Writing Paragraphs
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 a working thesis 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 some examples.
- Narration: Tell a story. Go chronologically, from start to finish.
- Description: Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic.
- Process: Explain how something works, step by step. Perhaps follow a sequence—first, second, third.
- Classification: Separate into groups or explain the various parts of a topic.
- Illustration: Give examples and explain how those examples prove your point. (See the detailed example below.)
5-Step Process to Paragraph Development
Let’s walk through a 5-step process to building a paragraph. Each step of the process will include an explanation of the step and a bit of “model” text to illustrate how the step works. Our finished model paragraph will be about slave spirituals, the original songs that African Americans created during slavery. The model paragraph uses illustration (giving examples) to prove its point.
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. Here is the controlling idea for our “model paragraph,” expressed in a topic sentence:
Example: Controlling idea and topic sentence
Step 2: Explain the controlling idea
Paragraph development continues with an expression of the rationale or the explanation that the writer gives for how the reader should interpret the information presented in the idea statement or topic sentence of the paragraph. The writer explains their thinking about the main topic, idea, or focus of the paragraph. Here’s the sentence that would follow the controlling idea about slave spirituals:
Example : Explanation of topic sentence
Step 3. Give an example or evidence (or multiple examples)
Paragraph development progresses with the expression of some type of support or evidence for the idea and the explanation that came before it. The example serves as a sign or representation of the relationship established in the idea and explanation portions of the paragraph. Here is an example that we could use to illustrate the double meanings in slave spirituals:
Example : Evidence and examples in support of topic sentence
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 and rationale that were stated at the beginning of the paragraph. This explanation shows readers why you chose to use this/or these particular examples 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. Look at this explanation for the example in the slave spirituals paragraph:
Example : Explanation for Example
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 and reminding the reader of the relevance of the information in this paragraph to the main or controlling idea of the paper. At this point, you can remind your reader about the relevance of the information that you just discussed in the paragraph. You might feel more comfortable, however, simply transitioning your reader to the next development in the next paragraph. Here’s an example of a sentence that completes the slave spirituals paragraph:
Example : Sentence for completing a paragraph
Here is a look at the completed “model” paragraph
Example
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.
Example
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 underlined):
Example
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. 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.
Example
Original 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. 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.
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.
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. 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:
Example
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.
Exercise 1
Consider the paragraph below on the topic of trauma in novelist J. D. Salinger’s work. Identify the topic sentence and supporting points. Some of the supporting points may be more than one sentence each. Explain how each illustrates the topic sentence.
Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced the themes in many of his works. He did not hide his mental anguish over the horrors of war and once told his daughter, “You never really get the smell of burning flesh out of your nose, no matter how long you live.” His short story “A Perfect Day for Bananafish” details a day in the life of a WWII veteran who was recently released from an army hospital for psychiatric problems. The man acts questionably with a little girl he meets on the beach before he returns to his hotel room and commits suicide. Another short Story, “For Esme – with Love and Squalor,” is narrated by a traumatized soldier who sparks an unusual relationship with a young girl he meets before he departs to partake in D-Day. Finally, in Salinger’s only novel, The Catcher in the Rye, he continues with the theme of posttraumatic stress, though not directly related to war. From a rest home for the mentally ill, sixteen-year-old Holden Caulfield narrates the story of his nervous breakdown following the death of his younger brother.
Exercise 2
Identify the topic sentence(s), 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 miniscule 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.
Exercise 3
Read the following incomplete paragraph and then read the supporting sentences below it. Which sentence best fits in which location to illustrate the points made in the paragraph? Match the sentences lettered a, b, c, and d to the locations numbered 1, 2, 3, and 4.
Lack of ownership of a television set is a way to preserve innocence, and keep the exposure towards anything inappropriate at bay. From simply watching a movie, I have seen things I shouldn’t have, no matter how fast I switch the channel. 1. 2. Television shows not only display physical indecency, but also verbal. Many times movies do voice-overs of profane words, but they also leave a few words uncensored. 3. 4. All ages can flip through and see or hear such things. They make t.v. toxic for the mind, and without it I wouldn’t have to worry about what I may accidentally see or hear.
- On Empire, one of the most viewed dramas today, the main characters Cookie and Lucious Lyon use profane words during their fights throughout entire episodes.
- The movie Fast and Furious has the same problem since the women are all half-naked in half tops and mini-skirts or short-shorts.
- The synopsis of Euro Trip, which describes high school friends traveling across Europe, leads viewers to think that the film is an innocent adventure; however; it is filled with indecency, especially when the students reach Amsterdam.
- Because The Big Bang Theory is a show about a group of science geeks and their cute neighbors, viewers might think that these science geniuses’ conversations would be about their current research or other science topics. Instead, their characters regularly engage in conversations about their personal lives that should be kept private.
Works Consulted
- 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.
LICENSE AND ATTRIBUTION
Adapted from:
- “Paragraphs” from The Writing Center, University of North Carolina at Chapel Hill, 2023, used according to creative commons CC BY NC ND 4.0 .
- “12.5: Developing Paragraphs” of How Arguments Work – A Guide to Writing and Analyzing Texts in College (Mills), 2020, used according to CC BY-NC-SA 4.0.
