Types
of Sentences
Well
written paragraphs contain a clear topic sentence, two to four statements that
support the topic sentence, and one to three detail/example sentences to
explain and clarify each of the support sentences. Sometimes, a concluding
sentence is used to re-emphasize the main point or to provide transition to the
next paragraph.
- usually the first sentence in the paragraph
- states the main idea of the paragraph
- usually an opinion rather than a fact
- anchors the rest of the paragraph
- defines your job as a writer
- tells the reader what to expect
Good
topic sentences have two parts:
- The first part states the subject or topic. (My senior year of high school . . . )
- The second part expresses an attitude or says something about the topic. ( . . . was challenging.)
Notice
that this sentence (My senior year of high school was challenging.) does
not state a fact; rather, it states an idea which needs support. It
leaves the writer with something to say; it leaves the reader wanting to know
more (How? What were the challenges?). Factual statements, on the other hand,
do not make good topic sentences. If the sentence read, "I graduated
from Wilson High School in 1995," the writer would have little more to
say because that statement does not require support.
The
topic sentence should serve as an anchor for the rest of the paragraph. In the
above example, the writer should not stray from the idea of challenges.
It may be tempting to throw in the fact that s/he was on the honor roll the
entire year, but if it can not be related to the topic sentence (perhaps by
linking it because studying hard enough to keep good grades was a challenge),
it should not be included in the paragraph.
- provide the main supporting points for the paragraph's main idea (topic sentence)
- should be directly tied to the topic sentence
- usually 2 - 4 in a paragraph
- usually general claims
- arranged in logical order
- should be proven using concrete, specific evidence
Support
sentences must be directly linked to the topic sentence of the paragraph. When
the sentences in a paragraph are not consistent with the main idea provided by
the topic sentence, the paragraph lacks unity (one of those mysterious
English-teacher words!). Every sentence in the paragraph should relate to the
main idea.
Support
sentences should be arranged in logical order and connected by transitions to
provide coherence (that other one!). Arrangement of support sentences
might be based on importance (usually least to most), time (usually first to
last), or even space (far to near, near to far) -- just about anything, as long
as it serves the writer's purpose. Transition words are often used improve
coherence and to reinforce the order in which supporting points are presented.
Sometimes writers use simple transitions such as these to connect support
sentences:
- "My first challenge at Wilson High School . . . "
- "The second challenge I encountered . . . "
- "My final challenge in high school . . . "
These
sentences not only use transition words (first, second, final), but also
repeat the key word challenge. This repetition of key words helps the
reader keep in mind the main idea of the paragraph.
Since
support sentences can be somewhat general, they usually require the proof
provided by detail/example sentences.
- directly tied to support sentences; indirectly tied to the topic sentence
- usually 1 - 3 per support sentence
- serve to prove support statements
- specific: details, examples, explanations, facts, statistics
In
the hierarchy among sentences in a well developed paragraph, detail/example
sentences are at the bottom. However, that does not mean they are the least
important. In fact, detail/example sentences, if you look back at the pyramid,
are the very foundation of the paragraph -- a foundation upon which the support
sentences and, ultimately, the topic sentence rest.
It
is not enough to say, "My first challenge at Wilson High School was
studying enough to make good grades and stay on the honor roll." This
statement may support the main idea of the paragraph, but the statement still
needs to be proven. How much was enough? Why was it a challenge? Can the writer
give convincing details or examples to prove it?
Consider
this example:
[topic
sentence] My senior year of high school was challenging. [support
sentence] My first challenge at Wilson High School was studying enough to
make good grades and stay on the honor roll. [detail/example] I
often studied past midnight, even though I had to get up at 6:00 a.m. to be
ready in time to catch the school bus. [detail/example] When I
was studying for my chemistry mid-term in Ms. Beasley's class, I never went to
bed at all -- but I made an "A" on the exam!
Although
this paragraph is unfinished, you can see how important the details are to its
development. Without them, the supporting points do not really mean much; they
do not seem as real or immediate to the reader. Notice the use of names, specific
times, and concrete details. You may have good ideas without providing the
detail to support them, but your goal is to convince your reader. Good use of
details and examples will help you get your main idea across.
NOTE:
Many good paragraphs also have a concluding sentence to summarize and/or
provide transition to the next paragraph. An example of a concluding sentence
for the unfinished paragraph above might be The challenges I encountered
during my senior year in high school help to prepare me for college. This
lesson does not cover concluding sentences in detail because they are not
crucial to a well developed body paragraph.
You
may want to return
to the top of the page for review. If you have questions, feel free to contact me.
After
you have studied the instruction covering topic sentences, support sentences,
and detail/example sentences, practice your skills by completing Activity
1.
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