—Stoddard: California.
+Theme XLVII.+—Write a description three or more paragraphs in length.
Suggested subjects:— 1. Some well-known building (exterior). 2. A prominent person. 3. An attractive room. 4. The interior of a church.
(Consider your outline with reference to unity, coherence, and proportion of parts. When the theme is completed, consider the unity, coherence, and emphasis of each paragraph and of the composition as a whole.)
+87. Paragraph Relations.+—Relations in thought other than those of time and space may be indicated by the use of certain words and phrases. Such expressions as, however, nevertheless, consequently, indeed, moreover, at all events, etc., are often used to indicate a relation in thought between paragraphs. Notice how nevertheless, at the beginning of the selection below, serves to connect it in thought with a preceding paragraph not printed here. Notice also the relations in thought shown by the italicized words. These and similar words are used to make the transition from one paragraph to the next.
Nevertheless, Howe was at last in possession of Philadelphia, the object of his campaign, and with his communications by water open. He had consumed four months in this business since he left New York, three months since he landed near the Elk River. His prize, now that he had got it, was worth less than nothing in a military point of view, and he had been made to pay a high price for it, not merely in men, but in precious time, for while he was struggling sluggishly for Philadelphia, Burgoyne, who really meant something very serious, had gone to wreck and sunk out of sight in the northern forests. Indeed, Howe did not even hold his dearly bought town in peace. After the fall of the forts, Greene, aided by Lafayette, who had joined the army on its way to the Brandywine, made a sharp dash and broke up an outlying party of Hessians. Such things were intolerable, they interfered with personal comfort, and they emanated from the American army which Washington had now established in strong lines at Whitemarsh. So Howe announced that in order to have a quiet winter, he would drive Washington beyond the mountains. Howe did not often display military intelligence, but that he was profoundly right in this particular intention must be admitted. In pursuit of his plan, therefore, he marched out of Philadelphia on December 4th, drove off some Pennsylvania militia on the 5th, considered the American position for four days, did not dare to attack, could not draw his opponent out, returned to the city, and left Washington to go into winter quarters at Valley Forge, whence he could easily strike if any move was made by the British army.
—Henry Cabot Lodge.
+88. The Transition Paragraph.+—Just as a word or phrase may serve to denote the relation in thought between paragraphs, so may a whole paragraph be used to carry over the thought from one group of paragraphs to another in the same theme. Such a paragraph makes a transition from one general topic or method of treating the subject of the theme to some other general topic or to the consideration of the subject from a different point of view. This transitional paragraph may summarize the thought of the preceding paragraph in addition to announcing a change of topic; or it may mark the transition to the new topic and set it forth in general terms.
+89. The Summarizing Paragraph.+—Frequently we give emphasis to our thought by a final paragraph summarizing the main points of the theme. Such a summary is in effect a restatement of the topic sentences of our paragraphs. If our theme has been coherent, these sentences stated in order will need but little changing to make a coherent paragraph. In a similar way, it is of advantage to close a long paragraph with a sentence which repeats the topic statement or summarizes the thought of the paragraph. See the last sentence in Section 57.
+90. Development of a Composition by Comparison or Contrast.+—The third method of development is that of comparison or contrast. Nearly every idea which we have suggests one that is similar to it or in contrast with it. We are thus led to make comparisons or to state contrasts. When these are few and brief, they may make a single paragraph (Section 48). If our comparisons or contrasts are extended, they may make several paragraphs, and thus a whole theme may be developed by this method.