Academic Writing – Task-2 Daw Thuzar Latt (M.

A English)

Listing Paragraph

What is a listing paragraph?

Put simply a listing paragraph is a paragraph containing different ideas that all connect to one
main idea. It is perhaps easiest to think of this as the “Firstly” “Secondly” “Thirdly” paragraph. A
key to making them work is to make sure that different ideas connect to one central idea. Take a
look at the following very simple example:

There are at least three different ways to organise a paragraph. The first is to follow a structure
where you make a main point, develop it with an explanation and then illustrate it with an example.
The second is to list separate points that connect to the main idea stated in the topic paragraph. The
third is the compare and contrast paragraph in which you examine the relationship between two
different ideas.

Do you see how the “ideas” contained in the content sentences all link back to the main idea in
the topic sentence, highlighted in bold?

When you should consider a listing paragraph

The next step is to decide when you should use the listing paragraph structure. Here are some
ideas for you to consider:

• you have a series of connected ideas (reasons/examples/explanations etc) that relate to

one main idea
• these connected ideas are balanced (equally relevant)
• it makes sense in that essay to give different reasons (ie the essay asks you to write about
the reasons why something is the case)
• perhaps it is simpler to list rather than explain in detail (this is particularly the case in
exams where you are under time pressure)

Getting the topic sentence right

One of the keys to making this listing paragraph structure work is to get the topic sentence right.
These are not rules, but think about these general guidelines:

• the topic sentence should come first and be simple: you want the reader to see
immediately what your para is about
• it should ideally say that you are going to list different reasons etc. If you don’t do this,
the reader may not understand your structure and how the points relate to each other

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Academic Writing – Task-2 Daw Thuzar Latt (M.A English)

What to avoid and how to fix it

This type of paragraph can often go wrong. One particular problem is that the list ideas do not
relate to the main idea in the topic sentence. Look at this example and pick up one sentence
which does not relate to the topic sentence.

There are a number of reasons why animals should not be kept in captivity. The most significant of
these is that zoos are often unsanitary and the animals suffer unnecessary pain and suffering
because they easily become sick and die. In many cases zoos do not have effective breeding
programmes and they actually contribute to the decline in numbers of certain endangered species.
Moreover, in many countries, zoos have become less and less popular because of the influence of
natural history programmes on television.

I have two suggestions about how to avoid this problem. The first is to consider adding a
concluding sentence to the paragraph that summarises the ideas. That should help you to avoid
this kind of irrelevance by showing you how one sentence doesn’t relate to the others. The other
idea is not to be afraid of using listing language.

The language of listing paragraphs

Using listing language helps the reader understand the train of your thoughts and see how the
ideas connect. It can also help you write more accurately: if you use this language, you are much
less likely to go wrong.

Topic sentence language

Here the goal is to show the reader that you are about to make a number of connected points.
Here are some ideas to get you going. Obviously, you will need to adapt them to your topic.

There are at least three [reasons] why…. (ie use a number – and traditionally three is the magical
number)

There are a variety of [reasons] why….

There are several causes for this….

There are a number of different ways in which….

The most basic listing language

If this is a new technique for you, this language is a good place to start. Though I would add that
you should aim for some of more advanced language as you progress. It is also sensible to be
fairly consistent with the language. The moment you say “Firstly,”, the reader automatically looks
for “Secondly,” and may be confused if they do not find it (or something very similar to it)

Firstly, Secondly, Thirdly/Finally, (note the comma)

One [reason] is A second reason is A third/final [reason] is

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Academic Writing – Task-2 Daw Thuzar Latt (M.A English)

Some more advanced variations

Here are some slightly more advanced ways of linking your ideas. The point is to start with the
biggest/best and then add other ideas using phrase with “Another” and “Also”.

The most significant [reason] is

The primary [reason] why
Equally significant is
Another connected [reason] is
A linked reason is
It is also the case that
It is also sometimes suggested that
To keep the connection between your ideas clear use the linking language at the beginning of
your sentence.

See some examples of listing paragraphs – and test yourself

These paragraphs are based on an essay question asking why people are moving from the
countryside into cities and whether that is a positive trend. If you want to test yourself, see if you
can complete them. Possible ideas include:
loss of agricultural land/farming culture; better jobs in cities, better lifestyle and amenities in
cities; better infrastructure and transport makes it easier

Simple version
There are three main reasons why people are abandoning the countryside and moving to cities.
Firstly,
Secondly,
Thirdly,
More advanced
There are a number of reasons for this migration from the countryside to urban centers. Perhaps
the most significant of these is that

Another connected reason is that

It can also be caused by
Expert
Close examination shows that there are a variety of causes for this migration. The primary reason
why

Perhaps as significant as this is the fact that

It is also sometimes suggested that

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Academic Writing – Task-2 Daw Thuzar Latt (M.A English)

Writing Practice

Subjects such as Art, Sport and Music are being dropped from the school curriculum for
subjects such as Information Technology. Many children suffer as a result of these
changes.

To what extent would you support or reject the idea of moving these subjects from
school curriculum?

Introduction: Background Statement (Subjects like art, sport and music nurture the talents and
creativity of students in school.)
Thesis statement (Removing such subjects from the curriculum would definitely have a negative
impact on the physical and psychological development of children)

Body -1 : First reason why subjects such as Art, Sport and Music are important

- not only to develop the academic ability of students but also to nurture their creative
talents and sporting abilities
- the real purpose of education would be defeated
- it would stunt the inborn talents of children

Body -2 : Second reason why subjects such as Art, Sport and Music are important

- children would hardly get time to refresh their mind

- creative and recreational activities would give them time to unload their pressures
- it would rejuvenate their minds and help them to get back to their studies

Body -3: Third reason why subjects such as Art, Sport and Music are important

- children cannot develop socialisation skills, team work and leadership qualities
- extracurricular activities promote such attributes
- for example, a team sport like football or a musical concert

Conclusion: Restate your opinion

- should find a suitable way to fit in subjects like information technology

- should not downplay the importance of arts and sports