Body Paragraphs

Body paragraphs are the core of an essay: they're the place where your thesis is prove and your divisions are explained. As such, they're the building block of any extended piece of writing; thus, what you lean here applies to any class or situation where you're making an argument or explaining a point.

Click on the appropriate section below for more information.

What is a body paragraph? | How do I write an effective body paragraph? | Where can I find examples?

Let's start with a few definitions:

Since body paragraphs serve your thesis and divisions, let's start with them. These definitions and other words in bold are all found in the "Glossary" on Dr. Bordelon's Writing Suggestions.

Thesis Statement: The controlling idea of an essay stated in one sentence, usually the last sentence in the introduction.

Division Statement: A phrase which sets out the different parts/arguments/reasons which prove the thesis of your essay (often part of your thesis). Think of it as a road map to the reader so they can see what’s coming. Each of your body paragraphs needs to be accounted for in your division statement. (See also “Thesis Statements”).

In the sample thesis statement below, the division statement is in italicized.

In "The Lottery," Jackson uses the behavior of the townspeople, the names of the characters, and the dark symbolism of the black box to foreshadow the grisly results of the lottery.

Below are topic sentences based on the division statement above. Note how they follow the order established in the division statement:

The townspeople's behavior before the lottery sets a tone of uneasiness tinged with violence.
In addition to the townspeople's behavior, Jackson uses the names of the characters to cast a shadow of uncertainty and even death over the proceedings.
While the character's actions and names hint at the violent end of the story, the most potent foreshadowing lies in the dark symbolism of the lottery box itself.

Note how in each topic sentence, both the thesis and a particular division is repeated. The reference to the thesis varies: "sets a tone of uneasiness . . . violence" "cast a shadow of uncertainty and even death" "foreshadowing . . . dark symbolism."

This keeps both the writer and the reader focused and attuned to the matter at hand: your explanation of the connection between your division and the thesis and thus the validity of your argument.

Body Paragraphs: The individual paragraphs that make up the argument or provide the information contained in your essay. Each paragraph is focused on a single idea (and usually a focus word/s to explain what you will be saying about that idea), stated in a topic sentence. In turn, each paragraph supports, explains, or proves your thesis. When typed, a paragraph should roughly cover 1/3 to 1/2 of a page. Any more, and the reader probably needs a break; any less, and the reader isn't satisfied. This, of course, overlooks the occasional one sentence zinger paragraph.
Sample paragraph format:

A main point stated in one sentence (make it an argument/statement – Sammy is an everyday hero because his character is flawed – a claim that needs to be backed up. I'll call this a topic sentence.
An definition/explanation of any general words in your main point. In this case, what do you mean by a "realistic hero"? How is that different from a regular hero? What do you mean by a "character . . . flaw"? Ex. Writers often use character flaws – vanity, egoism, etc. – to make a particular character more realistic, more human. After all, few “real” people are without flaws and instead of making readers dislike the character, they can, if used artfully, generate a feeling of sympathy.
Examples or details that support your point (use descriptions of characters or setting, quotes from the literary work, commentary by literary critics, etc.). Ex. Sammy, for instance, refers to the customers in derogatory terms: "witch" (1540), "sheep" (1542) and "scared pigs in a chute" (1545).
The reader cannot read your mind: after each quote, you have to tell him or her exactly what you want it to prove/show. Ask the following question in your head "how does this example prove my point?" and "why is this quote important in this paragraph?" and then it answer in your essay. This is where you prove your argument. As a sentence starter, try "This" or a restatement of your example (ex. This criticism points to Sammy’s egocentrism, a common flaw with younger adults.) and then use an explanatory word (illustrates, shows, demonstrates, proves, suggests, defines, supports, indicates, or reveals) in a phrase to begin your commentary. Ex. His egocentrism makes him a more realistic character: far from a sterling example of humanity, he shares the faults common in us all.
A sentence to sum up.

Adapted from Rules of Thumb

How to Plan and Draft a Body Paragraph

Planning

This first point sounds obvious: consider what you're trying to prove. Think through the claim you're making and how you could prove it. Having trouble deciding what the claim is? Providing it? Freewrite to generate ideas. Still getting nowhere? Maybe it's time to revise/change your thesis and divisions.
Draft a topic sentence (for more info on topic sentences, click here): remember to mention both your thesis and your division.
With your thesis and division in mind, make a list of sentences from the primary source (or essay or book) to use for evidence. You can then quickly copy and paste them into your work instead of hunting for them and breaking your thought pattern.
Plan essay with an outline or list of points.

Drafting

Using your outline and/or the material above, start with topic sentence and start explaining.
Define any ideas in topic sentence (see "Framing an Argument" on Revising an Essay)
As you go to quotes to prove your point, remember to use the three part format:

Provide context to set up quotes (see "Introducing Quotes").
Make sure quote is connected to topic sentence and the point you're making.
Explain how a quote is connected to the topic sentence (this takes a while: see below for suggestions).

Repeat focus/argument word from topic sentence within your paragraph to keep readers, uh, focused on your argument (this is an important point that writers often neglect).

Explaining Quote Suggestions
Explain how quote is connected to the topic sentence -- focus on the language used: consider the following

Connotation of specific words
Symbolism of imagery, tone [sarcasm, irony, humor, etc.]
Psychology/motivation of a character
Analogies
"If . . . then" sentence patterns
Historical Connections
Contrast or comparison
Definitions of word

Try using a verb from the following list to shift into argument (see Verb List page for sample sentences using these words)

agree argue
believe charge
claim
comment conclude consider

criticize declare
describe define
discover
emphasize explain
feels

illustrate imply indicate
reinforce
reveals
shows
suggests
supports

Sample sentences might follow these patterns

This ____ suggests that _______
They indicate the ____
This emphasis on finding ______ suggests that
Supporting this idea of the sea as female, the narrator adds _______
The description reinforces the idea that ______

Revision

Revise by deletion: take out whatever doesn't fit with argument. Note that this is first.
Revise by deletion: take out whatever doesn't fit with argument. Note that this is second -- and first. Ponder what I would be repeating this. Realize that it's because it's important. Snicker (or groan) and move to next point.
Revise by addition: explain how a particular word makes your point; use an analogy to make your argument clearer
See General Revision and Essay Revision for more suggestions and OCC student examples.

Proofreading

Print and read essay out loud. This is the first suggestion for a good reason: students tell me they invariably notice many of their own errors when they do this.
It can also help to have a person (or machine -- see next sentences) read your essay out loud to you. A few years ago I started using the Speak text function in Word to help me with proofreading. It reads highlighted text out loud and helps me “hear” rough spots or grammatical errors. It has saved me from much embarrassment in emails and letters. The instructions to set this up for Word are on the web. If you don’t have Word, Macs have this same capability and there are several other web based apps that will do this as well (search text to speech).
Help readers see the connections between sentences/thoughts by using effective transitions.
Cite correctly -- both in-text and works cited (see Little Seagull and The Source instructions)
See Proofreading on Dr. Bordelon's Writing Suggestions for additional tips and before and after proofreading student examples.

Follow these steps, bake at 350° for 2 hours (or however long it takes you work on the paragraph) and viola' a completed body paragraph, suitable for company.

Student Examples

Below find examples from a variety of stories. Find many more on the Essay Revision page. Review them to get an idea of the kind of writing expected in the course.

Thesis: Enlightenment, acceptance, and balance is something most people strive to attain. According to Raymond Carver's “Cathedral,” this state can only be reached after the person becomes aware that their situation is dismal and boring, breaches an awkward social barrier on their own terms, and has his or her perspective on life altered by a stranger.

Paragraph on first division
The narrator of the story slowly becomes aware that he is in a dismal, boring situation. This negative, dead end life, is not a path to enlightenment. While watching television, the narrator acknowledges the emptiness of life, thanking Robert being with him, “I'm glad for the company[,]" and thinking "And I guess I was. Every night I smoked dope and stayed up as long as I could before I fell asleep. My wife and I hardly ever went to bed at the same time” (462). The narrator realizes to his surprise he does want company by saying “And I guess I was.“ at this moment, he seems to realize how boring it is to sit up night after night smoking dope by himself mindlessly watching the idiot box. This epiphany leads him acceptance that his life needs improvement. It also opens him by making him to drop his negativity. The narrator has already gained a better perspective on his situation by analyzing, almost by accident, how he has been spending his nights.

Thesis: John Updike's "A&P" illustrates a critique of 1960's through the narrator's negative view of the dominant tribe within A&P, his sympathy for the girls, and his struggle against the majority.

Paragraph on second division
In his final act of martyrdom, Sammy tries to stand up to the majority by standing up for the girls and quitting his job. Updike’s choice of words beautifully constructs the subtle power struggle between two schools of thought: dubbing the prettiest, most confident of the three girls “Queenie”, and Lengel as the “kingpin.” Old vs new. Queenie is both a literal and figurative leader; she is the most confident, the one willing to stand up to Lengel, but also the most visually provocative; like the goddess Nike, she is youthful, supple, and almost naked, walking around in a flesh-toned bathing suit with her straps down. For Lengel, the usage of “kingpin” alludes not only to his position but to what Sammy perceives as a source of oppressive power. When Queenie and Kingpin go to battle, Sammy dutifully and chivalrously aligns himself with her- a knight faithful to his queen- for three very important, subconscious reasons: first, he does not belong within A&P, second, because his beliefs are more similar to those of the three girls, and lastly, remaining a member of A&P would mean supporting what he sees as a demeaning authority. Once on the outside, Sammy acknowledges “how hard the world was going to be to me hereafter” (414). With imagination, a reader can compassionately slip into Sammy’s shoes and appreciate his choice to renounce the 9-5, the eventual marriage, the doldrums of suburban life, and yet still fearful at the uncertain future of the unbeaten path. Despite hesitation, never once does Sammy retrospectively express any remorse over his choices; rather, he takes pride in his dissent.

Work Cited

Updike, John. “A&P.” Norton Introduction to Literature. Ed. Kelly J. Mays. New York: W.W Norton & Company,
2014. 409-414. Print.

© David Bordelon