The paragraph as a semantic unit: Theory into practice
Clyde G. Colwell, John P. Helfeldt · Literacy Research and Instruction · 1983
There are four concerns regarding the paragraph addressed in this article. The authors begin by reviewing the literature and developing the premise that the paragraph does indeed represent a semantic unit as opposed to merely a grammatical convention. Original research analyzing current science and social studies textbooks is then presented to establish the types and frequencies that certain paragraph formats are found in expository material. Next, a discussion is featured which focuses upon the most appropriate time and setting for students to receive specific instruction in recognizing and interpreting ideational relationships within paragraphs. Finally, a specific method of paragraph processing, which has supporting empirical data, is described. The method is presented with enough specificity that any content teacher who so wishes could gain the information to begin utilization or adaptation of this strategy in his/her classroom.