One of the key purposes of academic writing is to demonstrate that the writer has a clear understanding of complex ideas and this requires the ability to analyse, interpret and present information effectively. While topics within an assignment should flow from one paragraph to the next in a logical manner, the content and structure of each paragraph needs to tell its own story and allow the writer to demonstrate that they have a thorough, critically aware, level of knowledge.
Each paragraph should be unified, coherent and distinct and the following content is intended to outline the most common structural elements of a paragraph and also point the reader toward a number of useful resources. As your writing improves, you'll find alternative models and will need to rely less on templates such as this. If however, you keep being told that your writing needs to improve in order to raise your grade averages then read on.
- What are you talking about? The first sentence of your paragraph should make it clear what area is under consideration in this paragraph - it's sometimes called the topic sentence.
- Just as an essay needs a good introduction, so does a paragraph. The main points of the paragraph need to be introduced or contextualised first.
- The paragraph should start with a statement that flows logically from the topic in the previous paragraph however direct backward links to the previous paragraph should be avoided/limited.
- Avoid starting paragraphs with the author’s name, for instance: “Williams (2016) argues that…”. This is often the start of a paragraph that is solely drawn from one source and can often be a precis of a single article rather than the consideration of a topic that is underpinned by several sources of evidence.
- Top tip: When reading the work of others you should be able to skim read the topic sentences of each paragraph and get a good idea of what the writer will cover in that piece of writing.
- Explanations/Definitions This should refine or elaborate on the general topic
- Include any necessary definitions but try and avoid taking a whole sentence to define a term and think about whether it really needs defining or if you are just using up your word count.
- Consider defining terms if there are alternative definitions or comparisons to be made that will lead into your critical analysis later.
- Evidence. You need to underpin the topic with reference to well chosen studies.
- This is where you offer the reader data or evidence that you will discuss or explain below.
- Consider the quality of studies chosen (i.e. are there any systematic reviews?)
- Identify a small number of studies but keep this concise as you’ll get more credit for moving on to critically evaluate the basic concepts rather than simply describing a handful of studies that support the main point.
- Discussion/Critical Point(s). This is where the higher grades are awarded. Explain what the evidence cited above means, put it into context, report different perspectives and try to outline the reason for these different perspectives.
- End it. Sum up, conclude or point out the implications of this knowledge, how might it be applied.
- Remind the reader why the point you have made is relevant to the main theme.
- Consider where you are going next and how the reader will be lead to that sub-topic