Paragraphs

In your writing, you need to develop coherent paragraphs or points so that each is internally unified and so that each functions as part of the whole document or presentation. Strong topic sentences can direct the reader to the points within the paragraphs, and an outline can help develop the depth of the paragraphs.

Create a Meaningful Topic Sentence for Each Paragraph or Point

Usually, the first sentence of the paragraph is the topic sentence, although there may be a transitional word or phrase to smooth the way to the topic sentence. Topic sentences hold the main point of each paragraph. They usually link back to the thesis in some way, either by directly referencing something in the thesis or by developing a subpoint. Topic sentences help organize the essay, and they bring forward the next idea the essay will cover.

Topic sentences should hold an idea or a point—not just a fact that would be used as support in the body paragraph. Topic sentences should clearly state the paragraph's main idea. Readers who are skimming will focus their attention on the topic sentences, and your ideas need to leap off the page.

Avoid starting a paragraph with a quote—even if it's a perfect fit for your ideas, a quote is someone else's words. Let your topic sentence reflect your ideas and use that perfect quote in the body paragraph in support of, not in place of, your ideas.

Develop Each Paragraph's Single Topic to the Appropriate Depth

This can be a tricky concept, because the "appropriate" depth is dependent on what kind of work you are putting together. Briefer works have shallower paragraph development; in-depth pieces have longer paragraphs. If the assignment is 500 words, the paragraphs will probably be shorter than if the assignment is 5,000 words.

As you think about paragraph depth, consider the concepts of unity and coherence.

Unity means that all the sentences in the paragraph are clearly related to each other and to one idea. The paragraph works as one unit, one thought.

Coherence refers to how a paragraph is glued together. The sentences in a paragraph need to be arranged logically. There should be a topic sentence (to introduce the paragraph's main idea), supporting/developing sentences (to develop and support the idea), and a concluding sentence (to wrap up the idea and possibly begin the transition to the next paragraph). A paragraph may be fleshed out with one large example or with many smaller examples.

As outlined in the examples in this link from the university's Effective Writing Center (EWC), there are many ways to present your information within a paragraph: general to specific, specific to general, and others.

Check Your Knowledge

Part 1: Subject Verb Agreement

Select the word that correctly completes the following sentences.

Question 1
The girls who sit in the back row ______ trouble.
makes
make
made
maid
Question 2
The fresh orange, glistening with dew drops, _____ delicious.
looks
look
lack
lock
Correct. The subject in this sentence is singular (“jacket”) so you need the singular form of the verb. (Tip: don’t be confused by the descriptive “stripes;” the jacket is doing the action.)
Question 3
The jacket that has the blue stripes ___ with the navy shirt.
goes
go
going
gone
Question 4
The model horse, which is highly desired by collectors, ______ selling for over $200.
is
did
were
are
Question 5
In the back of the classroom ____ several students.
sit
sits
set
said
Question 6
Each of the hand-knitted socks _____ a different pattern.
has
have
are
was
Question 7
Where in the world ____ my set of keys?
is
are
were
has
Question 8
Either the red shirt or the black shirt ____ good with that skirt.
look
looks
go
goes
Question 9
Roberto or Jessie usually _____ up the store after hours.
are
lock
go
locks
Question 10
Neither her father nor her mother ______ the little girl’s story.
believes
believe
belief
like

Part 2: Subject vs Object Pronouns

Choose the best answer to each question:

Question 1
Arlene promised to make lasagna for Ted and ___.
I
me
we
they
Question 2
For you and ___, that restaurant in the square is too fancy.
they
I
we
me
Question 3
Barry plays tennis much better than ____.
I
me
we
they
Question 4
While you’re at the market, please pick up some pop for Petra and ____.
I
us
we
they
Question 5
This month, Reginald and ____ plan to have a dinner party.
he
him
me
her
Question 6
With players like you and _____, this team has a good chance of winning.
me
I
he
they
Question 7
Lara has always been a better player than ____.
I
me
her
him
Question 8
Are you planning to go skating with Greg and ____ next week?
me
I
he
they
Question 9
Jenny’s sister is just a few pounds heavier than _____.
she
her
them
him

Part 3: Dangling Modifier

Choose the best answer to each question.
Does the sentence contain a dangling modifier and, if so, which is the phrase that dangles?

Question 1
Elizabeth was excited when her teacher returned her test with a face splitting grin.
Yes, this sentence has a dangling modifier: with a face splitting grin.
Yes, this sentence has a dangling modifier: returned her test.
Yes, this sentence has a dangling modifier: was excited.
No, this sentence is correct; there is no dangling modifier.
Question 2
Upon receiving her diploma, Elizabeth immediately called her mother.
Yes, this sentence has a dangling modifier: upon receiving her diploma.
Yes, this sentence has a dangling modifier: immediately called her mother.
Yes, this sentence has a dangling modifier: called her mother.
No, this sentence is correct; there is no dangling modifier.
Question 3
Running for the bus, my book fell in the mud.
Yes, this sentence has a dangling modifier: running for the bus.
Yes, this sentence has a dangling modifier: fell in the mud.
Yes, this sentence has a dangling modifier: my book fell in the mud.
No, this sentence is correct; there is no dangling modifier.
Question 4
She claimed yesterday that she saw a UFO.
Yes, this sentence has a dangling modifier: that she saw a UFO.
Yes, this sentence has a dangling modifier: she claimed.
Yes, this sentence has a dangling modifier: yesterday.
No, this sentence is correct; there is no dangling modifier.
Question 5
The other day I shot an elephant in my pajamas.
Yes, this sentence has a dangling modifier: the other day.
Yes, this sentence has a dangling modifier: in my pajamas.
Yes, this sentence has a dangling modifier: shot an elephant.
No, this sentence is correct; there is no dangling modifier.
Question 6
I knew a man with a wooden leg named Smith.
Yes, this sentence has a dangling modifier: named Smith.
Yes, this sentence has a dangling modifier: with a wooden leg.
Yes, this sentence has a dangling modifier: a man with a wooden leg.
No, this sentence is correct; there is no dangling modifier.
Question 7
Eleanor began to cook the elaborate dinner using green peppers and onions as soon as she got home.
Yes, this sentence has a dangling modifier: to cook.
Yes, this sentence has a dangling modifier: using green peppers and onions.
Yes, this sentence has a dangling modifier: as soon as she got home.
No, this sentence is correct; there is no dangling modifier.
Question 8
A police officer knocked on my door and told me my dogs were chasing people on bikes.
Yes, this sentence has a dangling modifier: were chasing people.
Yes, this sentence has a dangling modifier: on my door.
Yes, this sentence has a dangling modifier: on bikes.
No, this sentence is correct; there is no dangling modifier.
Question 9
I saw the dead animal driving down the interstate.
Yes, this sentence has a dangling modifier: driving down the interstate.
Yes, this sentence has a dangling modifier: the interstate.
Yes, this sentence has a dangling modifier: saw the dead animal.
No, this sentence is correct; there is no dangling modifier.
Question 10
Steve offered to hold the umbrella for Anne as she walked into the restaurant.
Yes, this sentence has a dangling modifier: as she walked.
Yes, this sentence has a dangling modifier: umbrella for Anne.
Yes, this sentence has a dangling modifier: into the restaurant
No, this sentence is correct; there is no dangling modifier.