As Michael Harvey writes, paragraphs are “in essence—a form of punctuation, and like other forms of punctuation they are meant to make written material easy to read.” 1 Effective paragraphs are the fundamental units of academic writing; consequently, the thoughtful, multifaceted arguments that your professors expect depend on them. Without good paragraphs, you simply cannot clearly convey sequential points and their relationships to one another. The purpose of this chapter is to highlight strategies for constructing, ordering, and relating paragraphs in academic writing. It could just as well be titled “Organization” because whether or not readers perceive a paper to be well organized depends largely on effective paragraphing.
Many novice writers tend to make a sharp distinction between content and style, thinking that a paper can be strong in one and weak in the other, but focusing on organization shows how content and style converge in deliberative academic writing. A poorly organized paper may contain insightful kernels, but a thoughtful, satisfying argument can’t take shape without paragraphs that are crafted, ordered, and connected effectively. On the other side, one can imagine a string of slick, error-free sentences that are somehow lacking in interesting ideas. However, your professors will view even the most elegant prose as rambling and tedious if there isn’t a careful, coherent argument to give the text meaning. Paragraphs are the “stuff” of academic writing and, thus, worth our attention here.
Key sentences (a.k.a. topic sentences)
In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They’re often called “topic sentences,” though many writing instructors prefer to call them “key sentences.” There are at least two downsides of the phrase “topic sentence.” First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a “key sentence” reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.
The key to staying on topic within a paragraph is starting with a topic sentence. It doesn’t even have to be perfect to work from it! Just figure out what you really want to say in that one specific paragraph and go. Then, you … EDIT (haha, made you flinch!) All joking aside, editing really is a very important step in this process. By going back over what you wrote, you can check to see if what you wrote in that paragraph fits with what you actually intend to say as well as to make sure everything is cohesive and coherent!
Key sentences in academic writing do two things. First, they establish the main point that the rest of the paragraph supports. Second, they situate each paragraph within the sequence of the argument, a task that requires transitioning from the prior paragraph. Consider these two examples: 2
Both versions convey a topic; it’s pretty easy to predict that the paragraph will be about epidemiological evidence, but only the second version establishes an argumentative point and puts it in context. The paragraph doesn’t just describe the epidemiological evidence; it shows how epidemiology is telling the same story as etiology. Similarly, while Version A doesn’t relate to anything in particular, Version B immediately suggests that the prior paragraph addresses the biological pathway (i.e. etiology) of a disease and that the new paragraph will bolster the emerging hypothesis with a different kind of evidence. As a reader, it’s easy to keep track of how the paragraph about cells and chemicals and such relates to the paragraph about populations in different places.
By clearly establishing an essential point within its analytic context, a well written key sentence gives both you and your reader a firm grasp of how each point relates. For example, compare these two sets of key sentences, each introducing a sequential paragraph3:
At the beginning of the AIDS epidemic, the cause of the disease was unclear. …The cause of AIDS is HIV. …There are skeptics who question whether HIV is the cause. …
At the beginning of the AIDS epidemic, the cause of the disease was unclear, leading to a broad range of scientific speculation. …By 1986 HIV had been isolated and found to correlate almost exactly with the incidence of AIDS. …HIV skeptics, on the other hand, sought to discredit claims based on epidemiology by emphasizing that the pathogenesis of HIV was still unknown. …
Version A isn’t wrong per se; it just illustrates a lost opportunity to show the important connections among points. Both versions portray a process unfolding over time: initial uncertainty followed by a breakthrough discovery and then controversy. Even with the same substantive points, a person reading Version A would have to work harder to see how the material in the paragraphs connects. Readers experience Version B as clearer and more engaging.
Thinking of key sentences as sequential points in an argument reminds one that a key sentence doesn’t have to always be a single declarative one. Sometimes you need two sentences together to achieve the work of a key sentence, and sometimes a question or quotation does a better job than a declarative sentence in clarifying a logical sequence:
At the beginning of the AIDS epidemic the cause was unclear. Virologists, bacteriologists, immunologists, and epidemiologists all pursued different leads, reflecting their particular areas of expertise…If drug use, lifestyle, and “immune overload” didn’t cause AIDS, what did?…
Version C is based on the same three sequential points as Versions A and B: (1) the cause of AIDS was initially unclear (2) HIV was accepted as the cause (3) lone dissenters questioned the claims. However, versions B and C have much more meaning and momentum, and version C, depending on the nature of the argument, features more precise and lively stylistic choices. Opening the second paragraph with a question (that then gets answered) carries forth the sense of befuddlement that researchers initially experienced and helps to convey why the discovery of HIV was a hugely important turning point. Using the self-glorifying Duesberg quote to launch the third paragraph makes the point about lingering skepticism while also introducing a portrait of a leading figure among the skeptics. While Version B is effective as well, Version C illustrates some of the more lively choices available to academic writers.
A last thing to note about key sentences is that academic readers expect them to be at the beginning of the paragraph.5 That helps readers comprehend your argument. To see how, try this: find an academic piece (such as a textbook or scholarly article) that strikes you as well written and go through part of it reading just the first sentence of each paragraph. You should be able to easily follow the sequence of logic. When you’re writing for professors, it is especially effective to put your key sentences first because they usually convey your own original thinking, which, as you’ve read here, is exactly what your instructors are looking for in your work. It’s a very good sign when your paragraphs are typically composed of a telling key sentence followed by evidence and explanation.
Knowing this convention of academic writing can help you both read and write more effectively. When you’re reading a complicated academic piece for the first time, you might want to go through reading only the first sentence or two of each paragraph to get the overall outline of the argument. Then you can go back and read all of it with a clearer picture of how each of the details fit in.6 And when you’re writing, you may also find it useful to write the first sentence of each paragraph (instead of a topic-based outline) to map out a thorough argument before getting immersed in sentence-level wordsmithing. For example, compare these two scaffolds. Which one would launch you into a smoother drafting process?:7
Version A (Outline Of Topics):
I. Granovetter’s “Strength of weak ties”
b. Example—getting jobs
II. Creativity in social networks
b. Richard Florida’s argument
a. For urban planners
b. For institutions of higher education
Version B (Key-Sentence Sketch):
The importance of networking for both career development and social change is well known. Granovetter (1973) explains that weak ties—that is, ties among acquaintances—are often more useful in job hunting because they connect job-seekers to a broader range of people and workplaces. …
Subsequent research in network analysis has shown that weak ties can promote creativity by bringing ideas together from different social realms. …
Richard Florida (2002) argues that cities would do well to facilitate weak ties in order to recruit members of the “creative class” and spur economic development. …
Florida’s argument can inspire a powerful new approach to strategic planning within colleges and universities as well. …
As you can see, emphasizing key sentences in both the process and product of academic writing is one way to ensure that your efforts stay focused on developing your argument and communicating your own original thinking in a clear, logical way.
A good paper has cohesion. I love outlines, so I really like the idea of writing my first sentence of each paragraph as my plan. This way, you know what to write about and you know that your paper will flow easily. As a reader, this is an important characteristic to me. If the paragraphs are just jumping around in all different directions, I quickly lose interest in trying to follow along. The reader should not have to struggle to follow your paper. Flow can make the difference between an okay paper and a scholarly product.
Cohesion and coherence
With a key sentence established, the next task is to shape the body of your paragraph to be both cohesive and coherent. As Williams and Bizup8 explain, cohesion is about the “sense of flow” (how each sentence fits with the next), while coherence is about the “sense of the whole”.9 Some students worry too much about “flow” and spend a lot of time on sentence-level issues to promote it. I encourage you to focus on underlying structure. For the most part, a text reads smoothly when it conveys a thoughtful and well organized argument or analysis. Focus first and most on your ideas, on crafting an ambitious analysis. The most useful guides advise you to first focus on getting your ideas on paper and then revising for organization and wordsmithing later, refining the analysis as you go. Thus, I discuss creating cohesion and coherent paragraphs here as if you already have some rough text written and are in the process of smoothing out your prose to clarify your argument for both your reader and yourself.
Cohesion refers to the flow from sentence to sentence. For example, compare these passages:
Version A (That I Rewrote):
Granovetter begins by looking at balance theory. If an actor, A, is strongly tied to both B and C, it is extremely likely that B and C are, sooner or later, going to be tied to each other, according to balance theory (1973:1363).10 Bridge ties between cliques are always weak ties, Granovetter argues (1973:1364). Weak ties may not necessarily be bridges, but Granovetter argues that bridges will be weak. If two actors share a strong tie, they will draw in their other strong relations and will eventually form a clique. Only weak ties that do not have the strength to draw together all the “friends of friends” can connect people in different cliques.
Version B (The Original By Giuffre):
Granovetter begins by looking at balance theory. In brief, balance theory tells us that if an actor, A, is strongly tied to both B and C, it is extremely likely that B and C are, sooner or later, going to be tied to each other (1973:1363). Granovetter argues that because of this, bridge ties between cliques are always weak ties (1973:1364). Weak ties may not necessarily be bridges, but Granovetter argues that bridges will be weak. This is because if two actors share a strong tie, they will draw in their other strong relations and will eventually form a clique. The only way, therefore, that people in different cliques can be connected is through weak ties that do not have the strength to draw together all the “friends of friends.” 11
Version A has the exact same information as version B, but it is harder to read because it is less cohesive. Each sentence in version B begins with old information and bridges to new information. Here’s Version B again with the relevant parts emboldened:
Granovetter begins by looking at balance theory. In brief, balance theory tells us that if an actor, A, is strongly tied to both B and C, it is extremely likely that B and C are, sooner or later, going to be tied to each other (1973:1363). Granovetter argues that because of this, bridge ties between cliques are always weak ties (1973:1364). Weak ties may not necessarily be bridges, but Granovetter argues that bridges will be weak. This is because if two actors share a strong tie, they will draw in their other strong relations and will eventually form a clique. The only way, therefore, that people in different cliques can be connected is through weak ties that do not have the strength to draw together all the “friends of friends.”
The first sentence establishes the key idea of balance theory. The next sentence begins with balance theory and ends with social ties, which is the focus of the third sentence. The concept of weak ties connects the third and fourth sentences and concept of cliques the fifth and sixth sentences. In Version A, in contrast, the first sentence focuses on balance theory, but then the second sentence makes a new point about social ties before telling the reader that the point comes from balance theory. The reader has to take in a lot of unfamiliar information before learning how it fits in with familiar concepts. Version A is coherent, but the lack of cohesion makes it tedious to read.
The lesson is this: if you or others perceive a passage you’ve written to be awkward or choppy, even though the topic is consistent, try rewriting it to ensure that each sentence begins with a familiar term or concept. If your points don’t naturally daisy-chain together like the examples given here, consider numbering them. For example, you may choose to write, “Proponents of the legislation point to four major benefits.” Then you could discuss four loosely related ideas without leaving your reader wondering how they relate.
While cohesion is about the sense of flow; coherence is about the sense of the whole. For example, here’s a passage that is cohesive (from sentence to sentence) but lacks coherence:
Your social networks and your location within them shape the kinds and amount of information that you have access to. Information is distinct from data, in that makes some kind of generalization about a person, thing, or population. Defensible generalizations about society can be either probabilities (i.e., statistics) or patterns (often from qualitative analysis). Such probabilities and patterns can be temporal, spatial, or simultaneous.
Each sentence in the above passage starts with a familiar idea and progresses to a new one, but it lacks coherence—a sense of being about one thing. Good writers often write passages like that when they’re free-writing or using the drafting stage to cast a wide net for ideas. A writer weighing the power and limits of social network analysis may free-write something like that example and, from there, develop a more specific plan for summarizing key insights about social networks and then discussing them with reference to the core tenets of social science. As a draft, an incoherent paragraph often points to a productive line of reasoning; one just has to continue thinking it through in order to identify a clear argumentative purpose for each paragraph. With its purpose defined, each paragraph, then, becomes a lot easier to write. Coherent paragraphs aren’t just about style; they are a sign of a thoughtful, well developed analysis.
Some guides advise you to end each paragraph with a specific concluding sentence, in a sense, to treat each paragraph as a kind of mini-essay. But that’s not a widely held convention. Most well written academic pieces don’t adhere to that structure. The last sentence of the paragraph should certainly be in your own words (as in, not a quote), but as long as the paragraph succeeds in carrying out the task that it has been assigned by its key sentence, you don’t need to worry about whether that last sentence has an air of conclusiveness. For example, consider these paragraphs about the cold fusion controversy of the 1980s that appeared in a best-selling textbook12:
The experiment seemed straightforward and there were plenty of scientists willing to try it. Many did. It was wonderful to have a simple laboratory experiment on fusion to try after the decades of embarrassing attempts to control hot fusion. This effort required multi-billion dollar machines whose every success seemed to be capped with an unanticipated failure. ‘Cold fusion’ seemed to provide, as Martin Fleischmann said during the course of that famous Utah press conference, ‘another route’—the route of little science.
In that example, the first and last sentences in the paragraph are somewhat symmetrical: the authors introduce the idea of accessible science, contrast it with big science, and bring it back to the phrase “little science.” Here’s an example from the same chapter of the same book that does not have any particular symmetry13:
The struggle between proponents and critics in a scientific controversy is always a struggle for credibility. When scientists make claims which are literally ‘incredible’, as in the cold fusion case, they face an uphill struggle. The problem Pons and Fleischmann had to overcome was that they had credibility as electrochemists but not as nuclear physicists. And it was nuclear physics where their work was likely to have its main impact.
The last sentence of the paragraph doesn’t mirror the first, but the paragraph still works just fine. In general, every sentence of academic writing should add some unique content. Don’t trouble yourself with having the last sentence in every paragraph serve as a mini-conclusion. Instead, worry about developing each point sufficiently and making your logical sequence clear.
Conclusion: paragraphs as punctuation
To reiterate the initial point, it is useful to think of paragraphs as punctuation that organize your ideas in a readable way. Each paragraph should be an irreplaceable node within a coherent sequence of logic. Thinking of paragraphs as “building blocks” evokes the “five-paragraph theme” structure explained in Chapter 2: if you have identical stone blocks, it hardly matters what order they’re in. In the successful organically structured college paper, the structure and tone of each paragraph reflects its indispensable role within the overall piece. These goals—making every bit count and having each part situated within the whole—also anchor the discussion in the next chapter: how to write introductions and conclusions that frame—rather than simply book-end—your analysis.
- Michael Harvey’s is another short and affordable guide. His discussion of paragraphing is among the many gems in the book. . (Indianapolis, IN: Hackett Publishing, 2013)
- Online resources from university writing centers offer a lot of great information about effective paragraphing and topic sentences. I especially admire this one from Indiana University, this one from Colorado State, and this one from the University of Richmond.
- In addition to Williams’ and Bizup’s excellent lesson on cohesion and coherence in , check out 11th ed. (New York: Longman, 2014)this site at George Mason University, this handout from Duke University, and this resource from Clarkson University.
- Find a piece of academic writing you admire and copy down the first sentence of each paragraph. How well do those sentences reflect the flow of the argument? Show those sentences to other people; how clearly can they envision the flow of the piece?
- For each of the following short passages, decide whether they lack cohesion or coherence.A. The Roman siege of Masada in the first century CE, ending as it did with the suicide of 960 Jewish rebels, has been interpreted in various ways in Jewish history. History is best understood as a product of the present: the stories we tell ourselves to make sense of our complicated world. History lessons in elementary school curricula, however, rarely move beyond facts and timelines.B. Polar explorer Earnest Shackleton is often considered a model of effective leadership. The Endurance was frozen into the Antarctic ice where it was subsequently crushed, abandoning Shackleton and his 22-person crew on unstable ice floes, hundreds of miles from any human outpost. Two harrowing journeys by lifeboat and several long marches over the ice over the course of two Antarctic winters eventually resulted in their rescue. Amazingly, no one died during the ordeal.C. A recent analysis of a 1.8 million year-old hominid skull suggests that human evolutionary lineage is simpler than we thought. Homo erectus, a species that persisted almost 2 million years, lived in most parts of Africa as well as Western and Eastern Asia. Some scientists are now arguing that Homo erectus individuals varied widely in their body size and skull shape, a claim strongly supported by the recently analyzed skull. Thus, some other named species, such as Homo habilis and Homo rudolfensis are not separate species but instead regional variations of Homo erectus.
- Rewrite passages B. and C. above to make them more cohesive.
2 Etiology is the cause of a disease—what’s actually happening in cells and tissues—while epidemiology is the incidence of a disease in a population.
3 This example is drawn from key points from Steven Epstein’s . An excellent read. (Berkeley, CA: University of California Press, 1996)
4 This Duesberg quote is from Epstein, Impure Science, 112.
5 This sentence right here is an example!
6 I hesitate to add that this first-sentence trick is also a good one for when you haven’t completed an assigned reading and only have 10 minutes before class. Reading just the first sentence of each paragraph will quickly tell you a lot about the assigned text.
9 Ibid., 71.