Writing Strong Paragraphs

We discussed writing strong paragraphs on Thursday. We will continually go over these skills in our class. Each time you are given a writing assignment, practice strong paragraph writing. This will make essays much easier to write, and will strengthen your skills as a critical reader and thinker.

Every strong paragraph contains four essential elements:

Topic Sentence

This sentence tells your reader what your paragraph will be all about. It usually puts forth an argument, which you will support in the rest of your paragraph. If you are responding directly to a question, the topic sentence will address the question, and answer it.

Example

An example is lifted directly from the text you are reading. An example refers specifically to a detail in the text, and may even be a direct quote. The example you choose should support the argument or statement you made in your topic sentence. Remember that paragraphs are one unit of information, and all your sentences need to stick to the same topic!

Analysis

In your analysis, you are explaining to your reader why your example supports your topic sentence. Make sure you refer back to whatever your main idea is, and show the connection to your reader. Why is it that your example supports the point you're making? Show the connection!

Conclusion

Your conclusion ties up any loose ends, and gives a little summary of your points and why you believe them. Again, since a paragraph is one unit of information, your conclusion may also show how all the ideas you discussed fit together. Your conclusion will also refer back to your topic sentence, showing that you have made your point.

Here is the example we discussed in class:

The author is discussing the contradictory attitude the people of Victorian England had about childhood. Although children were a "source of hope, of virtue, or emotion," they also believed that children were "potentially wicked," needing "constant guidance and discipline." This shows that Victorian adults probably had high hopes for their children, but also had deep questions about their children's ability to be "good." In short, Victorians felt torn about the nature of childhood, and felt ambivalent towards their children because of it.

Notice how the topic is repeated throughout the paragraph. The contradiction (that children could be good and bad at the same time) is repeated throughout the paragraph, driving home the argument that Victorians felt torn about their children.