1. Alamat[http://writeenglish.net/paragraphunity1-1.

php]

Paragraph Unity and Coherence

Paragraph unity is the most important characteristic of a good paragraph. It defines that all sentences in
a paragraph should speak about one single idea or one main subject. That is, the topic sentence, the
supporting details, and the concluding sentence should focus on only one idea. Further, paragraphs
should also be coherent. Coherence demands that the ideas or sentences presented in a paragraph
should flow smoothly from one to the other. Paragraphs should not only be well-developed and unified
but also coherent. In this lesson you will learn about paragraph unity and coherence without which a
paragraph cannot be called a complete composition.

What is a paragraph?

A paragraph is the basic unit of composition. It consists of a group of related sentences that develop one
main idea. It has three main parts; an introduction, a body of the paragraph and a conclusion. In other
words, it has a topic sentence, a few supporting sentences, and a concluding sentence.

What is unity in a paragraph?

Unity in a paragraph means that the entire paragraph should focus on one single idea. The supporting
details should explain the main idea. The concluding sentence should end the paragraph with the same
idea. Thus, a unified paragraph presents a thought, supports it with adequate details and completes it
with a conclusion.

What is coherence in a paragraph?

Coherence means establishing a relationship between the ideas presented in a paragraph. It brings
about a rationale in the arrangement of the ideas which are introduced either in the chronological order
or in the order of importance. Besides, transitions that compare, contrast, illustrate, add or show cause
and effect build logical bridges. The ideas, thus expressed in the paragraph, flow smoothly from one to
the other in a logical sequence. This helps the reader to understand the paragraph.

Let us now analyze our model paragraph for unity and coherence:
THE HUMAN BODY

(1) The human body is a wonderful piece of work that nature has created. (2) It is not beautiful like the
body of a butterfly or peacock but it is shaped practically. (3) It can do many types of work which other
animals cannot. (4) It is not strong like the body of a tiger. (5) But in place of physical strength it has a
big and sharp brain. (6) By using this brain the human physique has been able to overcome many of its
limitations. (7) By sitting in an aeroplane it flies faster than a kite, by riding a motorcycle it travels faster
than a leopard, and by firing a machine gun it fights much better than a tiger. (8)In spite of all this, the
human body suffers from many diseases because it has a weakness for habits such as smoking, drinking
and overeating. (9) When it is healthy the body can give great pleasure but when it is sick it can cause
great pain. (10) The wise man would always keep his body fit because a healthy mind can work only in a
healthy body.

The first sentence states the main idea of the paragraph and claims the superiority of the human body
over the rest of the creation. It enables the reader to expect the following ideas in the paragraph that
explain and illustrate the qualities and attributes of the human body.

The second, third, fourth, fifth, sixth, and seventh sentences compare, contrast, elucidate and justify the
main idea or topic sentence. They establish the main theme with logical explanations and transitions.
They create a graphic picture in the minds of the reader with suitable and appropriate language
expressions. In brief, they develop the main idea of the paragraph.

The eighth and the ninth sentences interpret and analyze the limitations of the human body and prove
the strength of the topic sentence. They, further, lead the main idea into a concluding thought.

Finally, the tenth sentence concludes with the idea that the human body should be well preserved for a
proper functioning of the system and that a healthy mind can work only in a healthy body.

Thus the paragraph, The Human Body, is a unified and coherent paragraph.
 2. Alamat[https://www.wheaton.edu/academics/services/writing-
center/writing-resources/paragraph-unity-coherence-and-
development/]

Paragraph Unity, Coherence, and

Development

In each paragraph of an essay, one particular idea or topic is developed and explained. In order to
successfully do so, however, it is essential that the paragraph be written in a unified and coherent
manner.

A unified paragraph must follow the idea mentioned in the topic sentence and must not deviate from it.
For a further explanation on topic sentences, see the Write Right on Topic Sentences.

A coherent paragraph has sentences that all logically follow each other; they are not isolated thoughts.
Coherence can be achieved in several ways. First, using transitions helps connect ideas from one
sentence to the next. For more on transitions, see the Write Right on Transitions. Second, ordering
thoughts in numerical sequence helps to direct the reader from one point to the next. Third, structuring
each paragraph according to one of the following patterns helps to organize sentences: general to
particular; particular to general; whole to parts; question to answer; or effect to cause.

Remember that a paragraph should have enough sentences so that the main idea of the topic sentence
is completely developed. Generalizations should be supported with examples or illustrations. Also,
details and descriptions help the reader to understand what you mean. Don't ever assume that the
reader can read your mind: be specific enough to develop your ideas thoroughly, but avoid repetition

An effective paragraph might look like this:

It is commonly recognized that dogs have an extreme antagonism toward cats. This enmity between
these two species can be traced back to the time of the early Egyptian dynasties. Archaeologists in
recent years have discovered Egyptian texts in which there are detailed accounts of canines brutally
mauling felines. Today this type of cruelty between these two domestic pets can be witnessed in regions
as close as your own neighborhood. For example, when dogs are walked by their masters (and they
happen to catch sight of a stray cat), they will pull with all their strength on their leash until the master
is forced to yield; the typical result is that a feline is chased up a tree. The hatred between dogs and cats
has lasted for many centuries, so it is unlikely that this conflict will ever end.

This paragraph is effective for the following reasons:

1. The paragraph shows unity. All the sentences effectively relate back to the topic sentence at
the beginning of the paragraph.

2. The paragraph shows coherence. There is a flow of thoughts and ideas among the sentences
in this paragraph. There are good transitions employed in the paragraph. The writer also
presents her sub-topics in an orderly fashion that the reader can follow easily.

3. The paragraph is developed. The writer gives herself enough space to develop the topic. She
gives us at least two reasons to accept her argument and incorporates some examples in
order to give those reasons more validity.

Reference: Strunk, Wiliam Jr., and E. B. White. The Elements of Style. 4th ed., Allyn and Bacon, 2000.

Copyright © 2009 Wheaton College Writing Center

3. Alamat[https://www.wcv.k12.ia.us/vimages/shared/vnews/stories/5
7a0f31d84985/Unity%20and%20Coherence.pdf]

Coherence
Coherence is sometimes called cohesion, even though some would claim that the two terms denote phenomena
that are obviously related, but clearly different. We use coherence to cover both the extent to which a text hangs
together, as it were, and the various linguistic and structural means of achieving this coherence.
In a coherent text, there are logical links between the words, sentences, and paragraphs of the text. The term comes
from the Latin verb co-haerere, which means 'to stick together' (OED). Another way to describe coherence is to say
 that it has to do with good and smooth text flow. A writer must maximise understanding of a text by making it as clear
and logical as possible.
Coherence can be achieved in a number of ways. Oshima & Hogue (2006) suggest the following four:

 Repeating key nouns

 Using consistent pronouns
 Using transition signals to link ideas
 Arranging your ideas in logical order
Starting with the last point, for the reason that it is a paramount aspect, any academic text will be incomprehensible
unless the ideas expressed in it are arranged in some sort of logical fashion.
There are several different kinds of logical order, but some of the more frequently used
are chronology, importance, and contrast. Chronology, firstly, has to do with time, and in terms of logic, events
are ordered in a sequence. Secondly, importance means that ideas are discussed in a sequence which implies
either a increasing or decreasing order of importance. Thirdly, contrast has to do with ordering ideas by contrasting
or comparing them.
The last but one point - transition signals (sometimes called linking words or linking adverbials) - has to do with
the use of specific words and phrases that evoke links and transition between ideas.
As was emphasised above, there is no substitute for ordering the various ideas and parts of a text in a logical way.
However, even when this is done in a satisfactory manner, there is often a need to strengthen the organisational
pattern of a text passage by inserting logical markers.
There is a multitude of words and phrases like these, and they can be grouped in different classes based on the
function they serve. The link below will take you to a list of different transitional and linking words.

A list of linking words for different purposes (Björk & Räisänen 1997) (click to expand/contract)

The point called using consistent pronouns has to do with substituting nouns with pronouns in an effective way. A
text that does not use pronouns to some extent will come across as overly repetitive. The important part when using
pronouns is to be consistent by using the same person and number throughout the paragraph or text. Click on the link
below to see a comparison between a text with and without pronouns.

Example: The effect of presence and absence of pronouns in a text (click to expand/contract)

The fourth way to achieve coherence in a text passage is to repeat key nouns. However, even if nouns typically are
the words that should be repeated, also words from other word classes can be repeated if they are central to the topic
of the text. There is no set rule as to how often a key noun can be repeated - the guiding principle must be clarity and
an avoidance of making the reader feel that there is too much repetition.
An alternative to repeating a key noun over and over is to use another noun that has the same, or at least very
similar, meaning: a synonym.
Click on the link below to see an example of effective repetition of key nouns.

Example: The repetition of key nouns in a text (Oshima & Hogue 2006) (click to expand/contract)

For further reading: Connecting events in a text (Hamp Lyons & Heasley 2006) (click to expand/contract)

4. Alamat[http://faculty.washington.edu/ezent/impd.htm]
 Paragraph Development
 Unity

 Coherence

 Adequate Development

 Topic Sentences

A paragraph is a collection of sentences which all relate to one main idea or topic. Effective
paragraphs have four main characteristics: a topic sentence, unity, coherence, and adequate
development. Each of these characteristics is discussed below.

Unity
Unity refers to the extent to which all of the ideas contained within a given paragraph "hang together"
in a way that is easy for the reader to understand. When the writer changes to a new idea -- one which
is not consistent with the topic sentence of the paragraph -- the writer should begin a new paragraph.
Unity is important because it aids the reader in following along with the writer's ideas. The reader can
expect that a given paragraph will deal only with one main topic; when a new paragraph begins, this
signals that the writer is moving on to a new topic.

Consider the following example. Note that there are two main ideas presented in this paragraph.
The topic sentence indicates that the paragraph will deal with the subject of "employees'
attitudes," but the paragraph shifts unexpectedly to the topic of "management's attitudes." To
achieve unity in this paragraph, the writer should begin a new paragraph when the switch is
made from employees to managers.

Example

"Employees' attitudes at Jonstone Electric Company should be improved. The workers do not
feel that they are a working team instead of just individuals. If people felt they were a part of a
team, they would not misuse the tools, or deliberately undermine the work of others.
Management's attitude toward its employees should also be improved. Managers at Jonstone
Electric act as though their employees are incapable of making decisions or doing their own
work. Managers treat workers like objects, not human beings."

Coherence

Coherence refers to the extent to which the flow of ideas in a paragraph is easily understood by
the reader. For this reason, coherence is closely related to unity. When a writer changes main
ideas or topics within a paragraph, confusion often results. To achieve coherence, then, a writer
should show how all of the ideas contained in a paragraph are relevant to the main topic.
Consider the example below. In this paragraph, the writer begins with the topic of job-skills
courses, but veers off onto the topic of algebra and history before returning to the subject of
courses on employment. As a result, the paragraph is disjointed and difficult to understand.

Example
"Schools should offer courses to help students with the problems of unemployment. Such a course
might begin with a discussion of where to find employment, then cover resume writing and
interviewing. Algebra and history don't help students with real-world needs. They are required courses
that students aren't interested in, and this is frustrating for students who would rather learn about
other subjects. If schools offered job-skills courses, students would be well prepared for the difficult task
of finding a job once they finish school."

Adequate Development

A paragraph is adequately developed when it describes, explains and supports the topic sentence.
If the "promise" of the topic sentence is not fulfilled, or if the reader is left with questions after
reading the paragraph, the paragraph has not been adequately developed. Generally speaking, a
paragraph which consists of only two or three sentences is under-developed. A good rule of
thumb to follow is to make sure that a paragraph contains at least four sentences which explain
and elaborate on the topic sentence.

Consider the paragraph below. The topic sentence promises to discuss "several" points of
comparison and contrast between leadership and management, but the remainder of the
paragraph falls short of fulfilling this promise. Only one point of comparison is raised, and this
point is left unexplained. Several questions remain unanswered. How are leaders different from
managers? In what specific ways are the two alike? Why must a manager be a good leader to be
effective? Why must good leaders know how to manage people effectively? To achieve adequate
development in this paragraph, these questions should be addressed.

Example

"The topics of leadership and management are both similar to and different from one another in
several important ways. To be effective, a manager should be a good leader. And good leaders
know how to manage people effectively."

Generally speaking, a paragraph should contain between three and five sentences, all of which
help clarify and support the main idea of the paragraph. When a writer begins a new paragraph, it
signals to the reader that the writer is changing thoughts or ideas, or is moving on to discuss a
different aspect of a main idea.

Topic Sentences

Beginning a paragraph with a topic sentence is one of the best ways to achieve clarity and unity
in one's writing. The function of a topic sentence is to describe what the paragraph will be about,
such that the reader has clear expectations about what will follow. An effective topic sentence
typically contains only one main idea. The remainder of the paragraph then develops that idea
more fully, offering supporting points and examples. After reading a topic sentence, one should
be able to anticipate the type of information contained in the rest of the paragraph. If the
remainder of the paragraph does not fulfill the "promise" of the topic sentence, the paragraph
will lack unity, coherence and adequate development.

Examples

"The cockroaches that inhabit many city apartments and homes are parasites that are almost
impossible to exterminate completely."

Notice that this sentence clearly identifies that the key topic of the paragraph is cockroaches. It
also indicates what the remainder of the paragraph will discuss: the difficulty of exterminating
cockroaches. The reader can then expect the rest of the paragraph to explain how and why
cockroaches are difficult to eliminate.

"Many television cartoons contain an unhealthy amount of violence."

Notice that this sentence clearly identifies that the key topic of the paragraph is violence in
television cartoons. It also indicates that the remainder of the paragraph will discuss how much
violence cartoons typically contain, and how/why this violence is unhealthy for viewers.

"An increasing number of people in America are enjoying the benefits of organically grown
fruits and vegetables."

This topic sentence indicates that the remainder of the paragraph will cover the trend in the
United States toward eating organic foods. The reader can also anticipate learning more in this
paragraph about the specific benefits of organic foods.

5. Alamat[https://facweb.northseattle.edu/mleek/Teaching/GW4/Coherence_Ex
amples.pdf]

Examples of paragraphs that shows coherence and unity:

Example 1:

This is a good example because it responds to the prompt in first person, the

details are thoughtful and personal, and it follows the structure I’ve taught you very well.
I slightly changed the topic sentence to make it connect better to the supporting sentence.

I have also made some grammatical/vocab corrections so that you can focus on content

and structure when you read.

To get good grades in classes, I need to plan to do three things. First of all,

listening carefully to the teacher in class makes me understand the lesson. If I listen

carefully to what the teacher says, I can ask questions about things that I don’t

understand. I can also do the right homework that the teacher assigned. Second, doing my

homework every day makes me review the lesson from class. The homework helps me to

practice many things from class. I can also find questions in the homework to ask the

teacher that will make my English better. Third, making an effort to study gives me the

will to learn. If I don’t make an effort, I will be lazy. The will to learn makes me try to

finish the homework furst, and then I will let myself go out with my friends. Finally, I try

to make a plan to get a good grade in class, and I will abide by it.

Notice:
The yellow topic sentence is echoed (but not repeated) in the yellow concluding
sentence.

The three green sentences introduce an idea (listening) and then gives more
information

about that idea.

The three blue sentences introduce a second idea (homework) and then gives more

information about that idea.

The three pink sentences introduce a third idea (making the effort to study) and then

gives more information about that idea.

Notice the use of the transitions “first of all”, “second,” “third”, and “Finally.”

Example 2:

This is a good example because even though it responds to the prompt in

second person, the details are again very thoughtful, and the paragraph has a strong

structure. I have again made some grammatical/vocab corrections so that you can focus

on content and structure when you read.

There are some useful ways to get the grade you want in this class. Before the

class, you must preview the lessons you will listen to tomorrow. Previewing is a perfect

learning habit to help you improve your learning efficiency. After previewing, you can

know what the teachers will teach the net day. Then you can listen to your teachers with

the questions you found the day before. In the class, you have to listen to your teacher

carefully. Your teachers are professional and dedicated, and they can solve all of your

problems about your studies. Listening carefully can also help you to get more

information or details about tests. You can also confirm the knowledge you are not sure

about, and it is an important way to improve your grade. Practicing more after class is

also an important part. More practice for grammar or writing can help you to memorize.

Don’t be show – speak more English, and you will improve your speaking and listening.

The more exercises you di, the higher grade you will get. If you want to get the grade you

want in this class, do these things before, in, and after classes.

Notice:
The yellow topic sentence is echoed (but not repeated) in the yellow concluding
sentence.

The three green sentences introduce an idea (listening) and then gives more
information

about that idea.

The three blue sentences introduce a second idea (homework) and then gives more

information about that idea.

The three pink sentences introduce a third idea (making the effort to study) and then

gives more information about that idea.

Notice the use of both time words and placement of time words as well as repeated
words

for transitions