XU1 Constructing Body Paragraphs/The PIE Paragraph As soon as a reader receives your thesis statement, your job as writer becomes supporting that thesis statement. We support thesis statements with our body paragraphs. Each body paragraph needs to cover a different point/idea. The body paragraphs should always take on the same form. We will construct body paragraphs using the PIE (point, illustration, explanation) method. Please review the notes and examples below and contact me with any questions you may have. The P.I.E. Paragraph: Body Paragraphs after Thesis P = Point What is the point of this paragraph? What claim is being made? Often, the point is the TOPIC SENTENCE. The topic sentence for each body paragraph needs to be arguable, one that a reader can agree or disagree with. By stating a claim in your topic sentence, you are letting your reader know that you will support your claim by providing illustrations and explanation/analysis in the rest of the paragraph. I = Illustration How is the point supported with specific data, experiences, or other factual material? The illustration is the evidence used to support/develop the point. E = Explanation What does the provided information mean? The explanation is the writer's analysis, elaboration, evaluation of the point and information given, connecting the information with the point (topic sentence) and the thesis. Below is a sample PIE Paragraph. From The Color of Water: Ruth’s method of dealing with the pain she experiences is by turning outward. Ruth herself describes that, even as a young girl, she had an urge to run, to feel the freedom and the movement of her legs pumping as fast as they can (42). As an adult, Ruth still feels the urge to run. Following her second husband’s death, James points out that, “while she weebled and wobbled and leaned, she did not fall. She responded with speed and motion. She would not stop moving” (163). As she biked, walked, rode the bus all over the city, “she kept moving as if her life depended on it, which in some ways it did. She ran, as she had done most of her life, but this time she was running for her own sanity” (164). The image of running that McBride uses supports his understanding of his mother as someone who does not stop and consider what is happening in her life yet is able to move ahead. Movement provides the solution, although a temporary one, and preserves her sanity. Discrete moments of action preserve her sense of her own strength and offer her new alternatives for the future. Even McBride’s sentence structure in the paragraph about his mother’s running supports the effectiveness of her spurts of action without reflection. Although varying in length, each of the last seven sentences of the paragraph begins with the subject “She” and an active verb such as “rode,” “walked,” “took,” “grasp” and “ran.” The section is choppy, repetitive and yet clear, as if to reinforce Ruth’s unconscious insistence on movement as a means of coping with th.

1. XU1
Constructing Body Paragraphs/The PIE Paragraph
As soon as a reader receives your thesis statement, your job as
writer becomes supporting that thesis statement. We support
thesis statements with our body paragraphs. Each body
paragraph needs to cover a different point/idea. The body
paragraphs should always take on the same form. We will
construct body paragraphs using the PIE (point, illustration,
explanation) method. Please review the notes and examples
below and contact me with any questions you may have.
The P.I.E. Paragraph: Body Paragraphs after Thesis
P = Point
What is the point of this paragraph?
What claim is being made?
Often, the point is the TOPIC SENTENCE. The topic sentence
for each body paragraph needs to be arguable, one that a reader
can agree or disagree with. By stating a claim in your topic
sentence, you are letting your reader know that you will support
your claim by providing illustrations and explanation/analysis
in the rest of the paragraph.
I = Illustration
How is the point supported with specific data, experiences, or
other factual material?
The illustration is the evidence used to support/develop the
point.
E = Explanation
What does the provided information mean? The explanation is
the writer's analysis, elaboration, evaluation of the point and
information given, connecting the information with the point
(topic sentence) and the thesis.
Below is a sample PIE Paragraph.
From The Color of Water:
Ruth’s method of dealing with the pain she experiences is by

2. turning outward. Ruth herself describes that, even as a young
girl, she had an urge to run, to feel the freedom and the
movement of her legs pumping as fast as they can (42). As an
adult, Ruth still feels the urge to run. Following her second
husband’s death, James points out that, “while she weebled and
wobbled and leaned, she did not fall. She responded with speed
and motion. She would not stop moving” (163). As she biked,
walked, rode the bus all over the city, “she kept moving as if
her life depended on it, which in some ways it did. She ran, as
she had done most of her life, but this time she was running for
her own sanity” (164). The image of running that McBride uses
supports his understanding of his mother as someone who does
not stop and consider what is happening in her life yet is able to
move ahead. Movement provides the solution, although a
temporary one, and preserves her sanity. Discrete moments of
action preserve her sense of her own strength and offer her new
alternatives for the future. Even McBride’s sentence structure in
the paragraph about his mother’s running supports the
effectiveness of her spurts of action without reflection.
Although varying in length, each of the last seven sentences of
the paragraph begins with the subject “She” and an active verb
such as “rode,” “walked,” “took,” “grasp” and “ran.” The
section is choppy, repetitive and yet clear, as if to reinforce
Ruth’s unconscious insistence on movement as a means of
coping with the difficulties of her life.
The claim that is presented in this topic sentence is that Ruth
turns outward to deal with her pain. This is something that a
reader can agree or disagree with and this is a claim that needs
support. Right after, the claim is supported by bringing in
examples from the text that show Ruth turning outward, that
show Ruth in constant movement. Note that the textual evidence
does not offer any explanation; it only provides
examples/illustrations. Once the topic sentence is supported
with illustrations, an author must explain HOW and WHY these
illustration support the claim. The author must explain the

3. significance of these illustrations (which answers the “so
what?”).
Here is a sample PIE Paragraph from the student’s essay about
overanalyzing.
Even the simplest of planning for the future leads to anxiety.
One recent weekend, I attended an open house at Eastern
Washington University. It was my first college trip; I was
ecstatic to finally explore a college campus. I and a hundred
other teenagers had traveled to the campus for what was
supposed to be informative and fun day dedicated to learning
what EWU had to offer. While I tried my hardest to enjoy the
tour, worries flooded my mind: tuition costs, application
process, high school requirements, campus living all swirled
around. At the end of the day, I felt overwhelmed thinking
about everything that would lead up to college – the thought of
applying was now daunting. I had not gotten to appreciate the
sunny day or the beautiful campus around me. My anxieties had
crowded out all the wonderful things and made me unable to
live in the moment.
We can see that her topic sentence is an arguable claim that
warrants support – she needs so show us that a simple task can
lead to anxiety. She does show us this by providing the example
of what happened during her college tour. She shows the
anxiety she faced. Then she explained the effect of this – she
did not get to enjoy a day she has been looking forward to; she
was unable to live in the moment. This explanation, though
quick and concise, works because she is able to answer the “so
what?” We understand what her problem cost her. We also see
that this paragraph supports her main thesis.
Running head: JOB REDESIGN
1

4. JOB REDESIGN
5
Job Redesign
{Your Name Goes Here}
Herzing University
Job Redesign
Your introductory paragraph will appear here. The introductory
paragraph usually attempts to do three things: (1) Introduce the
topic with some indication of its inherent interest or
importance, and a clear definition of the boundaries of the
subject area; (2) Indicate the structure and/or methodology of
the essay, often with the major sections of the essay or its
structural principle clearly stated; and (3) State the thesis of the
essay, preferably in a single, arguable statement with a clear
main clause. The standard pattern for an introductory paragraph
follows the order of the tasks outlined above. Here is an outline
of that pattern, written as if it were the first section of a formal
outline of the entire essay. (A) The topic - its boundaries; and
why it is interesting. (B) Structure and/or Methodology - the
essay’s main sections (structure); why they come in that order
(structural principle); and how the author plans to draw the
necessary conclusions from the information available
(methodology). (C) The Thesis Statement (usually a single
sentence) - its premise (the general claim about the information
available); and its conclusion (the consequences of the first
claim). You should include at least one reference in the
introductory paragraph.

5. Description of the Job
In this paragraph, you will identify the title of the job, and
provide a brief description of the job. List the responsibilities
of the job (at least five). Be sure to use bullet points to list the
responsibilities. Include for each point the number of hours
spent performing the action, and other interactions within the
organization. You should have at least one reference in this
section.
Why Design the Position
In this paragraph, you will identify the issues. List at least three
issues, and explain why the position should be redesigned. You
should have at least one reference in this paragraph. As you
write your paragraph, remember, a well-developed paragraph
should be 5 - 6 complete sentences, that is, the introductory
sentence, at least four supporting sentences, and the concluding
sentence. A well-developed paragraph will only discuss one
idea, so if you have more than seven sentences your paragraph
is too long.
Ways Position Can be Changed
For this paragraph, you will provide suggestions of the ways the
position can be changed. Provide at least three suggestions.
Include a description of tasks that could be added, removed,
shared, or refocused. Include at least one reference in this
paragraph to substantiate your ideas. As you write your
paragraph, remember, a well-developed paragraph should be 5-6
complete sentences, that is, the introductory sentence, at least
four supporting sentences, and the concluding sentence.
Advantages of this Redesign for the Employee
For this paragraph, you will discuss at least three advantages of
this redesign for the employee. Provide a basis for your
rational. Be clear and precise in your analysis. Include at least
one practical example. Include outside sources to substantiate
your ideas based on this information. As you write your
paragraph, remember, a well-developed paragraph should be 5-6
complete sentences, that is, the introductory sentence, at least

6. four supporting sentences, and the concluding sentence.
Advantages of this Redesign for the Organization
For this paragraph, you will discuss at least three advantages of
this redesign for the organization. Provide a basis for your
rational. Be clear and precise in your analysis. Include at least
one practical example. Include outside sources to substantiate
your ideas based on this information. As you write your
paragraph, remember, a well-developed paragraph should be 5-6
complete sentences, that is, the introductory sentence, at least
four supporting sentences, and the concluding sentence.
Issues that may Arise During the Process
For this paragraph, you will identify at least two issues that may
arise during this process. Explain how each can be avoided.
Include at least one reference in this paragraph to substantiate
your ideas. As you write your paragraph, remember, a well-
developed paragraph should be 5-6 complete sentences, that is,
the introductory sentence, at least four supporting sentences,
and the concluding sentence.
Conclusion
In a concluding paragraph, you summarize what you have
written about in your paper. When you are writing a good
concluding paragraph, you need to think about the main point
that you want to get across and be sure it is included. If you
have already written a fabulous introductory paragraph, you can
write something similar with different wording. Use your
introductory paragraph as a guide. No new ideas should be
included in the concluding. You should include at least one
reference in the concluding paragraph.References
The references used in your assignment should be listed here.
For this assignment, you are required to include a minimum of
three references, not including the text book. You will want to
use scholarly sources. Wikipedia should not be used. The

7. reference list will begin on a new page. References are listed in
alphabetical order. The second line of each reference should be
indented. Whatever references are on the reference page should
be accounted for in the body of your work in the form of in-text
citations. Here is a link to three websites that will help you
format your reference page.
https://owl.english.purdue.edu/owl/resource/560/05/
https://owl.english.purdue.edu/owl/resource/560/10/
https://owl.english.purdue.edu/owl/resource/560/08/