooms,
and coffee shops.
We do spell checks but we don’t
change what came out in the raw practice. Dubious grammar, odd dangling
participles, and leading dependent clauses do not get edited out in our Writing
Practice. (Finished pieces are another matter.
1.
There is
Writing Practice and There Are Finished Pieces
We do both Writing Practice and finished pieces on red Ravine. How do you tell the difference?
When one of us does a Writing Practice, we use the
term PRACTICE and specify the number of minutes in the title. We also add the
post to the category Writing Practices. These posts can appear in an ad hoc
manner with no rhyme or reason as far as topic or timing. Often if one person
does Writing Practice on a random Topic – say, Pickles – the other will follow
suit. But not always.
In addition, once a week sloWalker posts a WRITING TOPIC.
All of these Topics can be found in the category, Writing Topics (or click on sloWalker under Contributors on the
sidebar).
Before the week is up, each of us sits down and writes a
Writing Practice on the Topic. We add our PRACTICES on a WRITING TOPIC to two
categories: Topic Writing and Writing Practices. Sometimes
Writing Practices develop into finished pieces, and what you see in a regular
blog post will be an edited and polished version of what was once a raw
PRACTICE.
And just to confuse matters even more, we also post
something that isn’t quite PRACTICE and isn’t a WRITING TOPIC either. These are
simply posts, the kind you might find on any blog. Writer tidbits. Quotes.
Musings. Oh, and we mix in photos and doodles and drawings just to make it that
much more interesting.
2.
There is
Recall
When we do Writing Practices together in person, we read our pieces aloud to the group. Those who aren’t reading, listen deeply. When the reading is over, the listeners do “Recall,” repeating to the writer any words, phrases, or sentences that penetrated beyond the eardrums and stuck in our brains.
We don’t say whether we liked what we heard or why we
caught those words. We simply recall what we remember, as closely as possible
to the writer’s original words or phrases.
You might see Recall on red Ravine. It
usually appears as RECALL in a Comment and added to the category Recall. We write out the lines and words that grabbed us when we
read. No commentary, no criticism. Just those morsels that bit a hole somewhere
in our psyche.
[4]
REFERENCE
Madrasati @ Abdessalami On_Line
http://abdessalami.bravehost.com-writing Akses 20 september 2012
http://grammatical aspect of
lang/Writing Practice «.htm-akses 24 september 2012
Savage,
Alice, Shafiei Masound. Effective Academic Writing
http://grammatical aspect of
lang/Topic, Supporting and Concluding Sentences.htm- writing akses 22 september 2012
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