how to write a body paragraph in a research paper

How to Write a Body of a Research Paper

The main part of your research paper is called “the body.” To write this important part of your paper, include only relevant information, or information that gets to the point. Organize your ideas in a logical order—one that makes sense—and provide enough details—facts and examples—to support the points you want to make.

Logical Order

Transition words and phrases, adding evidence, phrases for supporting topic sentences.

• Transition Phrases for Comparisons
• Transition Phrases for Contrast
• Transition Phrases to Show a Process
• Phrases to Introduce Examples
• Transition Phrases for Presenting Evidence

How to Make Effective Transitions

Examples of effective transitions, drafting your conclusion, writing the body paragraphs.

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• The third and fourth paragraphs follow the same format as the second:
• Transition or topic sentence.
• Topic sentence (if not included in the first sentence).
• Supporting sentences including a discussion, quotations, or examples that support the topic sentence.
• Concluding sentence that transitions to the next paragraph.

The topic of each paragraph will be supported by the evidence you itemized in your outline. However, just as smooth transitions are required to connect your paragraphs, the sentences you write to present your evidence should possess transition words that connect ideas, focus attention on relevant information, and continue your discussion in a smooth and fluid manner.

You presented the main idea of your paper in the thesis statement. In the body, every single paragraph must support that main idea. If any paragraph in your paper does not, in some way, back up the main idea expressed in your thesis statement, it is not relevant, which means it doesn’t have a purpose and shouldn’t be there.

Each paragraph also has a main idea of its own. That main idea is stated in a topic sentence, either at the beginning or somewhere else in the paragraph. Just as every paragraph in your paper supports your thesis statement, every sentence in each paragraph supports the main idea of that paragraph by providing facts or examples that back up that main idea. If a sentence does not support the main idea of the paragraph, it is not relevant and should be left out.

A paper that makes claims or states ideas without backing them up with facts or clarifying them with examples won’t mean much to readers. Make sure you provide enough supporting details for all your ideas. And remember that a paragraph can’t contain just one sentence. A paragraph needs at least two or more sentences to be complete. If a paragraph has only one or two sentences, you probably haven’t provided enough support for your main idea. Or, if you have trouble finding the main idea, maybe you don’t have one. In that case, you can make the sentences part of another paragraph or leave them out.

Arrange the paragraphs in the body of your paper in an order that makes sense, so that each main idea follows logically from the previous one. Likewise, arrange the sentences in each paragraph in a logical order.

If you carefully organized your notes and made your outline, your ideas will fall into place naturally as you write your draft. The main ideas, which are building blocks of each section or each paragraph in your paper, come from the Roman-numeral headings in your outline. The supporting details under each of those main ideas come from the capital-letter headings. In a shorter paper, the capital-letter headings may become sentences that include supporting details, which come from the Arabic numerals in your outline. In a longer paper, the capital letter headings may become paragraphs of their own, which contain sentences with the supporting details, which come from the Arabic numerals in your outline.

In addition to keeping your ideas in logical order, transitions are another way to guide readers from one idea to another. Transition words and phrases are important when you are suggesting or pointing out similarities between ideas, themes, opinions, or a set of facts. As with any perfect phrase, transition words within paragraphs should not be used gratuitously. Their meaning must conform to what you are trying to point out, as shown in the examples below:

• “Accordingly” or “in accordance with” indicates agreement. For example :Thomas Edison’s experiments with electricity accordingly followed the theories of Benjamin Franklin, J. B. Priestly, and other pioneers of the previous century.
• “Analogous” or “analogously” contrasts different things or ideas that perform similar functions or make similar expressions. For example: A computer hard drive is analogous to a filing cabinet. Each stores important documents and data.
• “By comparison” or “comparatively”points out differences between things that otherwise are similar. For example: Roses require an alkaline soil. Azaleas, by comparison, prefer an acidic soil.
• “Corresponds to” or “correspondingly” indicates agreement or conformity. For example: The U.S. Constitution corresponds to England’s Magna Carta in so far as both established a framework for a parliamentary system.
• “Equals,”“equal to,” or “equally” indicates the same degree or quality. For example:Vitamin C is equally as important as minerals in a well-balanced diet.
• “Equivalent” or “equivalently” indicates two ideas or things of approximately the same importance, size, or volume. For example:The notions of individual liberty and the right to a fair and speedy trial hold equivalent importance in the American legal system.
• “Common” or “in common with” indicates similar traits or qualities. For example: Darwin did not argue that humans were descended from the apes. Instead, he maintained that they shared a common ancestor.
• “In the same way,”“in the same manner,”“in the same vein,” or “likewise,” connects comparable traits, ideas, patterns, or activities. For example: John Roebling’s suspension bridges in Brooklyn and Cincinnati were built in the same manner, with strong cables to support a metallic roadway. Example 2: Despite its delicate appearance, John Roebling’s Brooklyn Bridge was built as a suspension bridge supported by strong cables. Example 3: Cincinnati’s Suspension Bridge, which Roebling also designed, was likewise supported by cables.
• “Kindred” indicates that two ideas or things are related by quality or character. For example: Artists Vincent Van Gogh and Paul Gauguin are considered kindred spirits in the Impressionist Movement. “Like” or “as” are used to create a simile that builds reader understanding by comparing two dissimilar things. (Never use “like” as slang, as in: John Roebling was like a bridge designer.) For examples: Her eyes shone like the sun. Her eyes were as bright as the sun.
• “Parallel” describes events, things, or ideas that occurred at the same time or that follow similar logic or patterns of behavior. For example:The original Ocktoberfests were held to occur in parallel with the autumn harvest.
• “Obviously” emphasizes a point that should be clear from the discussion. For example: Obviously, raccoons and other wildlife will attempt to find food and shelter in suburban areas as their woodland habitats disappear.
• “Similar” and “similarly” are used to make like comparisons. For example: Horses and ponies have similar physical characteristics although, as working farm animals, each was bred to perform different functions.
• “There is little debate” or “there is consensus” can be used to point out agreement. For example:There is little debate that the polar ice caps are melting.The question is whether global warming results from natural or human-made causes.

Other phrases that can be used to make transitions or connect ideas within paragraphs include:

• Use “alternately” or “alternatively” to suggest a different option.
• Use “antithesis” to indicate a direct opposite.
• Use “contradict” to indicate disagreement.
• Use “on the contrary” or “conversely” to indicate that something is different from what it seems.
• Use “dissimilar” to point out differences between two things.
• Use “diverse” to discuss differences among many things or people.
• Use “distinct” or “distinctly” to point out unique qualities.
• Use “inversely” to indicate an opposite idea.
• Use “it is debatable,” “there is debate,” or “there is disagreement” to suggest that there is more than one opinion about a subject.
• Use “rather” or “rather than” to point out an exception.
• Use “unique” or “uniquely” to indicate qualities that can be found nowhere else.
• Use “unlike” to indicate dissimilarities.
• Use “various” to indicate more than one kind.

Writing Topic Sentences

Remember, a sentence should express a complete thought, one thought per sentence—no more, no less. The longer and more convoluted your sentences become, the more likely you are to muddle the meaning, become repetitive, and bog yourself down in issues of grammar and construction. In your first draft, it is generally a good idea to keep those sentences relatively short and to the point. That way your ideas will be clearly stated.You will be able to clearly see the content that you have put down—what is there and what is missing—and add or subtract material as it is needed. The sentences will probably seem choppy and even simplistic.The purpose of a first draft is to ensure that you have recorded all the content you will need to make a convincing argument. You will work on smoothing and perfecting the language in subsequent drafts.

Transitioning from your topic sentence to the evidence that supports it can be problematic. It requires a transition, much like the transitions needed to move from one paragraph to the next. Choose phrases that connect the evidence directly to your topic sentence.

• Consider this: (give an example or state evidence).
• If (identify one condition or event) then (identify the condition or event that will follow).
• It should go without saying that (point out an obvious condition).
• Note that (provide an example or observation).
• Take a look at (identify a condition; follow with an explanation of why you think it is important to the discussion).
• The authors had (identify their idea) in mind when they wrote “(use a quotation from their text that illustrates the idea).”
• The point is that (summarize the conclusion your reader should draw from your research).
• This becomes evident when (name the author) says that (paraphrase a quote from the author’s writing).
• We see this in the following example: (provide an example of your own).
• (The author’s name) offers the example of (summarize an example given by the author).

If an idea is controversial, you may need to add extra evidence to your paragraphs to persuade your reader. You may also find that a logical argument, one based solely on your evidence, is not persuasive enough and that you need to appeal to the reader’s emotions. Look for ways to incorporate your research without detracting from your argument.

Writing Transition Sentences

It is often difficult to write transitions that carry a reader clearly and logically on to the next paragraph (and the next topic) in an essay. Because you are moving from one topic to another, it is easy to simply stop one and start another. Great research papers, however, include good transitions that link the ideas in an interesting discussion so that readers can move smoothly and easily through your presentation. Close each of your paragraphs with an interesting transition sentence that introduces the topic coming up in the next paragraph.

Transition sentences should show a relationship between the two topics.Your transition will perform one of the following functions to introduce the new idea:

• Indicate that you will be expanding on information in a different way in the upcoming paragraph.
• Indicate that a comparison, contrast, or a cause-and-effect relationship between the topics will be discussed.
• Indicate that an example will be presented in the next paragraph.
• Indicate that a conclusion is coming up.

Transitions make a paper flow smoothly by showing readers how ideas and facts follow one another to point logically to a conclusion. They show relationships among the ideas, help the reader to understand, and, in a persuasive paper, lead the reader to the writer’s conclusion.

Each paragraph should end with a transition sentence to conclude the discussion of the topic in the paragraph and gently introduce the reader to the topic that will be raised in the next paragraph. However, transitions also occur within paragraphs—from sentence to sentence—to add evidence, provide examples, or introduce a quotation.

The type of paper you are writing and the kinds of topics you are introducing will determine what type of transitional phrase you should use. Some useful phrases for transitions appear below. They are grouped according to the function they normally play in a paper. Transitions, however, are not simply phrases that are dropped into sentences. They are constructed to highlight meaning. Choose transitions that are appropriate to your topic and what you want the reader to do. Edit them to be sure they fit properly within the sentence to enhance the reader’s understanding.

Transition Phrases for Comparisons:

• We also see
• In addition to
• Notice that
• Beside that,
• In comparison,
• Once again,
• Identically,
• For example,
• Comparatively, it can be seen that
• We see this when
• This corresponds to
• In other words,
• At the same time,
• By the same token,

Transition Phrases for Contrast:

• By contrast,
• On the contrary,
• Nevertheless,
• An exception to this would be …
• Alongside that,we find …
• On one hand … on the other hand …
• [New information] presents an opposite view …
• Conversely, it could be argued …
• Other than that,we find that …
• We get an entirely different impression from …
• One point of differentiation is …
• Further investigation shows …
• An exception can be found in the fact that …

Transition Phrases to Show a Process:

• At the top we have … Near the bottom we have …
• Here we have … There we have …
• Continuing on,
• We progress to …
• Close up … In the distance …
• With this in mind,
• Moving in sequence,
• Proceeding sequentially,
• Moving to the next step,
• First, Second,Third,…
• Examining the activities in sequence,
• Sequentially,
• As a result,
• The end result is …
• To illustrate …
• Subsequently,
• One consequence of …
• If … then …
• It follows that …
• This is chiefly due to …
• The next step …
• Later we find …

Phrases to Introduce Examples:

• For instance,
• Particularly,
• In particular,
• This includes,
• Specifically,
• To illustrate,
• One illustration is
• One example is
• This is illustrated by
• This can be seen when
• This is especially seen in
• This is chiefly seen when

Transition Phrases for Presenting Evidence:

• Another point worthy of consideration is
• At the center of the issue is the notion that
• Before moving on, it should be pointed out that
• Another important point is
• Another idea worth considering is
• Consequently,
• Especially,
• Even more important,
• Getting beyond the obvious,
• In spite of all this,
• It follows that
• It is clear that
• More importantly,
• Most importantly,

How to make effective transitions between sections of a research paper? There are two distinct issues in making strong transitions:

• Does the upcoming section actually belong where you have placed it?
• Have you adequately signaled the reader why you are taking this next step?

The first is the most important: Does the upcoming section actually belong in the next spot? The sections in your research paper need to add up to your big point (or thesis statement) in a sensible progression. One way of putting that is, “Does the architecture of your paper correspond to the argument you are making?” Getting this architecture right is the goal of “large-scale editing,” which focuses on the order of the sections, their relationship to each other, and ultimately their correspondence to your thesis argument.

It’s easy to craft graceful transitions when the sections are laid out in the right order. When they’re not, the transitions are bound to be rough. This difficulty, if you encounter it, is actually a valuable warning. It tells you that something is wrong and you need to change it. If the transitions are awkward and difficult to write, warning bells should ring. Something is wrong with the research paper’s overall structure.

After you’ve placed the sections in the right order, you still need to tell the reader when he is changing sections and briefly explain why. That’s an important part of line-by-line editing, which focuses on writing effective sentences and paragraphs.

Effective transition sentences and paragraphs often glance forward or backward, signaling that you are switching sections. Take this example from J. M. Roberts’s History of Europe . He is finishing a discussion of the Punic Wars between Rome and its great rival, Carthage. The last of these wars, he says, broke out in 149 B.C. and “ended with so complete a defeat for the Carthaginians that their city was destroyed . . . .” Now he turns to a new section on “Empire.” Here is the first sentence: “By then a Roman empire was in being in fact if not in name.”(J. M. Roberts, A History of Europe . London: Allen Lane, 1997, p. 48) Roberts signals the transition with just two words: “By then.” He is referring to the date (149 B.C.) given near the end of the previous section. Simple and smooth.

Michael Mandelbaum also accomplishes this transition between sections effortlessly, without bringing his narrative to a halt. In The Ideas That Conquered the World: Peace, Democracy, and Free Markets , one chapter shows how countries of the North Atlantic region invented the idea of peace and made it a reality among themselves. Here is his transition from one section of that chapter discussing “the idea of warlessness” to another section dealing with the history of that idea in Europe.

The widespread aversion to war within the countries of the Western core formed the foundation for common security, which in turn expressed the spirit of warlessness. To be sure, the rise of common security in Europe did not abolish war in other parts of the world and could not guarantee its permanent abolition even on the European continent. Neither, however, was it a flukish, transient product . . . . The European common security order did have historical precedents, and its principal features began to appear in other parts of the world. Precedents for Common Security The security arrangements in Europe at the dawn of the twenty-first century incorporated features of three different periods of the modern age: the nineteenth century, the interwar period, and the ColdWar. (Michael Mandelbaum, The Ideas That Conquered the World: Peace, Democracy, and Free Markets . New York: Public Affairs, 2002, p. 128)

It’s easier to make smooth transitions when neighboring sections deal with closely related subjects, as Mandelbaum’s do. Sometimes, however, you need to end one section with greater finality so you can switch to a different topic. The best way to do that is with a few summary comments at the end of the section. Your readers will understand you are drawing this topic to a close, and they won’t be blindsided by your shift to a new topic in the next section.

Here’s an example from economic historian Joel Mokyr’s book The Lever of Riches: Technological Creativity and Economic Progress . Mokyr is completing a section on social values in early industrial societies. The next section deals with a quite different aspect of technological progress: the role of property rights and institutions. So Mokyr needs to take the reader across a more abrupt change than Mandelbaum did. Mokyr does that in two ways. First, he summarizes his findings on social values, letting the reader know the section is ending. Then he says the impact of values is complicated, a point he illustrates in the final sentences, while the impact of property rights and institutions seems to be more straightforward. So he begins the new section with a nod to the old one, noting the contrast.

In commerce, war and politics, what was functional was often preferred [within Europe] to what was aesthetic or moral, and when it was not, natural selection saw to it that such pragmatism was never entirely absent in any society. . . . The contempt in which physical labor, commerce, and other economic activity were held did not disappear rapidly; much of European social history can be interpreted as a struggle between wealth and other values for a higher step in the hierarchy. The French concepts of bourgeois gentilhomme and nouveau riche still convey some contempt for people who joined the upper classes through economic success. Even in the nineteenth century, the accumulation of wealth was viewed as an admission ticket to social respectability to be abandoned as soon as a secure membership in the upper classes had been achieved. Institutions and Property Rights The institutional background of technological progress seems, on the surface, more straightforward. (Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress . New York: Oxford University Press, 1990, p. 176)

Note the phrase, “on the surface.” Mokyr is hinting at his next point, that surface appearances are deceiving in this case. Good transitions between sections of your research paper depend on:

• Getting the sections in the right order
• Moving smoothly from one section to the next
• Signaling readers that they are taking the next step in your argument
• Explaining why this next step comes where it does

Every good paper ends with a strong concluding paragraph. To write a good conclusion, sum up the main points in your paper. To write an even better conclusion, include a sentence or two that helps the reader answer the question, “So what?” or “Why does all this matter?” If you choose to include one or more “So What?” sentences, remember that you still need to support any point you make with facts or examples. Remember, too, that this is not the place to introduce new ideas from “out of the blue.” Make sure that everything you write in your conclusion refers to what you’ve already written in the body of your paper.

Back to How To Write A Research Paper .

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Body Paragraphs

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This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Body paragraphs: Moving from general to specific information

Your paper should be organized in a manner that moves from general to specific information. Every time you begin a new subject, think of an inverted pyramid - The broadest range of information sits at the top, and as the paragraph or paper progresses, the author becomes more and more focused on the argument ending with specific, detailed evidence supporting a claim. Lastly, the author explains how and why the information she has just provided connects to and supports her thesis (a brief wrap-up or warrant).

Moving from General to Specific Information

The four elements of a good paragraph (TTEB)

A good paragraph should contain at least the following four elements: T ransition, T opic sentence, specific E vidence and analysis, and a B rief wrap-up sentence (also known as a warrant ) –TTEB!

• A T ransition sentence leading in from a previous paragraph to assure smooth reading. This acts as a hand-off from one idea to the next.
• A T opic sentence that tells the reader what you will be discussing in the paragraph.
• Specific E vidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence.
• A B rief wrap-up sentence that tells the reader how and why this information supports the paper’s thesis. The brief wrap-up is also known as the warrant. The warrant is important to your argument because it connects your reasoning and support to your thesis, and it shows that the information in the paragraph is related to your thesis and helps defend it.

Supporting evidence (induction and deduction)

Induction is the type of reasoning that moves from specific facts to a general conclusion. When you use induction in your paper, you will state your thesis (which is actually the conclusion you have come to after looking at all the facts) and then support your thesis with the facts. The following is an example of induction taken from Dorothy U. Seyler’s Understanding Argument :

There is the dead body of Smith. Smith was shot in his bedroom between the hours of 11:00 p.m. and 2:00 a.m., according to the coroner. Smith was shot with a .32 caliber pistol. The pistol left in the bedroom contains Jones’s fingerprints. Jones was seen, by a neighbor, entering the Smith home at around 11:00 p.m. the night of Smith’s death. A coworker heard Smith and Jones arguing in Smith’s office the morning of the day Smith died.

Conclusion: Jones killed Smith.

Here, then, is the example in bullet form:

• Conclusion: Jones killed Smith
• Support: Smith was shot by Jones’ gun, Jones was seen entering the scene of the crime, Jones and Smith argued earlier in the day Smith died.
• Assumption: The facts are representative, not isolated incidents, and thus reveal a trend, justifying the conclusion drawn.

When you use deduction in an argument, you begin with general premises and move to a specific conclusion. There is a precise pattern you must use when you reason deductively. This pattern is called syllogistic reasoning (the syllogism). Syllogistic reasoning (deduction) is organized in three steps:

• Major premise
• Minor premise

In order for the syllogism (deduction) to work, you must accept that the relationship of the two premises lead, logically, to the conclusion. Here are two examples of deduction or syllogistic reasoning:

• Major premise: All men are mortal.
• Minor premise: Socrates is a man.
• Conclusion: Socrates is mortal.
• Major premise: People who perform with courage and clear purpose in a crisis are great leaders.
• Minor premise: Lincoln was a person who performed with courage and a clear purpose in a crisis.
• Conclusion: Lincoln was a great leader.

So in order for deduction to work in the example involving Socrates, you must agree that (1) all men are mortal (they all die); and (2) Socrates is a man. If you disagree with either of these premises, the conclusion is invalid. The example using Socrates isn’t so difficult to validate. But when you move into more murky water (when you use terms such as courage , clear purpose , and great ), the connections get tenuous.

For example, some historians might argue that Lincoln didn’t really shine until a few years into the Civil War, after many Union losses to Southern leaders such as Robert E. Lee.

The following is a clear example of deduction gone awry:

• Major premise: All dogs make good pets.
• Minor premise: Doogle is a dog.
• Conclusion: Doogle will make a good pet.

If you don’t agree that all dogs make good pets, then the conclusion that Doogle will make a good pet is invalid.

When a premise in a syllogism is missing, the syllogism becomes an enthymeme. Enthymemes can be very effective in argument, but they can also be unethical and lead to invalid conclusions. Authors often use enthymemes to persuade audiences. The following is an example of an enthymeme:

If you have a plasma TV, you are not poor.

The first part of the enthymeme (If you have a plasma TV) is the stated premise. The second part of the statement (you are not poor) is the conclusion. Therefore, the unstated premise is “Only rich people have plasma TVs.” The enthymeme above leads us to an invalid conclusion (people who own plasma TVs are not poor) because there are plenty of people who own plasma TVs who are poor. Let’s look at this enthymeme in a syllogistic structure:

• Major premise: People who own plasma TVs are rich (unstated above).
• Minor premise: You own a plasma TV.
• Conclusion: You are not poor.

To help you understand how induction and deduction can work together to form a solid argument, you may want to look at the United States Declaration of Independence. The first section of the Declaration contains a series of syllogisms, while the middle section is an inductive list of examples. The final section brings the first and second sections together in a compelling conclusion.

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9.2 Writing Body Paragraphs

Learning objectives.

• Select primary support related to your thesis.
• Support your topic sentences.

If your thesis gives the reader a roadmap to your essay, then body paragraphs should closely follow that map. The reader should be able to predict what follows your introductory paragraph by simply reading the thesis statement.

The body paragraphs present the evidence you have gathered to confirm your thesis. Before you begin to support your thesis in the body, you must find information from a variety of sources that support and give credit to what you are trying to prove.

Select Primary Support for Your Thesis

Without primary support, your argument is not likely to be convincing. Primary support can be described as the major points you choose to expand on your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.

Remember that a worthy argument is backed by examples. In order to construct a valid argument, good writers conduct lots of background research and take careful notes. They also talk to people knowledgeable about a topic in order to understand its implications before writing about it.

Identify the Characteristics of Good Primary Support

In order to fulfill the requirements of good primary support, the information you choose must meet the following standards:

• Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical.
• Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis.
• Be detailed. Remember that your thesis, while specific, should not be very detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.

Prewrite to Identify Primary Supporting Points for a Thesis Statement

Recall that when you prewrite you essentially make a list of examples or reasons why you support your stance. Stemming from each point, you further provide details to support those reasons. After prewriting, you are then able to look back at the information and choose the most compelling pieces you will use in your body paragraphs.

Choose one of the following working thesis statements. On a separate sheet of paper, write for at least five minutes using one of the prewriting techniques you learned in Chapter 8 “The Writing Process: How Do I Begin?” .

• Unleashed dogs on city streets are a dangerous nuisance.
• Students cheat for many different reasons.
• Drug use among teens and young adults is a problem.
• The most important change that should occur at my college or university is ____________________________________________.

Select the Most Effective Primary Supporting Points for a Thesis Statement

After you have prewritten about your working thesis statement, you may have generated a lot of information, which may be edited out later. Remember that your primary support must be relevant to your thesis. Remind yourself of your main argument, and delete any ideas that do not directly relate to it. Omitting unrelated ideas ensures that you will use only the most convincing information in your body paragraphs. Choose at least three of only the most compelling points. These will serve as the topic sentences for your body paragraphs.

Refer to the previous exercise and select three of your most compelling reasons to support the thesis statement. Remember that the points you choose must be specific and relevant to the thesis. The statements you choose will be your primary support points, and you will later incorporate them into the topic sentences for the body paragraphs.

Collaboration

Please share with a classmate and compare your answers.

When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. The following are the kinds of evidence you will encounter as you conduct your research:

• Facts. Facts are the best kind of evidence to use because they often cannot be disputed. They can support your stance by providing background information on or a solid foundation for your point of view. However, some facts may still need explanation. For example, the sentence “The most populated state in the United States is California” is a pure fact, but it may require some explanation to make it relevant to your specific argument.
• Judgments. Judgments are conclusions drawn from the given facts. Judgments are more credible than opinions because they are founded upon careful reasoning and examination of a topic.
• Testimony. Testimony consists of direct quotations from either an eyewitness or an expert witness. An eyewitness is someone who has direct experience with a subject; he adds authenticity to an argument based on facts. An expert witness is a person who has extensive experience with a topic. This person studies the facts and provides commentary based on either facts or judgments, or both. An expert witness adds authority and credibility to an argument.
• Personal observation. Personal observation is similar to testimony, but personal observation consists of your testimony. It reflects what you know to be true because you have experiences and have formed either opinions or judgments about them. For instance, if you are one of five children and your thesis states that being part of a large family is beneficial to a child’s social development, you could use your own experience to support your thesis.

Writing at Work

In any job where you devise a plan, you will need to support the steps that you lay out. This is an area in which you would incorporate primary support into your writing. Choosing only the most specific and relevant information to expand upon the steps will ensure that your plan appears well-thought-out and precise.

You can consult a vast pool of resources to gather support for your stance. Citing relevant information from reliable sources ensures that your reader will take you seriously and consider your assertions. Use any of the following sources for your essay: newspapers or news organization websites, magazines, encyclopedias, and scholarly journals, which are periodicals that address topics in a specialized field.

Choose Supporting Topic Sentences

Each body paragraph contains a topic sentence that states one aspect of your thesis and then expands upon it. Like the thesis statement, each topic sentence should be specific and supported by concrete details, facts, or explanations.

Each body paragraph should comprise the following elements.

topic sentence + supporting details (examples, reasons, or arguments)

As you read in Chapter 8 “The Writing Process: How Do I Begin?” , topic sentences indicate the location and main points of the basic arguments of your essay. These sentences are vital to writing your body paragraphs because they always refer back to and support your thesis statement. Topic sentences are linked to the ideas you have introduced in your thesis, thus reminding readers what your essay is about. A paragraph without a clearly identified topic sentence may be unclear and scattered, just like an essay without a thesis statement.

Unless your teacher instructs otherwise, you should include at least three body paragraphs in your essay. A five-paragraph essay, including the introduction and conclusion, is commonly the standard for exams and essay assignments.

Consider the following the thesis statement:

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.

The following topic sentence is a primary support point for the thesis. The topic sentence states exactly what the controlling idea of the paragraph is. Later, you will see the writer immediately provide support for the sentence.

Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.

In Note 9.19 “Exercise 2” , you chose three of your most convincing points to support the thesis statement you selected from the list. Take each point and incorporate it into a topic sentence for each body paragraph.

Supporting point 1: ____________________________________________

Topic sentence: ____________________________________________

Supporting point 2: ____________________________________________

Supporting point 3: ____________________________________________

Draft Supporting Detail Sentences for Each Primary Support Sentence

After deciding which primary support points you will use as your topic sentences, you must add details to clarify and demonstrate each of those points. These supporting details provide examples, facts, or evidence that support the topic sentence.

The writer drafts possible supporting detail sentences for each primary support sentence based on the thesis statement:

Thesis statement: Unleashed dogs on city streets are a dangerous nuisance.

Supporting point 1: Dogs can scare cyclists and pedestrians.

Supporting details:

• Cyclists are forced to zigzag on the road.
• School children panic and turn wildly on their bikes.
• People who are walking at night freeze in fear.

Supporting point 2:

Loose dogs are traffic hazards.

• Dogs in the street make people swerve their cars.
• To avoid dogs, drivers run into other cars or pedestrians.
• Children coaxing dogs across busy streets create danger.

Supporting point 3: Unleashed dogs damage gardens.

• They step on flowers and vegetables.
• They destroy hedges by urinating on them.
• They mess up lawns by digging holes.

The following paragraph contains supporting detail sentences for the primary support sentence (the topic sentence), which is underlined.

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 a Bananafish” details a day in the life of a WWII veteran who was recently released from 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 Esmé – 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.

Using the three topic sentences you composed for the thesis statement in Note 9.18 “Exercise 1” , draft at least three supporting details for each point.

Thesis statement: ____________________________________________

Primary supporting point 1: ____________________________________________

Supporting details: ____________________________________________

Primary supporting point 2: ____________________________________________

Primary supporting point 3: ____________________________________________

You have the option of writing your topic sentences in one of three ways. You can state it at the beginning of the body paragraph, or at the end of the paragraph, or you do not have to write it at all. This is called an implied topic sentence. An implied topic sentence lets readers form the main idea for themselves. For beginning writers, it is best to not use implied topic sentences because it makes it harder to focus your writing. Your instructor may also want to clearly identify the sentences that support your thesis. For more information on the placement of thesis statements and implied topic statements, see Chapter 8 “The Writing Process: How Do I Begin?” .

Print out the first draft of your essay and use a highlighter to mark your topic sentences in the body paragraphs. Make sure they are clearly stated and accurately present your paragraphs, as well as accurately reflect your thesis. If your topic sentence contains information that does not exist in the rest of the paragraph, rewrite it to more accurately match the rest of the paragraph.

Key Takeaways

• Your body paragraphs should closely follow the path set forth by your thesis statement.
• Strong body paragraphs contain evidence that supports your thesis.
• Primary support comprises the most important points you use to support your thesis.
• Strong primary support is specific, detailed, and relevant to the thesis.
• Prewriting helps you determine your most compelling primary support.
• Evidence includes facts, judgments, testimony, and personal observation.
• Reliable sources may include newspapers, magazines, academic journals, books, encyclopedias, and firsthand testimony.
• A topic sentence presents one point of your thesis statement while the information in the rest of the paragraph supports that point.
• A body paragraph comprises a topic sentence plus supporting details.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

4c. Body Paragraphs

Body paragraphs present the reasoning and evidence to demonstrate your thesis. In academic essays, body paragraphs are typically a bit more substantial than in news reporting so a writer can share their own ideas, develop their reasoning, cite evidence, and engage in conversation with other writers and scholars. A typical body paragraph in a college essay contains the following elements, which can be remembered through the useful acronym TREAT.

The TREAT Method

• T opic Sentence – an assertion that supports the thesis and presents the main idea of the paragraph
• R easoning – critical thinking and rhetorical appeals: ethos, logos, and pathos
• E vidence – facts, examples, and other evidence integrated into the paragraph using summaries, paraphrases, and quotations
• A nalysis – examination and contextualization of the evidence and reasoning
• T ransition – the flow of ideas from one paragraph to the next

Effective body paragraphs are:

• Specific and narrow .  Topic sentences provide your audience a point of transition and flow from paragraph to paragraph. Topic sentences help you expand and develop your thesis and set up the organization of each paragraph. Developing specific reasoning and specific, concrete examples and evidence in each paragraph will build your credibility with readers. If used properly, well-developed reasoning and evidence are more compelling than general facts and observations.
• Relevant to the thesis.  Primary support is considered strong when it relates directly to the thesis. Body paragraphs should show, explain, and prove your thesis without delving into irrelevant details. With practice and the understanding that there is always another essay, effective writers resist the temptation to lose focus. Keeping your audience and purpose in mind when choosing examples will help you make sure to stay focused on your thesis.
• Detailed . Academic paragraphs are typically longer than newspaper and magazine paragraphs because scholars need space to develop their reasoning and provide sufficiently detailed evidence to support their claims. Using multiple examples and precise details shows readers that you have considered the facts carefully and enhances the impact of your ideas.
• Organized . If your paragraph starts to include information or ideas that stray from your topic sentence, either the paragraph or the topic sentence might need to change.

Reasoning and Evidence

In written and oral communication, we demonstrate our critical thinking skills through the various types of rhetorical appeals we make to our audience.  The purpose and audience for a writing task shape the way writers develop reasoning and select evidence to support their ideas.  Writers develop reasoning in body paragraphs through three primary methods: ethos, logos, and pathos.  Writers can deploy many forms of evidence to support their reasoning, including: facts, examples, judgments, testimony, and personal experience.

The ancient Greek philosopher Aristotle developed a simple method for categorizing forms of reasoning by identifying three primary modes of argumentative reasoning: ethos, logos, and pathos.

• Ethos  is reasoning that establishes a writer’s credibility. By showing yourself to be a critical and sympathetic reader, who considers multiple perspectives and demonstrates ethical thinking, you can establish ethos in your body paragraphs.
• Logos  is reasoning that develops logical arguments and demonstrates a writer’s command of the facts. Demonstrating your knowledge of the facts and showing that you can distinguish between competing claims at truth will ground your writing in common sense and objectivity.
• Pathos  is reasoning that appeals to human emotions and psychological motivations. Humans are subjective animals, and our ability to develop an emotional connection with an audience can have a powerful or subtle impact on whether they will agree with a writer’s reasoning.

A fourth form of reasoning,  kairos , can occasionally be used to make an appeal to an audience that the perfect moment or right opportunity has arisen for action. Arguments for changing policies, ending wars, starting revolutions, or engaging in radical social change typically deploy kairos in addition to ethos, logos, and pathos in order to motivate people to take action a critical times in history.

Evidence includes anything that can help you support your reasoning and develop your thesis. As you develop body paragraphs, you reveal evidence to your readers and then provide analysis to help the reader understand how the evidence supports the reasoning and assertions you are making in each body paragraph.  Be sure to check with each instructor to confirm what types of evidence are appropriate for each writing task you are assigned. The following kinds of evidence are commonly used in academic essays:

• Facts . Facts are the best kind of evidence to use for academic essays because they often cannot be disputed or distorted. Facts can support your stance by providing background information or a solid evidence-based foundation for your point of view. Remember that facts need explanations. Be sure to use signal phrases like “according to” and “as demonstrated by” to introduce facts and use analysis to explain the relevance of facts to your readers.
• Examples  show readers that your ideas are grounded in real situations and contexts. Examples help you highlight general trends and ground your facts in the real world. Be careful not to take examples out of context or overgeneralize based on individual cases.
• Judgments . Judgments are the conclusions of experts drawn from a set of examples or evidence. Judgments are more credible than opinions because they are founded upon careful reasoning and a thorough examination of a topic. Citing a credible expert to support your opinion can be a powerful way to build ethos in your writing.
• Testimony . Testimony consists of direct quotations from eyewitnesses or expert witnesses. An eyewitness is someone who has direct experience with a subject; they add authenticity and credibility to an argument or perspective based on facts. An expert witness is a person who has extensive expertise or experience with a topic. This person provides commentary based on their interpretation of the facts or extensive knowledge on a topic or event.
• Personal Experience . Personal observation is similar to eyewitness or expert testimony but consists of your own experiences and/or expertise. Personal experience can be effective in academic essays if directly relevant to the topic and suited to the purpose of a writing task.

Key Takeaways

• Always be aware of your purpose for writing and the needs of your audience. Cater to those needs in every sensible way.
• Write paragraphs of an appropriate length for your writing assignment. Paragraphs in college-level writing can be up to a page long, as long as they cover the main topics in your outline.
• Use your prewriting and outline to guide the development of your paragraphs and the elaboration of your ideas.

Addressing Counterarguments and Different Perspectives

“Few things are more difficult than to see outside the bounds of your own perspective—to be able to identify assumptions that you take as universal truths but which, instead, have been crafted by your own unique identity and experiences in the world.”

~David Takacs

Why acknowledge and respond to other points of view?

• Address potential weaknesses in your argument before others can point them out to you.
• Acknowledge the complexity of an issue by considering different perspectives and aspects of an issue. No issue has a simple solution or is just Side A versus Side B.
• Establish your writing ethos (can your reader trust you?): your reader is more likely to trust you if you thoughtfully analyze an issue from multiple angles.
• Add to your essay’s word count!

Four steps to acknowledging and responding to other points of view

Step one: know your standpoint, what is my standpoint and why should i know it.

• Standpoint is the unique perspective from which you view the world. It includes: your background and experiences, your political and religious beliefs, your identity (gender, ethnicity, class, sexuality, and ability), your relationship to others, and your social privilege. These are things that will affect how you view and understand an issue.
• It’s important to acknowledge your standpoint because it affects what and how you argue.

Good writers are good readers! And good readers. . .

• Who are you?
• Make a list of what you’ll bring to a conversation about the issue on which you’re writing. What are your assumptions, your background and experience, your knowledge and expertise? Be honest!

Consider writing your standpoint into your essay

• Writing your standpoint into your essay builds trust with your readers. Even if they have a different standpoint, they will respect your honesty and hopefully listen respectfully to what you have to say.
• Writing from your standpoint can make your writing feel more authentic , to you and your reader. “This is me!”

Even if you don’t explicitly reveal your standpoint to your reader, you’ll want to know your standpoint so that you are aware of your own implicit bias as you write.

How do I write in my standpoint? Can I use “I”?

Try one of these templates:

• “What concerns me as a business major . . .”
• “I write this essay during a time when . . .”
• “I am concerned about. . .”

See how other writers we’ve read have done it:

• “Now, as a professor at the Harvard Graduate School of Education , I. . .” [From Anthony Abraham Jack, “I Was a Low-Income College Student. Classes Weren’t the Hard Part.” The New York Times Magazine ]
• “From my first day as a sociology professor at a university with a Division I football and men’s basketball team , education and athletics struck me as being inherently at odds. . .” [From Jasmine Harris, “It’s Naive to Think College Athletes Have Time for School,” The Conversation ]
• “In this society, that norm is usually defined as white, thin, male, young, heterosexual, Christian, and financially secure. It is within this mythical norm that the trappings of power reside. Those of us who stand outside that power , for any reason, often identify one way in which we are different, and we assume that quality to be the primary reason for all oppression. . .” [From Audre Lorde, “The Transformation of Silence into Language and Action”]
• “I might not carry with me the feeling of my audience in stating my own belief. . .” [From Ralph Waldo Emerson, “The American Scholar”]

Step Two: C onsider potential weaknesses in your argument and different points of view on the issue

What potential weaknesses in your argument might you address.

• Logic : would a reader question any of your assumptions?
• between your reasoning and your claim: your main unstated assumption
• or between your evidence and your reasoning: is there evidence or types of evidence a reader might be skeptical of?
• Does the reader hold false assumptions about the issue?
• Could a reader give a different explanation of the issue ?
• Could a reader draw a different conclusion from the evidence ?
• Is there a specific reader who would disagree?

What alternative points of view on the issue might you consider?

• How might someone think differently about the issue?
• How might someone approach the issue from a different standpoint?
• What might keep someone from trusting or believing a claim or point you make?
• What might make someone tentative about taking action?
• What might keep a person from having an open mind?

Which one should I choose to address?

It depends on the essay’s length. You might consider 1-2 counterarguments that are most important for you to address in a paper (depending on the length).

• this could be a view your audience/community is likely to hold themselves
• or a common-knowledge one you think everyone will think of while reading
• and of course the one that is most specific to your argument
• if you can get one that fits more than one of these criteria, that’s even better!

What NOT to do when considering a counterargument

Build a straw man counterargument

• A straw man argument is a logical fallacy where the writer misrepresents or oversimplifies someone else’s argument in order to make it easier to refute.
• Writers also create straw man arguments when they make up a potential counterargument that is easy to refute, but isn’t something most people would reasonably believe.

Step Three: It’s time to write your counterargument into your essay

An exemplary counterargument:.

• exists as its own paragraph
• you fully acknowledge and respond to it
• Note: You don’t have to refute a counterargument for your argument to work. Our world is big enough to hold multiple points of view. The paragraph should ultimately support your thesis, but you may amend, qualify, complicate, or open up your claim, which is often why, organizationally, discussion of counterarguments or different points of view work best in the introduction of your essay to set up your claim or as the last body paragraph to lead into your conclusion.
• relates to your audience/community’s likely concerns and interests
• seems like a realistic thing someone might think (is not a straw man or caricature)
• ideally, is specific to your argument, not your topic in general
• considers both sides respectfully
• may be more than one counterargument or different perspective, but you’d need a separate paragraph for each in order to give them full consideration

Addressing a counterargument versus a different perspective

A true counterargument is the opposing claim on an issue:

• Claim: Academic probation does not help students progress.
• Counterargument: Academic probation does help students progress.

Different perspectives might offer different reasoning, consider different factors or conditions, or ask about different groups of people or situations.

A counterargument needs to be rebutted. Different perspectives can help you amend, qualify, complicate, or open up your claim.

You might use a counterargument to qualify your thesis

An example:

Reasoned thesis : Hook-up culture is now at the center of the institution of higher education because it is thick, palpable, the air students breathe, and we find it on almost every residential campus in America. [From Lisa Wade, “Sociology and the New Culture of Hooking Up on College Campuses“]

A counterargument : Research findings suggest that the sexual practices of college students haven’t changed much since the 1980s. [From David Ludden, “Is Hook-Up Culture Dominating College Campuses?”]

Qualified claim : Although sexual practices of college students haven’t changed much in the last few decades , hook-up culture is now at the center of the institution of higher education because it is thick, palpable. . .

Counterargument paragraph : “The topic of my book, then, isn’t just hooking up; it’s hook-up  culture . . .” (Wade).

A template for a counterargument paragraph

I recognize that others may have a different perspective than [state your claim*]. They might believe that [state their claim]. They believe this because [provide several sentences of support]. However, [restate your claim and explain in several sentences why you believe the way you do].

*You can also consider counterpoints to your reasoning, evidence, or standpoint.

Step Four: Decide where to organize your counterargument paragraph

Being aware of different perspectives can also help you develop your conclusion paragraph. In your conclusion, you can reaffirm your claim and then:

• amend part of your claim
• qualify your claim
• complicate your claim
• open up your claim

Writing as collaboration

Think of adding in counterarguments or different perspectives as collaborating with others on addressing an issue. . .

Brazuca illustrations by Cezar Berje, CC0

Opening up our minds and our hearts to different perspectives makes us stronger.

Writing as Inquiry Copyright © 2021 by Kara Clevinger and Stephen Rust is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Organizing Your Social Sciences Research Paper

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• Scholarly vs. Popular Publications
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A paragraph is a group of related sentences that support one main idea. In general, paragraphs consist of three parts: the topic sentence, body sentences, and the concluding or the bridge sentence to the next paragraph or section. Paragraphs show where the subdivisions of a research paper begin and end and, thus, help the reader see the organization of the essay and grasp its main points.

Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development: A Guide for Students of English . 2nd edition. Englewood Cliffs, NJ: Prentice Hall Regents, 1990.

Importance of Constructing Good Paragraphs

Paragraphs are the building blocks of papers . Without well-written paragraphs that flow logically from one idea to the next and that inform and help support in some meaningful way the central research problem being investigated, your paper will not be viewed as credible and, well, you'll probably receive a poor grade.

Here are some suggestions for troubleshooting common problems associated with developing paragraphs:

1.  The paragraph has no controlling idea . Imagine each paragraph as having three general layers of text. The core content is in the middle. It includes all the evidence you need to make the point. However, this evidence needs to be introduced by a topic sentence in some way or your readers don't know what to do with all the evidence you have given them. Therefore, the beginning of the paragraph explains the controlling idea of the paragraph. The last part of the paragraph tells the reader how the paragraph relates to the broader argument and often provides a transition to the next idea. Once you have mastered the use of topic sentences, you may decide that the topic sentence for a particular paragraph really should not be the first sentence of the paragraph. This is fine—the topic sentence can actually go at the beginning, middle, or end of a paragraph; what's important is that it is there to inform readers what the main idea of the paragraph is and how it relates back to the broader thesis of your paper.

2.  The paragraph has more than one controlling idea . This is the most common reason why a paragraph is too long. If a paragraph is more than a page long, it likely contains more than one controlling idea. In this case, consider eliminating sentences that relate to the second idea, with the thought that maybe they don't really inform and help support the central research problem, or split the paragraph into two or more paragraphs, each with only one controlling idea.

3.  Transitions are needed within the paragraph . You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper. Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially true within paragraphs that discuss multiple examples or discuss complex ideas, issues, or concepts.

Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development: A Guide for Students of English . 2nd edition. Englewood Cliffs, NJ: Prentice Hall Regents, 1990; Paragraph Development: Importance of Constructing Good Paragraphs. AP English Literature and Composition. Edublogs, 2012; Paragraphing. Centre for Applied Linguistics. University of Warwick.

Structure and Writing Style

I.  General Structure

Most paragraphs in an essay parallel the general three-part structure of each section of a research paper and, by extension, the overall research paper, with an introduction, a body that includes facts and analysis, and a conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating the meaning you intend to covey to the reader.

Introduction : the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body : follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion : the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea. For long paragraphs, you may also want to include a bridge sentence that introduces the next paragraph or section of the paper. In some instances, the bridge sentence can be written in the form of a question. However, use this rhetorical device sparingly, otherwise, ending a lot of paragraphs with a question to lead into the next paragraph sounds cumbersome.

NOTE:   This general structure does not imply that you should not be creative in your writing. Arranging where each element goes in a paragraph can make a paper more engaging for the reader. However, do not be too creative in experimenting with the narrative flow of paragraphs. To do so may distract from the main arguments of your research and weaken the quality of your academic writing.

II.  Development and Organization

Before you can begin to determine what the composition of a particular paragraph will be, you must consider what is the most important idea that you are trying to convey to your reader. This is the "controlling idea," or the thesis statement from which you compose the remainder of the paragraph. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your controlling idea and the information in each paragraph. The research problem functions like a seed from which your paper, and your ideas, will grow. The whole process of paragraph development is an organic one—a natural progression from a seed idea to a full-blown research study where there are direct, familial relationships in the paper between all of  your controlling ideas and the paragraphs which derive from them. The decision about what to put into your paragraphs begins with brainstorming about how you want to pursue the research problem . There are many techniques for brainstorming but, whichever one you choose, this stage of paragraph development cannot be skipped because it lays a foundation for developing a set of paragraphs [representing a section of your paper] that describes a specific element of your overall analysis. Each section is described further in this writing guide. Given these factors, every paragraph in a paper should be :

• Unified —All of the sentences in a single paragraph should be related to a single controlling idea [often expressed in the topic sentence of the paragraph].
• Clearly related to the research problem —The sentences should all refer to the central idea, or the thesis, of the paper.
• Coherent —The sentences should be arranged in a logical manner and should follow a definite plan for development.
• Well-developed —Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph's controlling idea.

There are many different ways you can organize a paragraph . However, the organization you choose will depend on the controlling idea of the paragraph. Ways to organize a paragraph in academic writing include:

• Narrative : Tell a story. Go chronologically, from start to finish.
• Descriptive : Provide specific details about what something looks or feels like. Organize spatially, in order of appearance, or by topic.
• Process : Explain step by step how something works. Perhaps follow a sequence—first, second, third.
• Classification : Separate into groups or explain the various parts of a topic.
• Illustrative : Give examples and explain how those examples prove your point.

Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development: A Guide for Students of English . 2nd edition. Englewood Cliffs, NJ: Prentice Hall Regents, 1990; On Paragraphs. The Writing Lab and The OWL. Purdue University; Organization: General Guidelines for Paragraphing. The Reading/Writing Center. Hunter College; The Paragraph. The Writing Center. Pasadena City College; Paragraph Structure. Effective Writing Center. University of Maryland; Paragraphs. Institute for Writing Rhetoric. Dartmouth College; Paragraphs. The Writing Center. University of North Carolina; Paragraphs. University Writing Center. Texas A&M University; Paragraphs and Topic Sentences. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Weissberg, Robert C. “Given and New: Paragraph Development Models from Scientific English.” TESOL Quarterly 18 (September 1984): 485-500.

Writing Tip

Coherence of Ideas is What Matters, Not Length!

Do not think of developing paragraphs in terms of their length. Length and appearance do not determine whether a part in your paper is a paragraph. It is the unity and coherence of ideas represented in a sentence or among sentences that constitutes to a good paragraph.

Bahl, Vik. Paragraph Development. English 127 Research Writing syllabus. Green River Community College.  

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• A Research Guide
• Research Paper Guide

Research Paper Body Paragraph Structure

Introduction.

• Referrences
• Ways to start paragraph
• Step by step guide
• Research paragraph examples

Learning the basics of a paragraph structure

• Title (cover page).
• Introduction.
• Literature review.
• Research methodology.
• Data analysis.
• Conclusion.
• Reference page.

5 winning ways to start a body paragraph

• Topic Sentence : it should provide a clear focus and introduce the specific aspect you will discuss. For example, “One key factor influencing climate change is…”.
• Opening Statement: grab your readers’ attention with a thought-provoking or surprising statement related to your topic. For instance, “The alarming increase in global temperatures has reached a critical point, demanding immediate action.”
• Quotation: find a relevant quote from a reputable source. It won’t only add credibility to your research but will also engage the reader right from the start.
• Anecdote or example: start your academic paragraph with a funny story or a real-world example that illustrates the significance of your research topic.
• Background information : provide a brief background or context for the topic you are about to discuss. For example, “In recent years, the prevalence of cyber-attacks has skyrocketed, posing a severe threat to individuals, organizations, and even national security.”

A step-by-step guide to starting a concise body paragraph

Step 1: introduce the main point or argument., step 2: provide evidence or examples., step 3: explain and analyze., step 4: connect to the main argument., step 5: review and revise., flawless body paragraph example: how does it look.

• Topic Sentence: Rising global temperatures have significant implications for ecosystems and biodiversity.
• Evidence/Example 1: According to a study by the Intergovernmental Panel on Climate Change (IPCC), global average temperatures have increased by 1.1 degrees Celsius since pre-industrial times (IPCC, 2021). This temperature rise has led to melting polar ice caps and glaciers, rising sea levels, and coastal erosion (Smith et al., 2019).
• Explanation/Analysis 1: The significant increase in global temperatures has caused observable changes in the Earth’s physical environment. The melting of polar ice caps not only contributes to the rise in sea levels but also disrupts marine ecosystems.
• Evidence/Example 2: In addition to the loss of coastal habitats, higher temperatures have also resulted in shifts in the geographical distribution of species. Research by Parmesan and Yohe (2019) indicates that many plant and animal species have altered their ranges and migration patterns in response to changing climate conditions.
• Explanation/Analysis 2: The observed shifts in species distribution highlight the vulnerability of ecosystems to climate change. As temperature zone modification, species that cannot adapt or migrate to suitable habitats may face reduced reproductive success and increased risk of extinction.
• Connect to the main argument: These examples demonstrate that the rising global temperatures associated with climate change have profound implications for ecosystems and biodiversity.

The bottom line

• Writing a Research Paper
• Research Paper Title
• Research Paper Sources
• Research Paper Problem Statement
• Research Paper Thesis Statement
• Hypothesis for a Research Paper
• Research Question
• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
• Research Paper Format
• Research Paper Styles
• AMA Style Research Paper
• MLA Style Research Paper
• Chicago Style Research Paper
• APA Style Research Paper
• Research Paper Structure
• Research Paper Cover Page
• Research Paper Abstract
• Research Paper Introduction
• Research Paper Body Paragraph
• Research Paper Literature Review
• Research Paper Background
• Research Paper Methods Section
• Research Paper Results Section
• Research Paper Discussion Section
• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

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How to write an essay: Body

• What's in this guide
• Introduction
• Essay structure
• Additional resources

Body paragraphs

The essay body itself is organised into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly.

Each body paragraph has three sections. First is the topic sentence . This lets the reader know what the paragraph is going to be about and the main point it will make. It gives the paragraph’s point straight away. Next – and largest – is the supporting sentences . These expand on the central idea, explaining it in more detail, exploring what it means, and of course giving the evidence and argument that back it up. This is where you use your research to support your argument. Then there is a concluding sentence . This restates the idea in the topic sentence, to remind the reader of your main point. It also shows how that point helps answer the question.

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How to Write a Body Paragraph for a College Essay  

January 29, 2024

No matter the discipline, college success requires mastering several academic basics, including the body paragraph. This article will provide tips on drafting and editing a strong body paragraph before examining several body paragraph examples. Before we look at how to start a body paragraph and how to write a body paragraph for a college essay (or other writing assignment), let’s define what exactly a body paragraph is.

What is a Body Paragraph?

Simply put, a body paragraph consists of everything in an academic essay that does not constitute the introduction and conclusion. It makes up everything in between. In a five-paragraph, thesis-style essay (which most high schoolers encounter before heading off to college), there are three body paragraphs. Longer essays with more complex arguments will include many more body paragraphs.

We might correlate body paragraphs with bodily appendages—say, a leg. Both operate in a somewhat isolated way to perform specific operations, yet are integral to creating a cohesive, functioning whole. A leg helps the body sit, walk, and run. Like legs, body paragraphs work to move an essay along, by leading the reader through several convincing ideas. Together, these ideas, sometimes called topics, or points, work to prove an overall argument, called the essay’s thesis.

If you compared an essay on Kant’s theory of beauty to an essay on migratory birds, you’d notice that the body paragraphs differ drastically. However, on closer inspection, you’d probably find that they included many of the same key components. Most body paragraphs will include specific, detailed evidence, an analysis of the evidence, a conclusion drawn by the author, and several tie-ins to the larger ideas at play. They’ll also include transitions and citations leading the reader to source material. We’ll go into more detail on these components soon. First, let’s see if you’ve organized your essay so that you’ll know how to start a body paragraph.

How to Start a Body Paragraph

It can be tempting to start writing your college essay as soon as you sit down at your desk. The sooner begun, the sooner done, right? I’d recommend resisting that itch. Instead, pull up a blank document on your screen and make an outline. There are numerous reasons to make an outline, and most involve helping you stay on track. This is especially true of longer college papers, like the 60+ page dissertation some seniors are required to write. Even with regular writing assignments with a page count between 4-10, an outline will help you visualize your argumentation strategy. Moreover, it will help you order your key points and their relevant evidence from most to least convincing. This in turn will determine the order of your body paragraphs.

The most convincing sequence of body paragraphs will depend entirely on your paper’s subject.  Let’s say you’re writing about Penelope’s success in outwitting male counterparts in The Odyssey . You may want to begin with Penelope’s weaving, the most obvious way in which Penelope dupes her suitors. You can end with Penelope’s ingenious way of outsmarting her own husband. Because this evidence is more ambiguous it will require a more nuanced analysis. Thus, it’ll work best as your final body paragraph, after readers have already been convinced of more digestible evidence. If in doubt, keep your body paragraph order chronological.

It can be worthwhile to consider your topic from multiple perspectives. You may decide to include a body paragraph that sets out to consider and refute an opposing point to your thesis. This type of body paragraph will often appear near the end of the essay. It works to erase any lingering doubts readers may have had, and requires strong rhetorical techniques.

How to Start a Body Paragraph, Continued

Once you’ve determined which key points will best support your argument and in what order, draft an introduction. This is a crucial step towards writing a body paragraph. First, it will set the tone for the rest of your paper. Second, it will require you to articulate your thesis statement in specific, concise wording. Highlight or bold your thesis statement, so you can refer back to it quickly. You should be looking at your thesis throughout the drafting of your body paragraphs.

Finally, make sure that your introduction indicates which key points you’ll be covering in your body paragraphs, and in what order. While this level of organization might seem like overkill, it will indicate to the reader that your entire paper is minutely thought-out. It will boost your reader’s confidence going in. They’ll feel reassured and open to your thought process if they can see that it follows a clear path.

Now that you have an essay outline and introduction, you’re ready to draft your body paragraphs.

How to Draft a Body Paragraph

At this point, you know your body paragraph topic, the key point you’re trying to make, and you’ve gathered your evidence. The next thing to do is write! The words highlighted in bold below comprise the main components that will make up your body paragraph. (You’ll notice in the body paragraph examples below that the order of these components is flexible.)

Start with a topic sentence . This will indicate the main point you plan to make that will work to support your overall thesis. Your topic sentence also alerts the reader to the change in topic from the last paragraph to the current one. In making this new topic known, you’ll want to create a transition from the last topic to this one.

Transitions appear in nearly every paragraph of a college essay, apart from the introduction. They create a link between disparate ideas. (For example, if your transition comes at the end of paragraph 4, you won’t need a second transition at the beginning of paragraph 5.) The University of Wisconsin-Madison’s Writing Center has a page devoted to Developing Strategic Transitions . Likewise, the University of North Carolina at Chapel Hill’s Writing Center offers help on paragraph transitions .

How to Draft a Body Paragraph for a College Essay ( Continued)

With the topic sentence written, you’ll need to prove your point through tangible evidence. This requires several sentences with various components. You’ll want to provide more context , going into greater detail to situate the reader within the topic. Next, you’ll provide evidence , often in the form of a quote, facts, or data, and supply a source citation . Citing your source is paramount. Sources indicate that your evidence is empirical and objective. It implies that your evidence is knowledge shared by others in the academic community. Sometimes you’ll want to provide multiple pieces of evidence, if the evidence is similar and can be grouped together.

After providing evidence, you must provide an interpretation and analysis of this evidence. In other words, use rhetorical techniques to paraphrase what your evidence seems to suggest. Break down the evidence further and explain and summarize it in new words. Don’t simply skip to your conclusion. Your evidence should never stand for itself. Why? Because your interpretation and analysis allow you to exhibit original, analytical, and critical thinking skills.

Depending on what evidence you’re using, you may repeat some of these components in the same body paragraph. This might look like: more context + further evidence + increased interpretation and analysis . All this will add up to proving and reaffirming your body paragraph’s main point . To do so, conclude your body paragraph by reformulating your thesis statement in light of the information you’ve given. I recommend comparing your original thesis statement to your paragraph’s concluding statement. Do they align? Does your body paragraph create a sound connection to the overall academic argument? If not, you’ll need to fix this issue when you edit your body paragraph.

How to Edit a Body Paragraph

As you go over each body paragraph of your college essay, keep this short checklist in mind.

• Consistency in your argument: If your key points don’t add up to a cogent argument, you’ll need to identify where the inconsistency lies. Often it lies in interpretation and analysis. You may need to improve the way you articulate this component. Try to think like a lawyer: how can you use this evidence to your advantage? If that doesn’t work, you may need to find new evidence. As a last resort, amend your thesis statement.
• Language-level persuasion. Use a broad vocabulary. Vary your sentence structure. Don’t repeat the same words too often, which can induce mental fatigue in the reader. I suggest keeping an online dictionary open on your browser. I find Merriam-Webster user-friendly, since it allows you to toggle between definitions and synonyms. It also includes up-to-date example sentences. Also, don’t forget the power of rhetorical devices .
• Does your writing flow naturally from one idea to the next, or are there jarring breaks? The editing stage is a great place to polish transitions and reinforce the structure as a whole.

Our first body paragraph example comes from the College Transitions article “ How to Write the AP Lang Argument Essay .” Here’s the prompt: Write an essay that argues your position on the value of striving for perfection.

Here’s the example thesis statement, taken from the introduction paragraph: “Striving for perfection can only lead us to shortchange ourselves. Instead, we should value learning, growth, and creativity and not worry whether we are first or fifth best.” Now let’s see how this writer builds an argument against perfection through one main point across two body paragraphs. (While this writer has split this idea into two paragraphs, one to address a problem and one to provide an alternative resolution, it could easily be combined into one paragraph.)

“Students often feel the need to be perfect in their classes, and this can cause students to struggle or stop making an effort in class. In elementary and middle school, for example, I was very nervous about public speaking. When I had to give a speech, my voice would shake, and I would turn very red. My teachers always told me “relax!” and I got Bs on Cs on my speeches. As a result, I put more pressure on myself to do well, spending extra time making my speeches perfect and rehearsing late at night at home. But this pressure only made me more nervous, and I started getting stomach aches before speaking in public.

“Once I got to high school, however, I started doing YouTube make-up tutorials with a friend. We made videos just for fun, and laughed when we made mistakes or said something silly. Only then, when I wasn’t striving to be perfect, did I get more comfortable with public speaking.”

Body Paragraph Example 1 Dissected

In this body paragraph example, the writer uses their personal experience as evidence against the value of striving for perfection. The writer sets up this example with a topic sentence that acts as a transition from the introduction. They also situate the reader in the classroom. The evidence takes the form of emotion and physical reactions to the pressure of public speaking (nervousness, shaking voice, blushing). Evidence also takes the form of poor results (mediocre grades). Rather than interpret the evidence from an analytical perspective, the writer produces more evidence to underline their point. (This method works fine for a narrative-style essay.) It’s clear that working harder to be perfect further increased the student’s nausea.

The writer proves their point in the second paragraph, through a counter-example. The main point is that improvement comes more naturally when the pressure is lifted; when amusement is possible and mistakes aren’t something to fear. This point ties back in with the thesis, that “we should value learning, growth, and creativity” over perfection.

This second body paragraph example comes from the College Transitions article “ How to Write the AP Lang Rhetorical Analysis Essay .” Here’s an abridged version of the prompt: Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

Here’s the example thesis statement, taken from the introduction paragraph: “Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.” Now read the body paragraph example, below.

“To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.”

Body Paragraph Example 2 Dissected

The first sentence in this body paragraph example indicates that the topic is transitioning into biblical references as a means of motivating ordinary citizens. The evidence comes as quotes taken from Obama’s speech. One is a reference to God, and the other an allusion to a story from the bible. The subsequent interpretation and analysis demonstrate that Obama’s biblical references imply a deeper, moral and spiritual significance. The concluding sentence draws together the morality inherent in equal rights with Rosa Parks’ power to spark change. Through the words “no political power or fortune,” and “moral balance,” the writer ties the point proven in this body paragraph back to the thesis statement. Obama promises that “All of us” (no matter how small our influence) “are capable of achieving greater good”—a greater moral good.

What’s Next?

Before you body paragraphs come the start and, after your body paragraphs, the conclusion, of course! If you’ve found this article helpful, be sure to read up on how to start a college essay and how to end a college essay .

You may also find the following blogs to be of interest:

• 6 Best Common App Essay Examples
• How to Write the Overcoming Challenges Essay
• UC Essay Examples 
• How to Write the Community Essay
• How to Write the Why this Major? Essay
• College Essay

Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

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• Research paper

How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Table of contents

Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

• Read it carefully, looking for anything confusing you might need to clarify with your professor.
• Identify the assignment goal, deadline, length specifications, formatting, and submission method.
• Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

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There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

• A paper following the chronology of World War II would not be original or specific enough.
• A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

• Is there anything people seem to overlook in the sources you research?
• Are there any heated debates you can address?
• Do you have a unique take on your topic?
• Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

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A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

• Maintaining forward momentum — write now, perfect later.
• Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
• Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

• topic sentences against the thesis statement;
• topic sentences against each other, for similarities and logical ordering;
• and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

• Offer new arguments or essential information
• Take up any more space than necessary
• Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

• Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
• Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
• Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
• If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

• Confirm that your paper completes every task specified in your assignment sheet.
• Check for logical organization and flow of paragraphs.
• Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

• each sentence helps support the topic sentence.
• no unnecessary or irrelevant information is present.
• all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading  or create an APA title page .

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Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions  to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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How to write body paragraphs for history essays

Every History essay needs a series of paragraphs that provide a detailed explanation of the argument that appeared in your hypothesis .

For most History essays, three body paragraphs are enough.

What is a ‘body paragraph’?

A body paragraph presents one aspect of your hypothesis ’ argument, which is then explained and supported by evidence from historical sources .

By the time your marker has finished reading each body paragraph, they should understand the point you were attempting to prove and how it relates to the argument presented in your essay’s hypothesis.

Body paragraph structure

Body paragraphs are highly structured pieces of writing and each sentence of them has a specific purpose.

You should never write sentences to simply ‘fill space’ because your marker will quickly realise that you’re not following the correct structure.

A well-written body paragraph has the following six-part structure (summarised by the acronym TEEASC).

T – Topic Sentence

E – Explanation Sentences

E – Evidence from sources

A – Analysis of sources

S – Synthesis sentence

C – Concluding sentence

Each element of this structure is explained further, with examples, below:

1. Topic Sentence

Your very first sentence should clearly state what point from your hypothesis you are going to be arguing in this paragraph.

The more specific you are about your point, the better your topic sentence will be.

Not only does your topic sentence state your argument, it should also provide a specific reason for why your argument is true.

This reason will be proven during your body paragraph based upon the evidence you’re going to quote from your sources .

Your reason is usually preceded by words such as "because", "due to", or "as a result of". 

Example Topic Sentence:

Middle Ages (Year 8 Level)

Castles fell into disuse because the development of gunpowder artillery made medieval stone walls ineffective.

WWI (Year 9 Level)

The huge loss of life as a result of the Battle of Bullecourt confirmed the negative opinions that the Australian soldiers experienced during the First World War.

Civil Rights (Year 10 Level)

The most significant cause of the 1967 Referendum was the exclusion of Indigenous Peoples from recognition on the Australian constitution because it denied them access to resources such as education, employment and housing.

Ancient Rome (Year 11/12 Level)  

Marius' consulship in 107 BC led to the new enlistment of the lower-class citizens of Rome as soldiers, something that had never been done before, which resulted in major Roman victories.

2. Explanation sentences

After you’ve stated the point you’re going to prove in your topic sentence, you need to explain your point and your reason in detail.

This will often require two or three sentences.

In your explanation sentences, you need to provide specific historical information so that your marker understands what you meant in your topic sentence.

To do this, include the names, dates, people, places and terminology from either your background research or your own historical knowledge .

Example Explanation Sentences:

Gunpowder appeared in Europe during the late 13 th century and the creation of canons during the 14 th and 15 th was common. By the dawn of the early modern period in the 15 th centuries, most feudal lords began to realise the tactical advantages that the new technology offered on the battlefield.

  WWI (Year 9 Level)

The battle, which occurred in two stages between April and May of 1917, saw the loss of over 10,000, along with over 1000 captured officers. Despite the significant casualties suffered by the Australians, they failed to achieve their strategic objective, which was to finally break through the Hindenburg Line. The grinding attrition, along with the strategic failure, seemed to confirm, for many soldiers, the pointlessness of the conflict.

Ever since the arrival of the First Fleet in 1788, the native inhabitants of Australia were not considered citizens under the British constitution. Even though there had been attempts to seek civil recognition since the Day of Mourning in 1938, the government refused to recognise them.

Throughout most of the Roman Republic, only Roman citizens who possessed land were able to join the exercitus romanus (Roman army); however, this law was abolished by Gaius Marius in 107 BC and led to what would be a major part in the consul’s victories throughout the second century BC.

3. Evidence from sources

After you’ve stated your argument in your topic sentence and explained it further in your explanation sentences, you then need to prove your argument by incorporating a number of good pieces of evidence (usually 2-3) from your historical sources.

You should show this evidence through the use of direct and indirect quotes . Remember that you are trying to prove the argument that you stated in your topic sentence, so only provide information that helps show this.

When using direct quotes , they should be incorporated into your own sentences and should not be an entire sentence by themselves.

A typical evidence sentence has the following structure:

[Source Creator's name] says that [direct/indirect quote], which shows that [explanation] (in-text reference).

For example:

Smith argues that "Romans were cruel soldiers", which shows that Roman legionaries had a reputation for excessive violence (1977, 186). 

Example Evidence Sentences

Norris points out that modern artillery could destroy castles from a distance, without ever having to fight with the soldiers defending it (Norris, 2007, 249). Given the fact that, according to a British historian, "[c]astles took years to build” and that canons could destroy them “in a matter of days", this meant that lords were no longer to spend money on their construction (Alchin, 2017, n.p.).  

This can be seen in a diary entry written after the battle by Australian corporal Arthur Thomas, who said that he only saw “mass destruction” as he passed his fellow soldiers as they “laid on the ground with excruciating wounds (Thomas, 1918, 58). This futile brutality is confirmed by an Australian doctor who stated that the overwhelming number of killed and maimed soldiers after Bullecourt “was perhaps the most harrowing scene of the war" (Gammage, 1974, 78). The overwhelmingly negative view of the late war years was somewhat downplayed by Bean, who was acting as the Australian government’s official historian. Rather than focus on the loss of life, he stated that "many of the Western Australians were hit" during the battle (Bean, 1918, 13).

The absence of First Nations recognition can be seen in section 127 of the Australian constitution, where it states that "in reckoning the numbers of people of the Commonwealth or of a State, or other part of the Commonwealth, [Indigenous Peoples] shall not be counted" (Andrews, 1962, 1). This clear statement shows how actively the government sought to distant itself from providing rights to the indigenous Australians. The significance of this is highlighted by Behrendt, a professor of law and Director of Research at the Jumbunna Indigenous House of Learning, who states that by including First Nations Peoples in modern day things such as the census would provide equal access to privileges such as education, employment and the economy (Behrendt, 2007, 12).  The overall impact of consecutive government decisions is corroborated by an indigenous civil rights activist who argues that it was done “intentionally to deny services to the First Nations people” (Smith, 2018, 43).

According to Boatwright, Gargola and Talbert, all classics professors specialising in Roman culture and history, after Marius was elected as consul in 107 BC by the populus romanus, he initiated the new recruitment of any Roman citizen into the Roman army and made the eagle the legion's principal standard (2004, 171). This comment is supported by Connolly, a British historian specialising in Roman warfare, who says that "he threw the legions open to any volunteer who could claim Roman citizenship” (2012, 213). Both sources clearly state that it was Marius who instigated the new recruitment of Roman soldiers. Therefore, Marius was able to achieve “numerous successes that were of incredible magnitude" (Plutarch, Gaius Marius , 8). Plutarch’s Gaius Marius not only details the major events of the Roman consul’s life but also provides a valuable insight and is representative of the upper-class Greek people of the second century AD. This comment from Plutarch is reinforced by Cambridge University scholar, and British historian, Scullard: Marius' victories were due to his military reforms (2011, 47).

4. Analysis of sources

When you are providing evidence from your sources to prove your topic sentence, you should give your marker a reason to trust the sources you’re quoting from.

Therefore, include some analysis and evaluation of each source. The easiest way to do this is to include information about each source’s author that would encourage your reader to respect their opinion.

This can include details about the author’s perspective , intended audience , or reliability . 

For example: 

Smith is a reliable source because he is a professor of Modern History at Oxford University.

Great essays combine their analysis of sources in the same sentences where they provided their quotes.

This saves space and shows a level of sophistication that markers like.

A structure for combining evidence and analysis in a single sentence:

For primary sources:

[Source creator’s name] who [time of creation, perspective, audience, etc.] said that [quote] which shows that [explanation] (in-text reference).

Cicero, who was present at the meeting, claims that Caesar was driven by personal glory, which indicates that he didn’t believe that the dictator couldn’t be trusted ( Ad Atticus , III.12).

For secondary sources:

[Source creator’s name] who [perspective, purpose, etc.] said that [quote] which shows that [explanation] (in-text reference).

For example:  

Oxford professor of Modern History, Smith, argues that "Romans were cruel soldiers", which shows that Roman legionaries had a reputation for excessive violence (1977, 186). 

5. Synthesis sentence

After you have provided quotes to support your argument in your evidence and analysis sentences, you need to remind your marker how your evidence works together to prove your topic sentence.

To do this, provide a quick summary in one sentence about how all of your quotes proves what you said in your topic sentence.

The easiest way to do this might be to point out how one source corroborates the evidence of another source. 

Example Synthesis sentences:

As Norris and Alcuin both point out, the previous advantages of the stone castles benefited defenders were neutralised with the technological development of artillery.

However, despite the official account, the graphic details of the soldiers and doctors demonstrate that the overwhelming negative opinions the Australians had developed since the outbreak of the war were all but confirmed by 1917.

The denial of these rights became the primary motivating factor in the lead up to the federal referendum, as indigenous people sought legal channels to gain citizenship rights.

The evidence from both ancient and modern sources, confirms that Gaius Marius was responsible for the reforming of the Roman army and from this achieved many victories.

6. Concluding sentence

The final sentence of your body paragraph simply restates what you have proven in your paragraph.

In most cases, it will reword and restate what your argument was in your topic sentence.

Because it is summarising what you’ve already stated, a concluding sentence often begins with the phrases ‘Therefore’, ‘As a result’, or ‘Consequently’.

Example Concluding Sentence:

As a result, the construction of castles was discontinued in the early modern period as a direct result of the increased use of gunpowder artillery in sieges.

The Battle of Bullecourt is only one of many flashpoints during 1917 and 1918 that shows that the experience of Australian soldiers changed with the course of the war. 

Civil Rights (Year 10 Level)  

Therefore, it is clear that the exclusion of Indigenous Peoples from Australian government recognition was the primary motivating factor for the 1967 referendum.

As is clear, Marius' consulship opened up new recruiting options for Roman generals, which increased the frequency of military successes on the battlefield.  

Putting it all together

Once you have written all six parts of the TEEASC structure, you should have a completed body paragraph.

In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what a body paragraph should look like.

Example body paragraphs:   

Castles fell into disuse because the development of gunpowder artillery made medieval stone walls ineffective. Gunpowder appeared in Europe during the late 13th century and the creation of canons during the 14th and 15th was common. By the dawn of the early modern period in the 15th centuries, most feudal lords began to realise the tactical advantages that the new technology offered on the battlefield. Norris points out that modern artillery could destroy castles from a distance, without ever having to fight with the soldiers defending it (Norris, 2007, 249). Given the fact that, according to a British historian, "[c]astles took years to build” and that canons could destroy them “in a matter of days", this meant that lords were no longer to spend money on their construction (Alchin, 2017, n.p.). As Norris and Alcuin both point out, the previous advantages of the stone castles benefited defenders were neutralised with the technological development of artillery. As a result, the construction of castles was discontinued in the early modern period as a direct result of the increased use of gunpowder artillery in sieges.

The huge loss of life as a result of the Battle of Bullecourt confirmed the negative opinions that the Australian soldiers experienced during the First World War. The battle, which occurred in two stages between April and May of 1917, saw the loss of over 10,000, along with over 1000 captured officers. Despite the significant casualties suffered by the Australians, they failed to achieve their strategic objective, which was to finally break through the Hindenburg Line. The grinding attrition, along with the strategic failure, seemed to confirm, for many soldiers, the pointlessness of the conflict. This can be seen in a diary entry written after the battle by Australian corporal Arthur Thomas, who said that he only saw “mass destruction” as he passed his fellow soldiers as they “laid on the ground with excruciating wounds (Thomas, 1918, 58). This futile brutality is confirmed by an Australian doctor who stated that the overwhelming number of killed and maimed soldiers after Bullecourt “was perhaps the most harrowing scene of the war" (Gammage, 1974, 78). The overwhelmingly negative view of the late war years was somewhat downplayed by Bean, who was acting as the Australian government’s official historian. Rather than focus on the loss of life, he stated that "many of the Western Australians were hit" during the battle (Bean, 1918, 13). However, despite the official account, the graphic details of the soldiers and doctors demonstrate that the overwhelming negative opinions the Australians had developed since the outbreak of the war were all but confirmed by 1917. The Battle of Bullecourt is only one of many flashpoints during 1917 and 1918 that shows that the experience of Australian soldiers changed with the course of the war.

The most significant cause of the 1967 Referendum was the exclusion of Indigenous Peoples from recognition on the Australian constitution because it denied them access to resources such as education, employment and housing. Ever since the arrival of the First Fleet in 1788, the native inhabitants of Australia were not considered citizens under the British constitution. Even though there had been attempts to seek civil recognition since the Day of Mourning in 1938, the government refused to recognise them. The absence of First Nations recognition can be seen in section 127 of the Australian constitution, where it states that "in reckoning the numbers of people of the Commonwealth or of a State, or other part of the Commonwealth, indigenous natives shall not be counted" (Andrews, 1962, 1). This clear statement shows how actively the government sought to distant itself from providing rights to the First Nations Peoples. The significance of this is highlighted by Behrendt, a professor of law and Director of Research at the Jumbunna Indigenous House of Learning, who states that by including Indigenous Peoples in modern day things such as the census would provide equal access to privileges such as education, employment and the economy (Behrendt, 2007, 12).  The overall impact of consecutive government decisions is corroborated by an indigenous civil rights activist who argues that it was done “intentionally to deny services to the Indigenous Peoples” (Smith, 2018, 43).  The denial of these rights became the primary motivating factor in the lead up to the federal referendum, as indigenous people sought legal channels to gain citizenship rights. Therefore, it is clear that the exclusion of indigenous peoples from Australian government recognition was the primary motivating factor for the 1967 referendum.

Marius' consulship in 107 BC led to the new enlistment of the lower-class citizens of Rome as soldiers, something that had never been done before, which resulted in major Roman victories. Throughout most of the Roman Republic, only Roman citizens who possessed land were able to join the exercitus romanus (Roman army); however, this law was abolished by Gaius Marius in 107 BC and led to what would be a major part in the consul’s victories throughout the second century BC. According to Boatwright, Gargola and Talbert, all classics professors specialising in Roman culture and history, after Marius was elected as consul in 107 BC by the populus romanus, he initiated the new recruitment of any Roman citizen into the Roman army and made the eagle the legion's principal standard (2004, 171). This comment is supported by Connolly, a British historian specialising in Roman warfare, who says that "he threw the legions open to any volunteer who could claim Roman citizenship” (2012, 213). Both sources clearly state that it was Marius who instigated the new recruitment of Roman soldiers. Therefore, Marius was able to achieve “numerous successes that were of incredible magnitude" (Plutarch, Gaius Marius, 8). Plutarch’s Gaius Marius not only details the major events of the Roman consul’s life but also provides a valuable insight and is representative of the upper-class Greek people of the second century AD. This comment from Plutarch is reinforced by Cambridge University scholar, and British historian, Scullard: Marius' victories were due to his military reforms (2011, 47). The evidence from both ancient and modern sources, confirms that Gaius Marius was responsible for the reforming of the Roman army and from this achieved many victories. As is clear, Marius' consulship opened up new recruiting options for Roman generals, which increased the frequency of military successes on the battlefield.

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How to Write a Body Paragraph for an Essay: Guide & Example

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A body paragraph is the main section, where students develop a specific point or argument related to an essay's thesis statement. Typical 5-paragraph essays comprise 3 body paragraphs. Each body paragraph starts with a topic sentence and is followed by evidence, examples and analysis.

Writing a good body paragraph takes craft and mastery. But, lucky for you and us, this guide can give you all the information you might need. We will guide you step by step on how to write a topic sentence , overall structure, and other crucial details. In the end, we bet you’ll understand how to perfect your writing. So keep on reading, and we’ll get this one together!

What Is a Body Paragraph?

The body of an essay is the meat of any good burger. Without it, our burger will not be tasty, or your essay will not be convincing. Thinking of how to start an introduction for an essay ? First, create a thesis statement. It gives your readers the main argument of the overall essay. However, body paragraphs are made for proving the argument you have developed. They are also perfect places for evidence, research, and everything that can make your peace truly convincing. The size will depend on your essay, but three sentences are your bare minimum. Normally, we have three body paragraphs that take up to 80% of our work.  

What Is the Purpose of an Essay Body Paragraph?

Why do we even need body paragraphs of an essay, and what is their purpose? It’s a good question. You might have noticed that our academic world doesn’t believe everything you’re right. So here’s why we need these parts of an essay:

• They make your essay more clear.
• Body paragraphs provide details and evidence that prove your argument.
• They also give you some time to analytically propose our solution for a problem, in case you have given any.
• Main body makes your writing sharp and convincing.

Body Paragraph Structure

We also wanted to talk about parts of a body paragraph . Like any essential part of an essay, this one has a specific structure. It consists of three main parts. Take a look below to find out:

• Topic sentence It summarizes the overall idea of your section.
• Supporting sentences They provide evidence to prove the argument from the beginning of the section.
• Concluding statement Wraps up the section and slowly leads to the next one.

How to Write a Body Paragraph?

Now we can think about how to start a body paragraph. Writing is challenging if one has no good tips or guidelines. So we made sure to include all points one might need. Find all our tricks and hacks from StudyCrumb .

1. Body Paragraph: Topic Sentence Introduction

How to start a topic sentence for a body paragraph? That is an excellent question. First and foremost, you should remember that the topic sentence is put at the beginning of our section. Consequently, it contains the main idea of your paragraph. It is an ideal opportunity to prepare the reader for what they are going to read about next. However, make sure that it doesn’t sound like a fact or a statement that one cannot argue. You've yet to prove it. Something like this will work.  

2. Back Up Your Claim With Evidence in Body of a Paragraph

Body paragraph of an essay was created specifically to add evidence and prove your point. As a consequence, it is an ideal opportunity to include everything that is related to your argument and proves it. The following items are usually used:

• Quotations from research
• Statistics or similar quantitative findings
• Experiences of other professionals in our field
• Schemes or tables retrieved from peer-reviewed sources that support your argument.

Therefore, by including our material that we have mentioned above, you have enough information to prove a claim. You can quote texts or paraphrase authors. But make sure that you give credit to original researchers. Otherwise, you might be facing plagiarism here. Run a plagiarism check before turning your paper in. 

3. Analyze the Evidence in Body Paragraph

Writing a body paragraph also involves not only giving it evidence but also analyzing it. Sadly, it is not enough to randomly put some numbers and statistics without taking our time and commenting on them. First and foremost, you should focus on thorough analysis. Everything you use, each piece of evidence, must be connected with an argument and be explained. Remember that you were making a case and not simply including quotations and words of other authors. To avoid the lack of analysis, make sure that each piece of evidence you use is followed by your own analysis. This combination of proof and your commentary will provide an ideal case for your argument.  

4. Concluding a Body Paragraph

How to end a body paragraph? That is also an excellent question. And we are glad that you asked. We all need some closure. As a consequence, our body paragraph must have some as well. Your concluding sentence provides a quick summary of all the other sentences and details. Mention what our reader has learned and slowly transition to the next paragraph. Also, make sure that you are not using any additional information. It’s not a very good place to do that.  

Transition Words for Body Paragraph

Body paragraph transition words are also crucial for a good flow of your text. What are transition words for essays ? There are those little things that tie everything together. They can show contrast at flow and ensure that our reader stays on top of the material all the time. You might have seen such words:  

• In contrast
• First and foremost
• In conclusion.

Here, our list is endless. But by using them, you keep the attention of your readers and arrange your text in a clear manner. Here’s an example:

Modern horror films greatly rely on jumpscares. In contrast, more old-fashioned movies preferred an eerie atmosphere and carefully crafted starting. 

5. Revise and Proofread Your Body Paragraph

Your essay body paragraph cannot be completed without some proper proofreading. We all make mistakes, especially when it comes to writing. You always should revise and proofread your text to find those embarrassing little errors. Remember, misspelling can happen to anyone. Moreover, the academic world is really harsh with how you write. Therefore, by proofreading your text, you also re-check whether you have proved your argument. It is a perfect opportunity to look critically at your text, analyze evidence and possibly even edit out some sentences. Keep in mind that word count is not the most important part of your essay.  

Tips on Writing a Great Essay Body Paragraph

A good body paragraph will be convincing and full of evidence. Of course, there are certain things to avoid and lots of points to remember. Moreover, there are different structures of body paragraphs depending on the type of work you’re writing. But we still want to include a final list of tips you can use. These tips will help you with the question, " How to write a paper fast ?"

• Start with outlining your sections.
• Keep your thesis statement nearby to recheck whether your body paragraphs prove their main argument.
• Research before you actually start writing.
• Write your topic sentences before adding evidence or quotations.
• Continue asking yourself whether you are given an analysis of your evidence and not just quoting it.

Body Paragraph: Example

We couldn’t leave you without body paragraph examples. Writing will be much easier if you have several examples at your disposal. While checking our example below, think about techniques that can be used to grab the attention of your reader. Besides, keep in mind the basic essay structure  that includes a topic sentence, supporting statements, and a concluding one.  

Final Thoughts on Writing a Body Paragraph

Now we know everything about our body of a paragraph. You might want to practice a little bit. But all tricks and tips are still here to check. Be sure to remember this structure for your essay.

Our academic writing service has everything you need. Our writers know practically everything to help you create, proofread and format your essay in no time.  

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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