Perfect Paragraph Writing: The Ultimate

Guide

PERFECT PARAGRAPH WRITING IS EASY

A glance around any shopping mall crowded with teenagers on school break would
suggest that our young people spend a reasonable amount of time writing. Sure, most of
this writing is done with their thumb on a screen, but it’s still writing, isn’t it?

Yes, but tapping out a 280 character Tweet isn’t exactly the ideal route to constructing
well-organized pieces of writing. To prepare our students to write coherently they need to
understand how to organize their ideas on paper. The ability to write strong paragraphs is
an essential part of this.

Unfortunately, recent studies show us that surprisingly few college graduates are able to
achieve this, despite writing and communications skills being the most requested job
requirements across all industries – including engineering and IT. Clearly, there is a
pressing need for a strong focus on writing skills in the classroom.

For the most part, we live in a post-illiterate world. We can all read and write. This is
undoubtedly a great thing, but for some of our students, it can lead to complacency. At
times there is an unwillingness to learn the craft of writing. A reluctance to learn how to
organize writing in favor of just plunging in. The cost of this devil-may-care approach is,
most often, clarity and coherence.

Fortunately, teaching what appears to be an apparently amorphous skill such as writing

can be broken down into clear step-by-step processes and this includes how to write well-
structured, coherent paragraphs.

WHAT IS A PARAGRAPH? A DEFINITION

To teach our students how to effectively write paragraphs we need to clearly define what
a paragraph is. Assuming your students understand how to construct a solid sentence,
paragraphs are the next step to creating a lucid piece of writing. They are the main
building blocks in the construction of a comprehensible text. 

Paragraphs are a group of single sentences united by a single topic or idea that help keep
writing organized. They help the writer organize their thoughts during the writing process
and further help the reader follow the thread of those thoughts in the reading. How
paragraphs are used will depend, to some extent, on the genre of writing the students are
engaged in, but any piece of writing longer than a few sentences will generally benefit
from being organized into paragraphs. 

A simple way to help students to recognize paragraphs is to have them count the number
of paragraphs on a page, either in a book or projected onto the whiteboard. Have them
note too, that there are two ways to delineate a paragraph: indentation or skipping a line.
Both methods are fine, just ensure the student chooses one method and sticks to it. If you
indent there is no need to skip a line – and vice versa.

Writing starts with planning. It’s a bit like gazing at a beautiful cathedral or temple we
visit on vacation. Once it was obscured by scaffolding and busy workers that were
eventually peeled away to reveal the beauty beneath. The planning stage of writing serves
the same purpose as architectural blueprints, that is: to foresee the problems of
construction and solve them before building begins. It is often helpful to consider
paragraphs as distinct units in the planning process. Now, let’s take a look at the structure
of paragraphs and how they work.

HOW TO STRUCTURE A PARAGRAPH

The three-part structure of an essay – introduction, body, and conclusion is echoed in the
underlying structure of most paragraphs. There are two concepts essential to
understanding in the writing of the perfect paragraph:

i. Thesis Statement: The thesis statement represents the main idea of the text as a whole
and usually occurs in the opening paragraph.

ii. Topic Sentence: The first sentence of each paragraph thereafter usually introduces a
single central idea in support of the previously mentioned thesis statement. 

The topic sentence also serves the purpose of unifying the other sentences in the
paragraph, while further setting up the order of those sentences. While the majority of
paragraphs will contain a topic sentence and that topic sentence will come first, there are,
as always, some exceptions. A narration of the sequence of events may not require the
use of a topic sentence or changing paragraphs because of a change of speaker in
dialogue, for example.

Subsequent sentences following the topic sentence should all relate back to the topic
sentence and either discuss the point raised or support that point through the provision of
evidence and examples. A good acronym that conveys this is P.E.E.L.
THIS PEEL MODEL HAS BEEN APPLIED TO AN ESSAY. READ ON FOR
PARAGRAPH CONSTRUCTION WITHIN A NARRATIVE
Point: Make the central argument or express the main idea in the topic sentence.

Evidence: Back up the point made by providing evidence or reasons. Evidence may take
the form of quotations from a text or authority, reference to historical events, use of
statistics etc.

Explanation: Explain the point and how the evidence provided supports it.

Link: Provide a bridge into the next paragraph at the end of the current paragraph by
using a transition that links to the next paragraph and the main idea or thesis statement.
WHEN TO BEGIN A NEW PARAGRAPH

One of the more common difficulties for students is to recognize when it is time to begin
a new paragraph. This often occurs because the student fails to distinguish between the
thesis statement and the topic sentence. While the thesis (or more broadly, the theme) will
remain consistent throughout the piece of writing, each paragraph should focus on a
different point in support of that thesis.

Another useful way to determine when to start a new paragraph is to note that a new
paragraph is necessary when there is a change of focus on a:

Person: This could be a character in a story or an important figure in history, for example.
This could also refer to a change in speaker when writing dialogue. When there is a
significant shift in focus from one person to another in a piece of writing, it’s time to
indent or skip a line!

Place: As with a changing focus on a person, a shift from one location to another is most
often best noted with a corresponding change in paragraphing. Instruct students that a
move to a new paragraph in their writing is symbolic of the physical change of place –
this will help them remember to start a new paragraph.

Time: Important shifts in time most often require a new paragraph too. These changes in
time may be a mere matter of minutes or a significant movement through different
historical periods. If the change in time opens up new material to the reader, students
must mark this in their paragraphing.
Topic: Though usually united by the thesis statement or similar, a piece of writing will
often explore clearly differentiated topics in its course. Usually, these topics will become
apparent during the planning process. Each clearly identified topic will require at least
one dedicated paragraph.

HOW LONG IS A PARAGRAPH? / HOW MANY SENTENCES IN A PARAGRAPH?

The question of how many sentences are in a paragraph, or how long is a paragraph is a
common one. Unfortunately, there is no definitive answer to this question as quality
paragraphs are measured in the ideas and concepts addressed rather than sentences and
word counts.

Analytics of millions of paragraphs tell us that most paragraphs are approximately 100 –
200 words in length and are made up of 3 – 5 sentences but it must be stressed that this is
purely a statistical coincidence and nothing more.

Excellent paragraphs can range from 12 words to 12 sentences when written correctly as
you will discover from this guide.

HOW TO WRITE AN INTRODUCTION PARAGRAPH

Your introductory paragraph should contain the thesis statement. The Thesis

statement usually appears at the middle or end of the introductory paragraph of a paper,
providing a concise summary of the main point or claim of the piece of writing.

Your thesis statement should not exceed one sentence and is a guiding light for your
essay or piece of writing.
The last sentence of an introduction paragraph should also contain a “hook” driving
the reader to the next paragraph and onwards throughout your piece of writing as a
whole.

HOW TO WRITE A CONCLUSION PARAGRAPH

The purpose of your conclusion is to wrap up your piece of writing as a whole. In your
conclusion, you should summarize what you initially stated in your thesis statement
without just repeating it word for word.

Your conclusion is not the place to bring up new ideas or evidence which should have
been addressed before this point. In some instances, though you may raise questions or
direct your reader to reconsider a specific aspect of your writing in an effort to challenge
their thinking beyond this point. This is common practice in persuasive writing and some
narrative styles such as mystery writing.

The final sentence of your conclusion will leave a lasting impression on your audience so
never rush or disregard it. It is one of the most important sentences you will write.

TOP 5 TIPS FOR PARAGRAPH WRITING

●     Consistency is Key – Encourage students to be consistent in their verb tenses and
point of view. For example, shifts from the past tense to present tense without good
reason can be as disorientating as time travel itself. 

●     Use Transition Words and Phrases – These words and phrases are a great way to link
concepts and ideas within a paragraph, as well as helping to form a bridge to the next
paragraph. Some useful transitional words and phrases include: although, in spite of,
therefore, for this reason, as a result.

●     Employ Parallel Structures: Using parallel structures brings flow to a piece of
writing, making it easier to read and understand for the reader. Parallel structures involve
using two or more phrases or sentences that use the same parts of speech and
grammatical structures. Not only does this make the writing easier to read, but it also
helps the reader make connections between ideas.

●     Breathe Life into the Writing: We often forget that the origins of the written word lie
in speech. We lose a lot of the color and expression of the spoken word when we lay it
out cold on the page. Fortunately, students can breathe life back into their words with a
few simple techniques. Encourage your students to imbue their writing with color and
vitality by weaving anecdotes, verbal illustrations, rich details, and facts and figures
throughout their writing. Judiciously chosen, these techniques will have their writing
rosy-cheeked in no time!
●     Edit and Proofreading: Unlike speaking, with writing you get more than one bite at
the verbal cherry. Writing is a craft and like any craft, some refining is required. Ensure
your students take the time to polish their final draft.

WHAT IS A CONCLUSION?
Before we learn how to write a conclusion we need to determine what a conclusion is.

A conclusion is the final paragraph or paragraphs in a piece of nonfiction writing. We can

find conclusions everywhere from letters and reports to persuasive essays and speeches.

Conclusions perform many functions, many of which we will examine throughout this
article. Fundamentally, they wrap everything up and finish a piece of writing or a
presentation.

Unfortunately, conclusions are often the most difficult section of a paper to write. They
are the final words of the writer on the topic and, as a result, play a crucial part in the
lasting impression the writing leaves on the reader.

For this reason, our students must take time to understand clearly the functions of a
conclusion and how they work. Time spent mastering the art of conclusion writing will
be time well-spent.
HAT IS THE PURPOSE OF A CONCLUDING PARAGRAPH?

Unfortunately, there is no one-size-fits-all formula we can teach to our students that they
can use to write any conclusion. Conclusions perform several functions and these will
vary widely from paper to paper. Some of these functions include:

1. Restates a paper’s thesis and explains why it’s important

2. Synthesizes the essay’s arguments
3. Opens up new questions
4. Addresses limitations
5. Makes a call to action.

Not all conclusions will perform each of these functions. How our students approach
writing their conclusions will depend on several factors, including:

 The conventions of the writing genre

 The intended audience and their motivations
 The formality or informality of the paper
 The tone of the writing.

 Now, let’s take a look at each of the functions of a conclusion one by one, along with a
practice activity for each to give our students some hands-on practice.

1. A Concluding Paragraph Restates the Thesis and Explains Why

One of the most common errors in writing a conclusion is to use it to simply restate the
thesis. Though this is widely taught, it isn’t enough.

The student should also explain why the argument made in their thesis is important. This
involves considering the more widespread impact of the thesis and its supporting
arguments.
 The conclusion should inform the reader why the thesis matters by answering questions
similar to the following:

 What are the wider societal implications of the thesis?

 Does the thesis challenge a widely accepted idea or belief?
 Does the thesis have significance for how things could be done in the future?

To write a conclusion in this vein, it is helpful for students to compose similar type
questions relevant to their thesis which they can then set out to answer.

These questions will vary widely according to the subject being written about and the
genre being written in, but regardless, the conclusion should highlight the thesis’s
significance to the wider world. This will bring context to the writing as a whole.

Practice Activity: Connect to the Wider World

To practice this, provide the students with a copy of a well-written essay suited to their
level but with the concluding paragraph snipped out. Challenge the students to first
identify the thesis statement, it should be in the essay’s introduction, and then to write a
conclusion that connects that thesis to the wider world by explaining why it matters.

2. A CONCLUSION SYNTHESIZES THE PAPER’S ARGUMENTS

This is another very common function performed by the conclusion. While each body
paragraph in the paper may correspond to a single specific argument in support of the
central thesis, in the conclusion, the various strands of supporting arguments are woven
into a coherent whole.

The conclusion is not the place to introduce new arguments or to simply list the
arguments made in the body paragraphs. Instead, it provides a final opportunity for your
students to drive home their main arguments one last time, as well as make connections
between them to reveal a coherent whole.

Often, a conclusion will combine functions of functions 1 and 2 by restating the thesis,
synthesizing the arguments, and explaining the wider significance of the thesis.

Practice Activity: Write the Conclusion First

Sometimes it’s helpful for students to think of the conclusion as the destination their
writing is headed for. The next time your students have completed an outline for an
essay, instruct them to write the conclusion first. In it, they should explore the reasons for
their thesis and its wider significance and synthesize their arguments. This gives the
students a clear focus for the preceding introduction and body paragraphs and gives their
writing a clear direction to work towards.

3. A CONCLUSION CAN OPEN UP NEW QUESTIONS

We often think of conclusions as drawing things to a close. But there’s another way of
looking at things. Often, through the process of making various arguments in a piece of
writing, new questions will emerge naturally.

This often occurs when the central thesis is set in a wider context. We can think of the
progression of an essay as moving from a thesis statement through evermore specific
arguments that support that initial thesis statement.

To open up new questions in the conclusion, the student should then move from the
specific to the more general, generating further possible lines of inquiry on the topic as
they go. The effect of this type of conclusion is to spark the reader’s curiosity and further
interest in the subject.

Practice Activity: Shift Perspective

For many students, writing this style of conclusion will require a shift in their
understanding of what the purpose of a conclusion is. One good way to begin to shift that
perspective is to encourage students to rewrite conclusions they’ve written previously in
old essays. For example, they might shift the focus of a conclusion from a local
significance to a global significance or from historical significance to contemporary
significance.

4. A CONCLUSION PARAGRAPH ADDRESSES LIMITATIONS

This type of conclusion is most often seen in academic or scientific reports. In it, the
student writer explores the weaknesses of the arguments they have made directly.

It’s perhaps the bravest type of conclusion there is! Students need to be careful not to
destroy their own thesis in the process. A sentence mentioning the limitation, quickly
followed by a sentence or two addressing the problem should be enough.

When done well, this strategy serves to strengthen the impact of a paper by dealing head-
on with potential criticisms by making strong counter-arguments in the process.
 

Practice Activity: Poke the Weak Points

Students take a conclusion they have written already, such as one written for a previous
activity. Then, set the students the task of rewriting the conclusion to address any
limitations of the supporting arguments. To do this, students need to ask themselves:

 What aspects of my arguments are open to contradiction?

 How can I address those contradictions?

5. A CONCLUSION CAN OFFER A CALL TO ACTION

In a call to action type conclusion, the writer compels the reader to take a desired action
or perform a particular task. The purpose of this type of conclusion is to persuade the
reader or listener to do something.

Call to action conclusions work in many different genres including presentations,

speeches, advertisements, and persuasive essays.

There are various techniques students can use to inspire action in their conclusions, such
as appeals to emotions, the use of strong imperatives, or appeal to the reader’s or the
listener’s self-interest.
 

Practice Activity: Blog It!

Blogs often use calls to action in the conclusions of their informational articles. Set your
students the task of identifying several blogs on subjects that interest them. Students may
benefit from doing this activity in groups.

Once they’ve identified some suitable websites, instruct the students to look at the
conclusion of some of the articles.

 Can they identify any calls to action there?

 How do the writers introduce their calls to action?
 What techniques does the writer use to motivate the reader?

Challenge students to identify as many different motivational techniques and strategies as

possible and then to make a list that they can then share with the class.

When students have become good at identifying calls to action, and the various
motivational techniques and strategies, they can then write a blog article on a subject that
interests them making sure to include a call to action in their conclusion.

WHAT SHOULDN’T A CONCLUSION DO?

So far we’ve discussed some conclusion writing strategies by talking about things a good
conclusion should do. Now, it’s time to take a look at some of the things a
conclusion shouldn’t do.

The following list contains some of the most common mistakes students need to avoid
making in their conclusions. This list can be used to help students troubleshoot their
conclusions when they get stuck or run into problems.

1. Uses a Vague Thesis Statement

If the student is struggling to make a powerful impact in their conclusion, it may be

because their thesis statement is too vague.

If this is the case, then they messed up a long time ago.

The first time the reader sees the thesis statement should be in the introduction and,
because all arguments stem from that statement, a comprehensive rewrite of the entire
paper will most likely be needed.

2. Opens with a Clichéd Phrase

When students begin to learn to write conclusions they often learn some stock phrases to
help kickstart their writing. Phrases such as ‘in conclusion’ or ‘to conclude’ can be useful
as prompts to get students quickly into the meat of their writing. However, overuse of
such stock phrases can leave the writing feeling mechanical.

Ultimately, we want more for our students. If one of the purposes of a conclusion is to
make a powerful impact on the reader, we must encourage our students to be creative and
bold in their writing.

3. Doubts the Thesis

In the first part of this article, we briefly discussed the idea of addressing the limitations
of the thesis and supporting arguments. This can be an effective strategy for students to
use, but it can also be a risky strategy. Here, the student needs to ensure they don’t
undermine their own stance.

When students are using this strategy, make sure they understand that addressing
limitations is not the same thing as apologizing for the position held. A good conclusion
is impossible without the writer actually concluding something; conclusions should end
with a strong statement.

4. Contains Irrelevancies

Students need to ensure that every piece of information included in their essay or article
is relevant to the topic and thesis.

One of the most common mistakes students make is failing to ‘kill their babies’. That is,
they go off on a tangent in their writing, but are reluctant to remove the offending
sentences in the editing process.

Often this happens because the student doesn’t want to throw out something they spent
time writing, even if it’s completely irrelevant to the topic they’re writing about.

At other times, students fail to be merciless in their editing because they’re waffling to
reach an assigned word count.

In this case, it’s important to remind students that to the seasoned eye of a teacher or
examiner any puff and padding in their writing is obvious.

 
5. Fails to Address the Why?

As an article or a paper draws to a close, it’s essential that the reader feels the time they
spent reading was time well invested. To achieve this, the student must answer
the why? question satisfactorily. Students should make sure their readers leave their
writing feeling like they have learned something of value, are inspired to take action or
have new questions to research and answer.

Drawing the Curtains on Our Work on Conclusions

We’ve covered a lot of ground in our article on conclusions. We’ve looked at many
strategies and techniques that our students can use to hone their conclusion-writing skills.

Now, it’s up to us as teachers to create opportunities for our students to perfect their
understanding and ability to use these strategies and techniques in their writing.

While the ideas above will go a long way to ensuring your students are capable of
composing well-written conclusions, with time and practice they’ll develop their own
style and approach to the conclusion conundrum – and surely there can be no more fitting
conclusion than that!

TO PERFECT THE PARAGRAPH – PRACTICE!

Clarity comes from organization and without the ability to organize their own thoughts
prior to writing, students will not be able to coherently express their thoughts and ideas to
their readers. It is essential that students develop a clear and consistent approach to
paragraph writing that is repeatable. This can only be attained through lots of practice –
which means lots of writing. 

However, the principles underlying strong paragraph writing can also be reinforced
through reading. Take the opportunity to reinforce good writing practices when engaged
in classroom reading activities too. Repeatedly identify, and have students identify, the
concepts and techniques discussed above until they become second nature. The more
familiar students become with these concepts, the more they will naturally permeate the
student’s writing. Getting a firm grasp on the mechanics of paragraph writing will make
their communication much more effective. A skill that is hard-won, but easily carried.