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Definition
Definition
A paragraph is defined as a distinct portion of written or printed matter dealing with a particular point, and usually beginning (commonly with indention) on a new line.” (Macquarie Dictionary online).
Paragraphs are an important organisational unit in continuous written texts. They help to structure a text by dividing it into a sequence of “manageable and logical bundles” (Derewianka, A New Grammar Companion, 1998).
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Model, deconstruct and co-construct PEEL paragraphTeacher guided - Notes on the PEEL writing structure with an example paragraph with annotations.
Highlighting the parts of the paragraphExample paragraphs where students read and identify the elements of PEEL within each paragraph.
Paragraph assemblingExample paragraphs with the sentences placed out of order where students re-organise the paragraph using the PEEL structure.
Finish the paragraphAn activity with topic sentences where students complete the rest of the paragraph following the PEEL structure.
Missing paragraphsTexts with the paragraphs removed where students read the text and add in the correct paragraph spaces.
Graphic organisers Graphic organisers to encourage students to write using the PEEL structure.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “sequence writing to produce cohesive texts.”
Students’ use of paragraphs contributes to the structure and sequence of ideas as they use paragraphs to appropriately separate and segment their writing.
Paragraphing in persuasive / informative text
Paragraphing in persuasive / informative text
In these texts, such as essays and reports, paragraphs usually follow a typical internal structure:
a topic sentence that introduces the thesis or topic for that paragraph
discussion of the point or thesis with examples / evidence
may end with a concluding or linking sentence
An acronym such as PEEL (Point, Explain, Example, Link) is often used to support students to remember the internal structure of these paragraphs.
Paragraphing in narrative/ imaginative texts
Paragraphing in narrative/ imaginative texts
A new paragraph is typically used to signal changes in:
Time
Event
Location
Character / speaker
Idea / theme
Mood or tone.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how paragraphs are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Structure and cohesion
Level 3 performance features:
Sequences writing to produce cohesive text
Uses layout consistent with text type
Connections with National Literacy Learning Progression
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to paragraphs are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT) Grammar (GrA)
CrT7 — Crafting ideas
CrT7 — Crafting ideas
creates informative, imaginative and persuasive texts for a range of learning area purposes, such as to recount a sequence of events; to describe a person, thing or process; to explain a process; to argue with evidence or reasons; to express emotions
CrT7 — Text forms and features
CrT7 — Text forms and features
groups sentences on related ideas into simple paragraphs
CrT8 — Crafting ideas (imaginative, persuasive, informative)
CrT8 — Crafting ideas (imaginative, persuasive, informative)
Informative
Informative
includes structural features appropriate to the type of text and task, such as opening statements to define the topic and at least two body paragraphs
organises information into paragraphs to support the reader
Persuasive
Persuasive
includes structural features appropriate to the type of text and task, such as an introduction with a statement of position, body paragraphs and a simple conclusion
organises arguments into paragraphs to support the reader
Imaginative
Imaginative
includes structural features appropriate to the type of text, such as an orientation, complication and resolution (imaginative)
organises events into a sequence with a predictable ending (imaginative)
CrT9 — Crafting ideas (imaginative, persuasive, informative)
CrT9 — Crafting ideas (imaginative, persuasive, informative)
Informative
Informative
develops ideas with detail and examples
Persuasive
Persuasive
concludes by synthesising the arguments
GrA3 — Grammar
GrA3 — Grammar
sequences sentences to reflect a logical flow of ideas
GrA4 — Grammar
GrA4 — Grammar
groups related ideas into paragraphs
GrA5 — Grammar
GrA5 — Grammar
uses well-structured paragraphs with topic sentences
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