hat in order to have a quiet winter, he
would drive Washington beyond the mountains. Howe did not often display
military intelligence, but that he was profoundly right in this particular
intention must be admitted. In pursuit of his plan, _therefore_, he
marched out of Philadelphia on December 4th, drove off some Pennsylvania
militia on the 5th, considered the American position for four days, did
not dare to attack, could not draw his opponent out, returned to the city,
and left Washington to go into winter quarters at Valley Forge, whence he
could easily strike if any move was made by the British army.

--Henry Cabot Lodge.

+88. The Transition Paragraph.+--Just as a word or phrase may serve to
denote the relation in thought between paragraphs, so may a whole
paragraph be used to carry over the thought from one group of paragraphs
to another in the same theme. Such a paragraph makes a transition from one
general topic or method of treating the subject of the theme to some other
general topic or to the consideration of the subject from a different
point of view. This transitional paragraph may summarize the thought of
the preceding paragraph in addition to announcing a change of topic; or it
may mark the transition to the new topic and set it forth in general
terms.

+89. The Summarizing Paragraph.+--Frequently we give emphasis to our
thought by a final paragraph summarizing the main points of the theme.
Such a summary is in effect a restatement of the topic sentences of our
paragraphs. If our theme has been coherent, these sentences stated in
order will need but little changing to make a coherent paragraph. In a
similar way, it is of advantage to close a long paragraph with a sentence
which repeats the topic statement or summarizes the thought of the
paragraph. See the last sentence in Section 57.

+90. Development of a Composition by Comparison or Contrast.+--The third
method of development is that of comparison or contrast. Nearly every idea
which we have suggests one that is similar to it or in contrast with it.
We are thus led to make comparisons or to state contrasts. When these are
few and brief, they may make a single paragraph (Section 48). If our
comparisons or contrasts are extended, they may make several paragraphs,
and thus a whole theme may be developed by this method.

In such a theme no fixed order of presentation is determined by the actual
occurrence in time or space of that which we present.