Perfect Paragraphs

This module covers concepts such as

 Identifying the elements of effective paragraph

structure
 Understanding the steps for constructing and
editing paragraphs
 Applying your knowledge of the characteristics
of paragraph writing to formulate topic, body
and linking sentences for paragraphs

www.jcu.edu.au/students/learning-centre
Perfect Paragraphs

Paragraphs are distinct sections within a larger

piece of writing, such as an essay, wiki or
report.

A paragraph develops one main idea.

Paragraphs are complete units of thought that

are presented in a logical order.

Paragraph Structure

A paragraph is made up of three parts:

Writing Perfect Paragraphs
Topic Sentence
Some steps to help you write that perfect
The topic sentence is the first sentence in a paragraph:
paragraph. This sentence introduces the overall
idea to be discussed in the paragraph. It is a 1. Research - make a list of possible effects,
general sentence about a specific topic. consequences and illustrations on a topic.
Topic sentences also have controlling ideas,
which further focuses the scope of the 2. Relevance – be selective and pick out your
paragraph subject (see the section: “example of five strongest points.
a paragraph”).
3. Order - list five points in a logical order that
Topic sentences indicate what will be discussed flows.
in the following lines of the paragraph, so it is
important not to confuse your reader by 4. Topic Sentence - shape a topic sentence with
diverging from the topic. These sentences can controlling ideas.
also indicate the order in which points will be
discussed and the writer’s position. 5. Write - construct a clean paragraph
beginning with a topic sentence, then
supporting sentences, then a linking sentence.
Supporting Sentences
6. Edit - check the paragraph for grammar,
Supporting sentences ‘support’ and develop spelling, punctuation and word choice.
the idea outlined in the topic sentence. These
sentences support the main idea by providing:
explanation to clarify; evidence to validate; and, Be a Good Tour Guide
examples to illustrate.
Paragraphs are like stops on your tour. They are
Linking Sentence where you demonstrate your knowledge about
a focal point of the tour. Don’t skim over,
tangent off, omit or overwhelm your audience
There is usually a linking sentence at the end of
with information!
a paragraph that leads the reader into the next
paragraph. This sentence helps to highlight the
logical relationship between paragraphs and
provides a link in a chain of ideas.

1
Problem Paragraphs

My paragraph is too long! My paragraph is too short!

Problem: Paragraphs which are too long (more Problem: Paragraphs which are too short (less
than eight sentences) signify that you have not than six sentences) signify that you have not
been discerning in your choice of relevant considered your writing structure and either
points. It has either become a ‘catch-all’ insufficiently researched the paragraph topic or
paragraph (excessive amount of points on the chosen the wrong focus topic.
paragraph topic) or a ‘mixed-bag’ paragraph
(variety of points which are not all relevant to
the paragraph topic).

Fix: Fix

1. ‘Catch-all’ – edit (choose your five most 1. Undertake more research to find
relevant points). additional relevant evidence or
examples for the chosen topic.
2. ‘Mixed-Bag’ – edit (omit irrelevant
points. Retain only the most relevant 2. Restructure your essay to replace the
points on the topic). short paragraph with a different focus
area with sufficient evidence.

Example of a Paragraph

Topic Paragraph structure is important in academic

Sentence writing as it helps the writer to logically present Controlling
information and also helps the reader to ideas
Supporting Sentence 1: comprehend this information. A paragraph
A paragraph develops develops only one main idea so a writer is forced
one main idea… to organise their research into a logical series of
main ideas. These main ideas are supported
Supporting Sentence 2: within a paragraph by the use of ‘supporting
These main ideas… sentences’ that explain, illustrate and provide
evidence on that one idea. By forcing a writer to
Supporting Sentence 3: arrange their information in this manner, a writer
By forcing a writer to… is also forced to analyse and synthesise their
information; a process that assists deep learning.
Supporting Sentence 4:
When information is logically presented, a reader
When information is …
can better predict the pattern of the information
Supporting Sentence 5: presented. This ability to predict on the part of
This ability to predict… the reader has been shown to aid in
comprehension (xxxx, 2013). A clear paragraph Linking sentence
structure is also beneficial to a reader and writer
in vocational settings.

2
Choosing the Best Topic Sentence

1. The paragraph below is missing a topic sentence. Read the paragraph and choose the best
topic sentence.

[topic sentence]……………………………………………………… Paragraphs should be structured so that each

one begins with a topic sentence, followed by supporting sentences and concluding with a linking
sentence. The topic sentence tells the reader what the paragraph is about, w hilst the supporting
sentences present evidence that clarifies and further illustrates this topic. The final sentence in a
paragraph is a linking sentence that helps to connect one paragraph to another by linking the
main ideas. By following such a clear and logical structure when writing paragraphs, a writer can
build an effective piece of academic writing. Writing effectively in this manner has lasting benefits
beyond university.

A. Paragraphs are important.

B. Paragraph are important building blocks for academic writing at university and each
paragraph requires a topic sentence to begin the paragraph, followed by supporting
sentences and then a linking sentence.

C. Paragraphs are the main building blocks in academic writing and require a clear logical
structure.

D. Writing at university should be logical and clear.

Writing Topic Sentences

2. Read the following paragraph and construct a clear, concise and relevant topic sentence .

………………………………………………………………………………………………………………………………………………………………
…………….. Paragraphs which are too short indicate that the topic has been insufficiently researched or
that the topic is too narrow. In this case, the topic should be broadened or the topic should be
researched further so that additional supporting information can be included. Paragraphs which are
too long, on the other hand, can indicate that the topic is too broad and needs to be narrowed. Long
paragraphs can also indicate that the supporting information has not been sufficiently organised or
linked together, leading the paragraph to become a ‘catch-all’ or a ‘mixed-bag’ of supporting
information. Effective paragraph structure is important as it affects the overall structure of an essay or
report.

3
Sentence Jumble

3. The following paragraph sentences have become jumbled. Order the sentences in the best
manner possible.

Obtaining a good grade is just one motivation for careful editing: there are also
life-long learning benefits.

Checking for grammar includes checking that verb forms are correct and consistent.

Word usage is an often neglected part of the editing process (xxxx, 2012) but is

equally important as grammar and punctuation because it affects the overall clarity

of a piece of writing.

Technical terms should be used correctly and all colloquial language avoided.

Some lecturers have argued (xxxx, 2013) that careful editing can improve a

student’s grade by as much as 30%.

Editing for punctuation includes checking that colons and semi colons as well as

commas have been used correctly.

Editing is an important final step in the writing process; every paragraph, and

indeed every sentence, should be checked for correct grammar, punctuation

and word usage to receive better marks.

4
Writing Supporting Sentences

4. The following paragraph is incomplete. Here are 10 supporting pieces of information. Use this
information to complete the paragraph. Think about how to link the supporting information
(and use linking words). Can you turn these 10 points into 5 supporting sentences? Try!

1. Essays rarely have headings or sub-headings.

2. Web-writing almost always has headings and sub-headings.

3. Web-writing and report-writing both have headings and sub-headings.

4. Reports are highly structured.

5. Web-writing has shorter sections than in a report.

6. Web writing uses graphics, links, plain English and short sentences.

7. Key-words are often deliberately used in web-writing for search engine optimisation (SEO).

8. People usually scan rather than read information on the web.

9. Important information is usually placed first in web-writing.

10. Placing important information first in web-writing is commonly referred to as an ‘inverted

pyramid structure’.

Writing for the web can be different from many of the more conventional forms of writing at university,

such as essay or report writing………………………………………………………………………………………………………………

.…………………………………………………………………………………………………………………………………………………...…………

…..………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………….

With so many different ways of communicating on the web, and for so many different purposes, it is

important to check specific university assignment expectations carefully.

5
Answers – don’t look until after you have finished the activities!

Answer to Activity 1: c)

(a) is too general, b) is too detailed/long and d) is off-topic – doesn’t mention paragraphs

Answer to Activity 2:

A possible topic sentence:

Two common problems with paragraphs are that they are either too short or too long.

Answer to Activity 3:

Editing is an important final step in the writing process; every paragraph, and indeed every
sentence, should be checked for correct grammar, punctuation and word usage to receive better
marks. Checking for grammar includes checking that verb forms are correct and consistent.
Editing for punctuation includes checking that colons and semi colons as well as commas have
been used correctly. Word usage is an often neglected part of the editing process (xxxx, 2012) but
is equally important as grammar and punctuation because it affects the overall clarity of a piece
of writing. Technical terms should be used correctly and all colloquial language avoided. Some
lecturers have argued (xxxx, 2013) that careful editing can improve a student’s grade by as much
as 30%. Obtaining a good grade is just one motivation for careful editing: there are also life -long
learning benefits.

Answer to Activity 4:

A possible paragraph using the information provided:

Writing for the web can be different from many of the more conventional forms of writing at university,
such as essay or report writing. Essays, for example, rarely use headings or sub-headings but these
features are typical in web-writing. Reports, on the other hand, do make use of headings and sub-
headings but information is usually highly structured, whereas web-writing typically proceeds in
shorter sections with the most important information placed first in an inverted ‘pyramid structure’.
Shorter sections and the use of descriptive headings is important in web-writing as the end-user is said
to ‘scan’ rather than ‘read’ the text as they would in an essay or a report. Web-writing also typically
uses graphics and links as well as short sentences and plain English. The use of key words, in order to
optimise search engine results, is also important in some forms of web-based writing where it is
important to increase visitors to an online site. With so many different ways of communicating on the
web, and for so many different purposes, it is important to check specific university assignment
expectations carefully.