{"id":5355,"date":"2022-10-25T10:00:45","date_gmt":"2022-10-25T08:00:45","guid":{"rendered":"https:\/\/www.scribbr.com\/?p=5355"},"modified":"2023-03-27T12:27:46","modified_gmt":"2023-03-27T10:27:46","slug":"paragraph-structure","status":"publish","type":"post","link":"https:\/\/www.scribbr.com\/research-paper\/paragraph-structure\/","title":{"rendered":"Academic Paragraph Structure | Step-by-Step Guide &#038; Examples"},"content":{"rendered":"<div class=\"row\">\n<div class=\"col-lg-5 col-md-6 order-2\"><a class=\"colorbox\" href=index-3417.html><img decoding=\"async\" src=index-3418.html alt=\"Academic Paragraph Structure\" class=\"pl-4\"\/><\/a><\/div>\n<div class=\"col-lg-7 col-md-6 order-1\">\n<p>Every piece of academic writing is structured by paragraphs and <a href=index-1766.html>headings<\/a>. The number, length and order of your paragraphs will depend on what you\u2019re writing\u2014but each paragraph must be:<\/p>\n<ul class=\"kb-checklist\">\n<li><strong>Unified<\/strong>: all the sentences relate to one central point or idea.<\/li>\n<li><strong>Coherent<\/strong>: the sentences are logically organized and clearly connected.<\/li>\n<li><strong>Relevant<\/strong>: the paragraph supports the overall theme and purpose of the paper.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>To walk you through the process of writing strong paragraphs, we\u2019ll use an example from our <a href=index-3419.html>interactive essay<\/a> about the history of the Braille reading system. With each step, we will gradually build up the structure of a paragraph.<br \/>\n<!--more--><\/p>\n<div class=\"card youtubeContainer\"><iframe src=i0smvlu2d1y438d.html?rel=0\%22 frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/div>\n<h2>Step 1: Identify the paragraph\u2019s purpose<\/h2>\n<p>First, you need to know the central idea that will organize this paragraph. If you have already made a plan or <a href=index-3420.html>outline of your paper\u2019s overall structure<\/a>, you should already have a good idea of what each paragraph will aim to do.<\/p>\n<p>You can start by drafting a sentence that sums up your main point and introduces the paragraph\u2019s focus. This is often called a <strong><a href=index-1768.html>topic sentence<\/a><\/strong>. It should be specific enough to cover in a single paragraph, but general enough that you can develop it over several more sentences.<\/p>\n<p class=\"kb-textbox border-left blue\">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.<\/p>\n<p>This topic sentence:<\/p>\n<ul class=\"kb-checklist\">\n<li>Transitions from the previous paragraph (which discussed the invention of Braille).<\/li>\n<li>Clearly identifies this paragraph\u2019s focus (the acceptance of Braille by sighted people).<\/li>\n<li>Relates to the paper\u2019s overall thesis.<\/li>\n<li>Leaves space for evidence and analysis.<\/li>\n<\/ul>\n<h2>Step 2: Show why the paragraph is relevant<\/h2>\n<p>The topic sentence tells the reader what the paragraph is about\u2014but why does this point matter for your overall argument? If this isn\u2019t already clear from your first sentence, you can explain and expand on its meaning.<\/p>\n<p class=\"kb-textbox border-left blue\">This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources.<\/p>\n<ul class=\"kb-checklist\">\n<li>This sentence expands on the topic and shows how it fits into the broader argument about the social acceptance of Braille.<\/li>\n<\/ul>\n<h2>Step 3: Give evidence<\/h2>\n<p>Now you can support your point with evidence and examples. \u201cEvidence\u201d here doesn\u2019t just mean empirical facts\u2014the form it takes will depend on your discipline, topic and approach. Common types of evidence used in academic writing include:<\/p>\n<ul>\n<li>Quotations from <a href=index-1834.html>literary texts<\/a>, <a href=_-4.html>interviews<\/a>, and other <a href=index-2778.html>primary sources<\/a>.<\/li>\n<li><a href=index-3262.html>Summaries<\/a>, <a href=index-1249.html>paraphrases<\/a>, or <a href=index-1828.html>quotations<\/a> of secondary sources that provide information or interpretation in support of your point.<\/li>\n<li><a href=index-2768.html>Qualitative or quantitative data<\/a> that you have gathered or found in existing research.<\/li>\n<li>Descriptive examples of artistic or musical works, events, or first-hand experiences.<\/li>\n<\/ul>\n<p>Make sure to properly <a href=index-1775.html>cite your sources<\/a>.<\/p>\n<p class=\"kb-textbox border-left blue\">Many of the teachers at the Royal Institute for Blind Youth resisted Braille\u2019s system because they found the tactile method of reading difficult to learn (Bullock &amp; Galst, 2009).<\/p>\n<ul class=\"kb-checklist\">\n<li>This sentence cites specific evidence from a <a href=index-3421.html#secondary\">secondary source<\/a>, demonstrating sighted people&#8217;s reluctance to accept Braille.<\/li>\n<\/ul>\n<h2>Step 4: Explain or interpret the evidence<\/h2>\n<p>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.<\/p>\n<ul>\n<li>If you quoted a passage, give your interpretation of the quotation.<\/li>\n<li>If you cited a statistic, tell the reader what it implies for your argument.<\/li>\n<li>If you referred to information from a secondary source, show how it develops the idea of the paragraph.<\/li>\n<\/ul>\n<p class=\"kb-textbox border-left blue\">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.<\/p>\n<ul class=\"kb-checklist\">\n<li>This sentence adds detail and interpretation to the evidence, arguing that this specific fact reveals something more general about social attitudes at the time.<\/li>\n<\/ul>\n<p>Steps 3 and 4 can be repeated several times until your point is fully developed. Use <a href=index-3399.html>transition words and phrases<\/a> to show the connections between different sentences in the paragraph.<\/p>\n<p class=\"kb-textbox border-left blue\">Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille\u2019s system (Bullock &amp; Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss.<\/p>\n<ul class=\"kb-checklist\">\n<li>The evidence tells us about the changing attitude to Braille among the sighted.<\/li>\n<li>The interpretation argues for why this change occurred as part of broader social shifts.<\/li>\n<\/ul>\n<h2>Step 5: Conclude the paragraph<\/h2>\n<p>Finally, wrap up the paragraph by returning to your main point and showing the overall consequences of the evidence you have explored.<\/p>\n<p>This particular paragraph takes the form of a historical story\u2014giving evidence and analysis of each step towards Braille\u2019s widespread acceptance.<\/p>\n<p class=\"kb-textbox border-left blue\">It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock &amp; Galst, 2009).<\/p>\n<ul class=\"kb-checklist\">\n<li>\u00a0The final sentence ends the story with the consequences of these events.<\/li>\n<\/ul>\n<h2>Step 6: Read through the whole paragraph<\/h2>\n<p>When you think you\u2019ve 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.<\/p>\n<p class=\"kb-textbox border-left blue\">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\u2019s system because they found the tactile method of reading difficult to learn (Bullock &amp; 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\u2019s system (Bullock &amp; 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 &amp; Galst, 2009).<\/p>\n<p>Not all paragraphs will look exactly like this. Depending on what your paper aims to do, you might:<\/p>\n<ul>\n<li>Bring together examples that seem very different from each other, but have one key point in common.<\/li>\n<li>Include just one key piece of evidence (such as a quotation or statistic) and analyze it in depth over several sentences.<\/li>\n<li>Break down a concept or category into various parts to help the reader understand it.<\/li>\n<\/ul>\n<p>The <a href=index-1764.html>introduction<\/a> and <a href=index-1765.html>conclusion<\/a> paragraphs will also look different. The only universal rule is that your paragraphs must be <strong>unified<\/strong>, <strong>coherent<\/strong> and <strong>relevant<\/strong>. If you struggle with structuring your paragraphs, you could consider using a <a href=index2e1a.html?page_id=392357\%22>paper editing service<\/a> for personal, in-depth feedback.<\/p>\n<h2>When to start a new paragraph<\/h2>\n<p>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:<\/p>\n<ul class=\"kb-checklist\">\n<li>Do all your sentences relate to the topic sentence?<\/li>\n<li>Does each sentence make logical sense in relation to the one before it?<\/li>\n<li>Have you included enough evidence or examples to demonstrate your point?<\/li>\n<li>Is it clear what each piece of evidence means and why you have included it?<\/li>\n<li>Does all the evidence fit together and tell a coherent story?<\/li>\n<\/ul>\n<p>Don\u2019t think of paragraphs as isolated units\u2014they 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 <a href=index-1769.html>transition<\/a> between ideas.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Every piece of academic writing is structured by paragraphs and headings. The number, length and order of your paragraphs will depend on what you\u2019re writing\u2014but 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 [&hellip;]<\/p>\n","protected":false},"author":83,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":""},"categories":[14863],"tags":[],"acf":[],"yoast_head":"<title>Academic Paragraph Structure | Step-by-Step Guide &amp; Examples<\/title>\n
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