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Tuesday, 3 September 2013

WRITING



Basic Paragraph Structure
In many languages, the fundamental unit of composition is the paragraph.  A paragraph consists of several sentences that are grouped together.  This group of sentences together discuss one main subject.   In U.S. formal academic English, paragraphs have three principal parts.  These three parts are the topic sentence, body sentences, and the concluding sentence.  We will also talk briefly about details in paragraphs.
 
The Topic Sentence
A topic sentence usually comes at the beginning of a paragraph; that is, it is usually the first sentence in a formal academic paragraph.  (Sometimes this is not true, but as you practice writing with this online lesson site, please keep to this rule unless you are instructed otherwise.)  Not only is a topic sentence the first sentence of a paragraph, but, more importantly, it is the most general sentence in a paragraph.  What does "most general" mean?  It means that there are not many details in the sentence, but that the sentence introduces an overall idea that you want to discuss later in the paragraph. 
For example, suppose that you want to write a paragraph about the natural landmarks of your hometown.   The first part of your paragraph might look like this:
 
 
       My hometown is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep.
(Notice how the first sentence begins with "My hometown..." a few spaces to the right of the paragraph edge.  This is an indentation.  All paragraphs in English MUST begin with an indentation.)
Note how the first sentence, My hometown, Wheaton, is famous for several amazing geographical features,is the most general statement. This sentence is different from the two sentences that follow it, since the second and third sentences mention specific details about the town's geography, and are not general statements.
Here are some examples of sentences that cannot be used as topic sentences. Can you figure out why they are inappropriate? 
 
  1. My hometown is famous because it is located by Wheaton River, which is very wide, and because it is built near an unusually steep hill called Wheaton Hill.
     
  2. There are two reasons why some people like to buy cars with automatic transmission and two reasons why others like cars with manual transmission.
     
  3. Clouds are white.
The problem with sentence #1 is that it contains too many details. Topic sentences are general, and details should appear later in the paragraph. A better topic sentence would be like the one mentioned above, My hometown is famous for several amazing geographical features.
Sentence #2 is not appropriate as a topic sentence because it mentions two topics, not just one. Paragraphs are usually about one main thing and so their topic sentences should also be about only one main thing.
The problem with sentence #3 is that it is toogeneral. It is also very boring! Would you like to read a paragraph with this topic sentence? Most people would not.
We can rewrite sentences #2 and #3 in the following ways to make it better:
 
  • There are two reasons why some people like to buy cars with automatic transmission. 
     
 
 


OR (in a different paragraph):

  • There are two reasons why some people like cars with manual transmission.
     
  • The shapes of clouds are determined by various factors.
Supporting Sentences
Consider again the above-mentioned, short paragraph:
 
       My hometown, Wheaton, is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep.
(Again, note how this paragraph is indented on the first line, about five or seven spaces in from the left-hand edge of the paragraph. Always remember to indent your paragraphs!)
When a reader reads a topic sentence, such as My hometown, Wheaton, is famous for several amazing natural features,a question should usually appear in the reader's mind.  In this case, the question should be like, "What are the natural features that make Wheaton famous?"   The reader should then expect that the rest of the paragraph will give an answer to this question. 
Now look at the sentences after the topic sentence.  We can see that the second sentence in the paragraph,  First, it is noted for the Wheaton River, which is very wide and beautiful,indeed gives an answer to this question. That is, the second sentence gives some explanation for the fact that Wheaton is a famous town. Similarly, we can see that the third sentence also gives some explanation for the fact that Wheaton is famous by giving another example of an "amazing natural feature," in this case, Wheaton Hill.
The second and third sentences are called supporting sentences.  They are called "supporting" because they "support," or explain, the idea expressed in the topic sentence.  Of course, paragraphs in English often have more than two supporting ideas.   The paragraph above is actually a very short paragraph.  At minimum, you should have at least five to seven sentences in your paragraph.  Here we can see our paragraph about Wheaton with a few more supporting sentences in bold font:
 
 
       My hometown is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.
In this lesson, we will talk about supporting sentences again in the section, "Details in Paragraphs," below.
 
The Concluding Sentence
In formal paragraphs you will sometimes see a sentence at the end of the paragraph which summarizes the information that has been presented.  This is the concluding sentence.  You can think of a concluding sentence as a sort of topic sentence in reverse.
You can understand concluding sentences with this example.  Consider a hamburger that you can buy at a fast-food restaurant.*  A hamburger has a top bun (a kind of bread), meat, cheese, lettuce, and other elements in the middle of the hamburger, and a bottom bun. Note how the top bun and the bottom bun are very similar.  The top bun, in a way, is like a topic sentence, and the bottom bun is like the concluding sentence.  Both buns "hold" the meat, onions, and so on.  Similarly, the topic sentence and concluding sentence "hold" the supporting sentences in the paragraph.  Let's see how a concluding sentence (in bold font) might look in our sample paragraph about Wheaton:
 
       My hometown is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.
Notice how the concluding sentence, These three landmarks are truly amazing and make my hometown a famous place,summarizes the information in the paragraph.  Notice also how the concluding sentence is similar to, but not exactly the same as, the topic sentence. 
Not all academic paragraphs contain concluding sentences, especially if the paragraph is very short.  However, if your paragraph is very long, it is a good idea to use a concluding sentence.
 
Details in Paragraphs
The short paragraph in this lesson is a fairly complete paragraph, but it lacks details.  Whenever possible, you should include enough details in your paragraphs to help your reader understand exactly what you are writing about.  In the paragraph about Wheaton, three natural landmarks are mentioned, but we do not know very much about them.  For example, we could add a sentence or two about Wheaton river concerning HOW wide it is or WHY it is beautiful.  Consider this revision (and note the additional details in bold):
 
 
       My hometown is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind.  In autumn the leaves of these trees fall and cover the riverbanks like golden snow.  Also, on the other side of the town is Wheaton Hill, which is unusual because it is very steep.  Even though it is steep, climbing this hill is not dangerous, because there are some firm rocks along the sides that can be used as stairs.  There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away.  The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.  These three landmarks are truly amazing and make my hometown a famous place.
If we wished, we could also add more details to the paragraph to describe the third natural feature of the area, the Big Old Tree.
Why are details important?  Consider the example of the hamburger, mentioned above.*  If the hamburger buns are the topic and concluding sentences, then the meat, the cheese, the lettuce, and so on are the supporting details.  Without the food between the hamburger buns, your hamburger would not be very delicious!  Similarly, without supporting details, your paragraph would not be very interesting. 
 
A Note on Formality.    In addition to having a particular kind of structure,  academic paragraphs (and multi-paragraph essays, which will be topic of another lesson) are different from "ordinary writing" (such as letter writing) in that certain kinds of expressions are not allowed.  For example, in formal essays, you should not use contractions such as don't or aren't.  Instead, you should write out the words in full, for example, do not and are not.
Also, in formal essays you should avoid the first and second person.  That is, do not use the pronouns I or you.  The pronouns we and us are sometimes used in formal essays in some major fields, but in general you should not use these unless you are certain that they are customary in your field  and/or your professor allows them.  It is safer simply to use the third person.
< academic in avoid should you that expresions informal some learn to table following the>
 
TOO INFORMAL
(Do not use)
ACCEPTABLE
don't
do not
doesn't
does not
aren't
are not
weren't
were not
can't
cannot
couldn't
could not
won't
will not


Coherence and Unity

In this lesson:
Coherence refers to a certain characteristic or aspect of writing. Literally, the word means "to stick together." Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next sentence. With coherence, the reader has an easy time understanding the ideas that you wish to express.
Consider the paragraph that we studied in Lesson #1:

       My hometown is famous for several amazing natural features.  First, it is noted for the Wheaton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind.  In autumn the leaves of these trees fall and cover the riverbanks like golden snow.  Second, on the other side of the town is Wheaton Hill, which is unusual because it is very steep.  Even though it is steep, climbing this hill is not dangerous, because there are some firm rocks along the sides that can be used as stairs.  There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away.  The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.  These three landmarks are truly amazing and make my hometown a famous place.
Look at the words in bold font. Do you see how they help guide the reader? For example, consider the words, First, Second, and The third amazing feature. We can call these words major connectors. Major connectors help organize the main parts of your paragraph. This paragraph has three main parts: (1) a part about the Wheaton River, (2) a part about Wheaton Hill, and (3) a part about the Big Old Tree. Another way of saying this is that this paragraph has three main points which are indicated by the major connectors. Using such major connectors is an important way of providing coherence in a paragraph.
What about the other words in bold, such as those appearing in the phrases "these trees" and "this hill"? We can call these minor connectors. Minor connectors provide coherence to a paragraph by connecting sentences within each of the main parts of your paragraph. That is, when you write about your main points, you can use minor connectors to link your details to each main point.
Now, look at this paragraph. Can you identify the main points?
      Each of the U.S. manned space exploration projects had specific major goals. The Mercury project was designed to test whether or not human beings could survive and function in outer space. The Mercury project tested rockets with the new Mercury space capsule, which could hold one person. The Gemini project was intended to find out whether two people could work in the weightless environment of space. Gemini astronauts took "spacewalks." They floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini astronauts tried out new flying skills. Some astronauts flew two spacecraft extremely close together; this procedure was called "rendezvous." On some Gemini flights, astronauts physically linked two spacecraft together. Linking, or "space docking," was a major goal of the Gemini program. The Apollo project, with three astronauts, was intended to test spacecraft and skills so that people could actually fly to the Moon and land on it. Performing scientific experiments on the lunar surface and collecting rocks for study on Earth were goals.

Was this paragraph a little confusing to read? Now consider the same paragraph with a few changes:

      Each of the U.S. manned space exploration projects had specific major goals. For example, the Mercury project was designed to test whether or not human beings could survive and function in outer space. In addition, the Mercury project tested rockets with the new Mercury space capsule, which could hold one person. As another example, the Gemini project was intended to find out whether two people could work in the weightless environment of space. One way of doing this was by having Gemini astronauts take "spacewalks." That is, they floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini astronauts alsotried out new flying skills. For example, some astronauts flew two spacecraft extremely close together; this procedure was called "rendezvous." On some Gemini flights, astronauts physically linked two spacecraft together. This linking, or "space docking," was a major goal of the Gemini program. Finally, the Apollo project, with three astronauts, had the goal of testing spacecraft and skills so that people could actually fly to the Moon and land on it. Other goals included performing scientific experiments on the lunar surface and collecting rocks for study on Earth.
Do you see which of the connectors above are major and which are minor? The major ones are For example in the second sentence, which introduces the first supporting point (the Mercury program); As another example, which begins the second main point (the Gemini program); and the word Finally, which introduces the third and last main point (the Apollo moon program). (In the paragraph above, all of the major connectors are underlined.)
As for the minor connectors, we can divide them into three groups. The first group of minor connectors provides coherence for the first main point (the Mercury program). There is only one minor connector in this first group, In addition, although it is possible to have more than one, depending on how many details you have to support your first main point.
The second group of minor connectors consists of That is, also, and also the phrase For example in the sentence, "For example, some astronauts..." Notice that this last minor connector is the same as the major connector at the beginning of the paragraph. However, the function of each is different, depending on the meaning of the sentences.
The third group of minor connectors in this particular paragraph also has one member, which is Other goals included....

Here is a table of a few common connectors (also called transitions):
For example,
For instance,
One example of (this) is
First, Second, Third, etc.
As another example,
Another example of [xxx] is    (that)
Finally,
In conclusion,
To summarize,
On the one hand,
On the other hand,
However,
..., but...
also
Unity is a very important characteristic of good paragraph writing. Paragraph unity means that one paragraph is about ONLY ONE main topic. That is, all the sentences -- the topic, supporting sentences, the detail sentences, and (sometimes) the concluding sentence -- are all telling the reader about ONE main topic. If your paragraph contains a sentence or some sentences that are NOT related to the main topic, then we say that the paragraph "lacks unity," or that the sentence is "off-topic."
Look at the following paragraph, which is similar to the paragraph that we have studied above. Does it have perfect unity? Try to find the sentence that is off-topic:
      Each of the Russian manned space exploration projects had specific major goals. For example, the Vostok project was designed to test whether or not human beings could survive and function in outer space. For another example, the Voshkhod project was intended to find out whether people could work in the weightless environment of space. One Voshkhod cosmonaut experimented with weightlessness by taking a "spacewalk." That is, he floated in a spacesuit outside his Voshkhod spacecraft, connected to it by a tether. The cosmonaut to do this was Alexei Leonov. Several weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White. Finally, the Soyuz project, with three cosmonauts, had goals of testing spacecraft and spaceflight skills so that people could fly long missions in Earth orbit.
This paragraph is generally good, but the sentence, Several weeks later, Leonov's spacewalk was followed by that of U.S. astronaut Ed White, does not have anything to do with the major goals of the various Russian space projects. That is, it is an "off-topic" sentence, so we can say that the paragraph somewhat lacks unity. In order to improve the paragraph, we should omit this sentence, even though it is historically accurate.

Basic Essay Structure

In this lesson:
On the Written portion of the TOEFL, you will be asked to write an essay that is more than one paragraph long. The reason for this is that in U.S. academic culture, essays need to be several paragraphs long in order for students to express their ideas clearly and for instructors to determine whether or not students understand the material.
Knowing how to organize your ideas in such long essays is very important for academic success.
Generally, academic essays have a similar format.   They are at least five paragraphs long, although often they are much longer.   Also, the basic structure of each of these paragraphs is the same as that which we have already studied.   In addition, the paragraphs in the U.S. academic essay can be divided into three basic kinds: (1) the introductory paragraph,  (2) the body paragraphs, and  (3) the concluding paragraph.
The first paragraph of the academic essay is the one that is usually the most different from the basic paragraph that we have studied. In Lessons #1 and #2, we saw that a basic paragraph had a topic sentence as its first sentence, followed by supporting sentences with supporting details, and these (sometimes) followed by a concluding sentence.
In the multi-paragraph academic essay, however, the structure is a little different. Like the basic paragraph, the introductory paragraph opens with a very general statement about the topic, and is often followed by some supporting examples, but the paragraph then finishes with a narrow statement about the topic. This narrow statement is called the main thesis. Here is a short example of an introductory paragraph:
      Throughout human history, the physical universe has often presented dangers to explorers. For example, when primitive humans left their tribal villages to search for food and water, they risked death or injury from dangerous animals. Later, when people sailed the oceans in search of new lands for settlement or trade, many died in terrible storms. Similarly, the ocean of outer space has many dangers, but it also has several unique challenges for explorers.
Notice how the first sentence, Throughout human history, nature has often presented dangers to explorers,is a very general statment about the topic, which is dangers in exploration. The next two sentences give some supporting examples of this intital sentence. However, the third sentence of the paragraph gives an example that contrasts in some way with the previous two sentences. Then, the final sentence does something new:    It introduces a specific example of the general topic. This specific topic is the main thesis of the entire essay; that is, the rest of the essay will focus on this specific topic, which in this case is several unique challenges for explorers.
This main thesis functions like the topic sentence of the basic paragraph, which we have studied in Lessons #1 and #2. It is the most important sentence of the essay.
Notice how the main thesis is worded. It includes the phrase, several unique challlenges.This raises a question in the reader's mind, namely: "What are these challenges?" The reader will find out what some of the challenges are in the body of the essay, which we will study next.
The body portion of the essay is the largest portion. Typically, it has three paragraphs, but it might have two paragraphs and of course it can have many more than three. Each of these paragraphs usually has a topic sentence and several supporting sentences, just like the basic paragraph we have studied. Here is an example of three body paragraphs (which together continue the essay that we have started studying above):
       One of the challenges that is unique to space is the fact that space is a vacuum, which is a risk for various reasons. First, in a vacuum there is no atmosphere and therefore no air pressure. Without air pressure, the human body has no oxygen to sustain itself. After too many minutes without oxygen, a person would lose consciousness and eventually die. Also, in a vacuum a person's blood will gradually begin to boil. Finally, without an atmosphere, the rays of the Sun can cause radiation poisoning.
       Another difficulty that is unique to outer space is the presence of meteors and micrometeors. These are pieces of rock and metal that are left over from the formation of the solar system. Many of these objects travel at very high speeds. Under the Earth's blanket of air, people are usually protected from metor impacts. However, in space, people and spaceships are vulnerable to collisions with meteors. It is true that the chance of metor impacts is relatively small, but if even a small micrometeor happens to collide with a spacecraft, it could cause serious damage.
       A third special challenge involved with the environment of space involves the fact that it is very difficult to find life-sustaining water off the Earth. For example, the planet Mercury, which is closest to the Sun, is too hot to have water, so space travelers must take water from Earth if they want to visit Mercury. A similar situation exists on the planet Venus, second from the Sun. This planet is likewise too hot for water to exist. Similarly, the fourth planet, Mars, is too cold and dry, although there may be some water frozen at the north and south poles of the planet.
(Note that usually we do not put extra spaces between individual paragraphs, as has been done above. The spaces between the paragraphs above are only for study purposes.)

Recall that the main thesis statement of this essay said, Similarly, the ocean of outer space has many dangers, but it also has several unique challenges for explorers. You can see how the body of the essay is organized according to the challenges that are mentioned in the main thesis. The first body paragraph discusses the dangers of space vacuum, the second body paragraph gives information about meteors, and the third paragraph mentions the fact that water is very difficult to find on other planets.
The concluding paragraph does not always appear in an academic essay. In particular, on the Written portion of the TOEFL, which lasts 30 minutes, there may not be enough time for you to include a formal concluding paragraph. However, here is an example of a concluding paragraph for you. Notice how it summarizes the main points of the preceding body paragraphs:
      There are other difficulties involved with space exploration, but these are three of the most important ones. In summary, without adequate air pressure, the unprotected human body may be seriously harmed in a vacuum. In addition, meteors can threaten human life and damage spacecraft. Finally, the lack of water in space means that human life may have a difficult time surviving on other planets. As one can see, the challenges of space travel are rather different from terrestrial dangers.

Here is another example of a concluding paragraph:
       As mentioned above, the Earth's natural environment has often presented dangers to explorers. Dangerous animals, vast oceans, and violent weather have presented risks to humans. However, the new frontier of outer space, with its vacuum, meteors, and lack of water, presents unique challenges to people who desire to explore it.
Comparison and Contrast Paragraphs

In this lesson:
Some TOEFL writing topics will ask you to consider the relationship between two things, for example, your hometown (that is, the town where you were born or grew up) and your university town. Such topics may allow you to organize your essay either around the similarities between these two subtopics (for example, between your hometown and your university town) or around the differences between them. If you write about the similarities, the essay will be a comparison essay. On the other hand, if you want to write about the differences, your essay will be a contrast essay.
This lesson will show you some ways in which you can structure sentences to write a comparison or contrast paragraph. We will first look at comparison paragraphs and then briefly look at contrast paragraphs.
Consider the following paragraph:
     My hometown and my college town have several things in common. First, both are small rural communities. For example, my hometown, Gridlock, has a population of only about 10,000 people. Similarly, my college town, Subnormal, consists of about 11,000 local residents. This population swells to 15,000 people when the college students are attending classes. A second way in which these two towns are similar is that they are both located in rural areas. Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and soybeans. In the same way, Subnormal lies in the center of farmland which is used to raise hogs and cattle . . . .
(Note: The four dots [ . . . . ] at the end of this paragraph mean that the paragraph contains more sentences that are not shown here.)
The passage above is from a comparison paragraph. that is, a paragraph which discusses the similarities between two subtopics. Notice how the ideas in this paragraph are organized. As usual, the topic sentence is at the beginning of the paragraph. After that, the paragraph continues by discussing one point of similarity between the towns of Gridlock and Subnormal, namely, their small population. Specific details are given to support the statment that "both are small rural communities." Following this, the paragraph briefly discusses a second point of similarity between the two towns, that is, their geographic surroundings. Here, the paragraph also gives supporting details to illustrate their similarity, namely, that they are "both located in rural areas."
As you can see, therefore, this comparison paragraph is structured (organized) according to the points of similarity between the two towns. This particular paragraph discusses only two points of similarity, but of course we can imagine a paragraph that gives three, four, or even more points of similarity. This paragraph, for example, might continue in this way:
. . . Thirdly, both of these towns are similar in that both contain college campuses. Gridlock, for example, is home to Neutron College, which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival. Likewise, the town of Subnormal boasts the beautiful campus of Quark College, which is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest.
(Note: The three dots [ . . . ] at the beginning of the above paragraph indicate that the paragraph contains previous sentences that are not shown here.)
We can place the points of similarity and their supporting details in a table in order to see more clearly how this short paragraph is organized:
Comparison Paragraph -- Organized by Similar Points
TOPIC SENTENCE
My (a) hometown and (b) college town are similar.
POINT #1
Both are small rural communities.
     DETAIL (a)
  • Gridlock has about 10,000 people.
     DETAIL (b)
  • Subnormal has about 11,000 local residents.
  • It has about 4000 college students.
POINT #2
Both are located in rural areas.
     DETAILS (a)

  • Gridlock is surrounded by many acres of farmland.
  • This farmland is devoted to growing corn.
  • The land is also used to grow soybeans.
     DETAILS (b)
  • Subnormal is in the center of land used for raising hogs.
  • This land is also used to raise cattle.
POINT #3
Both towns contain college campuses.
     DETAILS (a)

  • Gridlock is home to Neutron College.
  • This college is famous for its Agricultural Economics program.
  • It is also famous for its annual Corn-Watching Festival.
     DETAILS (b)

  • Subnormal contains Quark College.
  • This campus is famous for its Agricultural Engineering department.
  • It is also famous for its yearly Hog-Calling Contest.
Another way of organizing a comparison is not according to supporting details that are similar, but according to subtopic. That is, we can organize the paragraph by first discussing all the relevant points associated to one subtopic, then discussing those of the second subtopic. Look at the following example, based on the above paragraph:
     My hometown and my college town have several things in common. First, my hometown, Gridlock, is a small town. It has a population of only about 10,000 people. Located in a rural area, Gridlock is surrounded by many acres of farmland which are devoted mainly to growing corn and soybeans. Gridlock also contains a college campus, Neutron College, which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival. As for my college town, Subnormal, it too is small, having a population of about 11,000 local residents, which swells to 15,000 people when students from the nearby college are attending classes. Like Gridlock, Subnormal lies in the center of farmland which is used to raise hogs and cattle. Finally, Subnormal is similar to Gridlock in that it also boasts a beautiful college campus, called Quark College. This college is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest.
As you can see, after the topic sentence, this paragraph first discusses the relevant details about Gridlock and then presents the details about Subnormal. As with the paragraph above, we can illustrate this paragraph's structure in the following way:
Comparison Paragraph -- Organized by Subtopic
TOPIC SENTENCE
My hometown and college town are similar.
SUBTOPIC #1:
GRIDLOCK
DETAILS ABOUT GRIDLOCK:
  • Gridlock is a small town.
    • It has about 10,000 people.
  • Gridlock is in a rural area.
    • It is surrounded by many acres of farmland.
    • This farmland is devoted to growing corn.
    • The land is also used to grow soybeans.
  • Gridlock is home to Neutron College.
    • This college is famous for its Agricultural Economics program.
    • It is also famous for its annual Corn-Watching Festival.
SUBTOPIC#2:
SUBNORMAL
DETAILS ABOUT SUBNORMAL:
  • Subnormal is a small town.
    • Subnormal has about 4000 college students.
    • It has about 11,000 local residents.
  • Subnormal is in a rural area.
    • Subnormal is in the center of land used for raising hogs.
    • This land is also used to raise cattle.
  • Subnormal contains Quark College.
    • This campus is famous for its Agricultural Engineering department.
    • It is also famous for its yearly Hog-Calling Contest.
In the above paragraphs you will see various conjunctions that contribute to paragraph coherence. We can look at the above paragraphs again to see how the conjunctions are used:
     My hometown and my college town have several things in common. First, both are small rural communities. For example, my hometown, Gridlock, has a population of only about 10,000 people. Similarly, my college town, Subnormal, consists of about 11,000 local residents. This population swells to 15,000 people when the college students are attending classes. A second way in which these two towns are similar is that they are both located in rural areas. Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and soybeans. In the same way, Subnormal lies in the center of farmland which is used to raise hogs and cattle. Thirdly, these towns are similar in that they contain college campuses. Gridlock, for example, is home to Neutron College, which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival. Likewise, the town of Subnormal boasts the beautiful campus of Quark College, which is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest.
This paragraph, of course, is organized according to similarities.   Notice how the ORDER of the similarities is the same throughout the paragraph. That is, at each similar point, the paragraph first discusses Gridlock and then it discusses Subnormal. Keeping the same order throughout the paragraph prevents the reader from getting confused.   Also notice how the conjunctions (for example, similarly, and ...X are similar in that...) are placed near each similar point.   Now examine the following paragraph, which is organized by subtopic:
     My hometown and my college town are similar in several ways. First, my hometown, Gridlock, is a small town. It has a population of only about 10,000 people. Located in a rural area, Gridlock is surrounded by many acres of farmland which are devoted mainly to growing corn and soybeans. Gridlock also contains a college campus, Neutron College, which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival. As for my college town, Subnormal, it too is small, having a population of about 11,000 local residents, which swells to 15,000 people when students from the nearby college are attending classes. Like Gridlock, Subnormal lies in the center of farmland which is used to raise hogs and cattle. Finally, Subnormal is similar to Gridlock in that it also boasts a beautiful college campus, called Quark College. This college is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest.
These are not the only ways to give coherence to a comparison paragraph. There are other conjunctions, too. Here is a list of comparison conjunctions you can use:
Short Conjunctions
Longer Expressions

Similarly,
Likewise,
...the same...
...the same as...
...also...
..., too.
both

In the same way,
X is similar to Y in that (they)...
X and Y are similar in that (they)...
Like X, Y [verb]...
In like manner,
One way in which X is similar to Y is (that)...
Another way in which X is similar to Y is (that)...
As mentioned above, a contrast paragraph discusses the differences between (at least) two things. You can organize contrast paragraphs in much the same way that you can organize comparison paragraphs. That is, you can organize them either according to points of similarity or according to subtopic. Here is an example of such a paragraph organized by subtopic. Notice the contrastive expressions in bold letters:
      Even though Arizona and Rhode Island are both states of the U.S., they are strikingly different in many ways. For example, the physical size of each state is different. Arizona is large, having an area of 114,000 square miles, whereas Rhode Island is only about a tenth the size, having an area of only 1,214 square miles. Another difference is in the size of the population of each state. Arizona has about four million people living in it, but Rhode Island has less than one million. The two states also differ in the kinds of natural environments that each has. For example, Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every year. However, Rhode Island is located in a temperate zone and receives an average of 44 inches of rain per year. In addition, while Arizona is a landlocked state and thus has no seashore, Rhode Island lies on the Atlantic Ocean and does have a significant coastline.
Here are some contrast conjunctions that you can use:
Short Conjunctions
Subordinating Conjunctions
However,
In contrast,
By contrast,
..., but
..., yet

On the other hand,
even though + [sentence]
although + [sentence]
whereas + [sentence]
unlike + [sentence]
while + [sentence]
nevertheless,

Cause and Effect Paragraphs
Sometimes, assigned topics on the written portion of the TOEFL ask you to explain the reasons or causes of something. Other topics will ask you to discuss the results or effects of some cause. Here is an example of a writing topic asking for causes of a particular phenomenon (Note: this is not an actual TOEFL topic, but it is similar to one that may appear on a specific adminstration of the TOEFL):
In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. Explain the causes of this phenomenon.
Be sure to give specific details and reasons in your explanation.

Cause/effect paragraphs generally follow basic paragraph format. That is, they begin with a topic sentence and this sentence is followed by specific supporting details. For example, if the topic sentence introduces an effect, the supporting sentences all describe causes. Here is an example:

      In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.

Notice how each supporting sentence is a cause that explains the effect mentioned in the topic sentence. In the chart below are the main ideas of the above paragraph, to help you understand the relationships better:

EFFECT
(Topic Sentence)
CAUSES
(Supporting Sentences)
Cities have grown very large.
[There are several reasons for this.]
   Factory jobs attracted people.
(Cities have grown very large.)
   Better schools attracted families to move
   to the city.
(Cities have grown very large.)
   Places of leisure, entertainment, and culture
   made city life appear more interesting.

Notice also how the topic sentence is followed by the "focusing" or "prediction" sentence, There are several reasons for this. Such sentences help the reader anticipate the organization of the paragraph or essay.
Here are some common conjunctions that can be used to express cause and effect:
since
as a result
because of + noun phrase
because
therefore
due to + noun phrase
consequently
for this reason
so
There are two things you must be careful of when using these conjunctions. First, you must order the cause and the effect corerctly. For example, in the sentence

Sally closed the window because the weather outside was cold.

the CAUSE is the fact that the room was cold, and the EFFECT is Sally's closing the window. The conjunction because is placed in the correct position here, which is right before the cause. Similarly, in the sentence

Because the weather outside was cold, Sally closed the window.

the conjunction because is correctly placed before the part of the sentence that expresses the cause, even though the subordinate clause because the room was cold is now at the beginning of the sentence. (Note that the first letter of the conjunction is now capitalized.) However, in this sentence:

??The weather outside was cold because Sally closed the window.

even though it is grammatical, it does not make sense because a person's opening or closing a window does not influence the weather.

Second, you should be careful when using commas. Conjunctions such as therefore, consequently, as a result, and for this reason are usually followed by a comma, as in these examples:

The weather was cold;   therefore, Sally closed the window.
The weather was cold.   Therefore, Sally put on her coat.
The weather was cold.   Consequently, Sally put on her scarf.
A blizzard hit the town.   As a result, the schools were closed.

The adverbial clause conjunctions since and because are exceptions. These are attached directly at the beginning of CAUSE-sentence without a comma, as in the example above, Because the weather outside was cold, Sally closed the window. The comma here is placed at the end of the subordinate clause.
The coordinating conjunction so is also different from the ones above. This conjunction has a comma before it, as in this sentence:

The weather was warm, so Jim turned on the air conditioner.

However, in formal academic writing, so may not be used at the beginning of a sentence (although you will often see it in informal writing):

The weather was warm.   So Jim turned on the air conditioner.
(too informal -- avoid this usage)

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