“Narration is storytelling, whether we are relating a single story or several related ones” [4] . Through narration, we make a statement clear by relating in detail something that has happened to us [4] . Thus, through the act of narration, we are able to tell our experiences to people in a story form. According to [5] one of the things that defines us as human is the universal desire and ability to create narrative. Consequently, there seems to be a kind of correlation between humanity and narration; in that every person, consciously or subconsciously exhibits this act at a point in time. [6] posit that a short story is a brief, creative narrative―a retelling of events arranged to hold a reader’s attention. Whether the story is short or long, there are certain elements―setting, characters, dialogue, plot, suspense, and events in time―that are characteristic of every narrative piece. Without these constituents, one would find it problematic telling a story.

The descriptive act calls on the writer to pay particular attention to the five senses― sight, sound, smell, touch, and taste. Appealing to the senses is important in descriptive work; in that the writer has to show rather than tell the entity being described [4] [5] [6] [7] [8] . Consequently, this has been a convention in descriptive essays―show don’t tell―and for one to show effectively, one has to appeal to the senses. For example, rather than say, “the room was dirty” the writer could say “… it was as if the room served as an abode for filth.” As telling, is an element of narration, showing has to do with description… therefore, an extensive amount of telling in descriptive essay, will amount to a deviation of the method of development used. Adjectives, adverbs and figurative expressions are highly employed in descriptive work. According to Anderson et al. [9] description creates a mood and emotion. When the writer uses several adjectives and adverbs to describe a phenomenon, the reader’s or listener’s emotions are aroused.

Another method of development is Comparison and Contrast. Every day of our lives we do compare and contrast things. We always compare and contrast goods when we go to the shopping mall. The mind does this, so that it could select the product it wants. Therefore, [8] have argued that it is part of the design of the mind; it is an action that is a natural mental process. This kind of essay invariably requires one to show the relationship that exists between two things in terms of parity and disparity. The two main methods used in writing comparison and contrast essays or paragraphs are: point-by- point and subject-by-subject [4] [5] [6] [8] [10] [11] [12] [13] . These methods enable the reader to organize his thoughts well.

[8] opine that “cause and effect analysis may be used to explain the reasons why things are, the way they are; to identify and explain effects or consequences of an event, action, decision, discovery, or invention; and to explain other causes and effects together.” [5] on their part see it as “a tool by which we reflect upon and learn from our past…” [6] have also maintained that it is one of the expository writings that focus on the reasons why something happens or the results an event or situation will produce. To [4] “by examining the causes or effects of an action, we seek to understand and explain things that happen in our lives.”

Academia is characterized by mature reasoning. According to [14] academic argument has to do with understanding opposing positions as well as expressing our own positions; this therefore pushes opponents to engage in analysis. Academic argument, thus, has to do with one trying to fathom the views of opponents on a subject matter being discussed; and also articulating their own views on the issues at stake. This demands critical thinking and a detailed examination of the subject matter. To [5] argument is a rhetorical technique used to support or deny a proposition by offering detailed evidence for or against it in a logically connected fashion. To them, Classical argument relies on deductive and inductive thinking which appeals to reason alone [5] .

Some writers (for example, [4] [6] [8] ) who have done comprehensive study on the various methods of development have failed to provide us with information on “analogy.” This probably could be that by nature “analogy” and “comparison and contrast” as methods of development are interrelated. An analogy is a comparison made between two things to show how they are alike [9] . Thus, the term deals with comparison of entities in order to bring out their semblance and divergence. This notion is not different in paragraphing and essay writing as a whole. Analogies take the form of well-deve- loped comparisons that reveal particular similarities between members of the same or different classes [5] . In consequence, [5] think that analogy, as a writing tool is basically employed to confirm the correlation between two things. This correlation could either be on the similarities or on the differences; and this marks the point of divergence for “analogy” and “comparison and contrast” essays.

This method of development is an attempt to explain the nature and connections between bits of information that may, at first, seem unrelated and confusing [5] . Thus, writers often find it useful to identify like qualities or characteristics among various facts, ideas, people, or things so as to create related categories or classes by which the material can be divided logically and discussed systematically [5] . Furthermore, [5] think division/classification essays can be used to explain stages in human development as in Gail Sheehy’s “Predictable Crises of Adulthood,” to discuss current thinking about morality as in Meg Greenfield’s “Why Nothing is “Wrong” Anymore,” or to define one’s ethnic, cultural, and sexual identity as in Kesaya E. Noda’s “Growing Up Asian in America.” It can help us analyse and understand the processes and motivations behind the way we read, think, and comprehend. Classification, thus, can be used to draw a line among units that are closely related. It is an act that our brains constantly perform willfully or subconsciously. And this makes it a natural process [8] .

Definitions, in general, fall into three broad categories: lexical, “stipulative”, and extended [5] . Lexical definitions are what we receive when we familiarise ourselves with new concepts in the dictionary; but, these definitions are sometimes abstract since the explanations given are sometimes without reference to particular contexts. “Stipulative” definitions, which are practical, are by their very nature limited to special purposes [5] . For example, when writing an article, one could inform their readers that, for the purposes of the paper, “a part-timer is someone enrolled for less than 2 credits” [5] . The part-time definition, in this context would be “stipulative.” The extended definitions are those used to explain complex topics. They are the explanations that we formulate from a definition. We also have denotational and connotational definitions [8] . While denotation is the dictionary definition, connotation includes other implications. Therefore, in defining entities or topics or keywords in essays, we can be definitive (use an explanation from a source, especially the dictionary) and suggestive (use the figurative or indicative meaning) at the same time.

Process Analysis is also a way of developing ideas in a paragraph or a complete discourse. Process analysis is a “how-to” Essay. It is a step-by-step way of executing a course of action [5] [6] [8] . Analyzing or breaking down a process step by step helps explain how something has been, or can be accomplished [8] . It is a way of explaining how something happens or happened [5] . Every day we perform many activities that are made up of processes. They include: making an omelet; fixing a flat car tyre; writing a research proposal; making a popcorn; diapering a baby; taking someone’s temperature; and driving a car. The central feature of process analysis therefore is chronological sequence. Without it, the explanation would be chaotically done. In presenting a process in a sequential order, every paragraph should discuss an idea; and it is also palpable that transitional markers play pivotal role so that the reader or the listener might not lose focus on the chronology of activities presented [5] [6] [8] .

Illustration/Exemplification is also another method that one can use to develop a paragraph. Illustration (sometimes called exemplification) is a method of development or analysis useful for explaining and understanding things [8] . In our daily lives we always try to provide details or specific instances of information we give to people. It is a natural habit of the mind [5] . Thus, it is something that the mind subconsciously does. Illustration, therefore, provides an opportunity for a writer or speaker to provide specific cases or evidences to substantiate a claim made. Without it, our expressions become unclear and general. So, “effective illustrations make possible the explanation of ideas that might otherwise remain vague” [5] . Illustration or exemplification consequently, is a way of providing supporting concrete cases to back the statements we make so as to ensure that our statements are devoid of ambiguities.

The participants of the study were 30 business students drawn from the two prominent private universities in Kumasi, Ghana. The students were at levels 100 and 200 as at the time data was collected (2011/2012 academic year). Their ages ranged between 19 and 32 with an average age of 25. 18 of the participants were males, while the remaining 12 were females. 20 of the participants were from Christian Service University College (CSUC) and the remaining 10 were taken from Ghana Baptist University College (GBUC).

This work focuses on five of the methods of development that are commonly taught as full essays in most Ghanaian schools. Data were obtained from classroom-based and take-home essay questions on the selected methods of development or essays (these are: narrative, cause and effect, description, comparison and contrast, and argumentative essays). 30 Classroom-based essay questions on narrative paragraphing and cause and effect essays were collected from CSUC and GBUC correspondingly. 12 take-home essay questions on the other methods of development (i.e. description, comparison and contrast, and argumentative) were also collected from level 100 and 200 students of both Institutions.