THE PARAGRAPH

141. The Paragraph is a connected series of sentences all dealing with the development of a single topic. Where the general subject under discussion is very narrow, the paragraph may constitute the whole composition; but usually, it forms one of a number of subtopics, each dealing with some subdivision of the general subject. For each one of these subtopics a separate paragraph should be made.

The purpose of the paragraph is to aid the reader to comprehend the thought to be expressed. The paragraph groups in a logical way the different ideas to be communicated. It gives rest to the eye of the reader, and makes clearer the fact that there is a change of topic at each new paragraph.

142. Paragraph Length. There is no fixed rule governing the proper length of the paragraph, but, probably, no paragraph need be more than three hundred words in length. If the whole composition is not more than two hundred and fifty words in length, it will not often need to be subdivided into paragraphs. In a letter, paragraphing should be more frequent than in other compositions.

Paragraphing should not be too frequent. If paragraphing is too frequent, by making each minute subdivision of equal importance, it defeats its purpose of grouping ideas about some general topic.

143. Sometimes a sentence or even a part of a sentence may be set off as a separate paragraph in order to secure greater emphasis. This, however, is only using the paragraph for a proper purpose—to aid in gaining clearness.

144. Paragraphing of Speech. In a narrative, each direct quotation, together with the rest of the sentence of which it is a part, should constitute a separate paragraph. This rule should be always followed in writing a conversation. Examine the following:

A certain Scotch family cherishes this anecdote of a trip which Dr. Samuel Johnson made to Scotland. He had stopped at the house of this family for a meal, and was helped to the national dish. During the meal the hostess asked:

"Dr. Johnson, what do you think of our Scotch broth?"

"Madam," was the answer, "in my opinion it is fit only for pigs."

"Then have some more," said the woman.

The only case in which the quoted words can be detached from the remainder of the sentence is where they form the end of the sentence after some introductory words, as in the second paragraph of the example just given.

145. Indentation of the Paragraph. The first sentence of each new paragraph should be indented. See example under §144. No other sentence should be so indented.

146. The essential qualities which each paragraph should have are: Unity, Coherence, and Emphasis.

Unity. Unity requires that the paragraph should deal with only one subject, and should include nothing which does not have a direct bearing on that subject. Thus, in the following paragraph, the italicized sentence violates the principle of Unity, because, very obviously it belongs to some other paragraph:

Never did any race receive the Gospel with more ardent enthusiasm than the Irish. St. Patrick, a zealous priest, was thought to have banished the snakes from the island. So enthusiastic were the Irish, that, not content with the religious work in Ireland, the Irish Church sent out its missionaries to Scotland, to Germany, and to the Alps and Apennines. It founded religious houses and monasteries....

Separate paragraphs should not be made of matter which belongs together. If the ideas can all be fairly included under one general topic, unity demands that they be grouped in one paragraph. Thus, in describing the route followed in a certain journey, one should not use a separate paragraph for each step in the journey.

Wrong:

In returning to the University, I went from Pittsburgh to Cleveland.

Then I took a berth for the night on one of the lake steamers running from Cleveland to Detroit.

From Detroit I completed the journey to Ann Arbor on an early train the next morning.

If unity is to be secured, not only must all the ideas brought out in the paragraph deal with the same topic, but also, they must be developed in some consistent, systematic order. A certain point of view should be generally maintained as to tense, subject, and manner of expression.

147. How to Gain Unity. Careful thought before beginning the paragraph is necessary if unity is to be gained. The topic of the paragraph should be determined, and should be clearly indicated by a topic sentence. Usually this topic sentence should be placed near the beginning of the paragraph. The first sentence is the clearest and best place for it. The topic sentence need not be a formal statement of the subject to be discussed, but may be any sentence that shows what is to be the central idea of the paragraph.

With the topic determined, there are various ways of developing it. It may be developed by repetition; by adding details and specific instances to the general statement; by presenting proof; by illustration; or by showing cause or effect.

148. Examine the following paragraphs. Each possesses the quality of unity. The topic sentence in each case is italicized.

To rule was not enough for Bonaparte. He wanted to amaze, to dazzle, to overpower men's souls, by striking, bold, magnificent, and unanticipated results. To govern ever so absolutely would not have satisfied him, if he must have governed silently. He wanted to reign through wonder and awe, by the grandeur and terror of his name, by displays of power which would rivet on him every eye, and make him the theme of every tongue. Power was his supreme object; but power which should be gazed at as well as felt, which should strike men as a prodigy, which should shake old thrones as an earthquake, and, by the suddenness of its new creations, should awaken something of the submissive wonder which miraculous agency inspires.

From The Character of Napoleon Bonaparte, by Channing.

There is something in the very season of the year that gives a charm to the festivity of Christmas. At other times we derive a great portion of our pleasures from the mere beauties of Nature. Our feelings sally forth and dissipate themselves over the sunny landscape and we "live abroad and everywhere." The song of the bird, the murmur of the stream, the breathing fragrance of spring, the soft voluptuousness of summer, the golden pomp of autumn; earth with its mantle of refreshing green, and heaven with its deep delicious blue and its cloudy magnificence—all fill us with mute but exquisite delight, and we revel in the luxury of mere sensation. But in the depth of winter, when Nature lies despoiled of every charm, and wrapped in her shroud of sheeted snow, we turn our gratifications to moral sources. The dreariness and desolation of the landscape, the short gloomy days and darksome nights, while they circumscribe our wanderings, shut in also our feelings from rambling abroad, and make us more keenly disposed for the pleasures of the social circle. Our thoughts are more concentrated; our friendly sympathies more aroused. We feel more sensibly the charm of each other's society, and are brought more closely together by dependence on each other for enjoyment. Heart calleth unto heart, and we draw our pleasures from the deep wells of living kindness which lie in the quiet recesses of our bosoms; and which, where resorted to, furnish forth the pure element of domestic felicity.

From Christmas, by Washington Irving.

149. Coherence. Coherence demands that each paragraph shall be perfectly clear in its meaning, and that it be so constructed that it may be readily grasped by the reader. The relation of sentence to sentence, of idea to idea, must be clearly brought out. The whole fabric of the paragraph must be woven together—it must not consist of disconnected pieces.

150. How to Gain Coherence. Where vividness or some other quality does not gain coherence in the sentence, it is usually gained by the use of words or phrases which refer to or help to keep in mind the effect of the preceding sentences, or which show the bearing of the sentence on the paragraph topic. These words may be of various sorts; as, it, this view, however, in this way, etc. Sometimes the subject is repeated occasionally throughout the paragraph, or is directly or indirectly indicated again at the end of the paragraph.

Examine carefully the following selections. Note the italicized words of coherence, and note in each case how they aid the flow of thought from sentence to sentence, and help to keep in mind the paragraph topic.

I will give you my opinion and advice in regard to the two books you have named. The first is interesting and easy to read. It is, also, by no means lacking in the value of the information it presents. But the second, while it is no less interesting and equally valuable in its contents, seems to me far more logical and scholarly in its construction. In addition to this I think you will find it cheaper in price, by reason of its not being so profusely illustrated. Therefore, I should advise you to procure the second for your study. Either, indeed, will do, but since you have a choice, take the better one.

A Husbandman who had a quarrelsome family, after having tried in vain to reconcile them by words, thought he might more readily prevail by an example. So he called his sons and bade them lay a bundle of sticks before him. Then having tied them up into a fagot, he told the lads, one after another, to take it up and break it. They all tried, but tried in vain. Then, untying the fagot, he gave them the sticks to break one by one. This they did with the greatest ease. Then said the father: "Thus, my sons, as long as you remain united, you are a match for all your enemies; but differ and separate, and you are undone." Æsop's Fables.

Examine also the selections under §§ 205 and 206.

151. Emphasis. The third quality which a paragraph should possess is emphasis. The paragraph should be so constituted as to bring into prominence the topic or the point it is intended to present. The places of greatest emphasis are usually at the beginning and at the end of the paragraph. In short paragraphs sufficient emphasis is generally gained by having a topic sentence at the beginning. In longer paragraphs it is often well to indicate again the topic at the end by way of summary in order to impress thoroughly on the reader the effect of the paragraph.

Exercise 74

The few following suggestions for practice in paragraph construction are given by way of outline. Additional subjects and exercises will readily suggest themselves to teacher or student.

These topics are intended to apply only to isolated paragraphs—"paragraph themes." As has been suggested, more latitude in the matter of unity is allowed in compositions so brief that more than one paragraph is unnecessary.

Write paragraphs:

1. Stating the refusal of a position that has been offered to you, and giving your reasons for the refusal.
2. Describing the appearance of some building. Give the general appearance and then the details.
3. Explaining how to tie a four-in-hand necktie.
4. Stating your reasons for liking or not liking some book or play.
5. Describing the personal appearance of some one of your acquaintance.
6. To prove that the world is round.
7. To prove that it pays to buy good shoes. (Develop by illustration.)
8. Showing by comparison that there are more advantages in city life than in country life.

Write paragraphs on the following subjects:

1. My Earliest Recollection.
2. The Sort of Books I Like Best.
3. Why I Like to Study X Branch.
4. My Opinion of My Relatives.
5. The Man I Room With.
6. Why I Was Late to Class.
7. What I Do on Sundays.
8. How to Prevent Taking Cold.
9. How to Cure a Cold.
10. My Best Teacher.
11. My Favorite Town.
12. Why I Go Fishing.
13. My Favorite Month.
14. What Becomes of My Matches.
15. Baseball is a Better Game than Football.
16. The View from X Building.
17. Why I Go to School.
18. My Opinion of Rainy Days.
19. My Most Useful Friend.
20. Why I Dislike Surprise Parties.
21. Why I Like to Visit at X's.
22. The Police Service of X Town.