{"id":73,"date":"2018-06-01T11:17:44","date_gmt":"2018-06-01T15:17:44","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-4-forming-effective-paragraphs\/"},"modified":"2023-12-19T20:55:06","modified_gmt":"2023-12-20T01:55:06","slug":"4-4-forming-effective-paragraphs","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-4-forming-effective-paragraphs\/","title":{"raw":"4.4: Forming Effective Paragraphs","rendered":"4.4: Forming Effective Paragraphs"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n3. Plan, write, revise, and edit short documents and messages that are organized, complete, and tailored to specific audiences\r\n<p style=\"padding-left: 30px\">v. Craft unified and coherent sentences and paragraphs.<\/p>\r\n\r\n<\/div>\r\nAs you expand your research material and outline notes into sentences, you will also begin to package those sentences into larger units\u2014paragraphs\u2014that follow a standard, familiar structure that enables readers to easily follow their content and locate key information at a glance. If a sentence communicates a complete thought, a paragraph communicates a topic comprised of a few thoughts coherently collected together in an organized sequence. (Paragraphs themselves assemble to form larger units of meaning such as sections in a report, as we shall see in \u00a7<a href=\"_Informal_Reports\">7.3<\/a>-<a href=\"_Formal_Reports\">4<\/a> below, or chapters in a book as you can see in this one, so paragraphs represent an intermediate level of organization in larger documents.) Whether your message is a long one made of many paragraphs or just one paragraph fired off in an email, organizing paragraphs helps you clarify your thoughts to both yourself and your reader.\r\n<ul>\r\n \t<li><a href=\"#441\">4.4.1: <strong>Paragraph Size and Structure<\/strong><\/a><\/li>\r\n \t<li><a href=\"#442\">4.4.2: <strong>Paragraph Coherence<\/strong><\/a><\/li>\r\n<\/ul>\r\n<h1><a id=\"441\"><\/a>4.4.1: Paragraph Size and Structure<\/h1>\r\nA well-organized paragraph follows the standard three-part message structure outlined in <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">\u00a74.1<\/a> above. In a paragraph, we call these three parts the:\r\n<ol>\r\n \t<li>Topic sentence<\/li>\r\n \t<li>Body or development sentences<\/li>\r\n \t<li>Transitional or concluding sentence<\/li>\r\n<\/ol>\r\nAt minimum, then, a paragraph should have at least three sentences, but ideally 4-5 to allow the development sentences in the body to explore the topic in detail. If a rule of thumb on sentence length is that sentences should vary in size but average about 25 words long (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences#433\/\">\u00a74.3.3<\/a> above), then a normal paragraph should be about ten lines on the page when the font is 12-pt. in a document with 1-inch margins. Like sentences, however, paragraphs should vary in length depending on audience needs and abilities, as well as the topics being covered. An audience with advanced literacy skills can handle longer paragraphs that would lose an audience reading at a more basic level, which takes us back to our earlier points about adjusting the message to the audience profile (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/2-2-analyzing-your-audience-2\/\">\u00a72.2<\/a> above). Some topics need more development sentences than others and don\u2019t easily divide in the middle, though a paragraph of ten sentences or more is really pushing it. \u201cWall-of-text\u201d paragraphs longer than a page are out of the question in professional writing. No matter what the size, however, all paragraphs should follow the standard structure explained below so that readers at any level can easily find what they\u2019re looking for.\r\n<h2>1. Topic Sentence<\/h2>\r\nThe topic sentence states the main point or thesis of the paragraph and thus summarizes the small collection of sentences following it, so the reader can take in the whole before examining the parts. As we saw in \u00a7<a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">4.1<\/a> above, this direct-approach organization caters to the primacy effect in our psychology whereby first impressions are the strongest and most memorable. Readers should thus be able to see how every sentence in any well-organized paragraph expands on something said in the topic sentence. In this particular paragraph, for example, you will see how the second sentence expands on the part in the topic sentence about accommodating the reader. The third sentence extends that idea to expand on the part in the topic sentence about how topic sentences summarize all paragraph parts as a whole. The sentences that follow (including this one) illustrate how that system works with examples. The final sentence wraps up the topic as broached in the first sentence while bridging to the next topic sentence, which in this case is about how to come up with a topic sentence.\r\n\r\nFor many writers, drafting a topic sentence is typically a search for one while writing the rest of the paragraph first and then discovering it as a concluding summary exercise. When you are just putting ideas down in the drafting stage of the writing process, you may not know yet what your point is at the outset of writing a paragraph. You likely have a general sense of your topic and some points to cover, probably based on information you collected in your research earlier (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/part\/chapter-3-the-writing-process-2-researching\/\">Ch. 3<\/a> on Stage 2 of the writing process). As you connect that evidence and build sentences around those information points, you begin to see where you\u2019re going with the topic and the thesis suddenly comes into focus near the end. If you then say \u201cIn conclusion, \u2026, \u201d summarize what you were getting at in a nutshell, and leave it there, however, you will do your reader a disservice by leaving your topic sentence buried under the pile of evidence that should be supporting it. In this case, delete \u201cIn conclusion,\u201d highlight the final sentence, copy and cut it (ctrl. + c, ctrl. + x), and paste it (ctrl. + v) at the top of the paragraph so it does what a topic paragraph should do: preview what follows with an at-a-glance summary.\r\n<h2>2. Body or Development Sentences<\/h2>\r\nThe development sentences expand on every component part of the topic sentence in a sequence of complete thoughts. The sentences that comprise this sequence explore the topic by following an organizing principle through detailed explanations, supporting evidence, illustrative examples, rhetorical counterpoints, and so on. The organizing principle could be any of those listed in <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern#t413\/\">Table 4.1.3<\/a> above such as chronology or comparison and contrast. As parts of a logical sequence of sentences, each sentence connects to those around it with pronouns that use effective repetition (referring to nearby points without repeating them word for word; see <a href=\"#t442a\">Table 4.4.2a<\/a> below) and transitional expressions (see <a href=\"#t442b\">Table 4.4.2b<\/a>) to drive the topic exploration forward. In the paragraph under \u201c1. Topic Sentence\u201d above, for instance, the pronoun \u201cthis\u201d in the first development sentence (the second sentence in the paragraph) represents the topic sentence position referred to in the topic sentence preceding it. In the sentence above this one, the transitional phrase \u201cfor instance\u201d signals an illustrative example offered as supporting evidence of the topic sentence thesis on the sentences\u2019 path towards the transitional or concluding sentence.\r\n<h2>3. Transitional or Concluding Sentence<\/h2>\r\nThe final sentence of a well-organized sentence wraps up the topic exploration by completing the main point stated in the topic sentence, as well as establishing a thematic bridge to the topic sentence of the next paragraph if indeed there is one. As a bridge, the final sentence looks forward to the following topic sentence by previewing some of its terminology, just as the paragraph preceding this one does. As a wrap-up, the final sentence should in no way merely paraphrase the topic sentence, as you were probably taught to do in middle school or junior high, because the repetition of a point read 20 seconds earlier would waste the reader\u2019s time. Any topic summary belongs at the top where it can summarily preview the paragraph\u2019s subject, not buried at the bottom. Rather, the final sentence concludes the topic in the sense that it completes the expansion of topic-sentence points carried by the development sentences, leaving no loose ends to confuse the reader.\r\n\r\nEspecially in cases of stand-alone paragraphs or final paragraphs in a document, concluding sentences that tie up those lose ends with a clever and memorable turn of phrase cater to the recency principle in psychology. Recall how \u201crecency\u201d means that final impressions have impact similar to first impressions (see \u00a7<a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">4.1<\/a> above), making the concluding\/transitional sentence an important one to the overall success of a paragraph in ensuring that the main point broached in the topic sentence is fully understood. With every part of a paragraph fulfilling a purpose towards communicating a larger point, the double duty that the concluding\/transitional sentence performs makes it the glue that binds together paragraphs and the documents they comprise.\r\n<h1><a id=\"442\"><\/a>4.4.2: Paragraph Coherence<\/h1>\r\nCoherence is achieved by paragraphs sticking to the topic summarized in the opening sentence, as well as using pronouns and transitional expressions to link sentences together while developing that topic. Paragraphs that grow to the point where they exceed about a dozen lines on the page usually deserve to be broken up into a couple of topics as their internal transitions take them into territory far enough from the topic stated in the first sentence. Generally, a paragraph sticks to just one topic while the one following it covers a related but distinct topic.\r\n\r\nLike the organizational principles we explored above, we have a repertoire of recognizable pronouns, transitional expressions, and particular words or phrases that connect ideas in our writing so readers can easily follow our trains of thought. <strong>Pronouns<\/strong> such as those in Table 4.4.2a below allow us to represent nouns, phrases, and even whole sentences that came before (called antecedents) without repeating them word for word\u2014as long as the antecedents are clear (<a href=\"https:\/\/www.grammarly.com\/blog\/pronouns\/\">Pronouns, 2016<\/a>; <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423\">Darling, 2014<\/a>; see also <a href=\"#_\u00a75.2_Proofreading_for\">\u00a75.2<\/a> on proof-editing for pronoun-antecedent disagreement or ambiguity).\r\n<h2><a id=\"t442a\"><\/a>Table 4.4.2a: Pronoun Types and Examples<\/h2>\r\n<table style=\"width: 100%;height: 160px;border-collapse: collapse\" border=\"1\">\r\n<tbody>\r\n<tr style=\"height: 16px\">\r\n<th style=\"width: 25%;height: 16px\">Pronoun Type<\/th>\r\n<th style=\"width: 25%;height: 16px\">Singular<\/th>\r\n<th style=\"width: 15%;height: 16px\">Plural<\/th>\r\n<th style=\"width: 35%;height: 16px\">Examples in Sentences<\/th>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">1. Personal subject pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\">\u00a0<em>1st person:<\/em> <strong>I\r\n<\/strong><em>2nd person:<\/em> <strong>you\r\n<\/strong><em>3rd person: <\/em><strong>she<\/strong>, <strong>he<\/strong>, <strong>it<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>we\r\n<\/strong><strong>you\r\n<\/strong><strong>they<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\"><strong>I<\/strong> wrote the script so that <strong>we<\/strong> would be prepared. Would <strong>you<\/strong> all prefer if <strong>you<\/strong>, Jenny, went first? <strong>She<\/strong> said that <strong>he<\/strong> could do <strong>it<\/strong> first instead. The team members are really quite good at what <strong>they<\/strong> do.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">2. Personal object pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>me\r\n<\/strong><em>2nd person:<\/em> <strong>you\r\n<\/strong><em>3rd person: <\/em><strong>her<\/strong>, <strong>him<\/strong>, <strong>it<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>us\r\n<\/strong><strong>you\r\n<\/strong><strong>them<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\">The committee awarded the contract to <strong>me<\/strong> but the credit goes to all of <strong>us<\/strong>. They could give one to <strong>you<\/strong>, as well. The committee sent <strong>her<\/strong> the news yesterday, sent <strong>it<\/strong> to <strong>him<\/strong> today, and wished <strong>them<\/strong> all good luck.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">3. Personal possessive determiners<\/td>\r\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>my\r\n<\/strong><em>2nd person:<\/em> <strong>your\r\n<\/strong><em>3rd person: <\/em><strong>her<\/strong>, <strong>his<\/strong>, <strong>its<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>our\r\n<\/strong><strong>your\r\n<\/strong><strong>their<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\"><strong>My <\/strong>advice is to deposit <strong>your<\/strong> payment in <strong>our <\/strong>account now. Indeed, all <strong>your<\/strong> payments are late. Her payment came through, but <strong>his<\/strong> didn\u2019t. <strong>Their<\/strong> payment plan needs updating so that <strong>its<\/strong> bad timing doesn\u2019t them in trouble.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">4. Personal possessive pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\">\u00a0<em>1st person:<\/em> <strong>mine\r\n<\/strong><em>2nd person:<\/em> <strong>yours\r\n<\/strong><em>3rd person: <\/em><strong>hers<\/strong>, <strong>his<\/strong>, <strong>its<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>ours\r\n<\/strong><strong>yours\r\n<\/strong><strong>theirs<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\">Let\u2019s figure out what\u2019s <strong>mine<\/strong> and what\u2019s <strong>ours<\/strong>. You\u2019ll get <strong>yours<\/strong>. The house is <strong>hers<\/strong>, the car is <strong>his<\/strong>, but the account is <strong>theirs<\/strong>.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">5. Reflexive and intensive pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>myself\r\n<\/strong><em>2nd person:<\/em> <strong>yourself\r\n<\/strong><em>3rd person: <\/em><strong>herself<\/strong>, <strong>himself<\/strong>, <strong>itself <\/strong><em>Reflexive: when the subject(s) and object(s) are the same person or people. Intensive: when it can be deleted without being ungrammatical.<\/em><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>ourselves\r\n<\/strong><strong>yourselves\r\n<\/strong><strong>themselves<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\">I gave <strong>myself<\/strong> a break and you gave <strong>yourself<\/strong> an ache when we threw <strong>ourselves<\/strong> in the lake. He perjured <strong>himself<\/strong> <em>(reflexive) <\/em>and she won <strong>herself<\/strong> a new car <em>(intensive)<\/em>. Love <strong>itself<\/strong> was lost <em>(intensive)<\/em>. Do <strong>yourselves <\/strong>a favour. They <strong>stopped<\/strong> themselves from falling.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">6. Demonstrative pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\"><em>close by:<\/em> <strong>this\r\n<\/strong><em>remote:<\/em><strong> that<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>these\r\n<\/strong><strong>those<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\"><strong>This<\/strong> deal might take some time. Pass me <strong>that<\/strong> report over there. <strong>These <\/strong>are the kinds of things you can expect when <strong>those <\/strong>people get involved.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">7. Relative pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\"><em>subject:<\/em> <strong>who\r\n<\/strong><em>object:<\/em> <strong>whom\r\n<\/strong><em>restrictive: <\/em><strong>that\r\n<\/strong><em>non-restrictive: <\/em><strong>which<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><\/td>\r\n<td style=\"width: 35%;height: 16px\">The accountant <strong>who<\/strong> does our taxes asked <strong>whom<\/strong> he should send the funds to. The account <strong>that<\/strong> he set up is a trust fund, <strong>which<\/strong> can be accessed in five years.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">8. Interrogative pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\">\u00a0<em>personal: <\/em><strong>who\r\n<\/strong><em>objective: <\/em><strong>what<\/strong>, <b>which\r\n<\/b><em>possessive: <\/em><strong>whose<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><\/td>\r\n<td style=\"width: 35%;height: 16px\"><strong>Who<\/strong> is going to call? <strong>What <\/strong>are they going to say? <strong>Which <\/strong>company do they represent? <strong>Whose <\/strong>number are they going to use?<\/td>\r\n<\/tr>\r\n<tr style=\"height: 16px\">\r\n<td style=\"width: 25%;height: 16px\">9. Indefinite pronouns<\/td>\r\n<td style=\"width: 25%;height: 16px\"><strong>one, everyone, no one, none, someone, somebody, anybody, everybody, nobody, other, another, everything, either<\/strong><\/td>\r\n<td style=\"width: 15%;height: 16px\"><strong>all, most, many, several, some, few, others, both, neither<\/strong><\/td>\r\n<td style=\"width: 35%;height: 16px\"><strong>One<\/strong> of us cannot be wrong. <strong>Everybody <\/strong>knows <strong>somebody<\/strong>. <strong>No one<\/strong> can tell <strong>anyone<\/strong> else what to do. <strong>Everyone<\/strong> has a right to know <strong>everything<\/strong>, but <strong>many <\/strong>don\u2019t know that. <strong>All <\/strong>or <strong>most <\/strong>came today. <strong>Anybody<\/strong> can play guitar. <strong>Some<\/strong> went on, but <strong>none<\/strong> came back. <strong>Neither <\/strong>showed up, but <strong>either <\/strong>could have called, so <strong>both <\/strong>are at fault. <strong>Someone<\/strong> sent <strong>several <\/strong>calls to the <strong>others<\/strong>. <strong>Few<\/strong> can say that the <strong>other <\/strong>sent <strong>another<\/strong>.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nWhile pronouns often look back, <strong>transitional expressions<\/strong> drive a topic forward by establishing the relationships between the content of sentences. Table 4.4.2b below collects many such adverbs and conjunctive adverbs, prepositions and prepositional phrases, coordinating and subordinating conjunctions, infinitive phrases, interjections, and so on.\r\n<h2><a id=\"t442b\"><\/a>Table 4.4.2b: Transitional Expressions within and between Paragraphs<\/h2>\r\n<table style=\"width: 100%;border-collapse: collapse\" border=\"1\">\r\n<tbody>\r\n<tr>\r\n<th style=\"width: 25%\">Transition Type<\/th>\r\n<th style=\"width: 75%\" colspan=\"3\" scope=\"colgroup\">Examples<\/th>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">1. Sequence<\/th>\r\n<td style=\"width: 25%\">First, \u2026. Second, \u2026. Third, \u2026\r\nInitially, \u2026\r\nFrom the start,<\/td>\r\n<td style=\"width: 25%\">\u2026Next, \u2026\r\n\u2026, then \u2026\r\nLater,<\/td>\r\n<td style=\"width: 25%\">\u2026Ultimately, \u2026\r\nFinally, \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">2. Addition, repetition<\/th>\r\n<td style=\"width: 25%\">Additionally, \u2026\r\nAgain, \u2026\r\nAlso \u2026\r\nNot only \u2026, but also \u2026\r\nFurthermore, \u2026<\/td>\r\n<td style=\"width: 25%\">\u2026 and \u2026\r\n\u2026 or \u2026\r\n\u2026, as well as \u2026\r\nBesides, \u2026\r\nEqually important \u2026<\/td>\r\n<td style=\"width: 25%\">Further \u2026\r\nAlternatively, \u2026\r\nIn addition, \u2026\r\nAnother \u2026\r\nMoreover, \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">3. Time<\/th>\r\n<td style=\"width: 25%\">When \u2026 \/ Whenever \u2026\r\nBefore \u2026\r\nEarlier, \u2026\r\nRecently, \u2026\r\nMeanwhile, \u2026<\/td>\r\n<td style=\"width: 25%\">While \u2026\r\nNow \u2026\r\nCurrently, \u2026\r\nDuring \u2026\r\nImmediately \u2026<\/td>\r\n<td style=\"width: 25%\">Simultaneously,\r\nSubsequently,\r\nAfter \u2026\r\nAfterwards, \u2026\r\nAt last, \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">4. Place, position<\/th>\r\n<td style=\"width: 25%\">Above \u2026\r\nBelow \u2026\r\nNear \u2026\r\nTo the left\/right of \u2026<\/td>\r\n<td style=\"width: 25%\">Opposite \u2026\r\nClose to \u2026\r\nAdjacent to \u2026\r\nFarther on \u2026<\/td>\r\n<td style=\"width: 25%\">Beyond \u2026\r\nIn front of \u2026\r\nBehind \u2026\r\nThroughout \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">5. Logic, cause &amp; effect<\/th>\r\n<td style=\"width: 25%\">Therefore, \u2026\r\nThus, \u2026\r\nFor this reason, \u2026\r\nConsequently, \u2026<\/td>\r\n<td style=\"width: 25%\">Hence \u2026\r\nIf \u2026, then \u2026\r\nClearly then, \u2026\r\nIt follows that \u2026<\/td>\r\n<td style=\"width: 25%\">Accordingly, \u2026\r\nAs a result, \u2026\r\nBecause \u2026\r\nSince \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">6. Similarity, comparison<\/th>\r\n<td style=\"width: 25%\">In the same way, \u2026\r\nJust as \u2026, so too \u2026<\/td>\r\n<td style=\"width: 25%\">Likewise, \u2026\r\nSimilarly, \u2026<\/td>\r\n<td style=\"width: 25%\">\u00a0\u2026 also \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">7. Example<\/th>\r\n<td style=\"width: 25%\">For example, \u2026\r\nFor instance, \u2026<\/td>\r\n<td style=\"width: 25%\">\u2026, specifically \u2026\r\n\u2026 in particular \u2026<\/td>\r\n<td style=\"width: 25%\">To illustrate, \u2026\r\nIn this way, \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">8. Opposition, exception, contrast<\/th>\r\n<td style=\"width: 25%\">However, \u2026\r\n\u2026, however, \u2026\r\n\u2026 notwithstanding, \u2026\r\nOn the one\/other hand, \u2026\r\nOn the contrary, \u2026<\/td>\r\n<td style=\"width: 25%\">\u00a0\u2026, but \u2026\r\n\u2026, although \u2026\r\nNevertheless, \u2026\r\nNonetheless, \u2026\r\n\u2026 instead \u2026<\/td>\r\n<td style=\"width: 25%\">Still, \u2026\r\n\u2026, yet \u2026\r\nIn spite of \u2026\r\nIn contrast, \u2026<\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">9. Emphasis<\/th>\r\n<td style=\"width: 25%\">Indeed, \u2026\r\nIn fact, \u2026<\/td>\r\n<td style=\"width: 25%\">Even \u2026\r\nOf course, \u2026<\/td>\r\n<td style=\"width: 25%\"><\/td>\r\n<\/tr>\r\n<tr>\r\n<th style=\"width: 25%\">10. Paraphrase, summary<\/th>\r\n<td style=\"width: 25%\">In other words, \u2026\r\n\u2026\u2014that is, \u2026\r\n\u2026\u2014that is to say, \u2026\r\nTo paraphrase, \u2026<\/td>\r\n<td style=\"width: 25%\">To summarize, \u2026\r\nIn conclusion, \u2026\r\nIn sum, \u2026\r\nin a nutshell, <span style=\"float: none;background-color: transparent;color: #333333;cursor: text;font-family: 'Crimson Text','Baskerville','Times',serif;font-size: 16px;font-style: normal;font-variant: normal;font-weight: 400;letter-spacing: normal;text-align: left;text-decoration: none;text-indent: 0px\">\u2026<\/span><\/td>\r\n<td style=\"width: 25%\">In a word, \u2026\r\nIn brief, \u2026\r\nUltimately, \u2026\r\nin the end, <span style=\"float: none;background-color: transparent;color: #333333;cursor: text;font-family: 'Crimson Text','Baskerville','Times',serif;font-size: 16px;font-style: normal;font-variant: normal;font-weight: 400;letter-spacing: normal;text-align: left;text-decoration: none;text-indent: 0px\">\u2026<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nSource: <a href=\"http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm\" target=\"_blank\" rel=\"noopener\">Transitional Expressions<\/a> (2003)\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway<\/h3>\r\nCollect and connect your sentences into coherent paragraphs that use a three-part structure to provide readers with a means to skim when pressed for time, find appropriate detail otherwise, and follow your train of thought through the effective use of pronouns and transitions.\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Exercises<\/h3>\r\n<ol>\r\n \t<li>Find a professionally written document that contains paragraphs. Copy and paste one paragraph (or transcribe it if it\u2019s from a print source) into a document and separate the sentences so that you put the topic sentence under the heading \u201cTopic Sentence,\u201d development sentences under a heading of their own, and concluding\/transitional sentence under a heading of its own, too. Under each development sentence, explain what part of the topic sentence it expands on. If the paragraph lacks coherence, rewrite (1) the topic sentence so it\u2019s a more effective summary of the whole paragraph, and (2) each development sentence so its role in extending the topic sentence is clearer.<\/li>\r\n \t<li>Write a coherent, well-organized paragraph on a topic you recently learned about in another course in your program. Don\u2019t use the textbook or other text that you learned it from as a source to copy from; instead, write from memory and your understanding. Ensure that:\r\ni. The topic sentence explains the whole thing in a nutshell\r\nii. Each of the development sentences expand on ideas in the topic sentence and flow from one to another using pronouns from <a href=\"#t442a\">Table 4.4.2a<\/a> and transitions from <a href=\"#t442b\">Table 4.4.2b<\/a>.\r\niii. The concluding sentence completes the reader\u2019s understanding of the topic.<\/li>\r\n \t<li>Write a paragraph on how to make coffee, tea, or another hot beverage. Begin the paragraph with a topic sentence, provide the details in the development sentences, and end with a concluding sentence. Include at least two transitional expressions from the table above.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"textbox shaded\">\r\n<h2>References<\/h2>\r\n<p class=\"hangingindent\">Darling, C. (2014). Pronouns. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423<\/a><\/p>\r\n<p class=\"hangingindent\">Pronouns. (2016, March 25). <em>Grammarly<\/em>. Retrieved from <a href=\"https:\/\/www.grammarly.com\/blog\/pronouns\/\">https:\/\/www.grammarly.com\/blog\/pronouns\/<\/a><\/p>\r\n<p class=\"hangingindent\">Transitional expressions. (2003). Iowa State University. Retrieved from <a href=\"http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm\">http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm<\/a><\/p>\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<p>3. Plan, write, revise, and edit short documents and messages that are organized, complete, and tailored to specific audiences<\/p>\n<p style=\"padding-left: 30px\">v. Craft unified and coherent sentences and paragraphs.<\/p>\n<\/div>\n<p>As you expand your research material and outline notes into sentences, you will also begin to package those sentences into larger units\u2014paragraphs\u2014that follow a standard, familiar structure that enables readers to easily follow their content and locate key information at a glance. If a sentence communicates a complete thought, a paragraph communicates a topic comprised of a few thoughts coherently collected together in an organized sequence. (Paragraphs themselves assemble to form larger units of meaning such as sections in a report, as we shall see in \u00a7<a href=\"_Informal_Reports\">7.3<\/a>&#8211;<a href=\"_Formal_Reports\">4<\/a> below, or chapters in a book as you can see in this one, so paragraphs represent an intermediate level of organization in larger documents.) Whether your message is a long one made of many paragraphs or just one paragraph fired off in an email, organizing paragraphs helps you clarify your thoughts to both yourself and your reader.<\/p>\n<ul>\n<li><a href=\"#441\">4.4.1: <strong>Paragraph Size and Structure<\/strong><\/a><\/li>\n<li><a href=\"#442\">4.4.2: <strong>Paragraph Coherence<\/strong><\/a><\/li>\n<\/ul>\n<h1><a id=\"441\"><\/a>4.4.1: Paragraph Size and Structure<\/h1>\n<p>A well-organized paragraph follows the standard three-part message structure outlined in <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">\u00a74.1<\/a> above. In a paragraph, we call these three parts the:<\/p>\n<ol>\n<li>Topic sentence<\/li>\n<li>Body or development sentences<\/li>\n<li>Transitional or concluding sentence<\/li>\n<\/ol>\n<p>At minimum, then, a paragraph should have at least three sentences, but ideally 4-5 to allow the development sentences in the body to explore the topic in detail. If a rule of thumb on sentence length is that sentences should vary in size but average about 25 words long (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-3-forming-effective-sentences#433\/\">\u00a74.3.3<\/a> above), then a normal paragraph should be about ten lines on the page when the font is 12-pt. in a document with 1-inch margins. Like sentences, however, paragraphs should vary in length depending on audience needs and abilities, as well as the topics being covered. An audience with advanced literacy skills can handle longer paragraphs that would lose an audience reading at a more basic level, which takes us back to our earlier points about adjusting the message to the audience profile (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/2-2-analyzing-your-audience-2\/\">\u00a72.2<\/a> above). Some topics need more development sentences than others and don\u2019t easily divide in the middle, though a paragraph of ten sentences or more is really pushing it. \u201cWall-of-text\u201d paragraphs longer than a page are out of the question in professional writing. No matter what the size, however, all paragraphs should follow the standard structure explained below so that readers at any level can easily find what they\u2019re looking for.<\/p>\n<h2>1. Topic Sentence<\/h2>\n<p>The topic sentence states the main point or thesis of the paragraph and thus summarizes the small collection of sentences following it, so the reader can take in the whole before examining the parts. As we saw in \u00a7<a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">4.1<\/a> above, this direct-approach organization caters to the primacy effect in our psychology whereby first impressions are the strongest and most memorable. Readers should thus be able to see how every sentence in any well-organized paragraph expands on something said in the topic sentence. In this particular paragraph, for example, you will see how the second sentence expands on the part in the topic sentence about accommodating the reader. The third sentence extends that idea to expand on the part in the topic sentence about how topic sentences summarize all paragraph parts as a whole. The sentences that follow (including this one) illustrate how that system works with examples. The final sentence wraps up the topic as broached in the first sentence while bridging to the next topic sentence, which in this case is about how to come up with a topic sentence.<\/p>\n<p>For many writers, drafting a topic sentence is typically a search for one while writing the rest of the paragraph first and then discovering it as a concluding summary exercise. When you are just putting ideas down in the drafting stage of the writing process, you may not know yet what your point is at the outset of writing a paragraph. You likely have a general sense of your topic and some points to cover, probably based on information you collected in your research earlier (see <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/part\/chapter-3-the-writing-process-2-researching\/\">Ch. 3<\/a> on Stage 2 of the writing process). As you connect that evidence and build sentences around those information points, you begin to see where you\u2019re going with the topic and the thesis suddenly comes into focus near the end. If you then say \u201cIn conclusion, \u2026, \u201d summarize what you were getting at in a nutshell, and leave it there, however, you will do your reader a disservice by leaving your topic sentence buried under the pile of evidence that should be supporting it. In this case, delete \u201cIn conclusion,\u201d highlight the final sentence, copy and cut it (ctrl. + c, ctrl. + x), and paste it (ctrl. + v) at the top of the paragraph so it does what a topic paragraph should do: preview what follows with an at-a-glance summary.<\/p>\n<h2>2. Body or Development Sentences<\/h2>\n<p>The development sentences expand on every component part of the topic sentence in a sequence of complete thoughts. The sentences that comprise this sequence explore the topic by following an organizing principle through detailed explanations, supporting evidence, illustrative examples, rhetorical counterpoints, and so on. The organizing principle could be any of those listed in <a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern#t413\/\">Table 4.1.3<\/a> above such as chronology or comparison and contrast. As parts of a logical sequence of sentences, each sentence connects to those around it with pronouns that use effective repetition (referring to nearby points without repeating them word for word; see <a href=\"#t442a\">Table 4.4.2a<\/a> below) and transitional expressions (see <a href=\"#t442b\">Table 4.4.2b<\/a>) to drive the topic exploration forward. In the paragraph under \u201c1. Topic Sentence\u201d above, for instance, the pronoun \u201cthis\u201d in the first development sentence (the second sentence in the paragraph) represents the topic sentence position referred to in the topic sentence preceding it. In the sentence above this one, the transitional phrase \u201cfor instance\u201d signals an illustrative example offered as supporting evidence of the topic sentence thesis on the sentences\u2019 path towards the transitional or concluding sentence.<\/p>\n<h2>3. Transitional or Concluding Sentence<\/h2>\n<p>The final sentence of a well-organized sentence wraps up the topic exploration by completing the main point stated in the topic sentence, as well as establishing a thematic bridge to the topic sentence of the next paragraph if indeed there is one. As a bridge, the final sentence looks forward to the following topic sentence by previewing some of its terminology, just as the paragraph preceding this one does. As a wrap-up, the final sentence should in no way merely paraphrase the topic sentence, as you were probably taught to do in middle school or junior high, because the repetition of a point read 20 seconds earlier would waste the reader\u2019s time. Any topic summary belongs at the top where it can summarily preview the paragraph\u2019s subject, not buried at the bottom. Rather, the final sentence concludes the topic in the sense that it completes the expansion of topic-sentence points carried by the development sentences, leaving no loose ends to confuse the reader.<\/p>\n<p>Especially in cases of stand-alone paragraphs or final paragraphs in a document, concluding sentences that tie up those lose ends with a clever and memorable turn of phrase cater to the recency principle in psychology. Recall how \u201crecency\u201d means that final impressions have impact similar to first impressions (see \u00a7<a href=\"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/chapter\/4-1-choosing-an-organizational-pattern\/\">4.1<\/a> above), making the concluding\/transitional sentence an important one to the overall success of a paragraph in ensuring that the main point broached in the topic sentence is fully understood. With every part of a paragraph fulfilling a purpose towards communicating a larger point, the double duty that the concluding\/transitional sentence performs makes it the glue that binds together paragraphs and the documents they comprise.<\/p>\n<h1><a id=\"442\"><\/a>4.4.2: Paragraph Coherence<\/h1>\n<p>Coherence is achieved by paragraphs sticking to the topic summarized in the opening sentence, as well as using pronouns and transitional expressions to link sentences together while developing that topic. Paragraphs that grow to the point where they exceed about a dozen lines on the page usually deserve to be broken up into a couple of topics as their internal transitions take them into territory far enough from the topic stated in the first sentence. Generally, a paragraph sticks to just one topic while the one following it covers a related but distinct topic.<\/p>\n<p>Like the organizational principles we explored above, we have a repertoire of recognizable pronouns, transitional expressions, and particular words or phrases that connect ideas in our writing so readers can easily follow our trains of thought. <strong>Pronouns<\/strong> such as those in Table 4.4.2a below allow us to represent nouns, phrases, and even whole sentences that came before (called antecedents) without repeating them word for word\u2014as long as the antecedents are clear (<a href=\"https:\/\/www.grammarly.com\/blog\/pronouns\/\">Pronouns, 2016<\/a>; <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423\">Darling, 2014<\/a>; see also <a href=\"#_\u00a75.2_Proofreading_for\">\u00a75.2<\/a> on proof-editing for pronoun-antecedent disagreement or ambiguity).<\/p>\n<h2><a id=\"t442a\"><\/a>Table 4.4.2a: Pronoun Types and Examples<\/h2>\n<table style=\"width: 100%;height: 160px;border-collapse: collapse\">\n<tbody>\n<tr style=\"height: 16px\">\n<th style=\"width: 25%;height: 16px\">Pronoun Type<\/th>\n<th style=\"width: 25%;height: 16px\">Singular<\/th>\n<th style=\"width: 15%;height: 16px\">Plural<\/th>\n<th style=\"width: 35%;height: 16px\">Examples in Sentences<\/th>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">1. Personal subject pronouns<\/td>\n<td style=\"width: 25%;height: 16px\">\u00a0<em>1st person:<\/em> <strong>I<br \/>\n<\/strong><em>2nd person:<\/em> <strong>you<br \/>\n<\/strong><em>3rd person: <\/em><strong>she<\/strong>, <strong>he<\/strong>, <strong>it<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>we<br \/>\n<\/strong><strong>you<br \/>\n<\/strong><strong>they<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\"><strong>I<\/strong> wrote the script so that <strong>we<\/strong> would be prepared. Would <strong>you<\/strong> all prefer if <strong>you<\/strong>, Jenny, went first? <strong>She<\/strong> said that <strong>he<\/strong> could do <strong>it<\/strong> first instead. The team members are really quite good at what <strong>they<\/strong> do.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">2. Personal object pronouns<\/td>\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>me<br \/>\n<\/strong><em>2nd person:<\/em> <strong>you<br \/>\n<\/strong><em>3rd person: <\/em><strong>her<\/strong>, <strong>him<\/strong>, <strong>it<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>us<br \/>\n<\/strong><strong>you<br \/>\n<\/strong><strong>them<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\">The committee awarded the contract to <strong>me<\/strong> but the credit goes to all of <strong>us<\/strong>. They could give one to <strong>you<\/strong>, as well. The committee sent <strong>her<\/strong> the news yesterday, sent <strong>it<\/strong> to <strong>him<\/strong> today, and wished <strong>them<\/strong> all good luck.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">3. Personal possessive determiners<\/td>\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>my<br \/>\n<\/strong><em>2nd person:<\/em> <strong>your<br \/>\n<\/strong><em>3rd person: <\/em><strong>her<\/strong>, <strong>his<\/strong>, <strong>its<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>our<br \/>\n<\/strong><strong>your<br \/>\n<\/strong><strong>their<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\"><strong>My <\/strong>advice is to deposit <strong>your<\/strong> payment in <strong>our <\/strong>account now. Indeed, all <strong>your<\/strong> payments are late. Her payment came through, but <strong>his<\/strong> didn\u2019t. <strong>Their<\/strong> payment plan needs updating so that <strong>its<\/strong> bad timing doesn\u2019t them in trouble.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">4. Personal possessive pronouns<\/td>\n<td style=\"width: 25%;height: 16px\">\u00a0<em>1st person:<\/em> <strong>mine<br \/>\n<\/strong><em>2nd person:<\/em> <strong>yours<br \/>\n<\/strong><em>3rd person: <\/em><strong>hers<\/strong>, <strong>his<\/strong>, <strong>its<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>ours<br \/>\n<\/strong><strong>yours<br \/>\n<\/strong><strong>theirs<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\">Let\u2019s figure out what\u2019s <strong>mine<\/strong> and what\u2019s <strong>ours<\/strong>. You\u2019ll get <strong>yours<\/strong>. The house is <strong>hers<\/strong>, the car is <strong>his<\/strong>, but the account is <strong>theirs<\/strong>.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">5. Reflexive and intensive pronouns<\/td>\n<td style=\"width: 25%;height: 16px\"><em>1st person:<\/em> <strong>myself<br \/>\n<\/strong><em>2nd person:<\/em> <strong>yourself<br \/>\n<\/strong><em>3rd person: <\/em><strong>herself<\/strong>, <strong>himself<\/strong>, <strong>itself <\/strong><em>Reflexive: when the subject(s) and object(s) are the same person or people. Intensive: when it can be deleted without being ungrammatical.<\/em><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>ourselves<br \/>\n<\/strong><strong>yourselves<br \/>\n<\/strong><strong>themselves<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\">I gave <strong>myself<\/strong> a break and you gave <strong>yourself<\/strong> an ache when we threw <strong>ourselves<\/strong> in the lake. He perjured <strong>himself<\/strong> <em>(reflexive) <\/em>and she won <strong>herself<\/strong> a new car <em>(intensive)<\/em>. Love <strong>itself<\/strong> was lost <em>(intensive)<\/em>. Do <strong>yourselves <\/strong>a favour. They <strong>stopped<\/strong> themselves from falling.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">6. Demonstrative pronouns<\/td>\n<td style=\"width: 25%;height: 16px\"><em>close by:<\/em> <strong>this<br \/>\n<\/strong><em>remote:<\/em><strong> that<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>these<br \/>\n<\/strong><strong>those<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\"><strong>This<\/strong> deal might take some time. Pass me <strong>that<\/strong> report over there. <strong>These <\/strong>are the kinds of things you can expect when <strong>those <\/strong>people get involved.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">7. Relative pronouns<\/td>\n<td style=\"width: 25%;height: 16px\"><em>subject:<\/em> <strong>who<br \/>\n<\/strong><em>object:<\/em> <strong>whom<br \/>\n<\/strong><em>restrictive: <\/em><strong>that<br \/>\n<\/strong><em>non-restrictive: <\/em><strong>which<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><\/td>\n<td style=\"width: 35%;height: 16px\">The accountant <strong>who<\/strong> does our taxes asked <strong>whom<\/strong> he should send the funds to. The account <strong>that<\/strong> he set up is a trust fund, <strong>which<\/strong> can be accessed in five years.<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">8. Interrogative pronouns<\/td>\n<td style=\"width: 25%;height: 16px\">\u00a0<em>personal: <\/em><strong>who<br \/>\n<\/strong><em>objective: <\/em><strong>what<\/strong>, <b>which<br \/>\n<\/b><em>possessive: <\/em><strong>whose<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><\/td>\n<td style=\"width: 35%;height: 16px\"><strong>Who<\/strong> is going to call? <strong>What <\/strong>are they going to say? <strong>Which <\/strong>company do they represent? <strong>Whose <\/strong>number are they going to use?<\/td>\n<\/tr>\n<tr style=\"height: 16px\">\n<td style=\"width: 25%;height: 16px\">9. Indefinite pronouns<\/td>\n<td style=\"width: 25%;height: 16px\"><strong>one, everyone, no one, none, someone, somebody, anybody, everybody, nobody, other, another, everything, either<\/strong><\/td>\n<td style=\"width: 15%;height: 16px\"><strong>all, most, many, several, some, few, others, both, neither<\/strong><\/td>\n<td style=\"width: 35%;height: 16px\"><strong>One<\/strong> of us cannot be wrong. <strong>Everybody <\/strong>knows <strong>somebody<\/strong>. <strong>No one<\/strong> can tell <strong>anyone<\/strong> else what to do. <strong>Everyone<\/strong> has a right to know <strong>everything<\/strong>, but <strong>many <\/strong>don\u2019t know that. <strong>All <\/strong>or <strong>most <\/strong>came today. <strong>Anybody<\/strong> can play guitar. <strong>Some<\/strong> went on, but <strong>none<\/strong> came back. <strong>Neither <\/strong>showed up, but <strong>either <\/strong>could have called, so <strong>both <\/strong>are at fault. <strong>Someone<\/strong> sent <strong>several <\/strong>calls to the <strong>others<\/strong>. <strong>Few<\/strong> can say that the <strong>other <\/strong>sent <strong>another<\/strong>.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>While pronouns often look back, <strong>transitional expressions<\/strong> drive a topic forward by establishing the relationships between the content of sentences. Table 4.4.2b below collects many such adverbs and conjunctive adverbs, prepositions and prepositional phrases, coordinating and subordinating conjunctions, infinitive phrases, interjections, and so on.<\/p>\n<h2><a id=\"t442b\"><\/a>Table 4.4.2b: Transitional Expressions within and between Paragraphs<\/h2>\n<table style=\"width: 100%;border-collapse: collapse\">\n<tbody>\n<tr>\n<th style=\"width: 25%\">Transition Type<\/th>\n<th style=\"width: 75%\" colspan=\"3\" scope=\"colgroup\">Examples<\/th>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">1. Sequence<\/th>\n<td style=\"width: 25%\">First, \u2026. Second, \u2026. Third, \u2026<br \/>\nInitially, \u2026<br \/>\nFrom the start,<\/td>\n<td style=\"width: 25%\">\u2026Next, \u2026<br \/>\n\u2026, then \u2026<br \/>\nLater,<\/td>\n<td style=\"width: 25%\">\u2026Ultimately, \u2026<br \/>\nFinally, \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">2. Addition, repetition<\/th>\n<td style=\"width: 25%\">Additionally, \u2026<br \/>\nAgain, \u2026<br \/>\nAlso \u2026<br \/>\nNot only \u2026, but also \u2026<br \/>\nFurthermore, \u2026<\/td>\n<td style=\"width: 25%\">\u2026 and \u2026<br \/>\n\u2026 or \u2026<br \/>\n\u2026, as well as \u2026<br \/>\nBesides, \u2026<br \/>\nEqually important \u2026<\/td>\n<td style=\"width: 25%\">Further \u2026<br \/>\nAlternatively, \u2026<br \/>\nIn addition, \u2026<br \/>\nAnother \u2026<br \/>\nMoreover, \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">3. Time<\/th>\n<td style=\"width: 25%\">When \u2026 \/ Whenever \u2026<br \/>\nBefore \u2026<br \/>\nEarlier, \u2026<br \/>\nRecently, \u2026<br \/>\nMeanwhile, \u2026<\/td>\n<td style=\"width: 25%\">While \u2026<br \/>\nNow \u2026<br \/>\nCurrently, \u2026<br \/>\nDuring \u2026<br \/>\nImmediately \u2026<\/td>\n<td style=\"width: 25%\">Simultaneously,<br \/>\nSubsequently,<br \/>\nAfter \u2026<br \/>\nAfterwards, \u2026<br \/>\nAt last, \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">4. Place, position<\/th>\n<td style=\"width: 25%\">Above \u2026<br \/>\nBelow \u2026<br \/>\nNear \u2026<br \/>\nTo the left\/right of \u2026<\/td>\n<td style=\"width: 25%\">Opposite \u2026<br \/>\nClose to \u2026<br \/>\nAdjacent to \u2026<br \/>\nFarther on \u2026<\/td>\n<td style=\"width: 25%\">Beyond \u2026<br \/>\nIn front of \u2026<br \/>\nBehind \u2026<br \/>\nThroughout \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">5. Logic, cause &amp; effect<\/th>\n<td style=\"width: 25%\">Therefore, \u2026<br \/>\nThus, \u2026<br \/>\nFor this reason, \u2026<br \/>\nConsequently, \u2026<\/td>\n<td style=\"width: 25%\">Hence \u2026<br \/>\nIf \u2026, then \u2026<br \/>\nClearly then, \u2026<br \/>\nIt follows that \u2026<\/td>\n<td style=\"width: 25%\">Accordingly, \u2026<br \/>\nAs a result, \u2026<br \/>\nBecause \u2026<br \/>\nSince \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">6. Similarity, comparison<\/th>\n<td style=\"width: 25%\">In the same way, \u2026<br \/>\nJust as \u2026, so too \u2026<\/td>\n<td style=\"width: 25%\">Likewise, \u2026<br \/>\nSimilarly, \u2026<\/td>\n<td style=\"width: 25%\">\u00a0\u2026 also \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">7. Example<\/th>\n<td style=\"width: 25%\">For example, \u2026<br \/>\nFor instance, \u2026<\/td>\n<td style=\"width: 25%\">\u2026, specifically \u2026<br \/>\n\u2026 in particular \u2026<\/td>\n<td style=\"width: 25%\">To illustrate, \u2026<br \/>\nIn this way, \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">8. Opposition, exception, contrast<\/th>\n<td style=\"width: 25%\">However, \u2026<br \/>\n\u2026, however, \u2026<br \/>\n\u2026 notwithstanding, \u2026<br \/>\nOn the one\/other hand, \u2026<br \/>\nOn the contrary, \u2026<\/td>\n<td style=\"width: 25%\">\u00a0\u2026, but \u2026<br \/>\n\u2026, although \u2026<br \/>\nNevertheless, \u2026<br \/>\nNonetheless, \u2026<br \/>\n\u2026 instead \u2026<\/td>\n<td style=\"width: 25%\">Still, \u2026<br \/>\n\u2026, yet \u2026<br \/>\nIn spite of \u2026<br \/>\nIn contrast, \u2026<\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">9. Emphasis<\/th>\n<td style=\"width: 25%\">Indeed, \u2026<br \/>\nIn fact, \u2026<\/td>\n<td style=\"width: 25%\">Even \u2026<br \/>\nOf course, \u2026<\/td>\n<td style=\"width: 25%\"><\/td>\n<\/tr>\n<tr>\n<th style=\"width: 25%\">10. Paraphrase, summary<\/th>\n<td style=\"width: 25%\">In other words, \u2026<br \/>\n\u2026\u2014that is, \u2026<br \/>\n\u2026\u2014that is to say, \u2026<br \/>\nTo paraphrase, \u2026<\/td>\n<td style=\"width: 25%\">To summarize, \u2026<br \/>\nIn conclusion, \u2026<br \/>\nIn sum, \u2026<br \/>\nin a nutshell, <span style=\"float: none;background-color: transparent;color: #333333;cursor: text;font-family: 'Crimson Text','Baskerville','Times',serif;font-size: 16px;font-style: normal;font-variant: normal;font-weight: 400;letter-spacing: normal;text-align: left;text-decoration: none;text-indent: 0px\">\u2026<\/span><\/td>\n<td style=\"width: 25%\">In a word, \u2026<br \/>\nIn brief, \u2026<br \/>\nUltimately, \u2026<br \/>\nin the end, <span style=\"float: none;background-color: transparent;color: #333333;cursor: text;font-family: 'Crimson Text','Baskerville','Times',serif;font-size: 16px;font-style: normal;font-variant: normal;font-weight: 400;letter-spacing: normal;text-align: left;text-decoration: none;text-indent: 0px\">\u2026<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Source: <a href=\"http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm\" target=\"_blank\" rel=\"noopener\">Transitional Expressions<\/a> (2003)<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway<\/h3>\n<p>Collect and connect your sentences into coherent paragraphs that use a three-part structure to provide readers with a means to skim when pressed for time, find appropriate detail otherwise, and follow your train of thought through the effective use of pronouns and transitions.<\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Exercises<\/h3>\n<ol>\n<li>Find a professionally written document that contains paragraphs. Copy and paste one paragraph (or transcribe it if it\u2019s from a print source) into a document and separate the sentences so that you put the topic sentence under the heading \u201cTopic Sentence,\u201d development sentences under a heading of their own, and concluding\/transitional sentence under a heading of its own, too. Under each development sentence, explain what part of the topic sentence it expands on. If the paragraph lacks coherence, rewrite (1) the topic sentence so it\u2019s a more effective summary of the whole paragraph, and (2) each development sentence so its role in extending the topic sentence is clearer.<\/li>\n<li>Write a coherent, well-organized paragraph on a topic you recently learned about in another course in your program. Don\u2019t use the textbook or other text that you learned it from as a source to copy from; instead, write from memory and your understanding. Ensure that:<br \/>\ni. The topic sentence explains the whole thing in a nutshell<br \/>\nii. Each of the development sentences expand on ideas in the topic sentence and flow from one to another using pronouns from <a href=\"#t442a\">Table 4.4.2a<\/a> and transitions from <a href=\"#t442b\">Table 4.4.2b<\/a>.<br \/>\niii. The concluding sentence completes the reader\u2019s understanding of the topic.<\/li>\n<li>Write a paragraph on how to make coffee, tea, or another hot beverage. Begin the paragraph with a topic sentence, provide the details in the development sentences, and end with a concluding sentence. Include at least two transitional expressions from the table above.<\/li>\n<\/ol>\n<\/div>\n<div class=\"textbox shaded\">\n<h2>References<\/h2>\n<p class=\"hangingindent\">Darling, C. (2014). Pronouns. <em>Guide to Grammar and Writing<\/em>. Retrieved from <a href=\"https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423\">https:\/\/plato.algonquincollege.com\/applications\/guideToGrammar\/?page_id=3423<\/a><\/p>\n<p class=\"hangingindent\">Pronouns. (2016, March 25). <em>Grammarly<\/em>. Retrieved from <a href=\"https:\/\/www.grammarly.com\/blog\/pronouns\/\">https:\/\/www.grammarly.com\/blog\/pronouns\/<\/a><\/p>\n<p class=\"hangingindent\">Transitional expressions. (2003). Iowa State University. Retrieved from <a href=\"http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm\">http:\/\/www.public.iastate.edu\/~jeaune\/Horticulture_LC_105\/Web\/Transitionalexpressions.htm<\/a><\/p>\n<\/div>\n","protected":false},"author":2,"menu_order":4,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-73","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":63,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/73","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/73\/revisions"}],"predecessor-version":[{"id":252,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/73\/revisions\/252"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/parts\/63"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapters\/73\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/media?parent=73"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/pressbooks\/v2\/chapter-type?post=73"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/contributor?post=73"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/cmn279\/wp-json\/wp\/v2\/license?post=73"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}