What are Paragraphs?
This Resource Page will help you:
- Understand what a paragraph is
- Learn the purposes, features and structure of a paragraph.
What is a Paragraph?
A paragraph is broadly defined as a group of sentences discussing one main idea. Depending on the writing genre, a paragraph can be as short as one sentence or as long as several sentences. The number of sentences doesn’t matter much as long as the paragraph develops the main idea clearly. However, in academic writing, paragraphs are usually longer than one sentence. This is because the information they contain requires thorough development. Here is an example of a paragraph from an academic book chapter:
Around the world, formal (school) and non-formal (outside school) education may exacerbate violence, at least as often as it teaches or practices non-violent, democratic responses to conflict. As political scientist Marc Ross (1993) found by analyzing ethnographies of high-conflict and low-conflict societies, conflicts are rooted in both tangible, socially structured interests (inequities, competing needs for resources), and intangible psycho-cultural narratives (beliefs, values, fears—what matters to people and why). This applies to education.
In: Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy & Robyn Read (Editors), 2017, _Comparative and International Education: Issues for Teachers_, 2nd edition (pp. 268-299). Toronto: Canadian Scholars Press.
Purposes of a Paragraph
The purpose of a paragraph is to present and discuss one main idea or topic clearly and cohesively, and to develop it with supporting ideas, arguments and evidence. Paragraphs serve as building blocks of larger pieces of writing - such as a paper or an article - helping to logically organize and structure the content. Each paragraph focuses on one specific point of the topic and provides supporting details, examples, or arguments that expand on this main point.
By breaking down a larger piece of writing into paragraphs, the author can create a logical flow of information, making it easier for the reader to follow and understand the content. Additionally, paragraphs help create a visual separation of ideas, allowing readers to digest information in manageable chunks.
In academic writing, paragraphs are vital for effective communication, as they enable writers to present complex information coherently and make the overall text more readable and engaging.
Paragraph Features
A well-structured paragraph has several essential features that make it effective in conveying its message to the reader. Read the example below and click each item on the left to learn about different paragraph features.
(1) Paradoxically, though education can exacerbate destructive social conflict, educational initiatives and reforms also can be essential elements of peacebuilding. (2) Beyond facilitating development of capacities, relationships, opportunities, access, and confidence, education can increase people’s understanding of the nature and extent of conflicts, their negative consequences, especially for weaker parties, and the possibilities for change—thereby motivating and equipping people to act, to shift power away from un-peaceful politics and social patterns. (3) Direct, explicit forms of peace education may be most feasible during the calmer phases of conflict cycles—in long-range prevention, and in reconstruction after a peacemaking process has begun to work. (4) However, this chapter documents viable examples of peace education, even in very difficult situations.
Bickmore, K. (2017). Conflict, peacebuilding, and education: Rethinking pedagogies in divided societies, Latin America and around the world. In K. Bickmore, R. Hayhoe, C. Manion, K. Mundy, & R. Read (Eds.), Comparative and International Education: Issues for Teachers (2nd ed., pp. 268-299). Canadian Scholars Press.
A paragraph has unity when it presents one central idea. This is achieved by expressing one line of thought, presenting data and arguments directly related to the main point, and using vocabulary consistently. In the example, Sentence 1 introduces the contradictory nature of education but at the same time argues for its positive impact on peacebuilding. This idea is further developed in the sentences that follow. Sentence 2 shows specific education outcomes that are conducive to peacebuilding. Sentence 3 provides suggestions on when to engage in peace education; Sentence 4 introduces examples of peace education.
Coherence is achieved when there is a logical progression of ideas from one sentence to the next. An example of logical progression is providing a definition of a concept in a sentence and adding an example to illustrate such a concept in the next sentence. In the example, Sentence 2 provides specific details to explain the claim made in Sentence 1 (“educational initiatives and reforms also can be essential elements of peacebuilding”). These strategies ensure that each supporting sentence naturally flows from the previous one and the reader can easily see the logic between them.
Paragraph length should be long enough to sufficiently develop the main idea and concise enough to maintain the reader’s attention. An excessively lengthy paragraph might overwhelm the reader, while an overly short one may lack the necessary support to explore the topic fully. Usually, sentences ranging between 15 and 20 words are easy to read. In the example, Sentence 1 clearly and synthetically states the main point of the paragraph in 19 words.
Every paragraph should be logically connected to the previous paragraph and the next. One way to achieve cohesion between paragraphs is to close Paragraph 1 by giving readers cues about the information that will be presented in Paragraph 2. In the example, Sentence 4 is informing the readers that the following paragraphs will show examples of peace education.
Paragraph Structure
A well-structured paragraph includes three main elements: a topic sentence, supporting statements and a conclusion or transition sentence. See the example below.
You can also read the example provided in the image above in the following document:
For users with accessibility needs: this example shows a well-structured paragraph featuring three main elements: a topic sentence, supporting statements and a conclusion or transition sentence.
Topic Sentence
A topic sentence is a sentence in a paragraph that introduces and states the paragraph’s main idea or central point.
Here are the features of a well crafted topic sentence:
- It typically appears in the first half of a paragraph.
- It guides the reader, indicating what the paragraph will be about.
- It`s clear, concise, and directly related to the entire writing’s overall thesis or main topic.
- It helps maintain the focus and coherence of the text by ensuring that each paragraph contributes to the general argument or discussion.
- In addition to its introductory function, it can act as a transition from the previous paragraph or section, connecting the ideas between paragraphs and creating a smooth flow of information.
Read the Example Paragraph below and check the topic sentence in bold:
Cultural practices that shape people’s sense of collective identity, thinking, and feeling about conflict include discourses, symbols, and narratives. History education is often hotly contested because it is where such narratives are most visible (Williams, 2014). Interviews with 250 Northern Ireland secondary students, for example, showed strong identity-group influences on students’ notions of history, although students knew about competing narratives and hoped school would help them to balance multiple perspectives (Barton & McCully, 2012). Similarly, Palestinian, and Orthodox and non-Orthodox Jewish Israeli youth have developed differing notions of national identity, and different narratives about each group’s citizenship roles (Ichilov, 2005). Textbook history narratives of the 1967 war blamed Arabs for provocations and presented the Israeli nation-state as heroic (Firer, 2002). Subsequent history textbooks had “a more open and complex perspective,” but the still-predominant Zionist narrative left negligible space for meaningful cross-cultural understanding (Al-Haj, 2005). However, alternative narratives can encourage conflict transformation (Funk & Said, 2004; Ross, 2007).
In: Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy & Robyn Read (Editors), 2017, _Comparative and International Education: Issues for Teachers_, 2nd edition (pp. 268-299). Toronto: Canadian Scholars Press.
A topic sentence typically includes two parts: the topic and the controlling idea. The controlling idea is the main idea that the writer will develop in the paragraph. Check the topic and the controlling idea in the topic sentence from the example above:
Supporting Sentences
Supporting sentences in a paragraph provide additional information, evidence, examples, or explanations to develop and support the main idea stated in the topic sentence. These sentences expand on the central point, reinforce it, clarify it, and give it context and depth, helping convince the reader of its validity. Supporting sentences build a cohesive and coherent argument or discussion within the paragraph.
Compare the following paragraphs with and without supporting sentences:
Although some people think that red-light running is a mirror traffic violation that is no worse than jaywalking, it can, in fact, become a deadly crime. Red-light runners cause accidents all the time. Sometimes, people are seriously injured and even killed. It is especially a problem in rush hour traffic. Everyone is in a hurry to get home, so drivers run red lights everywhere. The police do not do much about it because they are too busy. The only time they pay attention is when there is an accident, and then it is too late. In conclusion, running a red light is a serious offence.
In: Oshima, A. & Hogue, A. (2006). Writing Academic English, (4th ed.). Pearson Longman
Although some people think red-light running is a minor traffic violation that is no worse than jaywalking, it can, in fact, become a deadly crime. Red-light runners cause hundreds of accidents, including deaths and injuries as well as millions of dollars in damages. Each year more than 900 people die, and nearly 200,000 are injured in crashes that involve red-light running. Motorists run red lights all the time. For example, in Fairfax, Virginia, a five-month-long survey at five busy intersections revealed that a motorist ran a red light every 20 minutes. Red-light runners are seldom caught. According to the Insurance Institute for Highway Safety, "Communities don't have the resources to allow police to patrol intersections as often as would be needed to ticket all motorists who run red lights." In conclusion, running a red light is a serious offence.
In: Oshima, A. & Hogue, A. (2006). Writing Academic English, (4th ed.). Pearson Longman
Analysis
Paragraph A consists of primary ideas only. Although the text content is easily accessible regarding the claims presented, it lacks supporting reasons, illustrative examples, or corroborating evidence. As a result, it doesn’t offer a comprehensive grasp of the intended meaning and its claims may not be very convincing.
On the other hand, Paragraph B includes richer details and data that add depth and coherence to the statements. By providing contextual information, examples, and evidence, the main ideas in the paragraph are clearer and more convincing.
Concluding or Transition Sentence
Concluding sentences in academic paragraphs can serve various functions:
- close the discussion;
- provide a transition to the next paragraph or section;
- wrap up the ideas presented and reinforce the key message or argument of the paragraph.
Concluding sentences contribute to the overall coherence of the writing by closing, reminding or linking to subsequent ideas or topics.
Concluding sentences within paragraphs are not necessary in all types of texts. A reflective essay or a narrative essay might require fewer concluding sentences within paragraphs than literature reviews. Also, concluding sentences are not needed in every paragraph. For instance, if your paper has a section with three relatively short paragraphs, only the last paragraph might need a concluding sentence. When you write a concluding sentence to a paragraph or section, consider what the goal and content are – wrapping up ideas, reinforcing your main point or transitioning to the next point(s).
See different types of closing sentence below:
While concluding the paragraph, this sentence introduces a new element that will be presented in subsequent paragraphs. In the example below, the introduction of “alternative narratives” suggests that in the subsequent paragraphs we will read about these alternative narratives and how they can encourage transformation.
Cultural practices that shape people’s sense of collective identity, thinking, and feeling about conflict include discourses, symbols, and narratives. History education is often hotly contested because it is where such narratives are most visible (Williams, 2014). Interviews with 250 Northern Ireland secondary students, for example, showed strong identity-group influences on students’ notions of history, although students knew about competing narratives and hoped school would help them to balance multiple perspectives (Barton & McCully, 2012). Similarly, Palestinian, and Orthodox and non-Orthodox Jewish Israeli youth have developed differing notions of national identity, and different narratives about each group’s citizenship roles (Ichilov, 2005). Textbook history narratives of the 1967 war blamed Arabs for provocations and presented the Israeli nation-state as heroic (Firer, 2002). Subsequent history textbooks had “a more open and complex perspective,” but the still-predominant Zionist narrative left negligible space for meaningful cross-cultural understanding (Al-Haj, 2005). However, alternative narratives can encourage conflict transformation (Funk & Said, 2004; Ross, 2007).
A closing statement in a paragraph reinforces the main idea or topic discussed in that paragraph. It wraps up the points being made, providing a sense of closure without introducing new information or ideas. In the example below,
- the topic sentence presents the main idea - media culture is a form of peacebuilding education;
- two supporting sentences include specific examples to explain the main idea;
- the concluding sentence reinforces the idea that education – in the form of media culture, in this case – can contribute to peacebuilding.
While formal education is heavily influenced by the nation-state, media culture can offer alternative openings for conflict transformation, such as sharing alternative information, creating space for dialogue, and acknowledging harm. For example, a mass popular education effort in Australia, Sorry Day, commemorated shameful practices toward Australian Aborigines (Bond, 2005). Public events such as Truth and Reconciliation Commission hearings also pedagogically encode particular “truths” to reshape the future (Nagy, 2014; Soudien, 2002). Thus education can address competing narratives surrounding complex conflict and violence.
In: Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy & Robyn Read (Editors), 2017, _Comparative and International Education: Issues for Teachers_, 2nd edition (pp. 268-299). Toronto: Canadian Scholars Press.
Your turn!
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Next Step
Now that you have reviewed the basics of paragraphs, check our resource pages on types of paragraphs and how to write paragraphs.