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As the name suggests, the main body is the main part of your essay. It is a collection of paragraphs related to your topic, and in order to understand how to write a good main body, you need to understand how to write good paragraphs. This section will help you understand the three main structural components of any good paragraph: the topic sentence , supporting sentences , and the concluding sentence . An example essay has been given to help you understand all of these, and there is a checklist at the end which you can use for editing your main body.
The topic sentence is the most important sentence in a paragraph. It is usually the first sentence, though may sometimes also be placed at the end. It indicates what the paragraph is going to discuss, and thus serves as a useful guide both for the writer and the reader; the writer can have a clear idea what information to include (and what information to exclude), while the reader will have a clear idea of what the paragraph will discuss, which will aid in understanding.
The topic sentence comprises two separate parts: the topic of the paragraph, and the controlling idea, which limits the topic to one or two areas that can be discussed fully in one paragraph.
Consider the following topic sentence (from the example essay below):
The most striking advantage of the car is its convenience .
The topic of this short essay is the advantages and disadvantages of cars, as a result of which each paragraph has either the advantages or the disadvantages of cars as its topic. In this case, the topic is the advantage of cars . The controlling idea is convenience , which limits the discussion of advantages of cars to this one idea. This paragraph will therefore give supporting ideas (reasons, facts, etc.) to show why convenience is an advantage of cars.
Here is another topic sentence from the same example essay :
Despite this advantage, cars have many significant disadvantages , the most important of which is the pollution they cause.
The topic of this paragraph is the disadvantage of cars . The controlling idea is pollution . This paragraph will therefore give supporting ideas (reasons, facts, etc.) to show why pollution is a disadvantage of cars.
Here is the final topic sentence from the same example essay :
A further disadvantage is the traffic problems that they cause in many cities and towns of the world.
The topic of this paragraph is again the disadvantage of cars . The controlling idea this time is traffic problems . This paragraph will therefore give supporting ideas (reasons, facts, etc.) to show why traffic congestion is a disadvantage of cars.
The following are key points to remember about the topic sentence:
Supporting sentences develop the topic sentence. They are more specific than the topic sentence, giving reasons, examples, facts, statistics, and citations in support of the main idea of the paragraph.
Below is the whole paragraph for the second topic sentence above. The supporting sentences are in bold.
Despite this advantage, cars have many significant disadvantages, the most important of which is the pollution they cause. Almost all cars run either on petrol or diesel fuel, both of which are fossil fuels. Burning these fuels causes the car to emit serious pollutants, such as carbon dioxide, carbon monoxide, and nitrous oxide. Not only are these gases harmful for health, causing respiratory disease and other illnesses, they also contribute to global warming, an increasing problem in the modern world. According to the Union of Concerned Scientists (2013), transportation in the US accounts for 30% of all carbon dioxide production in that country, with 60% of these emissions coming from cars and small trucks. In short, pollution is a major drawback of cars.
The paragraph above has the following support:
The concluding sentence is an optional component of a paragraph. In other words, it is not absolutely necessary. It most useful for especially long paragraphs, as it will help the reader to remember of the main ideas of the paragraph.
Below is the concluding sentence from the paragraph above:
In short, the harm to our health and to the environment means that pollution from cars is a major drawback.
Here the concluding sentence not only repeats the controlling idea of the topic sentence , that cars cause pollution, but also summarises the information of the paragraph, which is that the pollution from cars is harmful to both our health and the environment.
The following are useful transition signals to use for the concluding sentence:
Below is a discussion essay which looks at the advantages and disadvantages of car ownership. This essay is used throughout the essay writing section to help you understand different aspects of essay writing. Here it focuses on topic sentences and controlling ideas (mentioned on this page), the thesis statement and general statements of the introduction, and the summary and final comment of the conclusion. Click on the different areas (in the shaded boxes to the right) to highlight the different structural aspects in this essay.
Although they were invented almost a hundred years ago, for decades cars were only owned by the rich. Since the 60s and 70s they have become increasingly affordable, and now most families in developed nations, and a growing number in developing countries, own a car. While cars have undoubted advantages , of which their convenience is the most apparent, they have significant drawbacks , most notably pollution and traffic problems . The most striking advantage of the car is its convenience. When travelling long distance, there may be only one choice of bus or train per day, which may be at an unsuitable time. The car, however, allows people to travel at any time they wish, and to almost any destination they choose. Despite this advantage, cars have many significant disadvantages , the most important of which is the pollution they cause. Almost all cars run either on petrol or diesel fuel, both of which are fossil fuels. Burning these fuels causes the car to emit serious pollutants, such as carbon dioxide, carbon monoxide, and nitrous oxide. Not only are these gases harmful for health, causing respiratory disease and other illnesses, they also contribute to global warming, an increasing problem in the modern world. According to the Union of Concerned Scientists (2013), transportation in the US accounts for 30% of all carbon dioxide production in that country, with 60% of these emissions coming from cars and small trucks. In short, pollution is a major drawback of cars. A further disadvantage is the traffic problems that they cause in many cities and towns of the world. While car ownership is increasing in almost all countries of the world, especially in developing countries, the amount of available roadway in cities is not increasing at an equal pace. This can lead to traffic congestion, in particular during the morning and evening rush hour. In some cities, this congestion can be severe, and delays of several hours can be a common occurrence. Such congestion can also affect those people who travel out of cities at the weekend. Spending hours sitting in an idle car means that this form of transport can in fact be less convenient than trains or aeroplanes or other forms of public transport. In conclusion, while the car is advantageous for its convenience , it has some important disadvantages , in particular the pollution it causes and the rise of traffic jams . If countries can invest in the development of technology for green fuels, and if car owners can think of alternatives such as car sharing, then some of these problems can be lessened. References
Union of Concerned Scientists (2013). Car Emissions and Global Warming. www.ucsusa.org/clean vehicles/why-clean-cars/global-warming/ (Access date: 8 August, 2013)
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Below is a checklist for the main body of an essay. Use it to check your own writing, or get a peer (another student) to help you.
Each paragraph has a | ||
Each topic sentence has a suitable topic and controlling idea | ||
Each paragraph has detailed (facts, reasons, examples, citations, etc.) | ||
Long paragraphs include a to make the paragraph clearer | ||
Any concluding sentences are introduced using clear |
Find out how to structure the conclusion of an essay in the next section.
Go back to the previous section about the essay introduction .
Author: Sheldon Smith ‖ Last modified: 26 January 2022.
Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .
Compare & contrast essays examine the similarities of two or more objects, and the differences.
Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).
Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.
Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).
Transition signals are useful in achieving good cohesion and coherence in your writing.
Reporting verbs are used to link your in-text citations to the information cited.
The essay body itself is organised into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly.
Each body paragraph has three sections. First is the topic sentence . This lets the reader know what the paragraph is going to be about and the main point it will make. It gives the paragraph’s point straight away. Next – and largest – is the supporting sentences . These expand on the central idea, explaining it in more detail, exploring what it means, and of course giving the evidence and argument that back it up. This is where you use your research to support your argument. Then there is a concluding sentence . This restates the idea in the topic sentence, to remind the reader of your main point. It also shows how that point helps answer the question.
TOPIC SENTENCE/ In his numerous writings, Marx critiques capitalism by identifying its flaws. ANALYSIS OF EVIDENCE/ By critiquing the political economy and capitalism, Marx implores his reader to think critically about their position in society and restores awareness in the proletariat class. EVIDENCE/ To Marx, capitalism is a system characterized by the “exploitation of the many by the few,” in which workers accept the exploitation of their labor and receive only harm of “alienation,” rather than true benefits ( MER 487). He writes that “labour produces for the rich wonderful things – but for the worker it produces privation. It produces palaces—but for the worker, hovels. It produces beauty—but for the worker, deformity” (MER 73). Marx argues capitalism is a system in which the laborer is repeatedly harmed and estranged from himself, his labor, and other people, while the owner of his labor – the capitalist – receives the benefits ( MER 74). And while industry progresses, the worker “sinks deeper and deeper below the conditions of existence of his own class” ( MER 483). ANALYSIS OF EVIDENCE/ But while Marx critiques the political economy, he does not explicitly say “capitalism is wrong.” Rather, his close examination of the system makes its flaws obvious. Only once the working class realizes the flaws of the system, Marx believes, will they - must they - rise up against their bourgeois masters and achieve the necessary and inevitable communist revolution.
Not every paragraph will be structured exactly like this one, of course. But as you draft your own paragraphs, look for all three of these elements: topic sentence, evidence, and analysis.
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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:
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…
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…
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.
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:
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January 29, 2024
No matter the discipline, college success requires mastering several academic basics, including the body paragraph. This article will provide tips on drafting and editing a strong body paragraph before examining several body paragraph examples. Before we look at how to start a body paragraph and how to write a body paragraph for a college essay (or other writing assignment), let’s define what exactly a body paragraph is.
Simply put, a body paragraph consists of everything in an academic essay that does not constitute the introduction and conclusion. It makes up everything in between. In a five-paragraph, thesis-style essay (which most high schoolers encounter before heading off to college), there are three body paragraphs. Longer essays with more complex arguments will include many more body paragraphs.
We might correlate body paragraphs with bodily appendages—say, a leg. Both operate in a somewhat isolated way to perform specific operations, yet are integral to creating a cohesive, functioning whole. A leg helps the body sit, walk, and run. Like legs, body paragraphs work to move an essay along, by leading the reader through several convincing ideas. Together, these ideas, sometimes called topics, or points, work to prove an overall argument, called the essay’s thesis.
If you compared an essay on Kant’s theory of beauty to an essay on migratory birds, you’d notice that the body paragraphs differ drastically. However, on closer inspection, you’d probably find that they included many of the same key components. Most body paragraphs will include specific, detailed evidence, an analysis of the evidence, a conclusion drawn by the author, and several tie-ins to the larger ideas at play. They’ll also include transitions and citations leading the reader to source material. We’ll go into more detail on these components soon. First, let’s see if you’ve organized your essay so that you’ll know how to start a body paragraph.
It can be tempting to start writing your college essay as soon as you sit down at your desk. The sooner begun, the sooner done, right? I’d recommend resisting that itch. Instead, pull up a blank document on your screen and make an outline. There are numerous reasons to make an outline, and most involve helping you stay on track. This is especially true of longer college papers, like the 60+ page dissertation some seniors are required to write. Even with regular writing assignments with a page count between 4-10, an outline will help you visualize your argumentation strategy. Moreover, it will help you order your key points and their relevant evidence from most to least convincing. This in turn will determine the order of your body paragraphs.
The most convincing sequence of body paragraphs will depend entirely on your paper’s subject. Let’s say you’re writing about Penelope’s success in outwitting male counterparts in The Odyssey . You may want to begin with Penelope’s weaving, the most obvious way in which Penelope dupes her suitors. You can end with Penelope’s ingenious way of outsmarting her own husband. Because this evidence is more ambiguous it will require a more nuanced analysis. Thus, it’ll work best as your final body paragraph, after readers have already been convinced of more digestible evidence. If in doubt, keep your body paragraph order chronological.
It can be worthwhile to consider your topic from multiple perspectives. You may decide to include a body paragraph that sets out to consider and refute an opposing point to your thesis. This type of body paragraph will often appear near the end of the essay. It works to erase any lingering doubts readers may have had, and requires strong rhetorical techniques.
Once you’ve determined which key points will best support your argument and in what order, draft an introduction. This is a crucial step towards writing a body paragraph. First, it will set the tone for the rest of your paper. Second, it will require you to articulate your thesis statement in specific, concise wording. Highlight or bold your thesis statement, so you can refer back to it quickly. You should be looking at your thesis throughout the drafting of your body paragraphs.
Finally, make sure that your introduction indicates which key points you’ll be covering in your body paragraphs, and in what order. While this level of organization might seem like overkill, it will indicate to the reader that your entire paper is minutely thought-out. It will boost your reader’s confidence going in. They’ll feel reassured and open to your thought process if they can see that it follows a clear path.
Now that you have an essay outline and introduction, you’re ready to draft your body paragraphs.
At this point, you know your body paragraph topic, the key point you’re trying to make, and you’ve gathered your evidence. The next thing to do is write! The words highlighted in bold below comprise the main components that will make up your body paragraph. (You’ll notice in the body paragraph examples below that the order of these components is flexible.)
Start with a topic sentence . This will indicate the main point you plan to make that will work to support your overall thesis. Your topic sentence also alerts the reader to the change in topic from the last paragraph to the current one. In making this new topic known, you’ll want to create a transition from the last topic to this one.
Transitions appear in nearly every paragraph of a college essay, apart from the introduction. They create a link between disparate ideas. (For example, if your transition comes at the end of paragraph 4, you won’t need a second transition at the beginning of paragraph 5.) The University of Wisconsin-Madison’s Writing Center has a page devoted to Developing Strategic Transitions . Likewise, the University of North Carolina at Chapel Hill’s Writing Center offers help on paragraph transitions .
With the topic sentence written, you’ll need to prove your point through tangible evidence. This requires several sentences with various components. You’ll want to provide more context , going into greater detail to situate the reader within the topic. Next, you’ll provide evidence , often in the form of a quote, facts, or data, and supply a source citation . Citing your source is paramount. Sources indicate that your evidence is empirical and objective. It implies that your evidence is knowledge shared by others in the academic community. Sometimes you’ll want to provide multiple pieces of evidence, if the evidence is similar and can be grouped together.
After providing evidence, you must provide an interpretation and analysis of this evidence. In other words, use rhetorical techniques to paraphrase what your evidence seems to suggest. Break down the evidence further and explain and summarize it in new words. Don’t simply skip to your conclusion. Your evidence should never stand for itself. Why? Because your interpretation and analysis allow you to exhibit original, analytical, and critical thinking skills.
Depending on what evidence you’re using, you may repeat some of these components in the same body paragraph. This might look like: more context + further evidence + increased interpretation and analysis . All this will add up to proving and reaffirming your body paragraph’s main point . To do so, conclude your body paragraph by reformulating your thesis statement in light of the information you’ve given. I recommend comparing your original thesis statement to your paragraph’s concluding statement. Do they align? Does your body paragraph create a sound connection to the overall academic argument? If not, you’ll need to fix this issue when you edit your body paragraph.
As you go over each body paragraph of your college essay, keep this short checklist in mind.
Our first body paragraph example comes from the College Transitions article “ How to Write the AP Lang Argument Essay .” Here’s the prompt: Write an essay that argues your position on the value of striving for perfection.
Here’s the example thesis statement, taken from the introduction paragraph: “Striving for perfection can only lead us to shortchange ourselves. Instead, we should value learning, growth, and creativity and not worry whether we are first or fifth best.” Now let’s see how this writer builds an argument against perfection through one main point across two body paragraphs. (While this writer has split this idea into two paragraphs, one to address a problem and one to provide an alternative resolution, it could easily be combined into one paragraph.)
“Students often feel the need to be perfect in their classes, and this can cause students to struggle or stop making an effort in class. In elementary and middle school, for example, I was very nervous about public speaking. When I had to give a speech, my voice would shake, and I would turn very red. My teachers always told me “relax!” and I got Bs on Cs on my speeches. As a result, I put more pressure on myself to do well, spending extra time making my speeches perfect and rehearsing late at night at home. But this pressure only made me more nervous, and I started getting stomach aches before speaking in public.
“Once I got to high school, however, I started doing YouTube make-up tutorials with a friend. We made videos just for fun, and laughed when we made mistakes or said something silly. Only then, when I wasn’t striving to be perfect, did I get more comfortable with public speaking.”
In this body paragraph example, the writer uses their personal experience as evidence against the value of striving for perfection. The writer sets up this example with a topic sentence that acts as a transition from the introduction. They also situate the reader in the classroom. The evidence takes the form of emotion and physical reactions to the pressure of public speaking (nervousness, shaking voice, blushing). Evidence also takes the form of poor results (mediocre grades). Rather than interpret the evidence from an analytical perspective, the writer produces more evidence to underline their point. (This method works fine for a narrative-style essay.) It’s clear that working harder to be perfect further increased the student’s nausea.
The writer proves their point in the second paragraph, through a counter-example. The main point is that improvement comes more naturally when the pressure is lifted; when amusement is possible and mistakes aren’t something to fear. This point ties back in with the thesis, that “we should value learning, growth, and creativity” over perfection.
This second body paragraph example comes from the College Transitions article “ How to Write the AP Lang Rhetorical Analysis Essay .” Here’s an abridged version of the prompt: Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.
Here’s the example thesis statement, taken from the introduction paragraph: “Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.” Now read the body paragraph example, below.
“To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.”
The first sentence in this body paragraph example indicates that the topic is transitioning into biblical references as a means of motivating ordinary citizens. The evidence comes as quotes taken from Obama’s speech. One is a reference to God, and the other an allusion to a story from the bible. The subsequent interpretation and analysis demonstrate that Obama’s biblical references imply a deeper, moral and spiritual significance. The concluding sentence draws together the morality inherent in equal rights with Rosa Parks’ power to spark change. Through the words “no political power or fortune,” and “moral balance,” the writer ties the point proven in this body paragraph back to the thesis statement. Obama promises that “All of us” (no matter how small our influence) “are capable of achieving greater good”—a greater moral good.
Before you body paragraphs come the start and, after your body paragraphs, the conclusion, of course! If you’ve found this article helpful, be sure to read up on how to start a college essay and how to end a college essay .
You may also find the following blogs to be of interest:
With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.
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In a way, these academic essays are like a court trial. The attorney, whether prosecuting the case or defending it, begins with an opening statement explaining the background and telling the jury what he or she intends to prove (the thesis statement). Then, the attorney presents witnesses for proof (the body of the paragraphs). Lastly, the attorney presents the closing argument (concluding paragraph).
There are a variety of approaches regarding the content of the introduction paragraph such as a brief outline of the proof, an anecdote, explaining key ideas, and asking a question. In addition, some textbooks say that an introduction can be more than one paragraph. The placement of the thesis statement is another variable depending on the instructor and/or text. The approach used in this lesson is that an introduction paragraph gives background information leading into the thesis which is the main idea of the paper, which is stated at the end.
The background in the introductory paragraph consists of information about the circumstances of the thesis. This background information often starts in the introductory paragraph with a general statement which is then refined to the most specific sentence of the essay, the thesis. Background sentences include information about the topic and the controversy. It is important to note that in this approach, the proof for the thesis is not found in the introduction except, possibly, as part of a thesis statement which includes the key elements of the proof. Proof is presented and expanded on in the body.
Some instructors may prefer other types of content in the introduction in addition to the thesis. It is best to check with an instructor as to whether he or she has a preference for content. Generally, the thesis must be stated in the introduction.
The thesis is the position statement. It must contain a subject and a verb and express a complete thought. It must also be defensible. This means it should be an arguable point with which people could reasonably disagree. The more focused and narrow the thesis statement, the better a paper will generally be.
If you are given a question in the instructions for your paper, the thesis statement is a one-sentence answer taking a position on the question.
If you are given a topic instead of a question, then in order to create a thesis statement, you must narrow your analysis of the topic to a specific controversial issue about the topic to take a stand. If it is not a research paper, some brainstorming (jotting down what comes to mind on the issue) should help determine a specific question.
If it is a research paper, the process begins with exploratory research, which should show the various issues and controversies. It should, ultimately, lead to the specific question. Then, the research becomes focused on the question, which should lead to taking a position on the question.
These methods of determining a thesis are still answering a question. It’s just that you pose a question to answer for the thesis. Here is an example.
Suppose, one of the topics you are given to write about is America’s National Parks. Books have been written about this subject. In fact, books have been written just about a single park. As you are thinking about it, you may realize how there is an issue about balancing between preserving the wilderness and allowing visitors. The question would then be Should visitors to America’s National Parks be regulated in order to preserve the wilderness?
One thesis might be "There is no need for regulations for visiting America’s National Parks to preserve the wilderness."
Another might be "There should be reasonable regulations for visiting America’s National Parks in order to preserve the wilderness."
Finally, avoid using expressions that announce, “Now I will prove…” or “This essay is about…” Instead of telling the reader what the paper is about, a good paper simply proves the thesis in the body. Generally, you shouldn’t refer to your paper in your paper.
Here is an example of a good introduction with the thesis:
Not too long ago, everyday life was filled with burdensome, time-consuming chores that left little time for much more than completing these tasks. People generally worked from their homes or within walking distance to their homes and rarely traveled far from them. People were limited to whatever their physical capacities were. All this changed dramatically as new technologies developed. Modern technology has most improved our lives through convenience, efficiency, and accessibility.
Note how the background is general and leads up to the thesis. No proof is given in the background sentences about how technology has improved lives.
Moreover, notice that the thesis is the last sentence of the introduction. It is a defensible statement.
A reasonable person could argue the opposite position: Although modern technology has provided easier ways of completing some tasks, it has diminished the quality of life since people have to work too many hours to acquire these gadgets, have developed health problems as a result of excess use, and have lost focus on what is really valuable in life.
For more information on body paragraphs and supporting evidence, see Proving a Thesis – Evidence and Proving a Thesis – Logic, and Logical Fallacies and Appeals in Related Pages on the right sidebar.
Body paragraphs give proof for the thesis. They should have one proof point per paragraph expressed in a topic sentence. The topic sentence is usually found at the beginning of each body paragraph and, like a thesis, must be a complete sentence. Each topic sentence must be directly related to and support the argument made by the thesis.
After the topic sentence, the rest of the paragraph should go on to support this one proof with examples and explanation. It is the details that support the topic sentences in the body paragraphs that make the arguments strong.
If the thesis statement stated that technology improved the quality of life, each body paragraph should begin with a reason why it has improved the quality of life. This reason is called a topic sentence . Following are three examples of body paragraphs that provide support for the thesis that modern technology has improved our lives through convenience, efficiency, and accessibility:
Almost every aspect of our lives has been improved through convenience provided by modern technology. From the sound of music from an alarm clock in the morning to the end of the day being entertained in the convenience of our living room, our lives are improved. The automatic coffee maker has the coffee ready at a certain time. Cars or public transportation bring people to work where computers operate at the push of a button. At home, there’s the convenience of washing machines and dryers, dishwashers, air conditioners, and power lawn mowers. Modern technology has made life better with many conveniences. Not only has technology improved our lives through convenience, it has improved our lives through efficiency. The time saved by machines doing most of the work leaves more time for people to develop their personal goals or to just relax. Years ago, when doing laundry could take all day, there wasn’t time left over to read or go to school or even just to take a leisurely walk. Nowadays, people have more time and energy than ever to simply enjoy their lives and pursue their goals thanks to the efficiency of modern technology. Accessibility to a wide range of options has been expanded through modern technology. Never before could people cross a continent or an ocean in an afternoon. Travel is not the only way technology has created accessibility. Software which types from voice commands has made using computers more accessible for school or work. People with special needs have many new options thanks to modern technology such as special chairs or text readers. Actually, those people who need hearing aids as a result of normal aging have access to continued communication and enjoyment of entertainment they did not previously have. There are many ways technology has improved lives through increased accessibility.
Notice how these proof paragraphs stick to one proof point introduced in the topic sentences. These three paragraphs, not only support the original thesis, but go on to give details and explanations which explain the proof point in the topic sentence.
Instructors vary of what they expect in the conclusion; however, there is general agreement that conclusions should not introduce any new proof points, should include a restatement of the thesis, and should not contain any words such as “In conclusion.”
Some instructors want only a summary of the proof and a restatement of the thesis. Some instructors ask for a general prediction or implication of the information presented without a restatement of thesis. Still others may want to include a restatement along with a general prediction or implication of the information presents. Be sure to review assignment instructions or check with instructor. If your assignment instructions don’t specify, just sum up the proof and restate the thesis.
Modern technology has created many conveniences in everyday from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Modern technology has improved our lives through convenience, efficiency, and accessibility.
See how the thesis statement was restated. The two major arguments about the possible locations proven to be incorrect were also included to remind the reader of the major proof points made in the paper.
Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity.
Here’s an example of a conclusion with a general prediction or implication statement with a restatement of thesis.
Modern technology has created many conveniences in everyday life from waking up to music to having coffee ready to getting to work and doing a day’s work. The efficiency provided by technology gives people more time to enjoy life and pursue personal development, and the accessibility has broadened options for travel, school, and work. Without it, everyday life would be filled with burdensome tasks and be limited to our neighborhood and our physical capacity. Modern technology has improved our lives through convenience, efficiency, and accessibility.
The main body of your assignment should present a clear and logical response to the question. You should discuss and evidence a few key points in detail, rather than including lots of points that are dealt with in a superficial way.
You should use focussed and connected paragraphs to develop your argument.
Paragraphs are an important part of how we structure writing. They form distinct sections of text, usually on one topic or theme and are made up of several sentences. Without paragraphs it would be difficult to follow the argument in an essay or the evidence presented in a report.
Whatever type of writing you undertake at university and beyond, well-constructed paragraphs will enhance the readability and presentation of your work.
In academic work, paragraphs should have:
You may be asked to produce different types of writing at university. Essays are one of the most common types of writing, but you might also need to write reports, reflections, summaries, reviews or blogs. Paragraphs in different forms of writing can have different characteristics.
For example, in essay writing it is important to be balanced and represent the voice of the writer. In a report, you still need purpose, clarity, accuracy and criticality, but the extent to which every paragraph within that report needs balance and a writer’s voice, might vary.
Explore our Examples of paragraphs in academic writing resource to learn more about how paragraphs work in different subject disciplines and contexts. Each example has a commentary, showing how each part works together to create an effective paragraph.
You can also find your own examples by analysing the texts recommended in your reading lists. Use these to try to identify what works and how you could use the same techniques in your writing.
Find out about each of the characteristics of paragraphs in more detail below or skip to a particular section with these links:
Every paragraph should have a unique purpose, so that each one is an essential part of the wider argument or discussion.
Focus on one argument, idea or theme in detail in each paragraph.
Make sure that your reader understands the purpose of your paragraphs by setting out the main idea clearly (usually in the first one or two sentences).
For example:
“Developments in food technology have led to an increase in the availability of convenience foods in the UK over the last 30 years.”
You might have more than one paragraph on a similar theme. If so, make sure that they don’t repeat the same point. Ensure that each paragraph contributes logically and coherently to the overall purpose or argument of your piece of writing. One way to check this is to highlight the first and last sentences of every paragraph and look at whether they represent a fair overview of the points that you want to make.
Show the reader how the key idea of a paragraph contributes towards the overall argument by including sentences which guide or lead the reader through this part of the argument, idea or theme. Your paragraphs should connect to each other and follow on in a logical order.
For example, as part of a theme in an essay about the role of sugar in convenience foods, this sentence at the end of a paragraph on how sugar affects tooth decay moves the reader onto the next paragraph about sugar tax:
“The connection between a diet high in sugar and tooth decay is clear, but the impact of a tax on sugar is less well researched.”
This sentence moves the argument forward by advancing the discussion.
Writing good paragraphs takes practice and the commitment to actively respond to feedback to improve your work. The overall style and use of language differs between disciplines, but there are two basic aspects of writing style that are common to many disciplines: paragraph length and when to start a new paragraph.
There is no perfect length for a paragraph because this will vary between disciplines and types of assessments.
Long paragraphs can be difficult for a reader to follow and may prevent them from fully grasping the points that you want to make. To identify whether your paragraphs are too long, read through them and notice whether you are sticking to the original point as set out in the first one or two sentences. If you find that the content is deviating from the point, then you may need to re-think.
Very short paragraphs of less than three or four sentences might look as though you don’t have enough to say about that topic. Ask yourself whether the point that you want to make is genuinely important, which may indicate that you need to do more research to understand it and therefore explore it in more depth. Remember that the person reading your work is expecting each paragraph to be directly relevant to the overall piece.
One way to look at paragraphs is to think of them as a mini exploration of one aspect of a topic. If you were writing about how to build a house for example, you might include individual paragraphs about designing the building, choosing materials, considering outside space etc. A new paragraph is needed for each new aspect of the topic.
Generally, you should not start a paragraph by reiterating what you have just talked about. Your first sentence of a paragraph should alert the reader to a change of focus, and each paragraph should build to show how your ideas are progressing.
Most of your written work needs to show much more than just the ability to repeat information and facts. Critical writing is important to demonstrate the depth of your knowledge and understanding of different arguments, theories and ideas. Our critical thinking webpages are a good starting point if you want to know more.
To show criticality in your paragraphs:
The boundaries of knowledge are constantly moving and at any one time there may be a wide number of different ideas or perspectives about your subject area. Over time and in different contexts, some of these ideas or perspectives may become more dominant than others.
When you are writing and researching, it is important not to lose sight of the fact that what we “know” today may change tomorrow, or that what could be “true” in one context is not true in another. This is where balance in your writing becomes important.
To demonstrate balance you can explicitly or implicitly acknowledge that there may be alternative viewpoints on the subject, for example by citing relevant arguments and literature.
You can also show that you understand that knowledge may be ambiguous and rarely definitive by using language which adds caution to your claims, for example:
“High levels of intrinsic motivation in students may be linked to greater satisfaction with their courses.”
Find out more about showing caution in your writing .
Identifying core points.
Example paragraph, providing analysis in the main body, how to demonstrate analysis in your writing.
The main body of an Extended Essay can differ structurally depending on the subject or topic you've chosen.
When you're thinking about structure, the first consideration for the main body is to choose between:
Regardless of your chosen structure, it is important to identify the core points in your essay. These can form the basis of the subheadings you use (or the layout of your paragraphs in a free-flow essay) to develop your argument.
Whichever structure you choose for your essay, you will need to use paragraphs .
The thesis statement or topic sentence establishes what point or issue your paragraph is going to develop..
This should be written in the form of a statement (a brief opening line or two) that is relevant to the overall question or topic being addressed.
Elaboration should flow naturally from the thesis, and can serve to clarify your paragraph thesis's meaning, the areas it touches on, and so forth. It can offer mini-analyses as you wrestle with the implications of what you're saying.
This could include:
This shows that you've looked at the issue from more than one angle, but make sure you counter-argue so that you have still made your point.
This is a critical aspect of writing for your EE!
Ask yourself: What insight does this paragraph offer to the overall question?
Muhammad's string of early military victories, primarily against the Quresh, were a significant factor in the early development of Islam.
During Muhammad's prolonged exile in Yathrib (Medina) from 622 to 630, his position as the pre-eminent religious leader of the nascent Islamic community (umma) was consolidated and secured by this abilities to defeat the enemies of Islam in accordance with practices the local Arabs (badw) would recognize as noteworthy. Muhammad, in true tribal chieftain form, was able to attract supporters to his fold through the pursuit of raids and campaigns which bolstered his reputation and standing among his fellow men.
According to Armstrong, the Prophet Muhammad's victory at Badr "impressed the Bedouin tribes, some of whom enjoyed seeing ... the mightly Quraysh brought law" (Armstrong, 2001, p. 17). In time, Muhammad's victory at the Battle of the Trench where his force of 3,000 defeated a force three times larger "convinced the nomadic tribes that Muhammad was the coming man and made the Quraysh look decidedly passé" (Armstrong, 2001, p. 17).
However, despite the prestige gained from Muhammad's victories, these alone would have been worth nothing had he not follow it up with a more localized campaign in Medina and its surrounds to root out his most dangerous ideological rivals, principal among those being the Jewish clans who had aligned themselves with the Meccans (Qaynuqah, Nadir and Qurayzah). By crushing them, and in the case of the Quyrayzah, massacring all 700 of their men and selling their women and children into slavery, he ensured that his military victories brought about more long-term benefits.
It becomes increasingly clear, therefore, that Muhammad's military victories significantly aided his reputation and prestige among the Arab tribes by playing on local sensitivities and traditions of "good" leadership. However, these would not have translated into long-term benefits had it not been for his parallel campaign against ideological and political rival bases.
When you provide analysis in your EE, your goal is to relate the research sources you've gathered to the primary focus of your overall research question .
Reporting verbs include:
Verbs that present the author's viewpoint | ...argues ...conceded ...disputes ...reinforced |
---|---|
Verbs that offer a neutral or objective assessment | ...describes ...defines ...states ...highlights |
Verbs that provide insight into the thoughts and feelings of the author | ...contested ...investigated ...estimated ...evaluated ...believes ...recognizes |
Other useful verbs | analysed indicated claimed noted compared observed commented pointed out concluded reported criticized showed demonstrated suggested discussed validated illustrated verified |
Use linking words to link your ideas together so they read as one developing argument..
Linking words include:
when building up an argument | and, also, as well as, moreover, further, furthermore, in addition, additionally, next, secondly, thirdly, in conjunction |
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when drawing comparisons | similarly, likewise, in the same way, equally, challenging |
when highlighting contrasts | although, for all that, however, on the contrary, conversely, otherwise, yet, but, even so, despite |
when indicating both similarities and/or differences | yet, even so, despite, notwithstanding |
when providing reasons or a rationale | for this reason, to this end, for this purpose, because, since, so that |
when explaining results | as, as a consequence, as a result. hence, therefore, thus, inevitably, so |
when citing examples | for example, for instance, in other words, by way of illustration, such as, this demonstrates, which can be seen in, as cited by |
when arriving at conclusions | as has been noted, finally, in brief, in short, to summarize, consequently, therefore, in conclusion, in other words, accordingly |
Your sources are the bedrock of your analysis. they provide an externally validated support to your own ideas and writing..
Use your sources to do the following:
Provide further explanations | Use a source to add further detail to a line of argument or to some relevant facts you've referred to |
---|---|
Provide agreement | Use a source to provide agreement or arrive at a consensus on a point or key issue |
Provide alternative viewpoints or approaches | Use a source to provide alternative points of view or varied approaches to a key point or issue |
Remember to ask: What does this information reveal about my research question?
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Essays consisting of an introduction, a main body (which may be divided into sections), and a conclusion are referred to as three-part essays. You may be used to this essay format from school.
In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented. After the introduction comes the main part of the text, where the analysis and discussion are carried out and results are presented. Depending on the length of the essay, this body section may or may not be divided into different sections, and the division may be thematic, chronological, or based on comparison and contrast, for instance. In the final part of the essay, the argument will be summed up and conclusions will be drawn from what has been discussed in the body.
Each section of the text needs to be structured in a way that helps the reader understand the argument and the points that the writer wishes to make.
The main purpose of the introduction is to provide the reader with a clear idea of the focus and aim of the text. The topic of the essay/article is presented in the introduction, often accompanied by a thesis statement (the claim that the writer wishes to make). Depending on the type of essay, the introduction section also
All the information in the introduction must be relevant to the points that are subsequently made in the body of the text. The introduction often starts with a broad, or general, description of the topic and then gradually narrows down to the specific focus of the essay. Read more about the structure of introductions, and learn about the CARS (Creating a Research Space) model here:
After the introduction comes the main part of the text, which is often referred to as the body. This is where the analysis and discussion will be carried out and where results are presented. Everything that is brought up in this part of the text relates back to what was presented in the introduction. Depending on discipline, aim and context, there are various ways of structuring the body of the text. A basic strategy is to deal with one thing at a time and to order the different issues that are brought up in a logical sequence that makes the argument easy to follow.
Depending on the length of the essay, the body may or may not be divided into different sections. Note that there is never a heading called "Body" in essays; this word is only used when talking about the essay format to signal that it is the bulk of the essay text.
In the final part of the essay, the argument is summed up and conclusions are drawn from what has been discussed. Generally, a conclusion should not contain any new facts or ideas, but instead provide a brief restatement of the main arguments that have been presented in the essay.
The conclusion might refer back to the introduction and comment on the thesis statement or the research questions presented there. In some texts, it is appropriate to include a look forward, in the form of suggestions for further study, for instance.
You can watch this video for more information about the three-part essay structure:
Instructional video from the free online MOOC "Writing in English at University" which was developed at Lund University in 2016.
For further information and advice about different parts of the essay, see:
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Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.
An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.
Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type.
Essay type | Skills tested | Example prompt |
---|---|---|
Has the rise of the internet had a positive or negative impact on education? | ||
Explain how the invention of the printing press changed European society in the 15th century. | ||
Write about an experience where you learned something about yourself. | ||
Describe an object that has sentimental value for you. |
In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.
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Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.
An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.
Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.
The essay is divided into an introduction, body, and conclusion:
The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.
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 expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.
Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.
The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.
A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.
The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.
A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.
Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.
A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.
Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.
Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.
Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.
A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.
The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.
A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.
Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.
A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.
Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.
On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.
My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.
With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…
Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.
Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.
A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.
The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.
The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.
The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.
King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.
A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.
Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.
The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.
Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.
Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.
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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.
Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”
The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.
Essays can present arguments about all kinds of different topics. For example:
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.
The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.
Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
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IMAGES
COMMENTS
The body is the largest part of an essay. You should start with an outline of its structure, but you can change the organization as you write.
Learn how to build a rock-solid essay with our tips on the main parts of an essay, how many paragraphs should be in an essay, and essay structure examples.
The main body of your essay is where you deliver your argument. Its building blocks are well structured, academic paragraphs. Each paragraph is in itself an individual argument and when put together they should form a clear narrative that leads the reader to the inevitability of your conclusion.
A body paragraph is any paragraph in the middle of an essay, paper, or article that comes after the introduction but before the conclusion. Generally, body paragraphs support the work's thesis and shed new light on the main topic, whether through empirical data, logical deduction, deliberate persuasion, or anecdotal evidence.
This example guides you through the structure of an essay. It shows how to build an effective introduction, focused paragraphs, clear transitions between ideas, and a strong conclusion.
Academic Skills andDevelopmentQuick guide toWriting The Main Body of Your EssayTh. main body is the central part of your essay where you will develop your argument. The main. o paragraphs and each paragraph will develop this argument.Structuring your essayIn many. ays, writing is like taking the reader on a road trip where you are the navigator ...
The main body is the heart of the essay in which the writer explains the essay's thesis statement and supports it with specific evidence found through research.
As the name suggests, the main body is the main part of your essay. It is a collection of paragraphs related to your topic, and in order to understand how to write a good main body, you need to understand how to write good paragraphs. This section will help you understand the three main structural components of any good paragraph: the topic ...
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
The essay body itself is organised into paragraphs, according to your plan. Remember that each paragraph focuses on one idea, or aspect of your topic, and should contain at least 4-5 sentences so you can deal with that idea properly. Each body paragraph has three sections. First is the topic sentence. This lets the reader know what the ...
Anatomy of a Body Paragraph. When you write strong, clear paragraphs, you are guiding your readers through your argument by showing them how your points fit together to support your thesis. The number of paragraphs in your essay should be determined by the number of steps you need to take to build your argument.
What are the 5 parts of an essay? Explore how the introduction, body paragraphs, and conclusion parts of an essay work together.
From magazines to academic essays, you can find body paragraphs across many forms of writing. Learn more about how to write engaging body paragraphs that support the central idea of your writing project.
The Sweetland Center for Writing exists to support student writing at all levels and in all forms and modes. This guide will walk you through crafting an intro, conclusion, and body paragraph of a traditional academic essay.
How to Write a Body Paragraph - we explain the best way to start a body paragraph in a college essay or other school writing assignment.
The essay writing process consists of three main stages: Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion. Revision: Check your essay on the content, organization, grammar, spelling, and formatting of your essay.
The body of your essay is where you give your main support for the thesis. Each body paragraph should start with a topic sentence that is directly related to and supports the thesis statement. Each body paragraph should also give details and explanations that further support the poof point for that paragraph.
Essays are one of the most common types of writing, but you might also need to write reports, reflections, summaries, reviews or blogs. Paragraphs in different forms of writing can have different characteristics. For example, in essay writing it is important to be balanced and represent the voice of the writer.
The organization of the essay depends on the purpose of the essay and requires a clear rationale for why the examples apply as an illustration of a concept. As a single supporting paragraph, a writer uses a topic sentence to designate the main idea followed by primary and secondary support structure.
A good introduction paragraph is an essential part of any academic essay. It sets up your argument and tells the reader what to expect. The main goals of
The main body of an Extended Essay can differ structurally depending on the subject or topic you've chosen. When you're thinking about structure, the first consideration for the main body is to choose between: a free-flowing writing style or. a more compartmentalized style with information subdivided into sections or chapters.
Three-part essays. Essays consisting of an introduction, a main body (which may be divided into sections), and a conclusion are referred to as three-part essays. You may be used to this essay format from school. In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented.
Learn how to write an effective essay outline with clear guidelines and examples, and improve your argument and structure in academic writing.
An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays. Argumentative and expository essays are focused on conveying information and making clear points, while narrative and ...