If you think of a paragraph as a sandwich, the supporting sentences are the filling between the bread. They make up the body of the paragraph by explaining, proving, or enhancing the controlling idea in the topic sentence. The overall method of development for paragraphs depends upon the essay as a whole and the purpose of each paragraph; thus paragraphs may be developed by using examples, description, narration, comparison and contrast, definition, cause and effect, classification and division. A writer may use one method, or combine several methods.
Writers often want to know how many words a paragraph should contain, and the answer is that a paragraph should develop the idea, point, or impression completely enough to satisfy the writer and readers. Depending on their function, paragraphs can vary in length from one or two sentences, to over a page; however, in most college assignments, successfully developed paragraphs usually contain approximately one hundred to two hundred and fifty words and span one-fourth to two-thirds of a typed page. A series of short paragraphs in an academic essay can seem choppy and unfocused, whereas paragraphs that are one page or longer can tire readers. Giving readers a paragraph break on each page helps them maintain focus.
This advice does not mean, of course, that composing a paragraph of a particular number of words or sentences guarantees an effective paragraph. Writers must provide enough supporting sentences within paragraphs to develop the topic sentence and simultaneously carry forward the essay’s main idea.
In a descriptive paragraph about a room in the writer’s childhood home, a length of two or three sentences is unlikely to contain enough details to create a picture of the room in the reader’s mind, and it will not contribute in conveying the meaning of the place. In contrast, a half page paragraph, full of carefully selected vivid, specific details and comparisons, provides a fuller impression and engages the reader’s interest and imagination. In descriptive or narrative paragraphs, supporting sentences present details and actions in vivid, specific language in objective or subjective ways, appealing to the readers’ senses to make them see and experience the subject. In addition, some sentences writers use make comparisons that bring together or substitute the familiar with the unfamiliar, thus enhancing and adding depth to the description of the incident, place, person, or idea.
In a persuasive essay about raising the wage for certified nursing assistants, a paragraph might focus on the expectations and duties of the job, comparing them to that of a registered nurse. Needless to say, a few sentences that simply list the certified nurse’s duties will not give readers a complete enough idea of what these healthcare professionals do. If readers do not have plenty of information about the duties and the writer’s experience in performing them for what she considers inadequate pay, the paragraph fails to do its part in convincing readers that the pay is inadequate and should be increased. In informative or persuasive writing, a supporting sentence usually offers one of the following:
- Reason: The refusal of the baby boom generation to retire is contributing to the current lack of available jobs.
- Fact: Many families now rely on older relatives to support them financially.
- Statistic: Nearly 10 percent of adults are currently unemployed in the United States.
- Quotation: “We will not allow this situation to continue,” stated Senator Johns.
- Example: 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. Personal testimony in the form of an extended example can be used in conjunction with the other types of support.
Consider the elements in the following paragraph:
Topic sentence: There are numerous advantages to owning a hybrid car.
Sentence 1 (statistic): First, they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle.
Sentence 2 (fact): Second, they produce very few emissions during low speed city driving.
Sentence 3 (reason): Because they do not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump.
Sentence 4 (example): Alex bought a hybrid car two years ago and has been extremely impressed with its performance.
Sentence 5 (quotation): “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.”
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.
Sometimes the writing situation does not allow for research to add specific facts or other supporting information, but paragraphs can be developed easily with examples from the writer’s own experience.
Farheya, a student in a freshman English Composition class, quickly drafted an essay during a timed writing assignment in class. To practice improving paragraph development, she selected the body paragraph below to add support:
Topic: Would you be better off if you didn’t own a television? Discuss.
Lack of ownership of a television set is also 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. 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. Seeing how all ages can flip through and see or hear such things make t.v. toxic for the mind, and without it I wouldn’t have to worry about what I may accidentally see or hear.
The original paragraph identifies two categories of indecent material, and there is mention of profanity to provide a clue as to what the student thinks is indecent. However, the paragraph could use some examples to make the idea of inappropriate material clearer. Farheya considered some of the television shows she had seen and made a few changes.
Not owning a television set would also be a way to preserve innocence and keep my exposure to anything inappropriate at bay. While searching for a program to view, I have seen things I shouldn’t have, no matter how fast I switched the channel. 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. 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. Television shows not only display physical indecency, but also verbal. Many television shows have no filters, and the characters say profane words freely. 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. Because The Big Bang Theory is a show about a group of science geeks and their cute neighbor, 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. The ease of flipping through channels and seeing or hearing such things makes t.v. toxic for the mind, and without a television I wouldn’t have to worry about what I may accidentally see or hear.
Farheya’s addition of a few examples helps to convey why she thinks she would be better off without a television.
Consider the paragraph below on the topic of trauma in J. D. Salinger’s work, noticing how examples are used to develop the paragraph.
Thesis: Author J.D. Salinger relied primarily on his personal life and belief system as the foundation for the themes in the majority of his works.
Supporting Point/Topic Sentence: Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.
Examples 1 - 3: A title and description of each work are used to establish support for 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 form 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.
An effective concluding sentence draws together all the ideas 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 first example on hybrid cars:
Topic Sentence: There are many 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.
Writers should avoid introducing any new ideas into a concluding sentence because 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 readers and weaken the 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.
Although paragraph length is discussed in the section on developing paragraphs with supporting sentences, some additional reminders about when to start a new paragraph may prove helpful to writers:
- If a paragraph is over a page long, consider providing a paragraph break for readers. Look for a logical place to divide the paragraph; then revise the opening sentence of the second paragraph to maintain coherence.
- A series of short paragraphs can be confusing and choppy. Examine the content of the paragraphs and combine ones with related ideas or develop each one further.
- When dialogue is used, begin a new paragraph each time the speaker changes.
- Begin a new paragraph to indicate a shift in subject, tone, or time and place.
Use one of the topic sentences created in Exercise 18 and develop a paragraph with supporting details.
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 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.
Collaboration: Pair with another student and compare your answers.
On your own paper, write one example of each type of concluding sentence based on a topic of your choice.
Improving Paragraph Coherence
A strong paragraph holds together well, flowing 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 a combination of elements:
- A clear organizational pattern: chronological (for narrative writing and describing processes), spatial (for descriptions of people or places), order of importance, general to specific (deductive), specific to general (inductive)
- Transitional words and phrases: These connecting words describe a relationship between ideas.
- Repetition of ideas: This element helps keep the parts of the paragraph together by maintaining focus on the main idea, so this element reinforces both paragraph coherence and unity.
In the following example, notice the use of transitions (underlined) and key words (red):
Owning a hybrid car benefits both the owner and the environment. First, these cars 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.
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. 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).
In addition to transition words, the writer repeats the word hybrid (and other references such as these cars, and they), and ideas related to benefits to keep the paragraph focused on the topic and hold it together.
To include a summarizing transition for the 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.
Although the phrase “in conclusion” certainly reinforces the idea of summary and closure, it is not necessary in this case and seems redundant, as the sentence without the phrase already repeats and summarizes the benefits presented in the topic sentence and flows smoothly from the preceding quotation. The second half of the sentence, in making a prediction about the future, signals a conclusion, also making the phrase “in conclusion” unnecessary. The original version of the concluding sentence also illustrates how varying sentences openings can improve paragraph coherence. As writers continue to practice and develop their style, they more easily make these decisions between using standard transitional phrases and combining the repetition of key ideas with varied sentence openings.
The following table provides some useful transition words and phrases to connect sentences within paragraphs as well as to connect:
|Transitions That Show Sequence or Time|
|as soon as||finally||next|
|at first||first, second, third||soon|
|at last||in the first place||then|
|Transitions That Show Position|
|above||across||at the bottom|
|at the top||behind||below|
|to the left, to the right, to the side||under||where|
|Transitions That Show a Conclusion|
|in the final analysis||therefore||thus|
|Transitions That Continue a Line of Thought|
|because||besides the fact||following this idea further|
|in addition||in the same way||moreover|
|looking further||considering…, it is clear that|
|Transitions That Change a Line of Thought|
|nevertheless||on the contrary||on the other hand|
|Transitions That Show Importance|
|in fact||more important||most important|
|Transitions That Introduce the Final Thoughts in a Paragraph or Essay|
|most of all||least of all||last of all|
|All-Purpose Transitions to Open Paragraphs or to Connect Ideas Inside Paragraphs|
|admittedly||at this point||certainly|
|granted||it is true||generally speaking|
|in general||in this situation||no doubt|
|no one denies||obviously||of course|
|to be sure||undoubtedly||unquestionably|
|Transitions that Introduce Examples|
|for instance||for example|
|Transitions That Clarify the Order of Events or Steps|
|first, second, third||generally, furthermore, finally||in the first place, also, last|
|in the first place, furthermore, finally||in the first place, likewise, lastly|
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.
Collaboration: Share your paragraph with another student or your writing group.
- A paragraph contains three distinct components: a topic sentence, body, and concluding sentence.
- The topic sentence expresses the main idea of the paragraph.
- Good topic sentences are general enough to cover the supporting sentences and limited enough to be developed well.
- Topic sentences are clear and easy to follow, and provide an accurate indication of what will follow in the rest of the paragraph.
- Topic sentences may be explicit or implied. They are usually explicit in informative and persuasive essays, whereas they are often implied in narrative and descriptive writing.
- 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.
- Repetition of keywords helps keep paragraphs focused and coherent.