The Paragraph

The ParagraphA unified paragraph, in academic writing, includes one main idea that the rest of the piece of writing (paragraph or essay) explains, supports, and develops.

Raimes, Ann. Keys for Writers. Boston: Houghton Mifflin, 2008. p. 28

Structure of the Analytical ParagraphTopic sentenceintroduces the focus idea of your paragraphis an observation not a fact(For instance, in literary analysis, it is not a plot summary but an observation.)Developing sentence(s)provides further explanation of the focus idea introduces context to lead into evidenceEvidenceis integrated into the ideas that come before either through context or through a blended quoteIf evidence is a direct quote, then is properly citedExplanation of evidenceavoids this quote showsunpacks the evidence in that it refers to specific words or ideas inside the evidence that support the focus idea Wrap-up statementdoes not end with a quote but a summarizing statementrefers back to focus idea but doesnt just repeat the topic sentence, rather arrives at a new complexity Signals movement to next idea

The Topic SentenceA topic sentence .should be a point that connects to the controlling idea (thesis) of the piece.A topic sentence .should be a point that can lead to a well-developed paragraphA controlling idea .should be specific and not too big. It establishes the focus of the paragraph for the reader. A topic sentence..should be arguable. That is, it should offer a proposition that the paragraph will then prove with evidence and explanation.

EvidenceEvidence means support or proof for your ideas. In academic writing evidence can beExamplesFacts/statisticsSummary of events/detailsDirect quotationsA paraphrase of a quotation

With direct quotations use either format: Set-up quotation: requires a speaker and verb before the quote In his essay The African Writer and The English Language, Chinua Achebe argues, I do not see African literature as one unit but as a group of associated unitsin fact the sum total of all the national and ethnic literatures of Africa (4).ORBlended quotation [partial quote] Achebe argues that one not view African literature as one unit and he further goes on to argue that it encompasses the sum total of all the national and ethnic literatures of Africa (4).

LanguageTransitional ExpressionsAdding an idea also, in addition, further, furthermoreContrasting however, nevertheless, nonetheless, on the other hand, in contrast, still, on the contraryProviding an alternative instead, otherwiseShowing similarity similarly, likewiseShowing order of time or order of idea first, second, third, then, next, later, subsequently, meanwhileShowing result as a result, consequently, therefore, thus, accordinglyAffirming of course, in fact, indeed, undoubtedlyGiving examples for example, for instanceExplaining in other words, that isAdding an aside incidentally, by the way, besidesSummarizing in short, overall, generallyLiterary Analysis ParagraphThrough the multi-dimensional character, Okonkwo, Things Fall Apart articulates the fact that Africans had complex life stories that imperialists had oversimplified. With writers like Rudyard Kipling describing Africans as half-devil, half-child, the white man trivialized the African story, making it seem inferior and insignificant. Upon Okonkwos death, the Commissioner claims that Okonkwos story would only make up a reasonable paragraph in the book he plans to write about Africa (208). The Commissioner compresses the entire life story of one man into a few lines, thus belittling him. However, Achebe explores Okonkwos character as a revered member of his community and juxtaposes this with his failures. According to the text, [Okonkwo] had taken two titles and had shown incredible prowess in two inter-tribal wars (8). Later, he is exiled to Mbanta for seven years (124). His is a story that echoes the stories of men in general, as it is one that is full of triumphs and trials. Using Okonkwo, Chinua brings out both the strengths and weaknesses of an archetypal African man, thus depicting details of the African story that had, for a long time, been overlooked.Textual AnalysisI have always thought of misfortune as an aspect of life that everyone should have to undergo. That is why I thought that I had an unfair advantage in life because I have suffered very little compared to the people that surround me. A Widow for One Years epigraph is by William Makepeace Thackeray and it says, as for this little lady, the best thing I can wish her is a little misfortune. Irving reinforces his thoughts on the necessity of misfortune in order gain the strength and the knowledge to live life through the plot twists and some characters introduced in the novel. An example of this is introduced by tragic accident that claims the lives of the two Cole boys. The boys were the pride and joy of their parents and Phillip Exeter Academy, the school they attend. After the accident, the parents of the boys both grieve differently but one thing that the grief does to both the parents is force them to have another child, in order to ease the grief. Unfortunately, Ruth Cole, the new child is wanted mainly by her father and not so much by her mother.

Reader response paragraphs

Text to SelfWhat does the text have to do with you, personally, and with your life (past, present, or future)?How much did you learn, and how much were your views and opinions challenged or changed by this text, if at all? Did the text communicate with you? Why or why not? Give examples of how your views might have been changed or strengthened? Use quotes to illustrate your points of challenge, or where you were persuaded, or where it left you cold?Text to SelfText to SelfHow much does the text agree or clash with your view of the world, and what you consider right or wrong?Text to SelfI found myself surrounded with grief as I read the vivid description of the soldiers themselves, men who have no control over their lives and whose fate is being decided for them by a soldier of a higher rank. I could hear their silent prayers and cries the night before an early morning strike, an attack they knew they werent going to survive, yet, they had to make. I could hear their begging for pens and papers just to send a letter to a beloved, a relative or a friend they only met once. I could feel their despair and relate to their grief. One of the young officers was playing a piano in the corner, although not all the men were singing the same song. I found this sentence very expressive and moving. It clearly shows how scattered the soldiers minds were even though they were in the same room; how everyone was still home.

How well does it address things that you personally care about and consider important to the world? How does it address things that are important to your family, your community, your ethnic group, people of your economic or social class or background, or your faith tradition? If not, who did the text serve?Text to SocietyText to WorldI drew many parallels between The Reader and the reconciliatory period in the aftermath of Apartheid South Africa. Michaels journey to forgiving Hanna and assuaging himself from guilt highlighted how taxing the process of forgiveness is and it impressed on me the magnitude of the South African leadership in choosing reconciliation over retribution. It also impressed on me the difficult task South Africa undertook in attempting to move forward. Michaels horror and morbid fascination at hearing Hannas accounts in court mirrored my own horror and morbid fascination in reading stories from the Truth and Reconciliation Commission. I found it hard to reconcile the South Africa I live in to the South Africa that was, just as Michael had difficulty in reconciling the two Hannas he knew.

ANALYTICAL PARAGRAPH ASSESSMENT PURPOSE/IDEAS Paragraph is unified and cohesiveIdeas support controlling ideaIdeas are fully developed; they avoid general statements or surface level ideas Length is appropriate (between 8 and 10 sentences)

ORGANIZATIONParagraph follows structure of topic sentence, developing idea, evidence, explanation, concluding statement Topic sentence introduces the controlling ideaArrangement of ideas is logical and each idea/sentence builds upon the next

EVIDENCEThe evidence clearly supports the paragraph's controlling idea Evidence supports essential ideas, not less relevant ideasEvidence is accurate and smoothly integrated [quotes are properly set up or blended]Citation is properly used when necessary

VOICE/ STYLEUses accurate, precise vocabularySentence structure is variedVoice shows understanding of audience; is appropriate for formal academic writingMECHANICSPiece shows proper use of punctuation, including quotations and citationVerb tenses, pronoun agreement are properProper spelling, capitalization, apostrophe etc.