Paragraphs

A paragraph is a series of sentences that are organized and coherent and are all related to a single topic. Paragraphs are the building blocks of papers. Many students define paragraphs in terms of length: a paragraph is a group of at least five sentences, a paragraph is half a page long, etc. In reality, though, the unity and coherence of ideas among sentences is what constitutes a paragraph. 

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 thesis: The sentences should all refer to the central idea, or thesis, of the paper (Rosen and Behrens 119).
  • Coherent: The sentences should be arranged in a logical manner and should follow a definite plan for development (Rosen and Behrens 119).
  • 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 (Rosen and Behrens 119).

Paragraph development or organization

  1. Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraphs development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. 
  2. Paragraph development progresses with an example, one or more than one, that illustrates the claims made in the previous sentences.
  3. The next movement in paragraph development is an explanation of each example and its relevance to the topic sentence. The explanation should demonstrate the value of the example as evidence to support the major claim, or focus, in your paragraph. Include as many examples as necessary to fully develop the main idea of the paragraph and provide explanation for each example. 
  4. The final movement in paragraph development is to indicate the relevance of the information in the paragraph to thesis or paper’s overall main point. 

PIES Model for Paragraph Development

One way of explaining body paragraph structure is the PIES structure. A PIE paragraph opens with a main Point that the paragraph will discuss, gives Information or evidence to support that point followed by an Explanation of the information, and ends with a “So what” that connects to the thesis:

  • P=Main point of the paragraph (subpoint of the thesis)
  • I =Illustration to show the point (clear example to show the main point)
  • E = Explanation of the illustration. Explain how the example demonstrates the point. This component provides the analysis. This should not be a summary of the example.
  • S = State how the paragraph connects to the thesis. This component is the paragraph's so what.

Sample PIE Paragraph:

One of the most prominently used types of language in King’s speech is his use of emotionally charged language, which is language used to evoke a sharp emotional response in the reader.  The most obvious method by which King uses this language is through his repetition of key phrases in the speech.  For instance, King states,  

Now is the time to make real the promises of Democracy.  Now is the time to rise from the dark and desolate valley of segregation to the sunlit path  of racial justice.  Now is the time to open the doors of opportunity to all of  God’s children.  Now is the time to lift our nation from the quicksands of  racial injustice to the solid rock of brotherhood.(706) 

The fact that the editor of the speech has italicized the word “now” calls extra emphasis to the importance of each new phrase that King speaks. The relatively short sentences serve to stimulate the passions of the reader, so that we may share in the same passion that King felt as he delivered these words in 1963.  The fact that he uses repetition multiple times throughout the speech serves to call our attention to the urgency of the issue being discussed. This form of emotionally-charged language serves to establish an emotional bond between the reader and King; however, King’s mastery of emotive language does not end here.

The example above is from Bristol Community College’s Library Learning Commons Writing Center