Cohesion And Known-New Contract Paragraph Organization Help
Cohesion And Known-New Contract Paragraph Organization Help explains how writers can arrange sentences into logical paragraphs by applying the known-new contract, which links each sentence to previously mentioned information before introducing something new. The post presents two sets of unordered sentences drawn from a local history text and asks readers to sequence them into coherent paragraphs while identifying three organizational principles they used.
Organize each of the two sets of sentences below into a logical paragraph.
(The know-new contract is the understanding between the writer/speaker and his or her audience that the beginnings of sentences will often refer back to something already mentioned (“known”) before introducing something “new.” This practice helps create cohesive, logical writing.)
After organizing the two sets of sentences into two paragraphs, Identify three principles you applied in assembling the paragraphs. How did you know what order would create a logical paragraph?
From Carol Dunagan Smith and Lenora Dunagan’s To Animas with Love, A History (2004):
A) Elma B. was the first grave in the Middle Animas Cemetery.
B) Their children were Mattie, Abbie, Mae, Joe D., Frank, Elma B., and Lewis.
C) She was not well and passed away at eight years old.
D) John and Ethel Rose Croom, living first at Playas, and then at Thygpen (see Chap. 4), came to Middle Animas [New Mexico] early in 1908.
E) Ma Croom pointed out the spot.
F) They were known in the community as Ma and Pa Croom.
G) They lived on the side of a hill in a dugout.
H) When asked about the “good ole days,” Ma Croom replied that she just didn’t want any more of them.
I) Their little daughter Elma attended school only a short while.
J) She’d had enough of the good ole days.
From a student review of a secondary source:
A) Danny was in need of special education placement.
B) The second issue Klein goes into detail about is children not being “accommodated in a way that meets their needs.”
C) She uses a student named Danny, as she calls him, to demonstrate this problem.
D) In the article, “The Special Education Problems We Aren’t Solving,” Laura Klein uses personal experiences to shed light on problems in the special education system that need more attention paid to them.
E) The first issue Klein brings forward is “parent advocacy and participation.”Klein goes into detail about two issues she has observed over her years as a teacher.
F) She uses the student Eve as an example for this situation; she struggles with paying attention in classes as well as acting irrationally at times towards students and teachers.
G) Eve’s classified for special education with the specific label of “emotional disturbance,” but since neither she nor Danny are put into the right classes, she will not get the accommodations she needs to learn properly.
H) The teachers were unable to make this classification due to lack of communication with his mother, and because of this he was not getting the correct help in classes he needed.
I) The teachers were unable to make this classification due to lack of communication with his mother, and because of this he was not getting the correct help in classes he needed.
How to Organize Sentences into Logical Paragraphs Using the Know-New Contract
Introduction
Effective paragraphs present ideas in a logical sequence that allows readers to move smoothly from familiar information to new information. One of the most effective strategies for creating coherence is the know-new contract, which begins sentences with information already introduced before presenting new details. This organizational strategy strengthens paragraph unity, improves transitions, and enhances readability. The following paragraphs have been reorganized to create logical progression while maintaining cohesion.
Section 1: Reorganized Paragraph One
John and Ethel Rose Croom, living first at Playas, and then at Thygpen (see Chap. 4), came to Middle Animas, New Mexico, early in 1908. They were known in the community as Ma and Pa Croom. Their children were Mattie, Abbie, Mae, Joe D., Frank, Elma B., and Lewis. They lived on the side of a hill in a dugout. Their little daughter Elma attended school only a short while. She was not well and passed away at eight years old. Elma B. was the first grave in the Middle Animas Cemetery. Ma Croom pointed out the spot. When asked about the “good ole days,” Ma Croom replied that she just didn’t want any more of them. She’d had enough of the good ole days.
Section 2: Reorganized Paragraph Two
In the article, The Special Education Problems We Aren’t Solving, Laura Klein uses personal experiences to shed light on problems in the special education system that need more attention paid to them. Klein goes into detail about two issues she has observed over her years as a teacher. The first issue Klein brings forward is parent advocacy and participation. She uses a student named Danny, as she calls him, to demonstrate this problem. Danny was in need of special education placement. The teachers were unable to make this classification due to lack of communication with his mother, and because of this he was not getting the correct help in classes he needed. The second issue Klein goes into detail about is children not being accommodated in a way that meets their needs. She uses the student Eve as an example for this situation; she struggles with paying attention in classes as well as acting irrationally at times toward students and teachers. Eve is classified for special education with the specific label of emotional disturbance, but since neither she nor Danny are placed into the appropriate classes, they do not receive the accommodations they need to learn effectively.
Section 3: Principles Used to Organize the Paragraphs
The first principle applied was the know-new contract, in which each sentence begins with information that has already been introduced before presenting new information. This creates a smooth transition between ideas and helps readers follow the progression of the paragraph naturally.
The second principle was chronological sequencing. In the first paragraph, the events follow the order in which they occurred, beginning with the Croom family’s arrival in Middle Animas, continuing through their family life, describing Elma’s illness and death, and concluding with Ma Croom’s reflection on her experiences. This sequence provides a logical narrative that is easy to understand.
The third principle was maintaining a clear topic and supporting details. Each paragraph begins with a topic sentence introducing the central idea and is followed by supporting information that expands on that idea. Related sentences remain grouped together, ensuring unity and coherence. In the second paragraph, the discussion first introduces Klein’s article, then explains the first issue with Danny before transitioning to the second issue involving Eve, allowing each example to fully support the author’s overall argument.
Conclusion
Organizing sentences into coherent paragraphs requires careful attention to logical progression, cohesion, and paragraph unity. Applying the know-new contract, arranging ideas chronologically or by logical sequence, and ensuring that supporting details remain connected to the central topic create paragraphs that are easier to read and understand. These organizational strategies improve both the clarity and effectiveness of academic writing.
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