In general, the purpose of a paragraph is to express one point, idea or opinion.

For example: Students require more recreational time in order to better focus on lessons in class.
This main idea is expressed through three sections of a paragraph:
1. Beginning - Introduce your idea.
2. Middle - Explain your idea.
3. End - Make your point again, transition to next paragraph.
Here is a paragraph taken from an essay on various strategies required for an overall improvement
of student performance:
Students require more recreational time in order to better focus on lessons in class. In fact, studies
have shown that students who enjoy a recess of more than 45 minutes consistently score better on
tests immediately following the recess period. Clinical analysis further suggests that physical
exercise greatly improves the ability to focus on academic materials. Longer periods of recess are
clearly required to allow students the best possible chances of success in their studies. Clearly,
physical exercise is just one of the necessary ingredients for improving student scores on
standardized tests.
There are four sentence types used to construct a paragraph:
1. Topic sentence
One sentence which states your idea, point, or opinion. This sentence should use a strong
verb and make a bold statement.
For example: Students require more recreational time in order to better focus on lessons in
class.
NOTE: Notice the strong verb 'require' which is a call to action. A weaker form of this
sentence might be: I think students probably need more recreational time ... This weaker
form is inappropriate for a topic sentence.
2. Supporting sentences
Supporting sentences (notice the plural) provide explanations and support for the topic
sentence (main idea) of your paragraph.
For example: In fact, studies have shown that students who enjoy a recess of more than 45
minutes consistently score better on tests immediately following the recess period. Clinical
analysis further suggests that physical exercise greatly improves the ability to focus on
academic materials.
NOTE: Supporting sentences provide the evidence for your topic sentence. Supporting
sentences that include facts, statistics and logical reasoning are much more convincing that
simple statements of opinion.
3. Concluding sentence
The concluding sentence restates the main idea (found in your topic sentence) and reinforces
the point or opinion.
For example: Longer periods of recess are clearly required to allow students the best
possible chances of success in their studies.
NOTE: Concluding sentences repeat the main idea of your paragraph in different words.
4. Transitional sentence
The transitional sentence prepares the reader for the following paragraph.
For example: Clearly, physical exercise is just one of the necessary ingredients for
improving student scores on standardized tests.
NOTE: Transitional sentences should help readers logically understand the connection
between your current main idea, point or opinion and the main idea of your next paragraph.
In this instance, the phrase 'just one of the necessary ingredients ...' prepares the reader for
the next paragraph which will discuss another necessary ingredient for success.
Writing Basics
Writing well constructed paragraphs is the corner-stone of good English written style. Paragraphs
should contain sentences that convey ideas concisely and directly. This lesson focuses on helping
students develop a strategy for combining various ideas into well formed sentences which then
combine to produce effective descriptive paragraphs.
Aim: Developing descriptive paragraph writing skills
Activity: Idea grouping and consolidation at the sentence level leading to descriptive paragraphs
Level: Intermediate to upper-intermediate
Outline:
Introduce the topic of writing paragraphs by asking students what they consider a well
formed paragraph. Introduce the idea of concise sentences as being integral to good English
written style.
Have students take a look at the example sentences and paragraph.
Ask students to group the sentences in the example based on the ideas that go together as
shown in the following paragraph (i.e., person and describing adjectives, etc.)
Individually or in pairs, ask students to group sentences in the first exercise.
Based on this grouping, ask students to write descriptive paragraph.
Ask students to complete creative writing exercise by following similar steps. (i.e., choose
subject, create idea sentences, group sentences, write paragraph)
Choose some of the compositions to be read aloud in class. Ask students to comment on the
examples.
Descriptive Paragraphs
Example: New York City
New York City is in the United States.
New York City is located in New York State.
It borders on the Atlantic Ocean.
It was founded in 1625 as "New Amsterdam".
It was first settled by the Dutch.
It is important for commerce.
Wall Street is located in New York City.
It has many national and international banks.
It has many important skyscrapers.
The World Trade Center is located in New York City.
The Empire State Building is in New York City.
New York City is an important city for immigration.
Ellis Island used to be the entry point for many immigrants at the turn of the century.
There is an interesting immigration museum on Ellis Island.
New York, New York is located on the Atlantic Coast of the United States of America. It was first
settled as "New Amsterdam" in 1625 by the Dutch. Today, New York City is an important
commercial and banking center which includes Wall Street. Among its many important skyscrapers
are the World Trade Center and The Empire State Building. One of the most interesting museums is
on Ellis Island which served as the entry point for many immigrants who passed through New York
City at the turn of the century.
Exercise 1: Elvis Presley
Arrange the sentences about Elvis Presley into idea groups.
Write a paragraph about Elvis Presley using the idea groups to create concise sentences.
Elvis Presley was an American.
He was a singer and actor
He was famous for rock-and-roll.
He was born in Tupelo, Mississippi.
He was born on January 8, 1935
He started singing in church.
He taught himself to play the guitar.
He first became popular on the local touring circuit for country-and-western music.
He sang romantic songs.
He danced erotically.
Teens loved him for his new style.
He had many hits.
He sang "Love Me Tender", "All Shook Up", and "Don't Be Cruel".
He died on August 16, 1977.
He died in Memphis, Tennessee.
He might have died of drug and alcohol abuse.
Exercise 2: Creative Writing
Choose a famous place or person.
Write down a number of important facts about that place or person.
Arrange the sentences into idea groups.
Write a paragraph using the idea groups to create concise sentences.
Aim: Helping students to use a wider range of vocabulary when relating stories
Activity: Rewriting exchanges
Level: Intermediate to advanced
Outline:
Think of an exchange you've recently had with a friend and relate the exchange to the class.
The first time you relate the exchange, only use 'he / she said', maybe adding a 'he / she
replied' to add some variation. The second time you relate the exchange use a selection of
vocal verbs and adverbs (see list below) to spice things up.
As a class, ask students to relate the differences between the two presentations. Be sure to
not only ask for vocabulary, but also impressions such as 'The story was more interesting
because you used different verbs.', or 'It seemed the mood of the speakers changed.', etc.
Hand out the exercise / vocal verbs / adverbs list. In order to check understanding, model
some sentences using the various verbs / adverbs modulating your voice to help with
understanding.
Ask students to choose three verbs / adverbs and write a sentence. Go around the room, or in
small groups and have students practice their sentences modulating their voices to
emphasize understanding.
In small groups, ask students to take "A Heated Discussion" and underline the instances of
'he / she said' that they can change.
Have students use the vocal verbs/adverbs list to update "A Heated Discussion" into a more
interesting story.
A Heated Discussion
Rewrite the following exchange using the vocal verbs / adverbs sheet to 'spice up' this heated
exchange. Here is an example:
Peter said he was angry and that he wanted to leave.
->
Peter menacingly stated that he was angry. He then sullenly muttered that he wanted to leave.
Tom said to Peter that he loved Jane, Peter's girlfriend. Peter said that Tom was a traitor. He also
said that he didn't want to be friends with Peter anymore. Tom then said that he understood Peter,
and that he was sorry. He said he wanted to make things better with Peter. In fact, he said he was
willing to never see Jane again. Peter then said he didn't believe Tom. He said that Tom was a liar,
and that he was only friends to get to Jane. Tom said that it wasn't true, and said that he hadn't
wanted to fall in love with Jane. He said he understood Peter's anger, but that he wanted him to try
to forgive him. Peter said that he felt that wasn't possible, but that he would try. Tom said he would
wait, and that he only wanted to be friends. Peter said that Tom should leave him alone.
Vocal Verbs / Adverbs
Vocal
Verbs
admit
advise
agree
announce
answer ask
assert begin
bellow
blurt
call caution
claim
comment
complain
concede
confess cry
demand
exclaim
explain gasp
groan insist
interrupt joke
lie
mention
moan
mumble
mutter note
object
observe
order
quip report
respond
scream shout
snap sob state
swear
taunt tease
vow warn
whine whisper
yell
Vocal
Adverbs
adamantly
admiringly
adoringly
angrily
anxiously
bashfully
casually
cautiously
cheerfully
clearly
cowardly
curiously
cynically
decisively
defensively
defiantly
dramatically
energetically
flatly
formally
gleefully
gloomily
happily
harshly
hysterically
jealously
joyfully
joylessly
loudly
lovingly
meekly
mysteriously
nervously
offensively
proudly
questioningly
quickly
rapidly
sadly
sarcastically
seriously
shyly sleepily
softly
stubbornly
teasingly
tenderly
thoughtfully
unexpectedly
wisely
Descriptive paragraphs are often used to describe what a person looks and acts like. Read this
example descriptive paragraph, notice how descriptive paragraphs are arranged by putting together
all the sentences about the same thing.
Here is an example of a descriptive paragraph:
I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual clothes as I
teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so many
different people from all over the world. During my spare time, I like playing tennis which I play at
least three times a week. I also love listening to classical music and I must admit that I spend a lot
of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating
great Italian food and laughing with the likable people who live here.
Written Exercise I
Answer these questions about yourself on a piece of paper.
How old are you?
What do you look like?
What kind of clothes do you wear? Why?
What kind of job do you do? Do you like it?
What are your favorite hobbies? Why do you like them?
Where do you live?
Do you like living there? Why or why not?
Written Exercise II
Now that you have the information about yourself ready. Fill in the gaps in to complete this
descriptive paragraph about yourself.
I am _________ years old, I _________________ (your looks). I wear ________________ because
______________. I am a ______________. I like / don't like my job because
_____________________. I enjoy ______________. I often _____________ (describe how often
you do your hobby). I also like ________________ (write about another hobby) because
________________. I live in ____________. People in ____________ are ________________ . I
enjoy / don't enjoy living in ______________ because ____________.
Practice
Ask your friends the same questions as in exercise I and write paragraphs about them.
Writing Skills Help
Paragraph Writing
Parallelism - Parallel Structure
Complex Sentence Writing
Writing Short Documents
Persuasive Arguments For and Against
Short Writing Assignments
Writing a Cover Letter
Business Writing
How to Write a Business Email
How to Write a Business Letter
How to Write a Business Memo
Related Articles
How to Write a Descriptive Paragraph - Composing a Description
Paragraph Unity - Unity Guidelines and Exercise
On Wages and Employment
AUnemployable? Too Young? Too Old?
Laid Off? - 5 Mistakes to Avoid After Being Laid Off
Read the following paragraphs. Notice that this paragraph presents the pros and cons of a shorter
work week.
Introducing a short work week may lead to both positive and negative affects on society. For
workers, the advantages of shortening the work week include more free time. This will lead to
stronger family relationships, as well as better physical and mental health for all. An increase in free
time should lead to more service sector jobs as people find ways to enjoy their extra leisure time.
What is more, companies will need to hire more workers to keep production up to past levels of a
standard forty hour work week. All together, these benefits will not only improve quality of life, but
also grow the economy as a whole.
On the other hand, a shorter work week may damage the ability to compete in the global workplace.
Moreover, companies may be tempted to outsource positions to countries where longer work weeks
are common. Another point is that companies will need to train more workers to make up for the
lost productivity hours. To sum up, companies will likely have to pay a steep price for shorter work
weeks.
In summary, it is clear that there would be a number of positive gains for individual workers if the
work week were shortened. Unfortunately, this move could easily cause companies to look
elsewhere for qualified staff. In my opinion, the net positive gains outweigh the negative
consequences of such a move towards more free time for all.
Tips for Writing a For and Against Argument
Before you begin, write down at least five positive points, and five negative points for your
argument.
Begin your writing by making a statement about the general statement about outcome of an
action, or the overall situation.
Dedicate the first paragraph to one side of the argument. This can be either positive or
negative. Generally, it is the side with which you agree.
The second paragraph should contain the other side of the argument.
The final paragraph should shortly summarize both paragraphs, and provide your own
general opinion on the matter.
Helpful Language
Expressing Both Sides
pros and cons
advantages and disadvantages
plus and minus
Providing Additional Arguments
What is more,
In addition to ..., the ...
Further,
Not only will ..., but ... will also ...
Showing Contrast
However,
On the other hand,
Although .....,
Unfortunately,
Ordering
First of all,
Then,
Next,
Finally,
Summarizing
To sum up,
In conclusion,
In summary,
All things considered,
Expressing Your Opinion
In my opinion,
I feel / think that ...
Personally,
Exercise
Choose an for and against argument from one of the following themes
Attending College / University
Getting Married
Having Children
Changing Jobs
Moving
Write down five positive points and five negative points
Write down an overall statement of the situation (for introduction and first sentence)
Write down your own personal opinion (for final paragraph)
Summarize both sides in one sentence if possible
Use your notes to write a For and Against Argument using the helpful language provided
Writing Help
Intermediate Level ESL EFL Writing Help
Writing Descriptive Paragraphs
Process Writing - Developing Skills through Process Writing