Teaching your student to recognize the purpose and structure of different types of paragraphs can help improve his internal structure for expressing himself in writing. Start with these examples based on his reasons for writing.
To Outline the Steps in a Process
The process paragraph or sequential paragraph details a series of steps needed to complete a task in time order. This paragraph may begin by describing the materials needed. Then it can go on to describe the many different steps involved in making or doing something. Good transition words to use include: first, second, third, then, next, also, after, at last, finally, and afterward.
To Organize a Series of Facts or Details about a Topic
The “Enumerative Paragraph” is useful for relating a series of facts or details related to a specific topic. It can be useful in describing or listing features or uses of a particular object. A good paragraph of this type might list the features of a good student or the benefits of a good exercise program. Good transition words include: also, furthermore, besides, likewise, to illustrate, for example, such as, and finally.
To Describe a Person, Place, Thing, or Idea
A “Descriptive Paragraph” can be precise, based on facts (characteristics, physical features), or can be based on opinions. The student can make lists of adjectives and phrases that describe the sounds, sights, tastes, and smells of the object being described. Transition words include: one characteristic, one descriptor, can be described as, can be defined as, and another method.
To Identify Categories of Something
The “Classification Paragraph” identifies the categories of a specific object or idea. For example, a ninth-grade student might use this type of paragraph to outline the different ways Biologists classify animals. He might start by making a list of classifications and include examples of each in the paragraph. Good transition words include the first, the second, another, additional, and possibly the best.
To Tell the Reader Why a Choice Was Made
The “Reason Paragraph” tells the reader why: a good reason paragraph might be titled “Why I Like Chocolate.” Each reason should be followed by a set of descriptive details and examples. Reasons are best placed in order from least to most important. Good transition words include one reason, another reason, the final reason, the most important reason, therefore, consequently, and as a result.
To Outline Ways to Solve a Specific Problem
The “Problem-Solution Paragraph” states a problem in the topic sentence, and then provides possible solutions. The student can describe a problem at the beginning of the paragraph and the supporting sentences would provide possible methods to solve the problem. The paragraph ending may or may not offer the writer’s choice for the best possible solution. Good transition words include one possible solution to this problem, also, currently, as a result, last and most important.
To Outline the Causes (or Effects) of an Important Event
The “Cause and Effect Paragraph” describes the causes of a specific outcome. A student might detail a particular incidence or situation in the initial sentence(s) of the paragraph. Then she can describe the situations that lead to this outcome. For example, a student might use this type of paragraph to outline the reasons for the revolutionary war in her U.S. History class. Good transition words might include: to begin with, next, because, consequently, for this reason, thus, and therefore.
To Compare Similarities or Contrast Differences
The “Compare and Contrast Paragraph” involves two specific tasks. When asked to compare objects, students should present information that details how they are alike. Transition words might include: both, also, too, share, have in common. On the other hand, contrast involves explaining how the objects are different. Good transition words include: in contrast, unlike, instead of, but, and another difference.
Practice, Practice, Practice!
Practice using these descriptors as often as necessary to help your student develop a more structured approach to writing.
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© 2010-2019, Monte W. Davenport, Ph.D.
