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<p style="text-align:justify;">There are a number of&nbsp;functions paragraphs play in discourse studies. For example, it encourages a&nbsp;writer to give adequate focus to the various aspects of his or her message; and&nbsp;it facilitates the identification of one idea in an essay to another idea. Some&nbsp;classical second language writers (for example: Stern, 1976; Halliday &amp;&nbsp;Hasan, 1976; Warriner, 1988; Lunsford &amp; Connors, 1995; Driscoll &amp; Brizee,&nbsp;2000; Langan, 2001; Sekyi-Baidoo, 2003; Kirzner&amp; Mandell, 2007; and Beare,&nbsp;2012) on discourse studies have focused on key theoretical issues of paragraph&nbsp;theory such as: definition, types, structure and elements. Modern writers such&nbsp;as Bailey (2011), Rolls &amp; Wignell (2013), Nordquist (2019) have also contributed to studies on paragraph theory. Some university&nbsp;students find it perplexing observing all the elements and constituents of the&nbsp;paragraph theory. The purpose of the&nbsp;paper was, therefore, to find out factors accounting for students’ problems in&nbsp;construction of paragraphs. This chronological paper traced the various&nbsp;theories of paragraph from 1970s to the 2000s, and analysed thirty (30)&nbsp;essay-based texts of university students in a descriptive way.&nbsp; Again, two texts (one each) from a non-native&nbsp;academic of English and a native academic of English were analysed. The results&nbsp;from the texts of student participants showed students’ paragraph writing flaws&nbsp;in areas of concluding sentence, and coherence. The study, therefore,&nbsp;recommended that second language teachers should pay extra attention to students’&nbsp;paragraphs, especially in writing of concluding sentences, and&nbsp;observance of paragraph coherence.</p>

Are Paragraph Theories Array of Impressions?

Original Research 

ltrq.2020.14.04.xml