Paragraphing
Many of us have heard the term “body paragraph,” but what does that term mean, really? What should a body paragraph look like? How do we know if they are organized and effective?
This guide will focus on composing body paragraphs in academic papers that incorporate evidence to support an argument.
The art of paragraphing (that is, putting a paragraph together, sentence by sentence) can help a writer make connections between their evidence and their argument, explain the organization of the paper to the reader, and convey the writer’s stance on the paper’s topic.
Components of a Paragraph
A body paragraph may contain many of the following components. Keep in mind that not all paragraphs will include all of these. The sentence types in boldface are needed in almost all body paragraphs that incorporate evidence to support an argument.
| Type of Sentence | Rationale | Example |
| Topic sentence | Introduce the reader to the focus of the new paragraph, the topic or the point it will make. | Jupiter’s moon Europa is one of the most promising sources of water in our solar system. |
| Connection As needed |
If the topic of this new paragraph relies on information the audience learned in a previous paragraph, a connection sentence signals this to the reader. | Unlike the desertification on the surface of Mars, the water on Europa remains widely accessible in the form of ice. |
| Context for evidence | This sentence is used to give any necessary context for the evidence you will cite. It often identifies the source but does not include a direct quote or specific finding. | Last year, researchers at The Hague evaluated data samples from a recent probe in order to estimate water levels on Europa. |
| Citing evidence | Most collegiate papers will rely on citing evidence to convince the audience of the writer’s argument or stance. | The researchers concluded that Europa contained an immense ≥2.364 billion cubic kilometers of water (Stevens et al., 2024, p. 113). |
| Analyzing evidence | Analyzing evidence explains or proves how the evidence from the source connects to your argument, even if that connection is not clear at first. | Even though the projected demand for clean water vastly outpaces supply here on Earth, this research identifies a source of uncontaminated water in this solar system at a scale of nearly double the amount of all water on Earth. |
| Synthesis As needed |
This is an opportunity, similar to the Connection Sentence, to tie the evidence and argument of this paragraph to the evidence and arguments of previous paragraphs. Synthesis Sentences can give your paper a sense of flow, and it demonstrates how your various sources connect. | If Mars can provide Earth with an additional twelve years of water supply (Brooks, 2019), as stated in the previous paragraph, this could provide the vital buffer needed for spacecraft to reach Europa and begin harvesting water from its ice shell. |
| Concluding sentence | This sums up the main point or focus of the paragraph. This can include a preview or transition to the following body paragraph. | Thus, Europa can be considered one of the most promising sources of clean water in the solar system and a destination that humans must prioritize in space exploration. |
The table above provides a guiding framework, but it is not meant to be used as a rigid formula.
For example, in some paragraphs you may choose to repeat some of the sentence types described above. This can occur when you cite evidence from multiple sources in one paragraph, or when you want to provide additional context or analysis for evidence from a single source.
Additionally, not all paragraphs need to include each of these sentence types. In some paragraphs, readers can easily see how the evidence you cite connects to the focus of the paragraph and to the paper’s overall argument. In such cases, you may choose to write fewer sentences that connect, contextualize, analyze and/or synthesize.
Below, we share two sample paragraphs with annotations that describe the role of each sentence.
Paragraphing Examples (Annotated)
Social Sciences Example
College courses provide a unique opportunity to evaluate the efficacy of asynchronous education [1]. Researchers at a Southern California university compared outcomes for courses that offered both in-person and asynchronous sections [2]. They found that MGMT 303 students who took the course virtually performed lower on nationally-standardized exams than their counterparts who took the course in-person [3]. The study, which was controlled for supplemental factors such as race, gender, and socioeconomic status, showed that asynchronous students achieved a 6% lower total average on the standardized exam and were 11% more likely to fail the exam (Ramirez et al., 2025, pp. 45-46) [4]. The findings in this study help make an important distinction when analyzing the success of asynchronous education [5]. Taking courses asynchronously may not have a large negative impact on student learning, as 6% may not even constitute a different letter grade, depending on the score [6]. However, the study shows that enrollment in an asynchronous course does raise the risk of failing the course [7]. When these findings are taken together with the higher reported satisfaction levels for asynchronous students (Eliot, 2023), it can be determined that asynchronous education provides a rewarding learning experience for some students while increasing the risk of failure for other students [8].
[1] Topic sentence: This introduces the focus of the paragraph: the success or lack of success in asynchronous education. The writer states the question the paragraph will answer.
[2][3] Context for evidence: Previews the evidence by: a) identifying key elements about the source (“compared outcomes,” MGMT 303 students, Southern California) and b) introducing key findings (“performed lower than”).
[4] Citing evidence: A citation of the evidence. In this case, the writer has paraphrased the source material.
[5] Analyzing: This sentence introduces a main theme for the writer’s analysis. We understand that the writer’s analysis will show us “an important distinction.”
[6] Analyzing: This is the first part of the writer’s “important distinction”—what the 6% figure from the evidence means for the writer’s question. The writer asserts that 6% may not be the biggest deal in the world.
[7] Analyzing: This is the second part of the writer’s “important distinction”—the writer uses the 11% figure from the evidence to assert that asynchronous courses raise the risk of failing.
[Note: this paragraph does not contain a Synthesis sentence.]
[8] Concluding sentence: The writer connects their analysis back to an earlier source and makes a concluding statement about the focus of the paragraph.
Literature and Film Example
Another key use of invitations in horror films occurs in Haunted House films, such as Jordan Peele’s Get Out (2017) [1]. When Chris arrives at the Armitage’s home in the film’s first act, he meets the Armitages on the threshold of the doorway [2]. When Dean meets Chris, the script reads, “Dean grabs Chris’ arm and pulls Chris in tight,” (Peele, 18) [3]. This constricting movement contrasts with Missy’s invitation into the home, when she says, “Of course, come inside, make yourself at home,” (18) [4]. Missy’s warm invitation and the nonconsensual embrace from Dean are contrasted to give the viewer a discordant feeling as Chris enters the Armitage house, which will play a key role in the later horror of the film [5]. Similar to the earlier discussion of Midsommar, Chris’ acceptance of the invitation serves as the permission for the host to conduct the film’s horror [6]. Overall, Get Out and Midsommar demonstrate how the invitation is a key moment in inciting the horror elements in Haunted House films [7].
[1] Topic Sentence: This introduces the topic of the new paragraph: Haunted House films and the film Get Out. We can tell by the topic sentence that the subject of the paper is the “use of invitations in horror films” more broadly.
[2] Context for evidence: Sets up the cited evidence by providing context for when the cited scene occurs in the film.
[3] Citing evidence: A direct citation of the evidence.
[4] Citing additional evidence: This sentence shows how a writer can transition to another piece of evidence (“contrasts with”), provide context (“Missy’s invitation”), and cite the evidence in one smooth sentence.
[5] Analyzing: Now that both pieces of evidence have been introduced and stated, the writer analyzes the importance of the evidence. In this example, the writer uses the contrasting evidence to make a commentary on how the film creates emotion.
[6] Synthesis: This sentence connects a topic from this paragraph to a topic from an earlier paragraph (the film Midsommar).
[7] Concluding Sentence. The writer summarizes the importance of the paragraph (“the concept of invitation is a key moment… in Haunted House films”).
Last updated 8/5/25