This presentation was given online to Massey University students. It covers basic principles of effective paragraph structure in academic essays.

1. Structuring a paragraph
CENTRE FOR TEACHING AND LEARNING LIBRARY 3RD
FLOOR
09 441-8143 slc-alb@massey.ac.nz
1. CTL online resources
2. How many paragraphs? How long?
3. Principles of effective paragraphs

2. 1. CTL ONLINE
RESOURCES
http://tinyurl.com/6xy9hy podcast
(can also be accessed through OWLL)
http://tinyurl.com/albanyctl Centre for
Teaching and Learning, Albany
http://owll.massey.ac.nz online writing and
learning link
Presentation: http://tinyurl.com/paragraphstructure2015
Handouts: http://tinyurl.com/albanyhandouts

3. 2. HOW MANY
PARAGRAPHS
Typical essays will consist of 6 – 16
paragraphs (1000 – 2500 words)
ONE introductory paragraph
ONE concluding paragraph
Between FOUR and FOURTEEN body
paragraphs
Presentation: http://tinyurl.com/paragraphstructure2015
Handouts: http://tinyurl.com/albanyhandouts

4. 2. PARAGRAPH
PLANNING GUIDE
500 words: 3 – 5 paragraphs
800 words: 5 – 6 paragraphs
1000 words: 6 – 8 paragraphs
1500 words: 8 – 10 paragraphs
1800 words: 9 – 12 paragraphs
2000 words: 10 – 14 paragraphs
2500 words: 12 – 16 paragraphs

5. 2. SAMPLE PARAGRAPH
PLAN
2 & 3: future housing needs & plans
4 & 5: future economic needs & plans
6 & 7: future transport needs & plans
1: intro
8: conclusion
Discuss how Auckland is planning for growth. (1200 words)

6. 2. PARAGRAPH LENGTH
No fixed length, but at undergraduate level
between 100 and 200 words (4 – 8 sentences) is
typical. Long enough to show you can develop an
argument; short enough to show you can analyse
topics into sub-topics
Shorter than four sentences? It could be ok,
but have another look in case you haven’t fully
supported your claim.
Over 8 sentences? It could be ok, but have another
look in case some of the details are unnecessary or
it would be better split: two well-focused
paragraphs are better than one fuzzy one.

7. 3. EXAMPLE PARAGRAPH:
Excellent
There are several reasons why international students choose to study
at universities in New Zealand. However, these may be broadly
categorised into the same pragmatic and lifestyle considerations which
fuel all forms of migration. Pragmatic considerations include the cost of
living, level of fees and ease of access. Students whose principal
motivation is pragmatic tend not to differentiate NZ clearly from other
Western countries; should costs or visa arrangements become less
attractive, they would opt for alternatives such as Canada or Australia
without a second thought. Those attracted to NZ for reasons of lifestyle
or culture, on the other hand, tend to have researched or experienced
the unique features of this country and are, therefore, less likely to be
tempted to switch to a ‘more convenient branch of the West’ should
economic or political conditions change. The challenge for New Zealand
is to shift the balance from the pragmatic towards the lifestyle
considerations, so that the current influx of international students
creates a sustainable, long-term contribution to our society and culture.
The paragraph develops a coherent and well-developed argument, with some
sophistication. It has an explicit and appropriate structure, clearly related to
this topic (rather than relying on generic sequencing devices, such as firstly,
secondly etc). It is essentially error-free and has a range of sentence types
and frequent, appropriate use of non-basic vocabulary.

8. 3. EXAMPLE PARAGRAPH:
OK
Currently, a large number of students chose to study abroad.
New Zealand is one of the popular countries. There are 3 main
reasons why international students go to study in New Zealand.
First of all, New Zealand is quite a safe country as there is not
much serious crime. And for parents, children’s safety is the
most important. Secondly, there is a lot of beautiful scenery in
NZ such as Long Bay Regional Park and Mission Bay. The good
environment helps to motivate students to study. Last but not
least is the quality of education in NZ. All students are looking
forward to having a good job or something else. So NZ is such a
great choice!
The paragraph develops a coherent argument. It has a clear
and effective overall structure, with an opening, a set of three
or more linked sentences, and a concluding comment. Most
sentences are correct, with no basic grammar or vocabulary
errors. There is some variety in sentence types and some non-
basic vocabulary.

9. 3. EXAMPLE PARAGRAPHS:
Needs a lot of work
There are many reasons for students to study at
universities in NZ, but I think there are three main
resons, firstly we can learn about the world, it is good
way for us to expand our knowledge. Secondly, study at
universities in NZ is not too expensive. Last but not least,
NZ is a safer place in the world, because there are not
much serious crime. All in all, NZ is a good place for
studying.
The paragraph communicates an argument, but has limitations
of language and structure which reduce its effectiveness. It
has a simple structure and flow, but depends too much on
connecting words (and, but, firstly, secondly). Most sentences
can be understood, but have basic grammar or vocabulary
errors, which mean that it is hard word to read at times.
Students with this level of writing need to take care in their
essays and reports, to make sure that their basic meaning is
clearly understood by the reader.

10. 3. PRINCIPLES OF
EFFECTIVE
PARAGRAPHS
Unity
The paragraph should focus on ONE claim
about ONE topic
Coherence
Each sentence in the paragraph should
build logically on the one before
Development
The paragraph’s claim must be supported with
relevant evidence
Presentation: http://tinyurl.com/paragraphs2014
Handouts: http://tinyurl.com/albanyhandouts

11. 3. TOPIC SENTENCE
Paragraph UNITY is made stronger by
including a TOPIC SENTENCE:
makes a clear and concise claim
usually the first or second sentence
this claim ‘controls’ the rest of the
paragraph – nothing should be included in
the paragraph which doesn’t support or
develop the claim made in the topic
sentence

12. 3. TOPIC SENTENCE
EXAMPLE
Can you identify the topic
sentence in this paragraph?
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy released
by a single hurricane that it has been estimated to exceed the
total energy consumed by mankind throughout the world in one
year (Fowles, 2001).

13. 3. COMPONENTS OF A
TOPIC SENTENCE
TOPIC CLAIM+
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy released
by a single hurricane that it has been estimated to exceed the
total energy consumed by mankind throughout the world in one
year (Fowles, 2001).

14. 3. TYPES OF TOPIC
SENTENCE
A claim is basically an answer to a question:
WHO?
WHAT?
WHERE?
WHEN?
WHY?
Hurricanes … mainly affect people of a certain
socio-economic class.
Hurricanes … only occur in certain areas.
Hurricanes … are powerful weather phenomena.
Hurricanes … only occur at specific times of the
year.
Hurricanes … are caused by certain atmospheric
conditions.
A sentence is a claim if it’s possible to say, “No, that’s not true”

15. 3. PRINCIPLES OF EFFECTIVE
PARAGRAPHS
Unity
The paragraph should focus on a single claim
Coherence
Each sentence in the paragraph should
build logically on the one before
Development
The paragraph’s claim must be supported with
relevant evidence
Presentation: http://tinyurl.com/paragraphs2014
Handouts: http://tinyurl.com/albanyhandouts

16. 3. TECHNIQUES FOR
GREATER COHERENCE
Coherence can be achieved by creating language
bridges from one sentence to another. This allows the
claim to be supported and developed as the paragraph goes
on. This can be done by:
Repetition and Variation of topic
vocabulary: keeps the focus on the same topic
Back-reference devices: Using ‘this’ /
‘these’ / ‘such’ etc means that each sentence builds
on the one before, helping your argument move
forward
Sentence adverbials: Words or phrases like
‘Moreover’ or ‘On the other hand’ highlight important
steps in the argument – but should not be used too much
or too loosely.

17. 3. EXAMPLE OF PARAGRAPH
COHERENCE
What makes this paragraph coherent?
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy released
by a single hurricane that it has been estimated to exceed the
total energy consumed by mankind throughout the world in one
year (Fowles, 2001).

18. 3. EXAMPLE OF PARAGRAPH
COHERENCE
Repetition and Variation of vocabulary about
the topic (hurricanes) and the claim (exert
power) means that all the sentences are strongly
linked back to the topic sentence
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy released
by a single hurricane that it has been estimated to exceed the
total energy consumed by mankind throughout the world in one
year (Fowles, 2001).

19. 3. EXAMPLE OF
PARAGRAPH COHERENCE
Back-reference … means that each sentence
builds on the one before
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy
released by a single hurricane that it has been estimated to
exceed the total energy consumed by mankind throughout the
world in one year (Fowles, 2001).

20. 3. EXAMPLE OF
PARAGRAPH COHERENCE
Sentence adverbials … highlight key ‘moves’ in the
argument (eg important links, contrasts, limitations etc)
Hurricanes, also known as cyclones or typhoons, exert
tremendous power. These storms are often a hundred
kilometres in diameter, and their winds can reach velocities
well in excess of 120 kph (Snowdon, 2006). With such wind
velocities, typically accompanied by heavy rain, hurricanes have
the potential to completely destroy a small town in a matter of
hours (Jameson, 1987). So great, in fact, is the energy
released by a single hurricane that it has been estimated to
exceed the total energy consumed by mankind throughout the
world in one year (Fowles, 2001).

21. 3. PRINCIPLES OF
EFFECTIVE PARAGRAPHS
Unity
The paragraph should focus on a single claim
Coherence
Each sentence in the paragraph should
build logically on the one before
Development
The paragraph’s claim must be supported with
relevant evidence
Presentation: http://tinyurl.com/paragraphs2014
Handouts: http://tinyurl.com/albanyhandouts

22. 3. CLAIM DEVELOPED
THROUGH EVIDENCE
Hurricanes, also known as cyclones or typhoons, exert tremendous
power. These storms are often a hundred kilometres in diameter,
and their winds can reach velocities well in excess of 120 kph
(Snowdon, 2006). With such wind velocities, typically accompanied
by heavy rain, hurricanes have the potential to completely destroy
a small town in a matter of hours (Jameson, 1987). So great, in
fact, is the energy released by a single hurricane that it has been
estimated to exceed the total energy consumed by mankind
throughout the world in one year (Fowles, 2001).
4. Its energy
1. Its size
2. Its speed
3. Its capacity for destruction

23. 3. EFFECTIVE PARAGRAPH
DEVELOPMENT
Effective paragraphs …
• select points that supports a claim (UNITY)
• build those points into an argument from
sentence to sentence (COHERENCE)
• support that argument with relevant facts and
theories, leading up to a strong conclusion
(DEVELOPMENT)
A well-constructed paragraph tells the reader where they are
going, guides them along the way and lets them know they’ve
reached the destination

24. THANKS – AND SEE YOU
NEXT TIME!
© 2015
This PowerPoint Presentation and the
accompanying handouts are copyrighted by
the Centre for Teaching and Learning,
Massey University and may not be used,
except for personal study, without written
permission from the copyright owner.
References and arguments are provided for illustration
of writing principles only – not for their content!
Presentation: http://tinyurl.com/paragraphstructure2015
Handouts: http://tinyurl.com/albanyhandouts