CPN 100 Writing Studies I Paragraphs CPN 100

CPN 100 — Writing Studies I Paragraphs

CPN 100 — Writing Studies I a paragraph • • • ought to focus on a single topic must have a topic sentence (one sentence that gives the main idea of the whole paragraph) should have unity, coherence and development

CPN 100 — Writing Studies I The topic sentence can come at the beginning, in the middle or at the end of a paragraph, or it can be implied (but I don’t recommend doing this), or it can be followed by a “limiting sentence” which clarifies the general topic sentence (I also don’t recommend doing it this way).

CPN 100 — Writing Studies I Paragraph unity means that a paragraph’s supporting sentences must support the main idea of the paragraph as given in the topic sentence; they should have no other purpose.

CPN 100 — Writing Studies I Ø Sentences can support the main idea of a paragraph through RENNS. R E N N reasons examples numbers names S senses (any specific nouns, e. g. of people or things or types of these) (words or information that evoke specific sights, sounds, smells, etc. )

CPN 100 — Writing Studies I Ø A paragraph can use more than one of these “RENNS”devices.

CPN 100 — Writing Studies I Paragraph coherence means that all the sentences of a paragraph relate to each other in some way. Ø coherence in a paragraph can be achieved by • transitional expressions (a. k. a. “transitions”), e. g. and, in addition to, moreover, thus, therefore, in contrast to, but, however, although, even though, for example

CPN 100 — Writing Studies I • • • pronouns, e. g. he, she, it, they, this, that, these, those deliberate repetition parallel structure (similar phrasing but with different words)

CPN 100 — Writing Studies I Paragraph development: paragraphs should show a certain pattern and arrangement of ideas: • • by time by location from general to specific from specific to general from most important to least important from least important to most important from problem to solution