Breaking down the elements of a paragraph and basic stylistic elements of composition.

1. T H E B UI L D I N G B L O C K S O F A N E S S A Y
ANATOMY OF A PARAGRAPH

2. FOCUS (1 IDEA:1 ¶)
• Paragraphs are the living tissues of an essay. They fill
out the outline or skeleton of a paper one block at a
time, fleshing out premises and grounds by adding
example, illustration, examination, analysis, and
explanation. Those tissues are thus comprised of
smaller, concrete cells (sentences) and even smaller
atoms or compounds (words). Sentences in a
paragraph all have to work together as a single
functional unit to support the full body of an
argument.
• Each paragraph should address a single topic,
established in the first sentence.
• The topic sentence.
• A good paragraph stays focused on its topic,
supports that topic and the thesis with evidence,
and clarifies key points (grounds) with analysis and
explanation. All of the sentences in a paragraph
should aim at proving the main claim of an
argument.

3. STRUCTURE
• Most paragraphs in an essay have a tripartite structure—
• Introduction: the first section; should include the topic sentence
and any other sentences that give background information or
provide a transition.
• Body: the middle section; illustrates and supports the controlling
idea by providing facts/data/
statistics, examples, and analysis
of those to clarify the grounds.
• Conclusion: the final section;
evaluates connections between the
information discussed in the body
of the paragraph, the
topic sentence, and a paper’s
thesis; answers the “So what?”
and “Who cares?” and gives
the topic a larger context.
Adapted from Indiana University Bloomington

4. STRUCTURE: ¶ INTRODUCTION
• The first sentence of an
essay should introduce
the subject matter.
• This is usually the topic
sentence.
• In an argument of definition,
terms or concepts may need
clarification to make sure the reader knows what you
mean when you use abstract words like “consciousness” or
“truth.”
• Background context may need to be given before an
example is discussed, especially if the example comes
from another source, e.g. establish source’s
credibility/relevance.

5. TOPIC SENTENCES
• A well-organized paragraph supports or develops a single controlling idea
through its topic sentence.
• A topic sentence has several important functions:
• Substantiate or support the thesis statement
• Unify paragraph content
• Direct the order of the sentences
• Establish the subject and how it will be addressed
• Topic sentences, ideally, should be the first statement of a paragraph.
• In some cases, however, it’s more effective to place another sentence before
the topic sentence, i.e. a sentence linking the current paragraph to the
previous one (transition), or one providing background information (context).
Adapted from Indiana University Bloomington

6. STRUCTURE: ¶ BODY
• After the set up (topic sentence + background context), an
example should be provided to illustrate the subject
(grounds) established by the topic sentence.
• Provide a concrete example, evidence, or data/statistics.
• Nothing is self-evident. You have to show the reader what you
mean; they cannot read your mind.
• If it’s not on the page, it’s not there.
• Show, don’t tell. Remember seeing
is believing, so demonstrate.
• Analyze and explain how the
example supports the reason
(supporting claim in the topic
sentence).
• Analytic explanation clarifies how you want the reader to
understand the example in relation to your point.

7. STRUCTURE: ¶ CONCLUSION
• Offer some kind of larger context (the
“So What?”) to make the grounds and
analysis real—relevant—to the
argument.
• Evaluation and reflection reinforce rhetorical
exigence and clarify your interpretation.
• Make sure that what you are arguing for
what matters to your audience.
• Connect the entire paragraph back to
the thesis. The last sentence is usually
the “take away” message that
reinforces the main claim of the
argument.
• Every paragraph should specifically relate to
the thesis, otherwise the flow of ideas—the
logic—becomes unfocused.
• Bring the reader back to the point of the
paper.

8. COHERENCE
• Each sentence should clearly relate
to the topic sentence or controlling
idea; however, there is more to
coherence than this.
• If a paragraph is coherent, each
sentence flows smoothly and
logically into the next without
obvious shifts or jumps.
• A coherent paragraph also highlights
the ties between old information and
new information to make the
structure of ideas or arguments clear
to the reader.
Adapted from Indiana University Bloomington

9. LENGTH
• Along with the smooth flow of sentences (logic &
arrangement), length matters.
• Overly long paragraphs (over ¾ of a page) may need to
be broken into two paragraphs to keep the reader from
getting lost or bored. Look for a good place to start a
new paragraph where the subject or grounds seem to
wander away from the topic sentence.
• Overly short paragraphs (only one to three sentences)
may need more development to clearly explain and
support its controlling idea.
Adapted from Indiana University Bloomington

10. THEME & VARIATION
• Iterate key ideas. In paragraphs where you define or
identify an important idea or theory, be consistent in
how you refer to it by using synonyms.
• Avoid redundancy. When using repetitive words or
phrases, find variations instead of repeating the same
thing over and over and over and over and over.
• Consistency can bind a paragraph together. However,
it can also undermine the effect and instead weaken
your credibility through the appearance of a limited and
overly simplistic vocabulary.
Adapted from Indiana University Bloomington

11. CONSISTENCY
• Be consistent in point of view,
verb tense, and number.
Subject-verb and subject-
predicate agreement is a
subtle but important aspect of
coherence.
• Shifting from "you" to the impersonal
“one,” from past to present tense,
or from “a man” to “they,” for
example, makes a paragraph less
coherent.
• Such inconsistencies confuse the
reader and make the logic of the
argument more difficult to follow.
Adapted from Indiana University Bloomington

12. PARALLELS
• Use parallel structures. This kind of
sentence phrasing is created by
constructing two or more sentences that
have the same grammatical structure
and use the same parts of speech.
• Parallel structure can make your
sentences clearer, easier to connect,
and easier to read.
• Parallel structures can help the reader
see that a paragraph is organized as a
set of examples, connect general
statements or rhetorical questions. This is
especially useful if comparisons or
contrasts are being made.
Adapted from Indiana University Bloomington

13. TRANSITIONS
Use transition words or phrases between sentences
and between paragraphs. Transitional expressions
emphasize the relationships between ideas.
Help readers follow your train of thought or see
connections that they might otherwise miss or
misunderstand.
Don’t shotgun a much of
statements into a
paragraph and think that
the reader will follow you.
Guide them along the
flow of ideas so they know
how to follow you there.
Adapted from Indiana University Bloomington

14. TRANSITIONS
• To show addition: again, and, also,
besides, equally important, first
(second, etc.), further, furthermore, in
addition, in the first place, moreover,
next, too
• To give examples: for example, for
instance, in fact, specifically, that is,
to illustrate
• To compare: also, in the same
manner, likewise, similarly
• To contrast: although, and yet, at the
same time, but, despite, even
though, however, in contrast, in spite
of, nevertheless, on the contrary, on
the other hand, still, though, yet
• To summarize or conclude: all in all, in
conclusion, in other words, in short, in
summary, on the whole, that is,
therefore, to sum up
• To show time: after, afterward, as, as
long as, as soon as, at last, before,
during, earlier, finally, formerly,
immediately, later, meanwhile, next,
since, shortly, subsequently, then,
thereafter, until, when, while
• To show place or direction: above,
below, beyond, close, elsewhere,
farther on, here, nearby, opposite, to
the left (north, etc.)
• To indicate logical relationship:
accordingly, as a result, because,
consequently, for this reason, hence,
if, otherwise, since, so, then, therefore,
thus
Adapted from Indiana University Bloomington