8

English
Quarter 4 – Module 4:
Compose Effective Paragraphs
EN8WC-IIa-2.8
English – Grade 8
Quarter 4 – Module 4: Compose Effective Paragraphs (EN8WC-IIa-2.8)
First Edition, 2020

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 8

English
Quarter 4 – Module 4: Compose
Effective Paragraphs EN8WC-IIa-
2.8
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our
dear learners, can continue your studies and learn while at
home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each
lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks
on any part of this SLM. Use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult
your teacher or facilitator.
Thank you.

i
 Let Us Learn!

It is by writing that you learn to write. You can read and

learn about writing, but you cannot expect any development until
you practice writing. This module focuses on teaching how to
compose effective paragraphs and aims to make writing an
enjoyable activity. It also utilizes various real-life activities to
make your learning experiences more meaningful.

Upon completing this module, you are expected to:

1. write a clear topic sentence that expresses the main idea;

2. use transitional words and phrases correctly to develop the
main idea;
3. write a concluding sentence that restates the main idea; and
4. compose effective paragraphs (EN8WC-IIa-2.8).

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 Let Us Try!

A. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. It refers to a unit of writing that communicates a main idea

and establishes oneness on its structure.
A. phrase C. sentence
B. paragraph D. transition
2. The art of supporting a topic sentence is called .
A. analysis C. transition
B. elaboration D. all of the above
3. An effective paragraph has the following parts EXCEPT _.
A. elaboration C. topic sentence
B. supporting details D. clincher Sentence
4. These are words and phrases used to show ideas are connected to
one another. They help readers to understand how ideas are related.
A. phrase C. paragraph
B. sentence D. transition
5. Which is NOT true in the pre-writing
stage?
A. Generate ideas about your chosen topic.
B. Gather of essential ideas about the topic.
C. Organize the information you were able to gather.
D. Put together the main idea, supporting ideas, and details
to make one paragraph.
6. In the writing process, it is when you generate ideas about your
chosen topic and gather ideas and information to support your
main idea.
A. Pre-Writing Stage C. Revising Stage
B. Writing Stage D. Publishing Stage

B. Read the paragraph below. Answer the questions that follow by

writing the letter of the correct answer.

(1) The River Zambezi flows west through the eastern part of Southern Africa, spanning 1,700
Shepherd, R., & Fortune, V. (2008). FCAT Reading and Writing. Wilmington, MA: Great Source Education Group, A
Division of Houghton Mifflin Company

2
7. Which of the sentences in the paragraph tells the main idea?
A. sentence 1 C. sentence 3
B. sentence 2 D. sentence 4
8. Which sentence should be deleted because it presents a detail that is not
important to the paragraph?
A. sentence 4 C. sentence 6
B. sentence 5 D. sentence 7
9. Which sentence should the writer add to conclude the paragraph?
A. The great river then continues its endless journey.
B. 11,000 tons of fish are caught in the lake every year.
C. The lake’s shore is a great place to observe elephants and other
wildlife.
D.Finally, the river enters Mozambique, where it flows southeast until
it reaches the Indian ocean.
10. Why are the ideas in the paragraph presented in this way?
A. The writer wishes to explain the meaning of the word Zambezi.
B.The writer wants to compare the Zambezi with other great rivers in
Africa.
C.The writer wants to dramatize the lives of the people who live along
the greatest river in Africa.
D.The writer wants to describe the course of the river from its source
to the point where it flows into the ocean.

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Lesson

1 Compose Effective Paragraphs

Day 1

Let Us Study

Writing, like speaking, is a form of expression and communication.

When you speak effectively, the message is clearly understood. Likewise,
when you write clearly and concisely, your readers can easily comprehend
the ideas, and motivates them to respond favorably to the texts.

Paragraph

A paragraph is a unit of writing that communicates a main idea. It

establishes oneness because it develops a central idea on its structure. The
entire paragraph must be unified on its structure and all the sentences
within the paragraph should focus on the topic sentence.

A standard paragraph contains main idea, which is expressed in the

topic sentence, it also contains at least two or three supporting sentences
related to the main idea and a clincher or concluding sentence, that sums
up the ideas presented in the paragraph.

The Art of Building Effective Paragraphs

You have learned that a standard paragraph contains three

important parts: a topic sentence and at least two or three supporting
sentences that relate to the topic sentence. These sentences that make up
the rest of a paragraph support the main idea presented in the topic
sentence.

1. Topic Sentences

The most important part of an effective paragraph is the topic

sentence. It states the subject or the main idea and gains the interest and
attention of the readers. It should always be indented too. Often, the topic
sentence is observed in the first part of the paragraph.

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 In your topic sentence, the subject is the main idea that you will write while focus
Observe the paragraph below.
Topic Sentence: China’s arts are greatly influenced by its rich spiritual
history.

Main Idea: China’s arts

Focus: greatly influenced by its rich spiritual history

China's arts are greatly influenced by its rich spiritual history. (Topic Sentence) According

2. Supporting Sentences
These sentences provide details and examples that help explain the topic or main idea of the

Types Definition
of Elaboration
Causes These are statements that tell why something has happened,
why it exists now or why it will happen.

Effects These are statements that tell what happened, is happening or

will happen because of something else.

Events These are statements that describe what has happened, is

happening or will happen.

Facts These are statements that can be proved to be true.

Negations These are statements that contradict other statements.

Illustrations and These are statements about items that are particular instances
Examples of the topic of the paragraph (For example, a paragraph about
world religions might have separate sentences about
Christianity, Islam, Buddhism and Judaism).

Opinions These are statements of obligation, belief, judgment, or value.

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Let us read again the paragraph below and study how the supporting details develop the m

China's arts are greatly influenced by its rich spiritual history. According to the Metropolit

To be clear and effective, a paragraph must have Unity,

Emphasis and Coherence.
Unity means all the sentences and details must relate
to the point expressed in the topic sentence and
develop one main idea.
Emphasis means you stress the important details.
For Coherence, refer to the discussion below.
Coherence

It means that the ideas are arranged in an order that makes sense, and the reader knows h
(1) Order of Ideas
The chart below lists four basic ways of arranging ideas to make their
relationships clear.

Ways of Ordering Ideas

Chronological Order Arrange events in the order they happen

Spatial Order Arrange details in the order that the eye sees them

Order of Importance Arrange ideas or details according to how important

(Emphasis) they are

Logical Order Arrange ideas or details into related groups

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 (2) Connections Between Ideas

A logical order of thoughts helps to make a paragraph coherent, but you can also establish co

A. Direct References
These are words that refer to a noun or pronoun used in the earlier
part of the paragraph. There are three ways to make direct references:
1. use pronoun (such as the word these) that refer to people, place, things
or ideas introduced in preceding sentences
2. repeat a word
3. use synonyms to recall words or phrases

B. Transitional Words and Phrases

These are words and phrases used to show ideas are connected to one
another. They help readers to understand how ideas are related.
The following table shows some transitions that you can use to
connect ideas in your writing.

Most Used Transitional Expressions

Relationship Transitional Words and Phrases

To add or amplify or and, also, too, besides, as well, moreover, in addition,

list furthermore, second, in the second place, again, next,
likewise, other

To relate cause and therefore, accordingly, hence, thus, for, so,

effect or result consequently, as a result, because of, since, so that

To compare similarly, likewise, in like manner, also, and, another,

as well, too

To contrast on the other hand, but, or, however, unlike,

nevertheless, on the contrary, conversely, in contrast,
instead, although, in spite of

To give examples or for example, for instance, in this case, in particular, to

specify illustrate, one sort of, one kind, another example

To emphasize or truly, indeed, of course, to be sure, obviously, without

show importance doubt, evidently, clearly, understandably, mainly

To summarize or in other words, to put it another way, in brief, in

restate or conclude simpler terms, certainly, on the whole, in fact, in a
or generalize word, to sum up, in short, in conclusion, to conclude,
finally, therefore, as a result, in general, therefore, thus

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 Read the paragraph below and notice how the author uses transitions (the
underlined words) to connect the ideas.

China's arts are greatly influenced by its rich spiritual history. According to the Metrop
history.

3. Clincher Sentences or Concluding Sentence

This sentence gives the reader a satisfying sense of ending. It restates the
main idea in different words or summarizes the evidence presented in the rest of
the paragraph. The concluding sentence might also extend or elaborate on the
main idea. It might connect the main idea of the paragraph to the reader’s life. It
might also draw a conclusion, make a suggestion, or call on the reader to take
some action. Some concluding sentences pose a question or leave the reader with
something to ponder. This clincher sentence aims to leave a lasting impression on
the readers.

Look at the following paragraph and notice how the concluding sentence
summarizes the ideas and shed new light on the topic.

China's arts are greatly influenced by its rich spiritual history.

According to the Metropolitan Museum of Art, several sculptures and
paintings represent spiritual Buddhist figures. In addition, many musical
resources, including the flute-like xun and guqin in the zither family, are
essential to Chinese culture. Also, the ancient Chinese were passionate
writers and philosophers, especially during the Ming and Qing dynasties,
and this is reflected in the rich liturgical history of the country. Certainly,
the arts of China are the best representation of their significant mystical
history. (Concluding Sentence) https://www.slideshare.net/RomeAngad/afro-asian-countries-culture

Great job! You have excellently learned the art of building an effective paragraph, from its

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 Day 2
The Writing Process

Pre-Writing Stage

Step 1. Generate ideas about your chosen topic.

Make a semantic web about your topic. To help you start in listing ideas, ask questions abou
Example:

Step 2. Gather the information you need.

When you have developed a strong topic sentence, it is time for you to gather ideas and info
Brainstorming
Freewriting CInterviewing
Discussion
Researching
Use of Graphic Organizers
(Ex: Semantic Web, Tree Diagram etc.)
Note: You are using semantic web for gathering your ideas on the example above.

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Step 3. Fill in your semantic web with the information you were able to gather. Your sema

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 2. Writing Stage

Step 1. Turn your semantic web into paragraph form.

A. Make a sentence using the information in the center. This is your topic
sentence. Topic Sentence: Africa is the cradle of the humankind.
B. Decide on the order of the subtopics and write a sentence about each one.
These sentences support your main idea.
Supporting ideas:
(1) In Africa’s Transvaal Sea, primitive unicellular cyanobacteria
combined with calcium and oxygen to form dolomite rocks.
(2) Africa is the cradle of humankind because it tells about early human
beings.
(3) It also tells about earth conditions when early human beings lived.
(4) The caves where the fossils were found were declared a UNESCO
World Heritage site.
C. Use the details to tell more about the supporting ideas.
Supporting idea: In Africa’s Transvaal Sea, primitive unicellular cyanobacteria
combined with calcium and oxygen to form dolomite rocks.

Details: The dolomite rock was pushed to the bottom of the sea. The rock
contains fossils of animals and plants.
Step 2. Put together the main idea, supporting ideas, and details to make one
paragraph. This is the first draft.

First Draft
Africa is called the cradle of humankind. This is because in Transvaal’s
Sea, primitive bacteria combined with calcium and oxygen to form dolomite rock
millions of years ago. The dolomite rock was pushed to the bottom of the sea.
The rock contains fossils of animals and plants. The fossils tell about the life of
early human beings. The preserved bones of human beings were discovered.
The tools of human beings were also discovered. Based on evidences discovered,
early humans also used fire. The dolomite layers also tell about the condition
during that time, for example, whether there was famine due to dry season. The
bones of the animals discovered also tell about the earth conditions. Now, the
caves are a UNESCO World Heritage Site. The Sterfontein Caves and Wonder
Caves are some of the caves that could be visited.

https://www.slideshare.net/rennen30/grade-8-english-module-voyages-in-communication

1
 3. Revising Stage

Step 1. Reread and improve the first draft.

The following questions could be used in improving the draft:
A. Is the main idea clear?
B. Do all the sentences relate to the topic?
C. Do all the sentences clearly state your meaning?
D. Does the introduction hook your readers?
E. Does your last statement tie up with your main idea?
F. Does your work help your readers form a clear picture of the topic?
G. Do transition words help in establishing relationships between
sentences?
H. Is the order of the sentences the best possible one?
I. Is it free of spelling, punctuation and grammatical errors?

Revised Draft

Africa is the cradle of humankind because this is where traces of early

human life were discovered. Millions of years ago, in a shallow sea in Africa,
whirling and swirling single-cell bacteria dwelt. As the sea dried up, the simple
cyanobacteria combined with calcium and oxygen to form a layer of dolomite
rocks. As the dolomite layers were slowly dissolved in water, they were pushed
down and became caves. Animal bones and other remains fell in these caves
and were preserved in the dolomite rocks. When the fossils were discovered, the
skull of an early human being was among them. Later on, more human bones
and tools used by them were found. There were also evidences that our
ancestors used fire. Based on the animal fossils, the dolomite layers could also
tell about the condition during that time, like for example, if there was famine
due to dry season. The Sterfontein Caves and Wonder Caves are some of the
caves that could be visited now. The place where these caves are located has
been declared a UNESCO World Heritage Site as it shows how human beings
started there.

Step 2.
A. Revise your work until you think it could be well understood by your
readers.
B. You may have another group to read and critique your work. Give them
the questions provided earlier as their guide when they give their
comments. Improve your work based on the comments given.

4. Publishing Stage

Publishing means that you need to present your work to an audience.

https://www.slideshare.net/rennen30/grade-8-english-module-voyages-in-communication

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 Congratulations! Now that you have explored the ideas about the process of writing, you a

Let Us Practice

Activity 1: Identifying a Topic Sentence and a Concluding Sentence

1. Look at the supporting sentences in the short paragraph that follows

and choose the best topic sentence.

First, Philippines has the most hospitable locals. Filipinos are known to be friendly with th

A. Philippines is a unified country.

B. Filipino educators are the greatest.
C. Philippines is one of the best countries in the world to live in.
2. Look at the paragraph below and choose the best clincher or concluding
sentence.

The ancient Egyptians believed in many different gods and goddesses and each one had

A. Gods and goddesses give punishment and rewards to whoever

deserves such action.
B. Certainly, the ancient Egyptians believed that the gods and goddesses
are taking advantage of their power.
C. In conclusion, the ancient Egyptians thought that it was important to
recognize and worship these gods and goddesses so that life
continued smoothly.

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Activity 2: Writing a Topic Sentence and a Concluding Sentence

1. Read the paragraph below. Write a topic sentence to make it complete.

Topic Sentence:

Some are from Philippines, such as Manila, Tagaytay, and Davao. Others are from China l

2. Read the paragraph that follows. Write a clincher or concluding sentence to

complete the meaning of the text.

Vegetables and fruits are important parts of the beauty routine for most Korean celebrit

https:ww

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Activity 3: Finding the Irrelevant Details
Read the paragraph that follows and identify the sentences that do not support the
topic sentence (the underlined). Identify the irrelevant sentences and write them on
the space provided.

The continent of Africa consists of different regions, each with its own distinctive characte
Shepherd, R., & Fortune, V. (2008). FCAT Reading and Writing. Wilmington, MA: Great Source Education Group, A
Division of Houghton Mifflin Company

Irrelevant Sentence No.( )

Irrelevant Sentence No.( )

Day 3
Let Us Practice More
Activity 1: Linking the Ideas

The paragraph below is missing direct references and transitional words/

phrases. Choose the correct answer from the choices to make its meaning
complete. Write your complete answer from the space provided.
(A) Some (B) They (C) however (D) In addition (E) As a result (F) Unfortunately

Diamonds signify wealth. There are three large diamond mines in the nation of Botswana. T

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Activity 2: Completing the Paragraph Outline

Below are topic sentences and incomplete paragraph outlines. Write the
supporting sentences and clinchers to make the outline complete.

A. Topic Sentence: Education is the key to success.

B. Supporting
Sentences 1.

2.

3.

C. Clincher:

A. Topic Sentence: Experience is the best teacher.

B. Supporting
Sentences 1.

2.

3.

C. Clincher:

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Day 4

Let Us Remember
Sharing Your Thoughts
Complete the statement below and explain your thoughts.

From the lesson “Composing Effective Paragraphs”, I have learned that

Let Us Assess
A. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It restates the main idea in different words or summarizes the evidence
presented in the rest of the paragraph.
A. Focus C. Clincher Sentence
B. Topic Sentence D. Supporting Sentence

2. What part of paragraph states the subject or the main idea and gains the
interest and attention of the readers?
A. Focus C. Clincher Sentence
B. Topic Sentence D. Supporting Sentence

3. The following questions are to be given consideration in improving your

writing in the revising stage, EXCEPT:
A. Is the main idea clear?
B. Do all the sentences relate to the topic?
C. Do all the sentences clearly state your meaning?
D. Do the supporting details use the correct sequence of adjectives?

4. Subject is the main idea that you will write, while focus is .
A. also called elaboration
B. how you organize the idea
C. what you want to say about that topic
D. what you want to find in the clincher sentence

5. When you have already developed your topic sentence, your task is to gather
the needed information. Below are the helpful techniques in gathering ideas,
EXCEPT:
A. Researching C. Defining difficult terms
B. Brainstorming D. Using graphic organizers

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B. Complete the paragraph below by writing the best direct references and
transitional words/phrases. Choose the letter of the correct answer from the choices
below.
(A) like (C) these (E) morever
(B) for instance (D) however

(1) people and animals, language comes in a wide variety of

. forms. (2) , some linguists believe that there are about six thousand
languages spoken in the world today. (3) , only about two hundred
of these languages are spoken by as many as a million or more speakers.
Only twenty-three languages, (4) , have fifty million or more speakers
each. Of (5) languages, English, Hindi, Mandarin Chinese and
Spanish are the most widely spoken. With many of the languages spoken,
there are countless dialects, or relatively close variations. Certainly, this
enormous variety of languages and dialects reflects the diversity of
cultures around the world.
Shepherd, R., & Fortune, V. (2008). FCAT Reading and Writing. Wilmington, MA: Great Source Education Group, A
Division of Houghton Mifflin Company

Day 5
Let Us Enhance
Activity 1: How Am I doing?
Put a check mark ( ) before the item that applies to you.

SKILLS
I can identify the topic sentence of the paragraph.
I can write a clear topic sentence that expresses the main idea.
I can identify the sentences that do not support the topic
sentence.
I can identify the clincher sentence of the paragraph.
I can write a concluding sentence.
I can identify the parts of an effective paragraph.
I can complete the paragraph outline.
I can compose effective paragraphs.

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Activity 2: Writing Workshop
In this final phase of the lesson, your goal is to apply your learning to real life
situations. You will be given a writing task which will demonstrate your
understanding.
Directions: Compose an effective paragraph (with topic sentence, supporting
sentences and clincher or concluding sentence) by choosing one of the following
general topics:

(A) Life (C) Hope (E) Family (G) Friendship

(B) Love (D) Health (F) Honesty (H) Education

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 Rubrics for Paragraph Writing

Distinguished Proficient Apprentice Novice

20 pts 16 pts 14 pts 12 pts

Topic Sentence The topic sentence is The topic The topic There is no
the first sentence in sentence gives sentence gives topic sentence
the paragraph. It is a some indication little evidence presented in the
clear statement of of what the of a relevant paragraph.
the paragraph paragraph will topic
content. be about. connecting to
the other
sentences.

Details There are three There are three There are two There is one
supporting supporting or more supporting
sentences, all of sentences, but supporting sentence or
which are relevant to not all of them sentences but less, and/or
the topic sentence. are relevant to they are not all none of them
the topic relevant to the are relevant to
sentence. topic sentence. the topic
sentence.

Organization Paragraph has strong Paragraph is Paragraph is No organization

organization. The mostly clear somewhat or transitions
sentences and and uses confusing were used. The
transitions were transitions that and/or does paragraph was
clear and logical. The are logical. The not effectively difficult to
paragraph was easy paragraph was use understand.
to understand. easy to transitions,
understand. making it
difficult to
understand.

Concluding The concluding The concluding The concluding There is no

Statement sentence clearly statement statement is concluding
refers back to the refers back to unclear/may statement at
topic sentence but the topic not refer back the end of the
incorporates different sentence and to the topic paragraph.
words and provides a provides a brief sentence.
brief summary of summary of
what was discussed what was
in the paragraph. discussed in
the paragraph.

Spelling/ One or no Few Several Frequent

Grammar grammatical or grammatical or grammatical or grammatical or
spelling errors spelling errors spelling errors spelling errors
present in the present in the present in the present in the
paragraph. paragraph, but paragraph, paragraph,
they do not which may making
affect affect comprehension
comprehension comprehension of the
of the of the paragraph
paragraph. paragraph. difficult.

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Let Us Reflect
Writers are not born, they are made. It is said that to achieve success in
writing, one must have discipline and willingness to be acquainted and to be
equipped with it. The best way to start developing writing skills is to be involved to
varied and relevant writing activities just like your wonderful experience in
accomplishing this module. It is essential because it helps develop the ability to
write the ideas effectively. Acquiring this skill allows the writers to make their
readers clearly understand the thoughts they want to imply. Remember, writing is
a skill that we must all practice. So, if you want to get better particularly in
paragraph writing, you must practice. Practice makes perfect, so keep on writing
and enjoy learning its art!

“There is no secret to success, except hard work. In order for a writer to

succeed, I suggest three things: read - write and wait.”

-Countee Cullen

Congratulations! You have successfully finished the journey through Module 4. You are no

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Answer key to Activities

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 References

BOOKS:

Gabelo, N. et al., (2010). Academic Writing: Writing Across Disciplines. Malabon City,
Philippines: MaxCor Publishing House Inc.

Kinneavy, J., & Warriner, J. (1998). Elements of Writing. Orlando, Florida: Holt,
Rinehart and Winston Harcourt Brace and Company
Shepherd, R., & Fortune, V. (2008). FCAT Reading and Writing. Wilmington, MA:
Great Source Education Group, A Division of Houghton Mifflin Company

ONLINE RESOURCES:

Afro-Asian Countries Culture. Slideshare. Retrieved May 16, 2020, from

https://www.slideshare.net/RomeAngad/afro-asian-countries-culture
English8. Slideshare. Retrieved May 13, 2020, from
https://www.slideshare.net/rennen30/grade-8-english-module-voyages-in-
communication

Exercises on Paragraph Writing A- Topic Sentences. Academia.edu. Retrieved May

13, 2020, from
https://www.academia.edu/27150735/EXERCISES_ON_PARAGRAPH_WRITING_A
_TOPIC_SENTENCES

Foods Korean Celebs. (n.d.). HerWorld. Retrieved May 12, 2020, from
https://www.herworld.com/gallery/beauty/foods-korean-celebs-eat-clear-skin-
and-good-hair/

Gods and Goddesses. (n.d.). The British Museum. Retrieved May 12, 2020, from
http://www.ancientegypt.co.uk/gods/home.html
iRubric: Rubric for Paragraph Writing (grade 8). Rcampus. Retrieved May 18,
2020, from
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=RXCBAB5&

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For inquiries or feedback, please write or call:

Department of Education – Division of Tagum City

Office Address: Energy Park, Apokon, Tagum City, 8100

Telefax: (084) 216-3504

E-mail Address: