Principles in Writing

Paragraphs
Unity
 A paragraph is a unit of composition
that established oneness because it
develops a central and main idea
on its structure. The entire paragraph
must be unified on its structure and all
the sentences within the paragraph
should
focus on the topic sentence.
How to achieve unity?
• Develop a paragraph around a major idea. Express this
idea in the topic sentence.
• Make the relationship between the main idea of the
paragraph and the thesis of the paper clear. Don’t
assume that the reader will “get it.” Spell it out for
him/her.
• Support the main idea of the paragraph with details.
• Create separate paragraphs for those details that
explore your topic from different perspectives.
• Eliminate sentences that do not support the main idea.
Alternately, you may revise the main idea to include
those sentences.
 “Despite the amount of foreign aid pouring
in, social conditions in Zeeland remain bleak
because the aid is used for military
purposes.”
 Example 1 (without unity)
Robert Bee wrote, “The Zeeland massacre
illustrates the need for greater control and
vigilance.” This is related to the thesis. Some
20,000 people disappeared from the villages.
Financial mishandling can lead to great
misfortune. Corruption in the government was
exposed repeatedly to no avail. A police force,
under orders to eliminate suspected terrorists,
grabbed political dissidents and their families.
 Example 2 (unified)
The pogrom of May 3, 1987 exemplifies how foreign aid
funds were appropriated for repressive rather than social
development purposes. On that day, some 20,000 people
were abducted from villages in the countryside, charged as
traitors and summarily executed. Then governor-for-life
Zeely Zeelafsun had recently used $5 billion in aid to create
a standing paramilitary police force. Without some
restrictive control over the aid, human rights organizations
were unable to prevent the buildup and unleashing of this
disaster. Robert Bee, the director of the Development as
Freedom Foundation wrote, “The Zeeland massacre
illustrates the need for greater control and vigilance.”
(1) An important aspect of the prince’s character, his honor, is
revealed in this passage, thus establishing the basis for the
redemption of his honour. (2) Here, Hal atones for the robbery
by paying back the money to the individuals who were robbed
(3.3.184.) (3)By these actions,, he redeems himself from his
wayward involvement in the robbery and keeps his promise to
his father to “be more himself” (3.2.93). Thus, the author
foreshadows the redemption of Hal’s honor when he later
defeats Hotspur in battle. (4) Also in this passage, in his soliloquy
(1.2.199-221), the prince rationalizes that his reformation (i.e. the
redemption of his honor) is something that will be made to
appear “more goodly” (1.2.218) when it is preceded by his
wayward behavior. (5)Taken as a whole, this passage reveals that
Hal’s honor is basic to his character despite the lapses in his
behavior, and it prepares the audience for the redemption of his
honour later in the play.
(1) An important aspect of the prince’s character, his honor, is
revealed in this passage, thus establishing the basis for the
redemption of his honour. (2) Here, Hal atones for the robbery
by paying back the money to the individuals who were robbed
(3.3.184.) (3)By these actions,, he redeems himself from his
wayward involvement in the robbery and keeps his promise to
his father to “be more himself” (3.2.93). Thus, the author
foreshadows the redemption of Hal’s honor when he later
Sentence 1:
defeats Hotspur in battle. (4) Also in this passage, in his soliloquy
The
(1.2.199-221), the prince writer introduces
rationalizes the purpose
that his reformation (i.e. the
redemption of his honor)ofis the paragraph:
something to be
that will showmade howto
appear “more goodly” (1.2.218) "the whenprince's
it is preceded by his
character" is
wayward behavior. (5)Taken as a whole, this passage reveals that
“revealed” in the literary passage
Hal’s honor is basic to his character despite the lapses in his
under study.
behavior, and it prepares the audience for the redemption of his
honour later in the play.
(1) An important aspect of the prince’s character, his honor, is
revealed in this passage, thus establishing the basis for the
redemption of his honour. (2) Here, Hal atones for the robbery
by paying back the money to the individuals who were robbed
(3.3.184.) (3)By these actions,, he redeems himself from his
wayward involvement in the robbery and keeps his promise to
his father to “be more himself” (3.2.93). Thus, the author
foreshadows the redemption of Hal’s honor when he later
defeats Hotspur in battle. (4) Also in this passage, in his soliloquy
(1.2.199-221), the prince rationalizes that his reformation (i.e. the
Sentences
redemption of his honor) (2) & (3):
is something that the
will writer
be made stays
to
focused
appear “more goodly” on one
(1.2.218) of the
when it iskey concepts
preceded in
by his
wayward behavior.the(5)Taken as a whole, "the
topic sentence, this passage
prince"reveals that
or "Hal"
Hal’s honor is basic to his character despite the lapses in his
the subject, and on comments about
behavior, and it prepares the audience for the redemption of his
his
"atonement"
honour later in the play. (Adapted fromand ahis "redemption".
paper by Angeline
Chan, used with permission)
(1) An important aspect of the prince’s character, his honor, is
revealed in this passage, thus establishing the basis for the
Sentence (4): The writer sticks to the central
redemption of his honour. (2) Here, Hal atones for the robbery
concepts
by paying back in the
the money to topic sentence
the individuals whobywere
providing
robbed
examples
(3.3.184.) thatactions,,
(3)By these develop hethe idea of
redeems redemption.
himself from his
wayward involvement in the robbery and keeps his promise to
his father to “be more himself” (3.2.93). Thus, the author
foreshadows the redemption of Hal’s honor when he later
defeats Hotspur in battle. (4) Also in this passage, in his soliloquy
(1.2.199-221), the prince rationalizes that his reformation (i.e. the
redemption of his honor) is something that will be made to
appear “more goodly” (1.2.218) when it is preceded by his
wayward behavior. (5)Taken as a whole, this passage reveals that
Hal’s honor is basic to his character despite the lapses in his
behavior, and it prepares the audience for the redemption of his
honour later in the play.
(1) An important aspect of the prince’s character, his honor, is
revealed in this passage, thus establishing the basis for the
redemption of his honour. (2) Here, Hal atones for the robbery
by paying back the money to the individuals who were robbed
(3.3.184.) (3)By these actions,,
Sentence (5): Here,he the
redeems
writerhimself from his
concludes
wayward involvement in the robbery and keeps his promise to
his father towith
“bethe
morepoint of her(3.2.93).
himself” paragraph,
Thus, once
the author
foreshadows again staying focused
the redemption of Hal’son the idea
honor when ofheHal's
later
character.
defeats Hotspur in battle. (4) Also in this passage, in his soliloquy
(1.2.199-221), the prince rationalizes that his reformation (i.e. the
redemption of his honor) is something that will be made to
appear “more goodly” (1.2.218) when it is preceded by his
wayward behavior. (5)Taken as a whole, this passage reveals that
Hal’s honor is basic to his character despite the lapses in his
behavior, and it prepares the audience for the redemption of his
honour later in the play.
 Coherence
is considered as the continuity between as well as
within the paragraph. It is very important to arrange
and link the sentences between the paragraphs to be
able to make the readers follow the thought or the
idea that want to be implied.
How to achieve coherence?
• Chronological sequence. This is useful for describing a
sequence of events.
• Modified chronology. Sometimes a major idea
presented early in a paragraph can be supplemented
with necessary background information.
• Spatial position of different objects. This method is
useful for description.
• ‘Conversation’ between different experts. By moving
between a series of key positions, a writer can
establish a sense of dialogue and develop a complex
argument.
• Logical form of argument. Some form of logical proof,
like a syllogism, can serve as the basis for order.
 Transitional Devices
Transitional keywords or phrases that
serves as indicators of the different
relationships that need to be connected.
 Chronological sequence
Topic sentence: Our journey was filled with
misfortune and luck.

After the car broke,

Having eaten little for lunch,

While we wanted to continue toward town,

It was at that moment,

(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently, I saw
different symbols every time I read a sentence. (3)As a
result, the printed page was a chaotic kaleidoscope of
constantly changing letters that made no sense. (4) For
example, when reading the last sentence I would see: “A
tters made sense,” or “As le ter that made no ense,”
or“Letters mad no sens,” depending on how my eyes
focused on a sentence. (5)After my eye problem was
corrected, my real problems began because it was assumed
that I could now read like everyone else. (6)This was a big
mistake that overlooked the psychological effects created by
my visual disability. (7)Most importantly, I was left doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently, I saw
different symbols every time I read a sentence. (3)As a
result, the printed page was a chaotic kaleidoscope of
constantly changing letters that made no sense. (4) For
example, when reading the last sentence I would see: “A 1:
Sentence
tters made sense,” or “As le ter that made no ense,”
He introduces the topic of the
or“Letters mad no sens,” depending on how my eyes
paragraph, then creates a
focused on a sentence. (5)After my eye problem was
connection
of cause
corrected, my real problems andbecause
began effect with
it washis use of
assumed
that I could now “consequently”
read like everyoneatelse.
the (6)This
beginning
was a of
bigthe
next sentence.
mistake that overlooked the psychological effects created by
my visual disability. (7)Most importantly, I was left doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently, I saw
different symbols every time I read a sentence. (3)As a
result, the printed page was a chaotic kaleidoscope of
constantly changing letters that made no sense. (4) For
example, when reading the last sentence I would see: “A
tters made sense,” or “As le ter that made no ense,”
or“Letters mad no sens,” depending on how my eyes
In sentence
focused on a sentence. (3), my
(5)After he eye
creates coherence
problem was by
creating
corrected, my real problems another
began cause
because it wasand effect
assumed
relationship
that I could now with theelse.
read like everyone phrase,
(6)This“as
wasa aresult”,
big
mistake that overlookedand the by
psychological effectstocreated
referring back by
the “last
my visual disability. (7)Most importantly, I was leftsentence.”
doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently,
In sentence (5), he createsI asaw
narrative
different symbols every time I read a sentence.
relationship between (3)As a
events by
result, the printed page was a chaotic kaleidoscope of
beginning his sentence with “after”
constantly changing letters that made no sense. (4) For
example, when reading and repeats
the last a key
sentence concept,
I would see: “A“eye
tters made sense,” or problem”, from
“As le ter that thenotopic
made sentence
ense,”
or“Letters mad no sens,” depending on how my eyes
focused on a sentence. (5)After my eye problem was
corrected, my real problems began because it was assumed
that I could now read like everyone else. (6)This was a big
mistake that overlooked the psychological effects created by
my visual disability. (7)Most importantly, I was left doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently, I saw
different symbols every time I read a sentence. (3)As a
result, the printed page was a chaotic kaleidoscope of
The writer
constantly changing then
letters thatcreates
made nocoherence in
sense. (4) For
example, when sentence
reading (6)
the by
lastusing a pronoun,
sentence “this”,
I would see: “A
to refer
tters made sense,” back
or “As to an
le ter thatevent
made heno described
ense,” in
or“Letters mad no sens,”(5).
sentence depending on how my eyes
focused on a sentence. (5)After my eye problem was
corrected, my real problems began because it was assumed
that I could now read like everyone else. (6)This was a big
mistake that overlooked the psychological effects created by
my visual disability. (7)Most importantly, I was left doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
(1)Throughout most of my school days my eyes failed to
focus correctly when reading. (2)Consequently, I saw
different symbols every time I read a sentence. (3)As a
result, the printed page was a chaotic kaleidoscope of
constantly changing letters that made no sense. (4) For
example, when reading the last sentence I would see: “A
tters madeIn sense,”
sentence (7),lehe
or “As tercompletes theense,”
that made no circle by
or“Lettersreferring to another
mad no sens,” key on
depending idea in my
how his eyes
topic
focused on a sentence.
sentence, that(5)After my eye problem was
of reading.
corrected, my real problems began because it was assumed
that I could now read like everyone else. (6)This was a big
mistake that overlooked the psychological effects created by
my visual disability. (7)Most importantly, I was left doubting
my understanding when reading unfamiliar material while
teachers began to give me increasingly complex material to
read.
 Emphasis
is the principle of the paragraph composition
in which the important ideas are made to
stand. It is very important that the main points
of the writer should be evident inside the
paragraph.
How to achieve emphasis?
Emphasis by proportion, the subordinate ideas
should be given less substance while ideas which have
greater importance should be given more substance.
Emphasis by proportion, the subordinate ideas
should be given less substance while ideas which have
greater importance should be given more substance.
Emphasis by proportion, the subordinate ideas
should be given less substance while ideas which have
greater importance should be given more substance.
In the emphasis by position, the beginning and end
of the paragraph are considered as crucial points where
emphasis should be placed, emphasis are usually positioned
in these places.