Writing isn’t just a series of paragraphs, one after another. Well, it is, but these paragraphs are not just tacked on to each other. They follow on, they build, they look back, they contrast, they develop ideas. By focussing on the relationships between paragraphs, not only can we improve students’ understanding of structure for the reading paper, but also improve their writing. One way to do this is by looking at two paragraphs together- paragraph pairs.
Here is a paragraph pair from a speech from Barack Obama on gun control:
I was there with Gabby when she was still in the hospital, and we didn’t think necessarily at that point that she was going to survive. And that visit right before a memorial — about an hour later Gabby first opened her eyes. And I remember talking to mom about that. But I know the pain that she and her family have endured these past five years, and the rehabilitation and the work and the effort to recover from shattering injuries.
And then I think of all the Americans who aren’t as fortunate. Every single year, more than 30,000 Americans have their lives cut short by guns — 30,000. Suicides. Domestic violence. Gang shootouts. Accidents. Hundreds of thousands of Americans have lost brothers and sisters, or buried their own children. Many have had to learn to live with a disability, or learned to live without the love of their life.
The first paragraph on its own is tragic, but needs the second paragraph to show that it is not isolated or simply personal; the second makes clear the wider point, but is made more effective because a concrete example has preceded it.
We all know students who include every single persuasive technique that their mnemonic tells them to, but whose writing is stilted and clunky. In moving from thinking ‘I must include an anecdote’ to ‘I must include an anecdote so I can then look at the wider point’, we should see an improvement in the structure of writing. We might even label this technique something like anecdote-wider point or specific-general.
Here is another paragraph pair, this time from Treasure Island:
The next morning he and I set out on foot for the Admiral Benbow, and there I found my mother in good health and spirits. The captain, who had so long been a cause of so much discomfort, was gone where the wicked cease from troubling. The squire had had everything repaired, and the public rooms and the sign repainted, and had added some furniture—above all a beautiful armchair for mother in the bar. He had found her a boy as an apprentice also so that she should not want help while I was gone.
It was on seeing that boy that I understood, for the first time, my situation. I had thought up to that moment of the adventures before me, not at all of the home that I was leaving; and now, at sight of this clumsy stranger, who was to stay here in my place beside my mother, I had my first attack of tears. I am afraid I led that boy a dog’s life, for as he was new to the work, I had a hundred opportunities of setting him right and putting him down, and I was not slow to profit by them.
In some ways, these paragraphs work like the Obama example. We have specific details about the mother, the inn, the boy before a wider realisation: “It was on seeing that boy that I…”. On the other hand, the reaction is personal. What can students take from this? In narrative writing, instead of simply describing setting and chronicling action and dialogue, they could describe something and then have the narrator react. This helps them to structure writing of course, but it also elevates the writing. We could label this focus-reaction or external-internal
It isn’t just consecutive paragraphs that can work in pairs. Some of the most satisfying pieces of writing have openings and endings that somehow link. This could be a sentence, word or phrase repeated, like from The Man in the Brown Coat:
Opening: I am writing a history of the things men do. I have written three such histories and I am but a young man. Already I have written three hundred, four hundred thousand words.
Ending: Already I have written three hundred, four hundred thousand words. Are there no words that lead into life? Some day I shall speak to myself. Some day I shall make a testament unto myself.
When writing descriptions, I often tell students that the ending paragraph can just be the opening paragraph but with changes. A change in the weather, in the time, in the mood or atmosphere. In other types of a writing it could be a question asked in the opening (literally or not) that is answered in the end. Obviously it helps if this is planned in advance, but it is a strategy for those who struggle to end their writing- they can just refer back to the opening. I have written a little more about endings here, but this is one of my favourite examples of a linked opening and ending, taken from A Tale of Two Cities:
Opening: “It was the best of times, it was the worst of times…”
Ending: “It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known.”
Once you start examining texts closely, there are so many possibilities for paragraph pairs:
- Setting-reaction to setting
- Description of character 1-contrasting description of character 2
- Setting-flashback to first memory of setting
- Paragraph arguing the consequences of doing something-paragraph arguing the consequences for not doing something.
Other than this, pick up a book, an article, a report and look at some paragraph pairs. Better still, ask the students because they’ll find lots of interesting ideas too.
Further reading: John Tomsett’s post on structuring essays contains the fantastic idea of Janus-faced sentences.