Module 4 · Lesson 4
Build paragraphs with reasons, examples, and consequences
Turn claims into developed paragraphs that a reader can follow.
Direct answer
A developed paragraph moves from a focused claim to explanation, specific support, and significance. Use the R-E-C pattern—reason, example, consequence—then connect the final sentence back to the response purpose.
This lesson includes the explanation, method, worked example, mistakes, mastery activities, and an internal practice handoff you need for this skill.
Why this skill matters
Paragraph development makes reasoning visible. The reason gives the paragraph one job, the example makes it concrete, and the consequence explains its importance to the decision. This pattern is flexible enough for emails, survey responses, and spoken opinions without becoming a fixed script.
What you will be able to do
- Write focused topic sentences
- Explain causal logic
- Use specific examples
- Connect support to purpose
Use this repeatable method
- 1State one reason in the topic sentence.
- 2Explain why it matters in this situation.
- 3Add a concrete example.
- 4State the consequence and reconnect to the decision.
Specific does not mean long
One named person, time, place, constraint, or outcome can make an example concrete.
Avoid example dumping
After an example, explain what it proves. The reader should not have to infer the connection.
Build the skill deliberately
Begin without answer choices or a model response. State one reason in the topic sentence. Explain why it matters in this situation. Add a concrete example. State the consequence and reconnect to the decision. Then apply the same sequence to a fresh item or prompt: Take two vague reasons from an old response and rebuild each as reason → example → consequence. Record what you did, where the process became uncertain, and the single decision you will repeat or change next time. This final note turns the activity into evidence for your next study session.
R-E-C paragraph
Weaker approach
Bike storage is useful. Many people have bikes. It would be good.
Stronger approach
Installing secure bike storage would reduce a practical barrier to cycling. Employees currently avoid riding because outdoor racks leave bicycles exposed overnight. Last month, two evening-shift workers reported stolen lights and damaged locks. A monitored storage room would therefore make cycling a realistic option, not merely an environmental suggestion.
Why it works: Each sentence advances reason, context, evidence, and consequence.
Common mistakes to avoid
- Starting with a topic so broad that the paragraph has several jobs.
- Using an example unrelated to the stated reason.
- Ending immediately after the example and leaving its significance implicit.
End-of-lesson activities
Apply what you learned
Complete a fill-in-the-blank, a true-or-false decision, and a multiple-choice scenario. You will see an explanation for every answer.
Course glossary · 15 essential terms
Open this whenever a lesson uses an unfamiliar study or language term. Definitions are written for this course.
- Baseline
- A controlled first attempt used to identify current patterns, not to predict a guaranteed official result.
- CLB-oriented
- Preparation discussed in relation to Canadian Language Benchmarks without claiming that an unofficial activity issues a CLB or CELPIP result.
- Cohesion
- The clear flow between sentences and paragraphs created by logical order, reference, repetition, and appropriate connectors.
- Collocation
- Words that commonly occur together, such as meet a deadline, raise a concern, or reach an agreement.
- Concession
- A point from another side that a speaker or writer acknowledges before qualifying it or returning to the main position.
- Constraint
- A condition that limits a possible answer, such as time, cost, eligibility, location, or availability.
- Distractor
- An incorrect answer designed to appear plausible, often by repeating words while changing the underlying meaning.
- Evidence
- The exact word, sentence, audio cue, visual detail, or task requirement that supports a decision.
- Inference
- A conclusion strongly supported by available clues even when it is not stated in exactly the same words.
- LRWS
- Listening, Reading, Writing, and Speaking—the four skills assessed in CELPIP-General.
- Paraphrase
- The same meaning expressed accurately with different vocabulary or sentence structure.
- Register
- The level and style of language chosen for a relationship and purpose, such as friendly, neutral, firm, or professional.
- Stance
- A person's position or judgment on an issue, including the degree of support, opposition, or uncertainty.
- Task family
- A recurring question or response type that requires a specific decision process, such as Reading for Viewpoints or Giving Advice.
- Transfer
- Applying a strategy or correction successfully to fresh material rather than only recognizing it in a familiar example.
Practice action
Take two vague reasons from an old response and rebuild each as reason → example → consequence.
Open Writing practice