1.7 Assembling the Evidence
Learning Objectives
Recognize the four qualities of a well-written body paragraph.
Identify the topic sentence of a body paragraph.
Recognize organizational patterns of body paragraphs.
Whatever way you decide to organize your essay, the bodyThe part of the essay between the introduction and conclusion. of the essay—the part between the introduction and conclusion—will be composed of paragraphs. A paragraphA group of sentences that collectively convey an idea. is a group of sentences that collectively convey an idea. Well-written body paragraphs possess four qualities:
Unity
Adequate development
Organization
Coherence
These are the elements that give paragraphs persuasive power.
Unified Body Paragraphs
A unified body paragraphA paragraph in which all the sentences are engaged in explaining the same idea. addresses one idea only and is controlled by a topic sentenceA sentence in a paragraph that states the paragraph’s main idea. that summarizes that idea. Every sentence in the paragraph illustrates the topic sentence. The following paragraph from an essay titled “The Potato: What’s in a Name?” by Sue Cornish demonstrates the concept of paragraph unity. In the essay, Cornish traces the potato’s intercontinental lineage. Notice the clarity of, and fidelity to, the topic sentence that opens the paragraph.
The history of the potato’s popularity, however, is of a truly international collaboration. The potato was originally cultivated in the Andes Mountains of Peru. The Spanish Conquistadores brought it back with them to Spain, and as early as 1573 in Seville it was used medicinally against scurvy. The Quechua Indians called the plant papas, from which the Spanish derived their word patata. It is likely that the potato was also brought to Ireland by the Spanish, given their active trading relationship, and thence to England. Traditionally Sir Francis Drake is given credit for introducing what he named Batata Virginiana, named for the Virginia colony at Roanoke. Descriptions of his tuber-forming plants, however, bear no resemblance to the round white potato. Nevertheless, when English herbalist John Gerard authored the first published description with an illustration in 1597, he compounded the confusion of names by using Drake’s Batata Virginian.
Concept Check
Unify a Body Paragraph
The following paragraph lacks the quality of unity. Which sentences would you delete from this paragraph to improve its unity?
Real Moms do whatever is necessary to get through the day. We threaten, we beg, we bribe. We let our children eat chicken wings in the living room and watch too much TV. We have fed them chocolate chip cookies for breakfast, and we have let them stay up “just a little longer” to avoid an argument. We have cleaned up our kids’ pizza crumbs, juice spills, and puzzle pieces because it would take too much energy to get them to do it. We have been embarrassed when our children have hit other children, refused to share, picked their noses, or repeated a curse word at full volume. We let them wear whatever they want to school—Halloween costumes, mismatched socks, outgrown pants. We have given up and given in, just to stop the crying. Our only salvation is that there are other Real Moms out there. They are willing to be honest; they let us know that we are not alone and that we are not failures. Countering that salvation, however, are the Super Moms. Super Moms are self-proclaimed experts on motherhood. A Real Mom doesn’t stand a chance against a Super Mom.
Adequately Developed Body Paragraphs
An adequately developed body paragraphA paragraph that contains sufficient specific evidence to convince the reader that the paragraph’s main idea is valid. provides evidence—specific details, facts, authoritative citations, illuminating analogies, and examples—supporting the single idea stated in the paragraph’s topic sentence. Each piece of evidence advances the reader’s understanding of the idea. Tim Brookes’s piece, “The Once and Future Road,” for example, uses the four seasons to illustrate a dirt road’s changeability.
A dirt road is different every day. Winter makes every corner and hill an event. In the spring, underground frost cells thaw, spots the size of soup plates turn to sandy porridge. In my county, entire roads, even schools, are closed because of mud. On warm spring days, I can hear my road hissing as streams of tiny bubbles rise and break in the thin film of water on the crown of the road....In summer, the road hardens and dries to the color of putty, but even then a single downpour changes its topography. By early October, the first few leaves have fallen into the ruts and ditches that in two weeks will be full of crisp fragments slowly losing their vivid color, softening and turning to mulch.
Concept Check
Distinguish between General and Specific Examples
Paragraphs that are adequately developed contain specific, as opposed to general, facts and examples. The following six sentences are examples, intended to illustrate the topic sentence of a paragraph. Place a G beside the examples that are general and an S beside the ones that are specific.
Topic Sentence: My friend Tammy tends to overreact.
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She becomes depressed if anyone criticizes her.
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When her boyfriend commented that she watched too much television, she went to her room, slammed her door, and refused to come out for three days. When she was hungry, she ordered pizza and paid the delivery person from her window.
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She shuns any friend who unintentionally insults her.
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After she dyed her hair red, I made the mistake of saying that her natural brown color did more to bring out her eyes. Tammy didn’t speak to me for a week, and when she did, it was only to say, “What else don’t you like about me?”
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When she earned a C on her biology midterm, Tammy dropped all her courses and spent the rest of the semester in a Buddhist ashram.
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She doesn’t take failure well.
Organized Body Paragraphs
Just as essays employ organizational patterns, so do body paragraphs. An organized body paragraphA paragraph in which the evidence is organized in a logical order. presents the details in a logical order.
Commonly used organizational patterns for body paragraphs include the chronological pattern, spatial pattern, question-answer pattern, comparison patterns (point-by-point or block), ascending order, descending order, cumulative pattern, and topic-restriction-illustration (TRI) pattern.
Chronological patternAn organizational pattern in which the essay presents plot points in the order in which they occurred in time.. In the following paragraph, Jill Ker Conway uses chronological order, recounting events in the order in which they happen, to describe a dust storm on a sheep farm in New South Wales.
Shortly afterwards, the first terrible dust storm arrived boiling out of the central Australian desert. One sweltering late afternoon in March, I walked out to collect wood for the stove. Glancing toward the west, I saw a terrifying sight. A vast boiling cloud was mounting in the sky, black and sulfurous yellow at the heart, varying shades of ocher red at the edges. Where I stood, the air was utterly still, but the writhing cloud was approaching silently and with great speed. Suddenly I noticed that there were no birds to be seen or heard. All had taken shelter. I called my mother. We watched helplessly. Always one for action, she turned swiftly, went indoors, and began to close windows. Outside, I collected the buckets, rakes, shovels, and other implements that could blow away or smash a window if hurled against one by the wind. Within the hour, my father arrived home. He and my mother sat on the back step, not in their usual restful contemplation, but silenced instead by dread.
Spatial patternAn organizational pattern in which the details are organized according to the order in which they appear to the viewer.. Sometimes the logical order of a body paragraph is spatial. Starting with one detail, the description progresses in a steady direction. This pattern can be effective when describing physical objects because it corresponds most directly to the observer’s viewing experience. In the following paragraph, student Dasia Gutgsell describes a painting, Georgia O’Keeffe’s Ram’s Head, White Hollyhock—Hills (https://www.georgiaokeeffe.net/ram-head-with-hollyhock.jsp), beginning at the bottom of the composition and working her way upward until all the details are discussed. In other words, her paragraph is spatially organized.
Ram’s Head, White Hollyhock—Hills is highly stylized, juxtaposing discrete images (mountains, clouds, skull, flower, horns) to emphasize the transitory effects of nature. We see an elemental mountain landscape at the base of the composition. Just above the mountains are level and swirling gray clouds. A ram’s head is centered in the painting and depicted larger than life, larger than the mountains and shrubs below. Blended earth-tone colors outline the form of the skull, remains of a once vivacious ram. A white flower, with its yellow center, adjacent to the left eye socket of the skull, is in full bloom and at the height of its life. The ram’s horns extend to the upper edges of the canvas, echoing the colors of the mountains below.
Question-answer patternAn organizational pattern that begins with a question followed by an answer to that question.. The question-answer pattern is another effective way to organize a paragraph because it mirrors the natural give-and-take of a conversation. The following excerpt from a paper by student Robin Loomis on the topic of graffiti demonstrates this pattern.
Graffiti is considered vandalism under the law, but do the people who enforce the law listen to the messages of graffiti? Graffiti often represents social issues within the inner city, such as prejudice and discrimination. A common theme of graffiti is hostility aimed at the police, mainly because many urban artists feel that they are threatened and typecast by officers of the law. Graffiti is treated as an illegitimate art form, but it might be seen as the creative outlet and the voice of a suppressed group of people.
Block comparison patternA comparison essay pattern that discusses one subject exhaustively and then discusses the next subject exhaustively.. Comparison is a useful organizational pattern to highlight the similarities or differences of subjects within paragraphs. Writers choose the block comparison pattern when they want to emphasize the subjects as whole entities. In the following paragraph, student Lindsay Clark compares photographs of President Richard Nixon (fifth photo) and actor Audrey Hepburn (first photo) (https://quandbienmeme.wordpress.com/2010/05/24/jump/), taken in the 1950s by photographer Philippe Halsman, who believed that when a person jumps, the mask falls and the real self becomes visible. Lindsay Clark establishes discrete blocks in her paragraph, assigning Richard Nixon a stiff personality and Audrey Hepburn an uninhibited personality.
The jumping positions of Richard Nixon and Audrey Hepburn illustrate the extreme poles in Halsman’s theory of “jumpology.” Nixon jumps with his legs together and his arms held out to the sides in a somewhat lax second position. His toes are pointed to the ground. He gazes calmly ahead, a faint closed smile on his lips. He looks poised, as if this picture were just another press photograph; even his suit jacket and pants are barely ruffled. His manner of jumping is restrained, perhaps self-conscious. Hepburn, on the other hand, strikes a very different pose. In a light dress with a full skirt, her body is turned slightly to the left. Her legs are spread eagle and she is barefooted; her sandals are pictured on the ground beneath her. She throws her arms behind her body while giving the photographer a large, open-mouthed smile. Her skirt flows out elegantly at each side. She looks to be laughing, perhaps surprised to find just how exciting a jump can be.
Point-by-point comparison patternA comparison essay pattern that discusses one characteristic common to each subject, then a second characteristic common to each subject, and so forth.. Writers choose the point-by-point comparison pattern when they want to contrast the subjects’ shared characteristics. The following paragraph by student Greer McKeown compares two screen portrayals of Raymond Chandler’s Philip Marlowe—by Humphrey Bogart in The Big Sleep and by Dick Powell in Murder, My Sweet.
Humphrey Bogart is memorable in his role as Philip Marlowe, but it is Dick Powell who captures the characteristics of Chandler’s Marlowe. Bogart seems to create a new character, one inspired by the novel, but shaped by Bogart’s icon status, confidence, and interaction with women. Powell, on the other hand, rarely strays from Chandler’s depiction of the character, portraying his many ambiguities and nuances. Bogart’s confident composure allows the audience to feel safe in the dangerous realms of society that Marlowe inhabits. Powell brings to Marlowe all the loneliness, cynicism, and battered idealism of Chandler’s famous antihero.
Ascending orderAn organizational pattern that progresses from the least important item to the most important item.. Sometimes the details of a paragraph are organized in ascending order of importance—from least important to most important. In “Neat People vs. Sloppy People,” Suzanne Britt lists the items that neat people throw away, from the least important (ads) to the most important (“the last letter a dying relative ever wrote”).
Neat people are especially vicious with mail. They never go through their mail unless they are standing directly over a trash can. If the trash can is beside the mailbox, even better. All ads, catalogs, pleas for charitable contributions, church bulletins and money-saving coupons go straight into the trash can without being opened. All letters from home, postcards from Europe, bills and paychecks are opened, immediately responded to, then dropped in the trash can. Neat people keep their receipts only for tax purposes. That’s it. No sentimental salvaging of birthday cards or the last letter a dying relative ever wrote. Into the trash it goes.
The effect of Britt’s ascending pattern is to heighten the drama—to make neat people seem increasingly ruthless.
Descending orderAn organizational pattern that progresses from the most important item to the least important item.. When a writer arranges the details from most important to least important, the arrangement is in descending order of importance, as demonstrated in the following paragraph by scientist Alvin M. Weinberg:
Social problems are much more complex than are technological problems. It is much harder to identify a social problem than a technological problem: how do we know when our cities need renewing, or when our population is too big, or when our modes of transportation have broken down? The problems are, in a way, harder to identify just because their solutions are never clear-cut: how do we know when our cities are renewed, or our air clean enough, or our transportation convenient enough? By contrast, the availability of a crisp and beautiful technological solution often helps focus on the problem to which the new technology is the solution. I doubt that we would have been nearly as concerned with an eventual shortage of energy as we now are if we had not had a neat solution—nuclear energy—available to eliminate the shortage.
Weinberg’s decision to arrange his examples in descending order reflects the content of his topic sentence—that in terms of complexity, social problems are more important than technological problems.
Cumulative patternAn organizational pattern that progresses toward the main idea.. A paragraph that ends, rather than begins, with a topic sentence is said to be cumulative. The following excerpt from an essay by Judith Ortiz Cofer is cumulative:
On a bus trip to London from Oxford University where I was earning some graduate credits one summer, a young man, obviously fresh from a pub, spotted me and as if struck by inspiration went down on his knees in the aisle. With both hands over his heart he broke into an Irish tenor’s rendition of “María” from West Side Story. My politely amused fellow passengers gave his lovely voice the round of gentle applause it deserved. Though I was not quite as amused, I managed my version of an English smile: no show of teeth, no extreme contortions of the facial muscles—I was at this time of my life practicing reserve and cool. Oh, that British control, how I coveted it. But María had followed me to London, reminding me of a prime fact of my life: you can leave the Island, master the English language, and travel as far as you can, but if you are a Latina, especially one like me who so obviously belongs to Rita Moreno’s gene pool, the Island travels with you.
The placement of Cofer’s topic sentence after her anecdote seems natural because the point of a story often comes at the end.
Topic-restriction-illustration (TRI) patternA pattern for organizing two or more paragraphs that are dedicated to illustrating one topic sentence.. This pattern is useful when two or more paragraphs are dedicated to proving the same point. The first paragraph begins with a topic sentence that will govern more than one paragraph. The topic sentence is followed by a sentence that restricts the topic to a scope that can be developed in one paragraph. The restrictive sentence is then illustrated with facts, details, and examples. The next paragraph, still governed by the topic sentence in the previous paragraph, begins with a restrictive sentence followed by illustration. All paragraphs in the group are dedicated to supporting the topic sentence of the first paragraph. The following are two paragraphs that demonstrate the pattern (although in the original text, a total of four paragraphs were used to demonstrate the topic sentence):
Scene designers need a variety of skills, many of them pertinent to other arts, especially architecture, painting, interior design, and acting. Like architects, scene designers conceive and build structures for human beings to use. Although scene designers do not design entire buildings, as architects do, they sculpt space and, like architects, must be concerned with its function, size, organization, construction and visual appearance. Also, like architects, they must be able to communicate their ideas through sketches, scale models, and construction drawings that indicate how each element is built and how it will look when completed.
Scene designers, in some aspects of their work, use skills similar to painters’. For example, one of the designer’s primary ways of communicating with the director and other designers is through sketches and drawings. During preliminary discussions of a production, designers usually make numerous sketches to demonstrate possible solutions to design problems; before these designs are given final approval, they usually are rendered in perspective and in color. In addition to making sketches showing entire settings, designers also make painters’ elevations—scale drawings of each piece of scenery showing how it is to be painted and the painting techniques to be used. Designers sometimes must paint (or supervise others who paint) the scenery they have designed.
However you decide to organize your body paragraphs, keep in mind that the organizational pattern should suit the essay’s purpose.
Concept Check
Recognize Organizational Patterns
The following paragraphs demonstrate the organizational patterns previously listed. In the blank beside each paragraph, designate its organizational pattern. Write Ch (for chronological), S (for spatial), Q (for question-answer), P (for point-by-point comparison), B (for block comparison), A (for ascending importance), D (for descending importance), Cu (for cumulative), or TRI (for topic-restriction-illustration).
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The upper right hand of [the bronze Hindu statue of Shiva Nataraja] holds a little drum shaped like an hourglass, the rhythm of which is the world-creating beat of time, which draws a veil across the face of eternity, projecting temporality and thereby the temporal world. The extended left hand holds the flame of spiritual light that burns the veil away, thus annihilating the world and revealing the void of eternity. The second right hand is in the “fear-dispelling” posture, and the second left, lifted across the chest, pointing to the raised left foot, is in a position known as “elephant hand,” signifying “teaching”; for where an elephant has gone through jungles all animals can follow, and where a teacher leads the way disciples follow. The left foot, to which the “teaching hand” points, is lifted to symbolize “release,” while the right stamping on the back of a dwarf named “forgetfulness” drives souls into the vortex of rebirth. The dwarf is gazing in fascination at the poisonous world-serpent, representing thus man’s psychological attraction to the realm of his bondage in unending birth, suffering, and death. (Joseph Campbell, Mythic Image)
Figure 1.9 Chola Bronze Shiva Nataraja from Tamil Nadu, c. 950–1000
How would you organize a description of Shiva, lord of the dance?
Source: Photo courtesy of Los Angeles County Museum of Art, http://upload.wikimedia.org/wikipedia/commons/b/bf/Shiva_as_the_Lord_of_Dance_LACMA_edit.jpg.
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Love does not work out for Hemingway’s characters because the fates are against them. There are no lasting marriages in his fiction. Death intervenes when they threaten to develop, as for Catherine Barkley or Robert Jordan. You cannot go back to the prelapsarian Garden. Love doesn’t lead to happy endings for Fitzgerald’s characters, either, though for different reasons. In his universe, love can only endure if the lover is rejected by the object of his love, who thus preserves her status as an idealized object. Let the two marry, and the illusions that make love possible will inevitably vanish, leading at best to the disillusionment or—in Fitzgerald’s later fiction—to the destruction of the lover. (Scott Donaldson, Hemingway vs. Fitzgerald: The Rise and Fall of a Literary Friendship)
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Imaginatively [the Elizabethan-era woman] is of the highest importance; practically she is completely insignificant. She pervades poetry from cover to cover; she is all but absent from history. She dominates the lives of kings and conquerors in fiction; in fact she was the slave of any boy whose parents forced a ring upon her finger. Some of the most inspired words, some of the most profound thoughts in literature fall from her lips; in real life she could hardly read, could scarcely spell, and was the property of her husband. (Virginia Woolf, A Writer’s Diary)
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Theatrical criticism seems justified for two reasons. First, critical response offers the only substantial reply to the theatre artist. Productions certainly succeed or fail at the box office in terms of ticket sales, but perceptive and objective critics can help illuminate the process by their evaluation or analysis. Of those who participate in a theatrical production, including the audience, only the critic does not have a vested interest in the show’s success. A critic who has the necessary qualifications can make a substantial and valuable contribution.
But a critic usually shares his audience with the theatre artists; theatregoers read theatre critics; nontheatregoers do not. A critic can serve the higher purposes of theatre by illuminating a work for its actual or potential audience. This second function of criticism in no way demeans the audience or brands them as too stupid to understand what they see. It rather suggests that expert assistance may increase understanding and therefore appreciation. Anyone who has ever sought out explanation for a difficult piece of writing, film, or painting, for example, can appreciate the critical function. We may seek to grasp the nuances of modern art through trial and error, but understanding may come much sooner if someone helps clear the path. (Stephen M. Archer, Theatre: Its Art and Craft)
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In his essay “Lying,” Saint Augustine distinguishes lies of eight types, which he classifies according to the characteristic intent or justification with which a lie is told. Lies of seven of these types are told only because they are supposed to be indispensable means to some end that is distinct from the sheer creation of false beliefs. It is not their falsity as such, in other words, that attracts the teller to them. Since they are told only on account of their supposed indispensability to a goal other than deception itself, Saint Augustine regards them as being told unwillingly: what the person really wants is not to tell the lie but to attain the goal. They are therefore not real lies, in his view, and those who tell them are not in the strictest sense liars. It is only the remaining category that contains what he identifies as “the lie which is told solely for the pleasure of lying and deceiving, that is, the real lie.” Lies in this category are not told as means to any end distinct from the propagation of falsehood. They are told simply for their own sakes—i.e., purely out of love of deception.…What Augustine calls “liars” and “real lies” are both rare and extraordinary. Everyone lies from time to time, but there are very few people to whom it would often (or even ever) occur to lie exclusively from a love of falsity or of deception. (Harry G. Frankfurt, On Bullshit)
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Because the women move more slowly, they can talk and gossip through the day, whereas the men tracking are moving faster and doing less talking. Several of the women will be carrying nursing infants, and there is probably another child or two along, who refused to be left in someone else’s care back at the camp. Some of the children are more or less walking but need periods of rest and will probably ask to be picked up on the trip home, when everyone has the most to carry. In the meantime, the children on foot are zigzagging a little into the bush, so you are watching what each child is doing, looking up in the branches, scanning and checking along the ground for a burrow or a vine that betrays an edible root. Back in the camp women do a second shift, preparing food, looking after children and old people and the sick, carrying firewood and water—doing a variety of overlapping and enfolded tasks. If you imagine yourself as a San woman, you can get the sense of multiple focus that frees the men for the narrower focus of the hunt. (Mary Catherine Bateson, Peripheral Visions)
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In my own youth…diagramming [sentences] was still serious business. I learned it in the sixth grade from Sister Bernadette. I can still see her: a tiny nun with a sharp pink nose, confidently drawing a dead-straight horizontal line like a highway across the blackboard, flourishing her chalk in the air at the end of it, her veil flipping out behind her as she turned back to the class. “We begin,” she said, “with a straight line.” And then, in her firm and saintly script, she put words on the line, a noun and a verb—probably something like dog barked. Between the words she drew a short vertical slash, bisecting the line. Then she made a road that forked off at an angle—a short country lane under the word dog—and on it she wrote The. That was it: subject, predicate, and the little modifying article that civilized the sentence—all of it made into a picture that was every bit as clear and informative as an actual portrait of a beagle in mid-woof. (Kitty Burns Florey, “Sister Bernadette’s Barking Dog.”)
Figure 1.10 Sentence Diagram
This is a picture of Sister Bernadette’s barking dog.
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When the man in the street listens to the “notes themselves” with any degree of concentration, he is most likely to make some mention of the melody. Either he hears a pretty melody or he does not, and he generally lets it go at that. Rhythm is likely to gain his attention next, particularly if it seems exciting. But harmony and tone color are generally taken for granted, if they are thought of consciously at all. As for music’s having a definite form of some kind, that idea seems never to have occurred to him. (Aaron Copland, What to Listen for in Music)
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Are we to look at cherry blossoms only in full bloom, the moon only when it is cloudless? To long for the moon while looking on the rain, to lower the blinds and be unaware of the passing of the spring—these are even more deeply moving. Branches about to blossom or gardens strewn with faded flowers are worthier of our admiration. Are poems written on such themes as “Going to view the cherry blossoms only to find they had scattered” or “On being prevented from visiting the blossoms” inferior to those on “Seeing the blossoms”? People commonly regret that the cherry blossoms scatter or that the moon sinks in the sky, and this is natural; but only an exceptionally insensitive man would say, “This branch and that branch have lost their blossoms. There is nothing worth seeing now.” (Kenko, “Essays in Idleness”)
Coherent Body Paragraphs
A coherent body paragraphA paragraph that flows easily from sentence to sentence, often employing transitional expressions. progresses smoothly from one sentence to the next. One way that coherence is achieved is by the use of transitional expressionsWords or phrases that reveal the relationships of ideas—for example, contrast or similarity., such as for example, nevertheless, and however. These expressions keep the reader from becoming lost in the maze of evidence. Some useful transitional expressions are listed here:
Additional idea: and, or, also, in addition, too, indeed, furthermore, moreover, or
Comparison: similarly, likewise, neither/nor, either/or
Contrast: but, yet, however, on the other hand, conversely, rather
Result: so, hence, therefore, consequently, thus, then
Exemplification: for example, for instance, in fact
Time: later, afterward, soon, then, finally
Importance: most importantly, least importantly
Summary: in short, on the whole, to sum up, in other words
Repetition is another tool for bringing coherence to a paragraph. A writer might repeat words to draw attention to the coordination of ideas. For example, in her essay “About Men,” Gretel Ehrlich quotes her friend Ted Hoagland: “No one is as fragile as a woman but no one is as fragile as a man.” The repetition is clever in that it purports to point out a contrast between men and women but instead points out a similarity. Find the link here at http://downloads.flatworldknowledge.com/hudson/hudson_1_0-AboutMen.pdf.
Concept Check
Supply Transitional Expressions
The following paragraph lacks coherence. What transitional expressions would you supply, and where would you place them?
Blue jeans carry many associations. They are associated with a work ethic. Cowboys wear them when herding cattle and mending fences. Construction workers wear them while pounding nails. Blue jeans are associated with fashion. Fashion designers Donna Karan and Liz Claiborne offer their own brand of jeans, which movie stars wear to nightclubs. Blue jeans are worn to make political statements. During the late 1960s, college students throughout the United States wore blue jeans and work shirts to demonstrate solidarity with socialist Cesar Chavez’s United Farm Workers. Some people wore blue jeans as a sign of patriotism, as expressed in the country western song “Okie from Muskogee.” As symbols, blue jeans are ambiguous.
Concept Check
Examine Body Paragraphs
Examine the first and second paragraphs of Mark Twain’s “A Bewitching Scene.” How does Twain use repetition to achieve essay coherence? Find the link here at http://downloads.flatworldknowledge.com/hudson/hudson_1_0-ABewitchingScene.pdf.
Examine paragraph 2 of Gretel Ehrlich’s “About Men.” What is the topic sentence of this paragraph? What examples does the author use to support that topic sentence? Find the link here at http://downloads.flatworldknowledge.com/hudson/hudson_1_0-AboutMen.pdf.
Key Takeaways
Paragraphs are groups of sentences that collectively convey an idea.
Body paragraphs support the essay’s thesis.
Well-written body paragraphs are unified, adequately developed, organized, and coherent.
The main idea of a paragraph is often stated in a topic sentence.
A unified paragraph concentrates on the main idea of the paragraph.
Paragraphs supply specific evidence—facts, quotations, analogies, and concrete examples—to support their topic sentences.
Writers choose organizational patterns for their body paragraphs that will help readers understand their ideas.
Coherent paragraphs flow easily from sentence to sentence.
Transitional expressions enhance the flow of a paragraph.
Repetition is a tool for achieving coherence in a paragraph.