Paragraphy Unity and Coherence

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A paragraph is a sequence of related sentences that develop a single idea. The main idea can be implied, but most often is directly stated in a topic sentence that begins the paragraph. The paragraph is unified if all of the sentences support the main idea or topic sentence and coherent if the sentences build upon the previous sentences within the paragraph. Controlling both these elements is essential for effective writing.

 

Paragraph Unity

Paragraph unity means that one main idea is developed throughout the paragraph. The following example does not have a single idea that can be traced through the paragraph.

Saner, Wisconsin is the snow-mobile capital of the world. The buzzing of the engines fills the air, and their tank-like tracks crisscross the snow. The snow reminds me of Mom's mashed potatoes, covered with furrows I would draw with my fork. Mom's mashed potatoes usually made me sick; that's why I was playing with them. I like to make a hole in the middle of the potatoes and fill it with melted butter. This behavior has been the subject of long chats with my analyst.

Instead of focusing on one unified topic—either the snow, the author's mother, or the author's own behavior—the author shifts focus several times in the same paragraph. A unified paragraph focuses on one aspect, developing the ideas of the overall work.

 

Paragraph Coherence

Paragraph coherence is often referred to as the "flow." If your paper flows, it means your reader can clearly follow your line of reasoning because your sentences and ideas build on each other in ways that are logical and plainly explained. Consider this non-coherent paragraph:

The means by which Asian companies have sought to compete with American products in market segments in the Western Pacific region will constitute the objective of the first phase of our study. The labor costs of our Asian competitors and their ability to introduce new products quickly are the main issues to be examined in detail. A plan that will demonstrate how American industry can restructure its operations so that it can better exploit unexpected market opportunities, particularly in the Pacific Rim, will be developed from this study.

This non-coherent paragraph is a jumble of words that confuse the purpose of the paragraph. A study is being done, but what is being studied or results from the study are not apparent. That information is much clearer in the following paragraph:

In the first phase of our study, we will examine market segments in the Western Pacific region to determine how Asian companies have competed with American products. The study will examine, in detail, labor costs and the ability of Asian competitors to introduce new products quickly. By studyingthese elements, we will develop a plan that will demonstrate how American industry can restructure its operations so that it can better exploit unexpected market opportunities, particularly in the Pacific Rim.

This paragraph clearly explains what the study will do and what results can be expected by employing the following devices.

Repetition of words

The key words in the topic sentence (study, market, Asian, American) are repeated several times within the paragraph. The repetition links the sentences and keeps the main idea in focus.

Pronouns

Sometimes the ideas from sentence to sentence are connected through the use of pronouns. In this paragraph, it ties back to American industry. Make sure pronouns clearly refer back to their antecedents, the words they replace.

Related words

Some the key words are altered for a more specific meaning, but they are still connected to the previous ideas. Asian companies moves to Asian competitors; market segments, for instance, becomes the more specific topic of labor costs.

Transitional words

Sometimes sentences need an explicit connection, such as when the direction of the argument is turning or when an idea is to be paralleled or contrasted with an earlier idea. Words such as however or although signal a turn in the discussion, while words such as consequently or therefore can indicate a cause-effect relationship. In the example, particularly indicates the author will continue to discuss market opportunities, specifically in the Pacific Rim. See the transitions handout for a list.

Note: For more information on using transitions, see the handout Transitions.

 

Something Old, Something New

To increase paragraph coherency, your sentences must include two kinds of information: old and new. To achieve this, begin the sentence with old information—an idea that the reader will easily recognize because you have just discussed it. The rest of the sentence is composed of new ideas and information about the topic. Using both old and new information provides clarity and leads your reader through your argument.

Unclear: 1) Scientists ask many questions about black holes and their development. 2) No larger than marbles, dead stars spin through space. 3) Space and time could be affected by black holes.
Clear: 1) Some astonishing questions about the nature of the universe have been raised by scientists exploring black holes in space. 2) A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. 3) The collapse drastically affects the space around the star. 4) The dramatic change creates questions about whether this causes a rearrangement of the space-time continuum near black holes. 5) More research into the space around black holes will lead to many answers.

In the unclear example, you know black holes are important, but you can't follow the writer's thoughts. However, the clear example begins with old information that connects with the previous sentence (a black hole) and ends with new information on how they are created (by the collapse of a dead star). Ultimately, you can see the point of the paragraph as the writer shows that more research will lead to answers.

 

Paragraph Length

Make sure your paragraph isn't too long or short. A page-long paragraph is daunting, and the reader will struggle to keep your thoughts in order. A short paragraph may not give enough development to your ideas and will leave your reader trying to make sense of your statements. Effective paragraphs have one main idea that links to the larger purpose and thesis, which will become lost if length gets in the way of comprehension.

 

Bibliography

Trimble, John. Writing with Style. New Jersey: Prestice Hall, 2000.

Williams, Joseph. Style: Ten Lessons in Clarity and Grace. New York: Longman, 2003.

Revised by Jessica Stuart, summer 2005
Mary Blood, March 2000