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How To Write A Paragraph

The document outlines how to write a coherent paragraph, emphasizing the importance of a topic sentence, supporting sentences, and evidence. It provides a proposed structure for paragraphs and a checklist for analyzing their effectiveness. Additionally, an example of a well-structured paragraph is included to illustrate these concepts.

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How To Write A Paragraph

The document outlines how to write a coherent paragraph, emphasizing the importance of a topic sentence, supporting sentences, and evidence. It provides a proposed structure for paragraphs and a checklist for analyzing their effectiveness. Additionally, an example of a well-structured paragraph is included to illustrate these concepts.

Uploaded by

mahlangundumiso403
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Writing Centre HOW TO WRITE A PARAGRAPH

nwu.mywconline.com

Paragraphs function as building blocks of an essay, each with a internal structure.


A coherent paragraph consists of three distinct components: a topic sentence,
supporting sentences, and evidence in the form of external sources. These components
work together to communicate and explicate one main idea.

PROPOSED PARAGRAPH STRUCTURE


Topic sentences introduces the topic
of the paragraph.
Topic sentence
Supporting sentences facilitates the
writers voice and flow of the argument. Supporting sentence 1
Herewith, you engage and guide the
reader to understand your argument.
Evidence 1
To substantiate your claims, you need
to integrate sources, also referred to Supporting sentence 2
as evidence.

Evidence 2
To concluding sentence summarizes
the paragraph and indicates to the
reader what you wish to communicate. Conclusion of paragraph

PARAGRAPH ANALYSIS
Use this following checklist to examine whether your paragraphs contain all the necessary
components. Test the coherency of each paragraph with these questions:

STEP 1: Whatis the argument that you want to convey in this paragraph? (Consider how
this paragraph links to your main thesis.)

STEP 2:Does this paragraph have a topic sentence which summarizes your argument
above, and does the topic sentence convey one idea?

STEP 3:Highlight your supporting sentence/s. (Ask yourself if these sentences engage
the reader in the nuances of your argument.)

STEP 4: Highlight your evidence sentence/s. (Are these cited correctly?)

STEP 5: Highlight the linking devices (e.g. however, therefore, notwithstanding)

STEP 6: Read the paragraph out loud and listen whether there are any problem areas,
i.e. flow, grammar and spelling. (Tip: read it to a peer and ask whether he/she
understands what you have read.)
Writing Centre EXAMPLE OF A WELL-
nwu.mywconline.com
STRUCTURED PARAGRAPH

[TOPIC SENTENCE] Twenty-first century learners TIPS


must develop effective argumentation skills to • Notice the authors use a
similar structure proposed
sift through the vast amount of information they above.
confront daily. [EVIDENCE] The reality is that
students lack well-developed argumentation • Use supporting
sentences to point out
skills (Graham & Perin, 2007; Reznitskaya et the importance of your
al., 2001) and often ignore evidence contrary argument and what
to the positions they hold (Wolfe, 2012). information is essential in
[SUPPORING SENTENCE] Students with strong the evidence that you cite.
written argumentation skills can articulate • See the use of discourse
their position in relation to multiple alternative markers (i.e. “however”
arguments (e.g., counterargument) related to and “more importantly”).
Discourse markers are
the issue. [EVIDENCE] However, overwhelming generally used to signpost
evidence suggests that students are not facile at transitions or relations
effectively using evidence, considering alternative in paragraphs. Thus,
arguments, avoiding myside bias (i.e., ability “However” is used to
indicate contrast, whereas
to consider evidence contrary to the initial “more importantly”
position; e.g., De La Paz, et al.,2012 ; Felton & signals an emphasis on
Herko, 2004; Wolfe, 2012). [EVIDENCE] More another dimension of
the argument.
importantly, this phenomenon is not exclusive
to students in the United States – students in • Do not end the paragraph
countries such as China, Mexico, and Saudi with “To conclude…”,
Arabia also lack well-developed argumentation instead use the last
sentence to summarize
skills (Al-Abed-Al-Haq & Ahmed, 1994; Du, and create a transition to
2008; Zhu, 2001). [CONCLUDING SENTENCE] In the next paragraph.
response, researchers have attempted to develop
mechanisms to bolster students’ argumentation
skills using scaffolds (e.g., revision strategies, oral
debates, or graphic organizers.)

Adapted from: Wei, L., Firetto, C.M., Murphy, K., Li, M., Greene, J.A. & Croninger, R,M.V. 2019. Facilitating fourth-grade
students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research,
112(5), 1940-0675. doi: 10.1080/00220671.2019.1654428

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