Academic writing is a very broad term that can include a
great number of different genres, such as research articles, essays, abstracts,
papers, among many others. Academic genres imply the use of formal English:
words of Latin or French origin, no contractions, compound or complex
sentences, and well-organized paragraphs. A paragraph is a set of sentences
that begins with a TOPIC SENTENCE that is enlarged with examples, explanations,
quotes, paraphrasing, statistics, and other instances of SUPPORTING MATERIAL.
These sentences are placed IN GENERAL at the beginning of the paragraph,
although INTRODUCTION and CONCLUSION paragraphs are exceptions to this rule.
In this
video, there is some more information about PARAGRAPH ORGANIZATION.
Here there is a kind of conceptual map which includes some characteristics of the parts
of a paragraph:
There are other examples of topic sentences to take into account:
1. I saw around Velva a release from what was like slavery to the tyrannical soil, release from the ignorance that darkens the soul and from the loneliness that corrodes it. In this generation, my Velva friends have rejoined the general American society that their pioneering fathers left behind when they first made the barren trek in the days of the wheat rush. As I sit here in Washington writing this, I can feel their nearness. (from Eric Sevareid, "Velva, North Dakota")
Topic sentence: Many politicians deplore the passing of the old family-sized farm, but I'm not so sure. is correct.
Explanation:
Sevareid argues that farming is destructive as a way of life, no matter what romantic notions are attached to it. He is not writing about the productivity of farms, about his own life story ("I grew up on a family-sized farm..."), and his main point is not that people moved away from the cities in the late nineteenth century.
2. The first is the wear-and-tear hypothesis that suggests the body eventually succumbs to the environmental insults of life. The second is the notion that we have an internal clock that is genetically programmed to run down. Supporters of the wear-and-tear theory maintain that the very practice of breathing causes us to age because inhaled oxygen produces toxic by-products. Advocates of the internal clock theory believe that individual cells are told to stop dividing and thus eventually to die by, for example, hormones produced by the brain or by their own genes. (from Debra Blank, "The Eternal Quest" [edited]).
Topic Sentence: There are two broad theories concerning what triggers a human's inevitable decline to death. is correct.
Explanation:
This paragraph is a straightforward description of two possibilities, neither of which is preferred over the other. In this case, it would be wrong to mention only one of the possibilities (the "internal time clock") in the topic sentence, or to treat it as a philosophical discussion of death itself ("we all must die..."). As for the biology professor, He or she might very well have given an interesting lecture, but that has nothing to do with the content of the paragraph.
3. The strictest military discipline imaginable is still looser than that prevailing in the average assembly-line. The soldier, at worst, is still able to exercise the highest conceivable functions of freedom -- that is, he or she is permitted to steal and to kill. No discipline prevailing in peace gives him or her anything remotely resembling this. The soldier is, in war, in the position of a free adult; in peace, he or she is almost always in the position of a child. In war, all things are excused by success, even violations of discipline. In peace, speaking generally, success is inconceivable except as a function of discipline. (from H.L. Mencken, "Reflections on War" [edited]).
Topic Sentence: We commonly look at the discipline of war as vastly more rigid than any discipline necessary in time of peace, but this is an error. is correct.
Explanation:
The topic sentence must emphasize the comparative nature of the paragraph. Mencken does argue that soldiers need discipline, but this is not all he argues in this paragraph. Likewise, while soldiers may well serve an important function in wartime, and while they may well be able to compete well in peacetime, neither of these points is discussed in the paragraph.
To make a good paragraph we have to pay attention not only to the parts of the paragraph but also to its construction and support:
Paragraphs
Parts
of a paragraph:
Topic
sentence
Supporting
sentence
Concluding
sentence
The topic sentence helps the writers to develop the main idea for their paragraphs. It also helps to guide the reader through complex arguments
(Usually, it is the first sentence in the paragraph, but not necessarily).
The supporting sentences in a paragraph develop the main idea expressed in the topic sentence and provide the detail such as facts and
examples.
The last sentence (concluding sentence) could return the reader to
the topic at the beginning of the paragraph or act as a connection to link
the information with that coming up in the next paragraph.
How
to build a paragraph?
A well-constructed paragraph contains sentences that are logically arranged and flow smoothly. That means that the sentences should be chronologically ordered and linked. (You do not need to include a linking word
or phrase in every sentence, you should use enough of them to help your
reader follow your ideas clearly).
Besides, each sentence in a paragraph should relate to the topic and develop the main idea. If a sentence does not relate to or develop that idea probably it is irrelevant material.
Support:
Incorporating sources
The point of view a writer develops in a paragraph cannot just be
based on personal opinión. It must be backed up with evidence, examples and
the opinion of experts.
It is often broadly expressed in the topic sentence. The topic sentence is often re-stated within the paragraph with more specific detail given and evidence provided in support of the point of view.
Types
of paragraphs: Essay
The introductory paragraph(s) provides the reader with any necessary background information. It may also present an overall plan of the way the essay's argument will be developed, as well as any limits the writer will place on the topic.
The body paragraphs expand on the thesis statement and each in turn is clearly focused on a single issue with plenty of supporting detail or evidence, for instance, including arguments by other writers.
The concluding paragraph(s) summarises the points made,
repeats the overall point of view, and explains why the writer took the position held. It may also indicate wider issues not covered in the essay but of interest and relevant to the point of view.
Summary:
To build a good paragraph we have to take into account its
organization. The paragraphs should be divided into three different
sections: Topic sentence, Body, and Closing sentence:
·The first one leads the readers into the points
you are trying to make without confusing them. It should be interesting,
brief, clear, and precise. Besides, It is usually at the beginning of the
sentence. Sometimes, It includes some information or opinion of other authors which make it more reliable.
·The second one develops the main idea expressed on the topic sentence. Also, it includes all the supporting sentences which
should be joined with linking words and ordered chronologically.
·The third one closes the idea of the paragraph by summarizing the points made. Moreover, it could return the reader to the topic sentence.
Metacognitive analysis:
From my point of view, we need to know how to order
the information we want to include in our piece of writing that is why it is notably important to learn about the organization of paragraphs. Due to the fact that making a well-written paragraph is the base of all the writings, it is relevant to learn and practice it. If not, it could be
difficult for the reader to understand the message we want to share.
Regarding the organization of the information given, I would
like to clarify that I always organize the texts I read separately, then I join
them to make a final summary. For this reason, I decided to make three different
presentations for each text. Besides, owing to I do not know how to use most of the technological sources we have, it was a challenge for me, otherwise, I believe I do it well
(I hope so).
Module: Paragraphs. Writing exercises for self-directed study. Retrieved from Victoria University of Wellington. Last visited June 10th, 2020. Available at: https://www.wgtn.ac.nz/llc/llc_resources/academic-writing/index.html
Helgort, I. Griffiths, B. Hoffmann, A. (2000) An Academic Writing Module: Paragraphs. Writing exercises for self-directed study. Retrieved from Victoria University of Wellington. Last visited June 10th, 2020. Available at: https://www.wgtn.ac.nz/llc/llc_resources/academic-writing/index.html
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