Hello there, education rangers!

You were already enlightened that paragraphs are unified around a main
point and all sentences in the paragraph should clearly relate to that point in some way. The paragraph's
main idea should be supported with specific information that develops or discusses the main idea in greater
detail. The topic sentence expresses the main point in a paragraph. This time, you will be introduced on
paragraph development making your writing skills in tiptop shape and your compositions praiseworthy!

Let us see if you have an idea about the modes of paragraph development.
Directions: Read the sentences carefully. Encircle the letter that best corresponds to the statement.

1. Examines a subject by evaluating one of its aspects--weighing evidence and possible causal linkages.
a. Definition c. Analysis
b. Narration d. Comparison and Contrast
2. An analytical mode of paragraph development that attempts to show how events are influenced by or
caused by others--the linkage of causation.
a. Cause and Effect c. Process
b. Classification and Division d. Enumeration
3. To establish a series of events that tells the reader what happened.
a. Analysis c. Process
b. Narration d. Definition
4. To develop sequences that describe how an action is carried out or how something works.
a. Definition c. Process
b. Cause and Effect d. Classification and Division
5. Every idea discussed in the paragraph should be adequately explained and supported through
evidence and details that work together to explain the paragraph’s controlling idea.
a. Analogy c. Well-developed
b. Exemplification d. Coherent
6. This is for people to change their minds or take an action, more is needed than your opinion or sense
of conviction.
a. Description c. Cause and Effect
b. Analogy d. Persuasion
7. To provide instances that clarify your topic statement. In the following paragraph, the topic sentence
is supported in examples that illustrate, support, and clarify the main point.
a. Classification and Division c. Exemplification
b. Narration d. Definition
8. When you want to itemize or list a set of topics or a series of some kind.
a. Enumeration c. Narration
b. Description d. Persuasion
9. To provide a physical picture or a functional view of the subject.
a. Description c. Analysis
b. Exemplification d. Cause and Effect
10. When you want to set working generalizations that will help control the meaning and scope of important
terms.
a. Classification and Division c. Analogy
b. Definition d. Cause and Effect

11. To develop a topic by examining its similarities or dissimilarities to another thing, process, or state.
a. Analysis c. Comparison and Contrast
b. Description d. Exemplification
12. To develop material by relating parts to wholes.
a. Classification and Division c. Enumeration
b. Cause and Effect d. Comparison and Contrast
13. To explain one object or process in terms of another.
a. Analogy c. Definition
b. Analysis d. Description
14. Can be an incidental part of a description or a narration, or it can be the heart of an article.
a. Exposition c. Persuasion
b. Cause and Effect d. Analogy
15. A component of fictional prose and non-fiction writings.
a. Paragraph c. Main Idea
b. Essay d. Unified
16. The sentences should be arranged in a logical manner and should follow a definite plan for
development.
a. Unified c. Well-developed
b. Coherent d. Analysis
17. All of the sentences in a single paragraph should be related to a single controlling idea.
a. Main Idea c. Well -developed
b. Unified d. Coherent
18. After the main idea (the topic sentence) is stated, relevant evidence must be provided to support the
debatable claim made in the topic sentence.
a. Main Idea c. Analysis
b. Unified d. Evidence
19. The final sentence or sentences of the paragraph link the current paragraph’s main idea to the main
idea in the next paragraph.
a. Evidence c. Link
b. Paragraph d. Analysis
20. The topic sentence should appear near the beginning of the paragraph since that sentence states the
claim or idea to be discussed and developed in the content of the paragraph.
a. Main Idea c. Link
b. Paragraph d. Unified

After going through this module, you should be able to:

 Develop paragraphs that illustrate each text type (narrative in literature, expository, explanatory,
factual and personal recount, persuasive.

What is a paragraph?
A paragraph is a component of fictional prose and non-fiction writings.
When writing essays, research papers books, etc., new paragraphs are
intended to show their beginnings. Each new paragraph with new indentation.
The purpose of a paragraph is to express a speaker’s thoughts on a
particular point in a clear way that is unique and specific to that paragraph. In other
words, paragraphs shouldn’t be mixing thoughts and ideas. When a new idea is
introduced, generally, a writer will introduce a new paragraph. The answers lie in
the essential elements that an effective paragraph should consistently contain.

How do I decide what to put in a paragraph?

 Before you can begin to determine what the composition of a particular
paragraph will be, you must first decide on an argument and a working thesis statement
for your paper. What is the most important idea that you are trying to convey to your
reader? The information in each paragraph must be related to that idea. In other words,
your paragraphs should remind your reader that there is a recurrent relationship
between your thesis and the information in each paragraph. A working thesis functions
like a seed from which your paper, and your ideas, will grow. The whole process is an
organic one—a natural progression from a seed to a full-blown paper where there are
direct, familial relationships between all of the ideas in the paper.

The decision about what to put into your paragraphs begins with the germination of
a seed of ideas; this “germination process” is better known as brainstorming. There are
many techniques for brainstorming; whichever one you choose; this stage of paragraph
development cannot be skipped. Building paragraphs can be like building a skyscraper:
there must be a well-planned foundation that supports what you are building. Any cracks,
inconsistencies, or other corruptions of the foundation can cause your whole paper to
crumble.
So, let’s suppose that you have done some brainstorming to develop your thesis.
What else should you keep in mind as you begin to create paragraphs? Every paragraph in
a paper should be:

Unified: All of the sentences in a single paragraph should be related to a single controlling idea (often
expressed in the topic sentence of the paragraph).
Clearly related to the thesis: The sentences should all refer to the central idea, or thesis, of the paper (Rosen
and Behrens 119).

Coherent: The sentences should be arranged in a logical manner and should follow a definite plan for
development (Rosen and Behrens 119).
Well-developed: Every idea discussed in the paragraph should be adequately explained and supported
through evidence and details that work together to explain the paragraph’s controlling idea (Rosen and Behrens
119).
https://writingcenter.unc.edu/tips-and-tools/paragraphs/

Paragraph Development:
The MEAL Plan (Main idea, Evidence, Analysis, Link)
A clear and effective paragraph is constructed like an essay. Just as an
essay has a main idea (thesis statement) that is developed and supported with
evidence and analysis in the body paragraphs, a paragraph needs to focus on a
single idea that is developed and supported with evidence and analysis. Also, just
as an essay ends with a conclusion, a paragraph should close by linking the topic
sentence to the main idea in the next paragraph. The chart below illustrates the
parallel structure between an essay and a paragraph:

Essay Paragraph

Introduction/Thesis Statement Topic Sentence/Main Idea

Body Evidence and Analysis

Conclusion Link/Transition to Next Paragraph

To help writers understand how to craft clear and effective paragraphs, writers should remember this formula:
MEAL. This stands for Main Idea, Evidence, Analysis, and Link.

Main idea: The main idea of a paragraph is called the topic sentence. Like an arguable thesis statement, the
topic sentence is a debatable claim that requires relevant support or evidence. The topic sentence should appear
near the beginning of the paragraph since that sentence states the claim or idea to be discussed and developed in
the content of the paragraph. This placement assures writers that the audience will not miss the significance of
anything being presented and developed in the paragraph.
 Evidence: After the main idea (the topic sentence) is stated, relevant evidence must be provided to support
the debatable claim made in the topic sentence. The primary tools of evidence in rhetorical construction are
definitions, examples, and opposing views. These forms of evidence will typically be presented in the form of studies,
reports, data, statistics, interviews, examples or illustrations. Evidence should be relevant and directly support the
writer’s topic sentence and the thesis statement for the essay. The writer may choose to present source evidence
through summary, paraphrase, or direct quotation, and the writer may also use modes of development such as
description, definition, example, analogy, cause and effect, or comparison and contrast.

Analysis: Following the evidence, the writer must provide an analysis of the evidence that has been provided.
Analysis is the writer’s evaluation, interpretation, judgment, or conclusion of how the evidence supports the
paragraph’s main idea or topic. The writer should never expect the audience to interpret the evidence provided. In
fact, as the leading voice in the paper, the writer is required to explain how the audience is meant to interpret the
evidence in the context of the writer's argument. Such an explanation helps the audience to conclude that the topic
sentence is a credible claim in the context of the evidence provided.

Link: The final sentence or sentences of the paragraph link the current paragraph’s main idea to the main
idea in the next paragraph. This type of foreshadowing also prepares the audience for the next main idea. Since
most body paragraphs are going to be followed by another body paragraph, the writer should consider using
transitional phrases that help to link paragraphs. For example, transitional words such as however, so, thus, still,
despite, nonetheless, although, but, even though or in spite of signal relationships between paragraphs and the
relationship between the main ideas of all paragraphs.

https://library.defiance.edu/writingprocess/paragraphdevelopment

Modes of Paragraph Development

Analogy
Use analogy to explain one object or process in terms of another. The
aptness of the analogy is generally a point of subtle judgment. Some analogies are
more valid than others. Comparing an apple to the space shuttle is not likely to be an
effective analogy. Explaining the Internet by reference to a highway system might
make a better analogy. In the following analogy, a body infection is compared with an
invading army of attack organisms.

Analysis
Analysis examines a subject by evaluating one of its aspects--weighing evidence and possible causal
linkages. It resembles other forms of paragraph development especially classification and division. The object of
analysis, however, is to get to the center of how something works. The following paragraph considers the link
between cancer, poverty, and stress.

Cause and Effect

Use cause and effect in paragraphs when you are tracking the development of one situation or event out of
another. Cause and effect is an analytical mode of paragraph development that attempts to show how events are
influenced by or caused by others--the linkage of causation. In the following paragraph the development follows the
inductive pattern of reasoning from effects back to causes.

Classification and Division

Use classification and division to develop material by relating parts to wholes. In classification, you associate
similar things or processes by grouping them into classes. You can classify organisms, mechanisms, processes
according to shapes, magnitudes, effects, and so on. In division, you develop a topic by breaking it down into smaller
parts. Classification is the tutorial prose strategy. It is an effective approach for showing the terrain of a subject by
elaborating upon its essential types. In the following example, corrosion-resistant ceramics are broken down into
types.

Comparison and Contrast

Use comparison and contrast to develop a topic by examining its similarities or dissimilarities to another
thing, process, or state. Comparison emphasizes the similarities, contrast the differences. A paragraph may use both
comparison and contrast. In the following example, two kinds of electrical cable are compared. The aim here is to
convey the superiority of A over B for two categories of performance.

Definition
 Develop paragraphs by definition when you want to set working generalizations that will help control the
meaning and scope of important terms. Defining is an effective way of controlling the scope of terms. In the following
paragraph, an extended definition is used as part of the introduction to a research article. The intention here is both
to establish the terms of the discourse and to establish the importance of the subject. By exploring the meaning of
the term bimetals, the writer creates a shared concept that focuses the discussion that follows. Note the use of other
devices, such as functional description and enumeration.

Description
Use descriptive prose to provide a physical picture or a functional view of the subject. Physical description
develops a picture by identifying the shapes, materials, position, and functions of its subject. Such prose often serves
as the raw material for more elaborate forms of analytical prose.
Enumeration
Use enumeration in paragraphs when you want to itemize or list a set of topics or a series of some kind.
Enumeration is a powerful way to establish a series of observations and to emphasize each element. In the following
paragraph, the items are enumerated in a series of itemized recommendations.

Exemplification
Use exemplification paragraphs to provide instances that clarify your topic statement. In the following
paragraph, the topic sentence is supported in examples that illustrate, support, and clarify the main point.

Exposition
Exposition can be an incidental part of a description or a narration, or it can be the heart of an article. Aside
from clarity, the key problem with exposition is credibility. What makes your explanation believable? Normally, writers
solve this problem by citing authorities who have good credentials and good reason to be experts in the subject.

Narration
Use narration to establish a series of events that tells the reader what happened. Narration follows a
chronological pattern of development. It is a convincing mode of paragraph development to the extent that it tells a
coherent story. This pattern or time line is usually very easy to understand. In the following narrative, the first narrative
paragraph is followed by two descriptive paragraphs. Note the use of transitional words such as thereafter, first, next,
and after.

Persuasion
Use persuasion for people to change their minds or take an action, more is needed than your opinion or
sense of conviction. You need to supply them with the information, analysis, and context they need to form their own
opinions, make their own judgments, and take action.

Process
Use process in paragraphs to develop sequences that describe how an action is carried out or how
something works. The following paragraph shows a typical sequential treatment of a general physical phenomenon.
Note the concentration of process verbs such as to find, samples, sums, and provides.
http://www.write.armstrong.edu/handouts/Modes.pdf
https://prezi.com/nyfszcf73nol/modes-of-paragraph-development/

This Photo by Unknown Author is licensed under CC BY-SA

EXERCISES
 Use the following template to help write a focused, organized, and developed paragraph about Saint Paul
College. The topic sentence, supporting sentences, and concluding sentence have been included. Fill in the blanks
with appropriate transitions and details.

Sentence 1—Topic sentence

--If you are considering going back to school, Saint Paul College is a great choice because of its low cost, wide
variety of programs, and great instructors.

Sentence 2—Transitional phrase and support #1

______________________________, compared to other schools, Saint Paul College is relatively inexpensive.

Sentence 3—Details to explain support #1

____________________________________________________________________________________

Sentence 4—Transitional phrase and support #2

_________________________________, Saint Paul College offers numerous degrees to fit anyone’s talents and
interests.

Sentence 5—Details to explain support #2

____________________________________________________________________________________

Sentence 6-- Transitional phrase and Support #3

______________________________, students at Saint Paul College will find their instructors to be hard-working,
knowledgeable and personable.

Sentence 7-- Details to explain support #3

____________________________________________________________________________________
Sentence 8—Concluding Sentence
--As the Saint Paul College brochure says, with its affordability, program options, and dedicated teachers, Saint Paul
College gives its students a chance to “start here” and “go anywhere.”

http://www.grammargrounds.com/paragraph-development-activity-1.html

A. Hook-On Sentences

Split the class into groups of four. Together as a class, choose a topic to write about. You may want to
pick a subject that students are familiar with from the science or social studies curriculum, such as oceans,
migration, brushing teeth, Covid-19 Pandemic, etc. Come up with the main idea and the first sentence. Then have
the first student in each group add a supporting detail. The student can pass the paragraph to the next student
who will add another supporting detail, and so on. The fourth student can write the closing sentence.

B. Paragraph Dissection

Have small groups or pairs choose a paragraph from an informational nonfiction book. Have them point
out the topic sentence and identify the main idea. Then have students find the supporting details and explain how
they back up the thesis of the paragraph. Finally, have students point out the closing sentence. If possible, have
students underline or circle all the different parts.

C. Daily Writing

Take time each day for students to write. You can provide writing prompts for them or have them make
up their own. Students can submit writing prompts to you and you can post one on the board each day for students
to follow. Invite students to share their writing with the class and offer words of encouragement. At the end of the
quarter students can bind their writing into a book. This will provide them an opportunity to see how their writing
has improved from the beginning of the quarter.

https://educators.brainpop.com/lesson-plan/writing-a-paragraph-activities-for-kids/
Rubric for Evaluation of the Paragraph
A rubric is a grading tool that describes the criteria, or "what counts," for the assignment. It also describes
each of the criteria according to gradations of quality, with descriptions of strong, middling, and problematic
student work. The criteria are listed in the column on the left. The numbers in the top row indicate quality, with
3 being the best. The number 0 is something everyone wants to avoid. Students may use the rubric as a check
list to determine if the writing meets the criteria of their activity.

Point Value 2 points 1 point .5 points 0 points

Topic Sentence Interesting, original topic Clearly stated topic Acceptable topic Missing, invalid, or
sentence, reflecting thought sentence presents sentence presents inappropriate topic
and insight; focused on one one main idea. one idea. sentence; main idea is
interesting main idea. missing.

Supporting Details Interesting, concrete and Examples and Sufficient number Insufficient, vague, or
descriptive examples and details relate to the of examples and undeveloped
details with explanations topic and some details that relate examples.
that relate to the topic. explanation is to the topic.
included.
Organization and Thoughtful, logical Details are arranged Acceptable No discernible pattern of
Transitions progression of supporting in a logical arrangement of organization; Unrelated
examples; Mature progression; examples; details; no transitions.
transitions between ideas. appropriate transitions may be
transitions. weak.
Style Appropriate tone, distinctive Appropriate tone; Acceptable tone; Inconsistent or
voice; pleasing variety in Clear sentences some variety in Inappropriate tone;
sentence structure; Vivid with varied sentence Awkward, unclear, or
diction, precise word structures; Effective structures; incomplete sentences;
choices. diction. Adequate diction Bland diction, poor word
and word choices. choice.
Mechanics Consistent standard English Some errors, but A few errors in Distracting errors in
usage, spelling, and none major, in usage, spelling, or usage, spelling, or
punctuation. No errors. usage, spelling, or punctuation (3-4) punctuation.
punctuation.
(1-2)

Topic Sentences ______

Supporting Details and Organization ______
Organization/Transitions ______
Style ______
Mechanics ______

Total Points ______ = grade of ______

*Your instructor will average the scores of both paragraphs to generate your final grade for each activity.

Grade Equivalent:

A = 8 - 10 points
B = 6 -7 points
C = 4 - 5 points
D = 2 - 3 points
F=0-1
https://www.mesacc.edu/~paoih30491/RubricParagraphAssignment.html

A good paragraph focuses on one unifying idea or topic. That is why teachers talk about topic sentences--
because a clear topic sentence helps a reader stay oriented in the text.

Regardless of which of the following methods of paragraph development you use, a well written paragraph
has unity, coherence, and development, which means subordinate ideas must be linked to major ideas. The ideas
must relate, be logical, and contain sufficient supporting details. The more specific your writing, the more impact it
will have. Always remember, your words is your power!.

PROVIDING LINKS

To learn more about the topic, you may visit these following sites:

Faye Toremotcha, 2013 October 24, https://prezi.com/nyfszcf73nol/modes-of-paragraph-development/

https://slideplayer.com/slide/761095/
http://www.write.armstrong.edu/handouts/Modes.pdf
https://library.defiance.edu/writingprocess/paragraphdevelopment
Hill Taylor, 2013, July 24 https://www.youtube.com/watch?v=N8_UomSf9Ss
Smrt English, 2012, November 16, https://www.youtube.com/watch?v=NLz KqujmdGk
https://content.bridgepointeducation.com/curriculum/file/c4d3cddf-9fd7-4dc2-92bf-c2e107915c9f/1/PIE%20Paragraphs.zip/story_html5.html
https://www.brighthubeducation.com/help-with-writing/34215-methods-of-
paragraph-development/

Direction: Read the sentences carefully. Encircle the letter that best corresponds to the statement

1. The topic sentence should appear near the beginning of the paragraph since that sentence states the claim or
idea to be discussed and developed in the content of the paragraph.
a. Main Idea c. Link
b. Paragraph d. Unified
2. Examines a subject by evaluating one of its aspects--weighing evidence and possible causal linkages.
a. Definition c. Analysis
b. Narration d. Comparison and Contrast
3. An analytical mode of paragraph development that attempts to show how events are influenced by or caused by
others--the linkage of causation.
a. Cause and Effect c. Process
b. Classification and Division d. Enumeration
4. To establish a series of events that tells the reader what happened.
a. Analysis c. Process
b. Narration d. Definition
5. Every idea discussed in the paragraph should be adequately explained and supported through evidence and
details that work together to explain the paragraph’s controlling idea.
a. Analogy c. Well-developed
b. Exemplification d. Coherent
6. This is for people to change their minds or take an action, more is needed than your opinion or sense of
conviction.
a. Description C. Cause and Effect
b. Analogy D. Persuasion
7. To develop sequences that describe how an action is carried out or how something works.
a. Definition C. Process
b. Cause and Effect D. Classification and Division
8. When you want to itemize or list a set of topics or a series of some kind.
a. Enumeration C. Narration
b. Description D. Persuasion
9. To provide instances that clarify your topic statement. In the following paragraph, the topic sentence is
supported in examples that illustrate, support, and clarify the main point.
a. Classification and Division C. Exemplification
b. Narration D. Definition
10. To provide a physical picture or a functional view of the subject.
a. Description C. Analysis
b. Exemplification D. Cause and Effect
11. To develop a topic by examining its similarities or dissimilarities to another thing, process, or state.
a. Analysis C. Comparison and Contrast
b. Description D. Exemplification
12. To develop material by relating parts to wholes.
a. Classification and Division C. Enumeration
b. Cause and Effect D. Comparison and Contrast
13. To explain one object or process in terms of another.
a. Analogy C. Definition
b. Analysis D. Description
14. Can be an incidental part of a description or a narration, or it can be the heart of an article.
a. Exposition C. Persuasion
b. Cause and Effect D. Analogy
15. When you want to set working generalizations that will help control the meaning and scope of important terms.
a. Classification and Division C. Analogy
b. Definition D. Cause and Effect
16. The sentences should be arranged in a logical manner and should follow a definite plan for development.
a. Unified C. Well-developed
b. Coherent D. Analysis
17. All of the sentences in a single paragraph should be related to a single controlling idea.
a. Main Idea C. Well -developed
b. Unified D. Coherent
18. A component of fictional prose and non-fiction writings.
a. Paragraph C. Main Idea
b. Essay D. Unified
19. After the main idea (the topic sentence) is stated, relevant evidence must be provided to support the debatable
claim made in the topic sentence.
a. Main Idea C. Analysis
b. Unified D. Evidence
20. The final sentence or sentences of the paragraph link the current paragraph’s main idea to the main idea in the
next paragraph.
a. Evidence C. Link
b. Paragraph D. Analysis

PRE-

ASSESSMENT

1. C 8. A 15. A
2. A 9. A 16. B
3. B 10. B 17. B
4. C 11. C 18. D
5. C 12. A 19. C
6. D 13. A 20. A
7. C 14. A

POST-ASSESSMENT

1. A 8. A 15. B
2. C 9. C 16. B
3. A 10. A 17. B
4. B 11. C 18. A
5. C 12. A 19. D
6. D 13. A 20. C
7. C 14. A