Paragraph Structure

Topic sentence

A topic sentence introduces the main point of the paragraph.

One major advantage of public transport is that it can reduce traffic in urban areas.

The reader immediately knows what the paragraph will discuss.

Evidence or example

Support the main point with something concrete.

This could be:

• a fact
• research
• an example
• a quotation
• a comparison
• relevant information from a source

Explanation

Do not stop after giving evidence.

Explain:

• what the evidence shows
• why it matters
• how it supports your argument

This is often the part that separates a developed paragraph from a basic one.

Link

The end of the paragraph can connect the discussion back to your overall argument or prepare the reader for the next idea.

Different teachers use different models such as PEEL, TEEL or PEE, but the principle is similar: make a point, support it and explain its significance.

• Topic sentence: Later school starting times could improve students’ ability to concentrate.
• Evidence/example: Teenagers often experience changes in their sleep patterns that make it difficult to fall asleep early.
• Explanation: When school begins very early, students may therefore arrive without enough sleep. Tired students can find it harder to focus, remember information and participate actively in lessons.
• Link: A later start could therefore support learning by allowing more students to arrive at school properly rested.

Notice that the paragraph does not simply present information. It explains why the information matters.

1. Decide the single main point of the paragraph.
2. Express that point clearly near the beginning.
3. Add relevant evidence, reasoning or an example.
4. Explain its significance.
5. Connect the paragraph to the overall argument.
6. Remove sentences that belong to a different main idea.

Weak: A paragraph contains several unrelated arguments.

Better: Give each important argument its own paragraph.

Weak: A quotation or statistic is followed immediately by the next point.

Better: Explain what the evidence demonstrates.

Weak: Every sentence begins with “Also”.

Better: Make the relationship between ideas clear through sentence structure and varied linking expressions.

Which sentence best develops this evidence?

Evidence: A survey found that many students check their phones several times during lessons.

• A. Phones are popular.
• B. This suggests that notifications and habitual phone use may repeatedly interrupt students’ attention during class.
• C. Students have phones in many countries.
• D. There are different types of phones.

Answer: B. It interprets the evidence and explains why it is relevant.

• One paragraph should develop one central idea.
• Topic sentences help establish focus.
• Evidence needs explanation.
• Every sentence should contribute to the paragraph’s purpose.
• A developed paragraph shows the reader why the information matters.