Introduction

In the previous discussion, we examined the background to Academic Writing. Today we discuss an essential component of Academic Writing – construction of an Academic Paragraph. Before we proceed, we need to remind ourselves of the various units of grammar essential in the construction of statements in English. These units are morpheme, word, phrase, clause, and sentence. When they are arranged in a hierarchical order – from the sentence to the morpheme – it is called the rank scale (Halliday, 1961). There is no doubt that the rank scale plays an important role in college writing, as it constitutes the building blocks of construction in literary assignments. For instance, paragraphs, which are the vehicles of conveying coherent information and organized ideas in college writing, are impossible without the rank scale. In fact, unconventionally, if the rank scale is extended, it might include the paragraph in the hierarchy. Practically, let us see how the rank scale plays a significant role in the construction of paragraphs (for effective college writing.)

Learning Outcomes

After working through this discussion, colleague learners/readers should be able to increase their understanding of:

• Paragraph
• Topic sentence
• Supporting sentences
• Concluding sentence
• Different ways of paragraph development.

Paragraph

A paragraph is a series of logically coherent sentences brought together to discuss one main subject or idea.   In Academic English, paragraphs have three principal parts.  These are the topic or controlling sentence, the body or supporting sentences, and the concluding or closing   sentence (Evans, 2002). When the three principal parts are properly structured and developed, the paragraph automatically avoids matters irrelevant to the idea under discussion. As an illustration, a properly developed paragraph on (the idea of) democracy as the best system of governance cannot include sentences on the best form of worship in a mosque or cathedral. Ideally, the two ideas – democracy as the best system of governance and the best form of worship in a mosque or cathedral – must be expressed in two separate paragraphs in line with the convention of academic paragraphing.

Topic Sentence

A topic sentence is the sentence that introduces the main idea in the paragraph. It is therefore the most general sentence in a paragraph. This means that there are many details in the topic sentence, but it introduces an overall idea that is supposed to be discussed later in the paragraph.  The topic sentence mostly comes at the beginning of a paragraph. This is not a hard and fast rule, but, as beginner writers, students are advised to respect this suggestion. 

For example, suppose we want to write a paragraph about Gbewaa Republic as one of the best countries in the world. The topic sentence of the paragraph might look like the first sentence in the paragraph below:

There are many reasons Gbewaa Republic is one of the best countries in the world. First, Gbewaa Republic has an excellent health care system. All the citizens have access to medical services at a reasonable price. Second, the country boasts of high standards of education at all levels. In the primary and second cycle institutions well-trained teachers handle pupils and students, who continue to enjoy effective teaching in university. Finally, cities in Gbewaa Republic are clean and efficiently managed. The cities have many parks and lots of space for people to live. As a result, Gbewaa Republic is a desirable place to live in.

Supporting Sentences

As the name suggests, supporting sentences “support” or explain the idea expressed in the topic sentence.  This way, the supporting sentences form the body of the paragraph. Of course, paragraphs in Academic English often have more than two supporting ideas. Using the same paragraph, we cite examples of supporting sentences in the following italic constructions: 

There are many reasons Gbewaa Republic is one of the best countries in the world. First, Gbewaa Republic has an excellent health care system. All the citizens have access to medical services at a reasonable price. Second, the country boasts of high standards of education at all levels. In the primary and second cycle institutions well-trained teachers handle pupils and students, who continue to enjoy effective teaching in university. Finally, cities in Gbewaa Republic are clean and efficiently managed. The cities have many parks and lots of space for people to live. As a result, Gbewaa Republic is a desirable place to live in.

Concluding Sentence

This comes at the end of and summarizes the information contained in the paragraph. The concluding sentence therefore restates the main idea in the paragraph in a conclusive manner.

The last sentence in the paragraph about Gbewaa Republic as one of the best countries in the world is an example of a concluding sentence. Let us state the paragraph once again:

There are many reasons Gbewaa Republic is one of the best countries in the world. First, Gbewaa Republic has an excellent health care system. All the citizens have access to medical services at a reasonable price. Second, the country boasts of high standards of education at all levels. In the primary and second cycle institutions well-trained teachers handle pupils and students, who continue to enjoy effective teaching in university. Finally, cities in Gbewaa Republic are clean and efficiently managed. The cities have many parks and lots of space for people to live. As a result, Gbewaa Republic is a desirable place to live in.

 

Below is another example of a good paragraph:

Azinpaga is a victim of coordinated hatred by colleagues, although she is the most popular lecturer among the students of Dagbon State University. For instance, notwithstanding her mastery of the courses she teaches and her effective style of delivery, for which her students love her, the Registrar of the University and his cohorts do not want her to be in classroom. Therefore, they always manipulate the system to impose heavy administrative schedules on her and prevent her from handling courses. Besides, at a time Azinpaga has been declared “The Best Lecturer” in her faculty, following students’ assessment of lecturers, the Registrar and his cronies still make frantic efforts to associate her with incompetence. In fact, the unfortunate situation has become so serious that the students have decided to demonstrate against what they describe as outright injustice against Azinpaga. However, she has advised them not to do so, since she could serve them in different ways – mentorship and authorship. Really, Azinpaga is in a state of paradox – enjoying popularity from students and suffering intellectual jealousy from fellow lecturers and administrators.

Observation

A careful analysis of the above paragraph indicates that it has satisfied the requirements of paragraph construction in Academic Writing. The first sentence is the topic sentence containing the idea that Azinpaga is in a state of paradox – enjoying students’ popularity on one hand and suffering organized hatred by her colleagues on the other. Using transitional devices, the next five sentences throw more light on how Azinpaga is loved by the students but hated by the colleagues. So, they serve as supporting sentences to the topic sentence. It is also observed that the last sentence is only a restatement of the topic sentence in different words and brings the paragraph to a reasonable conclusion. Therefore, it is the concluding sentence.

Paragraph Development

Different writers have devised different ways of developing paragraphs with clarity and coherence. Martin (2013), among other things, mentions the techniques of detail, comparison and contrast, process, and multiple strategies. Though these are NOT hard and fast rules, beginner writers and College Students are advised to respect them for effective paragraph development.

Technique of Detail

This introduces a topic sentence and uses relevant examples and illustrations to expand the topic sentence. When the topic sentence is adequately developed, a concluding sentence is brought to re-enforce the idea expressed in the topic sentence. The two paragraphs discussed above exemplify paragraph development by detail.

Comparison and Contrast

This technique is used when developing a paragraph involving two or more things of similarities and differences. Within the paragraph the writer may deal with the issues of similarity before he or she considers those of difference. Alternatively, the writer can decide to discuss both in each sentence within the paragraph. This implies that sentence variations are very important in this technique.

Process

This involves a straightforward step-by-step description of an idea or a claim made in the topic sentence. It is suitable for paragraphs in scientific writing such as a lab report, as a procedure is normally followed and described in the report. It is important to state that the process of description often follows a chronological sequence.

Multiple Strategies

This technique implies paragraph development by a combination of many methods. It may begin with a brief comparison, for example, and move on to provide detailed descriptions of the subjects being compared. A process analysis might include a brief history of the process in question. Many paragraphs include lists of examples. It is important to state that transitional devices and sentence variations are other techniques of paragraph development. Furthermore, the type of a paragraph determines the technique suitable for the development of that paragraph.

Conclusion

It is instructive to mention that because of the formality and conventionality involved in academic paragraphs, they are different from those of ordinary writing (such as love letter writing) Hahahahaa! For example, in formal essays, contractions such as don't or aren't should not be used.  Instead, words in full are written, for example, do not and are not. Also, in college formal essays, it is advisable in many situations to avoid the First and Second Person Singular cases.  I and you are the First and Second Person Pronouns respectively.  The pronouns We and Us (First Person Plural) are sometimes used in formal essays in some major fields, but in general we should not use them unless we are certain that they are customary in our field or allowed by our professor/lecturer/tutor.  It is simply safer to use the third person. Finally, there is no universal rule for the number of sentences in a paragraph, but some experts recommend a minimum of five and a maximum of nine sentences in an Academic Paragraph.  W’Allaahu A’lam.

 

By Abubakar Mohammed Marzuq Azindoo, Lecturer/Coordinator, Weekend School, Islamic University College – Ghana

Email: azindoo200@gmail.com Tell: 0244755402

 

Referencs:

Bailey S (2011) Academic Writing: A Handbook for International Students (3rd edition). London: Routledge

 

Evans V (2002) Successful Writing: Proficiency. .... Students’ book.   Newbury

Berkshire: Express Publishing Publication

Gillett A, A Hammond & M Martala (2009) Inside Track to Successful Academic Writing. Harlow: Pearson Education

Halliday, 1961, Categories of the theory of grammar. Word 17(3); in Halliday, 2002. On Grammar. Vol. 1 in the Collected Works, p. 45

Jordan R (1999) Academic Writing Course. Harlow: Longman

Martin I (2013) Paragraph Development: A guide for Students of English as a Second Language. New Jersey: Prentice Hall, Inc.

Morley J, P Doyle & I Pope (2007) University Writing Course. Newbury, Berkshire: Express Publishing

Oshima A & A Hogue (2006) Writing Academic English. Harlow: Pearson Longman