One problem writers often confront involves how to make a
paragraph "hang together." Even though a paragraph may develop a
single topic or idea, often the sentences seem unrelated; no
links connect them. Consider the following paragraph:
I like autumn. Autumn seems a sad time of year. The
leaves turn bright shades of red and yellow. The
weather is mild. I can't help thinking ahead to the
coming of winter. Winter will bring ice storms and
chapped faces. In winter the north wind is biting-
cold. I find winter unpleasant. In the autumn I can't
help thinking ahead to winter's arrival. I am sad when
I think that winter is coming.
Here, the writer talks about a single topic: autumn. Yet the
sentences are short and choppy, and the connections or links
between them are missing. With the addition of these links,
though, the paragraph both (1) reads more smoothly and (2) hangs
together. Compare the changes below with the original:
I like autumn, and yet autumn seems a sad time of year,
too. The leaves turn bright shades of red and yellow,
and the weather is mild. However, I can't help thinking
ahead to the coming of winter with its ice storms and
chapped faces and biting-cold north wind. I find these
things unpleasant, and in the autumn I can't help
thinking ahead to their arrival. These thoughts make
autumn a sad time of year for me.
As writers, we have several methods we can use to establish
these links. While examining these methods, however, we also
need to remember that the best writing doesn't depend on any one
of them; rather, it uses many of them.
1. REPETITION OF A KEY TERM OR PHRASE. This device helps
maintain the focus of the writing.
Example: This thought brings me to the third failing of
eighteenth century science, which I find most
interesting. A science which orders its thought too
early is stifled.
2. SYNONYMS (words having essentially the same meaning).
Synonyms help maintain focus, and they provide the writer
with some choices so that the repetition of a key word
doesn't become too repetitious or boring.
Example: Myths narrate sacred history, explain sacred
origins, elucidate the relationship of human beings to
the whole of their reality. They are, in short, a series
of beliefs that have a very real force in the life of a
people.
3. DEMONSTRATIVE PRONOUNS. This, that, these, and those
refer back to something previously mentioned. Be sure,
though, that what you refer to is clear.
Example: The scientist experiments and the cub plays;
both are learning to correct their errors of judgment in
a setting in which errors are not fatal. Perhaps this
is what gives them both their air of happiness and
freedom in these activities. ["This" refers to
the nonfatal setting.]
4. DEMONSTRATIVE ADJECTIVES. The same four words--this,
that, these, and those--serve again to refer back, but
here they modify a noun which makes the reference clear.
Example: For example, "I hear lake water lapping with
low sounds by the shore." Those three "l's" make a
pleasant liquid sound; the sound here, in fact,
corresponds with the sense.
5. PRONOUN REFERENCE. Pronouns such as he, she, it, we,
they and the like also refer back. Thus, they too
provide links between sentences.
Example: The process of learning is essential to our
lives. All higher animals seek it deliberately. They
are inquisitive and they experiment.
6. TRANSITIONAL WORDS AND PHRASES. You may obtain a list of
these phrases and their meaning from the Writing Center,
and you may find them in most grammar handbooks. They
too contribute to coherent writing, but they should be
used sparingly.
EXERCISE
Now we need to be sure that we understand and can recognize
these devices. At least one of each can be found in the
following paragraph. See if you can find them and place them
in the proper category.
(1) Many students dislike English. (2) They believe this
subject to be boring at best and unnecessary at worst. (3) Other
students, however, find upon graduation that the skills, such as
reading and writing, they developed in their English classes are
useful ones. (4) Thus, perhaps both English teachers and
students should spend more time in class on these skills. (5)
This would also help English become more popular as a subject.