2.5 – Effective Means for Writing a Paragraph
Learning Objectives
- Identify characteristics of a good topic sentence.
- Identify the three parts of a developed paragraph.
- Apply knowledge of topic sentences and parts of a developed paragraph in an assignment.
Now that you have identified common purposes for writing and learned how to select appropriate content for a particular audience, you can think about the structure of a paragraph in greater detail. Composing an effective paragraph requires a method similar to building a house. You may have the finest content, or materials, but if you do not arrange them in the correct order, then the final product will not hold together very well.
A strong paragraph contains three distinct components:
- Topic sentence . The topic sentence is the main idea of the paragraph.
- Body . The body is composed of the supporting sentences that develop the main point.
- Conclusion . The conclusion is the final sentence that summarizes the main point.
The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph. The topic sentence relates to the thesis, or main point, of the essay (see Chapter 4.1 for more information about thesis statements) and guides the reader by signposting what the paragraph is about. All the sentences in the rest of the paragraph should relate to the topic sentence.
This section covers the major components of a paragraph and examines how to develop an effective topic sentence.
Developing a Topic Sentence
Pick up any newspaper or magazine and read the first sentence of an article. Are you fairly confident that you know what the rest of the article is about? If so, you have likely read the topic sentence.
An effective topic sentence combines a main idea with the writer’s personal attitude or opinion. It serves to orient the reader and provides an indication of what will follow in the rest of the paragraph. Read the following example.
This topic sentence declares a favourable position for standardizing math and English education. After reading this sentence, a reader might reasonably expect the writer to provide supporting details and facts as to why standardizing math and English education might improve student learning in many provinces. If the purpose of the essay is actually to evaluate education in only one particular province, or to discuss math or English education specifically, then the topic sentence is misleading.
Tip
When writing a draft of an essay, allow a friend or colleague to read the opening line of your first paragraph. Ask your reader to predict what your paper will be about. If they are unable to guess your topic accurately, you should consider revising your topic sentence so that it clearly defines your purpose in writing.
Main Idea versus Controlling Idea
Topic sentences contain both a main idea (the subject, or topic that the writer is discussing) and a controlling idea (the writer’s specific stance on that subject). Just as a thesis statement includes an idea that controls a document’s focus (as you will read about in Chapter 3 “The Writing Process: How Do I Begin?”), a topic sentence must also contain a controlling idea to direct the paragraph. Different writers may use the same main idea but can steer their paragraph in a number of different directions according to their stance on the subject. Read the following examples.
- Marijuana is a destructive influence on teens and causes long-term brain damage.
- The antinausea properties in marijuana are a lifeline for many cancer patients.
- Legalized marijuana creates a higher demand for Class A and Class B drugs.
Although the main idea—marijuana—is the same in all three topic sentences, the controlling idea differs depending on the writer’s viewpoint.
Identifying main & controlling ideas
Identifying Main & Controlling Ideas (Text version)
Identify the main idea in the following topic sentences.
- Raising the legal driving age to 21 would decrease road traffic accidents.
- Exercising three times a week is the only way to maintain good physical health
- Dog owners should be prohibited from taking their pets on public beaches.
Identify the controlling idea in the following topic sentence.
- Sexism and racism are still rampant in today’s workplace.
- Owning a business is the only way to achieve financial success.
Check your Answers: [1]
Activity source: “Self Practice 3.9” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0. / Interactive content extracted to plain text.
Characteristics of a Good Topic Sentence
Five characteristics define a good topic sentence:
- A good topic sentence provides an accurate indication of what will follow in the rest of the paragraph.
Weak example. People rarely give firefighters the credit they deserve for such a physically and emotionally demanding job. (The paragraph is about a specific incident that involved firefighters; therefore, this topic sentence is too general.)
Stronger example. During the October riots, Unit 3B went beyond the call of duty. (This topic sentence is more specific and indicates that the paragraph will contain information about a particular incident involving Unit 3B.)
- A good topic sentence contains both a topic and a controlling idea or opinion.
Weak example. In this paper, I am going to discuss the rising suicide rate among young professionals. (This topic sentence provides a main idea, but it does not present a controlling idea, or thesis.)
Stronger example. The rising suicide rate among young professionals is a cause for immediate concern. (This topic sentence presents the writer’s opinion on the subject of rising suicide rates among young professionals.)
- A good topic sentence is clear and easy to follow.
Weak example. In general, writing an essay, thesis, or other academic or nonacademic document is considerably easier and of much higher quality if you first construct an outline, of which there are many different types. (This topic sentence includes a main idea and a controlling thesis, but both are buried beneath the confusing sentence structure and unnecessary vocabulary. These obstacles make it difficult for the reader to follow.)
Stronger example. Most forms of writing can be improved by first creating an outline. (This topic sentence cuts out unnecessary verbiage and simplifies the previous statement, making it easier for the reader to follow.)
- A good topic sentence does not include supporting details.
Weak example. Salaries should be capped in baseball for many reasons, most importantly so we don’t allow the same team to win year after year. (This topic sentence includes a supporting detail that should be included later in the paragraph to back up the main point.)
Stronger example. Introducing a salary cap would improve the game of baseball for many reasons. (This topic sentence omits the additional supporting detail so that it can be expanded upon later in the paragraph.)
- A good topic sentence engages the reader by using interesting vocabulary.
Weak example. The military deserves better equipment. (This topic sentence includes a main idea and a controlling thesis, but the language is bland and unexciting.)
Stronger example. The appalling lack of resources provided to the military is outrageous and requires our immediate attention. (This topic sentence reiterates the same idea and controlling thesis, but adjectives such as appalling and immediate better engage the reader. These words also indicate the writer’s tone.)
Watch How to Write a Topic Sentence on YouTube (2 mins)
Video Source: Scribbr. (2020, February 3). How to write a topic sentence [Video]. YouTube. https://youtu.be/2R-9T9TgGnE
Test Yourself
Read each of the examples below, and decide whether it is a strong or weak topic sentence based on the criteria listed above. Then click on the sentence to find out if you are on the right track.
The growth of e-sports will benefit parks and recreation departments by increasing the use of services by hard to reach audiences.
Weak! This topic sentence has both a topic (the growth of e-sports) and a controlling idea (it will benefit parks and recreation departments), but it also includes unnecessary supporting detail. The way e-sports will be a benefit should be explained in the paragraph’s body. It does not need to be stated in the topic sentence itself.
Contrary to common fears, automation creates new jobs, many of which are far more glamorous than their predecessors.
Strong! This topic sentence contains a topic (automation), a controlling idea (it creates new jobs), and it uses interesting and engaging vocabulary that makes the reader want to know more.
A key factor of McDonald’s’ success has been the company’s worldwide creation of employment opportunity.
Strong! This topic sentence leaves no doubt what the paragraph will discuss. It will explain how McDonald’s has been successful (topic) in part because of the creation of employment opportunity (controlling idea). Not a lot of room for confusion here!
Periodontal disease effects the gums and tissues surrounding the teeth, and people who use tobacco may present with bleeding and gum pain after eating, brushing and flossing.
Weak! This topic sentence is not very easy to follow. It has a topic (periodontal disease) and a controlling idea (the disease affects tobacco users), but the idea is not clearly stated nor connected to the topic. It could be clarified by saying, “Periodontal disease is prevalent in tobacco users.”
This paragraph will discuss the history of the Truth and Reconciliation Commission of Canada.
Weak! This sentence has a topic (the history of the Commission) but not a controlling idea. What point is the paragraph going to make? Using a phrase like “This paragraph will…” or “In this essay, I will…” means that a point has not been established. Improve the sentence by saying something like, “Establishing the Truth and Reconciliation Commission of Canada was an important first step in healing the trauma created by the residential school system.”
Activity Source: “Is the topic sentence WEAK or STRONG?” by Emily Cramer is licensed under CC BY-NC 4.0.
Effective Topic Sentences
Effective Topic Sentences (Text version)
Choose the most effective topic sentence from the following sentence pairs.
- a. To boost their chances of winning the next election, the Liberals need to listen to public opinion. OR
b. This paper will discuss the likelihood of the Liberals winning the next election. - a. Union workers are crippling the economy because companies are unable to remain competitive as a result of added financial pressure. OR
b. To boost their chances of winning the next election, the Liberals need to listen to public opinion. - a. Authors are losing money as a result of technological advances. OR
b. The introduction of new technology will devastate the literary world. - a. This essay will consider whether talent is required in the rap music industry. OR
b. Rap music is produced by untalented individuals with oversized egos.
Check your Answers: [2]
Activity source: “Self Practice 3.10” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0.
Practice: Creating Topic Sentences
Using the tips on developing effective topic sentences in this section, create a topic sentence on each of the following subjects. Remember to include a controlling idea as well as a main idea. Write your responses on your own sheet of paper.
- An endangered species
- The cost of fuel
- The legal drinking age
- A controversial film or novel
Writing at Work
When creating a workplace document, use the “top-down” approach—keep the topic sentence at the beginning of each paragraph so that readers immediately understand the gist of the message. This method saves busy colleagues precious time and effort trying to figure out the main points and relevant details.
Headings are another helpful tool. In a text-heavy document, break up each paragraph with individual headings. These serve as useful navigation aids, enabling colleagues to skim through the document and locate paragraphs that are relevant to them.
Developing Paragraphs That Use Topic Sentences, Supporting Ideas, and Transitions Effectively
Learning how to develop a good topic sentence is the first step toward writing a solid paragraph. Once you have composed your topic sentence, you have a guideline for the rest of the paragraph. To complete the paragraph, a writer must support the topic sentence with additional information and summarize the main point with a concluding sentence.
This section identifies the three major structural parts of a paragraph and covers how to develop a paragraph using transitional words and phrases.
Identifying Parts of a Paragraph
An effective paragraph contains three main parts: a topic sentence, the body, and the concluding sentence. A topic sentence is often the first sentence of a paragraph. This chapter has already discussed its purpose—to express a main idea combined with the writer’s attitude about the subject. The body of the paragraph usually follows, containing supporting details. Supporting sentences help explain, prove, or enhance the topic sentence. The concluding sentence is the last sentence in the paragraph. It reminds the reader of the main point by restating it in different words.
Figure 2.2 Paragraph Structure Graphic Organizer
Read the following paragraph. The topic sentence (the first one in the paragraph) is underlined for you.
It tells the reader that the paragraph will be about reality television shows, and it expresses the writer’s distaste for these shows through the use of the word bombarded.
Each of the following sentences in the paragraph supports the topic sentence by providing further information about a specific reality television show. The final sentence is the concluding sentence. It reiterates the main point that viewers are bored with reality television shows by using different words from the topic sentence.
Paragraphs that begin with the topic sentence move from the general to the specific. They open with a general statement about a subject (reality shows) and then discuss specific examples (the reality show Prisoner). Most academic essays contain the topic sentence at the beginning of the first paragraph.
Now take a look at the following paragraph. The topic sentence is underlined for you.
The last sentence of this paragraph, “Compared to many animals, our own senses are almost dull.”, is the topic sentence. It draws on specific examples (a cat that tracked down its owners and a dog that can predict seizures) and then makes a general statement that draws a conclusion from these examples (animals’ senses are better than humans’). In this case, the supporting sentences are placed before the topic sentence and the concluding sentence is the same as the topic sentence.
This technique is frequently used in persuasive writing. The writer produces detailed examples as evidence to back up his or her point, preparing the reader to accept the concluding topic sentence as the truth.
Sometimes, the topic sentence appears in the middle of a paragraph. Read the following example.
In this paragraph, the sentence in bold, “Last year, I was referred to a specialist and finally found a way to control my anxiety – breathing exercises.”, is the topic sentence. It expresses the main idea—that breathing exercises can help control anxiety. The preceding sentences enable the writer to build up to his main point (breathing exercises can help control anxiety) by using a personal anecdote (how he used to suffer from anxiety). The supporting sentences then expand on how breathing exercises help the writer by providing additional information. The last sentence is the concluding sentence and restates how breathing can help manage anxiety.
Placing a topic sentence in the middle of a paragraph is often used in creative writing. If you notice that you have used a topic sentence in the middle of a paragraph in an academic essay, read through the paragraph carefully to make sure that it contains only one major topic. To read more about topic sentences and where they appear in paragraphs, see Chapter 3 “The Writing Process: How Do I Begin?”.
Identifying Topic, Supporting & Concluding Sentences
Identifying Topic, Supporting & Concluding Sentences (Text version)
Read the following passage:
The desert provides a harsh environment in which few mammals are able to adapt. Of these hardy creatures, the kangaroo rat is possibly the most fascinating. Able to live in some of the most arid parts of the southwest, the kangaroo rat neither sweats nor pants to keep cool. Its specialized kidneys enable it to survive on a minuscule amount of water. Unlike other desert creatures, the kangaroo rat does not store water in its body but instead is able to convert the dry seeds it eats into moisture. Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing creature.
- Identify the topic sentence:
- Of these hardy creatures, the kangaroo rat is possibly the most fascinating.
- Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing creature.
- Identify one example of a supporting sentence:
- Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing creature.
- The desert provides a harsh environment in which few mammals are able to adapt.
- Able to live in some of the most arid parts of the southwest, the kangaroo rat neither sweats nor pants to keep cool.
- Identify the concluding sentences:
- Its specialized kidneys enable it to survive on a minuscule amount of water.
- Its ability to adapt to such a hostile environment makes the kangaroo rat a truly amazing creature.
Check your Answers:[3]
Activity source: “Self Practice 3.12” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0. / Interactive content extracted to plain text.
Supporting Sentences
If you think of a paragraph as a hamburger, the supporting sentences are the meat inside the bun. They make up the body of the paragraph by explaining, proving, or enhancing the controlling idea in the topic sentence. Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing. A supporting sentence usually offers one of the following:
- Reason Sentence: The refusal of the baby boom generation to retire is contributing to the current lack of available jobs.
- Fact
Sentence: Many families now rely on older relatives to support them financially.
- Statistic
Sentence: Nearly 10 percent of adults are currently unemployed in the United States.
- Quotation Sentence: “We will not allow this situation to continue,” stated Senator Johns.
- Example Sentence: Last year, Bill was asked to retire at the age of fifty-five.
The type of supporting sentence you choose will depend on what you are writing and why you are writing. For example, if you are attempting to persuade your audience to take a particular position you should rely on facts, statistics, and concrete examples, rather than personal opinions. Read the following example:
There are numerous advantages to owning a hybrid car. (Topic sentence)
First, they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle. (Supporting sentence 1: statistic)
Second, they produce very few emissions during low speed city driving. (Supporting sentence 2: fact)
Because they do not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump. (Supporting sentence 3: reason)
Alex bought a hybrid car two years ago and has been extremely impressed with its performance. (Supporting sentence 4: example)
“It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas powered vehicles I’ve owned.” (Supporting sentence 5: quotation)
Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future. (Concluding sentence)
To find information for your supporting sentences, you might consider using one of the following sources:
- Reference book
- Website
- Biography/autobiography
- Map
- Dictionary
- Newspaper/magazine
- Interview
- Previous experience
- Personal research
To read more about sources and research, see “Introduction to Research Writing”.
Tip
When searching for information on the Internet, remember that some websites are more reliable than others. Websites ending in .gov or .edu are generally more reliable than websites ending in .com or .org. Wikis and blogs are not reliable sources of information because they are subject to inaccuracies.
Concluding Sentences
An effective concluding sentence draws together all the ideas you have raised in your paragraph. It reminds readers of the main point—the topic sentence—without restating it in exactly the same words. Using the hamburger example, the top bun (the topic sentence) and the bottom bun (the concluding sentence) are very similar. They frame the “meat” or body of the paragraph. Compare the topic sentence and concluding sentence from the previous example:
Topic sentence: There are numerous advantages to owning a hybrid car.
Concluding sentence: Given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.
Notice the use of the synonyms advantages and benefits. The concluding sentence reiterates the idea that owning a hybrid is advantageous without using the exact same words. It also summarizes two examples of the advantages covered in the supporting sentences: low running costs and environmental benefits.
You should avoid introducing any new ideas into your concluding sentence. A conclusion is intended to provide the reader with a sense of completion. Introducing a subject that is not covered in the paragraph will confuse the reader and weaken your writing.
A concluding sentence may do any of the following:
- Restate the main idea.
Example: Childhood obesity is a growing problem in Canada.
- Summarize the key points in the paragraph.
Example: A lack of healthy choices, poor parenting, and an addiction to video games are among the many factors contributing to childhood obesity.
- Draw a conclusion based on the information in the paragraph.
Example: These statistics indicate that unless we take action, childhood obesity rates will continue to rise.
- Make a prediction, suggestion, or recommendation about the information in the paragraph.
Example: Based on this research, more than 60 percent of children in Canada will be morbidly obese by the year 2030 unless we take evasive action.
- Offer an additional observation about the controlling idea.
Example: Childhood obesity is an entirely preventable tragedy.
Check Your Understanding
Check Your Understanding (Text version)
- The concluding sentence is a good place to introduce a new idea, because readers find that engaging. True or False?
- Fill in the missing words to complete the metaphor.
If a paragraph is a hamburger, the topic sentence is the (a) bun and the concluding sentence is the (b) bun. This makes the body of the paragraph the (c) (unless you prefer a veggie burger). - Match the type of concluding sentence (A) to the best example (B)
- Type of sentence:
- Restate the main idea.
- Summarize the key points in the paragraph
- Make a prediction, suggestion, or recommendation about the information in the paragraph.
- Draw a conclusion based on the information in the paragraph.
- Offer an additional observation about the controlling idea.
- Examples:
- These examples from recent research show how criminalizing drugs has not protected communities or served individual drug users.
- The war on drugs has not resulted in a reduction in suffering.
- Given all we know about outcome of failed drug policy, the next step is to consider decriminalization.
- The war on drugs has damaged society because it has resulted in a more dangerous drug supply and a criminalized population.
- The traumas and violence inflicted by the war on drugs could have been prevented.
- Type of sentence:
Check your Answers: [4]
Activity source: “Self Practice 3.13” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0.
Transitions
A strong paragraph moves seamlessly from the topic sentence into the supporting sentences and on to the concluding sentence. To help organize a paragraph and ensure that ideas logically connect to one another, writers use transitional words and phrases. A transition is a connecting word that describes a relationship between ideas. Take another look at the earlier example:
Each of the underlined words (first, second and because) is a transition word. Words such as first and second are transition words that show sequence or clarify order. They help organize the writer’s ideas by showing that he or she has another point to make in support of the topic sentence. Other transition words that show order include third, also, and furthermore.
The transition word because is a transition word of consequence that continues a line of thought. It indicates that the writer will provide an explanation of a result. In this sentence, the writer explains why hybrid cars will reduce dependency on fossil fuels (because they do not require gas). Other transition words of consequence include as a result, so that, since, or for this reason.
To include a summarizing transition in her concluding sentence, the writer could rewrite the final sentence as follows:
The following lists provide some useful transition words to connect supporting sentences and concluding sentences. See “The Writing Process: How do I begin” for a more comprehensive look at transitional words and phrases.
Examples of transition words
For Supporting Sentences:
- above all, but, for instance, in particular, moreover, subsequently, also, conversely, furthermore, later on, nevertheless, therefore, aside from, correspondingly, however, likewise, on one hand, to begin with, at the same time, for example, in addition, meanwhile, on the contrary…
For Concluding sentences:
- after all, all things considered, in brief, in summary, on the whole, to sum up, all in all, finally, in conclusion, on balance, thus…
Practice What You’ve Learned About Paragraphs
Practice What You’ve Learned About Paragraphs (Text version)
For this exercise, you will draft a paragraph after spending some time reflecting on the criteria for good paragraphs that you learned about in this chapter. You can choose any topic you like for your paragraph — maybe there’s something you’re thinking about for this or another class that would benefit from some time to do some writing about — but if you need help with a prompt, consider writing about one of the issues in this chapter or answer one of these questions:
- Can online friendships be as meaningful as offline ones?
- Is college or university always the right decision for people leaving high school?
- What can people do to manage their stress levels?
You don’t need to do research to approach this exercise (though you are welcome to, if you wish!). Instead, your own personal experience will be sufficient here.
Remember:
- The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph. The topic sentence relates to the thesis, or main point, of the essay and guides the reader by signposting what the paragraph is about. All the sentences in the rest of the paragraph should relate to the topic sentence.
- Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing.
- An effective concluding sentence draws together all the ideas you have raised in your paragraph. It reminds readers of the main point—the topic sentence—without restating it in exactly the same words. Using the hamburger example, the top bun (the topic sentence) and the bottom bun (the concluding sentence) are very similar. They frame the “meat” or body of the paragraph.
Key paragraph details
Here you will reflect on what makes a good paragraph before you take a run at it yourself. Remember, a good paragraph has the following criteria:
- A topic sentence (that makes a claim/states an opinion!).
- A concluding sentence.
- Appropriate supporting details.
- Use of transitional words/phrases.
In the exercise below, click on the “criteria” button and make notes for yourself about how you can address the key criteria for paragraphs. Try make four points: one for each key element your paragraph needs to have.
Paragraph composition
Based on the criteria you outlined on the previous page, draft a paragraph.
Review Criteria and Details
Rate how well you’ve achieved each of the criteria, and reflect on how you can strengthen the thesis statement.
- Doesn’t meet criteria.
- Meets criteria partially.
- Strongly meets criteria.
Save your file and consider sharing with a classmate for feedback.
Activity source: “Self Practice 3.14” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0.
Writing at Work
Transitional words and phrases are useful tools to incorporate into workplace documents. They guide the reader through the document, clarifying relationships between sentences and paragraphs so that the reader understands why they have been written in that particular order.
For example, when writing an instructional memo, it may be helpful to consider the following transitional words and phrases: before you begin, first, next, then, finally, after you have completed. Using these transitions as a template to write your memo will provide readers with clear, logical instructions about a particular process and the order in which steps are supposed to be completed
Key Takeaways
- A good paragraph contains three distinct components: a topic sentence, body, and concluding sentence.
- The topic sentence expresses the main idea of the paragraph combined with the writer’s attitude or opinion about the topic.
- Good topic sentences contain both a main idea and a controlling idea, are clear and easy to follow, use engaging vocabulary, and provide an accurate indication of what will follow in the rest of the paragraph.
- Topic sentences may be placed at the beginning, middle, or end of a paragraph. In most academic essays, the topic sentence is placed at the beginning of a paragraph.
- Supporting sentences help explain, prove, or enhance the topic sentence by offering facts, reasons, statistics, quotations, or examples.
- Concluding sentences summarize the key points in a paragraph and reiterate the main idea without repeating it word for word.
- Transitional words and phrases help organize ideas in a paragraph and show how these ideas relate to one another.
Attribution & References
Except where otherwise noted, this chapter is adapted from ” 6.2 Effective means for writing a paragraph” In Writing for Success by University of Minnesota licensed under CC BY-NC 4.0. / Adaptations include updates for accessibility and images for visual appeal.
