How to Write Coherent Paragraphs

What Makes a Good Paragraph?
Cohesion and Coherence
Dr. Phil. Muhammad Almaliki

Problems in paragraph writing
1. Lack of connections of ideas – jumping
from one topic to another
2. Lack of linking words or transitions
3. Lack of synonyms
4. Misuse of pronouns
5. Misuse of articles

Effective Paragraph
1. Topic sentence: Main
Idea
2. Unity: single focus
3. Coherence: systematic
connection
4. Adequate
development: sufficient
examples, details

Topic Sentence
 Contains the main idea
 Has main idea and
controlling idea
 Is the focus of the
paragraph
 Usually in the beginning
of the paragraph (the
first or second
sentence)

Coherence
 All sentences in the
paragraph should have a
single focus
◦ The topic sentence
guides the
development of
sentences in the
paragraph
◦ The sentences in the
paragraph should be
relevant to and
support the topic
sentence.

Cohesion
 In an effective paragraph,
the sentences are well
connected with one
another.
◦ Parallel constructions
◦ Pronouns
◦ Synonyms
◦ Repetition of key words
◦ Transitional words
◦ Systematic sentence
organization

Adequate Development
 An effective paragraph is sufficiently
developed/explained using:
◦ Examples and illustrations
◦ Data (facts, statistics, evidence, details, and
others)
◦ Definition terms in the paragraph
◦ Comparison and contrast
◦ Causes and reasons
◦ Effects and consequences
◦ Descriptions or details
◦ Chronology of an event (time segments)
◦ Steps
◦ Logical divisions

Example:
 1My hometown is famous for several amazing natural features. 2First,
it is noted for the Wheaton River, which is very wide and beautiful.
3On either side of this river, which is 175 feet wide, are many
shady willow trees which have long branches that can move gracefully
in the wind. 4In autumn the leaves of these trees fall and cover the
riverbanks like golden snow. 5Second, on the other side of the town
is Wheaton Hill, which is unusual because it is very steep. 6Even
though it is steep, climbing this hill is not dangerous, because there
are some firm rocks along the sides that can be used as stairs. 7There
are no trees around this hill, so it stands clearly against the sky and
can be seen from many miles away. 8If you visit Wheaton Hill you
should try the nice restaurant at Wheaton Hill hotel. 9The third
amazing feature is the Big Old Tree. 10This tree stands two
hundred feet tall and is probably about six hundred years
old. 11These three landmarks are truly amazing and make my
hometown a famous place.

Paragraph Analysis
 The topic sentence is: Sentence 1
 Irrelevant sentence: Sentence 8
 The paragraph also shows coherence by the use of
◦ Parallel constructions: Present tense
◦ Pronouns: this, these
◦ Synonyms: natural features = landmarks
◦ Paraphrasing of phrase/sentence: sentence 1 is paraphrased in sentence 11
◦ Repetition of key words: river, hill, rocks
◦ Transitional words: on the other side, even though, so, because
 Methods of development/sentence organization used:
◦ Examples/illustrations: -
◦ Comparison and contrast: sentences 3 (comparison – on either side) and 6 (even
though)
◦ Causes and reasons: sentences 5, 6 and 7 (so, because)
◦ Descriptions or details of each landmark
◦ Logical divisions: First, Second,The third amazing feature

PARAGRAPH ANALYSIS
Practice Exercise:

Number 1
 1Each of the U.S. manned space exploration projects had specific
major goals. 2For example, the Mercury project was designed to test
whether or not human beings could survive and function in outer
space. 3In addition, the Mercury project tested rockets with the new
Mercury space capsule, which could hold one person. 4As another
example, the Gemini project was intended to find out whether two
people could work in the weightless environment of space. 5One way
of doing this was by having Gemini astronauts take "spacewalks."
6That is, they floated outside their spacecraft in a spacesuit, connected
to it by a tether. 7This type of walk was developed into the famous
dancing move called ‘moonwalk’ by Michael Jackson. 8Finally, the
Apollo project, with three astronauts, had the goal of testing
spacecraft and skills so that people could actually fly to the Moon and
land on it. 9Other goals included performing scientific experiments on
the lunar surface and collecting rocks for study on Earth. 10These
three space projects have different goals with different lessons for
human beings.
 (Adapted from source:
http://lrs.ed.uiuc.edu/students/fwalters/cohere.html#unity)

Number 2
 1Dogs have an extreme antagonism toward cats. 2The enmity
between these two species can be traced back to the time of the
early Egyptian dynasties. 3Archaeologists in recent years have
discovered Egyptian texts in which there are detailed accounts of
dogs brutally attacking cats. 4Today this type of cruelty between
these two domestic pets can be witnessed in regions as close as
your own neighborhood. 5For example, when dogs are walked by
their masters, and they happen to catch sight of a stray cat, they will
pull with all their strength on their leash until the master is forced
to yield; the typical result is that a cat is chased up a tree. 6The two
types of animals are the most popular pets in modern homes. 7The
hatred between dogs and cats has lasted for so many centuries; it is
unlikely that this conflict will ever end.
 (Adapted from Source:
http://www.wheaton.edu/learnres/writectr/Resources/coherence.ht
m)

Checking for Cohesion and Coherence:
1. The topic sentence?
2. Irrelevant sentence?
3. Does the paragraph show coherence? How
does it show coherence?
4. What method of organization does it use?
5. What do you like from the paragraph?

PARAGRAPH WRITING
Practice Exercise 2:

Paragraph Writing
 Write a paragraph.
 Don’t forget to make sure that your
paragraph has unity and coherence!

PARAGRAPH CHECKING
Practice Exercise 3:

Peer Evaluation
Check your friend’s paragraph if it has the following
elements:
1.The topic sentence?
2.Irrelevant sentence?
3.Does the paragraph show coherence? How does it show
coherence?
4.What method of organization does it use?
5. What do you like from the paragraph?
6.Your comments for improvement?

II. Writing Devices
Coherence
When sentences, ideas, and details fit together
clearly, readers can follow along easily, and the writing
is coherent. The ideas tie together smoothly and
clearly.
What is coherence?
Lesson 12- The Needs That Drive Us All

II. Writing Devices
Coherence
There are four basic mechanical considerations in providing
transitions between ideas:
1. using transitional expressions
2. repeating key words and phrases
3. using pronoun reference
4. using parallel form
How to be coherent?

II. Writing Devices
Coherence
1. Transitional words cue readers to the relationship
between sentences.
eg. I like autumn, and yet autumn is a sad time of the
year too.
More words: however, therefore, in addition, etc.
Caution: Do not include in your
text with transitional expressions
casually. They must appear
naturally, where they belong.

II. Writing Devices
Coherence
2. Repetition of words helps to focus your ideas and to
keep your reader on track.
eg. The problem with contemporary art is that it is not
easily understood by most people. Contemporary art is
deliberately abstract, and that means it leaves the viewer
wondering what she is looking at.

II. Writing Devices
3. Pronouns are used to refer back to something previously
mentioned. Be sure, however, that what you are referring
to is clear.
eg. When scientific experiments do not work out as
expected, they are often considered failures until some
other scientist tries them again.
Coherence

II. Writing Devices
4. Parallel sentence patterns can help the reader follow
along and keep ideas tied together.
eg. And so, my fellow Americans: ask not what your country
can do for you—ask what you can do for your country.
Coherence
Examples
from the text

II. Writing Devices
Unity and Coherence
(1) Freedom, another basic need, is often in conflict
with power. (2) The more power you have, even if you
use it for my benefit, the less freedom I have. (3) It
seems that there has to be a counterforce to power;
unbridled power would be destructive to the survival of
the species. (4) Therefore, almost everything said about
power could also be reworded into the vocabulary of
freedom.
topic
sentence
repetition
of words: power,
freedom
transitional
words

II. Writing Devices
(5) For example, we may be inherently competitive,
but we want to be free to lose without losing too
much. (6) And as much as a child may love her
parents, she also wants the freedom to branch out on
her own. (7) So you can see that freedom can be in
conflict not only with power but also with belonging.
(8) For example, if you want me around too much, I
claim you stifle me, but if you aren't constantly giving
me attention, I may claim you don’t love me. (Para.
10)
Unity and Coherence
Use of pronoun
reference
Analysis

II. Writing Devices
Unity and Coherence
Analysis:
In this paragraph, the first sentence is the topic
sentence. In the following sentences 2, 3, 4 and 7, the
author gives specific information on the topic and uses
examples in sentences 5, 6 and 8 to support the ideas.
At the same time, the author repeats the key words
“freedom” and “power” in the whole paragraph to
focus the attention on the topic. He also uses
transitional words and pronouns to glue the whole
paragraph together. In this way, the author achieves
the paragraph unity and coherence.

How to Write Coherent Paragraphs

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