Paragraphs

Writing perfect paragraphs can be challenging, but writing a paragraph of adequate quality for an undergraduate assignment is not hard. There’s not a definitive set of rules for constructing paragraphs, but the following guidelines will prove helpful. Keep in mind that academic writing is different in style to what you may have read in a newspaper or magazine which tend to have shorter paragraphs.

A paragraph is a group of related sentences that develop a main idea. Paragraphs are the basic building blocks of your essay that work together to answer the assignment question. Although there is some flexibility in the way paragraphs are constructed, one way to organise them is as follows:

Topic Sentence: The topic sentence typically comes first and states the general idea that will be developed and supported by subsequent sentences.
Supporting Sentences: These develop and support the main idea of the paragraph. They may contain evidence, examples, or elaboration. Sources include journal articles, books, case studies, and research data.
Conclusion: This is the last sentence of the paragraph. Not every paragraph needs a conclusion. A conclusion restates the main idea and may link the current paragraph to the next one or the current paragraph back to the overall focus of the essay.

Tip	Try to have at least three supporting sentences in each paragraph.

There is no exact rule as to how long a paragraph should be, but the length of a typical paragraph is four to seven sentences. A paragraph that is only two or three sentences long is unlikely to provide the depth of analysis that is required in a university assignment. A paragraph that is too short should be expanded with additional supporting evidence or combined with another paragraph. On the other hand, if a paragraph starts getting too much longer than seven sentences, it is a good idea to split the paragraph into two paragraphs. Reintroduce the idea you are exploring in the first sentence of the next paragraph.

PEEL

A useful acronym for remembering how to construct a paragraph is PEEL, which stands for Point, Evidence, Explanation, Link.

Point. This is the topic sentence or the main point that paragraph is making.
Evidence. This is the evidence that supports your point. Typically, this is where you include your cited material such as academic sources. In the case of a reflective essay, it might include your personal experiences.
Explanation. In the explanation section, the evidence or examples are related back to the main point. The writer needs to explain to the reader why the evidence supports the main point.
Link. The link is optional. This is where you show how the different parts of your argument are connected. It can link the current paragraph to the next or back to the main thesis.

Keep in mind that this isn’t a rule that you will get in trouble for breaking, but rather just one way of organising paragraphs in an academic essay. If you have no idea how to organise a paragraph, you are unlikely to go wrong if you follow an approach like PEEL. Some universities teach other variations on the acronym such as TEEL (Topic, Explanation, Evidence, Link).

Tip	If you are unsure how to organise a paragraph in an academic essay, try using PEEL as a starting point.

Is PEEL harmful?

Some instructors dislike PEEL as they feel it is too restrictive and boring, and rather than being treated as a guideline it has started to be treated as the goal [1]. When working on an assignment don’t have a mindset that PEEL is something that a writer must do, but for those who are new to essay writing, PEEL is fine as a starting point. Marks aren’t going to be deducted because you’ve used PEEL. Markers have hundreds of essays to get through, and PEEL can even make their job a bit easier. As your writing improves, and you branch out into different forms of writing, it makes sense to be more flexible in the way paragraphs are constructed. There are numerous ways to construct a good paragraph.

Transition signals

Transition signals are words or phrases that help guide the reader and let them know what type of information is coming next. It’s one way of making the sentences in a paragraph flow together and to show connections between ideas. Without transition signals, it’s easy for the text to appear to be just a series of unrelated points. They don’t need to be used in every sentence, only use them when they make the writing clearer.

Transition signals are also referred to as linking words or signpost words. Below are some suggested transition signals grouped by function. Transition signals usually, but not always, appear at the start of a sentence. Although transition signals are a useful tool, be careful not to overuse them.

ADDITION: Adding another idea or a related point to an argument

additionally
also
another
another issue regarding () is ()
besides
furthermore
further
in addition
it could also be said
likewise
moreover
similarly
what is more

CAUSE AND EFFECT: To indicate result or cause and effect

accordingly
as a consequence
as a result (of this)
because (of this)
consequently
for this reason
from this it can be seen that
hence
in order to
it follows that
it must then follow that
owing to
so
so much (so) that
therefore
this implies
this leads to
this suggests that
thus

CLARIFY: To identify or clarify

in other words
namely
specifically
that is (to say)
thus
to be more precise

COMPARE: To compare

conversely
correspondingly
in comparison
in the same way
likewise
on the one hand
similar to
similarly
whereas
while

CONTRAST: To contrast

a different view is
balanced against
but
by/in comparison
contrastingly
differing from
however
in contrast
nevertheless
on the contrary
on the other hand
unlike
whereas
(and) yet

EMPHASIS: Highlighting or emphasising a point

above all
crucially
especially
furthermore
importantly
indeed
in fact
in particular
it is also important to highlight
more importantly
moreover
notably
particularly

EXAMPLE: To refer to a specific incident or example

an example of this is
in the case of case
in this case
for example
for instance
take the case of
to demonstrate
to illustrate
namely
notably
on this occasion
specifically
such as

GENERALISATION: To refer to the general case

for the most part
generally
in general
in most cases
normally
usually

OPPOSITE: To show an opposite idea, to show exception or concession

admittedly
albeit
alternatively
although
despite/in spite of (this)
even though
however
in contrast
instead
it could also be said that
nevertheless
nonetheless
notwithstanding (this)
on the contrary
on the other hand
regardless (of this)
whereas
(and) yet

SEQUENCE: To indicate sequence or to logically order ideas

at that time
first, second, third etc
before, after
concurrently
followed by
initially, followed by
then
next, finally
previously, subsequently

SIMILARITY: To introduce a similar idea

equally
in the same way
likewise
similarly

SUMMARISE: To summarise or conclude

as a result
consequently
finally
hence
in brief
in conclusion
in other words
in short
in summary
ultimately
on the whole
overall
therefore
thus
to summarise

TIME: To indicate time

at present
at that/ this time
at that/this point
before, after
during
finally
formerly
immediately
initially
later
meanwhile
previously
prior to
simultaneously
then
thereafter

Tip	Use transition signals so readers can easily follow the connections between ideas.

Repetition of a key term

Another way to make sure that your paragraph flows is to repeat key words or phrases. This makes the sentences feel like they are connected creating a sense of cohesion. Like all techniques it is important not to over do it, as it will become monotonous and boring.

Use old to new information sequencing

A related way of making information clear is to use "old-to-new" sequencing. This means beginning a sentence with information that the reader is already familiar with and then following this with new information. The old information shouldn’t take up too much space, its purpose is to provide the reader with a link between what they already know and what is newly presented.

Move from general ideas to more specific

Similar to old to new this technique involves starting with a general idea and then becoming increasingly specific.

Opening paragraph

If you want to catch the reader’s attention, a strong opening paragraph is important. One way is to start with a few general background statements which then lead up to the thesis statement. Following the thesis statement, the opening paragraph can preview the main supporting points that will be covered in body paragraphs.

Elements of an opening paragraph

Background
Thesis statement
Preview of body paragraphs

Body paragraph

Each body paragraph has a different main idea, but they all provide support to the overarching thesis statement or topic.

Concluding paragraph

The concluding paragraph in an essay or report should restate your thesis statement and summarise the main ideas covered. A good concluding paragraph should leave the reader satisfied by drawing together the main ideas into a proper conclusion. One way of organising the paragraph is to proceed from the thesis statement to summarising the key points and then to making more general commentary on the issue. This could include its broader significance, making recommendations, or a prediction about the future.

It’s not a major error in an undergraduate writing project, but try to avoid ending a concluding paragraph with "additional research is needed". This statement is overused and additional research is nearly always needed.

Summary

A paragraph is a group of sentences that work together to develop one idea. The first sentence of the paragraph is often used to express a main idea and is referred to as the topic sentence. Supporting sentences then further develop this idea and provide evidence. Sometimes, especially with long paragraphs, it is useful to have a concluding sentence at the end. The concluding sentence is a rephrasing of the topic sentence or a link to the next paragraph. Careful use of techniques such as transition signals, repetition of key words, and old to new information sequencing can help create a sense of cohesion in a paragraph.

Checklist for paragraphs

Introduces a single main idea.
The start of a paragraph tells the reader what it will be about.
Each sentence supports that main idea.
Each paragraph includes evidence and relates it back to the main idea.
Paragraphs follow each other logically.
Has a sense of flow (cohesion).

References

[1] S. G. and, “‘Death by PEEL?’ The teaching of writing in the secondary English classroom in England,” English in Education, vol. 53, no. 1, pp. 36–45, 2019, doi: 10.1080/04250494.2019.1568832.