how to write a 4 paragraph essay

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1. The Introduction

2. a strong thesis statement, 3. topic sentence, 4. structuring the body paragraphs, 5. the conclusion, how to write a 4-paragraph essay.

Used at all levels of education, the four paragraph essay offers a basic format that enables writers to present information in a concise manner. A four paragraph essay is an acceptable format for many types of essays, including cause and effect and compare and contrast essays. The four-paragraph essay consists of an introduction, two body paragraphs and a conclusion. Each paragraph in the essay requires specific information in order for readers to follow a logical flow of information.

The four-paragraph essay consists of an introduction, two body paragraphs and a conclusion.

Begin this paragraph with a “hook” that will make readers interested in your essay.

The University of Maryland University College recommends using:

• a surprising statement or statistic,
• personal story
• or rhetorical question.

Avoid the overused and unoriginal dictionary definition opening. After the opener, provide background information on the topic, which should tell readers the purpose of the essay, as well as what they should expect to read.

A thesis statement provides readers with a condensed version of the analysis or argument that you will discuss in the essay. These are typically one or two sentences, and are located at the end of the introduction paragraph.

A strong thesis statement avoids vague language and is specific and argumentative.

• The topic sentence announces the main focus of the paragraph by stating one of the arguments identified in the thesis statement.
• Provide supporting sentences that offer evidence for your claim.
• End the paragraph with your own observation or analysis.

Your body paragraphs should consist of a clear topic sentence, quotes, and explanations of the supporting evidence you have found. This is where you have the chance to prove your thesis to your reader. In order to do this, you must have strong evidence that supports the claim you are trying to make.

• Rephrase your thesis statement in the concluding paragraph, stating how it has been proven throughout the body paragraphs.
• The conclusion should have a summary of the essay’s main arguments and an explanation on how they are connected.
• Lastly, explain why the topic of your essay is important and why it should matter to the readers.
• University of Maryland University College: Introductions; 2010
• Indiana University: Thesis Statement; Jan. 2008
• University of Maryland University College: Conclusion

i am a writer

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Tips and tricks for crafting engaging and effective essays.

Writing essays can be a challenging task, but with the right approach and strategies, you can create compelling and impactful pieces that captivate your audience. Whether you’re a student working on an academic paper or a professional honing your writing skills, these tips will help you craft essays that stand out.

Effective essays are not just about conveying information; they are about persuading, engaging, and inspiring readers. To achieve this, it’s essential to pay attention to various elements of the essay-writing process, from brainstorming ideas to polishing your final draft. By following these tips, you can elevate your writing and produce essays that leave a lasting impression.

Understanding the Essay Prompt

Before you start writing your essay, it is crucial to thoroughly understand the essay prompt or question provided by your instructor. The essay prompt serves as a roadmap for your essay and outlines the specific requirements or expectations.

Here are a few key things to consider when analyzing the essay prompt:

• Read the prompt carefully and identify the main topic or question being asked.
• Pay attention to any specific instructions or guidelines provided, such as word count, formatting requirements, or sources to be used.
• Identify key terms or phrases in the prompt that can help you determine the focus of your essay.

By understanding the essay prompt thoroughly, you can ensure that your essay addresses the topic effectively and meets the requirements set forth by your instructor.

Researching Your Topic Thoroughly

One of the key elements of writing an effective essay is conducting thorough research on your chosen topic. Research helps you gather the necessary information, facts, and examples to support your arguments and make your essay more convincing.

Here are some tips for researching your topic thoroughly:

By following these tips and conducting thorough research on your topic, you will be able to write a well-informed and persuasive essay that effectively communicates your ideas and arguments.

Creating a Strong Thesis Statement

A thesis statement is a crucial element of any well-crafted essay. It serves as the main point or idea that you will be discussing and supporting throughout your paper. A strong thesis statement should be clear, specific, and arguable.

To create a strong thesis statement, follow these tips:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Be concise: Keep your thesis statement concise and to the point. Avoid unnecessary details or lengthy explanations.
• Be argumentative: Your thesis statement should present an argument or perspective that can be debated or discussed in your essay.
• Be relevant: Make sure your thesis statement is relevant to the topic of your essay and reflects the main point you want to make.
• Revise as needed: Don’t be afraid to revise your thesis statement as you work on your essay. It may change as you develop your ideas.

Remember, a strong thesis statement sets the tone for your entire essay and provides a roadmap for your readers to follow. Put time and effort into crafting a clear and compelling thesis statement to ensure your essay is effective and persuasive.

Developing a Clear Essay Structure

One of the key elements of writing an effective essay is developing a clear and logical structure. A well-structured essay helps the reader follow your argument and enhances the overall readability of your work. Here are some tips to help you develop a clear essay structure:

1. Start with a strong introduction: Begin your essay with an engaging introduction that introduces the topic and clearly states your thesis or main argument.

2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas.

3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph. This helps the reader understand the purpose of each paragraph.

4. Provide evidence and analysis: Support your arguments with evidence and analysis to back up your main points. Make sure your evidence is relevant and directly supports your thesis.

5. Transition between paragraphs: Use transitional words and phrases to create flow between paragraphs and help the reader move smoothly from one idea to the next.

6. Conclude effectively: End your essay with a strong conclusion that summarizes your main points and reinforces your thesis. Avoid introducing new ideas in the conclusion.

By following these tips, you can develop a clear essay structure that will help you effectively communicate your ideas and engage your reader from start to finish.

Using Relevant Examples and Evidence

When writing an essay, it’s crucial to support your arguments and assertions with relevant examples and evidence. This not only adds credibility to your writing but also helps your readers better understand your points. Here are some tips on how to effectively use examples and evidence in your essays:

• Choose examples that are specific and relevant to the topic you’re discussing. Avoid using generic examples that may not directly support your argument.
• Provide concrete evidence to back up your claims. This could include statistics, research findings, or quotes from reliable sources.
• Interpret the examples and evidence you provide, explaining how they support your thesis or main argument. Don’t assume that the connection is obvious to your readers.
• Use a variety of examples to make your points more persuasive. Mixing personal anecdotes with scholarly evidence can make your essay more engaging and convincing.
• Cite your sources properly to give credit to the original authors and avoid plagiarism. Follow the citation style required by your instructor or the publication you’re submitting to.

By integrating relevant examples and evidence into your essays, you can craft a more convincing and well-rounded piece of writing that resonates with your audience.

Editing and Proofreading Your Essay Carefully

Once you have finished writing your essay, the next crucial step is to edit and proofread it carefully. Editing and proofreading are essential parts of the writing process that help ensure your essay is polished and error-free. Here are some tips to help you effectively edit and proofread your essay:

1. Take a Break: Before you start editing, take a short break from your essay. This will help you approach the editing process with a fresh perspective.

2. Read Aloud: Reading your essay aloud can help you catch any awkward phrasing or grammatical errors that you may have missed while writing. It also helps you check the flow of your essay.

3. Check for Consistency: Make sure that your essay has a consistent style, tone, and voice throughout. Check for inconsistencies in formatting, punctuation, and language usage.

4. Remove Unnecessary Words: Look for any unnecessary words or phrases in your essay and remove them to make your writing more concise and clear.

5. Proofread for Errors: Carefully proofread your essay for spelling, grammar, and punctuation errors. Pay attention to commonly misused words and homophones.

6. Get Feedback: It’s always a good idea to get feedback from someone else. Ask a friend, classmate, or teacher to review your essay and provide constructive feedback.

By following these tips and taking the time to edit and proofread your essay carefully, you can improve the overall quality of your writing and make sure your ideas are effectively communicated to your readers.

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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

• Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
• Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

• like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
• arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
• focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

• quotations and/or paraphrases from sources.
• facts , e.g. statistics or findings from studies you’ve conducted.
• narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

• Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
• For example, your argument might be significant to studies of a certain time period .
• Alternately, it might be significant to a certain geographical region .
• Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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How to write a 4 paragraph essay.

"How to Write a 4-Paragraph Essay" underscores the importance of well-structured paragraphs and topic sentences in effective writing. Addressing the question, "What does a paragraph look like?" a paragraph is defined as a coherent series of sentences, all centered around a single topic. These organized units of writing play a crucial role in guiding the reader through the subdivisions of an essay, helping them discern the essay's organization and comprehend its key points. Paragraphs can encompass diverse information, such as examples, illustrations, descriptions of places, characters, processes, narration of events, comparisons, contrasts, classifications, or discussions on causes and effects.

Despite the variety of content paragraphs can contain, they all share common characteristics, with one of the most crucial being the presence of a topic sentence. This sentence acts as the anchor, encapsulating the main idea of the paragraph and providing readers with a clear understanding of the upcoming content. In essence, paragraphs serve as building blocks in crafting well-organized and coherent essays, ensuring a seamless flow of information for the reader.

Essay Structure - A 4-Paragraph Sample

A 4 paragraph essay may take any form. It could be an argumentative essay, compare and contrast essays, review essays, and so much more. Most four paragraphed essays usually review essays. However, some may be just requiring you to give your point of view on a matter. Therefore, you need to learn how to write this kind of essay. This article will equip you with the basic skills you need to learn to write a great 4 paragraph essay. The most important thing you need to know is how to structure an essay.

The structure of a four paragraph essay is very important as it demonstrates well-thought ideas. In general, these essays take the same structure as any other essay. A well-structured essay has an introduction, a body, and a conclusion. The introduction gives information on the background of the topic and introduces the thesis of the essay. The introduction is followed by the body.

It should be noted that there should be a proper transition between the introduction and the body. The body of the essay contains well thought and explained ideas to support the thesis effectively. For a four-paragraph essay, the introduction should take up one paragraph. The body should be two paragraphs. Finally, the conclusion should tie all the points with the thesis, hence giving the reader a satisfactory answer to the initial question.

We do understand just how daunting a task is writing those four paragraph essays for undergraduate and postgraduate could be - the sleepless nights of trying to find the right words, the anxiety of not having enough words or not knowing what to cut down, the fear of "What if my essay is not good enough?" We can relate to all those feelings. The exciting thing is that the entire team at our custom writing service doesn't find essay writing daunting, and it would be our absolute delight to help you with your essays.

Components of a five-paragraph essay

A proper essay has three main components. They are the introduction, body, and conclusion.

The introduction of an essay is different from that of a research paper. For a research paper, the introduction contains background information on the subject you are to cover on the body. It also includes the thesis statement of the paper. For the case of an essay, the introduction does not give any background information; instead, it is supposed to be brief and captivating. The introduction of an essay should compel the reader to read on. When writing the introduction, do not state the obvious, for example, "this essay is about" or "the essay's topic is." Instead, begin with statements that will grab the attention of the reader, for example, a quote, dialogue, a story, or even an informative statement.

The body consists of your main argument. This is, however, dependent on the purpose of your essay. However, make sure that the transition from the introduction to the body is smooth. At his point, you aim to convince and explain to the reader about your topic. To do this, you will need to have a list of points you want to discuss. Therefore, the body should consist of these points with a detailed explanation. To form a solid argument, you should start with the strongest points, followed by the least strong. Major points should be in separate paragraphs. It is essential to ensure that you have relevant and correct examples to support your points. This will play well for you when persuading the reader.

The conclusion of an essay brings closure to the topic and summarizes the main ideas of the essay. Remind the reader of your thesis statement and show some comments to back it up. You could also suggest ways to solving a particular problem if your essay topic was based on such a topic.

How to write better essays

1. Come up with a topic and a title

The main thing is to come up with an effective topic and a title. Firstly, you must understand the functions of a title which include: prediction of content, catching the reader's attention, it reflects the tone as far as the writing is concerned, and finally, it does contain keywords that are easily searchable

A good title takes time to develop since if you fail to come up with a proper title, then everything will fall as you proceed to establish your essay and you will realize you're losing track in your writing.

2. Choose the principal idea, or thesis, of your essay.

A thesis for an essay is quite important and plays a vital role as well since it ensures that the reader has an idea regarding the essay and the discussions that as concerned with the essay. A thesis statement will bring forth the ideas of the essays direct to the reader, and that is why a thesis statement should be strong and to the point. It shouldn't be complicated and always remember that coming up with a well-stated thesis statement does ensure that the topic is effective and this grasps the attention of the reader. A thesis statement determines the destiny of your essay, and it does portray the effort put in by the writer in coming up with the topic and the resulting outline of the essay.

3. Outline your essay into introductory, body and summary paragraphs:

Introductory Paragraph

• Hook : Most people think that writing is something that only those with a born talent can ever do well.

• Thesis : Proper writing takes practice

• Links to the main ideas to be developed in the essay: Relentless practice and not giving up gives rise to the art of writing.

1st Body Paragraph

• Main idea: Practice leads to proper writing skills

• Support : Writing without prior practice and experience + example

• The Conclusion

2nd Body Paragraph

• Main idea: Prior writing experience has changed how writers bring forth their ideas in writing.

• Support : Prior writing experience enables writers to be more experienced and therefore becoming more creative and at the same time avoiding spelling mistakes and other grammatical errors

• Support : Writing what you have experienced makes it easy to come up with different topics, and as a writer, you are comfortable to write literary about anything that comes your way.

3rd Body Paragraph

• Main idea: Writing experience has changed how writers spend their time writing.

• Support : Writers with the least experience tend to take more time coming up with a specific material, and this might affect the rate at which they develop specific content material or a specific type of writing which they have been assigned.

• Support : Proper writing experience ensures that a writer can write more articles and without anything being compromised for example the quality and the degree of creativeness.

The Concluding Paragraph

• Review of main ideas of each paragraph

• Restatement of thesis: Proper writing takes practice

• Concluding thought: Writing will continue to demand practice and self-motivation.

How to improve writing skills in English for students

1. You need to start on a high note by using a question and most specifically a rhetoric one. This is within the introductory paragraph and the interesting sentence is defined as the hook which tends to capture the attention of the reader.

2. Next you have to come up with the thesis statement. This is everything when it comes to shaping the destiny of your essay.

3. Proceed to introduce the body paragraphs which you will link straight from the introduction. This ensures that the whole essay is connected

4. As you proceed with the body paragraphs, ensure that the main point is stated in the start of the body paragraphs. Ensure you have used examples as illustrations to support the main idea in each paragraph

5. Introduce the summary paragraph which only restates the central ideas of the body paragraphs

6. The last sentence generally restates the thesis of the essay which as discussed earlier on, builds the foundation of the entire essay.

7. The final statement: This can predict anything discussed and backed up in the essay body paragraphs with proper illustrations. At this stage, avoid introducing any new ideas.

How to write a good essay in English quickly in 6 steps

1. Go through the instructions

Before getting to the researching step, ensure to read the instructions first where they are provided. You could come up with the best essay but end up scoring a low grade or end up having your essay rejected as a result of not adhering to specified instructions. Ensure that you stick to the word limit, writing style, or any other guidelines which might be provided. Also, make sure that you submit your essay within the specified time to avoid penalties.

2. Research your topic

The next step is to understand your topic. The topic will either be provided, or you'll have the freedom to choose it yourself. If the topic is provided, this simplifies the option of searching for a topic. However, if it is not offered, the task of coming up with a topic that you can build on is upon you. This could work to your advantage. You could work on choosing a topic that you know is interesting to you. Regardless of the circumstances, it is crucial to conduct critical research on whichever topic you have at hand.

A visit to the library and the internet will usually provide all the information you need to write the essay. Ensure that you use credible sources in your research analysis. Take short notes to use later and arrange them properly to help make your work easier. This is important since you might not be able to remember everything you read from all your sources.

3. Prepare an outline for your essay

By taking a look at the notes you have made, you will find that you already have an idea of how your essay will be structured. You can use the points as a guiding factor to help you arrange your thoughts and make an outline of the essay. For example, at the top of a page, write your topic, and list down the main points. Leave a gap between each point. You can list the other minor points which are related to the main points in the gaps you previously left behind.

This is also a way for you to come up with a rough draft of your essay. The rough draft is the right way for you to find out whether your ideas fully work together; if you find that they do, you can move on to the next step.

4. Come up with a thesis statement

Having chosen your topic and using your outlined and drafted points, you can come up with your thesis statement. This helps the reader understand what the whole point of your essay is. Your main points are the indicators of your essay's theme. They will act as a guide to the reader to help them understand where you're going with your essay and why.

5. Write your essay

Now that you have everything you need, it is time to write your essay. Do not get hung up on details like finding the perfect vocabulary; instead, focus on writing your essay. Having written an outline and possibly a draft writing the essay should not be an issue.

6. Proofread and Edit

Once you're done with your essay, please go through it from the beginning and check that all the words flow together effortlessly. Check that the main objectives of your essay have been fulfilled and that your essay has answered the main issue that was being addressed. An important step is also to check that you have adhered to the rules that were provided at the beginning of your essay. If not, you'll have to correct them.

The next step is to edit any grammatical or typographical errors that might be present. Go through the essay several times to ensure that all available mistakes are corrected and that everything is where it should be.

Sometimes the best thing you can do for your writing is get started early. It may be difficult at first, but an early start can make a world of difference to that essay for class. If you need help, why not buy cheap essays on our service in an easy, fast, and secure way that will never sacrifice your privacy for convenience -it's never worth it.

How to structure 4 paragraph Academic book reviews.

While there are many reasons to write an academic 4 paragraph book review, getting a "publication" is not one of them. Academic 4 paragraph book reviews rank somewhere below publishing in a semi-obscure conference proceedings, and somewhere slightly above "vaguely laudatory service to the profession.”

• order book review

Writing a 4 paragraph book review: nine top tips and things to avoid

• Look at past 4 paragraph book reviews they've published about similar books. After you've read the book, look at reviews for the same book from other major sources. Think about who reads the publication and what they most want out of a 4 paragraph book review. Read a bunch of 4 paragraph book reviews, especially from the journal that's asking you. Then you can get a sense for what is typically included in reviews in general, and in ones that you find helpful. Do not to be overly-effusive with praise. You want to be critical.

• E.g., if it's mostly teaching faculty reading this journal/site, they will want a review to address: can this be used in the classroom? Could students read it?

• There's bound to be something about it you like, so talk about that. Use lots of adjectives. It doesn't have to be lengthy and doesn't spoil the plot.

• Again the point here is not “if you can’t say something nice, don’t say it.” The point is writing this kind of essay requires you engage with the arguments the author presents, and don’t just slam them. An academic 4 paragraph book review is not a yelp review.

• Be keen to avoid typos and errata

• Don’t write an academic review of a book that you can't find anything redeemable about.

A 4 paragraph book review is an essential evaluation of a written text or an object, and this covers all the aspects of books, literature material, among many other forms that can be intertwined at this level. Things you should know about a 4 paragraph book review include:

• A review provides the reader with a concise summary of the entire content. This contains descriptions that are based on the topic and also its general argument and perspective or even purpose.

• A review does offer an essential assessment of the written material. It points out what you, as the reader, you find to be worth noting, whether it is captivating, persuasive, and how it made you feel about the whole issue.

• A review overly suggests at the end of the material at hand can be appreciated by an audience. 

How to write a 4 paragraph book review that is due in ...

1.    First, read the book, and as you are reading, make a few notes about the points you want to get across, and these can be in the form of questions:

• What are the author’s purposes and views regarding this book? - This can clearly be stated in such a few words in the preface of the book or the introduction part.

• What form of evidence does the author use to fortify the points he or she has made? Ask yourself if the evidence is compelling- Do points fully get supported by what the author brings forward as hard evidence?

• How does the book correspond to other books with the same topic relate? - Does this book have some unique aspects? Does it add original and new information, and what group of readers will find this book to provide utility? 

• Has the book been written by a professional writer? Does the author have the skills needed to write readable material?

• Which is an ideal level by which the book can criticize the book? Did the author manage to be successful in relaying his ideas across to the reader and achieve the main purpose of writing the book?

2.    Try to imagine you are telling your friend a story regarding something which may be interesting or not. When you do this, then it becomes much easier since you do not have to follow so many rules, which indeed lead to confusion, and then you’re caught in between the writer’s block since you are afraid of doing the wrong thing. A 4 paragraph book review is simple, and you shouldn’t over think it. Just write as if you are telling your friend a book you read last night.

3.    It is indeed imperative as you are telling your friend about the book you read that you do not forget to mention the name of the author. Remember, the story is not yours, and you should give credit where it’s due. It does not take much effort; just a second or two, and you have grasped that point as your professor is grading your paper.

4.    Make specific points regarding what you are planning to write. This makes it a lot easier, and I do it all the time. Make seven points (an example), then per every point, write a paragraph. It’s clear to see that this is the simplest method since you only need to write like 100 words per every point, and you are good to go. That’s an entire paper you’ve just written. Just make sure you list the points before you get to start writing your 4 paragraph book review.

5.    Before beginning to write your 4 paragraph book review, make sure you have made clear what your theme is since it’s quite disappointing if the reader of your 4 paragraph book review reads the entire text, and he or she doesn’t support what you have just reviewed. Make it clear at the beginning what you will be discussing about, and this makes it easier for everyone who is trying to read your 4 paragraph book review.

6.    You also have to grade the book as per its genre. Does it have one in the first place? Like, does it fall under drama, action & adventure, horror, satire, or even mystery? If it does, then state its genre. You have some points there from your professor!

7.    Think about the writing style the author has used. Does it appeal to your sense of humor? What do you like most about the narrative writing used, the descriptive or expository style used by the author. Comment on this the best way to like.

8.    Use quotes from the book itself. I mean, quotes from the author. This will give the reader some sense of authority that you indeed have read the book, and even if you are not agreeing or you agree with the author, it’s right to pass authorization to the author. Use parenthesis (and include page numbers), avoid self-citations; do not make your views on the topic since this is not your written work.

On the issue of self-citation:

• It would be reasonable to avoid repeating what is essential in the author’s work, but you would rather try a dialogue with other authors!

• At the early stage of 4 paragraph book reviewing, we tend to self-cite to boost overall citations. Avoid this pitfall. You will feel embarrassed at a later stage of career to see your papers filled with self-citations.

9.    I have stated this on point number 8, but I want to give you more details regarding the fact that you should not tell readers of your review what the book is about. Those are your views regarding the book, and they are STRICTLY not allowed since it’s not a written invitation to present your opinions regarding the book or the author. Your review should tell the readers if they should read the book, what is good about the book, or why they should not waste time reading the book altogether.

10.    Spend some time and do some light research regarding the author of the book. This information is vital since you will understand more why the author came up with such a book. A book comes from a writer’s mind, and it’s entirely appropriate that when you write a book, it will rotate around your life, your friends, early school life, etc. so a book is just an invitation to the mind of the author, and you have to explore effectively to come up with a well-written 4 paragraph book review.

Just a recap:

• Read the book and makes notes

• Write a 4 paragraph book review just like you’d imagine telling your friend a story

• State the author's name

• Plan your writing by making points

• State the theme of the 4 paragraph book review to readers during the early stages

• State the genre of the book

• State your opinion regarding the writing style used

• Quote the author in your text

• Do not write your ideas for the book. 

• Please do a deep dive and research EVERYTHING.

How to develop a 4 paragraph Book Report.

Instructors do like to assign 4 paragraph book report assignments, whether oral or in written format to 4th graders, and have you ever wondered why? Yes, you could think it’s an intentional way of forcing students to go deep into their books and read a large volume of books in the library. For sure, it’s even more than that if I can tell you the truth. Your instructor intends to broaden your understanding of today’s world and society, and that is precisely what good books do, they enlighten you to think and act the way the current trends in society expect you to behave regarding certain things. Books help in eye-opening and also in critical thinking. They aid in decision making, crucial eye-opening occurrences regarding experiences, and dealing with people too. This proves that a book is a tool that fully demonstrated that you have experienced reading books. 

What does a 4 paragraph book report include? - Depending on your grade level, 4 paragraph book report content may vary. A middle-grade 4 paragraph book report does provide the minimal or let’s say basic details as far as a book is concerned; for example, a plot summary, several comments regarding the scholar’s opinion, and general impressions. With 4 paragraph book reports that concern students on a higher educational level, you expect them to be a little more detailed and even to deal with themes and other complicated things that regard 4 paragraph book reports.

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Useful tips to help you write an outstanding 4 paragraph book report.

Before going too far with the body of your 4 paragraph book report, spend a few minutes to have all the following questions asked and answered at a personal level.

1)    Did you find the book to be enjoyable? - You can opt to answer this question, for example:

“The book was great; I learned so much about people as well as different cultures. What an amazing author and man.”

“I really love this book, and it’s quite a rare combination, an account of a daughter’s commitment to her dying father. The book was pleasurable to read, and Mike Smith writes gorgeously.”

“I liked the book but not very much; it’s just a book of a wonderful man, father, and grandfather. It’s also a book about diverse cultures. The author doesn’t have acute observations, and sympathy isn’t all that put together to bring the real picture of sad moments. It wasn’t achieved so well I’d say”

2)    Was it well written?

You can answer this question like this:

“The book is an account showing to what depths human beings can go to achieve something meaningful or worthy. The book is simply a well-written account depicting the struggle that human beings can reach. The book doesn’t, however, add anything significant to our knowledge-based regarding the first settlers of Poland.”

“It’s a well-written book, and it drew me from the very beginning. It made me feel like I was standing right there with them as they seek the treasures of the land. There are a lot of good books, and this is one of them actually. I truly enjoyed every part of it. Its rather crazy and fanciful story, though, but at its core, it unveils all aspects of today’s world and how human beings are, typically. It’s a powerful book.”

3)    What was the book’s genre?

Was the book a satire or an anthology which is among the most interesting genres, was it on this list? Philosophy, Biography, Business, Chick Lit, Children's, Christianity, Classics, Comics, Contemporary, Cookbooks, Crime, E-books, Fantasy, Fiction, Gay and Lesbian, Graphic Novels, Ancient Fiction, History, Horror, and finally thought the list could never be exhausted; Humor and Comedy.

4)   Who were the main characters?

 In fiction, which characters did play the most vital roles that intertwine well with the book's overall theme?

William Brown (The Travelling Horn Player)

William is a rebel child in Suburbia. His overall instincts are against what is termed as social-climbing and the humdrum. He has a way of befriending the outcasts.

Flashman (The Discworld Series)

Harry is funny, more honest, and ideally less harmful than the many brave fools whose paths he double-crosses. He is just an admirable rogue

5)    Did you notice ant reoccurring symbols?

In the book “The Old Man and The Sea,” lions are depicted to symbolize the youth, freedom, and immeasurable strength. 

The novella starts with the dream of Santiago, who dreamt about the lion on the beach. 

The lion does represent a hunter who is very wild, noble, and quite manly in nature and the lord and king of that specific area he is living in.

The lions also serve as a symbol of Santiago’s childhood as he reminisces seeing them on the beachside in Africa as he was sailing there as a youth man.

6)    Is the book part of a series?

Is the book part of a more significant collection of books? For example, Harry potter, hunger games, lord of the rings, a song of ice and fire, among other interesting book series ever produced.

7)    For non-fiction books, can you identify the writer’s thesis?

It’s essential to identify the thesis when it comes to non-fiction books. Typically you can simply identify this by being keen when a stance is developed that related to the topic of the book.

8)    What writing style is used in the book?

Does the author use expository writing, narrative writing, persuasive, or descriptive writing? Have you seen instances where the author has used more than one style of writing?

9)    Can a tone be noticeable in the book?

Has the author conveyed a tone in the book? For example, a tone can be introduced in a story using an adjective, which brings forth a feeling of fear, anxiety, excitement, worry. Foolish, smart or depressing moments

10)    Did you happen to come across intentional biases or slant?

You can easily detect bias and prejudice:

• Did the author use inflammatory text, for example, racial descriptions and slurs?

• Did the author make claims to demean?

• Did the author provide evidence which openly is meant to support one side while ignoring information that may demean what the author is trying to support?

11)    Conclusion of a 4th grade 4 paragraph book report.

There is not going to be a change in the conclusion that the few pages synopsis did not tell us. Read the book and then summarize it.

As you are concluding, consider to add the following impressions and opinions:

• Was the ending quite satisfactory for fiction stories?

• Did the evidence actively support the thesis? (Still in non-fiction)

• What facts can be noted as being interesting as far as the author is concerned?

• Finally, would you ever recommend this book to anyone?

Make sure that your conclusion covers an additional paragraph with these additional points. You can re-state the name of the author in this section as well (this entirely depends with your rubric)

Sample 4 paragraph book report 4 th grade

“This book I read was fascinating. Full of so many things. It had all of the makings of a great book. The story...really interesting. All of the characters had their own role to play. The conclusion was one of the best I've ever read." - DT 4 paragraph book report, c. 4th grade.

• Did you find the book to be enjoyable?

• Was it well written?

• Did you notice ant reoccurring symbols?

• Who were the main characters?

• Did you happen to come across intentional biases or slant?

• Is the book part of a series?

• For non-fiction books, can you identify the writer’s thesis?

• What writing style is used in the book?

• Can a tone be noticeable in the book?

• What was the book’s genre?

• Conclusion

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Improve Your Paper by Writing Structured Paragraphs

Download this Handout PDF

In academic writing, effective paragraphs serve as building blocks to construct a complex analysis or argument. Paragraphing helps readers to understand and process your ideas into meaningful units of thought.

What do paragraphs do?

Imagine reading this page without paragraph breaks. Paragraphs create order and logic by helping your reader recognize the boundaries where one point ends and another begins.

How long should a paragraph be?

In a first draft, it may make sense to set a goal for length. For example, you can set a goal of writing four to six sentences per paragraph: in that number of sentences you can announce an idea, prove that idea with evidence, and explain why this evidence matters by linking it to the overall goal of your paper.

In the final version of your paper you may have a shorter paragraph or two. Short paragraphs call a lot of attention to themselves, so they can effectively emphasize a point. Too many short paragraphs, however, may indicate that your ideas are not developed with evidence and analysis.

You’ll generally read and write longer paragraphs in academic papers. However, too many long paragraphs can provide readers with too much information to manage at one time. Readers need planned pauses or breaks when reading long complex papers in order to understand your presented ideas. Remember this writing mantra: “Give your readers a break!” or “Good paragraphs give one pause!”

Kinds of sentences in a paragraph

Thinking about paragraphs rigidly in terms of length may lead to formulaic writing. Instead, as you revise your draft think about how each sentence is functioning in your paragraph, and whether your paragraph has sufficient functional sentences to make its point.

Transition sentences guide your reader smoothly from the topic of the preceding paragraph into the topic of your new paragraph. Writers sometimes begin with a transition sentence before introducing the topic of the new paragraph.

A topic sentence states the main idea of a paragraph. Beginning a paragraph with a topic sentence ensures your reader recognizes early in the paragraph what larger idea the paragraph is going to demonstrate. Expert writers may not introduce the topic until the middle or end of the paragraph, and often imply their topics without ever writing a topic sentence.

Body sentences develop the topic of the paragraph. These sentences work to analyze data or quotations, describe a text or event, set up a comparison, showcase evidence, and sometimes they enumerate the logical points for readers to give them a sense of a paper’s bigger picture. In body sentences, you need to consider how much quoted data or evidence will demonstrate or prove your point.

Linking sentences relate back to the paper’s main argument by showing how the idea of that paragraph matches the overall goal of the paper.

Concluding sentences may bring a section to its end before you move on to a new section of the paper.

Some sample paragraphs

Undergraduate art analysis.

Notice how the writer develops the idea in the body sentences, as promised in the first sentence, and concludes her paragraph by offering a keen, close observation of specific details.

In order to understand how Manet’s work echoes or communicates with Titian’s, one must first consider the similarities between their paintings. To begin with, both take a nude woman as the subject. More than that, however, Manet directly copies the composition of Titian’s Venus; the overwhelming similarity in color and the figures’ arrangement in each painting prove this. Both women are lying in the same position with their heads on the left-hand side of the canvas. Both women have their left leg crossed over the right. Both women have flowers and accessories. Other key elements unite these paintings, as well: the arrangement of the sheets on the bed; the green curtains; the servants; and the small animal at the foot of the bed. All these features clearly indicate that Manet echoes Titian. If one stopped at the similarity in the composition, it would appear that both paintings communicate the same thing; both would be a celebration of the beauty of the human figure, and Manet’s voice would have added nothing new to the conversation; it would have no additional meaning besides venerating the masterful work of Titian. ( Used with permission .)

Undergraduate literary analysis

In this paragraph from a 2012 Lewis Prize-winning English essay, UW–Madison undergraduate Abby Becker organizes her sentences savvily. She first transitions her reader into her topic, then introduces the source of evidence for that paragraph before analyzing that source and returning to the topic with the new critical perspective that her analysis suggests.

In order for a political or social revolution to occur, connections must be formed. More means of communication lead to more opportunities to make connections. In Dos Passos’ The 42nd Parallel, J. Ward Moorehouse focuses on making business connections but never forms any relationships. He explains at a party that “he had come down in a purely unofficial way you understand to make contacts” (249). In business and politics, making contacts denotes an impersonal, removed way of dealing with people. This type of communication does not result in connections. Moorehouse’s connections are for his own political personal gain. There may be a connection but no insight or true relationship. Moorehouse views people as a tool to advance his own business and political agendas demonstrating that connections with people are often made out of selfish, egotistical motives.

Magazine profile

From a September 2006 The Atlantic article , by Marshall Poe, describing Jimmy Wales, Wikipedia, and collaborative knowledge. Notice how the first sentence introduces a philosophical issue that the body sentences define and link to both Wikipedia and Wales’s own personality.

Wales was an advocate of what is generically termed “openness” online. An “open” online community is one with few restrictions on membership or posting-everyone is welcome, and anyone can say anything as long as it’s generally on point and doesn’t include gratuitous ad hominem attacks. Openness fit not only Wales’s idea of objectivism, with its emphasis on reason and rejection of force, but also his mild personality. He doesn’t like to fight. He would rather suffer fools in silence, waiting for them to talk themselves out, than confront them. This patience would serve Wales well in the years to come.

From Spontaneous Gestures Influence Strategy Choices in Problem Solving (2011). UW-Madison Psychology Professor Martha Alibali et al. present empirical research on how children use physical gestures to acquire mathematical problem-solving knowledge. Notice the clarity of expression in the first paragraph’s topic sentence: the writer provides sufficient set-up to prepare readers for the data which comes at the end of each paragraph.

We predicted that participants in the gesture-allowed condition would be less likely than participants in the gesture-prohibited condition to generate the parity strategy, because the availability of gesture would promote use of perceptual-motor strategies instead. This was indeed the case; the proportion of participants who used the parity strategy on at least one trial was .74 in the gesture-allowed condition and .91 in the gesture-prohibited condition, _2(1, N = 85) = 4.17, p = .04 (Fig. 1). Once they generated the parity strategy, most participants (89%) used it on all subsequent trials.

Mechanical engineering

From Mounting methodologies to measure EUV reticle nonflatness (SPIE Proceedings 7470, 2009), by the lab of UW–Madison Professor Roxanne L. Engelstad. Notice how Battula et al. signal the practical consequence of their findings and also suggest that another result would be possible depending on further research.

Unfortunately, to map the entire reticle with a single measurement, a 12 in. beam expander is needed. With such a large optical system, the expander must be held rigidly, not allowing it to tip or tilt. Since the UW-CMC mount must remain vertical to be effective, it cannot be used in this scenario. Consequently, the application of this mount is limited. Thus, a number of new designs have been proposed by industry to address the alignment issues and provide for other options, such as automated handling. Three of these designs are described and evaluated in the following sections.

Literary studies

From Dorothy West’s Paradise: A Biography of Class and Color (2012), by UW–Madison Professor Sherrard-Johnson. Notice how the first two sentences give crucial background information in order to set up the topic sentence.

In Contested Waters: A Social History of Swimming Pools in America, Jeff Wiltse examines how U.S. swimming pools were transformed from interracial single-sex spaces in which class and gender were more important than race to “leisure resorts, where practically everyone in the community except black Americans swam together.” His study then follows what he calls the second social transformation—”when black Americans gained access through legal and social protest” and “white swimmers generally abandoned them for private pools.” The various iterations of West’s story, which discuss the span from 1950 to 1980, fall between these two moments in social and legal history. I am particularly intrigued by how the national history of segregated bathing areas informs the local, particular event described by West. Does the exclusion of blacks from the high beach parallel the segregation of public pools? In the early twentieth century, public bathing spaces were notoriously violent. The Chicago Riot in 1919 was touched off when white bathers threw rocks at black teenagers who had drifted into a white beach on Lake Michigan. Northerners’ use of pools during the Progressive era reinforced class and gender but not racial distinction. Working-class folk did not swim with the upper classes, but they were not as concerned about color. Following the Great Migration, the concerns about intimacy and sexuality that have always been latent in conversations about public space (in particular the public space of the pool) were directed at blacks. The peculiar democracy of the beach—in bathing suits it is more difficulty to determine class‐worked against black Americans. Wiltse marks this shift between the years of 1920 and 1940. The social changes that took place during this period shape West’s complex politics. (26)

Legal writing

Former UW–Madison School of Law Professor Arthur F. McEvoy wrote this model paragraph as part of a memorandum on effective writing. Notice that each of the body sentences illustrates and develops the main idea or topic sentence.

The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did. The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a “clincher” sentence that in some way signals completion of the paragraph’s point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows. While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

What this handout is about

This handout will help you understand how paragraphs are formed, how to develop stronger paragraphs, and how to completely and clearly express your ideas.

What is a paragraph?

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. A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the “controlling idea,” because it controls what happens in the rest of the paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of a particular paragraph will be, you must first decide on an argument and a working thesis statement for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper.

The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming . There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble.

So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? 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).

How do I organize a paragraph?

There are many different ways to organize a paragraph. The organization you choose will depend on the controlling idea of the paragraph. Below are a few possibilities for organization, with links to brief examples:

• Narration : Tell a story. Go chronologically, from start to finish. ( See an example. )
• Description : Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. ( See an example. )
• Process : Explain how something works, step by step. Perhaps follow a sequence—first, second, third. ( See an example. )
• Classification : Separate into groups or explain the various parts of a topic. ( See an example. )
• Illustration : Give examples and explain how those examples support your point. (See an example in the 5-step process below.)

Illustration paragraph: a 5-step example

From the list above, let’s choose “illustration” as our rhetorical purpose. We’ll walk through a 5-step process for building a paragraph that illustrates a point in an argument. For each step there is an explanation and example. Our example paragraph will be about human misconceptions of piranhas.

Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraph’s development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph’s controlling idea.

Controlling idea and topic sentence — Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans.

Step 2. Elaborate on the controlling idea

Paragraph development continues with an elaboration on the controlling idea, perhaps with an explanation, implication, or statement about significance. Our example offers a possible explanation for the pervasiveness of the myth.

Elaboration — This impression of piranhas is exacerbated by their mischaracterization in popular media.

Step 3. Give an example (or multiple examples)

Paragraph development progresses with an example (or more) that illustrates the claims made in the previous sentences.

Example — For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman.

Step 4. Explain the example(s)

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.

Continue the pattern of giving examples and explaining them until all points/examples that the writer deems necessary have been made and explained. NONE of your examples should be left unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

Explanation for example — Such a terrifying representation easily captures the imagination and promotes unnecessary fear.

Notice that the example and explanation steps of this 5-step process (steps 3 and 4) can be repeated as needed. The idea is that you continue to use this pattern until you have completely developed the main idea of the paragraph.

Step 5. Complete the paragraph’s idea or transition into the next paragraph

The final movement in paragraph development involves tying up the loose ends of the paragraph. At this point, you can remind your reader about the relevance of the information to the larger paper, or you can make a concluding point for this example. You might, however, simply transition to the next paragraph.

Sentences for completing a paragraph — While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Finished paragraph

Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans. This impression of piranhas is exacerbated by their mischaracterization in popular media. For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman. Such a terrifying representation easily captures the imagination and promotes unnecessary fear. While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Troubleshooting paragraphs

Problem: the paragraph has no topic sentence.

Imagine each paragraph as a sandwich. The real content of the sandwich—the meat or other filling—is in the middle. It includes all the evidence you need to make the point. But it gets kind of messy to eat a sandwich without any bread. Your readers don’t know what to do with all the evidence you’ve given them. So, the top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And, the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. In the original and revised paragraphs below, notice how a topic sentence expressing the controlling idea tells the reader the point of all the evidence.

Original paragraph

Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Revised paragraph

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Once you have mastered the use of topic sentences, you may decide that the topic sentence for a particular paragraph really shouldn’t be the first sentence of the paragraph. This is fine—the topic sentence can actually go at the beginning, middle, or end of a paragraph; what’s important is that it is in there somewhere so that readers know what the main idea of the paragraph is and how it relates back to the thesis of your paper. Suppose that we wanted to start the piranha paragraph with a transition sentence—something that reminds the reader of what happened in the previous paragraph—rather than with the topic sentence. Let’s suppose that the previous paragraph was about all kinds of animals that people are afraid of, like sharks, snakes, and spiders. Our paragraph might look like this (the topic sentence is bold):

Like sharks, snakes, and spiders, piranhas are widely feared. Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless . Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Problem: the paragraph has more than one controlling idea

If a paragraph has more than one main idea, consider eliminating sentences that relate to the second idea, or split the paragraph into two or more paragraphs, each with only one main idea. Watch our short video on reverse outlining to learn a quick way to test whether your paragraphs are unified. In the following paragraph, the final two sentences branch off into a different topic; so, the revised paragraph eliminates them and concludes with a sentence that reminds the reader of the paragraph’s main idea.

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. A number of South American groups eat piranhas. They fry or grill the fish and then serve them with coconut milk or tucupi, a sauce made from fermented manioc juices.

Problem: transitions are needed within the paragraph

You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper (see our handout on transitions ). Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially likely to be true within paragraphs that discuss multiple examples. Let’s take a look at a version of our piranha paragraph that uses transitions to orient the reader:

Although most people consider piranhas to be quite dangerous, they are, except in two main situations, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ instinct is to flee, not attack. But there are two situations in which a piranha bite is likely. The first is when a frightened piranha is lifted out of the water—for example, if it has been caught in a fishing net. The second is when the water level in pools where piranhas are living falls too low. A large number of fish may be trapped in a single pool, and if they are hungry, they may attack anything that enters the water.

In this example, you can see how the phrases “the first” and “the second” help the reader follow the organization of the ideas in the paragraph.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea. 2008. The St. Martin’s Handbook: Annotated Instructor’s Edition , 6th ed. New York: St. Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• Writing Paragraphs

How to Write a Paragraph

Last Updated: April 3, 2024 Fact Checked

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 2,831,620 times.

Writing can seem like a challenge, but it doesn't have to be difficult! These suggestions will help you put together A+ paragraphs in no time.

Planning Your Paragraph

• What is the prompt I have been given? If you are writing a paragraph as a response or answer to a particular prompt, such as "You have decided to donate money to charity. Which charity do you choose and why?" or "Describe your favorite day of the week," you will need to think carefully about that prompt and make sure you are directly addressing it, rather than going off-topic.
• What are the main ideas or topics that I need to address? Think about the topic you are being asked or have decided to write about, and consider what the most relevant ideas or s relating to that topic are. As paragraphs are usually relatively short, it is important that you try to hit on all the main ideas, without going off-topic.
• Who am I writing for? Think about whom the intended readership of this paragraph or paper will be. What is their prior knowledge? Are they familiar with the topic at hand, or will it require many explanatory sentences?
• If your paragraphs are part of a larger essay, writing an essay outline can help you define the major ideas or goals of each paragraph.

• At this point, you may realize that there's a gap in your knowledge and that it will be necessary to look up some facts and figures to support your argument .
• It's a good idea to do this research now, so you will have all the relevant information easily at hand when it comes to the writing stage.

• This new order may be chronological, may put the most important information first, or may just make the paragraph easier and more interesting to read - it all depends on the topic and style of the paragraph you wish to write. [2] X Research source
• Once you have decided where you want everything to go, you can rewrite your points according to this new structure - this will help to make the writing process a lot faster and more straightforward.

Writing Your Paragraph

• Every other sentence you write should support the topic sentence and provide further detail and discussion of the s or ideas it raises. If any sentence you write cannot be directly related to the topic sentence, it should not be included in this particular paragraph.
• More experienced writers can include their topic sentence at any point in the paragraph; it doesn't necessarily need to be the first line. However, writers who are new or less comfortable with paragraph writing should stick with having the topic sentence first, as it will help to guide you throughout the rest of the paragraph. [1] X Research source
• Your topic sentence should not be too broad or too narrow. If your topic sentence is too broad, you will not be able to discuss its ideas adequately in your paragraph. If it’s too narrow, you won’t have enough to discuss.

• Link each sentence with transition words that form a bridge between one sentence and the next. Transition words can help you compare and contrast, show sequence, show cause, and effect, highlight important ideas, and progress smoothly from one idea to the next. Such transition words include “furthermore”, “in fact” and “in addition to”. You can also use chronological transitions, such as “firstly”, “secondly” and “thirdly”. [2] X Research source
• The supporting sentences are the meat of your paragraph, so you should fill them with as much evidence to support your topic sentence as possible. Depending on the topic, you can use facts, figures, statistics, and examples, or you can use stories, anecdotes, and quotes. Anything goes, as long as it is relevant. [1] X Research source
• In terms of length, three to five sentences will usually be enough to cover your main points and adequately support your topic sentence, but this will vary greatly depending on the topic and the length of the paper you are writing. There is no set length for a paragraph. It should be as long as it needs to be adequate to cover the main idea. [2] X Research source [3] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

• Don’t just reword the topic sentence. Your concluding sentence should acknowledge the discussion that has come before it and remind your reader of the relevance of this discussion. [4] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
• For example, in a paragraph dealing with the topic "Why is Canada a great place to live?" The concluding sentence might look something like "From all the evidence provided above, such as Canada's fantastic health care provisions, its top-notch education system, and its clean, safe cities, we can conclude that Canada is indeed a great place to live."

• A new paragraph is also used each time you are contrasting two points or presenting each side of an argument. For example, if your topic is "should civil servants receive lower salaries?" one paragraph would deal with the arguments supporting lower pay for civil servants, while the other paragraph would provide arguments against it. [1] X Research source
• Paragraphs make a piece of writing easier to comprehend and give readers a “break” between new ideas to digest what they have just read. If you feel that the paragraph you are writing is becoming too complex, or contains a series of complex points, you may want to think about splitting it up into individual paragraphs. [1] X Research source
• When writing a paper, the introduction, and conclusion should always be given their paragraphs. The introductory paragraph should define the aim of the paper and what it hopes to achieve, while also giving a brief outline of the ideas and s it will go on to discuss. [15] X Research source The concluding paragraph provides a summary of the information and arguments contained in the paper and states in clear terms what the paper has shown and/or proven. It may also introduce a new idea, one that opens the reader's mind to the questions raised by the paper. [16] X Research source
• If you’re writing fiction, you need to start a new paragraph in dialogue to show a new speaker. [17] X Research source

Reviewing Your Paragraph

• Ensure that each sentence has a subject and that all proper nouns are capitalized. Also, make sure that all the subjects and verbs agree with each other and that you use the same tense across the entire paragraph.
• Use a dictionary to double-check the spelling of words that you are unsure about, don't just assume that they are correct.
• Check your paragraph for the proper use of punctuation , making sure that you use marks such as commas, colons, semicolons, and ellipses in the correct context.

• The point of view of your writing should remain consistent throughout the paragraph, and indeed, the entire paper. For example, if you are writing in the first person (e.g., "I believe that...") you should not switch to a passive voice ("it is believed that") halfway through.
• However, you should also try to avoid beginning every sentence with "I think..." or "I contend that..." Try to vary the format of your sentences, as this will make the paragraph more interesting for the reader and help it to flow more naturally.
• For beginner writers, it is better to stick to short, to-the-point sentences which clearly express your point. Long, rambling sentences can rapidly become incoherent or fall victim to grammatical errors, so try to avoid them until you gain more experience as a writer.

• If you feel that the main claim of your topic sentence is sufficiently supported and well-developed by the contents of the rest of your paragraph, then your paragraph is probably complete. However, if any important aspect of the topic remains unexplored or unexplained or if the paragraph is shorter than three sentences, it likely needs a little more work. [20] X Research source
• On the other hand, you may decide that your paragraph is too long and contains superfluous or tangential content. If this is the case, you should edit the paragraph, so it contains only the most relevant information.
• If you feel that all the content is necessary to your point, but the paragraph is still too long, you should think about breaking it up into several smaller, more specific paragraphs. For Example: Instead of writing- 'So we say that if people are negative to you just be friendly to them.' You could write- 'So, to conclude, just be friendly to the people who are negative to you.'

Paragraph Help

Expert Q&A

• There are no hard-and-fast rules for how long a paragraph should be.Instead, make sure there are natural breaks. Each paragraph should contain one main idea and whatever writing supports it. Thanks Helpful 4 Not Helpful 0
• When you are reading, notice how paragraphs are divided. If you learn what a paragraph is by experience, you can divide writing into appropriate parts by feel. Thanks Helpful 2 Not Helpful 4
• Topic sentence
• Supportive sentence(s)
• Concluding sentence

• Don't wait until the last minute if this is for a school assignment. Give yourself plenty of time to plan out and write each paragraph. Your assignment will be of a much higher quality as a result. Thanks Helpful 76 Not Helpful 14

You Might Also Like

• ↑ 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 https://www.csun.edu/sites/default/files/Auerbach-Handout-Paragraph-Writing-Examples.pdf
• ↑ 2.0 2.1 2.2 2.3 2.4 2.5 2.6 https://www.student.unsw.edu.au/writing-your-essay
• ↑ https://writingcenter.unc.edu/tips-and-tools/paragraphs/
• ↑ https://libguides.astate.edu/papers/introparagraph
• ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html

About This Article

To write a great paragraph, start with a topic sentence that states the subject and main idea. In the next 3-5 sentences, present evidence, like facts, examples, or even short anecdotes, to back up your main idea. Use transition phrases, like “in addition to,” or “however,” to help your paragraph flow well. Finish the paragraph with a concluding sentence that reinforces the main idea, briefly sums up the evidence, and hints at the ideas to come in the next paragraph. To learn more from our English Ph.D. co-author, such as when to start a new paragraph or revise your writing, keep reading! Did this summary help you? Yes No

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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