The document discusses human thinking, writing, and paragraph structure. It notes that human thinking does not follow a logical sequence and jumps around in time and location, but when telling something to someone we impose order and shape. A paragraph maintains unity of thought around a single topic through coherent sequencing of sentences that are connected by structure or idea. The example paragraph establishes its topic in the first sentence and maintains coherence by relating each subsequent sentence back to the author's childhood association with their friend Sylvia.

1. PARAGRAPHS

2. HUMAN THINKING
•Doesn’t take place in a logical sequence or in a
continuous way…..
•In our thoughts we go backward and forward
•Change location and time

3. BUT WHEN WE WANT TO TELL SOMETHINGBUT WHEN WE WANT TO TELL SOMETHING
TO SOMEBODY…………TO SOMEBODY…………
• We give it a shape…We give it a shape…
• Order …Order …

4. • Writing it down, adds to clarity
and the order, to the idea you want
to convey.

5. WHAT IS AWHAT IS A
SENTENCE?SENTENCE?

6. After jumped the lion the lake into the girl.
DOES IT MAKE SENSE?

7. WHAT ABOUT…?WHAT ABOUT…?
 The girl jumped into the lakeThe girl jumped into the lake
after the lion.after the lion.
DOES IT MAKE PROPERDOES IT MAKE PROPER
SENSE ?SENSE ?

8. THE LION JUMPED
INTO THE LAKE AFTER THE GIRL.

9. Words arranged in a specific wa
Meaning

10. In WritingIn Writing
 Our thoughts are put into units.Our thoughts are put into units.
 Each unit is made up of sentences connectedEach unit is made up of sentences connected
by a structure or an ideaby a structure or an idea
 When such units are presented in a sequenceWhen such units are presented in a sequence
of sentences – we call itof sentences – we call it PARAGRAPHPARAGRAPH

11. The sequencing of words result in a complete change
in the meaning. Likewise arrangement of sentences
decides the meaning of a paragraph.

12. Read the Paragraph given below.
Sylvia was my childhood friend, two years older than
I, but infinetely wiser, more subtle, more daring. She
would never have noticed me but we always walked
together to the same public school.What a walk it was!
Walking to school with Sylvia was a ritual fraught
(unpleasant) with mystery and danger, the possibility
of falling from ledges, of being attacked by wild dogs
or seduced by witches whose backyards we stole
through. I hated it when moved on to junior high and
I had to walk the plain old route alone.

13. What makes a good Paragraph?What makes a good Paragraph?
Topic Sentence:Topic Sentence:
The first sentence of theThe first sentence of the
paragraph-Sylvia is myparagraph-Sylvia is my
childhood friend, tells uschildhood friend, tells us
the topic discussed in thethe topic discussed in the
paragraph.paragraph.

14. UNITY OF THOUGHT
THE WHOLE PARAGRAPH
DEALS WITHONLY ONE
TOPIC-
AUTHOR’S CHILDHOOD
ASSOCIATION WITH
SYLVIA

15. SEQUENCING OF SENTENCESSEQUENCING OF SENTENCES
THE SENTENCES IN A PARAGRAPH ARE
NOT TOTALLY INDEPENDENT UNITS .
THEY ARE MUTUALLY CONNECTED.
EVERY SENTENCE TAKES OFF FROM
THE PREVIOUS ONE.

16. COHERENCECOHERENCE
THE PARAGRAPH DEALS WITHTHE PARAGRAPH DEALS WITH
AUTHORS CHILDHOOD ASSOCIATIONAUTHORS CHILDHOOD ASSOCIATION
WITH SYLVIA AND NOTHING ELSE.WITH SYLVIA AND NOTHING ELSE.
NO IRRELEVANT MATTER ISNO IRRELEVANT MATTER IS
INCLUDEDINCLUDED