Paragraphs and headings are used to structure every piece of academic writing. Each paragraph structure must follow a pattern, regardless of how many, how long, or in what sequence they are:

• Unified: Each sentence refers to one main idea or point.
• Coherent: The sentences make sense and are connected logically.
• Relevant: The paragraph contributes to the paper’s overarching theme and purpose.

We’ll use an example from our interactive essay on the history of the Braille reading system to demonstrate how to write effective paragraph structures. We shall gradually develop the structure of a paragraph with each step.

Step 1: Determine the purpose of the paragraph.

You must first understand the main point that will guide the paragraph. You should already understand clearly what each paragraph will attempt to accomplish if you have created a plan or outline for your paper’s structure.

You can begin by creating a sentence that summarizes your key idea and establishes the paragraph’s topic, commonly referred to as a topic sentence. It should be concise enough to be covered in a single paragraph yet broad enough to be expanded upon in several additional sentences.

‘Although the Braille system quickly became popular among the blind students at the Paris Institute, it took some time for the sighted population to embrace it before it was widely used in France.’

The topic sentence

• Flows from the last paragraph (where a discussion was made about the invention of Braille).
• Apparent indication of the focal point in the paragraph (the adoption of Braille by sighted people).
• Relates to the central theme of the paper.
• Leaves room for study and proof.

Step 2: Explain why the paragraph structure is essential.

The topic sentence informs the reader of the topic of the paragraph, but why does this point matter for your complete argument? If it isn’t evident from your first sentence, you can explain and expand on it.

‘The aid was essential for sighted population and leaders to have complete control over the spreading of Braille resources.’

The above sentence develops on the topic and demonstrates how it suits the criteria of broader argument related to the collective adoption of Braille.

Step 3: Provide evidence in the paragraph structure

You can now back up your claim with examples and evidence. The term “evidence” here does not just refer to empirical facts; the form it takes will vary depending on your discipline, issue, and method. The following categories of evidence are commonly employed in academic writing:

• Literary quotations, interviews, and other primary sources
• Secondary source summaries, paraphrases, or quotations that provide information or interpretation in support of your point.
• Qualitative or quantitative data that you have collected or discovered in previous research.
• Examples of descriptive artistic or musical works, events, or first-hand experiences

Make certain that your sources are correctly cited.

‘Many teachers at the Royal Institute for Blind Youth opposed Braille’s technique because the tactile way of reading was difficult to understand (Sand & Stone, 2010).’

The sentence uses particular evidence from a secondary source to demonstrate sighted people’s aversion to accepting Braille.

Step 4: Interpret or explain the evidence in the paragraph

You must now demonstrate to the reader how this evidence contributes to your point. How you do so will be determined by the type of evidence you use.

• Give your interpretation of a passage if you quoted it.
• If you used statistics, explain what it means for your argument.
• Explain how it contributes to the paragraph’s main idea if you used information from a secondary source.

This reluctance reflected the widespread belief that the blind population needed to conform to the sighted environment rather than establish their tools and ways.’

The above sentence expands on and interprets the evidence, claiming that this fact suggests something more general about the social attitudes of that time.

Steps 3 and 4 can be performed as often as necessary until your point in the paragraph structure is completely developed. Use transition words and phrases in all paragraph structures to demonstrate the relationships between the sentences.

‘However, as the pressure mounted to make social contribution possible for all, teachers began to recognize the value of Braille’s system (Sand & Stone, 2010). Reading could help people with vision loss improve their productivity and integration.’

The above evidence points to a shift in the attitude of the sighted population towards Braille. The interpretation claims that this transition occurred due to larger social developments.

Step 5: Concluding the paragraph

Finally, conclude the paragraph structure by returning to your main point and demonstrating the general implications of the material you have examined.

The paragraph is written in the style of a historical narrative, providing evidence and analysis of each step toward Braille’s widespread acceptance.

‘It took around 30 years for the French government to adopt the Braille system, which was then implemented throughout the country (Sand & Stone, 2010).’

The story concludes with the implications of these occurrences in the final sentence.

Step 6: Read the entire paragraph structure.

When you believe you have established your point, go over the final product to ensure that each sentence flows easily and logically from the previous one and adds to a coherent whole.

‘Although the Braille system quickly became popular among the blind students at the Paris Institute, it took some time for the sighted population to embrace it before it was widely used in France. The aid was essential for the sighted population and leaders to have complete control over the spreading of Braille resources. Many teachers at the Royal Institute for Blind Youth opposed Braille’s technique because the tactile way of reading was difficult to understand (Sand & Stone, 2010). However, as the pressure mounted to make social contribution possible for all, teachers began to recognize the value of Braille’s system (Sand & Stone, 2010). Reading could help people with vision loss improve their productivity and integration. It took around 30 years for the French government to adopt the Braille system, and it was then implemented throughout the country (Sand & Stone, 2010).’

Not all paragraphs will appear the same as the above. For example, depending on the purpose of your paper, you might:

• Bring together examples that appear quite different but have one crucial feature.
• Include only a critical piece of evidence (such as a quotation or statistic) and explore it thoroughly throughout several words.
• Divide a subject or category into sections to assist the reader grasp it.

The introduction and conclusion paragraph structure will vary. However, the single guideline that applies to all paragraphs is that they must be cohesive, coherent, and relevant. If you’re having trouble arranging your paragraph structure, you might consider hiring a paper editing service for personalized, in-depth input.

When to begin a new paragraph

It would help if you began a new paragraph whenever you address a fresh idea, counterargument, or problem. Then, if your paragraph is finished, ask yourself these questions:

• Do all of your sentences have a connection to the main idea?
• Is there a logical connection between each sentence and the one before it?
• Have you provided sufficient instances or proof to support your claim?
• Are the purposes behind each piece of evidence and its inclusion sufficiently clear?
• Does the information make sense and tell a story?

Don’t conceive paragraphs as standalone pieces; consider them as components of a bigger argument that should naturally transition from one idea to the next. Think about your paragraph structure and its transitions before you begin to write one.

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