essay writing sentence structure

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Grammar: Sentence Structure and Types of Sentences

Definitions and examples of basic sentence elements.

The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase

Independent clause : An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.

• I like spaghetti .
• He reads many books .

Dependent clause : A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.

• Although I like spaghetti,…
• Because he reads many books,…

Subject : A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”

• I like spaghetti.
• He reads many books.

Verb : Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”

• The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")

Object : A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”

Prepositional Phrase : A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”

• I like spaghetti for dinner .
• He reads many books in the library .

English Sentence Structure

The following statements are true about sentences in English:

• H e obtained his degree.
• He obtained his degree .
• Smith he obtained his degree.
• He obtained his degree.
• He (subject) obtained (verb) his degree (object).

Simple Sentences

A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase

Here are a few examples:

• She wrote .
• She completed her literature review .
• He organized his sources by theme .
• They studied APA rules for many hours .

Compound Sentences

A compound sentence contains at least two independent clauses.  These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon .

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined

• She completed her literature review , and she created her reference list .
• He organized his sources by theme ; then, he updated his reference list .
• They studied APA rules for many hours , but they realized there was still much to learn .

Using some compound sentences in writing allows for more sentence variety .

Complex Sentences

A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.

If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.

Key: independent clause = yellow, bold ; comma = pink, regular font ; dependent clause = blue, italics

• Note the comma in this sentence because it begins with a dependent clause.
• Note that there is no comma in this sentence because it begins with an independent clause.
• Using some complex sentences in writing allows for more sentence variety .

Compound-Complex Sentences

Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined ; dependent clause = blue, italics

• She completed her literature review , but she still needs to work on her methods section even though she finished her methods course last semester .
• Although he organized his sources by theme , he decided to arrange them chronologically , and he carefully followed the MEAL plan for organization . 
• T hey studied APA rules for many hours , and they decided that writing in APA made sense because it was clear, concise, and objective .
• Using some complex-compound sentences in writing allows for more sentence variety .
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.

Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Types of Sentences (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)
• Common Error: Unclear Subjects (video transcript)
• Mastering the Mechanics: Punctuation as Symbols (video transcript)
• Mastering the Mechanics: Commas (video transcript)
• Mastering the Mechanics: Periods (video transcript)
• Mastering the Mechanics: Semicolons (video transcript)

Related Resources

Knowledge Check: Sentence Structure and Types of Sentences

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• Next Page: Run-On Sentences and Sentence Fragments
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• Sentence Structure

Vary sentence structure in writing so that what you write doesn't look like a list of things on the one hand or a long winding sentence that might never end on the other hand.

Varying sentence structure keeps your writing alive and readers interested . As Andrea Lunsford indicates, "Constant uniformity in anything, in fact, soon gets tiresome, while its opposite, variation, is usually pleasing to readers. Variety is important in sentence structures because too much uniformity results in dull listless prose" (189).

Monotonous tone can be avoided by varying:

• sentence types
• sentence openings
• sentence length (Lunsford, 190-191).

Sentence Types

The easiest way to bore readers is to use simple Subject + Verb structure in all sentences. Consider the following example:

Vincent van Gogh was born in the southern Netherlands in 1853 to the family of a Dutch church minister. He started working as an art dealer at the early age of fifteen. He worked there for five years. Vincent fell in love with one of the girls at his boarding house. He finally decided to confess his love for her, but she rejected him. He was devastated. Vincent quit the art gallery and decided that his true passion was to become a pastor.

He lived with his relatives for a while in Amsterdam and prepared to study theology at the university. Vincent failed in his studies. He then worked as a missionary in a coal-mining village in Belgium for a year. His missionary work unfortunately didn't bring him closer to becoming a pastor. Vincent often turned to drawing when life proved hard. He liked to portray the everyday life of ordinary people. In this period, he produced one of his early famous paintings "The Potato Eaters."

Here's a revised version which has a combination of simple , compound , and complex sentences:

Born to the family of a Dutch church minister in the southern Netherlands in 1853, Vincent van Gogh received his first exposure to art at the age of fifteen when he started working as an art dealer. Saddened by unrequited love, Vincent quit the gallery after only five years and turned to religion, setting his goals on becoming a pastor.

For a while, he lived with his relatives in Amsterdam preparing for the study of theology. Despite his passion and hard work, Vincent failed at his studies. Undeterred by his failure to get into the university, Vincent continued his pursuit of religion as a missionary in a coal-mining village in Belgium. He often drew to escape the harsh reality of life in this impoverished region. The everyday life of ordinary people seemed to attract his attention the most. It was during this period that he produced one of the most famous paintings of his early career, "The Potato Eaters."

A combination of simple, compound, and complex sentences not only makes the flow of information more interesting, but it also improves the readability of the passage.

If sentences in a paragraph begin with the same opening subject, the writing becomes monotonous.

In the previous example, we saw a lot of repetitions of the pronoun he . To avoid this monotonous effect, start the sentences with adverb modifiers or clauses, transitional expressions, prepositional or infinitive phrases .

Rule to Remember

Vary your sentences by starting them with adverb modifiers or clauses, transitional expressions, prepositional or Infinitive phrases.

Adverb modifier

Relentlessly , the artist worked on his sketching technique until it was perfected.

Adverb Clause

Until his style improved , the artist spent most of the time perfecting his sketching technique.

Infinitive Phrase

To achieve perfection , the artist worked relentlessly on his sketching technique.

Transitional Expressions

He was a promising artist. However , he still needed to work a lot on his sketching technique.

Sentence Length

Varying sentence length can help keep the rhythm in writing. A succession of long sentences should be interrupted from time to time with a few short ones to keep readers' interest alive.

On the other hand, don't keep all your sentences short or your paragraph will look like a list. Consider the following example:

The Renaissance was a cultural movement. It lasted from the 14th until the 17th century. Its biggest representatives were Leonardo da Vinci, Michelangelo, and Raphael.

There are many ways to combine short sentences. You can use either a coordinating or a subordinating conjunction, introduce a dependent clause, a participial or prepositional phrase, or use an appositive.

Combining clauses by introducing a dependent clause :

The Renaissance was a cultural movement which lasted from the 14th until the 17th century . Its biggest representatives were Leonardo da Vinci, Michelangelo, and Raphael.

Combining sentences using an appositive :

The Renaissance, a cultural movement between the 14th and 17th century , produced some of most famous artists such as Leonardo da Vinci, Michelangelo, and Raphael.

In summary, vary your sentence structure to avoid monotony and keep your readers' interest.

• Punctuation
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• General Document Format
• Formatting Visuals
• In-text Citations
• List of Sources
• Bias-free Language
• Formal and Informal Style

How to write an essay: Essay structure

• What's in this guide
• Introduction

Essay structure

• Additional resources

Writing an Introduction

• Section One is a neutral sentence that will engage the reader’s interest in your essay.
• Section Two Picks up the topic you are writing about by identifying the issues that you are going to explore.
• Section Three is an indication of how the question will be answered. Give a brief outline of how you will deal with each issue, and in which order.

Writing a Body Paragraph

• The topic sentence introduces the topic of your paragraph.
• The sentences that follow the topic sentence will develop the central idea of your topic.
• The concluding sentence is the last sentence of your paragraph and restates the idea expressed in the topic sentence.

Writing a Conclusion

• Re-read your introduction – this information will need to be restated in your conclusion emphasising what you have proven and how you have proven it.
• Begin by summarising your main arguments e.g. ‘This essay has considered…..’
• State your general conclusions, explaining why these are important .
• The final sentences should draw on the evidence you have presented in the body of the essay to re-state your conclusion in an interesting way (use a transitional word to get you started e.g. Overall, Therefore)

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A clear, arguable thesis will tell your readers where you are going to end up, but it can also help you figure out how to get them there. Put your thesis at the top of a blank page and then make a list of the points you will need to make to argue that thesis effectively.

For example, consider this example from the thesis handout : While Sandel argues persuasively that our instinct to “remake”(54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well”(51) is less convincing.

To argue this thesis, the author needs to do the following:

• Show what is persuasive about Sandel’s claims about the problems with striving for perfection.
• Show what is not convincing about Sandel’s claim that we can clearly distinguish between medically necessary enhancements and other enhancements.

Once you have broken down your thesis into main claims, you can then think about what sub-claims you will need to make in order to support each of those main claims. That step might look like this:

• Evidence that Sandel provides to support this claim
• Discussion of why this evidence is convincing even in light of potential counterarguments
• Discussion of cases when medically necessary enhancement and non-medical enhancement cannot be easily distinguished
• Analysis of what those cases mean for Sandel’s argument
• Consideration of counterarguments (what Sandel might say in response to this section of your argument)

Each argument you will make in an essay will be different, but this strategy will often be a useful first step in figuring out the path of your argument.  

Strategy #2: Use subheadings, even if you remove them later  

Scientific papers generally include standard subheadings to delineate different sections of the paper, including “introduction,” “methods,” and “discussion.” Even when you are not required to use subheadings, it can be helpful to put them into an early draft to help you see what you’ve written and to begin to think about how your ideas fit together. You can do this by typing subheadings above the sections of your draft.

If you’re having trouble figuring out how your ideas fit together, try beginning with informal subheadings like these:

• Introduction  
• Explain the author’s main point  
• Show why this main point doesn’t hold up when we consider this other example  
• Explain the implications of what I’ve shown for our understanding of the author  
• Show how that changes our understanding of the topic

For longer papers, you may decide to include subheadings to guide your reader through your argument. In those cases, you would need to revise your informal subheadings to be more useful for your readers. For example, if you have initially written in something like “explain the author’s main point,” your final subheading might be something like “Sandel’s main argument” or “Sandel’s opposition to genetic enhancement.” In other cases, once you have the key pieces of your argument in place, you will be able to remove the subheadings.  

Strategy #3: Create a reverse outline from your draft  

While you may have learned to outline a paper before writing a draft, this step is often difficult because our ideas develop as we write. In some cases, it can be more helpful to write a draft in which you get all of your ideas out and then do a “reverse outline” of what you’ve already written. This doesn’t have to be formal; you can just make a list of the point in each paragraph of your draft and then ask these questions:

• Are those points in an order that makes sense to you?  
• Are there gaps in your argument?  
• Do the topic sentences of the paragraphs clearly state these main points?  
• Do you have more than one paragraph that focuses on the same point? If so, do you need both paragraphs?  
• Do you have some paragraphs that include too many points? If so, would it make more sense to split them up?  
• Do you make points near the end of the draft that would be more effective earlier in your paper?  
• Are there points missing from this draft?  
• picture_as_pdf Tips for Organizing Your Essay

How to Write Better by Improving Your Sentence Structure

Doresa holds a Ph.D. in Communication Studies.

Kate has a bachelor's degree in literature & creative writing from Gordon College. She taught high school literature, philosophy, and writing in India and has tutored for the same subjects in the US.

Table of Contents

The importance of improving sentence structure, why sentence structure matters, how to improve your sentence structure, lesson summary, lesson objectives.

Imagine seeing all the pieces for a house laid out in front of you. You know roughly where things should go, but putting the pieces in the wrong order won't have a very good final product. You can end up with something that looks like a house but has lots of problems in style and function.

This jumbled box often occurs in our writing as well. We have all the parts that we need, but the order in which they occur leaves us lacking the style we desired and leaves our writing not quite right for our reader.

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• 0:08 The Importance of…
• 0:40 Why Sentence Structure Matters
• 3:48 How to Improve Your…
• 5:04 Lesson Summary

There are a number of reasons why sentence structure matters. Sentence structure matters in English because of our use of modifiers. A modifier is a word or phrase that provides description in a sentence. However, putting the modifier in the wrong place can add confusion instead of clarity to your sentence. We can see this with simple modifiers in the wrong place.

'Only I love you!'

I'm pretty sure our friend didn't mean to tell his sweetheart that he was the only person on the planet that loved her. Structure that sentence a bit better and he would have had a much more pleasant result.

'I love only you!'

Then we have those dangling modifiers.

'To improve his building skills, a video was watched.'

In order to not offend our conscientious observers, a better choice of sentence structure would be:

'In order to improve his building skills, our friend watched a video.'

Now our readers know exactly who we are talking about and they won't need to figure it out and guess.

Good sentence structure helps to eliminate the use of sentence fragments as well. A sentence fragment is an incomplete sentence. These sentences are often incomplete because they are no longer attached to their clauses.

'It is important to eat vegetables every day. Having a variety.'

A sentence should be able to stand on its own. If we separate the two sentences, we can easily see that the second sentence is a fragment. We don't really know what 'having a variety' is referring to.

'Having a variety of vegetables can help us consume more of them.'

However, be careful not to err on the side of a run-on sentence to avoid a sentence fragment. A run-on sentence is when two or more independent clauses are joined without the appropriate punctuation or conjunction.

The final of the big three causes of sentence structure problems is using passive voice. Passive voice isn't a grammatical error so much as it makes the sentence harder to follow. In passive voice , the target of an action is put in the subject position even though they aren't doing anything. For example:

'The doll was bathed by Sally.'

The doll is an inanimate object and isn't doing any action in the sentence - Sally is doing the work. So to make the sentence active we would write:

'Sally bathed the doll.'

We get to read about action, what's going on and a play-by-play, if you will. It keeps the reader engaged in the piece.

So now that we know the three most common culprits that harm our sentence structure, let's see what we can do to improve them and our overall writing.

Now that we know what can go wrong in structuring a sentence, how do we improve our sentence structure?

• Ensure the information within the sentence is clear. This means ensuring that new information follows old, words are defined for the reader and context is clear.
• Make sure to use transitional words. Transitional words help the reader to easily follow along in your writing. These include words like 'in addition,' 'however,' 'but' and 'also.'
• Use care with subordinate clauses . The subordinate clauses should be at the beginning or the end of the sentence.
• Use active voice. Sentences using active voice are easier to read and understand.
• Use active verbs. Like active voice, active verbs are easier to read and understand.
• Follow traditional grammatical rules. Follow those rules that we all must follow in sentence structure, including using commas appropriately, using complete sentences and following appropriate spelling rules.

Good sentence structure makes your essay easier to read and understand. The first step is being able to identify the things that cause our sentence structure to suffer. This includes having sentence fragments, run-on sentences or putting modifiers in the wrong place. We then learned the six steps to improve our sentence structure.

• Ensure the information within the sentence is clear.
• Make sure to use transitional words.
• Use care with subordinate clauses.
• Use active voice.
• Use active verbs.
• Follow grammar rules.

After watching this lesson, you should be able to:

• Identify and correct misplaced modifiers, sentence fragments and passive voice
• Paraphrase the six tips for improving sentence structure

Sentences Under Construction:

In this exercise, you will revise sentences with various structural problems.

Identify three misplaced modifiers in the following sentences. Rearrange them to make the sentence easier to understand.

Saahil fast ran towards his house. His teacher had kept late his class. Now, for his gymnastics lesson he did not want to be late.

Fragments and Run-On Sentences:

Break the run-on sentence into multiple sentences. Identify fragments and make them into complete sentences. Some sentences will not need correcting.

Saahil's gymnastics competition was next weekend. He was particularly skilled on high bar and pommel horse and his coach thought he might be able to win a gold medal on one of those events, he was also good at vault but vault scared him. He like the feeling of flying. Not falling. The other events were fine. Floor, rings, and parallel bars.

Transitional Words:

Insert two transitional words within the following sentences.

The day of the competition came. Saahil was nervous. He caught all his releases on high bar; he fell on parallel bars.

Passive Voice and Active Voice:

The following sentences are in passive voice. Translate them into active voice.

The vault was not fallen on by Saahil. In the end, the bronze medal in the all-around was won by Saahil. The gold medal for high bar and silver medal for pommel horse were accepted by Saahil also.

Answer Key:

"Fast ran" should be "ran fast;" "late" should be after "class;" "for his gymnastics lesson" should be after "late."

Answers will vary. The second sentence should be separated by either a period or a semicolon after "events." "Not falling" could be combined with the previous sentence with a comma after "flying," or made into its own sentence ("He did not like falling") The last sentence can be combined with the previous ("the other events—floor, rings, and parallel bars—were fine) or made into its own.

Answers will vary; they might include "Hence/Thus Saahil was nervous," "however/whereas, he fell on parallel bars."

Passive and Active Voice:

There might be slight variations, but the answer should be: "Saahil did not fall on vault. In the end, Saahil won the bronze medal in the all-around. Saahil also accept the gold medal for high bar and silver medal for pommel horse."

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11 Rules for Essay Paragraph Structure (with Examples)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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How do you structure a paragraph in an essay?

If you’re like the majority of my students, you might be getting your basic essay paragraph structure wrong and getting lower grades than you could!

In this article, I outline the 11 key steps to writing a perfect paragraph. But, this isn’t your normal ‘how to write an essay’ article. Rather, I’ll try to give you some insight into exactly what teachers look out for when they’re grading essays and figuring out what grade to give them.

You can navigate each issue below, or scroll down to read them all:

1. Paragraphs must be at least four sentences long 2. But, at most seven sentences long 3. Your paragraph must be Left-Aligned 4. You need a topic sentence 5 . Next, you need an explanation sentence 6. You need to include an example 7. You need to include citations 8. All paragraphs need to be relevant to the marking criteria 9. Only include one key idea per paragraph 10. Keep sentences short 11. Keep quotes short

Paragraph structure is one of the most important elements of getting essay writing right .

As I cover in my Ultimate Guide to Writing an Essay Plan , paragraphs are the heart and soul of your essay.

However, I find most of my students have either:

• forgotten how to write paragraphs properly,
• gotten lazy, or
• never learned it in the first place!

Paragraphs in essay writing are different from paragraphs in other written genres .

In fact, the paragraphs that you are reading now would not help your grades in an essay.

That’s because I’m writing in journalistic style, where paragraph conventions are vastly different.

For those of you coming from journalism or creative writing, you might find you need to re-learn paragraph writing if you want to write well-structured essay paragraphs to get top grades.

Below are eleven reasons your paragraphs are losing marks, and what to do about it!

Essay Paragraph Structure Rules

1. your paragraphs must be at least 4 sentences long.

In journalism and blog writing, a one-sentence paragraph is great. It’s short, to-the-point, and helps guide your reader. For essay paragraph structure, one-sentence paragraphs suck.

A one-sentence essay paragraph sends an instant signal to your teacher that you don’t have much to say on an issue.

A short paragraph signifies that you know something – but not much about it. A one-sentence paragraph lacks detail, depth and insight.

Many students come to me and ask, “what does ‘add depth’ mean?” It’s one of the most common pieces of feedback you’ll see written on the margins of your essay.

Personally, I think ‘add depth’ is bad feedback because it’s a short and vague comment. But, here’s what it means: You’ve not explained your point enough!

If you’re writing one-, two- or three-sentence essay paragraphs, you’re costing yourself marks.

Always aim for at least four sentences per paragraph in your essays.

This doesn’t mean that you should add ‘fluff’ or ‘padding’ sentences.

Make sure you don’t:

a) repeat what you said in different words, or b) write something just because you need another sentence in there.

But, you need to do some research and find something insightful to add to that two-sentence paragraph if you want to ace your essay.

Check out Points 5 and 6 for some advice on what to add to that short paragraph to add ‘depth’ to your paragraph and start moving to the top of the class.

• How to Make an Essay Longer
• How to Make an Essay Shorter

2. Your Paragraphs must not be more than 7 Sentences Long

Okay, so I just told you to aim for at least four sentences per paragraph. So, what’s the longest your paragraph should be?

Seven sentences. That’s a maximum.

So, here’s the rule:

Between four and seven sentences is the sweet spot that you need to aim for in every single paragraph.

Here’s why your paragraphs shouldn’t be longer than seven sentences:

1. It shows you can organize your thoughts. You need to show your teacher that you’ve broken up your key ideas into manageable segments of text (see point 10)

2. It makes your work easier to read.   You need your writing to be easily readable to make it easy for your teacher to give you good grades. Make your essay easy to read and you’ll get higher marks every time.

One of the most important ways you can make your work easier to read is by writing paragraphs that are less than six sentences long.

3. It prevents teacher frustration. Teachers are just like you. When they see a big block of text their eyes glaze over. They get frustrated, lost, their mind wanders … and you lose marks.

To prevent teacher frustration, you need to ensure there’s plenty of white space in your essay. It’s about showing them that the piece is clearly structured into one key idea per ‘chunk’ of text.

Often, you might find that your writing contains tautologies and other turns of phrase that can be shortened for clarity.

3. Your Paragraph must be Left-Aligned

Turn off ‘Justified’ text and: Never. Turn. It. On. Again.

Justified text is where the words are stretched out to make the paragraph look like a square. It turns the writing into a block. Don’t do it. You will lose marks, I promise you! Win the psychological game with your teacher: left-align your text.

A good essay paragraph is never ‘justified’.

I’m going to repeat this, because it’s important: to prevent your essay from looking like a big block of muddy, hard-to-read text align your text to the left margin only.

You want white space on your page – and lots of it. White space helps your reader scan through your work. It also prevents it from looking like big blocks of text.

You want your reader reading vertically as much as possible: scanning, browsing, and quickly looking through for evidence you’ve engaged with the big ideas.

The justified text doesn’t help you do that. Justified text makes your writing look like a big, lumpy block of text that your reader doesn’t want to read.

What’s wrong with Center-Aligned Text?

While I’m at it, never, ever, center-align your text either. Center-aligned text is impossible to skim-read. Your teacher wants to be able to quickly scan down the left margin to get the headline information in your paragraph.

Not many people center-align text, but it’s worth repeating: never, ever center-align your essays.

Don’t annoy your reader. Left align your text.

4. Your paragraphs must have a Topic Sentence

The first sentence of an essay paragraph is called the topic sentence. This is one of the most important sentences in the correct essay paragraph structure style.

The topic sentence should convey exactly what key idea you’re going to cover in your paragraph.

Too often, students don’t let their reader know what the key idea of the paragraph is until several sentences in.

You must show what the paragraph is about in the first sentence.

You never, ever want to keep your reader in suspense. Essays are not like creative writing. Tell them straight away what the paragraph is about. In fact, if you can, do it in the first half of the first sentence .

I’ll remind you again: make it easy to grade your work. Your teacher is reading through your work trying to determine what grade to give you. They’re probably going to mark 20 assignments in one sitting. They have no interest in storytelling or creativity. They just want to know how much you know! State what the paragraph is about immediately and move on.

Suggested: Best Words to Start a Paragraph

Ideal Essay Paragraph Structure Example: Writing a Topic Sentence If your paragraph is about how climate change is endangering polar bears, say it immediately : “Climate change is endangering polar bears.” should be your first sentence in your paragraph. Take a look at first sentence of each of the four paragraphs above this one. You can see from the first sentence of each paragraph that the paragraphs discuss:

When editing your work, read each paragraph and try to distil what the one key idea is in your paragraph. Ensure that this key idea is mentioned in the first sentence .

(Note: if there’s more than one key idea in the paragraph, you may have a problem. See Point 9 below .)

The topic sentence is the most important sentence for getting your essay paragraph structure right. So, get your topic sentences right and you’re on the right track to a good essay paragraph.

5. You need an Explanation Sentence

All topic sentences need a follow-up explanation. The very first point on this page was that too often students write paragraphs that are too short. To add what is called ‘depth’ to a paragraph, you can come up with two types of follow-up sentences: explanations and examples.

Let’s take explanation sentences first.

Explanation sentences give additional detail. They often provide one of the following services:

Let’s go back to our example of a paragraph on Climate change endangering polar bears. If your topic sentence is “Climate change is endangering polar bears.”, then your follow-up explanation sentence is likely to explain how, why, where, or when. You could say:

Ideal Essay Paragraph Structure Example: Writing Explanation Sentences 1. How: “The warming atmosphere is melting the polar ice caps.” 2. Why: “The polar bears’ habitats are shrinking every single year.” 3. Where: “This is happening in the Antarctic ice caps near Greenland.” 4. When: “Scientists first noticed the ice caps were shrinking in 1978.”

You don’t have to provide all four of these options each time.

But, if you’re struggling to think of what to add to your paragraph to add depth, consider one of these four options for a good quality explanation sentence.

>>>RELATED ARTICLE: SHOULD YOU USE RHETORICAL QUESTIONS IN ESSAYS ?

6. Your need to Include an Example

Examples matter! They add detail. They also help to show that you genuinely understand the issue. They show that you don’t just understand a concept in the abstract; you also understand how things work in real life.

Example sentences have the added benefit of personalising an issue. For example, after saying “Polar bears’ habitats are shrinking”, you could note specific habitats, facts and figures, or even a specific story about a bear who was impacted.

Ideal Essay Paragraph Structure Example: Writing an ‘Example’ Sentence “For example, 770,000 square miles of Arctic Sea Ice has melted in the past four decades, leading Polar Bear populations to dwindle ( National Geographic, 2018 )

In fact, one of the most effective politicians of our times – Barrack Obama – was an expert at this technique. He would often provide examples of people who got sick because they didn’t have healthcare to sell Obamacare.

What effect did this have? It showed the real-world impact of his ideas. It humanised him, and got him elected president – twice!

Be like Obama. Provide examples. Often.

7. All Paragraphs need Citations

Provide a reference to an academic source in every single body paragraph in the essay. The only two paragraphs where you don’t need a reference is the introduction and conclusion .

Let me repeat: Paragraphs need at least one reference to a quality scholarly source .

Let me go even further:

Students who get the best marks provide two references to two different academic sources in every paragraph.

Two references in a paragraph show you’ve read widely, cross-checked your sources, and given the paragraph real thought.

It’s really important that these references link to academic sources, not random websites, blogs or YouTube videos. Check out our Seven Best types of Sources to Cite in Essays post to get advice on what sources to cite. Number 6 w ill surprise you!

Ideal Essay Paragraph Structure Example: In-Text Referencing in Paragraphs Usually, in-text referencing takes the format: (Author, YEAR), but check your school’s referencing formatting requirements carefully. The ‘Author’ section is the author’s last name only. Not their initials. Not their first name. Just their last name . My name is Chris Drew. First name Chris, last name Drew. If you were going to reference an academic article I wrote in 2019, you would reference it like this: (Drew, 2019).

Where do you place those two references?

Place the first reference at the end of the first half of the paragraph. Place the second reference at the end of the second half of the paragraph.

This spreads the references out and makes it look like all the points throughout the paragraph are backed up by your sources. The goal is to make it look like you’ve reference regularly when your teacher scans through your work.

Remember, teachers can look out for signposts that indicate you’ve followed academic conventions and mentioned the right key ideas.

Spreading your referencing through the paragraph helps to make it look like you’ve followed the academic convention of referencing sources regularly.

Here are some examples of how to reference twice in a paragraph:

• If your paragraph was six sentences long, you would place your first reference at the end of the third sentence and your second reference at the end of the sixth sentence.
• If your paragraph was five sentences long, I would recommend placing one at the end of the second sentence and one at the end of the fifth sentence.

You’ve just read one of the key secrets to winning top marks.

8. Every Paragraph must be relevant to the Marking Criteria

Every paragraph must win you marks. When you’re editing your work, check through the piece to see if every paragraph is relevant to the marking criteria.

For the British: In the British university system (I’m including Australia and New Zealand here – I’ve taught at universities in all three countries), you’ll usually have a ‘marking criteria’. It’s usually a list of between two and six key learning outcomes your teacher needs to use to come up with your score. Sometimes it’s called a:

• Marking criteria
• Marking rubric
• (Key) learning outcome
• Indicative content

Check your assignment guidance to see if this is present. If so, use this list of learning outcomes to guide what you write. If your paragraphs are irrelevant to these key points, delete the paragraph .

Paragraphs that don’t link to the marking criteria are pointless. They won’t win you marks.

For the Americans: If you don’t have a marking criteria / rubric / outcomes list, you’ll need to stick closely to the essay question or topic. This goes out to those of you in the North American system. North America (including USA and Canada here) is often less structured and the professor might just give you a topic to base your essay on.

If all you’ve got is the essay question / topic, go through each paragraph and make sure each paragraph is relevant to the topic.

For example, if your essay question / topic is on “The Effects of Climate Change on Polar Bears”,

• Don’t talk about anything that doesn’t have some connection to climate change and polar bears;
• Don’t talk about the environmental impact of oil spills in the Gulf of Carpentaria;
• Don’t talk about black bear habitats in British Columbia.
• Do talk about the effects of climate change on polar bears (and relevant related topics) in every single paragraph .

You may think ‘stay relevant’ is obvious advice, but at least 20% of all essays I mark go off on tangents and waste words.

Stay on topic in Every. Single. Paragraph. If you want to learn more about how to stay on topic, check out our essay planning guide .

9. Only have one Key Idea per Paragraph

One key idea for each paragraph. One key idea for each paragraph. One key idea for each paragraph.

Don’t forget!

Too often, a student starts a paragraph talking about one thing and ends it talking about something totally different. Don’t be that student.

To ensure you’re focussing on one key idea in your paragraph, make sure you know what that key idea is. It should be mentioned in your topic sentence (see Point 3 ). Every other sentence in the paragraph adds depth to that one key idea.

If you’ve got sentences in your paragraph that are not relevant to the key idea in the paragraph, they don’t fit. They belong in another paragraph.

Go through all your paragraphs when editing your work and check to see if you’ve veered away from your paragraph’s key idea. If so, you might have two or even three key ideas in the one paragraph.

You’re going to have to get those additional key ideas, rip them out, and give them paragraphs of their own.

If you have more than one key idea in a paragraph you will lose marks. I promise you that.

The paragraphs will be too hard to read, your reader will get bogged down reading rather than scanning, and you’ll have lost grades.

10. Keep Sentences Short

If a sentence is too long it gets confusing. When the sentence is confusing, your reader will stop reading your work. They will stop reading the paragraph and move to the next one. They’ll have given up on your paragraph.

Short, snappy sentences are best.

Shorter sentences are easier to read and they make more sense. Too often, students think they have to use big, long, academic words to get the best marks. Wrong. Aim for clarity in every sentence in the paragraph. Your teacher will thank you for it.

The students who get the best marks write clear, short sentences.

When editing your draft, go through your essay and see if you can shorten your longest five sentences.

(To learn more about how to write the best quality sentences, see our page on Seven ways to Write Amazing Sentences .)

11. Keep Quotes Short

Eighty percent of university teachers hate quotes. That’s not an official figure. It’s my guestimate based on my many interactions in faculty lounges. Twenty percent don’t mind them, but chances are your teacher is one of the eight out of ten who hate quotes.

Teachers tend to be turned off by quotes because it makes it look like you don’t know how to say something on your own words.

Now that I’ve warned you, here’s how to use quotes properly:

Ideal Essay Paragraph Structure Example: How To Use Quotes in University-Level Essay Paragraphs 1. Your quote should be less than one sentence long. 2. Your quote should be less than one sentence long. 3. You should never start a sentence with a quote. 4. You should never end a paragraph with a quote. 5 . You should never use more than five quotes per essay. 6. Your quote should never be longer than one line in a paragraph.

The minute your teacher sees that your quote takes up a large chunk of your paragraph, you’ll have lost marks.

Your teacher will circle the quote, write a snarky comment in the margin, and not even bother to give you points for the key idea in the paragraph.

Avoid quotes, but if you really want to use them, follow those five rules above.

I’ve also provided additional pages outlining Seven tips on how to use Quotes if you want to delve deeper into how, when and where to use quotes in essays. Be warned: quoting in essays is harder than you thought.

Follow the advice above and you’ll be well on your way to getting top marks at university.

Writing essay paragraphs that are well structured takes time and practice. Don’t be too hard on yourself and keep on trying!

Below is a summary of our 11 key mistakes for structuring essay paragraphs and tips on how to avoid them.

I’ve also provided an easy-to-share infographic below that you can share on your favorite social networking site. Please share it if this article has helped you out!

11 Biggest Essay Paragraph Structure Mistakes you’re probably Making

1.  Your paragraphs are too short 2.  Your paragraphs are too long 3.  Your paragraph alignment is ‘Justified’ 4.  Your paragraphs are missing a topic sentence 5 .  Your paragraphs are missing an explanation sentence 6.  Your paragraphs are missing an example 7.  Your paragraphs are missing references 8.  Your paragraphs are not relevant to the marking criteria 9.  You’re trying to fit too many ideas into the one paragraph 10.  Your sentences are too long 11.  Your quotes are too long

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ All 6 Levels of Understanding (on Bloom’s Taxonomy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!

4 thoughts on “11 Rules for Essay Paragraph Structure (with Examples)”

Hello there. I noticed that throughout this article on Essay Writing, you keep on saying that the teacher won’t have time to go through the entire essay. Don’t you think this is a bit discouraging that with all the hard work and time put into your writing, to know that the teacher will not read through the entire paper?

Hi Clarence,

Thanks so much for your comment! I love to hear from readers on their thoughts.

Yes, I agree that it’s incredibly disheartening.

But, I also think students would appreciate hearing the truth.

Behind closed doors many / most university teachers are very open about the fact they ‘only have time to skim-read papers’. They regularly bring this up during heated faculty meetings about contract negotiations! I.e. in one university I worked at, we were allocated 45 minutes per 10,000 words – that’s just over 4 minutes per 1,000 word essay, and that’d include writing the feedback, too!

If students know the truth, they can better write their essays in a way that will get across the key points even from a ‘skim-read’.

I hope to write candidly on this website – i.e. some of this info will never be written on university blogs because universities want to hide these unfortunate truths from students.

Thanks so much for stopping by!

Regards, Chris

This is wonderful and helpful, all I say is thank you very much. Because I learned a lot from this site, own by chris thank you Sir.

Thank you. This helped a lot.

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Sentence Structure: A Complete Guide (With Examples & Tasks)

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

  A TEACHER’S GUIDE TO SENTENCE STRUCTURE

This article aims to inform teachers and students about writing great sentences for all text types and genres. I would also recommend reading our complete guide to writing a great paragraph here. Both articles will find great advice, teaching ideas, and resources.

WHAT IS SENTENCE STRUCTURE?

When we talk about ‘sentence structure’, we are discussing the various elements of a sentence and how these elements are organized on the page to convey the desired effect of the author.

Writing well in terms of sentence structure requires our students to become familiar with various elements of grammar and the various types of sentences that exist in English.

In this article, we will explore these areas and discuss various ideas and activities you can use in the classroom to help your students on the road to mastering these different sentence structures. This will help make their writing more precise and interesting in the process.

TYPES OF SENTENCE STRUCTURE

In English, students need to get their heads around four types of sentences. They are:

Mastering these four types of sentences will enable students to articulate themselves effectively and with personality and style.

Achieving this necessarily takes plenty of practice, but the process begins with ensuring that each student has a firm grasp on how each type of sentence structure works.

But, before we examine these different types of structures, we must ensure our students understand the difference between independent and dependent clauses. Understanding clauses and how they work will make it much easier for students to grasp the following types of sentences.

A COMPLETE UNIT ON TEACHING SENTENCE STRUCTURE

This complete  SENTENCE STRUCTURE UNIT  is designed to take students from zero to hero over  FIVE STRATEGIC LESSONS  to improve  SENTENCE WRITING SKILLS  through  PROVEN TEACHING STRATEGIES covering:

SENTENCE CLAUSES

Teaching sentence clauses requires a deep understanding of the topic and an ability to explain it in an engaging and easy way for students to understand. In this article, we’ll discuss the basics of sentence clauses and provide some tips for teaching them to students.

What are Sentence Clauses?

A sentence clause is a group of words that contains a subject and a verb. It can be a complete sentence on its own or a part of a larger sentence. There are two types of sentence clauses: independent and dependent.

Independent Clauses

Put simply; clauses are parts of a sentence containing a verb. An independent clause can stand by itself as a complete sentence. It expresses a complete thought or idea and includes a subject and a verb  – more on this shortly!

Here’s an example of an independent clause in a sentence:

“I went to the store.”

In this sentence, “I went to the store” is an independent clause because it can stand alone as a complete sentence and expresses a complete thought. It has a subject (“I”) and a verb (“went”), and it can be punctuated with a period.

Dependent Clauses / Subordinate Clauses

Dependent clauses, on the other hand, are not complete sentences and cannot stand by themselves. They do not express a complete idea. To become complete, they must be attached to an independent clause. Dependent clauses are also known as subordinate clauses .

An excellent way to illustrate the difference between the two is by providing an example that contains both.

For example:

Even though I am tired, I am going to work tonight.

The non-underlined portion of the sentence doesn’t work as a sentence on its own, so it is a dependent clause. The underlined portion of the sentence could operate as a sentence in its own right, and it is, therefore, an independent clause. 

Now we’ve got clauses out of the way, we’re ready to look at each type of sentence in turn.

Teaching sentence clauses to students is essential because it helps them understand sentence structure. Understanding the structure of sentences is essential for effective writing and communication. It also helps students to identify and correct common errors in their writing, such as sentence fragments and run-on sentences.

Simple Sentences

Simple sentences are, unsurprisingly, the easiest type of sentence for students to grasp and construct for themselves. Often these types of sentences will be the first sentences that children write by themselves, following the well-known Subject – Verb – Object or SVO pattern.

The subject of the sentence will be the noun that begins the sentence. This may be a person, place, or thing, but most importantly, it is the doer of the action in the sentence.

The action itself will be encapsulated by the verb, which is the action word that describes what the doer does.

The object of the sentence follows the verb and describes that which receives the action.

This is again best illustrated by an example. Take a look at the simple sentence below:

Tom ate many cookies.

In this easy example, the doer of the action is Tom , the action is ate , and the receiver of the action is the many cookies .

Subject = Tom

Object = many cookies

After some practice, students will become adept at recognizing SVO sentences and forming their own. It’s also important to point out that simple sentences don’t necessarily have to be short.

This research reveals that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Despite this sentence looking more sophisticated (and longer!), this is still a simple sentence as it follows the SVO structure:

Subject = research

Verb = reveals

Object = that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Though basic in construction, it is essential to note that a simple sentence is often the perfect structure for dealing with complex ideas. Simple sentences can effectively provide clarity and efficiency of expression, breaking down complex concepts into manageable chunks.

MORE SIMPLE SENTENCE EXAMPLES

• She ran to the store.
• The sun is shining.
• He likes to read books.
• The cat is sleeping.
• I am happy.

Simple Sentence Reinforcement Activity

To ensure your students grasp the simple sentence structure, have them read a photocopied text pitched at a language level suited to their age and ability.

On the first run-through, have students identify and highlight simple sentences in the text. Then, students should use various colors of pens to pick out and underline the subject, the verb, and the object in each sentence.

This activity helps ensure a clear understanding of how this structure works and helps to internalize it. This will reap rich rewards for students when they come to the next stage, and it’s time for them to write their own sentences using this basic pattern.

After students have mastered combining subjects, verbs, and objects into both long and short sentences, they will be ready to move on to the other three types of sentences, the next of which is the compound sentence .

EXAMPLES OF SIMPLE, COMPLEX AND COMPOUND SENTENCES

COMPOUND SENTENCE S

While simple sentences consist of one clause with a subject and a verb, compound sentences combine at least two independent clauses that are joined together with a coordinating conjunction .

There’s a helpful acronym to help students remember these coordinating conjunctions; FANBOYS .

Some conjunctions will be more frequently used than others, with the most commonly used being and , but , or , and so .

Whichever of the conjunctions the student chooses, it will connect the two halves of the compound sentence – each of which could stand alone as a complete sentence.

Compound sentences are an essential way of bringing variety and rhythm to a piece of writing. The decision to join two sentences together into one longer compound sentence is made because there is a strong relationship between the two. Still, it is important to remind students that they need not necessarily be joined as they can remain as separate sentences.

The decision to join or not is often a stylistic one.

For example, the two simple sentences:

1. She ran to the school.

2. The school was closed.

It can be easily joined together with a coordinating conjunction that reveals an essential relationship between the two:

She ran to the school, but the school was closed.

As a bonus, while working on compound sentences, a convenient opportunity arises to introduce the correct usage of the semicolon. Often, where two clauses are joined with a conjunction, that conjunction can be replaced with a semicolon when the two parts of the sentence are related, for example:

She ran to the school; the school was closed.

While you may not wish to muddy the waters by introducing the semicolon while dealing with compound sentences, more advanced students may benefit from making the link here.

MORE COMPOUND SENTENCE EXAMPLES

• I want to go to the beach this weekend, but I also need to finish my homework.
• She loves to sing and dance, so she decided to audition for the school musical.
• I enjoy reading books, and my brother prefers to watch movies.
• The dog barked at the mailman, and the mailman quickly walked away.
• He ate his breakfast, and then he went for a run in the park.

Reinforcement Activity:

A good way for students to practice forming compound sentences is to provide them with copies of simple books from early on in a reading scheme. Books for emergent readers are often written in simple sentences that form repetitive patterns that help children internalize various language patterns.

Challenge your students to rewrite some of these texts using compound sentences where appropriate. This will provide valuable practice in spotting such opportunities in their writing and experience in selecting the appropriate conjunction.

COMPLEX SENTENCES

There are various ways to construct complex sentences, but essentially any complex sentence will contain at least one independent and one dependent clause. However, these clauses are not joined by coordinating conjunctions. Instead, subordinating conjunctions are used.

Here are some examples of subordinating conjunctions:

●     after

●     although

●     as

●     as long as

●     because

●     before

●     even if

●     if

●     in order to

●     in case

●     once

●     that

●     though

●     until

●     when

●     whenever

●     wherever

●     while

Subordinating conjunctions join dependent and independent clauses together. They provide a transition between the two ideas in the sentence. This transition will involve a time, place, or a cause and effect relationship. The more important idea is contained in the sentence’s main clause, while the less important idea is introduced by the subordinating conjunction.

Although Catherine ran to school , she didn’t get there in time.

We can see that the first part of this complex sentence (in bold ) is a dependent clause that cannot stand alone. This fragment begins with the subordinating conjunction ‘although’ which joins it to, and expresses the relationship with, the independent clause which follows.

When complex sentences are organized this way (with the dependent clause first), you’ll note the comma separates the dependent clause from the independent clause. If the structure is reorganized to place the independent clause first, with the dependent clause following, then there is no need for this comma.

You will not do well if you refuse to study.

Complex sentences can be great tools for students to not only bring variety to their writing but to explore complex ideas, set up comparisons and contrasts, and convey cause and effect.

MORE COMPLEX SENTENCE EXAMPLES

• Despite feeling exhausted from a long day at work, she still managed to summon the energy to cook a delicious dinner for her family.
• In order to fully appreciate the beauty of the artwork, one must take the time to examine it closely and consider the artist’s intentions.
• The new student, who had just moved to the city from a small town, felt overwhelmed by the size and complexity of her new school.
• Although he had studied diligently for weeks, he was still nervous about the upcoming exam, knowing that his entire future depended on his performance.
• As the sun began to set, the birds flew back to their nests, signalling the end of another day and the beginning of a peaceful evening.

Reinforcement Activity

A helpful way to practice writing complex sentences is to provide students with a subordinating conjunction and dependent clause and challenge them to provide a suitable independent clause to finish out the sentence.

After returning home for work,…

Although it was late,…

You may also flip this and provide the independent clause first before challenging them to come up with a suitable dependent clause and subordinating conjunction to finish out the sentence.

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COMPOUND-COMPLEX SENTENCES

Compound-complex sentences are, not surprisingly, the most difficult for students to write well. If, however, your students have put the work in to gain a firm grasp of the preceding three sentence types, then they should manage these competently with a bit of practice.

Before teaching compound-complex sentences, it’ll be worth asking your students if they can make an educated guess at a definition of this type of sentence based on its title alone.

The more astute among your students may well be able to work out that a compound-complex sentence refers to joining a compound sentence with a complex one. More accurately, a compound-complex sentence combines at least two independent clauses and one dependent clause.

Since the school was closed, Sarah ran home and her mum made her some breakfast.

We can see here the sentence begins with a dependent clause followed by a compound sentence. We can also see a complex sentence nestled there if we look at the bracketed content in the version below.

( Since the school was closed, Sarah ran home ) and her mum made her some breakfast.

This is a fairly straightforward example of complex sentences, but they can come in lots of guises, containing lots more information while still conforming to the compound-complex structure.

Because most visitors to the city regularly miss out on the great bargains available here, local companies endeavor to attract tourists to their businesses and help them understand how to access the best deals the capital has to offer.

A lot is going on in this sentence, but it follows the same structure as the previous one on closer examination. That is, it opens with a dependent clause (that starts with subordinating conjunction) and is then followed by a compound sentence.

With practice, your students will soon be able to quickly identify these more sophisticated types of sentences and produce their own examples.

Compound-complex sentences can bring variety to a piece of writing and help articulate complex things. However, it is essential to encourage students to pay particular attention to the placement of commas in these sentences to ensure readers do not get confused. Encourage students to proofread all their writing, especially when writing longer, more structurally sophisticated sentences such as these.

MORE COMPOUND-COMPLEX SENTENCE EXAMPLES

• Despite the fact that he was exhausted from his long day at work, he went to the gym and completed a gruelling hour-long workout, but he still managed to make it home in time for dinner with his family.
• The orchestra played beautifully, filling the concert hall with their harmonious melodies, yet the soloist stole the show with her hauntingly beautiful rendition of the final movement.
• Although the road was treacherous and steep, the hiker persevered through the difficult terrain, and after several hours, she reached the summit and was rewarded with a breathtaking view of the valley below.
• The chef prepared a mouth-watering feast, consisting of a savory roast beef, a colorful array of fresh vegetables, and a decadent chocolate cake for dessert, yet the dinner party was still overshadowed by the heated political debate.
• After a long and tiring day, the student sat down to study for her final exam, but she couldn’t concentrate because her mind was consumed with worries about her future, so she decided to take a break and go for a run to clear her head.

Regenerate response

You could begin reinforcing student understanding of compound-complex sentences by providing them with a handout featuring several examples of this type of sentence.

Working in pairs or small groups, have the students identify and mark the independent clauses (more than 1) and dependent clauses (at least 1) in each sentence. When students can do this confidently, they can then begin to attempt to compose their own sentences.

Another good activity that works well as a summary of sentence structure work is to provide the students with a collection of jumbled sentences of each of the four types.

Challenge the students to sort the sentences into each of the four types. In a plenary, compare each group’s findings and examine those sentences where the groups disagreed on their categorization.

In teaching sentence structure, it is essential to emphasize to our students that though the terminology may seem quite daunting at first, they will quickly come to understand how each structure works and recognize them when they come across them in a text.

Much of this is often done by feel, especially for native English speakers. Just as someone may be a competent cyclist and struggle to explain the process verbally, grammar can sometimes feel like a barrier to doing.

Be sure to make lots of time for students to bridge the gap between the theoretical and the practical by offering opportunities to engage in activities that allow students to get creative in producing their own sentences.

WRITING CHECKLISTS FOR ALL TEXT TYPES

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WHAT IS A SENTENCE FRAGMENT?

A sentence fragment is a collection of words that looks similar to a sentence but actually isn’t a complete sentence. Sentence fragments usually lack a subject or verb or don’t express a complete thought. Whilst a fragmented sentence can be punctuated to appear similar to a complete sentence; it is no substitute for a sentence.

Sentence fragment features:

These are the distinguishing features of a sentence fragment:

• Example: Jumped further than a Kangaroo. (Who jumped?)
• Example: My favorite math teacher.  (What did the teacher do or say?)
• Example: For better or worse.  (What is better or worse? What is it modifying?)
• Example: When my mother married my father.  (What happened when “my mother married my father?”)
• Example: Such as, my brother was practising martial arts.  (It is unclear; did something happen when my brother was practising martial arts?)

The methods for correcting a sentence fragment are varied, but essentially it will boil down to three options. Either attach it to a nearby sentence, revise and add the missing elements or rewrite the entire passage or fragment until they are operating in sync with each other.

Let’s explore some of these methods to fix a fragmented sentence. Firstly, one must identify the subject and verb to ensure that the fragment contains the necessary components of a complete sentence. For instance, in the sentence “Running down the street, I saw a dog,” the subject (“I”) and verb (“saw”) are present, making it a complete sentence.

Furthermore, it is important to check for a complete thought within the sentence fragment. In other words, the fragment should express a complete idea; if it doesn’t, it should be revised accordingly. An example of a sentence fragment with a complete thought is “Running down the street, I saw a dog chasing a cat.”

Lastly, combining sentence fragments with independent clauses can help create complete sentences. For instance, “Running down the street, I saw a dog. It was chasing a cat” can be combined into one sentence: “Running down the street, I saw a dog chasing a cat.” This not only creates a complete sentence but also enhances the overall coherence and readability of the text.

In summary, sentence fragments can hinder effective communication and must be avoided in writing. To fix a sentence fragment, one must identify the subject and verb, ensure a complete thought is expressed, and consider combining it with an independent clause. By doing so, writers can create clear, concise, and meaningful sentences that easily convey their intended message.

TOP TIPS FOR TEACHING SENTENCE STRUCTURE

• Start with the basics: Begin by teaching students about the different parts of a sentence, such as subject, verb, and object. Use examples and visual aids to help them understand the function of each part.
• Use varied sentence structures: Show students examples of different sentence structures, such as simple, compound, and complex sentences. Please encourage them to use varied sentence structures in their writing.
• Practice with sentence combining: Give students several short, simple sentences and ask them to combine them into a longer sentence using conjunctions or other connecting words. This exercise will help them understand how to construct complex sentences.
• Use real-life examples: Incorporate examples from everyday life to help students understand how sentence structure affects meaning. For example, “I saw the man with the telescope” and “I saw the man, with the telescope” have different meanings due to the placement of the comma.
• Provide feedback: Give students feedback on their writing, focusing on the structure of their sentences. Encourage them to revise and improve their writing by experimenting with different sentence structures. Please provide specific examples of how they can improve their sentence structure.

SENTENCE STRUCTURE VIDEO TUTORIALS

OTHER GREAT ARTICLES RELATED TO SENTENCE STRUCTURE

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The Writing Process

Perfect Paragraph Writing: The Ultimate Guide

Teaching Proofreading and Editing Skills

How to write a perfect 5 Paragraph Essay

Steps to Writing an Essay and Enjoy the Process

Writing an essay is a great chance to improve your writing skills, even though it might seem overwhelming at first. That’s why our college essay writers are here to show you the steps to ace your essays with minimal effort. 

In this article, you'll get answers to important questions like: What are the main stages of writing your paper? How can you organize your essay to get your ideas across effectively?, and more! So, let's break down how to write an essay with the practical example below to see everything in action!

3 Main Stages of Writing an Essay

Before we dive into the writing steps, let's quickly outline the three main stages of writing:

First, there's preparation . This involves choosing your topic, doing research, and creating an outline for your essay.

Next comes the writing stage . Here, you introduce your argument in the introduction, support it with evidence in the main body, and wrap it up neatly in the conclusion.

Finally, there's revision . This is where you check your essay for content, organization, grammar, spelling, and formatting.

We'll take you through these essential components separately with our example essay, giving you helpful tips along the way.

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How to Write an Essay with 8 Steps

With the essay writing guide below, our research paper services will break down the process into eight key steps. From understanding the assigned topic and crafting a clear thesis statement to refining the final draft to perfection, you'll gain a clear understanding and begin writing with confidence.

Step 1: Get to Know Your Task

Before you start writing your essay, ensure you understand what the assignment requires so you can approach it effectively and focus on the right things. This includes checking for formatting and stylistic requirements like margin size, line spacing, and font choice. Don't forget to think about how long your essay should be and what citation format to use.

Equally important is understanding your teacher's expectations. Sometimes, their preferences go beyond the assignment guidelines. Take the time to read any extra instructions your teacher provides. They might specify the depth of analysis they want, recommend sources, or discuss formatting preferences. Paying attention to these details from the beginning can help you tailor your essay appropriately and improve your final grade.

Step 2: Choose Your Passion Topic

Sometimes, you might already have a specific topic assigned to you, while other times, you're given the freedom to choose within a general theme or subject. If your assignment doesn't specify a topic, take some time to brainstorm ideas.

Start by considering your interests, hobbies, or areas of expertise. Is there something within the subject matter that particularly grabs your attention? Maybe there's a current issue you're passionate about exploring further. Your passion for the topic will naturally come through in your writing, making it more engaging for both you and your readers. Plus, when you're excited about your topic, you're more likely to invest the effort needed to research and craft a high-quality essay.

Remember, choosing a passion topic doesn't mean it has to be unrelated to the assignment. Look for ways to align your interests with the requirements of the task. For example, if the assignment is about history, but you're passionate about sports, consider exploring the history of a particular sport or the impact of sports on society.

Step 3: Dive into Research

Now that you've chosen a topic close to your heart, it's time to dive into research. Start by gathering information from reputable sources and take thorough notes, focusing on evidence and examples that support your main points.

When it comes to sourcing, academic books and journals are reliable go-tos. Supplement your search with scholarly databases like JSTOR and Google Scholar for additional scholarly insights. Remember, though, to exercise critical evaluation with every source you encounter. Even esteemed research papers may harbor hidden biases or outdated information. And while Wikipedia is generally off-limits for academic citation, you can often find valuable sources listed in its reference sections.

If this seems too complicated, you can pay for essay , and our writers will deal with any assignment for you!

Step 4: Craft Your Thesis Statement

With your research underway, it's time to craft your thesis statement that briefly summarizes the main argument or position you'll be presenting. One straightforward way to come up with a thesis statement while writing an essay is to address the central question you're exploring.

Your thesis statement should be clear, specific, and arguable, outlining the scope of your essay and providing a roadmap for your reader to follow. Aim for a concise sentence or two that captures the essence of your argument.

For example, if your research centers on geopolitical tensions in the South China Sea, your thesis might assert, ' The territorial disputes in the South China Sea reflect intricate interplays among regional power dynamics, maritime security considerations, and international legal frameworks, with far-reaching implications for peace and stability in the Asia-Pacific region. '

Step 5: Create an Outline

Now that your thesis statement is solid, it's time to tackle the outline. Keep it concise—just jot down 1-2 sentences or a few keywords outlining each main point or argument. Within each section, include supporting evidence, examples, and analysis to bolster your arguments. Be sure to include transitions between sections to maintain coherence and guide your reader through your essay.

Consider the structure of your essay as you craft your outline. You might choose to lead with your strongest arguments before addressing weaker ones. Alternatively, you could begin with a broad overview of the topic before delving into specific themes, tone, and style.

Stay adaptable and receptive to adjustments. It's perfectly fine to refine your outline as you delve deeper into your research and refine your ideas. Ultimately, your outline should serve as a clear roadmap for your essay, ensuring you remain focused and organized throughout the writing process.

Step 6: Choose a Format

The format you select will largely depend on the requirements of your assignment, as well as the preferences of your instructor.

Consider whether your essay will be more effective as a traditional written piece, a multimedia presentation, or perhaps even a combination of both. Evaluate the strengths and limitations of each format in relation to your topic and intended audience.

If you opt for a written format, determine whether a standard essay structure suits your needs best, or if an alternative format like a report, reflection paper, or argumentative essay would be more appropriate.

Step 7: Get Writing

Use your 5 paragraph essay outline to guide you as you start filling in each section, adding more detail to your main points and supporting arguments.

Work on one section at a time, making sure your writing is clear, makes sense, and gets to the point. Include evidence, examples, and analysis to back up what you're saying and make your discussion richer. Each paragraph should start with a topic sentence, which is like a mini version of your main idea. Then, back it up with a few specific examples.

Keep your reader in mind as you write, trying to keep them interested. Your essay will flow better if you can smoothly connect your ideas. Look for logical ways to link each paragraph or topic to the one before or after.

Don't forget to check back with your thesis statement and outline as you go. They'll help you stay focused and make sure your writing stays on track.

Step 8: Polish and Perfect

Now that you've fleshed out your essay, it's time to refine your writing to ensure it's clear, concise, and compelling. Start by reviewing your essay as a whole, paying attention to the coherence of your arguments. If you find any disjointed sections, consider reordering or rephrasing to improve the overall flow.

Next, focus on refining your language and style. Look for opportunities to clarify your points, eliminate unnecessary words or phrases, and vary your sentence structure to keep your writing engaging. For instance, instead of saying ' many people ,' you could specify ' a significant portion of the population .'

Check for grammar, punctuation, and spelling errors, and make any necessary corrections. For example, ensure that all subject-verb agreements are correct and that commas are used appropriately to enhance clarity. 

Finally, take some time to step back and read your essay with fresh eyes. Consider seeking feedback from peers, instructors, or writing tutors to gain different perspectives and identify areas for improvement.

Essay Example

To see how all the ideas we've talked about work in a real essay, here's an example for you to check out.

Essay Structure

As we've already mentioned, an essay usually has three main parts: the introduction, body paragraphs, and conclusion. Let our coursework writer break down each part below!

Read more: Essay Format

Introduction

In the introduction, you set the stage for your essay by introducing the topic and providing background information. This helps orient the reader and gives context to the rest of your essay. Your introduction should also include your thesis statement, which is the main argument or point you'll be making.

For example, if you're discussing the impact of climate change, your transitional sentence could bridge the gap between the introduction and the first body paragraph by stating, 'With global temperatures on the rise, it's crucial to examine the implications of climate change on ecosystems.'

For a more detailed guide, you can read more here: How to Write an Introduction

Body Paragraphs

Each body paragraph should focus on a single idea or argument, supported by evidence, examples, and analysis. Start each paragraph with a topic sentence that clearly states the main point you'll be discussing. Then, provide supporting details and examples to back up your argument.

Consider structuring your body section like this:

• Present your first main point, supported by examples and evidence.
• Discuss your second main point, providing supporting examples and analysis.
• Address your third main point, reinforcing it with evidence and examples.
• Acknowledge major counter-arguments to your thesis, addressing them with rebuttals to strengthen your position.

In the conclusion, you wrap up your essay by summarizing the main points you've discussed and restating your thesis in a new way. This is where you remind the reader of what you've argued throughout the essay. You can also touch on the broader implications of your argument or suggest areas for further research.

Keep your conclusion short and sweet. It should only be 1-2 paragraphs long, depending on the length of your essay. Avoid adding new information; instead, focus on bringing together your ideas and leaving a lasting impression on the reader. For a more detailed exploration, you can visit the below article.

Read more: How to Write a Conclusion

5 Essay Writing Tips to Simplify the Process

Would you like to know how to write an essay fast ? Then, check out our our time-tested tips to help you simplify the process:

• Craft a Specific Thesis Statement: Make sure your thesis is crystal clear and directly tackles the essay question. This will keep your research on track and your writing focused.
• Use Primary Sources Where Possible: Prioritize original sources like research studies, historical documents, or interviews for academic essays. They offer the most reliable evidence.
• Hook Your Reader with a Unique Introduction: Start your essay with something attention-grabbing, like a surprising fact or a thought-provoking question. This gets your reader interested and sets the tone for your argument.
• Support Each Argument with Concrete Evidence: Back up your main points in the body paragraphs with specific examples, statistics, or quotes. This makes your argument stronger and your essay more convincing.
• End with a Compelling Call to Action: Wrap up your essay by encouraging your reader to do something, think differently, or explore the topic further. This leaves a strong impression and invites further engagement.

Final Words

Writing good essays is very important for students, not just for doing well in school but for being able to express yourself clearly and persuasively. When you're good at it, you can communicate better in all kinds of situations, whether it's in class or at work. And if you ever need a little help, you can always buy an essay online . It can save you time and stress, so you can stay motivated and avoid getting overwhelmed!

On the Hunt for the Perfect Essay?

Armed with keyboards and creativity potions, we'll conjure an essay so captivating even your bibliography will shed a tear.

How to Write an Essay?

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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IELTS Advantage

IELTS Preparation Courses

IELTS Writing Task 2 Essay Structures

The four most common IELTS writing Task 2 questions are: Opinion, Advantages and Disadvantages, Problem and Solution Discussion

IELTS Task 2 Essay Structures

Knowing how to structure your IELTS Writing Task 2 essay is an essential skill that can make the difference between getting and not getting the band score you deserve. With that in mind, we have outlined the most common IELTS Writing Task 2 structures below.

Nearly all of my Task 2 essays follow this basic structure: The sentences you put in each paragraph will depend on what type of question you get.

The five most common IELTS Writing Task 2 questions are:

• Opinion (Agree or Disagree)
• Advantages and Disadvantages
• Problem and Solution
• Discussion (Discuss both views)
• Two-part Question

Below I will outline examples and a structure approved by experienced IELTS teachers and examiners for each type of question. This will help you write a clear, coherent answer and hopefully boost your IELTS band score. I also include an example answer for each type of question so you can see the structure in a real essay.

Please note that these are general structures and may vary slightly depending on the question.

Please also note that no ‘one’ Task 2 essay structure will get you a high score. There are many types of structures that can get you a high score. These are just some I think are effective and easy to learn. 

Please visit the lessons below for more detailed guidance on each type of question. I have provided a link at the end of each section.

Opinion Questions (Agree or Disagree) 

Typical Question Words –

What is your opinion?

Do you agree or disagree?

To what extent do you agree or disagree?

Direct question.

Example Question –

Some people believe that unpaid community service should be compulsory in high school programmes (for example, working for a charity, improving the neighbourhood or teaching sports to younger children).

Essay Structure 

Introduction 

1- Paraphrase Question

2- Give your opinion and outline the main ideas.

Main Body Paragraph 1 

1- Topic Sentence

2- Explain Topic Sentence

Main Body Paragraph 2

Conclusion 

1- Summary of main points and opinion

Student Sample Answer

It is argued that volunteering should be made part of the school curriculum. This essay agrees with that suggestion completely because it help pupils develop soft skills and helps them gain much-needed work experience.

Education should not be limited to strictly academic pursuits, and those in education should also develop life skills, such as teamwork, empathy and self-discipline, and one of the best ways to hone these aptitudes is through community service. Serving those less fortunate than ourselves teaches us many lessons, including how to work with people from other backgrounds and the value of hard work, thus enabling us to hone these skills before becoming an adult. For example, many young people from wealthier countries take a gap year and help those less fortunate than themselves to increase their gratitude for what they have and improve their work ethic.

Many colleges and companies are also increasingly looking for this type of experience. Most school leavers have the same grades, and charitable work can help set you apart from other students when making college applications. For example, Cambridge and Oxford receive thousands of applications from straight-A students yearly and can only accept a small percentage of applicants. What you have done outside the classroom often differentiates you from everyone else and gets you that coveted spot.

In conclusion, teenagers should be made to partake in unpaid work as part of their schooling because it will help them learn things they wouldn’t ordinarily learn from their teachers, and it will also boost their chances of getting into third-level education.

For more detail on how to answer agree or disagree questions, please visit our opinion essay lesson . 

Need help writing essays like this? Check out our ESSAY CORRECTION SERVICE .

Advantages and Disadvantages Questions

Typical Question Words 

Discuss the advantages and disadvantages.

What are the advantages and disadvantages?

Example Question

Technology is being used more and more in education.

Essay Structure

2- Outline Main Points

Main Body Paragraph 1

1- State Two Advantages

2- Expand/Explain First Advantage

3- Expand/Explain Second Advantage

1- State Two Disadvantages

2- Expand/Explain First Disadvantage

3- Expand/Explain Second Disadvantage

1- Summary of Main Points

Student Sample Answer 

It is argued that technology plays an ever-increasing role in schools and universities. Increased access to information and student freedom are the main advantages, whereas dependency on technology and decreasing levels of face-to-face contact are the main disadvantages.

Access to more information and student autonomy are the principal advantages of increasing the use of electronic devices in education. With the internet, students can access all the information available about any topic, regardless of what books and other resources are available in the school. Furthermore, students can focus on whatever topic or subject they want and study it in depth. A prime example of this is the number of online university courses available to students, covering a myriad of subjects that, up until recently, were unavailable to most learners. This has resulted in more people studying third-level degrees than ever before at a pace and schedule that suits them.

The main disadvantages associated with the increasing use of technology in education are the dependency on this technology and the decrease in face-to-face interaction between students. With many students now using the internet as their primary source of information, they often struggle to use other academic resources to find what they’re looking for. As well as this, students spend more time looking at computer screens by themselves than interacting with each other, which is thought to lead to lower levels of emotional intelligence. For instance, the recent explosion in smartphone use has been at the expense of genuine human interaction. This results in soft skills, such as verbal communication and empathy, being affected.

In conclusion, the benefits technology brings to education, such as unrestricted access to information and student autonomy, must be weighed against the drawbacks, such as dependency on this technology and the negative effects on human interaction.

For more detail on how to answer advantage and disadvantage questions, please visit our  advantage and disadvantage lesson . 

Discuss Both Views Question (Discussion Essay)  

Discuss both points of view and give your opinion.

Example Question 

Technology is being used more and more in education. Some people say that this is a positive trend, while others argue that it is leading to negative consequences.

Discuss both sides of this argument and then give your own opinion.

1- Paraphrase Question and/or state both viewpoints.

2- Thesis Statement

3- Outline Sentence

1- State first viewpoint

2- Discuss first viewpoint

3- Reason why you agree or disagree with viewpoint

4- Example to support your view

1- State second viewpoint

2- Discuss second viewpoint

Sentence 1- Summary

Sentence 2- State which one is better or more important

There is an ever-increasing use of technology, such as tablets and laptops, in the classroom. It is often argued that this is a positive development, whilst others disagree and think it will lead to adverse ramifications. This essay agrees that an increase in technology is beneficial to students and teachers.

The Internet has provided students with access to more information than ever before. This has allowed learners to research and learn about any subject at the touch of a button. It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a prime example, where students can type in any keyword and gain access to in-depth knowledge quickly and easily.

However, many disagree and feel that technology deprives people of real human interaction. Human interaction teaches people valuable skills such as discourse, debate and empathy. Without these soft skills, many people find it difficult to become successful in work and their personal lives. Despite this, human interaction is still possible through the internet, and this essay disagrees that technology should be dismissed for this reason. For instance, Skype and Facebook allow people to interact in ways that were never before possible.

While the benefits of technology, particularly the internet, allow students to tap into limitless sources of information, some still feel that people should be wary of this new phenomenon and not allow it to curb face-to-face interaction. However, as long as we carefully consider the importance of human interaction in education, the educational benefits are clearly positive.

For more detail on how to answer discussion questions please visit our  discussion essay lesson . 

Problem and Solution Questions

Problem and solution.

Cause and solution.

Students are becoming more and more reliant on technology.

What are some of the problems associated with reliance on computers, and what are some of the possible solutions?

2- Outline Sentence

1- State Problems

2- Explain First Problem

3- Explain Second Problem

4- Example of Second Problem

1- State Solutions

2- Explain First Solution

3- Explain Second Solution

4- Example of Second Solution

Learners are becoming increasingly dependent on technology, such as the Internet and mobile devices. This essay believes the main problems associated with dependence on computers are the lack of original thought and copying original work from others and suggests critical thinking classes and writing analysis software as the most viable solutions.

The principal problems with over-reliance on technology are people being unable to think for themselves and plagiarism. With access to so much information, students often rely on other people’s opinions instead of forming their own. As well as this, they often use search engines to answer a question and copy the text from a website rather than thinking about the question. This practice is prohibited in schools and universities and stunts students’ intellectual development because they will never truly think for themselves, which is what university is supposed to be for. For example, many teachers complain that students copy web pages straight from Wikipedia word for word rather than giving a reasoned answer to their questions.

Solutions to these worrying problems are special classes to focus on critical thinking and teachers using anti-plagiarism software to detect copying. If teachers create situations where students have to infer meaning and express opinions based on a small amount of information, this will ensure that students have an opportunity to develop these skills. Also, if students know that their assignments are being checked for plagiarism, this will be enough to deter them from doing so. For instance, many universities already use this kind of software to scan coursework for plagiarism, and it could be extended to include all homework by learners in both secondary and tertiary education.

In conclusion, the main problems with the overuse of technology in education are the lack of original thought and plagiarism. These can be solved through special classes that teach students analytical skills and plagiarism detection software.

For more detail on how to answer problem and solution questions please visit our  problem and solution lesson . 

Two-Part Questions

There will normally be a statement, and they will then ask you to answer separate questions.

As most people spend a major part of their adult life at work, job satisfaction is an important element of individual wellbeing.

What factor contributes to job satisfaction?

How realistic is the expectation of job satisfaction for all workers?

2- Outline Sentence (mention both questions)

1- Answer first question directly

2- Explain why

3- Further explain

1- Answer second question directly

As most adults spend most of their time at work, being content with your career is a crucial part of a person’s health and happiness. This essay will first suggest fair pay as a key element leading to job satisfaction, and it will then state that it is not very likely that everyone can be happy with their job.

The most important thing that satisfies someone at work is being compensated fairly. If those more senior than you respect you as a person and the job you are doing, then you feel like you are valued. A fair salary and benefits are important marks of respect, and if you feel you are being underpaid, you will either resent your bosses or look for another job. These two factors came top of a recent job satisfaction survey conducted by Monster.com, which found that 72% of people were pleased with their current role if their superiors regularly told them they were appreciated.

With regard to the question of happiness for all workers, I think this is and always will be highly unlikely. The vast majority of people fail to reach their goals and end up working in a post they don’t really care about in return for a salary. This money is just enough to pay their living expenses which often means they are trapped in a cycle of disenchantment. For example, The Times recently reported that 89% of office workers would leave their jobs if they did not need the money.

In conclusion, being satisfied with your trade or profession is an important part of one’s well-being, and respect from one’s colleagues and fair pay can improve your level of happiness; however, job satisfaction for all workers is an unrealistic prospect.

Can I get a band 8 or 9 following these structures? 

Nobody can give you a Task 2 IELTS structure that guarantees high scores. Your score is dependent on how good your grammar and vocabulary are and how well you answer the question. A good structure will help you answer the question to some extent and boost your score for coherence and cohesion, but you must use relevant ideas and use these ideas well to answer the question.

You can see how my student scored a Band 8.5 in IELTS Writing here:

Next Steps 

We hope you found those IELTS Writing Task 2 structures useful. Looking for some more sample questions? Here are over 100 sample questions from past exam papers.

If you would personalised feedback and guidance until you get the score you need, you can join the Waiting List for my VIP Course here.

About Christopher Pell

My name is Christopher Pell and I'm the Managing Director of IELTS Advantage.

I started IELTS Advantage as a simple blog to help 16 students in my class. Several years later, I am very humbled that my VIP Course has been able to help thousands of people around the world to score a Band 7+ in their IELTS tests.

If you need my help with your IELTS preparation, you can send me an email using the contact us page.

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• Academic Paragraph Structure | Step-by-Step Guide & Examples

Academic Paragraph Structure | Step-by-Step Guide & Examples

Published on October 25, 2022 by Shona McCombes . Revised on March 27, 2023.

Every piece of academic writing is structured by paragraphs and headings . The number, length and order of your paragraphs will depend on what you’re writing—but each paragraph must be:

• Unified : all the sentences relate to one central point or idea.
• Coherent : the sentences are logically organized and clearly connected.
• Relevant : the paragraph supports the overall theme and purpose of the paper.

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Table of contents

Step 1: identify the paragraph’s purpose, step 2: show why the paragraph is relevant, step 3: give evidence, step 4: explain or interpret the evidence, step 5: conclude the paragraph, step 6: read through the whole paragraph, when to start a new paragraph.

First, you need to know the central idea that will organize this paragraph. If you have already made a plan or outline of your paper’s overall structure , you should already have a good idea of what each paragraph will aim to do.

You can start by drafting a sentence that sums up your main point and introduces the paragraph’s focus. This is often called a topic sentence . It should be specific enough to cover in a single paragraph, but general enough that you can develop it over several more sentences.

Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France.

This topic sentence:

• Transitions from the previous paragraph (which discussed the invention of Braille).
• Clearly identifies this paragraph’s focus (the acceptance of Braille by sighted people).
• Relates to the paper’s overall thesis.
• Leaves space for evidence and analysis.

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• Missing commas and periods
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The topic sentence tells the reader what the paragraph is about—but why does this point matter for your overall argument? If this isn’t already clear from your first sentence, you can explain and expand on its meaning.

This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources.

• This sentence expands on the topic and shows how it fits into the broader argument about the social acceptance of Braille.

Now you can support your point with evidence and examples. “Evidence” here doesn’t just mean empirical facts—the form it takes will depend on your discipline, topic and approach. Common types of evidence used in academic writing include:

• Quotations from literary texts , interviews , and other primary sources .
• Summaries , paraphrases , or quotations of secondary sources that provide information or interpretation in support of your point.
• Qualitative or quantitative data that you have gathered or found in existing research.
• Descriptive examples of artistic or musical works, events, or first-hand experiences.

Make sure to properly cite your sources .

Many of the teachers at the Royal Institute for Blind Youth resisted Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009).

• This sentence cites specific evidence from a secondary source , demonstrating sighted people’s reluctance to accept Braille.

Now you have to show the reader how this evidence adds to your point. How you do so will depend on what type of evidence you have used.

• If you quoted a passage, give your interpretation of the quotation.
• If you cited a statistic, tell the reader what it implies for your argument.
• If you referred to information from a secondary source, show how it develops the idea of the paragraph.

This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods.

• This sentence adds detail and interpretation to the evidence, arguing that this specific fact reveals something more general about social attitudes at the time.

Steps 3 and 4 can be repeated several times until your point is fully developed. Use transition words and phrases to show the connections between different sentences in the paragraph.

Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss.

• The evidence tells us about the changing attitude to Braille among the sighted.
• The interpretation argues for why this change occurred as part of broader social shifts.

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Finally, wrap up the paragraph by returning to your main point and showing the overall consequences of the evidence you have explored.

This particular paragraph takes the form of a historical story—giving evidence and analysis of each step towards Braille’s widespread acceptance.

It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

•  The final sentence ends the story with the consequences of these events.

When you think you’ve fully developed your point, read through the final result to make sure each sentence follows smoothly and logically from the last and adds up to a coherent whole.

Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Not all paragraphs will look exactly like this. Depending on what your paper aims to do, you might:

• Bring together examples that seem very different from each other, but have one key point in common.
• Include just one key piece of evidence (such as a quotation or statistic) and analyze it in depth over several sentences.
• Break down a concept or category into various parts to help the reader understand it.

The introduction and conclusion paragraphs will also look different. The only universal rule is that your paragraphs must be unified , coherent and relevant . If you struggle with structuring your paragraphs, you could consider using a paper editing service for personal, in-depth feedback.

As soon as you address a new idea, argument or issue, you should start a new paragraph. To determine if your paragraph is complete, ask yourself:

• Do all your sentences relate to the topic sentence?
• Does each sentence make logical sense in relation to the one before it?
• Have you included enough evidence or examples to demonstrate your point?
• Is it clear what each piece of evidence means and why you have included it?
• Does all the evidence fit together and tell a coherent story?

Don’t think of paragraphs as isolated units—they are part of a larger argument that should flow organically from one point to the next. Before you start a new paragraph, consider how you will transition between ideas.

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McCombes, S. (2023, March 27). Academic Paragraph Structure | Step-by-Step Guide & Examples. Scribbr. Retrieved June 18, 2024, from https://www.scribbr.com/research-paper/paragraph-structure/

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