write a short paragraph of 3 to 4 sentences

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Paragraphing (Length Consistency)

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The purpose of this handout is to give some basic instruction and advice regarding the creation of understandable and coherent paragraphs.

Paragraphs are units of thought with one adequately developed idea. Listed here are some rules of thumb to use when paragraphing. As your writing improves, you'll be able to break these "rules" to meet your own needs. Until then, these suggestions can be helpful.

• Put only one main idea per paragraph.
• Aim for three to five or more sentences per paragraph.
• Include on each page about two handwritten or three typed paragraphs.
• Make your paragraphs proportional to your paper. Since paragraphs do less work in short papers, have short paragraphs for short papers and longer paragraphs for longer papers.
• If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph.

You can check on whether your paragraphs are balanced by looking at your paper.

Some balanced pages:

Paragraph Balance

Unbalanced pages with ideas not equally developed:

Unbalanced Paragraphs

Use the following graphics as a tool to organize your paper with one main idea in each box. Use as many pages and boxes as needed.

Graphics to Help with Balance and Organization

11 Rules for Essay Paragraph Structure (with Examples)

How do you structure a paragraph in an essay?

If you’re like the majority of my students, you might be getting your basic essay paragraph structure wrong and getting lower grades than you could!

In this article, I outline the 11 key steps to writing a perfect paragraph. But, this isn’t your normal ‘how to write an essay’ article. Rather, I’ll try to give you some insight into exactly what teachers look out for when they’re grading essays and figuring out what grade to give them.

You can navigate each issue below, or scroll down to read them all:

1. Paragraphs must be at least four sentences long 2. But, at most seven sentences long 3. Your paragraph must be Left-Aligned 4. You need a topic sentence 5 . Next, you need an explanation sentence 6. You need to include an example 7. You need to include citations 8. All paragraphs need to be relevant to the marking criteria 9. Only include one key idea per paragraph 10. Keep sentences short 11. Keep quotes short

Paragraph structure is one of the most important elements of getting essay writing right .

As I cover in my Ultimate Guide to Writing an Essay Plan , paragraphs are the heart and soul of your essay.

However, I find most of my students have either:

• forgotten how to write paragraphs properly,
• gotten lazy, or
• never learned it in the first place!

Paragraphs in essay writing are different from paragraphs in other written genres .

In fact, the paragraphs that you are reading now would not help your grades in an essay.

That’s because I’m writing in journalistic style, where paragraph conventions are vastly different.

For those of you coming from journalism or creative writing, you might find you need to re-learn paragraph writing if you want to write well-structured essay paragraphs to get top grades.

Below are eleven reasons your paragraphs are losing marks, and what to do about it!

Essay Paragraph Structure Rules

1. your paragraphs must be at least 4 sentences long.

In journalism and blog writing, a one-sentence paragraph is great. It’s short, to-the-point, and helps guide your reader. For essay paragraph structure, one-sentence paragraphs suck.

A one-sentence essay paragraph sends an instant signal to your teacher that you don’t have much to say on an issue.

A short paragraph signifies that you know something – but not much about it. A one-sentence paragraph lacks detail, depth and insight.

Many students come to me and ask, “what does ‘add depth’ mean?” It’s one of the most common pieces of feedback you’ll see written on the margins of your essay.

Personally, I think ‘add depth’ is bad feedback because it’s a short and vague comment. But, here’s what it means: You’ve not explained your point enough!

If you’re writing one-, two- or three-sentence essay paragraphs, you’re costing yourself marks.

Always aim for at least four sentences per paragraph in your essays.

This doesn’t mean that you should add ‘fluff’ or ‘padding’ sentences.

Make sure you don’t:

a) repeat what you said in different words, or b) write something just because you need another sentence in there.

But, you need to do some research and find something insightful to add to that two-sentence paragraph if you want to ace your essay.

Check out Points 5 and 6 for some advice on what to add to that short paragraph to add ‘depth’ to your paragraph and start moving to the top of the class.

• How to Make an Essay Longer
• How to Make an Essay Shorter

2. Your Paragraphs must not be more than 7 Sentences Long

Okay, so I just told you to aim for at least four sentences per paragraph. So, what’s the longest your paragraph should be?

Seven sentences. That’s a maximum.

So, here’s the rule:

Between four and seven sentences is the sweet spot that you need to aim for in every single paragraph.

Here’s why your paragraphs shouldn’t be longer than seven sentences:

1. It shows you can organize your thoughts. You need to show your teacher that you’ve broken up your key ideas into manageable segments of text (see point 10)

2. It makes your work easier to read.   You need your writing to be easily readable to make it easy for your teacher to give you good grades. Make your essay easy to read and you’ll get higher marks every time.

One of the most important ways you can make your work easier to read is by writing paragraphs that are less than six sentences long.

3. It prevents teacher frustration. Teachers are just like you. When they see a big block of text their eyes glaze over. They get frustrated, lost, their mind wanders … and you lose marks.

To prevent teacher frustration, you need to ensure there’s plenty of white space in your essay. It’s about showing them that the piece is clearly structured into one key idea per ‘chunk’ of text.

Often, you might find that your writing contains tautologies and other turns of phrase that can be shortened for clarity.

3. Your Paragraph must be Left-Aligned

Turn off ‘Justified’ text and: Never. Turn. It. On. Again.

Justified text is where the words are stretched out to make the paragraph look like a square. It turns the writing into a block. Don’t do it. You will lose marks, I promise you! Win the psychological game with your teacher: left-align your text.

A good essay paragraph is never ‘justified’.

I’m going to repeat this, because it’s important: to prevent your essay from looking like a big block of muddy, hard-to-read text align your text to the left margin only.

You want white space on your page – and lots of it. White space helps your reader scan through your work. It also prevents it from looking like big blocks of text.

You want your reader reading vertically as much as possible: scanning, browsing, and quickly looking through for evidence you’ve engaged with the big ideas.

The justified text doesn’t help you do that. Justified text makes your writing look like a big, lumpy block of text that your reader doesn’t want to read.

What’s wrong with Center-Aligned Text?

While I’m at it, never, ever, center-align your text either. Center-aligned text is impossible to skim-read. Your teacher wants to be able to quickly scan down the left margin to get the headline information in your paragraph.

Not many people center-align text, but it’s worth repeating: never, ever center-align your essays.

Don’t annoy your reader. Left align your text.

4. Your paragraphs must have a Topic Sentence

The first sentence of an essay paragraph is called the topic sentence. This is one of the most important sentences in the correct essay paragraph structure style.

The topic sentence should convey exactly what key idea you’re going to cover in your paragraph.

Too often, students don’t let their reader know what the key idea of the paragraph is until several sentences in.

You must show what the paragraph is about in the first sentence.

You never, ever want to keep your reader in suspense. Essays are not like creative writing. Tell them straight away what the paragraph is about. In fact, if you can, do it in the first half of the first sentence .

I’ll remind you again: make it easy to grade your work. Your teacher is reading through your work trying to determine what grade to give you. They’re probably going to mark 20 assignments in one sitting. They have no interest in storytelling or creativity. They just want to know how much you know! State what the paragraph is about immediately and move on.

Suggested: Best Words to Start a Paragraph

Ideal Essay Paragraph Structure Example: Writing a Topic Sentence If your paragraph is about how climate change is endangering polar bears, say it immediately : “Climate change is endangering polar bears.” should be your first sentence in your paragraph. Take a look at first sentence of each of the four paragraphs above this one. You can see from the first sentence of each paragraph that the paragraphs discuss:

When editing your work, read each paragraph and try to distil what the one key idea is in your paragraph. Ensure that this key idea is mentioned in the first sentence .

(Note: if there’s more than one key idea in the paragraph, you may have a problem. See Point 9 below .)

The topic sentence is the most important sentence for getting your essay paragraph structure right. So, get your topic sentences right and you’re on the right track to a good essay paragraph.

5. You need an Explanation Sentence

All topic sentences need a follow-up explanation. The very first point on this page was that too often students write paragraphs that are too short. To add what is called ‘depth’ to a paragraph, you can come up with two types of follow-up sentences: explanations and examples.

Let’s take explanation sentences first.

Explanation sentences give additional detail. They often provide one of the following services:

Let’s go back to our example of a paragraph on Climate change endangering polar bears. If your topic sentence is “Climate change is endangering polar bears.”, then your follow-up explanation sentence is likely to explain how, why, where, or when. You could say:

Ideal Essay Paragraph Structure Example: Writing Explanation Sentences 1. How: “The warming atmosphere is melting the polar ice caps.” 2. Why: “The polar bears’ habitats are shrinking every single year.” 3. Where: “This is happening in the Antarctic ice caps near Greenland.” 4. When: “Scientists first noticed the ice caps were shrinking in 1978.”

You don’t have to provide all four of these options each time.

But, if you’re struggling to think of what to add to your paragraph to add depth, consider one of these four options for a good quality explanation sentence.

>>>RELATED ARTICLE: SHOULD YOU USE RHETORICAL QUESTIONS IN ESSAYS ?

6. Your need to Include an Example

Examples matter! They add detail. They also help to show that you genuinely understand the issue. They show that you don’t just understand a concept in the abstract; you also understand how things work in real life.

Example sentences have the added benefit of personalising an issue. For example, after saying “Polar bears’ habitats are shrinking”, you could note specific habitats, facts and figures, or even a specific story about a bear who was impacted.

Ideal Essay Paragraph Structure Example: Writing an ‘Example’ Sentence “For example, 770,000 square miles of Arctic Sea Ice has melted in the past four decades, leading Polar Bear populations to dwindle ( National Geographic, 2018 )

In fact, one of the most effective politicians of our times – Barrack Obama – was an expert at this technique. He would often provide examples of people who got sick because they didn’t have healthcare to sell Obamacare.

What effect did this have? It showed the real-world impact of his ideas. It humanised him, and got him elected president – twice!

Be like Obama. Provide examples. Often.

7. All Paragraphs need Citations

Provide a reference to an academic source in every single body paragraph in the essay. The only two paragraphs where you don’t need a reference is the introduction and conclusion .

Let me repeat: Paragraphs need at least one reference to a quality scholarly source .

Let me go even further:

Students who get the best marks provide two references to two different academic sources in every paragraph.

Two references in a paragraph show you’ve read widely, cross-checked your sources, and given the paragraph real thought.

It’s really important that these references link to academic sources, not random websites, blogs or YouTube videos. Check out our Seven Best types of Sources to Cite in Essays post to get advice on what sources to cite. Number 6 w ill surprise you!

Ideal Essay Paragraph Structure Example: In-Text Referencing in Paragraphs Usually, in-text referencing takes the format: (Author, YEAR), but check your school’s referencing formatting requirements carefully. The ‘Author’ section is the author’s last name only. Not their initials. Not their first name. Just their last name . My name is Chris Drew. First name Chris, last name Drew. If you were going to reference an academic article I wrote in 2019, you would reference it like this: (Drew, 2019).

Where do you place those two references?

Place the first reference at the end of the first half of the paragraph. Place the second reference at the end of the second half of the paragraph.

This spreads the references out and makes it look like all the points throughout the paragraph are backed up by your sources. The goal is to make it look like you’ve reference regularly when your teacher scans through your work.

Remember, teachers can look out for signposts that indicate you’ve followed academic conventions and mentioned the right key ideas.

Spreading your referencing through the paragraph helps to make it look like you’ve followed the academic convention of referencing sources regularly.

Here are some examples of how to reference twice in a paragraph:

• If your paragraph was six sentences long, you would place your first reference at the end of the third sentence and your second reference at the end of the sixth sentence.
• If your paragraph was five sentences long, I would recommend placing one at the end of the second sentence and one at the end of the fifth sentence.

You’ve just read one of the key secrets to winning top marks.

8. Every Paragraph must be relevant to the Marking Criteria

Every paragraph must win you marks. When you’re editing your work, check through the piece to see if every paragraph is relevant to the marking criteria.

For the British: In the British university system (I’m including Australia and New Zealand here – I’ve taught at universities in all three countries), you’ll usually have a ‘marking criteria’. It’s usually a list of between two and six key learning outcomes your teacher needs to use to come up with your score. Sometimes it’s called a:

• Marking criteria
• Marking rubric
• (Key) learning outcome
• Indicative content

Check your assignment guidance to see if this is present. If so, use this list of learning outcomes to guide what you write. If your paragraphs are irrelevant to these key points, delete the paragraph .

Paragraphs that don’t link to the marking criteria are pointless. They won’t win you marks.

For the Americans: If you don’t have a marking criteria / rubric / outcomes list, you’ll need to stick closely to the essay question or topic. This goes out to those of you in the North American system. North America (including USA and Canada here) is often less structured and the professor might just give you a topic to base your essay on.

If all you’ve got is the essay question / topic, go through each paragraph and make sure each paragraph is relevant to the topic.

For example, if your essay question / topic is on “The Effects of Climate Change on Polar Bears”,

• Don’t talk about anything that doesn’t have some connection to climate change and polar bears;
• Don’t talk about the environmental impact of oil spills in the Gulf of Carpentaria;
• Don’t talk about black bear habitats in British Columbia.
• Do talk about the effects of climate change on polar bears (and relevant related topics) in every single paragraph .

You may think ‘stay relevant’ is obvious advice, but at least 20% of all essays I mark go off on tangents and waste words.

Stay on topic in Every. Single. Paragraph. If you want to learn more about how to stay on topic, check out our essay planning guide .

9. Only have one Key Idea per Paragraph

One key idea for each paragraph. One key idea for each paragraph. One key idea for each paragraph.

Don’t forget!

Too often, a student starts a paragraph talking about one thing and ends it talking about something totally different. Don’t be that student.

To ensure you’re focussing on one key idea in your paragraph, make sure you know what that key idea is. It should be mentioned in your topic sentence (see Point 3 ). Every other sentence in the paragraph adds depth to that one key idea.

If you’ve got sentences in your paragraph that are not relevant to the key idea in the paragraph, they don’t fit. They belong in another paragraph.

Go through all your paragraphs when editing your work and check to see if you’ve veered away from your paragraph’s key idea. If so, you might have two or even three key ideas in the one paragraph.

You’re going to have to get those additional key ideas, rip them out, and give them paragraphs of their own.

If you have more than one key idea in a paragraph you will lose marks. I promise you that.

The paragraphs will be too hard to read, your reader will get bogged down reading rather than scanning, and you’ll have lost grades.

10. Keep Sentences Short

If a sentence is too long it gets confusing. When the sentence is confusing, your reader will stop reading your work. They will stop reading the paragraph and move to the next one. They’ll have given up on your paragraph.

Short, snappy sentences are best.

Shorter sentences are easier to read and they make more sense. Too often, students think they have to use big, long, academic words to get the best marks. Wrong. Aim for clarity in every sentence in the paragraph. Your teacher will thank you for it.

The students who get the best marks write clear, short sentences.

When editing your draft, go through your essay and see if you can shorten your longest five sentences.

(To learn more about how to write the best quality sentences, see our page on Seven ways to Write Amazing Sentences .)

11. Keep Quotes Short

Eighty percent of university teachers hate quotes. That’s not an official figure. It’s my guestimate based on my many interactions in faculty lounges. Twenty percent don’t mind them, but chances are your teacher is one of the eight out of ten who hate quotes.

Teachers tend to be turned off by quotes because it makes it look like you don’t know how to say something on your own words.

Now that I’ve warned you, here’s how to use quotes properly:

Ideal Essay Paragraph Structure Example: How To Use Quotes in University-Level Essay Paragraphs 1. Your quote should be less than one sentence long. 2. Your quote should be less than one sentence long. 3. You should never start a sentence with a quote. 4. You should never end a paragraph with a quote. 5 . You should never use more than five quotes per essay. 6. Your quote should never be longer than one line in a paragraph.

The minute your teacher sees that your quote takes up a large chunk of your paragraph, you’ll have lost marks.

Your teacher will circle the quote, write a snarky comment in the margin, and not even bother to give you points for the key idea in the paragraph.

Avoid quotes, but if you really want to use them, follow those five rules above.

I’ve also provided additional pages outlining Seven tips on how to use Quotes if you want to delve deeper into how, when and where to use quotes in essays. Be warned: quoting in essays is harder than you thought.

Follow the advice above and you’ll be well on your way to getting top marks at university.

Writing essay paragraphs that are well structured takes time and practice. Don’t be too hard on yourself and keep on trying!

Below is a summary of our 11 key mistakes for structuring essay paragraphs and tips on how to avoid them.

I’ve also provided an easy-to-share infographic below that you can share on your favorite social networking site. Please share it if this article has helped you out!

11 Biggest Essay Paragraph Structure Mistakes you’re probably Making

1.  Your paragraphs are too short 2.  Your paragraphs are too long 3.  Your paragraph alignment is ‘Justified’ 4.  Your paragraphs are missing a topic sentence 5 .  Your paragraphs are missing an explanation sentence 6.  Your paragraphs are missing an example 7.  Your paragraphs are missing references 8.  Your paragraphs are not relevant to the marking criteria 9.  You’re trying to fit too many ideas into the one paragraph 10.  Your sentences are too long 11.  Your quotes are too long

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

4 thoughts on “11 Rules for Essay Paragraph Structure (with Examples)”

Hello there. I noticed that throughout this article on Essay Writing, you keep on saying that the teacher won’t have time to go through the entire essay. Don’t you think this is a bit discouraging that with all the hard work and time put into your writing, to know that the teacher will not read through the entire paper?

Hi Clarence,

Thanks so much for your comment! I love to hear from readers on their thoughts.

Yes, I agree that it’s incredibly disheartening.

But, I also think students would appreciate hearing the truth.

Behind closed doors many / most university teachers are very open about the fact they ‘only have time to skim-read papers’. They regularly bring this up during heated faculty meetings about contract negotiations! I.e. in one university I worked at, we were allocated 45 minutes per 10,000 words – that’s just over 4 minutes per 1,000 word essay, and that’d include writing the feedback, too!

If students know the truth, they can better write their essays in a way that will get across the key points even from a ‘skim-read’.

I hope to write candidly on this website – i.e. some of this info will never be written on university blogs because universities want to hide these unfortunate truths from students.

Thanks so much for stopping by!

Regards, Chris

This is wonderful and helpful, all I say is thank you very much. Because I learned a lot from this site, own by chris thank you Sir.

Thank you. This helped a lot.

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What this handout is about

This handout will help you understand how paragraphs are formed, how to develop stronger paragraphs, and how to completely and clearly express your ideas.

What is a paragraph?

Paragraphs are the building blocks of papers. Many students define paragraphs in terms of length: a paragraph is a group of at least five sentences, a paragraph is half a page long, etc. In reality, though, the unity and coherence of ideas among sentences is what constitutes a paragraph. A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the “controlling idea,” because it controls what happens in the rest of the paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of a particular paragraph will be, you must first decide on an argument and a working thesis statement for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper.

The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming . There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble.

So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be :

• Unified : All of the sentences in a single paragraph should be related to a single controlling idea (often expressed in the topic sentence of the paragraph).
• Clearly related to the thesis : The sentences should all refer to the central idea, or thesis, of the paper (Rosen and Behrens 119).
• Coherent : The sentences should be arranged in a logical manner and should follow a definite plan for development (Rosen and Behrens 119).
• Well-developed : Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph’s controlling idea (Rosen and Behrens 119).

How do I organize a paragraph?

There are many different ways to organize a paragraph. The organization you choose will depend on the controlling idea of the paragraph. Below are a few possibilities for organization, with links to brief examples:

• Narration : Tell a story. Go chronologically, from start to finish. ( See an example. )
• Description : Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. ( See an example. )
• Process : Explain how something works, step by step. Perhaps follow a sequence—first, second, third. ( See an example. )
• Classification : Separate into groups or explain the various parts of a topic. ( See an example. )
• Illustration : Give examples and explain how those examples support your point. (See an example in the 5-step process below.)

Illustration paragraph: a 5-step example

From the list above, let’s choose “illustration” as our rhetorical purpose. We’ll walk through a 5-step process for building a paragraph that illustrates a point in an argument. For each step there is an explanation and example. Our example paragraph will be about human misconceptions of piranhas.

Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraph’s development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph’s controlling idea.

Controlling idea and topic sentence — Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans.

Step 2. Elaborate on the controlling idea

Paragraph development continues with an elaboration on the controlling idea, perhaps with an explanation, implication, or statement about significance. Our example offers a possible explanation for the pervasiveness of the myth.

Elaboration — This impression of piranhas is exacerbated by their mischaracterization in popular media.

Step 3. Give an example (or multiple examples)

Paragraph development progresses with an example (or more) that illustrates the claims made in the previous sentences.

Example — For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman.

Step 4. Explain the example(s)

The next movement in paragraph development is an explanation of each example and its relevance to the topic sentence. The explanation should demonstrate the value of the example as evidence to support the major claim, or focus, in your paragraph.

Continue the pattern of giving examples and explaining them until all points/examples that the writer deems necessary have been made and explained. NONE of your examples should be left unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

Explanation for example — Such a terrifying representation easily captures the imagination and promotes unnecessary fear.

Notice that the example and explanation steps of this 5-step process (steps 3 and 4) can be repeated as needed. The idea is that you continue to use this pattern until you have completely developed the main idea of the paragraph.

Step 5. Complete the paragraph’s idea or transition into the next paragraph

The final movement in paragraph development involves tying up the loose ends of the paragraph. At this point, you can remind your reader about the relevance of the information to the larger paper, or you can make a concluding point for this example. You might, however, simply transition to the next paragraph.

Sentences for completing a paragraph — While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Finished paragraph

Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans. This impression of piranhas is exacerbated by their mischaracterization in popular media. For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman. Such a terrifying representation easily captures the imagination and promotes unnecessary fear. While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Troubleshooting paragraphs

Problem: the paragraph has no topic sentence.

Imagine each paragraph as a sandwich. The real content of the sandwich—the meat or other filling—is in the middle. It includes all the evidence you need to make the point. But it gets kind of messy to eat a sandwich without any bread. Your readers don’t know what to do with all the evidence you’ve given them. So, the top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And, the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. In the original and revised paragraphs below, notice how a topic sentence expressing the controlling idea tells the reader the point of all the evidence.

Original paragraph

Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Revised paragraph

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Once you have mastered the use of topic sentences, you may decide that the topic sentence for a particular paragraph really shouldn’t be the first sentence of the paragraph. This is fine—the topic sentence can actually go at the beginning, middle, or end of a paragraph; what’s important is that it is in there somewhere so that readers know what the main idea of the paragraph is and how it relates back to the thesis of your paper. Suppose that we wanted to start the piranha paragraph with a transition sentence—something that reminds the reader of what happened in the previous paragraph—rather than with the topic sentence. Let’s suppose that the previous paragraph was about all kinds of animals that people are afraid of, like sharks, snakes, and spiders. Our paragraph might look like this (the topic sentence is bold):

Like sharks, snakes, and spiders, piranhas are widely feared. Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless . Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Problem: the paragraph has more than one controlling idea

If a paragraph has more than one main idea, consider eliminating sentences that relate to the second idea, or split the paragraph into two or more paragraphs, each with only one main idea. Watch our short video on reverse outlining to learn a quick way to test whether your paragraphs are unified. In the following paragraph, the final two sentences branch off into a different topic; so, the revised paragraph eliminates them and concludes with a sentence that reminds the reader of the paragraph’s main idea.

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. A number of South American groups eat piranhas. They fry or grill the fish and then serve them with coconut milk or tucupi, a sauce made from fermented manioc juices.

Problem: transitions are needed within the paragraph

You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper (see our handout on transitions ). Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially likely to be true within paragraphs that discuss multiple examples. Let’s take a look at a version of our piranha paragraph that uses transitions to orient the reader:

Although most people consider piranhas to be quite dangerous, they are, except in two main situations, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ instinct is to flee, not attack. But there are two situations in which a piranha bite is likely. The first is when a frightened piranha is lifted out of the water—for example, if it has been caught in a fishing net. The second is when the water level in pools where piranhas are living falls too low. A large number of fish may be trapped in a single pool, and if they are hungry, they may attack anything that enters the water.

In this example, you can see how the phrases “the first” and “the second” help the reader follow the organization of the ideas in the paragraph.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea. 2008. The St. Martin’s Handbook: Annotated Instructor’s Edition , 6th ed. New York: St. Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• Writing Paragraphs

How to Write a Paragraph

Last Updated: April 3, 2024 Fact Checked

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 2,790,596 times.

Writing can seem like a challenge, but it doesn't have to be difficult! These suggestions will help you put together A+ paragraphs in no time.

Planning Your Paragraph

• What is the prompt I have been given? If you are writing a paragraph as a response or answer to a particular prompt, such as "You have decided to donate money to charity. Which charity do you choose and why?" or "Describe your favorite day of the week," you will need to think carefully about that prompt and make sure you are directly addressing it, rather than going off-topic.
• What are the main ideas or topics that I need to address? Think about the topic you are being asked or have decided to write about, and consider what the most relevant ideas or s relating to that topic are. As paragraphs are usually relatively short, it is important that you try to hit on all the main ideas, without going off-topic.
• Who am I writing for? Think about whom the intended readership of this paragraph or paper will be. What is their prior knowledge? Are they familiar with the topic at hand, or will it require many explanatory sentences?
• If your paragraphs are part of a larger essay, writing an essay outline can help you define the major ideas or goals of each paragraph.

• At this point, you may realize that there's a gap in your knowledge and that it will be necessary to look up some facts and figures to support your argument .
• It's a good idea to do this research now, so you will have all the relevant information easily at hand when it comes to the writing stage.

• This new order may be chronological, may put the most important information first, or may just make the paragraph easier and more interesting to read - it all depends on the topic and style of the paragraph you wish to write. [2] X Research source
• Once you have decided where you want everything to go, you can rewrite your points according to this new structure - this will help to make the writing process a lot faster and more straightforward.

Writing Your Paragraph

• Every other sentence you write should support the topic sentence and provide further detail and discussion of the s or ideas it raises. If any sentence you write cannot be directly related to the topic sentence, it should not be included in this particular paragraph.
• More experienced writers can include their topic sentence at any point in the paragraph; it doesn't necessarily need to be the first line. However, writers who are new or less comfortable with paragraph writing should stick with having the topic sentence first, as it will help to guide you throughout the rest of the paragraph. [1] X Research source
• Your topic sentence should not be too broad or too narrow. If your topic sentence is too broad, you will not be able to discuss its ideas adequately in your paragraph. If it’s too narrow, you won’t have enough to discuss.

• Link each sentence with transition words that form a bridge between one sentence and the next. Transition words can help you compare and contrast, show sequence, show cause, and effect, highlight important ideas, and progress smoothly from one idea to the next. Such transition words include “furthermore”, “in fact” and “in addition to”. You can also use chronological transitions, such as “firstly”, “secondly” and “thirdly”. [2] X Research source
• The supporting sentences are the meat of your paragraph, so you should fill them with as much evidence to support your topic sentence as possible. Depending on the topic, you can use facts, figures, statistics, and examples, or you can use stories, anecdotes, and quotes. Anything goes, as long as it is relevant. [1] X Research source
• In terms of length, three to five sentences will usually be enough to cover your main points and adequately support your topic sentence, but this will vary greatly depending on the topic and the length of the paper you are writing. There is no set length for a paragraph. It should be as long as it needs to be adequate to cover the main idea. [2] X Research source [3] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

• Don’t just reword the topic sentence. Your concluding sentence should acknowledge the discussion that has come before it and remind your reader of the relevance of this discussion. [4] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
• For example, in a paragraph dealing with the topic "Why is Canada a great place to live?" The concluding sentence might look something like "From all the evidence provided above, such as Canada's fantastic health care provisions, its top-notch education system, and its clean, safe cities, we can conclude that Canada is indeed a great place to live."

• A new paragraph is also used each time you are contrasting two points or presenting each side of an argument. For example, if your topic is "should civil servants receive lower salaries?" one paragraph would deal with the arguments supporting lower pay for civil servants, while the other paragraph would provide arguments against it. [1] X Research source
• Paragraphs make a piece of writing easier to comprehend and give readers a “break” between new ideas to digest what they have just read. If you feel that the paragraph you are writing is becoming too complex, or contains a series of complex points, you may want to think about splitting it up into individual paragraphs. [1] X Research source
• When writing a paper, the introduction , and conclusion should always be given their paragraphs. The introductory paragraph should define the aim of the paper and what it hopes to achieve, while also giving a brief outline of the ideas and s it will go on to discuss. [15] X Research source The concluding paragraph provides a summary of the information and arguments contained in the paper and states in clear terms what the paper has shown and/or proven. It may also introduce a new idea, one that opens the reader's mind to the questions raised by the paper. [16] X Research source
• If you’re writing fiction, you need to start a new paragraph in dialogue to show a new speaker. [17] X Research source

Reviewing Your Paragraph

• Ensure that each sentence has a subject and that all proper nouns are capitalized. Also, make sure that all the subjects and verbs agree with each other and that you use the same tense across the entire paragraph.
• Use a dictionary to double-check the spelling of words that you are unsure about, don't just assume that they are correct.
• Check your paragraph for the proper use of punctuation , making sure that you use marks such as commas, colons, semicolons, and ellipses in the correct context.

• The point of view of your writing should remain consistent throughout the paragraph, and indeed, the entire paper. For example, if you are writing in the first person (e.g., "I believe that...") you should not switch to a passive voice ("it is believed that") halfway through.
• However, you should also try to avoid beginning every sentence with "I think..." or "I contend that..." Try to vary the format of your sentences, as this will make the paragraph more interesting for the reader and help it to flow more naturally.
• For beginner writers, it is better to stick to short, to-the-point sentences which clearly express your point. Long, rambling sentences can rapidly become incoherent or fall victim to grammatical errors, so try to avoid them until you gain more experience as a writer.

• If you feel that the main claim of your topic sentence is sufficiently supported and well-developed by the contents of the rest of your paragraph, then your paragraph is probably complete. However, if any important aspect of the topic remains unexplored or unexplained or if the paragraph is shorter than three sentences, it likely needs a little more work. [20] X Research source
• On the other hand, you may decide that your paragraph is too long and contains superfluous or tangential content. If this is the case, you should edit the paragraph, so it contains only the most relevant information.
• If you feel that all the content is necessary to your point, but the paragraph is still too long, you should think about breaking it up into several smaller, more specific paragraphs. For Example: Instead of writing- 'So we say that if people are negative to you just be friendly to them.' You could write- 'So, to conclude, just be friendly to the people who are negative to you.'

Paragraph Help

Expert Q&A

• There are no hard-and-fast rules for how long a paragraph should be.Instead, make sure there are natural breaks. Each paragraph should contain one main idea and whatever writing supports it. Thanks Helpful 3 Not Helpful 0
• When you are reading, notice how paragraphs are divided. If you learn what a paragraph is by experience, you can divide writing into appropriate parts by feel. Thanks Helpful 2 Not Helpful 3
• Topic sentence
• Supportive sentence(s)
• Concluding sentence

• Don't wait until the last minute if this is for a school assignment. Give yourself plenty of time to plan out and write each paragraph. Your assignment will be of a much higher quality as a result. Thanks Helpful 76 Not Helpful 13

You Might Also Like

• ↑ 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 https://www.csun.edu/sites/default/files/Auerbach-Handout-Paragraph-Writing-Examples.pdf
• ↑ 2.0 2.1 2.2 2.3 2.4 2.5 2.6 https://www.student.unsw.edu.au/writing-your-essay
• ↑ https://writingcenter.unc.edu/tips-and-tools/paragraphs/
• ↑ https://libguides.astate.edu/papers/introparagraph
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html

About This Article

To write a great paragraph, start with a topic sentence that states the subject and main idea. In the next 3-5 sentences, present evidence, like facts, examples, or even short anecdotes, to back up your main idea. Use transition phrases, like “in addition to,” or “however,” to help your paragraph flow well. Finish the paragraph with a concluding sentence that reinforces the main idea, briefly sums up the evidence, and hints at the ideas to come in the next paragraph. To learn more from our English Ph.D. co-author, such as when to start a new paragraph or revise your writing, keep reading! Did this summary help you? Yes No

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Paragraphs & topic sentences.

A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.

Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

TOPIC SENTENCES

A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.

Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE

Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating your meaning to your reader.

Introduction : the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body : follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion : the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.

The following paragraph illustrates this pattern of organization. In this paragraph the topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS WAYS. In front of the tiny pupil of the eye they put , on Mount Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into the depths of space. Or they look through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify by as much as 2000 diameters the living creatures there, many of which are among man’s most dangerous enemies. Or , if we want to see distant happenings on earth, they use some of the previously wasted electromagnetic waves to carry television images which they re-create as light by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings of long ago and far away as colored motion pictures, by arranging silver atoms and color-absorbing molecules to force light waves into the patterns of original reality. Or if we want to see into the center of a steel casting or the chest of an injured child, they send the information on a beam of penetrating short-wave X rays, and then convert it back into images we can see on a screen or photograph. THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY. George Harrison, “Faith and the Scientist”

In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.

Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

A number of other techniques that you can use to establish coherence in paragraphs are described below.

Repeat key words or phrases. Particularly in paragraphs in which you define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and help your reader understand your definition or description.

Create parallel structures. Parallel structures are created by constructing two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have been constructed in a parallel way. The parallel structures (which have been emphasized ) help the reader see that the paragraph is organized as a set of examples of a general statement.

Be consistent in point of view, verb tense, and number. Consistency in point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,” for example, you make your paragraph less coherent. Such inconsistencies can also confuse your reader and make your argument more difficult to follow.

Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The following paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly from the introduction to the conclusion of the paragraph.

I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The correlation of brain size with body size among kindred animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular. Stephen Jay Gould, “Were Dinosaurs Dumb?”

SOME USEFUL TRANSITIONS

(modified from Diana Hacker, A Writer’s Reference )

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

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How to Write an Effective Paragraph

Paragraphs are meant to make reading a text easier. When a writer composes for school or work purposes, paragraphs help promote the brevity, clarity, and simplicity expected of formal writing. Each new paragraph signals a pause in thought and a change in topic, directing readers to anticipate what is to follow or allowing them a moment to digest the material in the preceding paragraph. Reasons to start a new paragraph include

• beginning a new idea,
• emphasizing a particular point,
• changing speakers in dialogue,
• allowing readers to pause, and
• breaking up lengthy text, usually moving to a subtopic.

Once a writer is satisfied with their paragraph content, they take their readers into consideration. They revise and edit to make their paragraphs both engaging and easy to read. Key considerations for revising and editing paragraphs are length, variety, clarity, and transitions.

PARAGRAPH LENGTH

Effective paragraphs vary in length. Paragraph lengths should invite readers in, neither seeming too daunting nor appearing incomplete. Paragraphs of more than one double-spaced page will appear too dense and too long to be inviting. However, short paragraphs can appear choppy and undeveloped. In fact, one-sentence paragraphs are rarely effective. Not only can a one-sentence paragraph seem abrupt, but it can also leave readers puzzled. A sentence that makes a point about a topic will typically need at least one or even more sentences to illustrate and explain that point.

For complex concepts such as those in persuasive essays that demand detailed explanation and supporting evidence, longer paragraphs are necessary. However, when narrating an example or explaining a process, shorter paragraphs will best emphasize the order of ideas or importance of each step.

SENTENCE VARIETY

Most people have experienced a lecture or presentation given by someone who talks in a monotone. It probably puts the audience to sleep. The equivalent of such monotony in writing occurs when sentences have the same structure and the same length. Once the content of the writing is solid, an experienced writer revises, paying attention to sentence variety. Strong paragraphs contain a variety of sentence structures, sentence types, sentence openings, and sentence lengths.

Sentence Structures

One method for gaining sentence variety is to use all of the below sentence structures in your paper.

1. Simple Sentence = one independent clause with no subordinate clause

Music is life itself (Louis Armstrong).

Independent clause

2. Compound Sentence = two or more independent clauses with no subordinate clauses

One arrow is easily broken , but a bundle of ten can’t be broken .

independent clause, [conjunction] independent clause

3. Complex Sentence = one independent clause with one or more subordinate clauses

If you scatter thorns , don’t go barefoot .

subordinate clause, independent clause

4. Compound-Complex Sentence = at least two independent clauses and at least one subordinate clause

Tell me what you eat , and I will tell you [what you are] .

independent clause, [conjunction] independent clause [subordinate clause]

Sentence Types

Another method for adding variety is to use different sentence types:

• Declarative = makes a statement: The echo always has the last word.
• Imperative = makes a demand: Love your neighbor.
•  Interrogative = asks a question: Are second thoughts always wisest?
•   Exclamatory = makes an exclamation: I want to wash the flag, not burn it!

Declarative sentences will naturally be used the most in academic writing. But imperative and interrogative sentences can make the content stronger and add sentence variety. Exclamatory sentences are used rarely in academic writing and professional writing but can occasionally be effective, depending on context, audience, and purpose.

Sentence Openings

Another way to add sentence variety is with sentence openings. Many writers fall into a pattern of starting sentences the same way, generally with the subject of the sentence. Here is a sample of what can be done with the simple sentence “John broke the window.”   The different openings not only add variety, but also create more interesting content.

• Subject : John broke the window.
• Conjunction: But John broke the window.
• Adverb (answers how, when, why):  Afterwards , John broke the window.
• Adverb Clause: While hitting a fly ball in the vacant field, John broke the window.
• Expletive (there, it): There is the window John broke.
• Correlative Conjunction: Either John broke the window with the fly ball or he did not.
• Prepositional Phrase: During the game, John broke the window.
• Infinitive Phrase: To complete the destructiveness of the baseball game, John broke the window.
• Passive Voice: The window was broken by John.
• Participle Phrase: Testing his father’s patience, John broke the window.
• Subordinate Clause: Although John hit a home run, the price was a broken window.
• Inverted Word Order: The window John broke.

Inverted word order should not be overused. But occasional use at an important point where the writer wants to grab the reader’s attention can add surprise and drama as in the following example:

o   Normal Word Order: The Christmas treats, the bright, beribboned presents, and the charitable love of the season are all gone.

o   Inverted Word Order: Gone are the Christmas treats, the bright, beribboned presents, and the charitable love of the season.

Varied Sentence Lengths

A final way to vary sentences is with length. Experienced writers strive to compose sentences that are short, medium, and long in length. They can check sentence length by beginning each sentence of a paragraph on a separate line, so they can scan the lengths. Here is an example:

• Kirilov’s home is described as dark, in part because of his son’s sickness and death, which occurred barely five minutes before Aboguin rings the doctor’s doorbell.
• The entry is dark and the lamp in his drawing room is unlighted, allowing the twilight and the dark September evening to fill the room, relieved only by a light in the adjoining study that lights his books and a big lamp in the dead boy’s bedroom.
• The darkness extends to Kirilov himself.
• Chekhov describes him as having a prematurely gray beard and skin with a pale gray hue.
• His hands are stained black with carbolic acid, marking him as a laborer.
• His dark home and gray appearance exemplify the grayness and monotony of life that characterize his recent loss and years of poverty.

The varied lengths are easy to see at a glance. If the writer decides the paper’s sentences need to be more varied in length, much can be done. For example, clauses can be converted to phrases: Sentence one in the paragraph above could be changed to the following:

• Kirilov’s home is described as dark, in part because of his son’s sickness and death, occurring barely five minutes before.

Sentences can be combined. Sentences three and four above could become the following:

• The darkness extends to Kirilov himself as Chekhov describes him as having a prematurely graybeard and skin with a pale gray hue.

Long sentences can be divided. Sentence two above could become the following:

• The entry is dark, and the lamp in his drawing room is unlighted, allowing the twilight and the dark September evening to fill the room. The darkness is relieved only by a light in the adjoining study that lights his books and a big lamp in the dead boy’s bedroom.

Phrases can become one or two words. Sentence four above could become the following:

• Chekhov describes him as prematurely gray.

These changes do not necessarily make the sentence better, but they serve as good examples of what can be done to change sentence length and add sentence variety.

SENTENCE CLARITY

Sentence clarity requires grammatical correctness; however, mixed constructions, faulty predication, and inconsistent or incomplete comparisons are common causes of garbled sentences that writers must check for when revising and editing.

Mixed Construction

A mixed construction occurs when a sentence begins with one grammatical pattern and concludes with a different grammatical pattern, as if the writer started writing a sentence, was interrupted, and then finished it without referring back to the beginning.

• The fact that our room was hot we opened the window between our beds.
• By not prosecuting marijuana possession as vigorously as crack possession encourages marijuana users to think they can ignore the law.
• Because of the European discovery of America became a profitable colony for Britain.

An easy way to identify mixed constructions is to read a paper backwards, one sentence at a time so that each sentence is isolated.

Faulty Predication

Faulty predication occurs when the predicate of a sentence does not logically complete its subject. Most often, faulty predication involves the verb “to be.” We know that “to be” verbs act like equal signs between the subject and predicate:

• The piano player is skilled.

However, if the predicate is logically inconsistent with the subject, the sentence will confuse readers.

• The power of a skilled piano player is keenly aware of being able to raise strong emotions in listeners. [Can the power of a piano player be keenly aware?]
• Listeners are keenly aware of the power a skilled piano player has to raise strong emotions in listeners. [Now it is the listeners who are keenly aware.]

Inconsistent or Incomplete Comparisons

When making comparisons, the writer must make sure they are consistent and complete.

• Inconsistent: Brownlee’s business proposal is better than Summers. [Brownlee’s business proposal is being compared to Summers, a person.]
• Consistent: Brownlee’s business proposal is better than the one by Summers.
• Incomplete: I was ashamed because my background was so different. [Different from what?]
• Complete: I was ashamed because my background was so different from that of my new co-workers.

Inconsistent and incomplete comparisons are common in speech. Context, facial expression, and body language supply the missing information. But in formal writing, care must be taken to compose clear sentences.

TRANSITIONS

Transitions are one of the methods used to make paragraphs flow smoothly. Transitions are connectors or bridges between thoughts. When the reader knows the relationship between concepts or sentences, the thoughts flow smoothly and the paragraph is easier to read. Writers use both transition words and transition sentences.

Transition Words and Phrases

Transitional expressions work well between sentences when the relationship between sentences is not already evident. Transitional expressions can also be used between paragraphs so that the content of one paragraph leads logically into the next paragraph. In these cases, the transition highlights the relationship that is already clear. If someone reads the word “however,” they know that the next thought will be in contrast to the previous one. The word acts as a bridge explaining the relationship between the two thoughts. If someone reads the word “meanwhile,” they know that the next event is happening at the same time as the event discussed previously. The word explains the simultaneous relationship between the two events.

Example of Transition Words and Expressions

• To Indicate Time Order : in the past, before, earlier, preceding, recently, presently, currently, now
• To Provide an Example : for example, for instance, to illustrate, specifically, in particular, namely, in other words
• To Indicate Results : as a result, consequently, because of, for this reason, since, therefore, thus, accordingly
• To Concede : although, even though, admittedly, granted, while it is true, of course
• To Compare : in comparison, in like manner, in much the same way, likewise
• To Contrast : and yet, but, despite, nevertheless, nonetheless, notwithstanding, however, contrary to, on the other hand
• To Emphasize : above all, undoubtedly, most importantly, moreover, furthermore, without question

Transition Sentences

For more sophisticated transitions between paragraphs, writers use whole sentences. Types of transition sentences include the following:

• Echo Transition : The writer echoes a word, phrase, or idea from the last sentence of one paragraph in the first sentence of the next paragraph. Here is an example:

. . . Throughout the story, the husband’s word is considered law, and the wife barely dares to question it.

This unequal marriage fits perfectly into the historical period of the setting. . .

The italicized phrase echoes the idea in the previous paragraph, providing a bridge to the next paragraph.

• Key Word Transition : The writer repeats key words from one paragraph to the next. Here is an example:

. . . Shirley Jackson shows the uselessness of the lottery and the selfishness of human nature through Mr. Warner’s ignorance.

This selfishness of human nature is shown very clearly through Tessie in the story….

The repetition of key words demonstrates the relationship between the ideas in the two paragraphs.

• Look Backward and Forward : In one or two sentences, the text looks back at the ideas of the preceding paragraph and then looks forward to the ideas in the next paragraph.

…These first two stanzas set up the theme of triumph in life.

In contrast to this victory, stanza three moves to the issue of dying….

In the italicized sentence, the first phrase (“in contrast to this victory’) looks backward at the ideas of the preceding paragraph. The second clause (“stanza three moves to the issue of dying”) looks forward to the ideas in the next paragraph.

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• Academic Paragraph Structure | Step-by-Step Guide & Examples

Academic Paragraph Structure | Step-by-Step Guide & Examples

Published on October 25, 2022 by Shona McCombes . Revised on March 27, 2023.

Every piece of academic writing is structured by paragraphs and headings . The number, length and order of your paragraphs will depend on what you’re writing—but each paragraph must be:

• Unified : all the sentences relate to one central point or idea.
• Coherent : the sentences are logically organized and clearly connected.
• Relevant : the paragraph supports the overall theme and purpose of the paper.

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Table of contents

Step 1: identify the paragraph’s purpose, step 2: show why the paragraph is relevant, step 3: give evidence, step 4: explain or interpret the evidence, step 5: conclude the paragraph, step 6: read through the whole paragraph, when to start a new paragraph.

First, you need to know the central idea that will organize this paragraph. If you have already made a plan or outline of your paper’s overall structure , you should already have a good idea of what each paragraph will aim to do.

You can start by drafting a sentence that sums up your main point and introduces the paragraph’s focus. This is often called a topic sentence . It should be specific enough to cover in a single paragraph, but general enough that you can develop it over several more sentences.

Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France.

This topic sentence:

• Transitions from the previous paragraph (which discussed the invention of Braille).
• Clearly identifies this paragraph’s focus (the acceptance of Braille by sighted people).
• Relates to the paper’s overall thesis.
• Leaves space for evidence and analysis.

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The topic sentence tells the reader what the paragraph is about—but why does this point matter for your overall argument? If this isn’t already clear from your first sentence, you can explain and expand on its meaning.

This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources.

• This sentence expands on the topic and shows how it fits into the broader argument about the social acceptance of Braille.

Now you can support your point with evidence and examples. “Evidence” here doesn’t just mean empirical facts—the form it takes will depend on your discipline, topic and approach. Common types of evidence used in academic writing include:

• Quotations from literary texts , interviews , and other primary sources .
• Summaries , paraphrases , or quotations of secondary sources that provide information or interpretation in support of your point.
• Qualitative or quantitative data that you have gathered or found in existing research.
• Descriptive examples of artistic or musical works, events, or first-hand experiences.

Make sure to properly cite your sources .

Many of the teachers at the Royal Institute for Blind Youth resisted Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009).

• This sentence cites specific evidence from a secondary source , demonstrating sighted people’s reluctance to accept Braille.

Now you have to show the reader how this evidence adds to your point. How you do so will depend on what type of evidence you have used.

• If you quoted a passage, give your interpretation of the quotation.
• If you cited a statistic, tell the reader what it implies for your argument.
• If you referred to information from a secondary source, show how it develops the idea of the paragraph.

This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods.

• This sentence adds detail and interpretation to the evidence, arguing that this specific fact reveals something more general about social attitudes at the time.

Steps 3 and 4 can be repeated several times until your point is fully developed. Use transition words and phrases to show the connections between different sentences in the paragraph.

Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss.

• The evidence tells us about the changing attitude to Braille among the sighted.
• The interpretation argues for why this change occurred as part of broader social shifts.

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Finally, wrap up the paragraph by returning to your main point and showing the overall consequences of the evidence you have explored.

This particular paragraph takes the form of a historical story—giving evidence and analysis of each step towards Braille’s widespread acceptance.

It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

•  The final sentence ends the story with the consequences of these events.

When you think you’ve fully developed your point, read through the final result to make sure each sentence follows smoothly and logically from the last and adds up to a coherent whole.

Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Not all paragraphs will look exactly like this. Depending on what your paper aims to do, you might:

• Bring together examples that seem very different from each other, but have one key point in common.
• Include just one key piece of evidence (such as a quotation or statistic) and analyze it in depth over several sentences.
• Break down a concept or category into various parts to help the reader understand it.

The introduction and conclusion paragraphs will also look different. The only universal rule is that your paragraphs must be unified , coherent and relevant . If you struggle with structuring your paragraphs, you could consider using a paper editing service for personal, in-depth feedback.

As soon as you address a new idea, argument or issue, you should start a new paragraph. To determine if your paragraph is complete, ask yourself:

• Do all your sentences relate to the topic sentence?
• Does each sentence make logical sense in relation to the one before it?
• Have you included enough evidence or examples to demonstrate your point?
• Is it clear what each piece of evidence means and why you have included it?
• Does all the evidence fit together and tell a coherent story?

Don’t think of paragraphs as isolated units—they are part of a larger argument that should flow organically from one point to the next. Before you start a new paragraph, consider how you will transition between ideas.

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Improve Your Paper by Writing Structured Paragraphs

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In academic writing, effective paragraphs serve as building blocks to construct a complex analysis or argument. Paragraphing helps readers to understand and process your ideas into meaningful units of thought.

What do paragraphs do?

Imagine reading this page without paragraph breaks. Paragraphs create order and logic by helping your reader recognize the boundaries where one point ends and another begins.

How long should a paragraph be?

In a first draft, it may make sense to set a goal for length. For example, you can set a goal of writing four to six sentences per paragraph: in that number of sentences you can announce an idea, prove that idea with evidence, and explain why this evidence matters by linking it to the overall goal of your paper.

In the final version of your paper you may have a shorter paragraph or two. Short paragraphs call a lot of attention to themselves, so they can effectively emphasize a point. Too many short paragraphs, however, may indicate that your ideas are not developed with evidence and analysis.

You’ll generally read and write longer paragraphs in academic papers. However, too many long paragraphs can provide readers with too much information to manage at one time. Readers need planned pauses or breaks when reading long complex papers in order to understand your presented ideas. Remember this writing mantra: “Give your readers a break!” or “Good paragraphs give one pause!”

Kinds of sentences in a paragraph

Thinking about paragraphs rigidly in terms of length may lead to formulaic writing. Instead, as you revise your draft think about how each sentence is functioning in your paragraph, and whether your paragraph has sufficient functional sentences to make its point.

Transition sentences guide your reader smoothly from the topic of the preceding paragraph into the topic of your new paragraph. Writers sometimes begin with a transition sentence before introducing the topic of the new paragraph.

A topic sentence states the main idea of a paragraph. Beginning a paragraph with a topic sentence ensures your reader recognizes early in the paragraph what larger idea the paragraph is going to demonstrate. Expert writers may not introduce the topic until the middle or end of the paragraph, and often imply their topics without ever writing a topic sentence.

Body sentences develop the topic of the paragraph. These sentences work to analyze data or quotations, describe a text or event, set up a comparison, showcase evidence, and sometimes they enumerate the logical points for readers to give them a sense of a paper’s bigger picture. In body sentences, you need to consider how much quoted data or evidence will demonstrate or prove your point.

Linking sentences relate back to the paper’s main argument by showing how the idea of that paragraph matches the overall goal of the paper.

Concluding sentences may bring a section to its end before you move on to a new section of the paper.

Some sample paragraphs

Undergraduate art analysis.

Notice how the writer develops the idea in the body sentences, as promised in the first sentence, and concludes her paragraph by offering a keen, close observation of specific details.

In order to understand how Manet’s work echoes or communicates with Titian’s, one must first consider the similarities between their paintings. To begin with, both take a nude woman as the subject. More than that, however, Manet directly copies the composition of Titian’s Venus; the overwhelming similarity in color and the figures’ arrangement in each painting prove this. Both women are lying in the same position with their heads on the left-hand side of the canvas. Both women have their left leg crossed over the right. Both women have flowers and accessories. Other key elements unite these paintings, as well: the arrangement of the sheets on the bed; the green curtains; the servants; and the small animal at the foot of the bed. All these features clearly indicate that Manet echoes Titian. If one stopped at the similarity in the composition, it would appear that both paintings communicate the same thing; both would be a celebration of the beauty of the human figure, and Manet’s voice would have added nothing new to the conversation; it would have no additional meaning besides venerating the masterful work of Titian. ( Used with permission .)

Undergraduate literary analysis

In this paragraph from a 2012 Lewis Prize-winning English essay, UW–Madison undergraduate Abby Becker organizes her sentences savvily. She first transitions her reader into her topic, then introduces the source of evidence for that paragraph before analyzing that source and returning to the topic with the new critical perspective that her analysis suggests.

In order for a political or social revolution to occur, connections must be formed. More means of communication lead to more opportunities to make connections. In Dos Passos’ The 42nd Parallel, J. Ward Moorehouse focuses on making business connections but never forms any relationships. He explains at a party that “he had come down in a purely unofficial way you understand to make contacts” (249). In business and politics, making contacts denotes an impersonal, removed way of dealing with people. This type of communication does not result in connections. Moorehouse’s connections are for his own political personal gain. There may be a connection but no insight or true relationship. Moorehouse views people as a tool to advance his own business and political agendas demonstrating that connections with people are often made out of selfish, egotistical motives.

Magazine profile

From a September 2006 The Atlantic article , by Marshall Poe, describing Jimmy Wales, Wikipedia, and collaborative knowledge. Notice how the first sentence introduces a philosophical issue that the body sentences define and link to both Wikipedia and Wales’s own personality.

Wales was an advocate of what is generically termed “openness” online. An “open” online community is one with few restrictions on membership or posting-everyone is welcome, and anyone can say anything as long as it’s generally on point and doesn’t include gratuitous ad hominem attacks. Openness fit not only Wales’s idea of objectivism, with its emphasis on reason and rejection of force, but also his mild personality. He doesn’t like to fight. He would rather suffer fools in silence, waiting for them to talk themselves out, than confront them. This patience would serve Wales well in the years to come.

From Spontaneous Gestures Influence Strategy Choices in Problem Solving (2011). UW-Madison Psychology Professor Martha Alibali et al. present empirical research on how children use physical gestures to acquire mathematical problem-solving knowledge. Notice the clarity of expression in the first paragraph’s topic sentence: the writer provides sufficient set-up to prepare readers for the data which comes at the end of each paragraph.

We predicted that participants in the gesture-allowed condition would be less likely than participants in the gesture-prohibited condition to generate the parity strategy, because the availability of gesture would promote use of perceptual-motor strategies instead. This was indeed the case; the proportion of participants who used the parity strategy on at least one trial was .74 in the gesture-allowed condition and .91 in the gesture-prohibited condition, _2(1, N = 85) = 4.17, p = .04 (Fig. 1). Once they generated the parity strategy, most participants (89%) used it on all subsequent trials.

Mechanical engineering

From Mounting methodologies to measure EUV reticle nonflatness (SPIE Proceedings 7470, 2009), by the lab of UW–Madison Professor Roxanne L. Engelstad. Notice how Battula et al. signal the practical consequence of their findings and also suggest that another result would be possible depending on further research.

Unfortunately, to map the entire reticle with a single measurement, a 12 in. beam expander is needed. With such a large optical system, the expander must be held rigidly, not allowing it to tip or tilt. Since the UW-CMC mount must remain vertical to be effective, it cannot be used in this scenario. Consequently, the application of this mount is limited. Thus, a number of new designs have been proposed by industry to address the alignment issues and provide for other options, such as automated handling. Three of these designs are described and evaluated in the following sections.

Literary studies

From Dorothy West’s Paradise: A Biography of Class and Color (2012), by UW–Madison Professor Sherrard-Johnson. Notice how the first two sentences give crucial background information in order to set up the topic sentence.

In Contested Waters: A Social History of Swimming Pools in America, Jeff Wiltse examines how U.S. swimming pools were transformed from interracial single-sex spaces in which class and gender were more important than race to “leisure resorts, where practically everyone in the community except black Americans swam together.” His study then follows what he calls the second social transformation—”when black Americans gained access through legal and social protest” and “white swimmers generally abandoned them for private pools.” The various iterations of West’s story, which discuss the span from 1950 to 1980, fall between these two moments in social and legal history. I am particularly intrigued by how the national history of segregated bathing areas informs the local, particular event described by West. Does the exclusion of blacks from the high beach parallel the segregation of public pools? In the early twentieth century, public bathing spaces were notoriously violent. The Chicago Riot in 1919 was touched off when white bathers threw rocks at black teenagers who had drifted into a white beach on Lake Michigan. Northerners’ use of pools during the Progressive era reinforced class and gender but not racial distinction. Working-class folk did not swim with the upper classes, but they were not as concerned about color. Following the Great Migration, the concerns about intimacy and sexuality that have always been latent in conversations about public space (in particular the public space of the pool) were directed at blacks. The peculiar democracy of the beach—in bathing suits it is more difficulty to determine class‐worked against black Americans. Wiltse marks this shift between the years of 1920 and 1940. The social changes that took place during this period shape West’s complex politics. (26)

Legal writing

Former UW–Madison School of Law Professor Arthur F. McEvoy wrote this model paragraph as part of a memorandum on effective writing. Notice that each of the body sentences illustrates and develops the main idea or topic sentence.

The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did. The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a “clincher” sentence that in some way signals completion of the paragraph’s point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows. While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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• Short Paragraph Construction

What is a Paragraph?

A paragraph is a collection of words combined together to make a longer unit than a sentence. It's a set of sentences that are well-organized and coherent, and they're all about the same thing. Several sentences often make up a paragraph. There are normally three to eight sentences in a paragraph. Almost all of the writing one reads in a textbook or an article can be grouped into paragraphs if it is longer than a few sentences.

Paragraph Writing

Types of Paragraphs

Paragraph writing format.

1. Develop a topic sentence as the first sentence of a paragraph.

The first sentence of your paragraph should offer the reader an idea of the type of information they may expect to find when they read the rest. The initial sentences should construct a scenario that will set the tone for the rest of the sentence.  And the rest of the sentence should strive to maintain the same theme.

Example: Topic - My Favourite Colour

Sentence: My favourite colour is visible to all as it is the colour of the sky. My favourite colour is blue.

2. Make Use of the Middle Sentences for Support

The essential sentences in the paragraph should be supplemented by the middle sentence. You can use this middle sentence to persuade the reader of the main point you made in the beginning. Expand every detail so the viewers can perceive everything from your point of view.

Blue Sea and Clouds

Middle/Supporting Sentence: Nature shows all its vastness and beauty in blue like the ocean. Blue colour and the word can be used to express so many things. Blue is taken as an example to express coldness. It is also associated with the colour of sadness. Like one says when they are sad, ‘I am feeling blue since this morning.’ Blue is also the colour of peace and harmony. Whenever I wear blue coloured clothes I feel beautiful and confident. The colour blue is really soothing for the eyes as well. The Indian national cricket team uniform is blue which is so symbolic of greatness.

3. The last sentence should be a transition or a conclusion.

The last sentences of a paragraph might be used to conclude the main theme of that paragraph. This concluding sentence should provide a summary of the details you supplied. If one wishes to write another paragraph the use transition words like additionally, furthermore, moreover, consequently, similarly etc. 

Woman in Blue Saree

Last/Concluding Sentence: The best part about the colour blue that I feel is safety and protection. I have always seen my mother in blue sarees, it is her favourite colour as well. And even when I step out I feel my mother is with me protecting at every step. 

Short Paragraph Construction Example

Write a Paragraph Practice Exercise

Paragraph Example

Q. Write a short paragraph on the topic ‘My Pet’. Make sure that the paragraph is not more than 10 sentences.

Topic - My Pet

I have a pet dog named Bruno. He is brown and furry. He is named after my mother’s favourite singer, Bruno Mars. Bruno came into my life when I was 4 years old. I clearly remember the day when I saw him for the first time. My older brother and I went to the Adoption Centre for Rescued Dogs. Initially, Bruno was very scared of everything around him. With proper care, love and attention Bruno started to be friendly with us. He slowly became energetic and along with it naughty as well. He is very protective of all of us and one day even saved my mother’s bag from being stolen. His loyalty and enthusiasm are what I love the most. I will spend many years in his company full of joy and happiness.

Learn by Doing it Yourself

1. Write a descriptive paragraph on the topic ‘My favourite Cartoon Character’.  

Cartoon Character

2. Write a paragraph on the topic ‘My School’.

(Image will be uploaded soon)

3. Write a paragraph on the topic ‘ My best friend’.

My Best Friend

4. Write a paragraph on the topic ‘My Favourite Festival.’

FAQs on Short Paragraph Construction

1. What is a paragraph and how does it work?

The main idea, its supporting sentences, and a concluding sentence are the three basic sections of a paragraph. Every paragraph should include just one key idea, and the sentences after that should be in support of the main key idea. If the point or opinion starts changing one can explain further in a different paragraph.

2. What is the difference between short and long paragraphs?

A short paragraph is about 100-200 words and focuses on one main topic that is very specific. A short paragraph has supporting details about the main idea and concludes in a way that further promotes the main idea. On the other hand, a long paragraph can be a specific topic or a broad one. The ideas and opinions presented in long paragraphs can be supportive sentences or not supporting ideas as well. The conclusion however needs to be specific and well developed.

3. How is paragraph writing useful for kids?

The kids are usually presented with short paragraph writing exercises. This helps them think about the topic from different angles and use words that link these thoughts. The concise way of writing helps the children to be exact in their words and this builds reasoning skills. The way of connecting sentences and citing related to the topic helps them be better thinkers.

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6.2 Effective Means for Writing a Paragraph

Learning objectives.

• Identify characteristics of a good topic sentence.
• Identify the three parts of a developed paragraph.
• Apply knowledge of topic sentences and parts of a developed paragraph in an assignment.

Now that you have identified common purposes for writing and learned how to select appropriate content for a particular audience, you can think about the structure of a paragraph in greater detail. Composing an effective paragraph requires a method similar to building a house. You may have the finest content, or materials, but if you do not arrange them in the correct order, then the final product will not hold together very well.

A strong paragraph contains three distinct components:

• Topic sentence . The topic sentence is the main idea of the paragraph.
• Body . The body is composed of the supporting sentences that develop the main point.
• Conclusion . The conclusion is the final sentence that summarizes the main point.

The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph. The topic sentence relates to the thesis, or main point, of the essay (see Chapter 9 “Writing Essays: From Start to Finish” for more information about thesis statements) and guides the reader by signposting what the paragraph is about. All the sentences in the rest of the paragraph should relate to the topic sentence.

This section covers the major components of a paragraph and examines how to develop an effective topic sentence.

Developing a Topic Sentence

Pick up any newspaper or magazine and read the first sentence of an article. Are you fairly confident that you know what the rest of the article is about? If so, you have likely read the topic sentence. An effective topic sentence combines a main idea with the writer’s personal attitude or opinion. It serves to orient the reader and provides an indication of what will follow in the rest of the paragraph. Read the following example.

Creating a national set of standards for math and English education will improve student learning in many states.

This topic sentence declares a favorable position for standardizing math and English education. After reading this sentence, a reader might reasonably expect the writer to provide supporting details and facts as to why standardizing math and English education might improve student learning in many states. If the purpose of the essay is actually to evaluate education in only one particular state, or to discuss math or English education specifically, then the topic sentence is misleading.

When writing a draft of an essay, allow a friend or colleague to read the opening line of your first paragraph. Ask your reader to predict what your paper will be about. If he or she is unable to guess your topic accurately, you should consider revising your topic sentence so that it clearly defines your purpose in writing.

Main Idea versus Controlling Idea

Topic sentences contain both a main idea (the subject, or topic that the writer is discussing) and a controlling idea (the writer’s specific stance on that subject). Just as a thesis statement includes an idea that controls a document’s focus (as you will read about in Chapter 8 “The Writing Process: How Do I Begin?” ), a topic sentence must also contain a controlling idea to direct the paragraph. Different writers may use the same main idea but can steer their paragraph in a number of different directions according to their stance on the subject. Read the following examples.

• Marijuana is a destructive influence on teens and causes long-term brain damage.
• The antinausea properties in marijuana are a lifeline for many cancer patients.
• Legalizing marijuana would create a higher demand for Class A and Class B drugs.

Although the main idea—marijuana—is the same in all three topic sentences, the controlling idea differs depending on the writer’s viewpoint.

Circle the main idea and underline the controlling idea in each of the following topic sentences.

• Exercising three times a week is the only way to maintain good physical health.
• Sexism and racism are still rampant in today’s workplace.
• Raising the legal driving age to twenty-one would decrease road traffic accidents.
• Owning a business is the only way to achieve financial success.
• Dog owners should be prohibited from taking their pets on public beaches.

Characteristics of a Good Topic Sentence

Five characteristics define a good topic sentence:

A good topic sentence provides an accurate indication of what will follow in the rest of the paragraph.

Weak example. People rarely give firefighters the credit they deserve for such a physically and emotionally demanding job. (The paragraph is about a specific incident that involved firefighters; therefore, this topic sentence is too general.)

Stronger example. During the October riots, Unit 3B went beyond the call of duty. (This topic sentence is more specific and indicates that the paragraph will contain information about a particular incident involving Unit 3B.)

A good topic sentence contains both a topic and a controlling idea or opinion.

Weak example. In this paper, I am going to discuss the rising suicide rate among young professionals. (This topic sentence provides a main idea, but it does not present a controlling idea, or thesis.)

Stronger example. The rising suicide rate among young professionals is a cause for immediate concern. (This topic sentence presents the writer’s opinion on the subject of rising suicide rates among young professionals.)

A good topic sentence is clear and easy to follow.

Weak example. In general, writing an essay, thesis, or other academic or nonacademic document is considerably easier and of much higher quality if you first construct an outline, of which there are many different types. (This topic sentence includes a main idea and a controlling thesis, but both are buried beneath the confusing sentence structure and unnecessary vocabulary. These obstacles make it difficult for the reader to follow.)

Stronger example. Most forms of writing can be improved by first creating an outline. (This topic sentence cuts out unnecessary verbiage and simplifies the previous statement, making it easier for the reader to follow.)

A good topic sentence does not include supporting details.

Weak example. Salaries should be capped in baseball for many reasons, most importantly so we don’t allow the same team to win year after year. (This topic sentence includes a supporting detail that should be included later in the paragraph to back up the main point.)

Stronger example. Introducing a salary cap would improve the game of baseball for many reasons. (This topic sentence omits the additional supporting detail so that it can be expanded upon later in the paragraph.)

A good topic sentence engages the reader by using interesting vocabulary.

Weak example. The military deserves better equipment. (This topic sentence includes a main idea and a controlling thesis, but the language is bland and unexciting.)

Stronger example. The appalling lack of resources provided to the military is outrageous and requires our immediate attention. (This topic sentence reiterates the same idea and controlling thesis, but adjectives such as appalling and immediate better engage the reader. These words also indicate the writer’s tone.)

Choose the most effective topic sentence from the following sentence pairs.

a. This paper will discuss the likelihood of the Democrats winning the next election.

b. To boost their chances of winning the next election, the Democrats need to listen to public opinion.

a. The unrealistic demands of union workers are crippling the economy for three main reasons.

b. Union workers are crippling the economy because companies are unable to remain competitive as a result of added financial pressure.

a. Authors are losing money as a result of technological advances.

b. The introduction of new technology will devastate the literary world.

a. Rap music is produced by untalented individuals with oversized egos.

b. This essay will consider whether talent is required in the rap music industry.

Using the tips on developing effective topic sentences in this section, create a topic sentence on each of the following subjects. Remember to include a controlling idea as well as a main idea. Write your responses on your own sheet of paper.

An endangered species

____________________________________________

The cost of fuel

The legal drinking age

A controversial film or novel

Writing at Work

When creating a workplace document, use the “top-down” approach—keep the topic sentence at the beginning of each paragraph so that readers immediately understand the gist of the message. This method saves busy colleagues precious time and effort trying to figure out the main points and relevant details.

Headings are another helpful tool. In a text-heavy document, break up each paragraph with individual headings. These serve as useful navigation aids, enabling colleagues to skim through the document and locate paragraphs that are relevant to them.

Developing Paragraphs That Use Topic Sentences, Supporting Ideas, and Transitions Effectively

Learning how to develop a good topic sentence is the first step toward writing a solid paragraph. Once you have composed your topic sentence, you have a guideline for the rest of the paragraph. To complete the paragraph, a writer must support the topic sentence with additional information and summarize the main point with a concluding sentence.

This section identifies the three major structural parts of a paragraph and covers how to develop a paragraph using transitional words and phrases.

Identifying Parts of a Paragraph

An effective paragraph contains three main parts: a topic sentence, the body, and the concluding sentence. A topic sentence is often the first sentence of a paragraph. This chapter has already discussed its purpose—to express a main idea combined with the writer’s attitude about the subject. The body of the paragraph usually follows, containing supporting details. Supporting sentences help explain, prove, or enhance the topic sentence. The concluding sentence is the last sentence in the paragraph. It reminds the reader of the main point by restating it in different words.

Figure 6.2 Paragraph Structure Graphic Organizer

Read the following paragraph. The topic sentence is underlined for you.

After reading the new TV guide this week I had just one thought—why are we still being bombarded with reality shows? This season, the plague of reality television continues to darken our airwaves. Along with the return of viewer favorites, we are to be cursed with yet another mindless creation. Prisoner follows the daily lives of eight suburban housewives who have chosen to be put in jail for the purposes of this fake psychological experiment. A preview for the first episode shows the usual tears and tantrums associated with reality television. I dread to think what producers will come up with next season, but if any of them are reading this blog—stop it! We’ve had enough reality television to last us a lifetime!

The first sentence of this paragraph is the topic sentence. It tells the reader that the paragraph will be about reality television shows, and it expresses the writer’s distaste for these shows through the use of the word bombarded .

Each of the following sentences in the paragraph supports the topic sentence by providing further information about a specific reality television show. The final sentence is the concluding sentence. It reiterates the main point that viewers are bored with reality television shows by using different words from the topic sentence.

Paragraphs that begin with the topic sentence move from the general to the specific. They open with a general statement about a subject (reality shows) and then discuss specific examples (the reality show Prisoner ). Most academic essays contain the topic sentence at the beginning of the first paragraph.

Now take a look at the following paragraph. The topic sentence is underlined for you.

Last year, a cat traveled 130 miles to reach its family, who had moved to another state and had left their pet behind. Even though it had never been to their new home, the cat was able to track down its former owners. A dog in my neighborhood can predict when its master is about to have a seizure. It makes sure that he does not hurt himself during an epileptic fit. Compared to many animals, our own senses are almost dull.

The last sentence of this paragraph is the topic sentence. It draws on specific examples (a cat that tracked down its owners and a dog that can predict seizures) and then makes a general statement that draws a conclusion from these examples (animals’ senses are better than humans’). In this case, the supporting sentences are placed before the topic sentence and the concluding sentence is the same as the topic sentence.

This technique is frequently used in persuasive writing. The writer produces detailed examples as evidence to back up his or her point, preparing the reader to accept the concluding topic sentence as the truth.

Sometimes, the topic sentence appears in the middle of a paragraph. Read the following example. The topic sentence is underlined for you.

For many years, I suffered from severe anxiety every time I took an exam. Hours before the exam, my heart would begin pounding, my legs would shake, and sometimes I would become physically unable to move. Last year, I was referred to a specialist and finally found a way to control my anxiety—breathing exercises. It seems so simple, but by doing just a few breathing exercises a couple of hours before an exam, I gradually got my anxiety under control. The exercises help slow my heart rate and make me feel less anxious. Better yet, they require no pills, no equipment, and very little time. It’s amazing how just breathing correctly has helped me learn to manage my anxiety symptoms.

In this paragraph, the underlined sentence is the topic sentence. It expresses the main idea—that breathing exercises can help control anxiety. The preceding sentences enable the writer to build up to his main point (breathing exercises can help control anxiety) by using a personal anecdote (how he used to suffer from anxiety). The supporting sentences then expand on how breathing exercises help the writer by providing additional information. The last sentence is the concluding sentence and restates how breathing can help manage anxiety.

Placing a topic sentence in the middle of a paragraph is often used in creative writing. If you notice that you have used a topic sentence in the middle of a paragraph in an academic essay, read through the paragraph carefully to make sure that it contains only one major topic. To read more about topic sentences and where they appear in paragraphs, see Chapter 8 “The Writing Process: How Do I Begin?” .

Implied Topic Sentences

Some well-organized paragraphs do not contain a topic sentence at all. Instead of being directly stated, the main idea is implied in the content of the paragraph. Read the following example:

Heaving herself up the stairs, Luella had to pause for breath several times. She let out a wheeze as she sat down heavily in the wooden rocking chair. Tao approached her cautiously, as if she might crumble at the slightest touch. He studied her face, like parchment; stretched across the bones so finely he could almost see right through the skin to the decaying muscle underneath. Luella smiled a toothless grin.

Although no single sentence in this paragraph states the main idea, the entire paragraph focuses on one concept—that Luella is extremely old. The topic sentence is thus implied rather than stated. This technique is often used in descriptive or narrative writing. Implied topic sentences work well if the writer has a firm idea of what he or she intends to say in the paragraph and sticks to it. However, a paragraph loses its effectiveness if an implied topic sentence is too subtle or the writer loses focus.

Avoid using implied topic sentences in an informational document. Readers often lose patience if they are unable to quickly grasp what the writer is trying to say. The clearest and most efficient way to communicate in an informational document is to position the topic sentence at the beginning of the paragraph.

Identify the topic sentence, supporting sentences, and concluding sentence in the following paragraph.

Collaboration

Please share with a classmate and compare your answers.

Supporting Sentences

If you think of a paragraph as a hamburger, the supporting sentences are the meat inside the bun. They make up the body of the paragraph by explaining, proving, or enhancing the controlling idea in the topic sentence. Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing. A supporting sentence usually offers one of the following:

Sentence: The refusal of the baby boom generation to retire is contributing to the current lack of available jobs.

Sentence: Many families now rely on older relatives to support them financially.

Sentence: Nearly 10 percent of adults are currently unemployed in the United States.

Sentence: “We will not allow this situation to continue,” stated Senator Johns.

Sentence: Last year, Bill was asked to retire at the age of fifty-five.

The type of supporting sentence you choose will depend on what you are writing and why you are writing. For example, if you are attempting to persuade your audience to take a particular position you should rely on facts, statistics, and concrete examples, rather than personal opinions. Read the following example:

There are numerous advantages to owning a hybrid car. (Topic sentence)

First, they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle. (Supporting sentence 1: statistic)

Second, they produce very few emissions during low speed city driving. (Supporting sentence 2: fact)

Because they do not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump. (Supporting sentence 3: reason)

Alex bought a hybrid car two years ago and has been extremely impressed with its performance. (Supporting sentence 4: example)

“It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas powered vehicles I’ve owned.” (Supporting sentence 5: quotation)

Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future. (Concluding sentence)

To find information for your supporting sentences, you might consider using one of the following sources:

• Reference book
• Encyclopedia
• Biography/autobiography
• Newspaper/magazine
• Previous experience
• Personal research

To read more about sources and research, see Chapter 11 “Writing from Research: What Will I Learn?” .

When searching for information on the Internet, remember that some websites are more reliable than others. websites ending in .gov or .edu are generally more reliable than websites ending in .com or .org. Wikis and blogs are not reliable sources of information because they are subject to inaccuracies.

Concluding Sentences

An effective concluding sentence draws together all the ideas you have raised in your paragraph. It reminds readers of the main point—the topic sentence—without restating it in exactly the same words. Using the hamburger example, the top bun (the topic sentence) and the bottom bun (the concluding sentence) are very similar. They frame the “meat” or body of the paragraph. Compare the topic sentence and concluding sentence from the previous example:

Topic sentence: There are numerous advantages to owning a hybrid car.

Concluding sentence: Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

Notice the use of the synonyms advantages and benefits . The concluding sentence reiterates the idea that owning a hybrid is advantageous without using the exact same words. It also summarizes two examples of the advantages covered in the supporting sentences: low running costs and environmental benefits.

You should avoid introducing any new ideas into your concluding sentence. A conclusion is intended to provide the reader with a sense of completion. Introducing a subject that is not covered in the paragraph will confuse the reader and weaken your writing.

A concluding sentence may do any of the following:

Restate the main idea.

Example: Childhood obesity is a growing problem in the United States.

Summarize the key points in the paragraph.

Example: A lack of healthy choices, poor parenting, and an addiction to video games are among the many factors contributing to childhood obesity.

Draw a conclusion based on the information in the paragraph.

Example: These statistics indicate that unless we take action, childhood obesity rates will continue to rise.

Make a prediction, suggestion, or recommendation about the information in the paragraph.

Example: Based on this research, more than 60 percent of children in the United States will be morbidly obese by the year 2030 unless we take evasive action.

Offer an additional observation about the controlling idea.

Example: Childhood obesity is an entirely preventable tragedy.

On your own paper, write one example of each type of concluding sentence based on a topic of your choice.

Transitions

A strong paragraph moves seamlessly from the topic sentence into the supporting sentences and on to the concluding sentence. To help organize a paragraph and ensure that ideas logically connect to one another, writers use transitional words and phrases. A transition is a connecting word that describes a relationship between ideas. Take another look at the earlier example:

There are numerous advantages to owning a hybrid car. First , they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle. Second , they produce very few emissions during low speed city driving. Because they do not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump. Alex bought a hybrid car two years ago and has been extremely impressed with its performance. “It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas-powered vehicles I’ve owned.” Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

Each of the underlined words is a transition word. Words such as first and second are transition words that show sequence or clarify order. They help organize the writer’s ideas by showing that he or she has another point to make in support of the topic sentence. Other transition words that show order include third , also , and furthermore .

The transition word because is a transition word of consequence that continues a line of thought. It indicates that the writer will provide an explanation of a result. In this sentence, the writer explains why hybrid cars will reduce dependency on fossil fuels (because they do not require gas). Other transition words of consequence include as a result , so that , since , or for this reason .

To include a summarizing transition in her concluding sentence, the writer could rewrite the final sentence as follows:

In conclusion, given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

The following chart provides some useful transition words to connect supporting sentences and concluding sentences. See Chapter 8 “The Writing Process: How Do I Begin?” for a more comprehensive look at transitional words and phrases.

Table 6.1 Useful Transitional Words and Phrases

Using your own paper, write a paragraph on a topic of your choice. Be sure to include a topic sentence, supporting sentences, and a concluding sentence and to use transitional words and phrases to link your ideas together.

Transitional words and phrases are useful tools to incorporate into workplace documents. They guide the reader through the document, clarifying relationships between sentences and paragraphs so that the reader understands why they have been written in that particular order.

For example, when writing an instructional memo, it may be helpful to consider the following transitional words and phrases: before you begin , first , next , then , finally , after you have completed . Using these transitions as a template to write your memo will provide readers with clear, logical instructions about a particular process and the order in which steps are supposed to be completed.

Key Takeaways

• A good paragraph contains three distinct components: a topic sentence, body, and concluding sentence.
• The topic sentence expresses the main idea of the paragraph combined with the writer’s attitude or opinion about the topic.
• Good topic sentences contain both a main idea and a controlling idea, are clear and easy to follow, use engaging vocabulary, and provide an accurate indication of what will follow in the rest of the paragraph.
• Topic sentences may be placed at the beginning, middle, or end of a paragraph. In most academic essays, the topic sentence is placed at the beginning of a paragraph.
• Supporting sentences help explain, prove, or enhance the topic sentence by offering facts, reasons, statistics, quotations, or examples.
• Concluding sentences summarize the key points in a paragraph and reiterate the main idea without repeating it word for word.
• Transitional words and phrases help organize ideas in a paragraph and show how these ideas relate to one another.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Chapter 3. Putting Ideas into Your Own Words and Paragraphs

3.1  sentence writing, learning objectives.

• Identify the components of a basic sentence
• Identify the four most serious writing errors

Before we work more on piecing ideas together to form summaries and paragraphs, we need to look at fundamental sentence construction. Imagine you are reading a book for school. You need to find important details that you can use for an assignment. However, when you begin to read, you notice that the book has very little punctuation. The sentences fail to form complete paragraphs and instead form one block of text without clear organization. Most likely, this book would frustrate and confuse you. Without clear and concise sentences, it is difficult to find the information you need.

For both students and professionals, clear communication is important. Whether you are typing an email or writing a report or essay, it is your responsibility as the writer to present your thoughts and ideas clearly and precisely. Writing in complete sentences is one way to ensure that you communicate well. This section covers how to recognize and write basic sentence structures and how to avoid some common writing errors.

Components of a Sentence

Clearly written, complete sentences require key information: a subject, a verb and a complete idea. A sentence needs to make sense on its own. Sometimes, complete sentences are also called independent clauses. A  clause  is a group of words that may make up a sentence. An  independent clause  is a group of words that may stand alone as a complete, grammatically correct thought. The following sentences show independent clauses.

All complete sentences have at least one independent clause. You can identify an independent clause by reading it on its own and looking for the subject and the verb.

When you read a sentence, you may first look for the  subject or what the sentence is about. The subject usually appears at the beginning of a sentence as a noun  or a  pronoun . A noun is a word that identifies a person, place, thing, or idea. A pronoun is a word that replaces a noun. Common pronouns are  I ,  he , she ,  it ,  you ,  they , and  we . In the following sentences, the subject is underlined once.

In these sentences, the subject is a person:  Malik . The pronoun  He  replaces and refers back to  Malik .

In the first sentence, the subject is a place:  computer lab . In the second sentence, the pronoun  It  substitutes for  computer lab  as the subject.

In the first sentence, the subject is a thing:  project . In the second sentence, the pronoun  It  stands in for the  project .

Compound Subjects

A sentence may have more than one person, place, or thing as the subject. These subjects are called  compound subjects . Compound subjects are useful when you want to discuss several subjects at once.

Prepositional Phrases

You will often read a sentence that has more than one noun or pronoun in it. You may encounter a group of words that includes a  preposition  with a noun or a pronoun. Prepositions connect a noun, pronoun, or verb to another word that describes or modifies that noun, pronoun, or verb. Common prepositions include  in ,  on ,  under ,  near ,  by ,  with , and  about . A group of words that begin with a preposition is called a  prepositional phrase . A prepositional phrase begins with a preposition and modifies or describes a word. It cannot act as the subject of a sentence. The following circled phrases are examples of prepositional phrases.

Self-Practice EXERCISE 3.1

Read the following sentences. Underline the subjects and circle the prepositional phrases.

The gym is open until nine o’clock tonight. The student with the most extra credit will win a homework pass. Maya and Tia found an abandoned cat by the side of the road. The driver of that pickup truck skidded on the ice. Anita won the race with time to spare. The people who work for that company were surprised about the merger. Working in haste means that you are more likely to make mistakes. The soundtrack has over 60 songs in languages from around the world. His latest invention does not work, but it has inspired the rest of us.

Once you locate the subject of a sentence, you can move on to the next part of a complete sentence: the  verb . A verb is often an action word that shows what the subject is doing. A verb can also link the subject to a describing word. There are three types of verbs that you can use in a sentence: action verbs, linking verbs, or helping verbs.

Action Verbs

A verb that connects the subject to an action is called an  action verb . An action verb answers the question  what is the subject doing?  In the following sentences, the words underlined twice are action verbs.

Linking Verbs

A verb can often connect the subject of the sentence to a describing word. This type of verb is called a  linking verb  because it links the subject to a describing word. In the following sentences, the words underlined twice are linking verbs.

If you have trouble telling the difference between action verbs and linking verbs, remember:

An action verb shows that the subject is doing something.

A linking verb simply connects the subject to another word that describes or modifies the subject.

A few verbs can be used as either action verbs or linking verbs.

Although both sentences use the same verb, the two sentences have completely different meanings. In the first sentence, the verb describes the boy’s action. In the second sentence, the verb describes the boy’s appearance.

Helping Verbs

A third type of verb you may use as you write is a  helping verb . Helping verbs are verbs that are used with the main verb to describe a mood or tense. Helping verbs are usually a form of  be ,  do , or  have . The word  can  is also used as a helping verb.

Whenever you write or edit sentences, keep the subject and verb in mind. As you write, ask yourself these questions to keep yourself on track:

Subject:  Who or what is the sentence about?

Verb:  Which word shows an action or links the subject to a description?

Self-Practice EXERCISE 3.2

U nderline the verb(s) in each of the sentences below twice. Name the type of verb(s) used in the sentence in the space provided (LV, HV, or V).

The cat sounds ready to come back inside. ________ We have not eaten dinner yet. ________ It took four people to move the broken down car. ________ The book was filled with notes from class. ________ We walked from room to room, inspecting for damages. ________ Harold was expecting a package in the mail. ________ The clothes still felt damp even though they had been through the dryer twice. ________ The teacher who runs the studio is often praised for his restoration work on old masterpieces. ________

Sentence Structure (Including Fragments)

Now that you know what makes a complete sentence—a subject and a verb—you can use other parts of speech to build on this basic structure. Good writers use a variety of sentence structures to make their work more interesting. This section covers different sentence structures that you can use to make longer, more complex sentences.

Sentence Patterns

Six basic subject-verb patterns can enhance your writing. A sample sentence is provided for each pattern. As you read each sentence, take note of where each part of the sentence falls. Notice that some sentence patterns use action verbs and others use linking verbs.

Subject ——> Verb

Subject —–> Linking Verb ——> Noun

Subject —–> Linking Verb ——> Adjective

Subject —–> Verb ——> Direct Object

When you write a sentence with a direct object (DO), make sure that the DO receives the action of the verb.

Subject —–> Verb ——> Indirect Object ——> Direct Object

In this sentence structure, an  indirect object  explains  to whom  or  to what  the action is being done. The indirect object is a noun or pronoun, and it comes before the direct object in a sentence.

Self-practice EXERCISE 3.3

Use what you have learned so far to bring variety in your writing. Use the following lines or your own sheet of paper to write six sentences that practi s e each basic sentence pattern. When you have finished, label each part of the sentence (S, V, LV, N, Adj, Adv, DO, IO).

________________________________________________________________

________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Collaboration : Find an article in a newspaper, a magazine, or online that interests you. Then, identify one example of each part of a sentence (S, V, LV, N, Adj, Adv, DO, IO).

Complete sentence:  Children helping in the kitchen  often make a mess .

You can easily fix a fragment by adding the missing subject or verb. In the example, the sentence was missing a verb. Adding  often make a mess  creates an S-V-N sentence structure. Figure 3.1 illustrates how you can edit a fragment to become a complete sentence.

Figure 3.1  Editing Fragments That Are Missing a Subject or a Verb

See whether you can identify what is missing in the following fragments.

Fragment:  Told her about the broken vase. Complete sentence: I  told her about the broken vase. Complete sentence:  The store down on Main Street  sells music .

Common Sentence Errors

Fragments often occur because of some common errors, such as starting a sentence with a preposition, a dependent word, an  infinitive , or a  gerund . If you use the six basic sentence patterns when you write, you should be able to avoid these errors and thus avoid writing fragments.

When you see a preposition, check to see that it is part of a sentence containing a subject and a verb. If it is not connected to a complete sentence, it is a fragment, and you will need to fix this type of fragment by combining it with another sentence. You can add the prepositional phrase to the end of the sentence. If you add it to the beginning of the other sentence, insert a comma after the prepositional phrase. Look at the examples. Figure 3.2 illustrates how you can edit a fragment that begins with a preposition.

Figure 3.2  Editing Fragments That Begin with a Preposition

Clauses that start with a  dependent  word —such as  since ,  because ,  without , or unless —are similar to prepositional phrases. Like prepositional phrases, these clauses can be fragments if they are not connected to an independent clause containing a subject and a verb. To fix the problem, you can add such a fragment to the beginning or end of a sentence. If the fragment is added at the beginning of a sentence, add a comma after it before the independent clause.

When you encounter a word ending in  -ing  in a sentence, identify whether it is being used as a verb in the sentence. You may also look for a helping verb. If the word is not used as a verb or if no helping verb is used with the  -ing  verb form, the verb is being used as a noun. An  -ing  verb form used as a noun is called a gerund .

Once you know whether the  -ing  word is acting as a noun or a verb, look at the rest of the sentence. Does the entire sentence make sense on its own? If not, what you are looking at is a fragment. You will need to either add the parts of speech that are missing or combine the fragment with a nearby sentence. Figure 3.3 illustrates how to edit fragments that begin with a gerund.

Figure 3.3  Editing Fragments That Begin with Gerunds

Incorrect:  Taking deep breaths. Saul prepared for his presentation.

Correct: T aking deep breaths ,  Saul prepared for his presentation.

Correct:  Saul prepared for his presentation. He  was taking  deep breaths.

Incorrect:  Congratulating the entire team. Sarah raised her glass to toast their success.

Correct: She was c ongratulating the entire team. Sarah raised her glass to toast their success.

Correct:  Congratulating the entire team ,  Sarah raised her glass to toast their success.

Another error in sentence construction is a fragment that begins with an infinitive. An infinitive is a verb paired with the word  to ; for example,  to run ,  to write , or  to reach . Although infinitives are verbs, they can be used as nouns, adjectives, or adverbs. You can correct a fragment that begins with an infinitive by either combining it with another sentence or adding the parts of speech that are missing.

Incorrect:  We needed to make 300 more paper cranes. To reach the one thousand mark.

Correct:  We needed to make 300 more paper cranes  to  reach the one thousand mark.

Correct:  We needed to make 300 more paper cranes.  We wanted to  reach the one thousand mark.

Self-practice EXERCISE 3.4

Copy the following sentences onto your own sheet of paper and circle the fragments. Then combine the fragment with the independent clause to create a complete sentence.

Working without taking a break. We try to get as much work done as we can in an hour. I needed to bring work home. In order to meet the deadline. Unless the ground thaws before spring break. We won’t be planting any tulips this year. You’ll find what you need if you look. On the shelf next to the potted plant. To find the perfect apartment. Deidre scoured the classifieds each day.

3.2  Summarizing

• Explain and apply the criteria for making a summary
• Identify and avoid the challenges of creating summaries

In Chapter 2: Working with Words , you practised identifying main and supporting ideas, which is necessary for your understanding and for creating a summary of the information you have read; once you have identified what you think the important ideas are, you can transfer that information into a new paragraph, putting the original source’s ideas into your own words or what is called paraphrasing .

In this section and in other places throughout this book, you will meet Jorge, who has been assigned a paper on low-carbohydrate papers. You will follow Jorge on the steps to creating his paper, starting with his summary.

What I s a S ummary?

When you summarize, you are filtering and condensing the most necessary points from a source, like a book, article, or website.

When  summarizing  material from a source, you zero in on the main points and restate them concisely in your own words. This technique is appropriate when only the major ideas are relevant to your paper or when you need to simplify complex information into a few key points for your readers. To create a summary, consider the following points:

Review the source material as you summarize it.

Identify the main idea and restate it as concisely as you can—preferably in one sentence. Depending on your purpose, you may also add another sentence or two condensing any important details or examples.

Check your summary to make sure it is accurate and complete.

Make a careful record of where you found the information because you will need to include the reference and citation if you choose to use the information in an essay. It is much easier to do this when you are creating the summary and taking notes than having to go back and hunt for the information later. Guessing where you think you got it from is not good enough.

Summaries and Abstracts

When you read many journal articles, you will notice there is an abstract before the article starts: this is a summary of the article’s contents. Be careful when you are summarizing an article to not depend too much on the abstract as it is already a condensed version of the content. The author of the abstract identified the main points from his or her perception; these may not match your own purpose or your own idea of what is important. What may also happen if you try to summarize the abstract is you will probably end up replacing some words with synonyms and not changing the overall ideas into your own words because the ideas are already summarized, and it is difficult to make them more generalized (we will discuss this more in Section 3.3: Paraphrasing ). You have to read the entire source or section of the source and determine for yourself what the key and supporting ideas are.

A summary or abstract of a reading passage is one-tenth to one-quarter the length of the original passage, written in your own words. The criteria for a summary are that it:

Includes only the main points and key details

Is valuable because it is the surest way to measure your understanding

Helps you remember because you must attend carefully to what you read, organize your thoughts, and write them out to make it meaningful to you (This is absolutely necessary when you cannot mark a book because it belongs to someone else.)

Challenges you to be concise in your writing while providing balanced coverage of the main points.

Challenges you to paraphrase or use your own words and avoid using too many quotations.

Is important to remain objective because you are giving the author’s views not your own.

In his draft, Jorge summarized research materials that presented scientists’ findings about low-carbohydrate diets. Read the following passage from a trade magazine article and Jorge’s summary of the article.

Article: Assessing the Efficacy of Low – Carbohydrate Diets

Adrienne Howell, Ph.D. (2010)

Over the past few years, a number of clinical studies have explored whether high-protein, low-carbohydrate diets are more effective for weight loss than other frequently recommended diet plans, such as diets that drastically curtail fat intake (Pritikin) or that emphasize consuming lean meats, grains, vegetables, and a moderate amount of unsaturated fats (the Mediterranean diet). A 2009 study found that obese teenagers who followed a low-carbohydrate diet lost an average of 15.6 kilograms over a six-month period, whereas teenagers following a low-fat diet or a Mediterranean diet lost an average of 11.1 kilograms and 9.3 kilograms respectively. Two 2010 studies that measured weight loss for obese adults following these same three diet plans found similar results. Over three months, subjects on the low-carbohydrate diet plan lost anywhere from four to six kilograms more than subjects who followed other diet plans.

In three recent studies, researchers compared outcomes for obese subjects who followed either a low-carbohydrate diet, a low-fat diet, or a Mediterranean diet and found that subjects following a low-carbohydrate diet lost more weight in the same time (Howell, 2010).

A summary restates ideas in your own words, but for specialized or clinical terms, you may need to use terms that appear in the original source. For instance, Jorge used the term  obese  in his summary because related words such as  heavy  or  overweight  have a different clinical meaning.

Summary Paragraphs

A  summary  shrinks a large amount of information into only the essentials. You probably summarize events, books, and movies daily. Think about the last movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, co-worker, or classmate, you compressed all the action of a two-hour film or a 200-page book into a brief description of the major plot movements. You probably described the main points in just a few sentences, using your own vocabulary and manner of speaking.

Similarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information. A summary uses only the writer’s own words. Like the summary’s purpose in daily conversation, the purpose of an academic summary paragraph is to maintain all the essential information from a longer document. Although shorter than the original piece of writing, a summary should still communicate all the key points and key support. In other words, summary paragraphs should be succinct and to the point.

The following is another example of a report on the use of alcohol by adolescents with an example of a student summary of that information.

A summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:

Notice how the summary retains the key points made by the writers of the original report but omits most of the statistical data. Summaries do not need to contain all the specific facts and figures in the original document; they provide only an overview of the essential information.

To write a summary:

Survey the passage, anticipating main points and checking them.

Read carefully, locating all controlling ideas, identifying key details, and deciding which are necessary to remember and which are not.

Write a paragraph in whole sentences that relate/explain only the controlling ideas and supporting details; be economical and use no more words than necessary.

Differentiate between your ideas and the original author’s by using phrases such as “According to Marshall (2014), ….” or “ Marshall (2014) argues that ….

Self-practice Exercise 3.5

• Read the following passage and use a note-taking method to identify the main points.
• Compose a sentence summarizing the paragraph’s main points.

Several factors about the environment influence our behaviour. First, temperature can influence us greatly. We seem to feel best when the temperature is in the high teens to low 20s. If it is too hot or cold, we have trouble concentrating. Lighting also influences how we function. A dark lecture hall may interfere with the lecture, or a bright nightclub might spoil romantic conversation. Finally, our behaviour is affected by colour. Some colours make us feel a peaceful while others are exciting. If you wanted a quiet room in which to study, for example, you would not paint it bright orange or red.

Collaboration: Please share with a classmate and compare your answers.

H ere are possible answers: Key points:

Environmental factors influence behaviour:

• Temperature: extremes make focus difficult
• Lighting: inappropriate lighting is disorientating
• Colour: colour affects relaxation

Summary sentence: Three environmental influences that impact human behaviour include temperature, as extreme fluctuations make it difficult to focus; lighting, which can affect our ability to engage with different environments; and colour, which affects our mood.

Passage taken from: Ueland, B. (2006). Becoming a Master Student . Boston, MA : Houghton Mifflin College Div., p. 121.

Self-practice Exercise 3.6

Read t h e passage. Highlight or underline necessary information (hint: there are five important ideas). Write your summary.

Most people drink orange juice and eat oranges because they are said to be rich in vitamin C. There are also other foods that are rich in vitamin C. It is found in citrus fruits and vegetables such as broccoli, spinach, cabbage, cauliflower, and carrots.

Vitamin C is important to our health. Do you really know how essential this nutrient is to our health and well-being? Our body needs to heal itself. Vitamin C can repair and prevent damage to the cells in our body and heal wounds. It also keeps our teeth and gums healthy. That is not all. It protects our body from infections such as colds and flu and also helps us to get better faster when we have these infections. That is why a lot of people drink orange juice and take vitamin C tablets every day. This wonderful vitamin is also good for our heart. It protects the linings of the arteries, which are the blood vessels that carry oxygenated blood. In other words, it offers protection against heart disease.

If we do not get enough vitamin C, which means we are not eating enough food that contains this vitamin, it can lead to serious diseases. Lack of vitamin C can lead to scurvy, which causes swollen gums, cheeks, fingers, hands, toes, and feet. In serious conditions, it can lead to bleeding from wounds, loss of teeth, and opening up of wounds. Therefore, make sure you have enough vitamin C in your diet.

Exercise taken from: http://www.scribd.com/doc/98238709/Form-Three-Summary-Writing-Exercise

3.3  Paraphrasing

• Identify how summarizing and paraphrasing work together
• Apply paraphrasing techniques of changing words and sentence structures

When you quote a source, you are taking the words directly from the passage: these are the original author’s words. Quotes can be useful (see Chapter 9 : Citations and Referencing ), but in order to show you understand what you have read, you should paraphrase. Paraphrasing is putting information into your words; it is an important skill to develop because when you do it, you are not only showing you understand what you have read, but you are also processing and adapting that information to your writing purpose.

When you paraphrase, you are using the technique of putting a condensed version of someone else’s ideas (summary) into your own words .

It is very important to remember when you are paraphrasing is you still need to include citations because although the words are yours, the ideas belong to the original authors, and you must give that person credit for the ideas (again, we will look at this more in Chapter 9 : Citations and Referencing ).

If you prefer rewriting, try not to copy but use your own paraphrasing of the material. If a concept is difficult, put it in your own terms with a concrete example so you understand it. Try to put it in the vocabulary of the course.

Paraphrasing Sources

When you  paraphrase  material from a source, restate the information from an entire sentence or passage in your own words, using your own original sentence structure. A paraphrased source differs from a summarized source in that you focus on restating the ideas, not condensing them. Again, it is important to check your paraphrase against the source material to make sure it is both accurate and original. Inexperienced writers sometimes use the thesaurus method of paraphrasing; that is, they simply rewrite the source material, replacing most of the words with synonyms. This constitutes a misuse of sources. A true paraphrase restates ideas using the writer’s (your) own language and style.

In his draft, Jorge frequently paraphrased details from sources. At times, he needed to rewrite a sentence more than once to ensure he was paraphrasing ideas correctly. Below is a passage with examples of how he paraphrased and adapted the information to create his own paragraph. Read the passage from a website. Then read Jorge’s initial attempt at paraphrasing it, followed by the final version of his paraphrase.

According to Heinz (2009), dieters nearly always get great results soon after they begin following a low-carbohydrate diet, but these results tend to taper off after the first few months, particularly because many dieters find it difficult to follow a low-carbohydrate diet plan consistently.

Jorge’s Original Summary

People usually see encouraging outcomes shortly after they go on a low-carbohydrate diet, but their progress slows down after a short while, especially because most discover that it is a challenge to adhere to the diet strictly (Heinz, 2009).

After reviewing the paraphrased sentence, Jorge realized he was following the original source too closely. He did not want to quote the full passage verbatim, so he again attempted to restate the idea in his own style.

Jorge’s Revised Summary

Because it is hard for dieters to stick to a low-carbohydrate eating plan, the initial success of these diets is short lived (Heinz, 2009).

Self-Practice Exercise 3.7

On a sheet of paper, paraphrase each of the following passages.

“The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America’s break with the past.” From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

“While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it’s unlikely that architects and engineers have abandoned the quest for the world’s tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building.” From Ron Bachman, “Reaching for the Sky.” Dial (May 1990): 15.

H ere are possible answers:

During the twenties, lawlessness and social nonconformity prevailed. In cities, organized crime flourished without police interference, and, in spite of nationwide prohibition of liquor sales, anyone who wished to buy a drink knew where to get one. Musicians like Louis Armstrong become favourites, particularly among young people, as many turned away from highly respectable classical music to jazz. One of the best examples of the anti-traditional trend was the proliferation of young “flappers,” women who rebelled against custom by cutting off their hair and shortening their skirts (Yancey, 1989, p. 25).

The Sears Tower is a world marvel, and it is unknown how much higher skyscrapers of the future will rise. However, the design of one twice as tall as the Sears Tower is already on the boards, and an architect, Robert Sobel, thinks we currently have sufficient know how to build a skyscraper with over 500 storeys (Bachman, 1990, p. 15).

Exercise taken from: https://owl.english.purdue.edu/exercises/28/12/33/

Self-Practice Exercise 3.8

On a sheet of paper, follow these steps to practi s e paraphrasing.

• Choose an important idea or detail from your notes.
• Without looking at the original source, restate the idea in your own words.
• Check your paraphrase against the original text in the source. Make sure both your language and your sentence structure are original.
• Revise your paraphrase if necessary.

Assignment 2: summary practice (5%)

Read the following article and compose a summary of 100 to 150 words. Determine what the key points are and paraphrase accordingly. Make sure all the points you choose are important to the understanding and overall meaning of the essay.

You want to use objective language that accurately represents the original author’s angle of vision: do not provide analysis or discussion.

You should not simply substitute words.

You should change up the sentence structure.

The end result needs to capture all the main points but also be in your own words.

You need to submit this assignment to your instructor for marking . (5%)

ARTICLE: ASSIGNMENT 2

Heroin as One of the Most Lethal Drugs Among prohibited narcotic substances, heroin has been classified as one of the most addictive and detrimental. In a recent research study run by the Institute of Narcotic Examination in Rollesque, Nevada, heroin ranked 2.89 out of 3 on a dependence rating scale (Perez, 2012). This result was also confirmed by scores of research held in London by the Academy of Pharmaceutical Studies (Perez, 2012). An opiate processed from morphine, heroin is delineated as a lethal drug. The common form of heroin sold in streets looks like a white or brown gummy substance with a high consistency of tar.

Heroin is injected into the human body through a hypothermic needle directly in a muscle or a particular blood vein. It can also be smoked like cigarettes. There is the possibility of it being successfully mixed with drugs or snorted as cocaine. Street heroin is often mixed with other substances like sugar, starch, quinine, poisons or even powder milk to dilute the effect. Short and long term effects of heroin use have different levels of withdrawal, reinforcements, tolerance, dependency and intoxication. Heroin reduces pain and mimics the traits of endorphins, which causes the human brain to experience pleasure (Hollow, 2011). The central neural system becomes supersaturated with endorphin like substances, and when the effect of heroin ends, individuals begin to feel the need for a new injection to prolong pleasure (Hollow, 2011).

The degree of heroin addictiveness can be measured by the severe withdrawal symptoms which it induces in individuals. Among the most common symptoms, one can enlist the following: a warm flush feeling in the skin, an ill mood and depression, vomiting, itching, nausea, and heavy pain in joints. The cardiac functions and the neural system functions slow down, though it often depends on the individual’s genetic type, amount of the drug taken, and the purity of the substance (Hollow, 2011).

Heroin addiction causes numerous side effects to the physical body. Blood vein structure collapses, and a risk of receiving a heart infection, liver disease, or abscesses dramatically increases. Long term addiction to the drug takes the form of a chronic, relapsing disease. Long term use of heroin prompts users to gradually increase doses. Once a user is in the chronic stage, this implies such symptoms as restlessness, bone and muscle pain, insomnia, and intense withdrawal stages lasting for 24 to 48 hours after heroin has been taken (Lichter, 2012).

The treatment of heroin addiction includes a thorough detoxification program, which helps to minimize the severity of withdrawal symptoms. The use of medications for treatment along with therapy helps individuals cope. Methadone programs, buprenorphine, together with behavioral therapies aid to recover from addiction (Perez, 2012). These aspects are important, as both behavioral and pharmacological interventions can effectively normalize addiction levels, brain functions and social behavior. These methods are used in a varied combination to cure the withdrawal, tolerance, dependence and intoxication elements to minimize the addictive qualities of heroin. References:

Hollow, M. (2011). Heroin: The Ultimate Drug . Chicago: Running Hill Books.

Lichter, M. (2012). The Dark Hole of Heroin . Boston: Sidetrack Books.

Perez, G. (2012). Studies of Heroin . New York: Gold Beard Press.

Essay taken and adapted from: http://academichelp.net/samples/essays/expository/heroin-lethal-drug.html

3.4 Effective Means for Writing a Paragraph

• Identify characteristics of a good topic sentence
• Identify the three parts of a developed paragraph
• Apply knowledge of topic sentences and parts of a developed paragraph in an assignment

This section addresses paragraph composition. In the next chapter, we will look at identifying common assignment purposes and how to select appropriate content for a particular audience, but here we will look at what actually makes up a paragraph. Composing an effective paragraph requires a method similar to building a house. You may have the finest content, or materials, but if you do not arrange them in the correct order, then the final product will not hold together very well.

Imagine reading one long block of text, with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely very quickly lose interest in what the author. During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. One technique that effective writers use is to begin a fresh paragraph for each new idea they introduce.

Paragraphs separate ideas into logical, manageable chunks. One paragraph focuses on only one main idea and presents coherent sentences to support that one point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. To create longer assignments and to discuss more than one point, writers group together paragraphs.

A strong paragraph contains three distinct components:

Topic sentence .  The topic sentence is the main idea of the paragraph.

Body .  The body is composed of the supporting sentences that develop the main point.

Conclusion .  The conclusion is the final sentence that summarizes the main point.

The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph. The topic sentence relates to the thesis, or main point, of the essay and guides the reader by signposting what the paragraph is about. All the sentences in the rest of the paragraph should relate to the topic sentence.

This section covers the major components of a paragraph and examines how to develop an effective topic sentence.

Paragraph Length

How long should a paragraph be?

One answer to this important question may be “long enough”—long enough for you to address your points and explain your main idea. To grab attention or to present succinct supporting ideas, a paragraph can be fairly short and consist of two to three sentences. A paragraph in a complex essay about some abstract point in philosophy or archaeology can be two-thirds of a page or more in length. As long as the writer maintains close focus on the topic and does not ramble, a long paragraph is acceptable. In general, try to keep the paragraphs longer than one sentence but shorter than two-thirds of a page of double spaced text, or roughly 75 to 200 words in length.

Journalistic style often calls for brief two- or three-sentence paragraphs because of how people read the news, both online and in print. Blogs and other online information sources often adopt this paragraphing style, too. Readers often skim the first paragraphs of a great many articles before settling on the handful of stories they want to read in detail.

You may find that a particular paragraph you write may be longer than one that will hold your audience’s interest. In such cases, you should divide the paragraph into two or more shorter paragraphs, adding a topic statement or some kind of transitional word or phrase at the start of the new paragraph. Transition words or phrases show the connection between the two ideas.

In all cases, however, be guided by what your instructor wants and expects to find in your draft. Many instructors will expect you to develop a mature style as you progress through the semester’s assignments.

Developing a Topic Sentence

Pick up any newspaper or magazine and read the first sentence of an article. Are you fairly confident that you know what the rest of the article is about? If so, you have likely read the topic sentence. An effective topic sentence combines a main idea with the writer’s personal attitude or opinion. It serves to orient the reader and provides an indication of what will follow in the rest of the paragraph. Read the following example.

Creating a national set of standards for math and English education will improve student learning in many provinces.

This topic sentence declares a favourable position for standardizing math and English education. After reading this sentence, a reader might reasonably expect the writer to provide supporting details and facts as to why standardizing math and English education might improve student learning in many provinces. If the purpose of the essay is actually to evaluate education in only one particular province or to discuss math or English education specifically, then the topic sentence is misleading.

When writing a draft of an essay, allow a friend or colleague to read the opening line of your first paragraph. Ask your reader to predict what your paper will be about. If he or she is unable to guess your topic accurately, you should consider revising your topic sentence so that it clearly defines your purpose in writing.

Main Idea versus Controlling Idea

Topic sentences contain both a  main idea  (the subject, or topic that the writer is discussing) and a  controlling idea  (the writer’s specific stance on that subject). Just as a thesis statement includes an idea that controls a document’s focus, a topic sentence must also contain a controlling idea to direct the paragraph. Different writers may use the same main idea but can steer their paragraph in a number of different directions according to their stance on the subject. Read the following examples.

Marijuana is a destructive influence on teens and causes long-term brain damage.

The anti-nausea properties in marijuana are a lifeline for many cancer patients.

Legalizing marijuana would create a higher demand for Class A and Class B drugs.

Although the main idea—marijuana—is the same in all three topic sentences, the controlling idea differs depending on the writer’s viewpoint.

Self-Practice Exercise 3.9

Circle the main idea and underline the controlling idea in each of the following topic sentences. Exercising three times a week is the only way to maintain good physical health. Sexism and racism are still rampant in today’s workplace. Raising the legal driving age to 21 would decrease road traffic accidents. Owning a business is the only way to achieve financial success. Dog owners should be prohibited from taking their pets on public beaches.

Characteristics of a Good Topic Sentence

Five characteristics define a good topic sentence:

A good topic sentence provides an accurate indication of what will follow in the rest of the paragraph.

Weak example.  People rarely give firefighters the credit they deserve for such a physically and emotionally demanding job. (The paragraph is about a specific incident that involved firefighters; therefore, this topic sentence is too general.)

Stronger example.  During the October riots, Unit 3B went beyond the call of duty. (This topic sentence is more specific and indicates that the paragraph will contain information about a particular incident involving Unit 3B.)

A good topic sentence contains both a topic and a controlling idea or opinion.

Weak example.  In this paper, I am going to discuss the rising suicide rate among young professionals. (This topic sentence provides a main idea, but it does not present a controlling idea or thesis.)

Stronger example.  The rising suicide rate among young professionals is a cause for immediate concern. (This topic sentence presents the writer’s opinion on the subject of rising suicide rates among young professionals.)

A good topic sentence is clear and easy to follow.

Weak example.  In general, writing an essay, thesis, or other academic or nonacademic document is considerably easier and of much higher quality if you first construct an outline, of which there are many different types. (This topic sentence includes a main idea and a controlling thesis, but both are buried beneath the confusing sentence structure and unnecessary vocabulary. These obstacles make it difficult for the reader to follow.)

Stronger example.  Most forms of writing can be improved by first creating an outline. (This topic sentence cuts out unnecessary verbiage and simplifies the previous statement, making it easier for the reader to follow.)

A good topic sentence does not include supporting details.

Weak example.  Salaries should be capped in baseball for many reasons, most importantly so we don’t allow the same team to win year after year. (This topic sentence includes a supporting detail that should be included later in the paragraph to back up the main point.)

Stronger example.  Introducing a salary cap would improve the game of baseball for many reasons. (This topic sentence omits the additional supporting detail so that it can be expanded upon later in the paragraph.)

A good topic sentence engages the reader by using interesting vocabulary.

Weak example.  The military deserves better equipment. (This topic sentence includes a main idea and a controlling thesis, but the language is bland and unexciting.)

Stronger example.  The appalling lack of resources provided to the military is outrageous and requires our immediate attention. (This topic sentence reiterates the same idea and controlling thesis, but adjectives such as  appalling  and  immediate  better engage the reader. These words also indicate the writer’s tone.)

Self-Practice Exercise 3.10

Choose the most effective topic sentence from the following sentence pairs. a. This paper will discuss the likelihood of the Liberals winning the next election. b. To boost their chances of winning the next election, the Liberals need to listen to public opinion.

a. The unrealistic demands of union workers are crippling the economy for three main reasons. b. Union workers are crippling the economy because companies are unable to remain competitive as a result of added financial pressure.

a. Authors are losing money as a result of technological advances. b. The introduction of new technology will devastate the literary world.

a. Rap music is produced by untalented individuals with oversized egos. b. This essay will consider whether talent is required in the rap music industry.

Self-Practice Exercise 3.11

Using the tips on developing effective topic sentences in this section, create a topic sentence on each of the following subjects. Remember to include a controlling idea as well as a main idea. An endangered species: _____________________________________________________________________ The cost of fuel: _____________________________________________________________________ The legal drinking age: _____________________________________________________________________ A controversial film or novel: _____________________________________________________________________

Writing at Work

When creating a workplace document, use the “top down” approach—keep the topic sentence at the beginning of each paragraph so that readers immediately understand the gist of the message. This method saves busy colleagues precious time and effort trying to figure out the main points and relevant details.

Headings are another helpful tool. In a text-heavy document, break up each paragraph with individual headings. These serve as useful navigation aids, enabling colleagues to skim through the document and locate paragraphs that are relevant to them.

Developing Paragraphs That Use Topic Sentences, Supporting Ideas, and Transitions Effectively

Learning how to develop a good topic sentence is the first step toward writing a solid paragraph. Once you have composed your topic sentence, you have a guideline for the rest of the paragraph. To complete the paragraph, a writer must support the topic sentence with additional information and summarize the main point with a concluding sentence.

This section identifies the three major structural parts of a paragraph and covers how to develop a paragraph using transitional words and phrases.

Identifying Parts of a Paragraph

An effective paragraph contains three main parts: a topic sentence, the body, and the concluding sentence. A topic sentence is often the first sentence of a paragraph. The body of the paragraph usually follows, containing supporting details. Supporting sentences  help explain, prove, or enhance the topic sentence. The  concluding sentence  is the last sentence in the paragraph. It reminds the reader of the main point by restating it in different words. Figure 3.4 provides a template you can use for organizing your paragraphs.

Figure 3.4 Paragraph Structure Graphic Organizer

Read the following paragraph. The topic sentence is underlined for you.

After reading the new TV guide this week , I had just one thought—why are we still being bombarded with reality shows?  This season, the plague of reality television continues to darken our airwaves. Along with the return of viewer favourites, we are to be cursed with yet another mindless creation.  Prisoner follows the daily lives of eight suburban housewives who have chosen to be put in jail for the purposes of this fake psychological experiment. A preview for the first episode shows the usual tears and tantrums associated with reality television. I dread to think what producers will come up with next season, but if any of them are reading this blog—stop it! We’ve had enough reality television to last us a lifetime!

The first sentence of this paragraph is the topic sentence. It tells the reader that the paragraph will be about reality television shows, and it expresses the writer’s distaste for these shows through the use of the word  bombarded .

Each of the following sentences in the paragraph supports the topic sentence by providing further information about a specific reality television show. The final sentence is the concluding sentence. It reiterates the main point that viewers are bored with reality television shows by using different words from the topic sentence.

Paragraphs that begin with the topic sentence move from the general to the specific. They open with a general statement about a subject (reality shows) and then discuss specific examples (the reality show  Prisoner ). Most academic essays contain the topic sentence at the beginning of the first paragraph.

Now take a look at another paragraph. The topic sentence is underlined for you.

Last year, a cat travelled 200 kilometres to reach its family, who had moved to another city and had left their pet behind. Even though the cat had never been to the new home, it cat was able to track down its former owners. A dog in my neighbourhood can predict when its master is about to have a seizure. It makes sure that he does not hurt himself during an epileptic fit.  Compared to many animals, our own senses are almost dull.

The last sentence of this paragraph is the topic sentence. It draws on specific examples (a cat that tracked down its owners and a dog that can predict seizures) and then makes a general statement that draws a conclusion from these examples (animals’ senses are better than humans’). In this case, the supporting sentences are placed before the topic sentence and the concluding sentence is the same as the topic sentence.

This technique is frequently used in persuasive writing. The writer produces detailed examples as evidence to back up his or her point, preparing the reader to accept the concluding topic sentence as the truth.

Sometimes, the topic sentence appears in the middle of a paragraph. Read the following example. The topic sentence is underlined for you.

For many years, I suffered from severe anxiety every time I took an exam. Hours before the exam, my heart would begin pounding, my legs would shake, and sometimes I would become physically unable to move.  Last year, I was referred to a specialist and finally found a way to control my anxiety—breathing exercises.  It seems so simple, but by doing just a few breathing exercises a couple of hours before an exam, I gradually got my anxiety under control. The exercises help slow my heart rate and make me feel less anxious. Better yet, they require no pills, no equipment, and very little time. It is amazing how just breathing correctly has helped me learn to manage my anxiety symptoms.

In this paragraph, the underlined sentence is the topic sentence. It expresses the main idea—that breathing exercises can help control anxiety. The preceding sentences enable the writer to build up to his main point (breathing exercises can help control anxiety) by using a personal anecdote (how the writer used to suffer from anxiety). The supporting sentences then expand on how breathing exercises help the writer by providing additional information. The last sentence is the concluding sentence and restates how breathing can help manage anxiety.

Placing a topic sentence in the middle of a paragraph is often used in creative writing. If you notice that you have used a topic sentence in the middle of a paragraph in an academic essay, read through the paragraph carefully to make sure that it contains only one major topic.

Implied Topic Sentences

Some well-organized paragraphs do not contain a topic sentence at all. Instead of being directly stated, the main idea is implied in the content of the paragraph. Read the following example:

Heaving herself up the stairs, Luella had to pause for breath several times. She let out a wheeze as she sat down heavily in the wooden rocking chair. Tao approached her cautiously, as if she might crumble at the slightest touch. He studied her face, like parchment; stretched across the bones so finely he could almost see right through the skin to the decaying muscle underneath. Luella smiled a toothless grin.

Although no single sentence in this paragraph states the main idea, the entire paragraph focuses on one concept—that Luella is extremely old. The topic sentence is thus implied rather than stated. This technique is often used in descriptive or narrative writing. Implied topic sentences work well if the writer has a firm idea of what he or she intends to say in the paragraph and sticks to it. However, a paragraph loses its effectiveness if an implied topic sentence is too subtle or the writer loses focus.

Avoid using implied topic sentences in an informational document. Readers often lose patience if they are unable to quickly grasp what the writer is trying to say. The clearest and most efficient way to communicate in an informational document is to position the topic sentence at the beginning of the paragraph.

Self-Practice Exercise 3.12

Identify the topic sentence, supporting sentences, and concluding sentence in the following paragraph. The desert provides a harsh environment in which few mammals are able to adapt. Of these hardy creatures, the kangaroo rat is possibly the most fascinating. Able to live in some of the most arid parts of the southwest, the kangaroo rat neither sweats nor pants to keep cool. Its specialized kidneys enable it to survive on a minuscule amount of water. Unlike other desert creatures, the kangaroo rat does not store water in its body but instead is able to convert the dry seeds it eats into moisture. Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing creature.

Collaboration: P lease share with a classmate and compare your answers.

Supporting Sentences

If you think of a paragraph as a hamburger, the supporting sentences are the meat inside the bun. They make up the body of the paragraph by explaining, proving, or enhancing the controlling idea in the topic sentence. Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing. A supporting sentence usually offers one of the following:

Sentence:  The refusal of the baby boom generation to retire is contributing to the current lack of available jobs.

Sentence:  Many families now rely on older relatives to support them financially.

Sentence:  Nearly 10 percent of adults are currently unemployed in the United States.

Sentence:  “We will not allow this situation to continue,” stated Senator Johns.

Sentence:  Last year, Bill was asked to retire at the age of 55.

The type of supporting sentence you choose will depend on what you are writing and why you are writing. For example, if you are attempting to persuade your audience to take a particular position, you should rely on facts, statistics, and concrete examples, rather than personal opinions. Read the following example:

There are numerous advantages to owning a hybrid car.  (Topic sentence)

First, they get 20 percent to 35 percent more kilometres to the litre than a fuel-efficient gas-powered vehicle.  (Supporting sentence 1: statistic)

Second, they produce very few emissions during low-speed city driving. (Supporting sentence 2: fact)

Because they do not require as much gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump.  (Supporting sentence 3: reason)

Alex bought a hybrid car two years ago and has been extremely impressed with its performance.  (Supporting sentence 4: example)

“It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas-powered vehicles I’ve owned.”  (Supporting sentence 5: quotation)

Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.  (Concluding sentence)

To find information for your supporting sentences, you might consider using one of the following sources:

Reference book

Academic journal/article

Newspaper/magazine

Encyclopedia

Biography/autobiography

Previous experience

Personal research

When searching for information on the Internet, remember that some websites are more reliable than others. Websites ending in .gov or .edu are generally more reliable than websites ending in .com or .org. Wikis and blogs are not reliable sources of information because they are subject to inaccuracies and are usually very subjective and biased.

Concluding Sentences

An effective concluding sentence draws together all the ideas you have raised in your paragraph. It reminds readers of the main point—the topic sentence—without restating it in exactly the same words. Using the hamburger example, the top bun (the topic sentence) and the bottom bun (the concluding sentence) are very similar. They frame the “meat” or body of the paragraph. Compare the topic sentence and concluding sentence from the previous example:

Topic sentence:  There are numerous advantages to owning a hybrid car.

Concluding sentence:  Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

Notice the use of the synonyms  advantages  and  benefits . The concluding sentence reiterates the idea that owning a hybrid is advantageous without using the exact same words. It also summarizes two examples of the advantages covered in the supporting sentences: low running costs and environmental benefits.

You should avoid introducing any new ideas into your concluding sentence. A conclusion is intended to provide the reader with a sense of completion. Introducing a subject that is not covered in the paragraph will confuse the reader and weaken your writing.

A concluding sentence may do any of the following:

Restate the main idea.

Example:  Childhood obesity is a growing problem in North America.

Summarize the key points in the paragraph.

Example:  A lack of healthy choices, poor parenting, and an addiction to video games are among the many factors contributing to childhood obesity.

Draw a conclusion based on the information in the paragraph.

Example:  These statistics indicate that unless we take action, childhood obesity rates will continue to rise.

Make a prediction, suggestion, or recommendation about the information in the paragraph.

Example:  Based on this research, more than 60 percent of children in North American will be morbidly obese by the year 2030 unless we take evasive action.

Offer an additional observation about the controlling idea.

Example:  Childhood obesity is an entirely preventable tragedy.

Self-Practice Exercise 3.13

On your own paper, write one example of each type of concluding sentence based on a topic of your choice.

Transitions

A strong paragraph moves seamlessly from the topic sentence into the supporting sentences and on to the concluding sentence. To help organize a paragraph and ensure that ideas logically connect to one another, writers use transitional words and phrases. A  transition  is a connecting word that describes a relationship between ideas. Take another look at the earlier example:

There are numerous advantages to owning a hybrid car.  First , they get 20 percent to 35 percent more kilometres to the litre than a fuel-efficient gas-powered vehicle.  Second , they produce very few emissions during low speed city driving.  Because  they require less gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump. Alex bought a hybrid car two years ago and has been extremely impressed with its performance. “It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas-powered vehicles I’ve owned.” Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

Each of the underlined words is a transition word. Words such as  first  and second  are transition words that show sequence or clarify order. They help organize the writer’s ideas by showing that he or she has another point to make in support of the topic sentence. Other transition words that show order include third ,  also , and  furthermore .

The transition word  because  is a transition word of consequence that continues a line of thought. It indicates that the writer will provide an explanation of a result. In this sentence, the writer explains why hybrid cars will reduce dependency on fossil fuels (because they require less gas). Other transition words of consequence include  as a result ,  so that ,  since , or  for this reason .

To include a summarizing transition in her concluding sentence, the writer could rewrite the final sentence as follows:

In conclusion, given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

Table 3.1: Transitional Words and Phrases to Connect Sentences provides some useful transition words to connect supporting sentences and concluding sentences. (In other chapters of this book, you will be exposed to more transitional words and phrases for other purposes.)

Table 3 .1  Transitional Words and Phrases to Connect Sentences

Self-Practice Exercise 3.14

On a sheet of paper, write a paragraph on a topic of your choice. Be sure to include a topic sentence, supporting sentences, and a concluding sentence and to use transitional words and phrases to link your ideas together.

Transitional words and phrases are useful tools to incorporate into workplace documents. They guide the reader through the document, clarifying relationships between sentences and paragraphs so that the reader understands why they have been written in that particular order.

For example, when writing an instructional memo, it may be helpful to consider the following transitional words and phrases:  before you begin , first ,  next ,  then ,  finally ,  after you have completed . Using these transitions as a template to write your memo will provide readers with clear, logical instructions about a particular process and the order in which steps are supposed to be completed.

Key Takeaways

• A good paragraph contains three distinct components: a topic sentence, body, and concluding sentence.
• The topic sentence expresses the main idea of the paragraph combined with the writer’s attitude or opinion about the topic.
• Good topic sentences contain both a main idea and a controlling idea, are clear and easy to follow, use engaging vocabulary, and provide an accurate indication of what will follow in the rest of the paragraph.
• Topic sentences may be placed at the beginning, middle, or end of a paragraph. In most academic essays, the topic sentence is placed at the beginning of a paragraph.
• Supporting sentences help explain, prove, or enhance the topic sentence by offering facts, reasons, statistics, quotations, or examples.
• Concluding sentences summarize the key points in a paragraph and reiterate the main idea without repeating it word for word.
• Transitional words and phrases help organize ideas in a paragraph and show how these ideas relate to one another.

Supplemental Exercises

Select one of the following topics or choose a topic of your choice:

Drilling for oil in Alberta Health care reform Introducing a four day work week Bringing pets to work Create a topic sentence based on the topic you chose, remembering to include both a main idea and a controlling idea. Next, write an alternative topic sentence using the same main idea but a different controlling idea. Collaboration: P lease share with a classmate and compare your answers.

Group activity.  Working in a group of four or five, assign each group member the task of collecting one document each. These documents might include magazine or newspaper articles, workplace documents, academic essays, chapters from a reference book, film or book reviews, or any other type of writing. As a group, read through each document and discuss the author’s purpose for writing. Use the information you have learned in this chapter to decide whether the main purpose is to summarize, analyze, synthesize, or evaluate. Write a brief report on the purpose of each document, using supporting evidence from the text.

Group activity.  Working in a small group, select a workplace document or academic essay that has a clear thesis. Examine each paragraph and identify the topic sentence, supporting sentences, and concluding sentence. Then, choose one particular paragraph and discuss the following questions:

• Is the topic sentence clearly identifiable or is it implied?
• Do all the supporting sentences relate to the topic sentence?
• Does the writer use effective transitions to link his or her ideas?
• Does the concluding sentence accurately summarize the main point of the paragraph?

As a group, identify the weakest areas of the paragraph and rewrite them. Focus on the relationship between the topic sentence, supporting sentences, and concluding sentence. Use transitions to illustrate the connection between each sentence in the paragraph.

Peer activity.  Using the information you have learned in this chapter, write a paragraph about a current event. Underline the topic sentence in your paragraph. Now, rewrite the paragraph, placing the topic sentence in a different part of the paragraph. Read the two paragraphs aloud to a peer and have him or her identify the topic sentence. Discuss which paragraph is more effective and why. Collaboration: P lease share with a classmate, compare your answers, and discuss the contrasting results.

Journal entry #3

Write a paragraph or two responding to the following.

Reflecting on what you read about sentence structure in this chapter, think about your writing tendencies. Which of the common sentences errors apply to your writing? How do you plan to address these?

What challenges did you face when summarizing and paraphrasing? What will you try to focus on doing or not doing in the future when writing summaries?

Reflect on the goals you set previously. Is there anything you would like to add or already feel more confident with doing?

Remember as mentioned in the Assessment Descriptions in your syllabus :

You will be expected to respond to the questions by reflecting on and discussing your experiences with the week’s material.

When writing your journals, you should focus on freewriting—writing without (overly) considering formal writing structures—but you want to remember that it will be read by the instructor, who needs to be able to understand your ideas. Your instructor will be able to see if you have completed this entry by the end of the week but will not read all of the journals until week 6.

Writing for Success - 1st Canadian Edition Copyright © 2015 by Tara Horkoff; an author removed at the request of the original publisher; and Horkoff, Tara is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Organization
• Supporting Paragraphs

"A paragraph is a sentence or group of sentences that develops a main idea. Paragraphs serve as the primary building blocks of essays, reports, memos, and other forms of written composition" (Hult and Huckin, The New Century Handbook , 103).

In essence, paragraphs control the design and structure of the written composition. Paragraphs in the middle of your composition develop the thesis statement and provide transition ideas between supporting details.

Paragraphs should be " unified, coherent, and adequately developed , while flowing from one to the next as smoothly as possible" (Hult and Huckin, The New Century Handbook , 103).

Rule to Remember

Make sure all your paragraphs are unified, coherent, and adequately developed.

"A unified paragraph focuses on and develops a single main idea . This idea is typically captured in a single sentence, called a topic sentence . The other sentences in the paragraph, the supporting sentences , should elaborate on the topic sentence in a logical fashion (Hult and Huckin, The New Century Handbook , 104).

The supporting sentences, also called the body of the paragraph , are used to support, explain, illustrate, or provide evidence for the idea expressed in the topic sentence.

The main characteristics of a well-written paragraph

Introduce a topic sentence in your paragraph and then let the rest of the sentences build details to support it.

A paragraph should not introduce any other evidence or provide information that does not support the main idea; otherwise, the paragraph will lack unity and coherence.

Find logical subdivisions in your argument and organize them into unified paragraphs.

It is common to start a paragraph with a topic sentence and then let the rest of the sentences build details to support it. However, this is not by any means the only or the best pattern. The topic sentence can appear in any part of the paragraph or sometimes it can be implied.

Topic sentences at the beginning of a paragraph

In the following two paragraphs, the topic sentence appears at the beginning:

The environment the teacher creates in the classroom plays one of the most crucial roles in successful learning . This is true of any setting, whether the teaching occurs in a long academic program or in a tutoring situation. The teacher is a role model, a person students can trust, a guide, and a mentor. It is the responsibility of the teacher to create a low-anxiety environment in order to allow the students to enjoy the learning process. A good teacher tries to find out what works best with a particular learner or a group of learners and goes from there. What needs to come first in any learning situation is not a specific aspect or principle of methodology but the learners themselves.

From a Teaching Practicum Reflection Paper

Online education has become more popular than other forms of distance education because it offers learners a great deal of flexibility . Students have the freedom to work at their own pace, time, and chosen location. The flexibility of online learning makes it a very powerful tool that enhances learning, provides motivation for self-directed study, and, at the same time, increases convenience for learners with effective use of place and time. Online education is an excellent solution for those who consider learning to be a lifelong process. For adult learners, it provides the possibility to manage work, family, and other activities while still being able to take classes.

From a student research paper on Advantages and Limitations of Web-Based Instruction

"A topic sentence should, if possible, do four things: (1) provide a transition from a the preceding paragraph, (2) introduce the topic of the paragraph, (3) make a main point about this topic, and (4) suggest how the rest of the paragraph will develop this point" (Hult and Huckin, The New Century Handbook , 104).

Suggestions for writing paragraphs

• Avoid paragraphs that are either too long or too short
• Develop a single idea in a paragraph
• Use different patterns of paragraph development (narration, description, definition, example, comparison and contrast, analogy, cause and effect, or process)
• Provide transitions between paragraphs to make your writing flow smoothly (refer to the section on Transitions )

Audience also affects the choice of language, vocabulary, and sentence structures.

Reasons to start a new paragraph

• Introduce a new idea
• Emphasize an idea
• Introduce a logical pause
• Introduce a subtopic
• Conclude the composition

(Lunsford, The Everyday Writer , 48)

• Punctuation
• Reading the Assignment
• Addressing the Audience
• Introduction
• Thesis Statement
• Transitions
• Revision Process

An official website of the United States government

Write short paragraphs

Write short paragraphs and cover one topic per paragraph. Long paragraphs discourage users from even trying to understand your material. Short paragraphs are easier to read and understand.

Writing experts recommend paragraphs of no more than 150 words in three to eight sentences. Paragraphs should never be longer than 250 words. Vary the lengths of your paragraphs to make them more interesting. As with sentence length, if all paragraphs are the same size your writing will be choppy.

There is nothing wrong with an occasional one-sentence paragraph.

Using short paragraphs is an ideal way to open up your writing and create white space. In turn, this makes your writing more inviting and easier to read.

Along with breaking material up into shorter paragraphs, consider adding headings for each paragraph as we did in the following example.

Long, dense paragraph

Flu Medication

A specific vaccine for humans that is effective in preventing avian influenza is not yet readily available. Based upon limited data, the CDC has suggested that the anti-viral medication Oseltamivir (brand name-Tamiflu) may be effective in treating avian influenza. Using this input, the Department of State has decided to pre-position the drug Tamiflu at its Embassies and Consulates worldwide, for eligible U.S. Government employees and their families serving abroad who become ill with avian influenza. We emphasize that this medication cannot be made available to private U.S. citizens abroad. Because of this, and because Tamiflu may not be readily available overseas, the State Department encourages American citizens traveling or living abroad to consult with their private physician about whether to obtain Tamiflu prior to travel, for use in the event treatment becomes necessary, or whether Tamiflu is readily available in the country where they reside. Americans should also be aware of the potential health risk posed by counterfeit drugs, including those represented as Tamiflu, by internet scam artists or in countries with lax regulations governing the production and distribution of pharmaceuticals. In addition, the Department of State has asked its embassies and consulates to consider preparedness measures that take into consideration the fact that travel into or out of a country may not be possible, safe or medically advisable. Guidance on how private citizens can prepare for a “stay in place” response, including stockpiling food, water, and medical supplies, is available on the CDC and pandemicflu.gov websites.

Divided into paragraphs

Flu medication for government employees

A specific vaccine for humans effective in preventing avian influenza is not yet readily available. Based on limited data, the CDC suggested that the anti-viral medication Oseltamivir (brand name-Tamiflu) may be effective in treating avian influenza. Using this input, the Department of State decided to pre-position the drug Tamiflu at its Embassies and Consulates worldwide, for eligible U.S. Government employees and their families serving abroad who become ill with avian influenza.

Flu medication for private citizens

We emphasize that we can’t make this medication available to private U.S. citizens abroad. Because of this, and because Tamiflu may not be readily available overseas, the State Department encourages American citizens traveling or living abroad to consult with their private physician about whether to get Tamiflu before they travel, whether to use if treatment becomes necessary, or if Tamiflu is readily available in the country where they live.

Counterfeit drug warning

Americans should also be aware of the potential health risk posed by counterfeit drugs, including those represented as Tamiflu, by internet scam artists or in countries with lax regulations governing the production and distribution of pharmaceuticals.

Additional precautions

In addition, the Department of State has asked its embassies and consulates to consider preparedness measures that consider that travel into or out of a country may not be possible, safe or medically advisable. Guidance on how private citizens can prepare for a “stay in place” response, including stockpiling food, water, and medical supplies, is available on the CDC and pandemicflu.gov websites.

Cover one topic in each paragraph

Limit each paragraph or section to one topic to make it easier for your audience to understand your information. Each paragraph should start with a topic sentence that captures the essence of everything in the paragraph.

Putting each topic in a separate paragraph makes your information easier to digest.

Notice of a bid advertisement shall be published in at least one local newspaper and in one trade publication at least 30 days in advance of sale. If applicable, the notice must identify the reservation within which the tracts to be leased are found. Specific descriptions of the tracts shall be available at the office of the superintendent. The complete text of the advertisement shall be mailed to each person listed on the appropriate agency mailing list.

Thirty days before the sale, we will publish a notice advertising bids. The notice will be in at least one local newspaper and in one trade publication. It will identify any reservation where the tracts to be leased are located.

We will share information about this process in two other ways. We will mail the advertisement to each person on the appropriate agency mailing list. We will also provide specific descriptions of the tracts at the superintendent’s office.

• Garner, Bryan A., Legal Writing in Plain English , 2001, University of Chicago Press, Chicago, pp. 72-73.
• Murawski, Thomas A., Writing Readable Regulations , 1999, Carolina Academic Press Durham, NC, pp. 24-25.

English that goes straight to the heart

Short Paragraph Examples

A paragraph is a short collection of well-organized sentences which revolve around a single theme and is coherent. A good paragraph expresses everything it has to say briefly.

To write a good paragraph you need an Introduction (key sentence), a Body (supporting sentence), and a Conclusion (closing sentence). In this post, we have added the top 20 short paragraph examples.

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Short Paragraph Examples #1

Why do Atoms Explode when they are Split?

Atoms of radioactive elements can split. According to Albert Einstein, mass and energy are interchangeable under certain circumstances. When atoms split, the process is called nuclear fission. In this case, a small amount of mass is converted into energy. Thus the energy released cannot do much damage. However, several subatomic particles called neutrons are also emitted during this process. Each neutron will hit a radioactive element releasing more neutrons in the process. This causes a chain reaction and creates a large amount of energy. This energy is converted into heat which expands uncontrollably causing an explosion. Hence, atoms do not literally explode. They generate energy that can cause explosions.

Short Paragraph Examples #2

WOMAN’S DAY

Since March 8, 1990, Women’s Day has been observed by SAARC (South Asian Association for Regional Cooperation) comprising seven countries namely India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka and Maldives. The day is celebrated to highlight the problems of the girl child in these countries. It is very sad that girl children are subjected to extreme neglect and disrespect, especially in underdeveloped countries. The birth of a girl child is seen by parents as a cause of pity. They are deprived of proper nutrition, education, economic opportunities and social status or respect. We must eliminate these prejudices and provide a bright future for girls by educating them.

Short Paragraph Examples #3

Papermaking

Everyone knows that paper is made from trees. But when one looks at trees, one cannot imagine that something so soft and fragile as the paper is made is so hard and strong. Plant materials such as wood are made of fibres known as cellulose. It is the primary ingredient in paper making. Raw wood is first converted into pulp consisting of a mixture of Cellulose, lignin, water and some chemicals. The pulp can be made mechanically through grinders or through chemical processes. Short fibres are produced by mechanical grinding. The paper produced in this way is weak and is used to make newspapers, magazines and phonebooks.

Short Paragraph Examples #4

Gardening is my favourite hobby. I own a small plot of land next to our house. I cultivate gardening there. Every day, I spend half an hour gardening. After returning from my morning walk, I go to my garden with a spade and a bucket of water. I prepare the soil, prune the plants, and water them. I also use insecticides and fertilisers. My heart leaps with joy when I see the plants swaying in the wind. I feel heavenly pleasure as I watch them grow day by day.

Short Paragraph Examples #5

Home is the place where we return to rest after a day’s work, and where parents and children meet together and have a carefree and joyful time. Our family consists of three members—father, mother, and brother. We live in a rural area. It is free from the hustle and bustle of city life. It is especially famous for its scenic beauty. I am the most important member of the family. Everyone trusts my judgement and agrees to follow my suggestions.

Short Paragraph Examples #6

DOWRY SYSTEM

The Dowry system is bad in society. It has turned the sacred matter of marriage into a business deal. The bride is regarded as a marketable commodity. Bride’s parents are often put under inhumane pressure for a handsome dowry. Sometimes they become destitute to give their daughters in marriage. In many cases, young brides are brutally tortured or pushed to commit suicide. To eliminate this social evil, a complete change in society’s outlook is necessary. Women should be treated as equal partners to men.

Short Paragraph Examples #7

Technical Education

Training in a specific branch of applied science, such as engineering, agriculture, weaving, spinning, etc., is considered technical education. It contrasts with liberal education which aims to impart general knowledge of arts and sciences. In the modern  era , technical education is extremely important. Today, a country’s prosperity is determined by its industrial development. The more advanced the country is in industry, the more prosperous the country is. Technical knowledge is now the backbone of industrial progress, which holds the key to national prosperity.

Short Paragraph Examples #8

Rainy season

After summer comes the rainy season. It lasts from mid-June to the end of September. During this time of year, the sky is cloudy. It drizzles and rains cats and dogs sometimes. Rains provide relief from the oppressive summer heat. Green leaves are developed by the tree. Ponds and rivers are full of water. Monsoon is a boon for farmers. Rainwater softens the soil and makes it suitable for cultivation. Monsoon has some disadvantages. Due to heavy and incessant rainfall, the roads, especially in villages, become muddy.

Short Paragraph Examples #9

If I win a lottery

People love to daydream. I am no exception to this universal affection of people. I often daydream that I won the first prize in the lottery and became a millionaire. Now, if I win the lottery for five lakh rupees, I will spend two lakh rupees on my personal comforts and luxuries. I plan to demolish my father’s straw house and replace it with a two-story paved structure.

I will buy a laptop and a bike. I will spend the remaining three lakh rupees to ease the suffering of the people. I will keep the larger part of this money in a bank and help the poor people with the interest on this money.

Short Paragraph Examples #10

People live in society. Hence we cannot identify with those who live near us and work with us. This acquaintance sometimes turns into friendship. You will not find friendless people. Even monks have friends. I also have friends. Peter is my close friend. He is my friend since childhood. He comes from a poor family. But he is very talented. My next best friend is Lisa. She is a complete foil to Peter. She is the son of a big man. She is neither intelligent nor industrious. She often goes out hunting birds with a gun. I have some other friends. They are John, Nisha and Camellia.

Short Paragraph Examples #11

Television is a wonderful scientific gift. It combines the advantages of cinema and radio. The most important and effective form of entertainment is television. It broadcasts live telecasts of major events. It is also the most effective advertising medium. It facilitates mass education. It is very important in the world of sports and games. However, it has some drawbacks. It is used to enhance the image of specific individuals. Some programmes are inappropriate for pupils to watch. There is a danger of becoming addicted to television. As a result, academic performance suffers. It also has an impact on vision. As a result, programmes must be carefully chosen.

Short Paragraph Examples #12

Vocational education

Education for a vocation (profession) is known as vocational education. Some of its forms include computer applications, engineering, medicine, agriculture, business management, chartered accountancy, costing, etc. From the perspective of India’s economic progress, it is very important. Moreover, the country is undergoing rapid industrialization. Business is expanding. Vocationally trained personnel, especially in computer applications, are required to run various industrial units, business establishments and trade centres.

Also, Read Top 10 Biography Examples

Short Paragraph Examples #13

CHILD LABOUR

There are many children in our country who are deprived of education and the normal joyous experiences of childhood. While upper-middle-class boys and girls attend school, they work in tea shops or small factories. They work as servants in middle-class and upper-class households. Parents are very poor, so children are forced to take up all these occupations.

Government should come up with strict laws to solve this problem. Along with the law, the government should introduce some economic reforms which will bring down the poverty line to some extent. Apart from this, to solve this problem, illiteracy needs to be eliminated and the birth rate must be controlled.

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Short Paragraph Examples #14

FAMILY (100+ Words)

Family is where you learn your first life lessons. Your family members are the only assets that will always be with you. Whatever the circumstances, family members are always there to support one another. In a family, good values and morals are always instilled. We are prepared in the family to respect our elders and love our children. Our family consistently teaches us lessons about honesty, dependability, kindness, and so on. Family always gives us the feeling of being loved and cared for.

Short Paragraph Examples #15

Christmas (100+ Words)

Christmas is one of the most famous and light-hearted festivals which is celebrated across the world by billions of people. People of the Christian religion celebrate Christmas to remember the great works of Jesus Christ. 25th December is celebrated as Christmas Day across the world. Christians celebrate Christmas Day as the birth anniversary of Jesus Christ. Jesus Christ of Bethlehem was a spiritual leader and prophet whose teachings structure the premise of their religion. People follow popular customs including exchanging gifts, decorating Christmas trees, attending church, sharing meals with family and friends and, obviously, trusting that Santa Claus will arrive. 25th December, Christmas Day, has been a federal holiday in the United States since 1870.

Short Paragraph Examples #16

Health is Wealth (100+ Words)

Our greatest asset is our own health. A healthy body can earn a lot of money, but a wealthy person cannot. We live in a fast-paced world where people have no time for themselves. The majority of their lives are spent in pursuit of materialistic wealth in order to outshine others, but they lose their health along the way. Wealth is important, but it is not as important as health. Spending a lot of money on junk food in five-star hotels or other forms of entertainment, such as watching movies for a day, has no benefits other than self-satisfaction.

Short Paragraph Examples #17

Balanced Diet (100+ Words)

The “Balanced Diet” is a diet that contains all of the necessary ingredients in nearly the required quantity. A balanced diet is one that contributes to the maintenance or improvement of overall health. We should eat a well-balanced diet that includes liquids, adequate proteins, essential fatty acids, vitamins, minerals, and calories. To maintain a healthy body, we must eat fresh fruits, salad, green leafy vegetables, milk, egg, yoghurt, and so on on a regular basis. We need iron, calcium, sodium, potassium, and trace amounts of iodine, copper, and other minerals. Milk is possibly the only single item that can be considered a balanced diet in and of itself.

Also, Read Top 10 Long Paragraphs

Short Paragraph Examples #18

Co-education (100+ Words)

Co-education is an educational system in which boys and girls attend the same school or college. Co-education was uncommon in ancient times. It is a radical concept. Parents supported the case for adequate education for all children, regardless of gender. The countrymen realised that in the free world, boys and girls must move together and work hand in hand in all aspects of life. They began sending their children to co-educational schools. Co-education encourages competition among boys and girls through the activities they participate in at school. That is why students at co-educational institutions perform better in all aspects of their lives.

Short Paragraph Examples #19

Power of Positive Thinking

Positive thinking is an attitude or mindset characterized by optimism and happiness. A positive person hopes for the best and expects success in his life. Although many may scoff at the idea of ​​staying positive all the time, it has a plethora of benefits not only for the mind but also for the body. Positivity brings happiness to the soul and lightens one. It evokes our goodwill and joy.

Short Paragraph Examples #20

The Importance of Breakfast

You probably already know that it is important to have a king-size breakfast every morning. do you know why Your body is hungry in the morning because you haven’t eaten for about 8-10 hours? Breakfast is therefore the first meal of the day, and therefore, the most important. Imagine driving without fuel; This is exactly how your body feels without fuel from a nutritious breakfast. Nowadays many people skip breakfast to lose weight. Nutritionists are alarmed by this trend, as it is mandatory to eat breakfast within two hours of waking up. Depriving the body of energy can lead to serious health problems in the long run. Forget silly celebrities and their absurd ways to lose weight. Never miss breakfast!

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Some people have a habit of messing things up. Ask them about anything and they’ll say they know it and can act like they know it all. In this …

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