1. The Characteristics of Paragraph

2. To be as effective as possible, a paragraph should contain each of the following: 1Unity, 2Coherence, 3A Topic Sentence, and 4Adequate Development.

3. 1 Unity 
State the main idea of the paragraph in a clearly constructed topic sentence.  Make sure each sentence is related to the central thought. 

4. The entire paragraph should concern itself with a single focus
The entire paragraph should concern itself with a single focus. If it begins with a one focus or major point of discussion, it should not end with another or wander within different ideas.

5. 2 Coherence
Arrange ideas in a clear, logical order. Provide appropriate transitions to the subsequent paragraph.

6. Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating (1)logical bridges and (2)verbal bridges.

7. (1) logical bridges:
The same idea of a topic is carried over from sentence to sentence
Successive sentences can be constructed in parallel form

8. (2) verbal bridges:
Key words can be repeated in several sentences
Synonymous words can be repeated in several sentences
Pronouns can refer to nouns in previous sentences
Transition words can be used to link ideas from different sentences

9. 3 A Topic Sentence
A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with.

10. Although not all paragraphs have clear-cut topic sentences, and despite the fact that topic sentences can occur anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in the middle), an easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph.

11. 4 Adequate development
Develop your paragraphs with specific details and examples.

12. The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should beware of paragraphs that only have two or three sentences. It's a pretty good bet that the paragraph is not fully developed if it is that short.

13. 4---1STRATEGIES FOR ADEQUATE DEVELOPMENT
(1) Elaborate: Spell out the details by defining, or by clarifying and adding relevant, pertinent information.

14. (2) Illustrate: Paint a verbal picture that helps make or clarify your point(s).  Well illustrated pieces are easier to read and follow than those on a high level of abstraction.

15. (3) Argue: Give the reasons, justifications, and rationales for the position or view you have taken in the topic sentence.  Draw inferences for the reader and explain the significance of assertions or claims being made.

16. (4) Narrate: Relate the historical development of the phenomenon at issue（待解决的；争议中的）.

17. (5) Process: Describe how something works.

18. (6) Describe: Observe without preconceived categories.

19. (7) Classify: Organize phenomena or ideas into larger categories that share common characteristics.

20. (8) Analyze: Divide phenomena or ideas into elements.

21. (9) Compare and Contrast: Show similarities and differences between two or more phenomena or ideas.

22. (10) Relate: Show correlations and causes (beware of logical fallacies, however!) 

23. A paragraph should be neither too short nor too long
A paragraph should be neither too short nor too long. A good paragraph in a Trinity exercise should be 5-6 sentences long.  As a general rule, avoid single-sentence paragraphs. If your paragraphs run longer than a page, you are probably straining the grader’s thought span.  Look for a logical place to make a break or reorganize the material.  Indent each new paragraph five spaces.

24. 4---(2) Some methods to make sure your paragraph is well-developed:
Use examples and illustrations /Cite data (facts, statistics, evidence, details, and others) /Examine testimony（陈诉） (what other people say such as quotes and paraphrases) /Use an anecdote or story /Define terms in the paragraph /Compare and contrast /Evaluate causes and reasons /Examine effects and consequences
Analyze the topic /Describe the topic /Offer a chronology of an event (time segments)

25. 1/ Definition Paragraph
When writing a definition paragraph, you take a thing or an idea and explain what it is.

26. 1. "is defined as“
A pest is defined as any animal or plant that damages crops, forests, or property.
2. "is a kind of“
A pest is a kind of animal or plant that damages crops, forests, or property.

27. 2/ Classification Paragraph
When writing a classification paragraph, you group things or ideas into specific categories.

28. is a kind of Coal is a kind of non-renewable resource.
can be divided into Energy resources can be divided into two types.
is a type of Coal is a type of non-renewable resource.

29. falls under Coal falls under the category of non-renewable resources.
belongs to Coal belongs to the category of non-renewable resources.
is a part of Coal is a part of the category of non-renewable resources.

30. fits into Coal fits into the category of non-renewable resources.
is grouped with Coal is grouped with non-renewable resources.
is related to Coal is related to other non-renewable resources.
is associated with Coal is associated with other non-renewable resources.

31. 3/ Description Paragraph
In a description paragraph, you are writing about what a person, place, or thing is like. Sometimes, you may describe where a place is located.

32. (A) Properties
size Example:     Polar bears are big in size.
colour Example:     Polar bears are usually white in colour.
shape Example:     Polar bears have a special shape.
purpose Example:     The purpose of the polar bear's fur is to keep it warm.

33. (B) Measurement
length Example:     The length of a polar bear's claws is 20 cm.
width Example:     The width of a polar bear's head is about 50 cm.
mass / weight Example:     Polar bears weigh up to 650 kg.
speed Example:     Polar bears can swim at a speed of 40 km per hour.

34. (C) Analogy
is like Example:     A polar bear is like other bears in shape.
resembles Example:     A polar bear resembles other bears in shape.

35. (D) Location
in Example:     Most of Canada's manufacturing is located in Ontario and Quebec.
above Example:     The ceiling is above us.
below Example:     Most of Ontario is below Hudson Bay.
beside Example:     Quebec is located beside Ontario.
near Example:     Many companies are located near Toronto.
north / east / south / west Example:     Ontario is west of Quebec.

36. 4/ Compare and Contrast Paragraph
In a compare and contrast paragraph, you write about the similarities and differences between two or more people, places, things, or ideas.

37. (A) Similarities
is similar to Example:   Spring weather in Vancouver is similar to spring weather in Halifax.
both Example:   Both Vancouver and Halifax have rain in the spring.
also Example:   Halifax also has a rainy spring season.
too Example:   Halifax has a rainy spring season, too.
as well Example:   As well, Halifax has rainy spring season.

38. (B) Differences
on the other hand Example:   On the other hand, winter is much colder in Halifax.
however Example:   However, winter is much colder in Halifax.
but Example:   Vancouver has a mild winter, but Halifax has a cold one.
in contrast to Example:   In contrast to Vancouver, Halifax has a cold winter.
differs from Example:   Halifax differs from Vancouver by having a cold winter.
while Example:   While Vancouver has a mild winter, Halifax has a cold winter.

39. 5/ Sequence Paragraph
In a sequencing paragraph, you are writing to describe a series of events or a process in some sort of order. Usually, this order is based on time.

40. (A) Order
first, second, third, etc. Example:   First, you need to become a leader of a political party. Second, you need to win a seat in the House of Commons. Third, your party must have a majority of seats.
in the beginning Example:   In the beginning, you need to become a leader of a political party.
before Example:   Before becoming the prime minister, you need to become the leader of a political party.
then Example:   Then, you must win a seat in the House of Commons.
after Example:   After winning a seat in the House of Commons, you must make sure you have a majority of seats.
finally Example:   Finally, after all these steps, you can call yourself the prime minister.
at last Example:   At last, you can call yourself the prime minister.
subsequently Example:   Subsequently, you must make sure you have a majority of seats in the House of Commons.

41. (B) Time
recently Example:   She was recently elected prime minister.
previously Example:   She is the new prime minister. Previously, she worked as a lawyer in Toronto.
afterwards Example:   She won the party leadership last year. Afterwards, she won the election.
when Example:   When she won the party leadership, she was still working as a lawyer.
after Example:   After winning a seat in the House of Commons, you must make sure you have a majority of seats.

42. 6/ Choice Paragraph
In a paragraph where you have to make a choice, you need to choose which object, idea, or action that you prefer. Often, you will need to give your opinion on a choice of actions or events.

43. (A) Point of View
in my opinion Example:     In my opinion, hockey is more fun than lacrosse.
belief Example:     My belief is that hockey is more fun than lacrosse.
idea Example:     My idea is that hockey is more fun than lacrosse.
understanding Example:     My understanding is that hockey is more fun than lacrosse.
I think that Example:     I think that I would prefer to play hockey and not lacrosse.
I consider Example:     I consider hockey to be more exciting than lacrosse.
I believe Example:     I believe hockey is more exciting than lacrosse.
it seems to me Example: It seems to me that hockey is more exciting than lacrosse.
I prefer Example: I prefer hockey over lacrosse.

44. (B) Personal Opinions
like/dislike Example: I like the sport of hockey because it is fast and exciting.
hope Example: I hope that I can play hockey in the future.
feel Example: I feel that hockey is my favorite sport.

45. 7/ Explanation Paragraph
In an explanation paragraph, you need to explain how or why something happens. Very often in social studies class, you will be asked to explore causes and effects of certain events.

46. (A) Cause
because Example:   People moved to Canada from Europe during the nineteenth century because they had poor living conditions in Europe.
since Example:   Since living conditions in Europe were terrible, many people moved to Canada.
as a result of Example:   People moved to Canada from Europe as a result of poor living conditions in Europe.
is due to / was due to Example:   The large influx of people to Canada was due to economic pressures in Europe.

47. (B) Effect
therefore Example:   Living conditions in Europe were terrible. Therefore, many people moved to Canada for a better life.
thus Example:   Living conditions in Europe were terrible. Thus, many people moved to Canada for a better life.
consequently Example:   Living conditions were terrible in Europe. Consequently, many people moved to Canada.
hence Example:   Living conditions were terrible in Europe. Hence, many people moved to Canada.
it follows that Example:   Living conditions were terrible in Europe. It follows that many people moved to Canada.
if ... then Example:   If living conditions were better in Europe, then fewer people would have moved to Canada.

48. 8/ Evaluation Paragraph
In an evaluation paragraph, you make judgments about people, ideas, and possible actions. You need to make your evaluation based on certain criteria that you develop. In the paragraph, you will state your evaluation or recommendation and then support it by referring to your criteria.

49. (A) Criteria
good / bad Example:   The use of pesticides such as DDT is bad for the environment.
correct / incorrect Example:   The belief that pesticides must be used is incorrect.
moral / immoral Example:   The use of pesticides to control pests is immoral because it harms the environment.
right / wrong Example:   It is wrong to use pesticides because they harm the environment.
important / trivial Example:   The issue of pesticides is an important one because it affects the environment.

50. (B) Recommendation
suggest Example:   I suggest that pesticides should not be used to control pests.
recommend Example:   I recommend that pesticides should not be used because they are harmful to the environment.
advise Example:   I would advise farmers not to use pesticides if possible.
argue Example:   I would argue that pesticides should not be used because they harm the environment.

51. Editing Paragraphs What is the editing stage?
The editing stage is when you check your paragraph for mistakes and correct them.

52. (A) Grammar and Spelling
1. Check your spelling. 2. Check your grammar. 3. Read your essay again. 4. Make sure each sentence has a subject. 5. See if your subjects and verbs agree with each other. 6. Check the verb tenses of each sentence. 7. Make sure that each sentence makes sense.

53. (B) Style and Organization
1. Make sure your paragraph has a topic sentence. 2. Make sure your supporting sentences focus on the main idea. 3. Make sure you have a closing sentence. 4. Check that all your sentences focus on the main idea. 5. See if your paragraph is interesting.

54. SOME USEFUL TRANSITIONS
(A) To show addition:
again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too

55. (B) To give examples:
for example, for instance, in fact, specifically, that is, to illustrate

56. (C) To compare:
also, in the same manner, likewise, similarly

57. (D) To contrast:
although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet

58. (E) To summarize or conclude:
all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up

59. (F) To show time:
after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while

60. (G) To show place or direction:
above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)

61. (H) To indicate logical relationship:
accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus