One crowded block becomes three ideas, and the first grows into a full paragraph with every sentence's job labeled, in this Unit 4 paragraph development exercise for CM107. Searches like "cm 107 unit 4 assignment example", "cm107 unit 4 sample" and "cm107 unit 4 example" land here.
What a finished CM107 Unit 4 paragraph development exercise looks like
The finished exercise has three parts. Part one reproduces the original block, about 170 words trying to carry blocked cards, the county budget and a neighboring system's policy at once, with no sentence governing the rest. Part two lists three candidate topic sentences, one per idea, and notes which later paragraph each belongs to. Part three is the developed paragraph, roughly 190 words, opening on a claim that children lose library access through the block rather than through the fine. Evidence follows, a composite figure of [one in eight] children's cards blocked at the [$10] threshold, then a sentence explaining why a child cannot clear the balance alone. A second piece of support, a branch librarian's remark from a newspaper report, gets its own explanation, and a closing line hands off to the revenue paragraph.
How a CM107 Unit 4 example is structured
Most exercise prompts follow a claim, evidence and explanation pattern under some local name, and the example labels its sentences in the margin using the course textbook's terms. The developed paragraph runs to eight sentences. Sentence one is the topic sentence, and it makes a claim rather than announcing a subject. Sentence two supplies context, the daily fine and the block threshold, in one line. Three and four are evidence and explanation, paired. Five and six repeat the pairing with the second source. Sentence seven returns to the claim in light of both pieces, and sentence eight links to the next idea without starting it. Under the paragraph, a commentary of about one hundred words answers the prompt's questions: which idea was chosen, why the other two were moved rather than cut, and what the explanation sentences add that the evidence alone could not.
The original block kept on the page
Reproducing the overloaded paragraph gives the grader a before to compare with. Without it, the developed version reads as a pleasant paragraph rather than as evidence that the writer saw the problem and pulled it apart.
A topic sentence that argues
Children lose access through the block, not the fine, is a claim someone could dispute. A sentence announcing that this paragraph concerns library fines would name a subject and govern nothing that follows it.
Evidence paired with explanation
Every source sentence is followed by one saying what it shows. The composite count of blocked cards means little until the next line points out that a nine-year-old has no income with which to clear a balance.
Labels in the margin
Each sentence carries its role, whether topic, context, evidence, explanation or link, so the grader can check the pattern without reconstructing it. Some sections require the labels; others accept color coding instead.
Two ideas moved, not deleted
The budget point and the neighboring system each become a candidate topic sentence for a later paragraph. The commentary says so, which shows the split was about organization rather than about discarding material.
Where marks go in CM107 Unit 4
Most deductions trace back to a developed paragraph that still carries two ideas, usually because its explanation sentences drift into the budget point that was supposed to move elsewhere. Close behind is a topic sentence that announces rather than claims. Evidence left without explanation costs points in nearly every section, since the criteria are built around that pairing, and a paragraph made entirely of evidence reads as a list of facts. Labels that do not match the sentences beside them draw correction, as when a sentence marked explanation merely restates the figure. The commentary is sometimes skipped or answered in one line, which in sections that weight it can cost as much as the paragraph's own flaws. Length well outside the prompt's range, in either direction, is a routine deduction as well.
Get a CM107 Unit 4 example written to your instructions
Upload the paragraph your Unit 4 exercise works from, whether a draft of your own or a passage the CM107 prompt supplies, along with the instructions and rubric. It comes back separated, developed and labeled in your textbook's terms within 24-48h, commentary included. A first custom sample costs nothing.
CM107 Unit 4 questions, answered
How long should a developed paragraph be?
Long enough to finish one idea, which in most CM107 prompts means somewhere between 150 and 250 words. Paragraphs much shorter usually skip the explanation sentences; much longer ones have often picked up a second idea along the way. Where the prompt names a range, that range governs, and graders in this course do count.
Does every paragraph need a concluding sentence?
Not always a concluding one, but most body paragraphs in an argumentative essay end with a sentence that ties the evidence back to the claim or points toward the next idea. Some instructors call it a link, others a transition. What costs points is a closing sentence that introduces something the paragraph never discussed.
Can I use a paragraph from my own essay?
Many sections encourage it, since the work then feeds directly into the draft due later in the term. Where the prompt supplies a passage instead, the supplied one is what gets graded. Either way, keep the original version in the submission unless the instructions say otherwise, because the comparison is often part of the grade.