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Paragraphs – how to write them

September 11, 2009 by Roy Johnson

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Paragraphs – definition

paragraphs Paragraphs are (usually) a group of sentences which deal with one topic.

redbtn The sentences are related to each other to produce an effect of unity.

redbtn The group of sentences form a single unit of meaning.


Examples

redbtn The following example of a paragraph is itself the definition of a paragraph:

The central thought or main controlling idea of a paragraph is usually conveyed in what is called a topic sentence. This crucial sentence which states, summarises or clearly expresses the main theme, is the keystone of a well-built paragraph. The topic sentence may come anywhere in the paragraph, though most logically and in most cases it is the first sentence. This immediately tells readers what is coming, and leaves them in no doubt about the overall controlling idea. In a very long paragraph, the initial topic sentence may even be restated or given a more significant emphasis in its conclusion.


Use

redbtn Paragraphs are used to divide a long piece of writing into separate sections.

redbtn Each of these sections should deal with one issue, or one topic in a sequence.

redbtn Paragraphs are a device to create firm structure in writing.

redbtn They can also be used to give rhythm, variety, and pace to writing.

redbtn NB! If in doubt, keep your paragraphs shorter, rather than longer.

redbtn The recommended structure of a typical paragraph in academic writing is as follows. [It is rather like a mini-version of the structure of a complete essay.]

  • The opening topic sentence
  • A fuller explanation of the topic sentence
  • Supporting sentences which explain its significance
  • The discussion of examples or evidence
  • A concluding or link sentence

redbtn The start of a new paragraph is usually signalled by either a double space between lines, or by indenting the first line of the new paragraph.

redbtn Very short paragraphs are often used in literary writing for stylistic effect.

redbtn One of the most famous examples of this device comes from the Bible [John 11:35].

When Jesus therefore saw her weeping, and the Jews also weeping which came with her, he groaned in the spirit, and was troubled. And said, Where have ye laid him? They said unto him, Lord, come and see.
Jesus wept.

redbtn The longer the paragraph, the more demands it makes on the reader.

redbtn The length of paragraphs can be varied to give rhythm and ‘pace’ to a piece of writing [rather like variations in sentence-length].

redbtn The last sentence in a paragraph is often used to provide a link to the next.

redbtn The following example [written by E.M.Forster] shows the skilful use of an attention-grabbing first sentence, and a concluding sentence which whets the reader’s appetite to know more about the subject:

John Skelton was an East Anglian: he was a poet, also a clergyman, and he was extremely strange. Partly strange because the age in which he flourished – that of the early Tudors – is remote from us, and difficult to interpret. But he was also a strange creature personally, and whatever you think of him when we’ve finished – and you will possibly think badly of him – you will agree that we have been in contact with someone unusual.

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© Roy Johnson 2003


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Paragraphs in essays

August 24, 2009 by Roy Johnson

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1. The purpose (and definition) of paragraphs in essays is that they deal with just one topic or major point of argument in an essay. That topic or argument should normally be announced in the opening sentence, which is sometimes called a ‘topic sentence’.

2. The sentences which immediately follow the topic sentence should expand and develop the statement, explaining and relating its relevance to the question in general.

3. This opening statement and amplification should then be followed by evidence to support the argument being made. You should provide illustrative examples which are discussed as an explanation of the central idea.

4. Paragraphs in most academic essays should normally be between 50 words minimum and 200 words maximum in length. They could be longer if you were explaining a topic in detail in an extended piece of work.

5. The last sentence of a paragraph should try to round off consideration of the topic in some way. It may also contain some statement which links it to the one which comes next.

6. Consecutive paragraphs may be linked with terms such as ‘However’ and ‘On the other hand’ so as to provide a sense of continuity and structure in your argument. If you are in any doubt however, let them stand separately and speak for themselves.

7. The recommended structure of a typical paragraph in academic writing is as follows. It is rather like a smaller version of the structure of a complete essay.

  • The opening topic sentence
  • A fuller explanation of the topic sentence
  • A discussion of its significance
  • Consideration of examples or evidence
  • A concluding sentence

8. What follows is an example taken from an essay written in response to the question ‘Discuss the case for and against political censorship of the media.’

The arguments against political censorship however can be made on grounds which are surely just as firm. The moral arguments usually centre on notions of ‘freedom of information’ and the individual’s ‘right to know’. The legal arguments point to inconsistencies in current regulations as applied to the various forms of media (books, television, newspapers) and to differences in the law between the UK and other western countries. There are also a number of social and political arguments ranging from objections of class bias in the composition of those bodies which frame regulations, to similar objections to the ownership and control of the various forms of media. Exploring each one of these arguments in turn, it is possible to see that the case against political censorship can be just as strong.

9. Avoid very short paragraphs which contain only one or two sentences. These are sometimes used in fiction or journalism for dramatic effect. In an academic essay however, this device does not allow you to develop an argument or discuss evidence.

© Roy Johnson 2003

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