Curriculum

Course II: Writing Effectively

Module I: Report Writing at FCA

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Module II: Deduction

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Module III: Paragraphs

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Module IV: Style

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Final Course II Review

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Text lesson

Topic Sentences & Types

The typical paragraph opens with the topic sentence and then presents details to support the controlling idea in the topic sentence. We call this a general-to-specific paragraph because the most general statement comes first, followed by specific substantiation. Structurally, this type of paragraph looks like a T, with the broadest statement at the top and more specific evidence following the generalization.

To complete this section, review each of the tabbed areas below and complete Topic Sentence Self Check I and II at the end.

Topic Sentence First
Types of Topic Sentences

Topic Sentence First

Section I: Topic Sentence First

Introduction

In this section, we will not only apply the deductive approach at the paragraph level, but also demonstrate how to draft topic sentences with effective controlling ideas.

Via the presentation that follows, you will review how to develop a topic sentence.

Presentation

Carefully review the presentation below. Core details on the above content are explained in further detail, along with relevant examples.

Access video version of the presentation. (Optional, voiced-over version of the above presentation)

PRESENTATION TRANSCRIPT

Topic Sentences

Topic Sentence = A Subject + A Controlling Idea

A topic sentence is a generalization, typically at the beginning of a paragraph. It consists of two parts: a subject and a controlling idea. The subject tells readers what topic we will discuss, and the controlling idea tells them the main point that we want to convey about that topic.

Consider this topic sentence:

According to some scientists, the big bang theory of the origin of the universe is built on unacceptable assumptions.

What is the subject of the paragraph? “The big bang theory.” What is the controlling idea? “…is built on unacceptable assumptions.” What would readers expect to read about in this paragraph? Probably they would expect us to list the assumptions and tell why they are unacceptable to some scientists. The subject that is specified in a topic sentence is important because it tells readers that we will discuss that subject and not some other subject.

Many writers don’t realize that the controlling idea is equally important because it tells how we will treat the subject. One function of the controlling idea is to limit what we can say about the subject. In the topic sentence above, we may discuss only the unacceptable assumptions underlying the big bang theory, not other ideas about the theory, such as the origin of the big bang theory by Georges Lemaitre or the reasons for believing that the assumptions are acceptable.

Now let’s examine some FCA topic sentences to analyze their subjects and controlling ideas. For example:

The quality of legal documentation remains weak.

The subject of the topic sentence is “quality of legal documentation,” and the controlling idea is “remains weak.”

Another example:

Plans to reduce criticized assets were generally satisfactory.

The subject of the topic sentence is “plans”—specifically “plans to reduce criticized assets,” and the controlling idea is “were generally satisfactory.”

To illustrate the importance of the controlling idea, consider this: Different topic sentences on the same subject would have radically different meanings depending on the controlling idea. Take a subject like:

Urban sprawl in Dallas

We could express many different messages about this topic, and they might be very, very different. For example:

Urban sprawl in Dallas has increased in the past three decades.

Urban sprawl in Dallas causes multiple problems.

Urban sprawl in Dallas is worse than in St. Louis.

Urban sprawl in Dallas is good for business.

The controlling idea determines the content of all the support sentences and limits what we can discuss in the paragraph.

Now let’s use an FCA example.

The majority of decisions to upgrade or reinstate loans…

What are we going to say about those decisions? Were they good, bad, or indifferent?

Here are 4 different controlling ideas that could go with this topic, and notice how they completely alter the message:

violated standards of good practice.

followed all guidelines of good practice.

were not supported by a complete analysis of all pertinent credit factors.

were overturned by the association president.

DON’T FORGET TO REVIEW THE REMAINING TABS FOR THIS TOPIC! • Remember to go back to the top and use the Tabbed Navigation to travel to the next section.

Types of Topic Sentences

Section II: Types of Topic Sentences

Introduction

Topic sentences are of two types: assertions and summaries.

The first type makes a judgment and implicitly pledges that the writer will prove that assertion in the remainder of the paragraph. In financial writing, such a topic sentence generally asserts that the quality is good or bad; it may use such words as effective, ineffective, manageable, appropriate, sound, adequate, marginal, unsatisfactory, weak, excessive, needs improvement, etc.

For example:

The quantity and quality of earnings were satisfactory.

Portfolio risk management and controls were generally effective.

Although credit risk on highly rated mortgage securities is minimal, these securities may expose investors to significant risk.

Procedures for identifying and reporting performance status classifications continued to need improvement.

The controlling idea in each of these topic sentences is asserting a judgment.

The second type of topic sentence is basically just a summary or overview. Whereas the first type of topic sentence is evaluative and asserts a judgment, the second is simply explanatory.

The audit had four objectives.

The District consists of only three large multi-state associations.

Via the presentation that follows, you will review types of topic sentences.

Presentation

Carefully review the presentation below. Core details on the above content are explained in further detail, along with relevant examples.

Access video version of the presentation. (Optional, voiced-over version of the above presentation)

PRESENTATION TRANSCRIPT

Let’s review again the first type of topic sentence—one that makes assertions. This type of topic sentence sets up the writer to prove his or her assertion in the remainder of the paragraph. Below are some of the examples introduced before.

The quantity and quality of earnings were satisfactory.

Procedures for identifying and reporting performance status classifications continued to need improvement.

The second type of topic sentence—a summary or overview—is simply explanatory. Below, review our examples from before.

The audit had four objectives.

The District consists of only three large multi-State associations.

Look at the topic sentence below. Is this an assertion or a summary type topic sentence?

The cybersecurity plans of the U.S. banking system are extremely flawed.

If you guessed it’s an assertion, then you are correct. It expresses the writer’s attitude toward the subject and requires the writer to prove that the plans are flawed.

Regardless of the type of topic sentence, the major characteristic of a good topic sentence is that it invites development—that is, it invites elaboration and further discussion. The difference between a topic sentence and a support sentence is that a topic sentence (1) is more general and (2) allows for development. A topic sentence leads readers to expect details that will support the controlling idea.

Guidelines for effective topic sentences:

Keep it general enough to warrant development.
Make it more general than other sentences in the paragraph.
Make sure the controlling idea is focused.
Keep it relatively short.

Topic sentences in FCA paragraphs are generally good, but when a problem occurs, it is typically this:

The topic sentence provides too much detail and is too long.

A topic sentence is a generalization and should not include a high degree of specificity.

Cramming too much information into any sentence dilutes its focus and emphasis. To create strong, emphatic topic sentences, keep them relatively short, like these:

Concentrations in loans to large borrowers elevated risk.

Board and management efforts to address problems have been effective.

This next one is OK—but a topic sentence shouldn’t be longer than this:

A variety of policy related weaknesses detracted from otherwise satisfactory direction and control provided by the board and management.

This one provides a little too much detail:

The bank’s financial condition and performance improved but remained unsatisfactory primarily because portfolio risk was excessive in relation to capital and risk funds.

And this one definitely inserts too much detail:

The information systems environment was satisfactory overall, but the examination disclosed some modest weaknesses that detracted from the overall effectiveness of the control environment.

Here are 4 candidates for the topic sentence of a paragraph—in order of length. Notice how the shorter versions are also more emphatic because as readers we focus on the key terms.

A number of factors may be responsible for the loan volume growth, including a generally healthy economy, stable interest rates, and positive producer expectations, which have induced more credit demand.

A number of factors may be responsible for the loan volume growth, including a generally healthy economy, stable interest rates, and positive producer expectations.

A number of factors may be responsible for the loan volume growth.

Loan volume increased for a number of reasons.

If possible, we also want to use strong action verbs in topic sentences—verbs like “increased,” “enhanced,” and “developed” rather than “to be” forms like “is,” “are,” and “been.”

GREAT WORK! PROGRESS TO THE SECTION SELF CHECKS.