Main Ideas in Paragraphs

A paragraph is composed of multiple sentences focused on a single, clearly-defined topic. There should be one main idea per paragraph, so whenever a writer moves on to a new idea, the writer will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.

Paragraphs are actually organized much like how persuasive papers are organized. Just like an essay has a thesis statement followed by a body of supportive evidence, paragraphs have a topic or key sentence followed by several sentences of support or explanation.

After the topic or key sentence introduces the main idea, the remainder of the sentences in a paragraph should support or explain this topic. These additional sentences might detail the author’s position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author may include some sort of conclusion or a transition that sets up the next idea in the essay. 

The point furthers a thesis or claim, the illustration provides support for the point, and the explanation tells the audience why the evidence provided furthers the point and/or the thesis.

For example, let’s consider an essay written by a college student, Tareq Hajj. He argues that his university should not use a plus/minus grading scale because the proposed scale does not include a higher weight for A+ scores/. In his argument he makes the point that “Without the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.”

He illustrates with a quote from a professor who argues, “‘(students) have less incentive to try’” (Fesheraki, 2013).

Hajj then explains that “not providing [the most motivated students] with additional motivation of a higher grade … is inequitable.”

Through his explanation, Hajj links back to his claim that, “A plus-minus grading scale … should not be used…” because it is “inequitable.” The PIE structure of his paragraph has served to help him support his thesis.

Using Evidence

Ever heard the phrase “everyone is entitled to their opinion”? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text’s goal is to communicate a person’s ideas effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position. 

What are the types of evidence?

Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. This evidence can be based on primary source material or data (the author’s own experience and/or interviews, surveys, polls, experiments, that she may have created and administered). Evidence can also stem from secondary source material or data (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).

Let’s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stops them from using their phones in class. Secondary sources might include articles about the issue of cell phone usage in class from scholarly or academic journals.

As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels for different readers. Regardless of what kind of evidence you use, an effective paragraph will guide the reader with a clear topic sentence that articulates the claim and then uses evidence, illustration, support, and discussion to convince the reader.

Adapted from: "Paragraph Development: Supporting Claims" by Lumen Learning, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).