1. CPN 100 — Writing Studies I Paragraphs

2. CPN 100 — Writing Studies I a paragraph ought to focus on a single topic must have a topic sentence (one sentence that gives the main idea of the whole paragraph) should have unity, coherence and development

3. CPN 100 — Writing Studies I The topic sentence can come at the beginning, in the middle or at the end of a paragraph, or it can be implied (but I don’t recommend doing this), or it can be followed by a “limiting sentence” which clarifies the general topic sentence (I also don’t recommend doing it this way).

4. CPN 100 — Writing Studies I Paragraph unity means that a paragraph’s supporting sentences must support the main idea of the paragraph as given in the topic sentence; they should have no other purpose.

5. CPN 100 — Writing Studies I  Sentences can support the main idea of a paragraph through RENNS. Rreasons Eexamples Nnumbers Nnames (any specific nouns, e.g. of people or things or types of these) Ssenses (words or information that evoke specific sights, sounds, smells, etc.)

6. CPN 100 — Writing Studies I  A paragraph can use more than one of these “RENNS”devices.

7. CPN 100 — Writing Studies I Paragraph coherence means that all the sentences of a paragraph relate to each other in some way.  coherence in a paragraph can be achieved by transitional expressions (a.k.a. “transitions”), e.g. and, in addition to, moreover, thus, therefore, in contrast to, but, however, although, even though, for example

8. CPN 100 — Writing Studies I pronouns, e.g. he, she, it, they, this, that, these, those deliberate repetition parallel structure (similar phrasing but with different words)

9. CPN 100 — Writing Studies I Paragraph development: paragraphs should show a certain pattern and arrangement of ideas: by time by location from general to specific from specific to general from most important to least important from least important to most important from problem to solution