If your thesis gives the reader a roadmap to your essay, then body paragraphs should closely follow that map. The reader should be able to predict what follows your introductory paragraph by simply reading the thesis statement.<\/p>\n
The body paragraphs present the evidence you have gathered to confirm your thesis. Before you begin to support your thesis in the body, you must find information from a variety of sources that support and give credit to what you are trying to prove.<\/p>\n\n
Without primary support, your argument is not likely to be convincing. Primary support can be described as the major points you choose to expand on your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.<\/p>\n\n
In order to fulfill the requirements of good primary support, the information you choose must meet the following standards:<\/p>\n\n
Recall that when you prewrite you essentially make a list of examples or reasons why you support your stance. Stemming from each point, you further provide details to support those reasons. After prewriting, you are then able to look back at the information and choose the most compelling pieces you will use in your body paragraphs.<\/p>\n\n
Exercise 11.1<\/p>\n\n<\/header>\n
After you have prewritten about your working thesis statement, you may have generated a lot of information, which may be edited out later. Remember that your primary support must be relevant to your thesis. Remind yourself of your main argument, and delete any ideas that do not directly relate to it. Omitting unrelated ideas ensures that you will use only the most convincing information in your body paragraphs. Choose at least three of only the most compelling points. These will serve as the topic sentences for your body paragraphs.<\/p>\n\n
Exercise 11.2<\/p>\n\n<\/header>\n
When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. The following are the kinds of evidence you will encounter as you conduct your research:<\/p>\n\n
Writing in Process<\/p>\n\n<\/header>\n
Each body paragraph contains a topic sentence that states one aspect of your thesis and then expands upon it. Like the thesis statement, each topic sentence should be specific and supported by concrete details, facts, or explanations.<\/p>\n
Each body paragraph should comprise the following elements.<\/p>\n
topic sentence + supporting details (examples, reasons, or arguments)<\/p>\n
As you read in \"The Writing Process: How Do I Begin?\", topic sentences indicate the location and main points of the basic arguments of your essay. These sentences are vital to writing your body paragraphs because they always refer back to and support your thesis statement. Topic sentences are linked to the ideas you have introduced in your thesis, thus reminding readers what your essay is about. A paragraph without a clearly identified topic sentence may be unclear and scattered, just like an essay without a thesis statement.<\/p>\n\n
Author J.D. Salinger relied primarily on his personal life and belief system as the foundation for the themes in the majority of his works.<\/blockquote>\n<\/div>\n<\/div>\n\nThe following topic sentence is a primary support point for the thesis. The topic sentence states exactly what the controlling idea of the paragraph is. Later, you will see the writer immediately provide support for the sentence.<\/p>\n\n
Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.<\/div>\n<\/div>\n\n\n Exercise 11.3<\/p>\n\n<\/header>\n
\n\nIn Exercise 11.2, you chose three of your most convincing points to support the thesis statement you selected from the list. Take each point and incorporate it into a topic sentence for each body paragraph.\n\nSupporting point 1:\n\nTopic sentence:\n\nSupporting point 2:\n\nTopic sentence:\n\nSupporting point 3:\n\nTopic sentence:\n\nCollaboration<\/strong>\n\nPlease share with a classmate and compare your answers.\n\n<\/div>\n<\/div>\n<\/div>\n\n\nDraft Supporting Detail Sentences for Each Primary Support Sentence<\/h1>\n
After deciding which primary support points you will use as your topic sentences, you must add details to clarify and demonstrate each of those points. These supporting details provide examples, facts, or evidence that support the topic sentence.<\/p>\n
The writer drafts possible supporting detail sentences for each primary support sentence based on the thesis statement:<\/p>\n\n
\n\nThesis statement:<\/span> Unleashed dogs on city streets are a dangerous nuisance.\n\nSupporting point 1<\/span>: Dogs can scare cyclists and pedestrians.\n\nSupporting details:<\/span>\n\n \t
- Cyclists are forced to zigzag on the road.<\/li>\n \t
- School children panic and turn wildly on their bikes.<\/li>\n \t
- People who are walking at night freeze in fear.<\/li>\n<\/ol>\nSupporting point 2:<\/span>\n\nLoose dogs are traffic hazards.\n\nSupporting details:<\/span>\n
\n \t
- Dogs in the street make people swerve their cars.<\/li>\n \t
- To avoid dogs, drivers run into other cars or pedestrians.<\/li>\n \t
- Children coaxing dogs across busy streets create danger.<\/li>\n<\/ol>\nSupporting point 3<\/span>: Unleashed dogs damage gardens.\n\nSupporting details:<\/span>\n
\n \t
- They step on flowers and vegetables.<\/li>\n \t
- They destroy hedges by urinating on them.<\/li>\n \t
- They mess up lawns by digging holes.<\/li>\n<\/ol>\n<\/div>\nThe following paragraph contains supporting detail sentences for the primary support sentence (the topic sentence), which is underlined.\n
Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced the themes in many of his works<\/span>. He did not hide his mental anguish over the horrors of war and once told his daughter, \"You never really get the smell of burning flesh out of your nose, no matter how long you live.\" His short story \"A Perfect Day for a Bananafish\" details a day in the life of a WWII veteran who was recently released from an army hospital for psychiatric problems. The man acts questionably with a little girl he meets on the beach before he returns to his hotel room and commits suicide. Another short story, \"For Esm\u00e9 - with Love and Squalor,\" is narrated by a traumatized soldier who sparks an unusual relationship with a young girl he meets before he departs to partake in D-Day. Finally, in Salinger's only novel, The Catcher in the Rye<\/span>, he continues with the theme of posttraumatic stress, though not directly related to war. From a rest home for the mentally ill, sixteen-year-old Holden Caulfield narrates the story of his nervous breakdown following the death of his younger brother.<\/div>\n<\/div>\n\n\n Exercise 11.4<\/p>\n\n<\/header>\n
\n\nUsing the three topic sentences you composed for the thesis statement in Exercise 1, draft at least three supporting details for each point.\n\nThesis statement:\n\nPrimary supporting point 1:\n\nSupporting details:\n\nPrimary supporting point 2:\n\nSupporting details:\n\nPrimary supporting point 3:\n\nSupporting details:\n\n<\/div>\n<\/div>\nTIP:<\/strong> You have the option of writing your topic sentences in one of three ways. You can state it at the beginning of the body paragraph, or at the end of the paragraph, or you do not have to write it at all. This is called an implied topic sentence. An implied topic sentence lets readers form the main idea for themselves. For beginning writers, it is best to not use implied topic sentences because it makes it harder to focus your writing. Your instructor may also want to clearly identify the sentences that support your thesis. For more information on the placement of thesis statements and implied topic statements, see \"The Writing Process: How Do I Begin?\".<\/div>\nTIP:<\/strong> Print out the first draft of your essay and use a highlighter to mark your topic sentences in the body paragraphs. Make sure they are clearly stated and accurately present your paragraphs, as well as accurately reflect your thesis. If your topic sentence contains information that does not exist in the rest of the paragraph, rewrite it to more accurately match the rest of the paragraph.<\/div>\n\nText Attributions<\/h3>\n
\n \t
- This chapter was adapted from \"Writing Body Paragraphs<\/a>\" in\u00a0Writing for Success\u00a0<\/em>by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. \u00a0CC BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>","rendered":"
If your thesis gives the reader a roadmap to your essay, then body paragraphs should closely follow that map. The reader should be able to predict what follows your introductory paragraph by simply reading the thesis statement.<\/p>\n
The body paragraphs present the evidence you have gathered to confirm your thesis. Before you begin to support your thesis in the body, you must find information from a variety of sources that support and give credit to what you are trying to prove.<\/p>\n
\nSelect Primary Support for Your Thesis<\/h1>\n
Without primary support, your argument is not likely to be convincing. Primary support can be described as the major points you choose to expand on your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.<\/p>\n
TIP:<\/strong> Remember that a worthy argument is backed by examples. In order to construct a valid argument, good writers conduct lots of background research and take careful notes. They also talk to people knowledgeable about a topic in order to understand its implications before writing about it.<\/div>\n\nIdentify the Characteristics of Good Primary Support<\/h1>\n
In order to fulfill the requirements of good primary support, the information you choose must meet the following standards:<\/p>\n
\n
- Be specific.<\/strong> The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical.<\/li>\n
- Be relevant to the thesis.<\/strong> Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis.<\/li>\n
- Be detailed.<\/strong> Remember that your thesis, while specific, should not be very detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.<\/li>\n<\/ul>\n<\/div>\n
\nPrewrite to Identify Primary Supporting Points for a Thesis Statement<\/h1>\n
Recall that when you prewrite you essentially make a list of examples or reasons why you support your stance. Stemming from each point, you further provide details to support those reasons. After prewriting, you are then able to look back at the information and choose the most compelling pieces you will use in your body paragraphs.<\/p>\n
\n\n Exercise 11.1<\/p>\n<\/header>\n
\nChoose one of the following working thesis statements. On a separate sheet of paper, write for at least five minutes using one of the prewriting techniques you learned in “The Writing Process: How Do I Begin?”.<\/p>\n
\n
- Unleashed dogs on city streets are a dangerous nuisance.<\/li>\n
- Students cheat for many different reasons.<\/li>\n
- Drug use among teens and young adults is a problem.<\/li>\n
- The most important change that should occur at my college or university.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n
\nSelect the Most Effective Primary Supporting Points for a Thesis Statement<\/h1>\n
After you have prewritten about your working thesis statement, you may have generated a lot of information, which may be edited out later. Remember that your primary support must be relevant to your thesis. Remind yourself of your main argument, and delete any ideas that do not directly relate to it. Omitting unrelated ideas ensures that you will use only the most convincing information in your body paragraphs. Choose at least three of only the most compelling points. These will serve as the topic sentences for your body paragraphs.<\/p>\n
\n\n Exercise 11.2<\/p>\n<\/header>\n
\nRefer to the previous exercise and select three of your most compelling reasons to support the thesis statement. Remember that the points you choose must be specific and relevant to the thesis. The statements you choose will be your primary support points, and you will later incorporate them into the topic sentences for the body paragraphs.<\/p>\n
Collaboration<\/strong><\/p>\n
Please share with a classmate and compare your answers.<\/p>\n<\/div>\n<\/div>\n
When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. The following are the kinds of evidence you will encounter as you conduct your research:<\/p>\n
\n
- Facts.<\/strong> Facts are the best kind of evidence to use because they often cannot be disputed. They can support your stance by providing background information on or a solid foundation for your point of view. However, some facts may still need explanation. For example, the sentence “The most populated state in the United States is California” is a pure fact, but it may require some explanation to make it relevant to your specific argument.<\/li>\n
- Judgments.<\/strong> Judgments are conclusions drawn from the given facts. Judgments are more credible than opinions because they are founded upon careful reasoning and examination of a topic.<\/li>\n
- Testimony.<\/strong> Testimony consists of direct quotations from either an eyewitness or an expert witness. An eyewitness is someone who has direct experience with a subject; he adds authenticity to an argument based on facts. An expert witness is a person who has extensive experience with a topic. This person studies the facts and provides commentary based on either facts or judgments, or both. An expert witness adds authority and credibility to an argument.<\/li>\n
- Personal observation.<\/strong> Personal observation is similar to testimony, but personal observation consists of your testimony. It reflects what you know to be true because you have experiences and have formed either opinions or judgments about them. For instance, if you are one of five children and your thesis states that being part of a large family is beneficial to a child\u2019s social development, you could use your own experience to support your thesis.<\/li>\n<\/ol>\n
\n\n Writing in Process<\/p>\n<\/header>\n
\nIn any job where you devise a plan, you will need to support the steps that you lay out. This is an area in which you would incorporate primary support into your writing. Choosing only the most specific and relevant information to expand upon the steps will ensure that your plan appears well-thought-out and precise.<\/p>\n<\/div>\n<\/div>\n
TIP:<\/strong> You can consult a vast pool of resources to gather support for your stance. Citing relevant information from reliable sources ensures that your reader will take you seriously and consider your assertions. Use any of the following sources for your essay: newspapers or news organization websites, magazines, encyclopedias, and scholarly journals, which are periodicals that address topics in a specialized field.<\/div>\n<\/div>\n<\/div>\n\nChoose Supporting Topic Sentences<\/h1>\n
Each body paragraph contains a topic sentence that states one aspect of your thesis and then expands upon it. Like the thesis statement, each topic sentence should be specific and supported by concrete details, facts, or explanations.<\/p>\n
Each body paragraph should comprise the following elements.<\/p>\n
topic sentence + supporting details (examples, reasons, or arguments)<\/p>\n
As you read in “The Writing Process: How Do I Begin?”, topic sentences indicate the location and main points of the basic arguments of your essay. These sentences are vital to writing your body paragraphs because they always refer back to and support your thesis statement. Topic sentences are linked to the ideas you have introduced in your thesis, thus reminding readers what your essay is about. A paragraph without a clearly identified topic sentence may be unclear and scattered, just like an essay without a thesis statement.<\/p>\n
TIP:<\/strong> Unless your teacher instructs otherwise, you should include at least three body paragraphs in your essay. A five-paragraph essay, including the introduction and conclusion, is commonly the standard for exams and essay assignments.<\/div>\n<\/div>\n\n\nConsider the following the thesis statement:<\/p>\n
Author J.D. Salinger relied primarily on his personal life and belief system as the foundation for the themes in the majority of his works.<\/p><\/blockquote>\n<\/div>\n<\/div>\n
\nThe following topic sentence is a primary support point for the thesis. The topic sentence states exactly what the controlling idea of the paragraph is. Later, you will see the writer immediately provide support for the sentence.<\/p>\n
Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.<\/div>\n<\/div>\n\n\n\n Exercise 11.3<\/p>\n<\/header>\n
\nIn Exercise 11.2, you chose three of your most convincing points to support the thesis statement you selected from the list. Take each point and incorporate it into a topic sentence for each body paragraph.<\/p>\n
Supporting point 1:<\/p>\n
Topic sentence:<\/p>\n
Supporting point 2:<\/p>\n
Topic sentence:<\/p>\n
Supporting point 3:<\/p>\n
Topic sentence:<\/p>\n
Collaboration<\/strong><\/p>\n
Please share with a classmate and compare your answers.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
\n\nDraft Supporting Detail Sentences for Each Primary Support Sentence<\/h1>\n
After deciding which primary support points you will use as your topic sentences, you must add details to clarify and demonstrate each of those points. These supporting details provide examples, facts, or evidence that support the topic sentence.<\/p>\n
The writer drafts possible supporting detail sentences for each primary support sentence based on the thesis statement:<\/p>\n
\nThesis statement:<\/span> Unleashed dogs on city streets are a dangerous nuisance.<\/p>\n
Supporting point 1<\/span>: Dogs can scare cyclists and pedestrians.<\/p>\n
Supporting details:<\/span><\/p>\n
\n
- Cyclists are forced to zigzag on the road.<\/li>\n
- School children panic and turn wildly on their bikes.<\/li>\n
- People who are walking at night freeze in fear.<\/li>\n<\/ol>\n
Supporting point 2:<\/span><\/p>\n
Loose dogs are traffic hazards.<\/p>\n
Supporting details:<\/span><\/p>\n
\n
- Dogs in the street make people swerve their cars.<\/li>\n
- To avoid dogs, drivers run into other cars or pedestrians.<\/li>\n
- Children coaxing dogs across busy streets create danger.<\/li>\n<\/ol>\n
Supporting point 3<\/span>: Unleashed dogs damage gardens.<\/p>\n
Supporting details:<\/span><\/p>\n
\n
- They step on flowers and vegetables.<\/li>\n
- They destroy hedges by urinating on them.<\/li>\n
- They mess up lawns by digging holes.<\/li>\n<\/ol>\n<\/div>\n
The following paragraph contains supporting detail sentences for the primary support sentence (the topic sentence), which is underlined.<\/p>\n
Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced the themes in many of his works<\/span>. He did not hide his mental anguish over the horrors of war and once told his daughter, “You never really get the smell of burning flesh out of your nose, no matter how long you live.” His short story “A Perfect Day for a Bananafish” details a day in the life of a WWII veteran who was recently released from an army hospital for psychiatric problems. The man acts questionably with a little girl he meets on the beach before he returns to his hotel room and commits suicide. Another short story, “For Esm\u00e9 – with Love and Squalor,” is narrated by a traumatized soldier who sparks an unusual relationship with a young girl he meets before he departs to partake in D-Day. Finally, in Salinger’s only novel, The Catcher in the Rye<\/span>, he continues with the theme of posttraumatic stress, though not directly related to war. From a rest home for the mentally ill, sixteen-year-old Holden Caulfield narrates the story of his nervous breakdown following the death of his younger brother.<\/div>\n<\/div>\n\n\n\n Exercise 11.4<\/p>\n<\/header>\n
\nUsing the three topic sentences you composed for the thesis statement in Exercise 1, draft at least three supporting details for each point.<\/p>\n
Thesis statement:<\/p>\n
Primary supporting point 1:<\/p>\n
Supporting details:<\/p>\n
Primary supporting point 2:<\/p>\n
Supporting details:<\/p>\n
Primary supporting point 3:<\/p>\n
Supporting details:<\/p>\n<\/div>\n<\/div>\n
TIP:<\/strong> You have the option of writing your topic sentences in one of three ways. You can state it at the beginning of the body paragraph, or at the end of the paragraph, or you do not have to write it at all. This is called an implied topic sentence. An implied topic sentence lets readers form the main idea for themselves. For beginning writers, it is best to not use implied topic sentences because it makes it harder to focus your writing. Your instructor may also want to clearly identify the sentences that support your thesis. For more information on the placement of thesis statements and implied topic statements, see “The Writing Process: How Do I Begin?”.<\/div>\nTIP:<\/strong> Print out the first draft of your essay and use a highlighter to mark your topic sentences in the body paragraphs. Make sure they are clearly stated and accurately present your paragraphs, as well as accurately reflect your thesis. If your topic sentence contains information that does not exist in the rest of the paragraph, rewrite it to more accurately match the rest of the paragraph.<\/div>\n\nText Attributions<\/h3>\n
\n
- This chapter was adapted from “Writing Body Paragraphs<\/a>” in\u00a0Writing for Success\u00a0<\/em>by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. \u00a0CC BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"author":90,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-53","chapter","type-chapter","status-publish","hentry"],"part":48,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/53","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/users\/90"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions"}],"predecessor-version":[{"id":54,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions\/54"}],"part":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/parts\/48"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/53\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/media?parent=53"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapter-type?post=53"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/contributor?post=53"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/license?post=53"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}