{"id":584,"date":"2021-03-30T18:13:05","date_gmt":"2021-03-30T18:13:05","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-englishcomp2\/?post_type=chapter&p=584"},"modified":"2022-07-25T19:31:38","modified_gmt":"2022-07-25T19:31:38","slug":"coherent-paragraphs","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-englishcomp2\/chapter\/coherent-paragraphs\/","title":{"raw":"Coherent Paragraphs","rendered":"Coherent Paragraphs"},"content":{"raw":"
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Learning Objectives<\/h3>\r\nIdentify strategies to revise for coherence at the paragraph level\r\n\r\n<\/div>\r\nReverse outlining can help you revise for high-level coherence. But it can also help you to make sure the individual paragraphs in your essay hold together and follow a coherent internal logic.\r\n\r\nLet's return to the reverse outline. For each paragraph, you summarized the point (or claim) made in the paragraph. As you did so, you may have noticed that some paragraphs were easier to summarize than others. In cases where you struggled to identify the point of the paragraph, think about why it was difficult. Looking at paragraphs this way allows you to identify two of the main obstacles to paragraph coherence:<\/span>\r\n
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  1. A paragraph that lacks a point, probably because it is presenting unnecessary summary<\/li>\r\n \t
  2. Too many points in one paragraph. This is an indication you need to break up the paragraph and possibly add evidence to better support individual points.<\/li>\r\n<\/ol>\r\nTo think about what makes a paragraph coherent, let's look at the elements of a paragraph in academic prose:\r\n

    What is a Paragraph?<\/h2>\r\nA\u00a0paragraph is a\u00a0single unit of thought made up of a\u00a0group of related sentences. Two principles govern effective paragraphing: unity and coherence. Unity refers to the paragraph\u2019s single main idea, which should be readily identifiable, introduced up front, developed convincingly, and concluded. Coherence refers to the relationships among the sentences in the paragraph. Each sentence should participate in the main idea and be arranged to create the sense of a\u00a0developing logic rather than a\u00a0random list.\r\n

    Paragraph Unity<\/h3>\r\nConsider the following paragraph.\r\n

    Identity politics<\/strong> provide a way for different social groups<\/strong> to fight for their own interests. Although fighting for one\u2019s own interest<\/strong> might be beneficial on an individual scale, it<\/strong> could also be detrimental for the country as a whole. Due to interest conflicts between different groups, a nation<\/strong> can hardly redistribute its resources. Failing to redistribute the resources<\/strong> would likely cause socioeconomic inequality. This inequality<\/strong> will lead to systemic social problems over time. These problems<\/strong> can include national protests, riots, and even revolution.<\/p>\r\nThis paragraph lacks unity and coherence. Why? First, the bolded subjects of each sentence lack consistency and connection. Second, the first two sentences share a common topic (fighting for group interests), but the following sentences introduce new ideas (redistribution of national resources, socioeconomic inequality, and ensuing social problems), losing sight of the paragraph\u2019s original focus. Finally, it\u2019s difficult to identify a single point about identity politics these sentences work together to develop. Is the writer arguing for or against identity politics here? It\u2019s difficult to tell.\r\n\r\nTo revise for unity at the paragraph level. You should carefully review each paragraph in order to:\r\n

      \r\n \t
    1. Make sure the subjects (or main noun phrases) of the sentences are related.<\/li>\r\n \t
    2. Confirm that sentences share common topics or ideas.<\/li>\r\n \t
    3. Be able to identify the main point that the sentences, taken together, work to develop.<\/li>\r\n<\/ol>\r\n

      Paragraph Coherence<\/h3>\r\nOne way to achieve paragraph coherence is to follow the ADVICE format. Here's how this structure looks in practice:\r\n
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      • Announce<\/span>: Announce the paragraph\u2019s main idea in the first sentence. This is also called the topic sentence.\u00a0<\/span><\/li>\r\n \t
      • Develop<\/em>: Develop the core idea of the paragraph and anticipate your proof, support, or evidence.\u00a0<\/span><\/li>\r\n \t
      • Validate & Interpret<\/strong>: Validate your claim with illustrative examples or supporting evidence. Remember, no evidence is self-evident; you will probably need to explain how it ties into your paragraph claim and\/or overall claim.<\/li>\r\n \t
      • Conclude & Extend<\/span>:\u00a0The final sentence(s) should\u00a0pull the paragraph argument together and provide a\u00a0link forward to the next paragraph.<\/li>\r\n<\/ul>\r\n
        Many health professional writers struggle because of situational issues.<\/span> They write in time increments of minutes, not hours or days. They lack a quiet work space conducive to sustained focus. They work in isolation, without access to a group of writers to provide feedback.<\/em> And they inhabit an institutional culture that may prevent the vulnerability necessary to even ask for such feedback.<\/em> According to Sword (2017), such situational factors can be as detrimental to writing productivity as more technical challenges such as grammar or writing in a second language.<\/strong> Given this, situational issues should be addressed in faculty development programs directed at health professional writers.<\/span><\/blockquote>\r\n
        \r\n
        \r\n
        \r\n\r\nThe ADVICE framework provides a\u00a0vocabulary for paying careful attention to paragraphs\u2014your own, or those of the writers you\u2019re supporting. Critical questions we can now ask include:\r\n
          \r\n \t
        • Does the first sentence clearly announce the topic of the paragraph? In the example above, the use of a\u00a0simple sentence structure (subject, verb, object) helps to ensure that the reader can\u2019t miss the main idea. In paragraphs that develop sophisticated ideas, using simple sentences to announce the topic and tie up the paragraph can improve clarity.<\/li>\r\n \t
        • Do the body sentences all develop the main idea, or are some a\u00a0distraction? Is there a\u00a0logical pattern to their organization? Pattern is a\u00a0rhetorical strategy that makes a\u00a0paragraph more convincing. In the example above, the organizing pattern is one of broadening scope, from the writer\u2019s time and space to their peer group and their institution. Parallel structure is also used to cluster the body sentences elaborating situational issues: \u2018They write\u00a0\u2026 They lack\u00a0\u2026 They work\u00a0\u2026 And they inhabit\u00a0\u2026\u2019.<\/li>\r\n \t
        • Is the claim validated by evidence that may be understood as authoritative within the rhetorical context of the essay? In academic writing, this will often mean credible data, textual evidence, or peer-reviewed scholarship. Is it clear how the evidence connects to the overall point of the paragraph and the essay?<\/li>\r\n \t
        • Is there a concluding sentence that ties up the paragraph and ties it into the next paragraph? Many paragraphs simply end, without concluding. A\u00a0good concluding sentence should not just repeat the topic sentence, or the paragraph risks feeling that it has not developed meaningfully. In the example above, the final sentence introduces the implications of situational writing issues for faculty development, thus pointing forward to the next paragraph which will elaborate relevant faculty development approaches. Concluding sentences can also be written to elaborate a topic that was introduced simply. This can help to ensure that, in hindsight, the reader understands the paragraph as\u00a0developing<\/i>\u00a0rather than meandering.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/section>
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          Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/91bf8101-6a21-493e-9601-3cc9eaf37723\r\n\r\n<\/div>\r\n

          Paragraphing pitfalls<\/h2>\r\n
          \r\n\r\nParagraphing is a\u00a0challenging skill to develop. Let\u2019s consider some of the ways writers can get off track, and how these problems can be addressed.\r\n
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          • \r\n\r\n[caption id=\"attachment_3432\" align=\"alignright\" width=\"300\"]\"A Readers not only get lost inside the infinity paragraph; they forget how they got to it in the first place.[\/caption]\r\n\r\nThe infinity\u00a0<\/strong>paragraph seems to go on forever, straining the reader\u2019s cognitive resources. This strain signals two problems. The first is a\u00a0problem of internal coherence: i.\u202fe., the transitions between sentences within a\u00a0paragraph that show relationships among them and create a\u00a0sense of unity. The second is a\u00a0problem of external coherence: i.\u202fe., the connections between this paragraph and the paragraphs that came before it in the paper\u2019s unfolding argument. Readers not only get lost inside the infinity paragraph; they forget how they got to it in the first place. There is no rule to follow to know if your paragraph has gotten too long: the length of a\u00a0paragraph is determined by the demands of content, not by the space on the page. But generally, if your paragraph is more than a\u00a0manuscript page in length, ask yourself if it can be broken into two or three paragraphs. Crafted properly, with strong transitions between them to support external coherence, three shorter paragraphs may help you to develop your argument in a\u00a0more persuasive manner.<\/li>\r\n \t
          • \r\n\r\n[caption id=\"attachment_3435\" align=\"alignright\" width=\"148\"]\"Lettering A\u00a0very short paragraph can be used to provide emphasis in an argument, but a\u00a0series of them could be a\u00a0sign that your ideas are not well-developed.[\/caption]\r\n\r\nThe hiccup\u00a0<\/strong>paragraph ends as abruptly as it started, leaving the reader uncertain how\u2014or if\u2014the argument has developed. As British grammarian H.W.\u00a0Fowler said, \"The paragraph is essentially a\u00a0unit of thought, not of length.\u00a0\u2026 A\u00a0succession of very short ones is as irritating as very long ones are wearisome.\" A\u00a0very short paragraph can be used to provide emphasis in an argument, but a\u00a0series of them could be a\u00a0sign that your ideas are not well-developed. You can think of your paragraphs as links in a\u00a0chain: the strength of each link is dependent on how well that paragraph develops its idea. If you tend toward hiccup paragraphs, one way to improve is to see if a\u00a0sequence of them can be combined. Combining them will force you to articulate the relationships among these ideas, which is part of the work of\u00a0developing\u00a0<\/i>an idea rather than simply\u00a0stating<\/i>\u00a0it.<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_3437\" align=\"alignleft\" width=\"300\"]\"A The blindfold\u00a0paragraph leaves the reader to wander blindly in search of the paragraph\u2019s topic.[\/caption]\r\n
              \r\n \t
            • The blindfold\u00a0<\/strong>paragraph leaves the reader to wander blindly in search of the paragraph\u2019s topic. In what Dunleavy calls the \u2018throat clearing intro\u2019, academic writers can begin their paragraphs too broadly as they reference related ideas within the field, making the reader wait until the third or fourth sentence for the main topic. By then, paragraph unity is already threatened, particularly if the reader decided for themselves that something in those first sentences was the topic of interest. To improve a\u00a0blindfold paragraph, ask yourself if your first few sentences can just be deleted, bringing an existing statement of the main idea into the Announce sentence slot.<\/li>\r\n \t
            • \r\n\r\n[caption id=\"attachment_3439\" align=\"alignright\" width=\"300\"]\"A The maze\u00a0paragraph has a\u00a0clear entrance and exit but readers get lost inside it.[\/caption]\r\n\r\nThe maze\u00a0<\/strong>paragraph has a\u00a0clear entrance and exit but readers get lost inside it. Sometimes they become so lost that they give up trying to find the logical thread and simply jump to the next paragraph. To improve a\u00a0maze paragraph, look to the content, number and organization of the Develop and Validate sentences. Are they all relevant? Is there a\u00a0logic to their arrangement? Have you signaled the relationships between them through the use of conjunctions (such as \"but\", \"or\", \"and\"), adverbs (such as \"however\", \"similarly\"), and prepositional phrases (such as \"by contrast\", \"in comparison\", \"on the other hand\"). These little connecting words are essential if your paragraphs are going to remain strong and coherent.<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_3441\" align=\"alignleft\" width=\"300\"]\"A Cliff-hangers lack a\u00a0clear concluding sentence.[\/caption]\r\n
                \r\n \t
              • The cliff-hanger\u00a0<\/strong>paragraph leaves the reader in mid-air and jumps to the next idea in the argument. Cliff-hangers lack a\u00a0clear concluding sentence. In a\u00a0common example, qualitative research writers often end a\u00a0paragraph with a\u00a0quotation. While the right quotation may serve as a\u00a0conclusion, more often they act as validation to evidence a\u00a0specific claim. If you want to end with a\u00a0quotation, ask yourself which function it is serving. Without a\u00a0conclusion, the writer forfeits two opportunities: both to reinforce what the reader has learned in the paragraph and to signal what is coming next in the argument. Concluding sentences can be used for summary alone or they can also accomplish forward signaling of the next idea in the logical chain; you should consider when each is most effective. Particularly when the next paragraph might otherwise feel like a\u00a0strange departure from the paper\u2019s logical thread, a\u00a0forward-signaling final sentence can smooth this transition.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/section>[reveal-answer q=\"393148\"]Works Cited[\/reveal-answer]\r\n[hidden-answer a=\"393148\"]\r\n\r\nDunleavy, Patrick.\u00a0Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation<\/i>. Macmillan International Higher Education, 2003.\r\n\r\nFowler, H.W. Modern English Usage<\/em>. Oxford University Press; 1926.\r\n\r\n[\/hidden-answer]","rendered":"
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                Learning Objectives<\/h3>\n

                Identify strategies to revise for coherence at the paragraph level<\/p>\n<\/div>\n

                Reverse outlining can help you revise for high-level coherence. But it can also help you to make sure the individual paragraphs in your essay hold together and follow a coherent internal logic.<\/p>\n

                Let’s return to the reverse outline. For each paragraph, you summarized the point (or claim) made in the paragraph. As you did so, you may have noticed that some paragraphs were easier to summarize than others. In cases where you struggled to identify the point of the paragraph, think about why it was difficult. Looking at paragraphs this way allows you to identify two of the main obstacles to paragraph coherence:<\/span><\/p>\n

                  \n
                1. A paragraph that lacks a point, probably because it is presenting unnecessary summary<\/li>\n
                2. Too many points in one paragraph. This is an indication you need to break up the paragraph and possibly add evidence to better support individual points.<\/li>\n<\/ol>\n

                  To think about what makes a paragraph coherent, let’s look at the elements of a paragraph in academic prose:<\/p>\n

                  What is a Paragraph?<\/h2>\n

                  A\u00a0paragraph is a\u00a0single unit of thought made up of a\u00a0group of related sentences. Two principles govern effective paragraphing: unity and coherence. Unity refers to the paragraph\u2019s single main idea, which should be readily identifiable, introduced up front, developed convincingly, and concluded. Coherence refers to the relationships among the sentences in the paragraph. Each sentence should participate in the main idea and be arranged to create the sense of a\u00a0developing logic rather than a\u00a0random list.<\/p>\n

                  Paragraph Unity<\/h3>\n

                  Consider the following paragraph.<\/p>\n

                  Identity politics<\/strong> provide a way for different social groups<\/strong> to fight for their own interests. Although fighting for one\u2019s own interest<\/strong> might be beneficial on an individual scale, it<\/strong> could also be detrimental for the country as a whole. Due to interest conflicts between different groups, a nation<\/strong> can hardly redistribute its resources. Failing to redistribute the resources<\/strong> would likely cause socioeconomic inequality. This inequality<\/strong> will lead to systemic social problems over time. These problems<\/strong> can include national protests, riots, and even revolution.<\/p>\n

                  This paragraph lacks unity and coherence. Why? First, the bolded subjects of each sentence lack consistency and connection. Second, the first two sentences share a common topic (fighting for group interests), but the following sentences introduce new ideas (redistribution of national resources, socioeconomic inequality, and ensuing social problems), losing sight of the paragraph\u2019s original focus. Finally, it\u2019s difficult to identify a single point about identity politics these sentences work together to develop. Is the writer arguing for or against identity politics here? It\u2019s difficult to tell.<\/p>\n

                  To revise for unity at the paragraph level. You should carefully review each paragraph in order to:<\/p>\n

                    \n
                  1. Make sure the subjects (or main noun phrases) of the sentences are related.<\/li>\n
                  2. Confirm that sentences share common topics or ideas.<\/li>\n
                  3. Be able to identify the main point that the sentences, taken together, work to develop.<\/li>\n<\/ol>\n

                    Paragraph Coherence<\/h3>\n

                    One way to achieve paragraph coherence is to follow the ADVICE format. Here’s how this structure looks in practice:<\/p>\n

                      \n
                    • Announce<\/span>: Announce the paragraph\u2019s main idea in the first sentence. This is also called the topic sentence.\u00a0<\/span><\/li>\n
                    • Develop<\/em>: Develop the core idea of the paragraph and anticipate your proof, support, or evidence.\u00a0<\/span><\/li>\n
                    • Validate & Interpret<\/strong>: Validate your claim with illustrative examples or supporting evidence. Remember, no evidence is self-evident; you will probably need to explain how it ties into your paragraph claim and\/or overall claim.<\/li>\n
                    • Conclude & Extend<\/span>:\u00a0The final sentence(s) should\u00a0pull the paragraph argument together and provide a\u00a0link forward to the next paragraph.<\/li>\n<\/ul>\n

                      Many health professional writers struggle because of situational issues.<\/span> They write in time increments of minutes, not hours or days. They lack a quiet work space conducive to sustained focus. They work in isolation, without access to a group of writers to provide feedback.<\/em> And they inhabit an institutional culture that may prevent the vulnerability necessary to even ask for such feedback.<\/em> According to Sword (2017), such situational factors can be as detrimental to writing productivity as more technical challenges such as grammar or writing in a second language.<\/strong> Given this, situational issues should be addressed in faculty development programs directed at health professional writers.<\/span><\/p><\/blockquote>\n

                      \n
                      \n
                      \n

                      The ADVICE framework provides a\u00a0vocabulary for paying careful attention to paragraphs\u2014your own, or those of the writers you\u2019re supporting. Critical questions we can now ask include:<\/p>\n

                        \n
                      • Does the first sentence clearly announce the topic of the paragraph? In the example above, the use of a\u00a0simple sentence structure (subject, verb, object) helps to ensure that the reader can\u2019t miss the main idea. In paragraphs that develop sophisticated ideas, using simple sentences to announce the topic and tie up the paragraph can improve clarity.<\/li>\n
                      • Do the body sentences all develop the main idea, or are some a\u00a0distraction? Is there a\u00a0logical pattern to their organization? Pattern is a\u00a0rhetorical strategy that makes a\u00a0paragraph more convincing. In the example above, the organizing pattern is one of broadening scope, from the writer\u2019s time and space to their peer group and their institution. Parallel structure is also used to cluster the body sentences elaborating situational issues: \u2018They write\u00a0\u2026 They lack\u00a0\u2026 They work\u00a0\u2026 And they inhabit\u00a0\u2026\u2019.<\/li>\n
                      • Is the claim validated by evidence that may be understood as authoritative within the rhetorical context of the essay? In academic writing, this will often mean credible data, textual evidence, or peer-reviewed scholarship. Is it clear how the evidence connects to the overall point of the paragraph and the essay?<\/li>\n
                      • Is there a concluding sentence that ties up the paragraph and ties it into the next paragraph? Many paragraphs simply end, without concluding. A\u00a0good concluding sentence should not just repeat the topic sentence, or the paragraph risks feeling that it has not developed meaningfully. In the example above, the final sentence introduces the implications of situational writing issues for faculty development, thus pointing forward to the next paragraph which will elaborate relevant faculty development approaches. Concluding sentences can also be written to elaborate a topic that was introduced simply. This can help to ensure that, in hindsight, the reader understands the paragraph as\u00a0developing<\/i>\u00a0rather than meandering.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/section>\n
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                        Try It<\/h3>\n

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