1. Writing good paragraphs Caroline Malthus Te Puna Ako Learning Centre

2. What’s a paragraph?  Each paragraph develops one aspect of a topic  A paragraph consists of a number of sentences

3. The Topic Sentence  The TOPIC SENTENCE makes clear what the paragraph is about  Other sentences in the paragraph develop or explain the main idea

4. Other sentences in a paragraph may…  Give further detail  Explain  Give examples  Give evidence  Sentences need to support, clarify, develop the main idea

5. What information could follow these topic sentences? 1. International tourism has become New Zealand’s biggest income earner. 2. Any government needs to consider the impact of tourism on culture and environment. 3. There are also some negative aspects associated with the growth of the tourism industry. 4. Adventure tourism has become increasingly important for younger visitors.

6. Topic sentence: main idea More specific explanation examples

7. In academic writing a paragraph often has three distinct parts. The sentence that states the topic and the focus of the paragraph (the topic sentence) is usually found at the beginning. It gives the reader a clear idea of what the paragraph will be about. The supporting sentences develop and expand the topic, containing details, explanation, examples and/or supporting evidence that is directly relevant to the topic. These sentences need to be sequenced in a logical order so that the reader can easily follow the writer’s ideas. Two examples of common ways to sequence information are chronological and hierarchical. Words and phrases, such as ‘also’, ‘so’ and ‘for example’ show the relationships between ideas and help the flow of ideas. At the end of the paragraph there is sometimes a concluding sentence which sums up the key idea for the reader.

9. Order of sentences:  Sentences in a paragraph need to be relevant to each other  The order needs to be logical e.g.  Sequence  General / specific  Comparison / contrast  Order of importance

10. We use paragraphs to:  Describe  Explain  Compare  Contrast  Support  Persuade  and…

11. Carpenters construct, erect, install, maintain and repair structures and components of structures made of wood, wood-substitutes and other materials. They work on building sites constructing large and small buildings and repairing and installing structures such as foundations, walls, roofs, windows and doors. Their training involves 1-2 years of fulltime study or an apprenticeship to a qualified builder or contractor which usually takes about 4 years and involves a combination of work and study (Ministry of Business, Innovation and Employment [MBIE], 2013). After they qualify, they may be employed by construction companies, carpentry contractors and maintenance departments of factories, or they may be self-employed. The government expects that there will be strong demand for carpenters in the Canterbury region once the rebuild of Christchurch is underway. Ministry of Business, Innovation and Employment. (2013). Occupational outlook: Construction and infrastructure. Retrieved from http://www.dol.govt.nz/publications/lmr/occupational-outlook/construction- infrastructure/carpenters-and-joiners.pdf

12. It is evident that the court system will not always ensure justice in our legal system. With funding and delay restrictions on courts, access to justice can be initiated through various other methods. Gaining more popularity and supporting information acceptance most recently is alternative dispute resolution (ADR) where the parties to a dispute attempt to resolve their differences themselves with the aid of a third party. The parties aim towards a "consensual settlement" (Sackville, 1995, p. 215) typically through mediation. ADR holds advantages over litigation in the reduction of court delays and the costs to parties, and the potential for a reasonable solution to be worked out. Mnookin (1998) points out that solutions working out in ADR processes are often more acceptable to both parties than a ruling which is imposed in a court setting. In addition to ADR, another non court process that has ensured much progress in the access to justice is...

13. It is often said that people need to drink 6-8 glasses of water per day to stay healthy and well-hydrated. However it is hard to find solid scientific evidence to support this claim (Valtin, 2002). Valtin points out that food contains some fluid, and also says it is not clear whether a range of different beverages can be consumed in place of water. A study by Le Bellego et al. (2010) compared a number of surveys aimed at investigating people’s actual fluid intake. They found it hard to compare conclusions because of differences in the ways the surveys were conducted. A later study (European Food Safety Authority (EFSA), 2010) has concluded that guidelines on adequate intake of fluid need to consider factors such as type of fluid, environmental factors, energy output, age and health status. Clearly the topic is more complicated than the everyday advice suggests.

14. Example of paragraph notes Topic = role of nurses –> changed since Uni education –> affected practice & image of nurses Supporting information - previously seen as ‘helper’ –> quote Stevens 1992, p. 202 - now part of expanded team –> develop more specialized knowledge; more effective collaboration –> see Duffy et al 1989 - greater role in diagnosis, treatment and prevention b/c stronger theory base taught in Unis

15. Link paragraph to paragraph  Link paragraphs through the essay  Think of topic sentences as a skeleton that show the ‘bones’ of your assignment

16. 1. If you extract all the topic sentences from your piece of writing and list them, they should read as an outline of your argument through the whole piece of writing. 2. The topic sentences throughout your assignment will be key elements in your overall structure, like the main bones in the skeleton which provide the basic framework for the human body. 3. Echoing key terms from the question can make it clear to the lecturer that you are on the right track. 4. Your topic sentences should also link closely to the question you have been asked, or the topic you are writing on.

17. The topic sentences throughout your assignment will be key elements in your overall structure, like the main bones in the skeleton which provide the basic framework for the human body. If you extract all the topic sentences from your piece of writing and list them, they should read as an outline of your argument through the whole piece of writing. Your topic sentences should also link closely to the question you have been asked, or the topic you are writing on. Echoing key terms from the question can make it clear to the lecturer that you are on the right track.

18. Paragraphs are the building blocks of essays

19. Other resources: Massey University. (2012). Sample Essay. Retrieved from http://owll.massey.ac.nz/sample ‑ assignments/sampl e ‑ essay ‑ 1.php University of the South Pacific. (2014). Essay writing with readings. Retrieved from http://www.usp.ac.fj/studyskills/CFDL/module1/Con struct-the-essay/Essay-Structure/Paragraphs.html Te Puna Ako Learning Centre, Unitec. (2012). Academic writing: Essay example. Retrieved from http://moodle.unitec.ac.nz/ http://moodle.unitec.ac.nz/ University of Wollongong. (2000). Effective writing: Legitimate paragraphs. Retrieved from http://unilearning.uow.edu.au/effective/4a.html http://unilearning.uow.edu.au/effective/4a.html