PARAGRAPH DEVELOPMENT

INTRODUCTION
 Developing well-structured paragraphs is essential for effective technical
communication.
 Paragraphs tell the readers where the topics begin and end, thus helping them
assimilate the contents in an organized manner.
 Technical documents such as reports, proposals, and letters contain several
units of information.
 Well-structured and adequately developed paragraphs enable the readers to
demarcate each unit of information and grasp them without much difficulty
 There is no fixed rule about the length of a paragraph.
 A paragraph is a group of sentences or a single sentence that forms a unit. In
other words, it is a group of related sentences which express a single idea.
 A paragraph may be an opinion, provide information through the use of facts
and details, tell a story or simply describe a person, a place, an object, or a
feeling.

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INTRODUCTION
Before you begin to determine the composition of your
paragraphs, you must first understand what the
controlling idea is in your specific piece of writing.
What is the main point that you are trying to convey to
your reader?
The information that comprises your paragraphs should
be built around this controlling idea.
In other words, your paragraphs should remind your
reader, at every possible point, that there is a recurrent
relationship between your controlling idea and the
information in each paragraph.
The controlling idea functions like a seed through which
your paper, and your ideas, will grow.

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INTRODUCTION
The whole process is an organic one—a natural progression from
the seed of an idea to a full-blown paper where there are direct,
familiar relationships between all of the ideas in your paper.
Once you have decided what your controlling idea will be, then
you should choose information that will help to support and
perpetuate that idea throughout the entire paper.
That information takes the form of sentences that comprise each
paragraph of your paper.
The decision about what to put into your paragraphs begins with
the germination of an idea or thought.
This ‘germination process’ is better known as brainstorming.

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INTRODUCTION
Generating Ideas
A good way of starting the process of generating ideas is
to write a mission statement describing your subject,
audience, purpose, and format. You should be able to
answer the following questions:
 Who is my target audience?
What do I want to say?
Why am I writing it?

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INTRODUCTION
 Whatever the topic of your paper may be, it is always a good idea to
think about all of the issues that surround your topic and the
ultimate goals that you want to express. This process can take on
many forms.
 What form you choose will depend heavily on your style or
approach in the pre-writing stage of the whole process.
 Some writers prefer to write down all the relevant issues in a series
of phrases or words that express some greater idea.
 For others, this process involves a collection of information in the
form of sentences.
 Choose whichever method suits you, but remember that
prewriting is an essential requirement for paragraph development.
 Building paragraphs can be just as involved as building a major
skyscraper:, there must be a solid, well-built foundation that
supports each paragraph.
 Any cracks, inconsistencies, or other corruptions of the foundation
can cause the whole paper to crumble.

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INTRODUCTION
Thinking on Paper
 Do not do all your planning in your head as you could end up
losing valuable ideas. There are many ways in which you can
‘think on paper’.
 Lists: This is a simple method of just jotting down ideas as
they occur, especially in the initial stages.
 Columns: This system is useful for some topics. If there is an
argument, for example, you can collect information ‘for and
against’ or you may enter ideas under a small number of
categories.
 Web diagram or mind map: This is a very productive form of
planning. Write your main idea in the centre of the page,
then link it to other ideas as they come to you.
 Flowchart: By graphically depicting the steps in a procedure,
you can ensure that a chronological organization is
maintained and that no steps are omitted.
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CENTRAL COMPONENTS OF A PARAGRAPH
Topic Sentence
 A topic sentence is a sentence that expresses the main idea of a
paragraph.
 This sentence is also known as key sentence or theme sentence.
 All the other sentences in the paragraph must explain or illustrate
the topic sentence.
 It tells the reader what to expect about the information that will
follow.
 If the remainder of the paragraph does not fulfill the ‘promise’ of
the topic sentence, the paragraph will lack units coherence, and
adequate development.
 Topic sentences can appear at several points in a paragraph, either
at the beginning, middle, or end.

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CENTRAL COMPONENTS OF A PARAGRAPH
Examples of Topic Sentences
 Many television cartoons contain an unhealthy amount of
violence.
 Notice that this sentence clearly identifies that the key topic
of the paragraph is violence in television cartoons. It also
indicates that the remainder of the paragraph will discuss
how much violence cartoons typically contain, and how/why
this violence is unhealthy for viewers.
 The cockroaches that inhabit many city apartments and
homes are parasites that are almost impossible to
exterminate completely.
 This topic sentence clearly identifies that the key topic of the
paragraph is cockroaches. It also indicates what the
remainder of the paragraph will discuss the difficulty of
exterminating cockroaches. The reader can then expect the
rest of the paragraph to explain how and why cockroaches are
difficult to eliminate.
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CENTRAL COMPONENTS OF A PARAGRAPH
Topic Sentence
Beginning a paragraph with a topic sentence is one of
the best ways to achieve clarity and unity in one’s
writing.
It is not only the most common paragraph arrangement
but also fits most units of technical information.
In fact, this arrangement is so appropriate for
structuring technical information that most writers feel
it can be used for virtually all paragraphs in a technical
document.

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CENTRAL COMPONENTS OF A PARAGRAPH
Topic Sentence
 Ending the paragraph with the topic sentence is the second
most common paragraph arrangement.
 Paragraphs, which follow this arrangement, present the
supporting details first and from them logically proceed to
the conclusion which is stated in the topic sentence.
 Such paragraphs often begin with what may appear as the
topic sentence; but the final sentence contains the essential
idea.
 Burying the topic sentence within the paragraph is the third
arrangement, it is rarely used because it does not emphasize
the topic sentence.
 Nevertheless, you can sometimes use this arrangement for
special effect.

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 CENTRAL COMPONENTS OF A PARAGRAPH
Coherence
 Most convincing ideas in the world, expressed in the most beautiful
sentences, will move no one unless those ideas are properly connected.
 Unless readers can move easily from one thought to another, they will
surely find something else to read or turn on the television.
 Coherence refers to the clear and logical linking of ideas in a paragraph.
 When you change the main ideas or topics within a paragraph,
confusion often results.
 But even when all the sentences in your paragraph are related to and
contribute some meaning to the topic sentence, the paragraph will turn
out to be ineffective if those sentences are not appropriately and
adequately cohered.
 In other words, each sentence should be well linked with the sentence
that precedes and follows it.

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CENTRAL COMPONENTS OF A PARAGRAPH

Coherence
There are four basic mechanical considerations in
providing transitions between ideas:
 Use of pronouns
 Repetition of key words or phrases
 Use of transitional tags
 Use of parallel grammatical structure

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CENTRAL COMPONENTS OF A PARAGRAPH
Pronoun Reference
 Pronouns quite naturally connect ideas because pronouns almost
always refer the reader to something earlier in the text.
 You cannot say ‘This is true because without causing the reader to
consider what ‘this’ could mean.
 Thus, the pronoun causes the reader to sum up, quickly and
subconsciously, what was said before (what this is) before going on to
the because part of your reasoning.
 Needless to say, it must always be perfectly clear what a pronoun refers
to.
 If the reader cannot instantly know what this is, then your sentence is
ambiguous and misleading.
 Also, do not rely on unclear pronoun references to avoid responsibility:
‘They say that ...

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CENTRAL COMPONENTS OF A PARAGRAPH
Repetition of Key Words and Phrases
 Writers often resist connecting ideas by repeating key
words and phrases so as not to sound repetitive.
 We have been trained to avoid redundancy.
 Now we must learn that catching a word or phrase that
is important to a reader’s comprehension of a piece and
replaying that word or phrase creates a musical motif in
the reader’s head.
 Unless it is overworked and obtrusive, repetition lends
itself to a sense of coherence (or at least to the illusion
of coherence).

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CENTRAL COMPONENTS OF A PARAGRAPH
Repetition of Key Words and Phrases
 Remember Abraham Lincoln’s advice:
 You can fool some of the people all of the time, and all of the
people some of the time, but you cannot fool all of the people
all of the time.
 In fact, you cannot forget Lincoln’s advice because it has
become part of the music of our language, with its effective
use of the repetition device of key words like fool, some, all,
and time.
 The bottom line is that appropriate use of this device in your
writing leads to better comprehension and retention of the
meaning.

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CENTRAL COMPONENTS OF A PARAGRAPH
Original Revised

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CENTRAL COMPONENTS OF A PARAGRAPH
Using Transitional Tags
 Providing transitions between ideas is largely a matter of
attitude.
 You must never assume that your readers know what you
know.
 In fact, it is a good idea to assume not only that your readers
need all the information that you have and need to know
how you arrived at the point you are at, but also that they
are not quite as quick as you are.
 You might be able to leap from one side of the stream to the
other; however, do consider that your readers might need a
few stepping stones, and be sure to place them in readily
accessible and visible spots.
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CENTRAL COMPONENTS OF A PARAGRAPH
Using Transitional Tags
 Transitional tags run the gamut from the most simple—the
little conjunctions: and, but, nor, for, yet, or, (and
sometimes) so—to more complex signals, including the
conjunctive adverbs and transitional expressions such as
however, moreover, nevertheless, and on the other hand.
 The use of the little conjunctions—especially and but—
comes naturally for most writers.
 However, the question whether one can begin a sentence
with a small conjunction often arises.
 Is not the conjunction at the beginning of the sentence a sign
that the sentence should have been connected to the prior
sentence?
 Well, sometimes, yes. But often the initial conjunction calls
attention to the sentence in an effective way, and that is just
what you want.
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 CENTRAL COMPONENTS OF A PARAGRAPH
Using Transitional Tags
 Look at the following sentences:
 Thus a new form of energy has to be developed in a big way. And
nuclear energy could very well be the solution.
 First, they assumed that water could be supplied by a centralized
system. But, the cost was too high.
 Beginning a sentence with a conjunction too often can be distracting, so
do this only occasionally to add a refreshing dash to a sentence and speed
the narrative flow of your text.
 Of all the cohesive devices we have discussed so far, transitional tags play
a major role in providing a smooth flow to your paragraphs.
 Transitions come in the form of single words, phrases, sentences, and
even whole paragraphs.
 They help to establish relationships between ideas in a paragraph and to
create a logical progression of those ideas in a paragraph.
 Without transitions, your paragraph will not be unified, coherent, or well
developed.

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 Using Transitional Tags
 Look at the following paragraph and the transitions that it uses from idea
to idea (in italics):
 Juggling the demands of a job with the demands of being a full-time student
makes good academic performance difficult. Many students are forced to choose
between good work on the job and good work in the classroom. Often, good
work in the classroom is compromised for good work on the job because the job
pays the rent. In addition, those students who do manage to perform well in both
areas usually do so at the expense of their health. For example, several students
complain of the inability to handle the stress of both a job and school. In fact,
the stress of both can often cause headaches, dizziness, fatigue, and other
ailments, which slow the body down and prevent adequate performance in
either area. To eliminate the threat of being in the middle between job and school,
students have to form a balance between the demands of work and the demands
of the classroom. Ultimately, managing your time more effectively, working the
same number of hours in smaller chunks, and planning ahead can all help in
alleviating some of the stress to the body and to the mind.

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Using Transitional Tags

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Using Transitional Tags

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Using Transitional Tags

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Using Transitional Tags
Original Revised

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CENTRAL COMPONENTS OF A PARAGRAPH
Using Transitional Tags
 Do not overload your text with transitional expressions
merely because you know these devices connect ideas.
 They must appear naturally where they belong, or you run
the risk of annoying your reader.
 On the other hand, if you can read your entire paragraph and
discover none of these transitional devices, then you must
wonder what, if anything, is holding your ideas together.
 Practise by inserting a tentative however, nevertheless, or
consequently.
 Reread the paragraph later to see if these words provide the
glue you needed at those points.

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CENTRAL COMPONENTS OF A PARAGRAPH
Parallelism
 Parallel structures are a particularly powerful way to
communicate information because they create
structural repetitions that emphasize and connect
ideas.
 In grammatical terms, two structures are parallel if they
have the same grammatical forms (both nouns or both
participles).

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CENTRAL COMPONENTS OF A PARAGRAPH
Parallelism
 Ideas within sentences that are joined by coordinating
conjunctions must also be parallel.
 For example, ‘system’ and ‘peripherals’ are joined by
coordinating conjunctions in each of the following phrases.
 These structures are appropriately parallel because the items
coordinated are the same part of speech (i.e. system and
peripherals are both nouns):
 Either system or peripherals
 neither system nor peripherals
 Both system and peripherals

 Not only the system but also the peripherals

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Parallelism

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 Coherence Devices in Action
Version 1 Version 2
The ancient Egyptians were masters of The ancient Egyptians ‘were masters
preserving dead people’s bodies by making of preserving dead people’s bodies by
mummies of them. Mummies several making mummies of them. In short,
thousand years old have been discovered mummification consisted of removing
nearly intact. The skin, hair, teeth, the internal organs, applying natural
fingernails and toenails, and facial features preservatives inside and out, and then
of the mummies were evident. It is possible wrapping the body in layers of
bandages. And the process was
to diagnose the disease they suffered in life,
remarkably effective. Indeed,
such as smallpox, arthritis, and nutritional mummies several thousand years old
deficiencies. The process was remarkably have been discovered nearly intact.
effective. Sometimes apparent were the fatal Their skin, hairs, teeth, fingernails and
afflictions of the dead people: a middle-aged toenails, and facial features are still
king died from a blow on the head, and evident Their diseases in life, such as
polio killed a child king. Mummification smallpox, arthritis, and nutritional
consisted of removing the internal organs, deficiencies, are still diagnosable Even
applying natural preservatives inside and their fatal afflictions are still apparent
a middle-aged king died from a blow
out, and then wrapping the body in layers of
on the head; a child king died from
bandages. polio.
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CENTRAL COMPONENTS OF A PARAGRAPH
Coherence Devices in Action
 Though weak, the first version is not a total washout.
 It starts with a topic sentence, and the sentences that follow
are clearly related to the topic sentence.
 In the language of writing, the. paragraph is unified (i.e., it
contains no irrelevant details).
 However, the paragraph is not coherent.
 The sentences are disconnected from each other, making it
difficult for the reader to follow the writer’s train of thought.

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CENTRAL COMPONENTS OF A PARAGRAPH
Coherence Devices in Action
 But the second version shows the same paragraph after being
revised for coherence.
 Italics indicates pronouns and repeated/restated key words,
bold indicates transitional tag-words, and underlining
indicates parallel structures.
 The paragraph is now much more coherent.
 The organization of the information and the links between
sentences help readers move easily from one sentence to the
next.
 Notice how this writer uses a variety of coherence devices,
sometimes in combination, to achieve overall paragraph
coherence.

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CENTRAL COMPONENTS OF A PARAGRAPH
Unity
 Unity refers to the extent to which all of the ideas
contained within a given paragraph ‘hang together’ in a
way that is easy for the reader to understand.
 When the writer changes to a new idea—one which is
not consistent with the topic sentence of the paragraph
—the writer should begin a new paragraph.
 Unity is important because it aids the reader in going
along with the writer’s ideas
 The reader can expect that a given paragraph will deal
only with one main topic; when a new paragraph begins,
this signals that the writer is moving on to a new topic.

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CENTRAL COMPONENTS OF A PARAGRAPH
Unity
Consider the following example:
 Employees’ attitudes at National Electric Company should be
improved. The workers do not feel that they are a working
team instead of just individuals. If people felt they were a part
of a team, they would not misuse the tools, or deliberately
undermine the work of others. Management’s attitude
towards its employees should also be improved. Managers at
National Electric act as though their employees are incapable
of making decisions or doing their own work. Managers treat
workers like objects, not human beings.

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CENTRAL COMPONENTS OF A PARAGRAPH
Unity
Note that there are two main ideas presented in this
paragraph.
The topic sentence indicates that the paragraph will
deal with the subject of ‘employees’ attitudes’, but
halfway through, the paragraph shifts unexpectedly to
the topic of ‘management’s attitudes’.
To achieve unity in this paragraph, the writer should
begin a new paragraph when the switch is made from
writing about employees to managers.

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Adequate Development
 A paragraph is adequately developed when it describes,
explains, and supports the topic sentence.
 If the ‘promise’ of the topic sentence is not fulfilled, or if
the reader is left with questions after reading the
paragraph, the paragraph has not been adequately
developed.
 Generally speaking, a paragraph which consists of only
one or two sentences is under-developed.
 A good rule of thumb to follow is to make sure that a
paragraph contains at least four sentences which explain
and elaborate on the topic sentence.

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 Adequate Development
 Consider the following paragraph.
 “The topics of leadership and management are both similar to and different
from one another in several important ways. To be effective, a manager should
be a good leader. And good leaders know how to manage people effectively”.
 The topic sentence promises to discuss ‘several’ points of comparison
and contrast between leadership and management, but the remainder
of the paragraph falls short of fulfilling this promise.
 Only one point of comparison is raised, and this point is left
unexplained.
 Several questions remain unanswered. How are leaders different from
managers? In what specific ways are the two alike? Why must a manager
be a good leader to be effective? Why must good leaders know how to
manage people effectively? To achieve adequate development in this
paragraph, these questions should be addressed.

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Adequate Development
 Generally speaking, a paragraph should contain between
three and five sentences, all of which help clarify and support
the main idea of the paragraph.
 When a writer begins a new paragraph, it signals to the reader
that the writer is changing thoughts or ideas, or is moving on
to discuss a different aspect of the main idea.
 Every idea discussed in the paragraph should be adequately
explained and supported through evidence and details that
work together to explain the paper’s controlling idea.
 There are five steps involved in developing a paragraph

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Adequate Development
Formulation of controlling idea
 The controlling idea is the expression of the main idea, or focus of the
paragraph in a sentence or a collection of sentences.
 Paragraph development begins with the formulation of the controlling idea.
This idea then directs the paragraph’s development.
 Often, the controlling idea of a paragraph will appear in the form of a topic
sentence. A topic sentence announces and controls the content of a
paragraph.
 Topic sentences can occur at four major points in a paragraph: the
beginning of the paragraph, the middle of the paragraph, the end of the
paragraph, or at both the beginning and the end of the paragraph.
 Here is how you might begin a paragraph on turning in homework:
 Learning how to turn in homework assignments on time is one of the
invaluable skills that college students can take with them into the
working world.

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 Adequate Development
Explanation of controlling idea
 The explanation is the writer’s rationale of his/her thinking about the main
topic.
 Paragraph development continues with an expression of the rationale or the
explanation that the writer gives for how the reader should interpret the
information presented in the topic sentence of the paragraph.
 Here is the sentence that would follow the controlling idea about homework
deadlines:
 Though the workforce may not assign homework to its workers in the
traditional sense, many of the objectives and jobs that need to be
completed require that employees work with deadlines. The deadlines
that students encounter in the classroom may be different in content
when compared to the deadlines of the workforce, but the importance
of meeting those deadlines is the same. In fact, failure to meet
deadlines both in the classroom and in the workforce can mean instant
termination.

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Adequate Development (Example)
The example serves as a sign or representation of the
relationship established in the main idea and explanation
portions of the paragraph.
Paragraph development progresses with the expression of
some type of support or evidence for the idea and the
explanation that came after it.
Here are two examples that you might use to support the
explanation of the homework deadline:

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Adequate Development (Example A)
For example, in the classroom, students form a contract
with the teacher and the university when they enroll in a
class. That contract requires that students complete the
assignments and objectives set forth by the course’s
instructor, in a specified time, to receive a grade and
credit for the course.

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Adequate Development (Example B)
Accordingly, just as a student risks termination in the
classroom if he/she fails to meet the deadline for a
homework assignment, so, too, does that student risk
termination in the workforce.

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 Adequate Development
 Explanation (of example)
 It is the reasoning behind why you chose to use this/these
particular example (s) as evidence to support the major claim, or
focus, in your paragraph.
 The next movement in paragraph development is an explanation of
each example and its relevance to the topic sentence and rationale
given at the beginning of the paragraph.
 This pattern continues until all points/examples that the reader
deems necessary have been made and explained.
 None of your examples should be left unexplained; the relationship
between the example and the idea should always be expressed.
 Look at these two explanations of the examples on homework
deadlines:

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Adequate Development
Explanation for Example A
 When a student fails to complete those assignments by the
deadline, the student breaks her contract with the university
and the teacher to complete the assignments and objectives of
the course. This often leaves the teacher with no other recourse
than to fail the student and leaves the university with no other
recourse than to terminate the student’s credit for the course.

Explanation for Example B

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Adequate Development
Completion of paragraph’s idea or transition into next
paragraph
 This is a review for your reader about the relevance of the
information that you just discussed in the paragraph, or a transition
to prepare for your reader for the paragraph that follows.
 The final movement in paragraph development involves tying up

the loose ends of the paragraph—reminding the reader of the

your reader to the next development in the next paragraph.

homework deadlines.

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Adequate Development
Completion of paragraph’s idea or transition
into next paragraph
 Developing good habits of turning in assignments in class now,
as current students, will aid your performance and position as
future participants in the working world.
 Notice that the example and explanation steps of this model

(steps 3 and 4) can be repeated as needed.

completely developed the main idea of the paragraph.

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Adequate Development (Complete
paragraph)

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LENGTH
 Length or appearance is not a factor in determining whether a section in a paper is
a paragraph.
 In fact, it is not the number of sentences that go to make up a paragraph, but it is
the unity and coherence of ideas among those sentences that makes a paragraph a
paragraph.
 For instance, in some styles of writing, particularly journalistic styles, a paragraph
can be one sentence.
 As long as that sentence expresses the paper’s central idea, that sentence can serve
the function of a paragraph.
 Ultimately, strong paragraphs contain a sentence or sentences unified around one
central, controlling idea.
 When the paragraph reaches completion it should serve to bring the reader into
your paper and guide his/her understanding of what has been read.
 Whether that completion happens with one sentence or with twenty, the end result
is still a paragraph.

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 LENGTH
But as a general rule, you should keep your paragraphs short.
This suggestion overlaps the suggestion about unity, for if
your paragraphs have unity, they will be short.
In addition, writing marked by short paragraphs is inviting
to the readers’ eyes as they prefer to read texts with frequent
paragraph breaks.
When you look at the two types of texts given below you will
find that the first one has paragraphs of unequal lengths
while the second one is built up of paragraphs of almost
equal length and of course with more number of paragraphs
(Figure 10.1).

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LENGTH

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LENGTH
The length of a paragraph generally depends on
 its contents or what must be included to achieve unity and
 the type of documents.
Research on readability suggests an average length of
eight lines for longer papers such as reports.
Shorter paragraphs are appropriate for messages sent
through letters, electronic mails, and other means.
For example, a one-line paragraph may be all that is
needed for a closing comment in most of the business
letters:
 “I appreciate your time and effort in writing this letter of
recommendation for me and I will keep you informed of my
progress”.

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LENGTH
In a nutshell, you can follow these rules regarding the
length of your paragraphs:
 Mark the paragraph divisions based on unity.
 Question the unity of all long paragraphs, say, those longer
than twelve lines. If they have unity, leave them as they are.
 If you find more than one topic, put each topic into a
separate paragraph.
 Construct short paragraphs for memos, letters, circulars,
notices, and similar documents.
 As far as possible, try to maintain the same length for all the
paragraphs. In other words, do not have too much variation
in the lengths of your paragraphs in a text.

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TECHNIQUES FOR PARAGRAPH DEVELOPMENT
 You can develop the central idea of your paragraph through various
techniques.
 But the five most commonly used techniques are:
 Illustration
 Comparison or contrast
 Cause and effect
 Classification
 Problem and solution
Your choice of technique depends on your topic, intended reader
and purpose.

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TECHNIQUES FOR PARAGRAPH DEVELOPMENT
Technique Description Example

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TECHNIQUES FOR PARAGRAPH DEVELOPMENT
Technique Description Example

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 TECHNIQUES FOR PARAGRAPH DEVELOPMENT
 Of course, you may find that you can use a combination of any two or
three of these techniques in a single paragraph.
 As shown in the example given below, you may begin your paragraph
with illustrating details and then use the classification technique to
further explain the main idea:
 “The United States is at present the world’s largest exporter of
agricultural products. Its agricultural net balance of payments in recent
years has exceeded $10 billion a year. As rising costs of imported
petroleum and other goods have increased the US trade deficit, this
agricultural surplus has taken on great financial importance in both the
domestic and international markets. First, agricultural exports maintain
profitable market prices for the American farmer and bolster the
national economy by providing over one million jobs. The income from
farm exports alone is used to purchase $9 billion worth of domestic farm
machinery and equipment annually. Exports of US agricultural products
also reduce price-depressing surpluses. Without exports, the
government would be subsidizing American farmers more than $10
billion a year over the current rate. Finally, agricultural exports provide
an entry to foreign markets that can be exploited by other industries”.
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 Conclusion
 Paragraph development is more than just a few sentences that occupy the same
space in a paper.
 It is an organic process that makes intricate links between various ideas.
 These links, ultimately, create one single idea that runs throughout the paper.
 There are many different components of the paragraph development model.
 All of your paragraphs should have one central idea, the idea should have a
discussion of how it works, the explanation should be shown in an example,
the example should be explained, and the final idea should be reiterated while
preparing the reader for the development to come.
 Using any technique which suits the topic of your paragraphs, you can develop
them adequately and appropriately.
 Awareness and utilization of all of the essential components and techniques
discussed in this chapter will help to make your paragraphs more unified, more
coherent, and most importantly, better developed.
 Once you master the technique of writing effective paragraphs, your technical
document, even if very long, will be easily comprehended by your intended
readers.

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Assignment

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