Body Paragraphs
Once the “points” of each body paragraph have been determined, writers should arrange the
body paragraphs in some logical order. (This helps to avoid a sense of randomness.) Some
common ways to order the body paragraphs are:

weakest to strongest

least important to most important.

strong, weak, strongest

a counterargument (followed by the writer’s rebuttal of the counterargument) may also
appear within chosen sequence
We have already determined that body paragraphs begin with topic sentences. Once the topic
sentence has been formulated, the writer’s next step is to support that topic sentence. Most
support can be categorized as concrete detail or as commentary/analysis. Here are the various
ways to support topic sentences:
Concrete Details

textual evidence

data (facts and statistics)

examples
 expert testimony (probably in the form of quotation)
Commentary/Analysis
General Principles
Good supporting sentences are specific; poor supporting sentences are general. (In fact, general
sentences are often not supporting sentences at all.)
Supporting sentences should be tied together with analysis/commentary. In other words, it is
not enough to simply list the supporting details. The reader must understand how the
supporting sentences support the topic sentence. Analysis/commentary serves this function.
In summary, good body paragraphs begin with topic sentences, are supported by specific
support sentences (the concrete details listed above), all of which are held together by the
explanatory analysis/commentary sentences that tie the support sentences to the topic
sentence.
The Body Paragraphs—In Outline Form
Most body paragraphs begin with a topic sentence. On an outline, topic sentences appear at a
mid-level of generality: they are more specific than the thesis sentence they refer back to, but
they are more general than the support sentences. Note the topic sentences in this simple
outline (and remember that this is an outline only, not a complete essay):
1) thesis sentence
a) topic sentence
i)
ii)
iii)
iv)
support
support
support
support
b) topic sentence
i)
ii)
iii)
iv)
support
support
support
support
c) topic sentence
i)
ii)
iii)
iv)
support
support
support
support
Note that each topic sentence (a, b, c) links back to the thesis (1); note also that each
supporting sentence (i, ii, iii, iv) links back to the topic sentence that guides or controls it.
The Expanded, Multi-Level Body Paragraph
In the simple outline form you see above, each supporting sentence refers directly to the topic
sentence. However, it is possible to create support sentences that, in turn, need their own
support sentences. In the example above, the topic sentence is at level 1, the support
sentences are at level 2, and the sentences that elaborate on the support sentences are at level
3:
Note: The pattern below is simply one example among many possibilities; it is not meant
as a template to be followed mechanically; in the same way, there is no “correct”
amount of commentary or concrete detail, and no “correct” sequence of sentences.
1 Topic sentence.
2 Sentence.
3 Sentence.
3 Sentence.
2 Sentence.
3 Sentence.
3 Sentence.
Here is an example of a paragraph that extends to four levels:
1—A bright splash of color has brightened New York recently.
2—The pedestrian bridge connecting Manhattan with Ward’s Island has been painted in
bright primary hues.
3—The span was painted yellow.
4—It’s a vivid signal yellow that would make taxicabs envious.
3—The towers were painted blue.
4—You could say that the blue towers represent the gravity line that connects sky
and water.
3—The control booths were painted red.
4—The red was needed to complete the scheme of principal colors.
2—New Yorkers are falling in love with this vibrant art object.
2—Drivers blink and smile.
2—Children fish under the bridge as if it were their private clubhouse.
2—As a matter of fact, painting the Ward’s Island Bridge is like placing a permanent
rainbow over a drab part of New York.