Writing a coherent paragraph

What is a paragraph ?

A paragraph is a single unit of thought made up of a group of related sentences. Two

principles govern effective paragraphing: unity and coherence. Unity refers to the paragraph’s
single main idea, which should be readily identifiable, introduced up front, developed
convincingly, and concluded. Coherence refers to the relationships among the sentences in
the paragraph. Each sentence should participate in the main idea and be arranged to create the
sense of a developing logic rather than a random list.

What is unity ?

Consider the following paragraph.

Identity politics provide a way for different social groups to fight for their own interests.
Although fighting for one’s own interest might be beneficial on an individual scale, it could
also be detrimental for the country as a whole. Due to interest conflicts between different
groups, a nation can hardly redistribute its resources. Failing to redistribute the
resources would likely cause socioeconomic inequality. This inequality will lead to
systemic social problems over time. These problems can include national protests, riots, and
even revolution.

This paragraph lacks unity and coherence. Why? First, the bolded subjects of each sentence
lack consistency and connection. Second, the first two sentences share a common topic
(fighting for group interests), but the following sentences introduce new ideas (redistribution
of national resources, socioeconomic inequality, and ensuing social problems), losing sight of
the paragraph’s original focus. Finally, it’s difficult to identify a single point about identity
politics these sentences work together to develop. Is the writer arguing for or against identity
politics here? It’s difficult to tell.
To revise for unity at the paragraph level. You should carefully review each paragraph in
order to:
1. Make sure the subjects (or main noun phrases) of the sentences are related.
2. Confirm that sentences share common topics or ideas.
3. Be able to identify the main point that the sentences, taken together, work to develop.

1
What is coherence ?

One way to achieve paragraph coherence is to follow the ADVICE format. Here’s how this
structure looks in practice:
 Announce: Announce the paragraph’s main idea in the first sentence. This is also
called the topic sentence.

 Develop: Develop the core idea of the paragraph and anticipate your proof, support, or
evidence.

 Validate & Interpret: Validate your claim with illustrative examples or supporting
evidence. Remember, no evidence is self-evident; you will probably need to explain
how it ties into your paragraph claim and/or overall claim.

 Conclude & Extend: The final sentence(s) should pull the paragraph argument
together and provide a link forward to the next paragraph.

The structure of a coherent paragraph

Topic sentence

Supporting sentences

Concluding sentence

The topic sentence

Topic sentences are a crucial part of any well-developed paragraph. They appear at the start
of a body paragraph to inform the reader about the main point of that paragraph and give
them an idea about what to expect next.

What are some best practices for topic sentences?

2
There are a few critical strategies that should be kept in mind when writing topic sentences. ●
Stick to one idea: Including just one main idea will keep the topic sentence focused and direct
for the reader. Having one idea per paragraph is an important guideline for writing clear body
paragraphs. ● Link it to the paragraph’s content: By connecting the topic sentence to its
paragraph, the main idea stands out more strongly. You can use keywords or rephrase critical
ideas in a topic sentence so that it reflects the content that appears later. ● Place it at the
beginning: A topic sentence informs readers about what to expect, so placing it at the
beginning of a paragraph fulfills this function most effectively. ● Use more than one sentence
when necessary: There’s no need to shove everything into just one sentence if the main idea
of the paragraph is complex. Instead, see if you can use two sentences to illustrate the topic.

Common Types: Examples:

The Direct Approach It explicitly announces the purpose of the

paragraph. Example: The purpose of this
paragraph is to explain why colleges should
lower tuition. (Typically used in technical
writing, scientific writing, or speeches.)

The Question It indicates the paragraph’s purpose by

posing a question it will answer. Example:
Why should we debate this issue anyway?

The Nutshell It states the main idea—not the purpose—of

the paragraph, usually in just one sentence.
Example: Before long, I realized my aunt
was sick. (This is probably the most
common type of topic sentence in college
writing.)

Addressing the reader It anticipates what readers might be

wondering about or doubting. The
paragraph provides a response. Example:
You might be wondering why it is necessary
to build a new stadium.

Connecting to the Paragraph It makes a clear link with the preceding

3
 ideas. Example: Let me offer one example
of this concept. Previous

The Alert It calls special attention to a point the

paragraph will cover. Readers should
understand the importance of the paragraph.
Example: It would be a mistake to assume
that students don’t care about racism.

Supporting sentences

Supporting sentences are sentences that come after the topic sentence and make up the body
of a paragraph. They provide details that develop and support the main idea of the paragraph.
Students should write them by providing supporting facts, details, and examples. Note: Just
adding information, numbers, and statistics may not be enough. Students should provide
information that helps clarify their thoughts and make sure that the information added is well
explained and in their own words (see examples below). The following are common sources
of supporting details:

• Statistics, polls, percentages Ex: Recent studies that compare student’s test scores show that
children who are exposed to structured learning activities outside the home environment are
better able to adapt to formalized instruction (in grades kindergarten through third grade) than
children who remain at home.

• Facts, details, reasons, examples

Ex: Washington, D.C., has some of the most interesting landmarks and tourist spots in the
country. There are many monuments to visit, such as the Lincoln Memorial, the Jefferson
Memorial, and the Washington Monument, which is the tallest building in Washington.

• Personal experience, stories, anecdotes, examples from your life Ex: My favorite dish is
pasta with fresh vegetables. The pasta is cooked just right, and the vegetables include
broccoli, onions, tomatoes, and corn. My second favorite dish is spicy chicken and brown rice

4
soup. The chicken is a little hot for some people’s taste buds, but many people really like the
fact that you get brown rice instead of the usual bland white rice.

Concluding sentence

The closing sentence is the last sentence in a paragraph. The closing sentence: • restates the
big idea of the topic sentence using different words or a different order. • summarizes the big
idea of the paragraph without repeating the exact same words. • gives the reader something to
think about. So what?

Ex1: Topic Sentence: Scientists have learned to supplement the sense of sight in numerous
ways. Concluding Sentence: Thus, almost every type of electromagnetic radiation yet
discovered has been used to extend our sense of sight in some way.

Ex2: Topic Sentence: Studies have shown that women are less likely to be believed when
talking about their symptoms to medical providers. Concluding Sentence: The treatment of
women in the medical field is still an area of concern in today’s hospitals.

Signal words

Signal words show the transitions between parts of the paper. They allow the writer to
directly tell the reader what to expect, so the reader will be able to follow the writer’s line of
thought.

Review the sample categories below in bold followed by a few examples:

• Addition: Also, in addition, furthermore

• Comparison: Equally, similarly

• Contrast: Instead, in contrast, conversely

• Example: For example, for instance, such as • Highlight: In particular, especially

• Qualify: However, but, although, except

• Restate: In other words, put more simply

• Result: Because, so, therefore, as a result

• Sequence: First, second, next, after

5
Samples

(Topic Sentence ) Canada is one of the best countries in the world to live in. (Supporting
Sentences )First, Canada has an excellent health care system. All Canadians have access to
medical services at a reasonable price. Second, Canada has a high standard of education.
Students are taught by well‐trained teachers and are encouraged to continue studying at
university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have
many parks and lots of space for people to live. As a result, Canada is a desirable place to
live. (Concluding Sentence)

Exercises

Read samples A and B. Decide which is easier to read and write down four reasons to support
your answer.

Sample A: “Great strides in the early and accurate diagnosis of Alzheimer’s disease have
been made in recent years. Not too long ago, senility in an older patient who seemed to be
losing touch with reality was often confused with Alzheimer’s. Genetic clues have become
the basis of new and more reliable tests in the last few years, however. The risk of human
tragedy of another kind, though, has resulted from the increasing accuracy of these tests:
prediction about susceptibility to Alzheimer’s have become possible long before the
appearance of any overt symptoms. At that point, an apparently healthy person could be
devastated by such an early diagnosis” (Bizup and Williams, 87). Is Sample A an easy-to-
read, coherent paragraph? Why or why not? List four reasons.

Sample B: “In the past few years, researchers have made great strides in the early and
accurate diagnosis of Alzheimer’s disease, but those diagnoses have raised a new problem
about informing those most at risk who show no symptoms of it. Not too long ago, when a
physician examined an older patient who seemed out of touch with reality, she had to guess
whether that person had Alzheimer’s or was only senile. However, physicians now have been
able to use new and more reliable tests focusing on genetic clues. The accuracy of these new
tests conceals the risk of another kind of human tragedy. Today, physicians may be able to
predict Alzheimer’s long before its overt appearance, but such an early diagnosis could
psychologically devastate an apparently healthy person when there is currently little
treatment and no cure” (Bizup and Williams, 89).

6
 Is Sample B an easy-to read, coherent paragraph? Why or why not? List four reasons.