A Pair of What?
 Paragraphs are extremely important in college essay
writing (and in all writing, really).
 Their breaks signal to readers where one idea is ending and
another one is beginning.
 When the readers are teachers/professors, those signals
are doubly important

they can (and will) make or break a grade.
Where Is The Body?
WHAT? Body paragraphs are the paragraphs between your
introduction and conclusion
WHY? The ones in which you demonstrate your points. They
are the meat of your essay.
The Body, pt 2
Strong body paragraphs do the following things:
 stay on a single topic
 open with a topic sentence, a sentence that says the
main point of your paragraph
 give concrete examples with descriptive detail to
demonstrate your main idea in the paragraph
 explain how the examples relate to your main point
 end with a statement about the main point, not on
some detail from the example
Body Paragraph, Example 1
Some sexist commercials include those for Giggle
Wiggle, Shark Attack, and Frog Soccer. For instance, in the
Giggle Wiggle commercial, four people play the game—
two boys and two girls. During the game, only the boys
move the game pieces, shouting enthusiastically when
they've made the right moves, while the girls, basically
motionless, smile vacantly and watch the boys. At the end
of the game, one of the boys wins and gleefully shouts, "I
win! I win!" while clapping his hands. Only then does a
girl jump up and speak her one line, "Oh wow!"
Question…
 What is the writer's argument (in the paragraph and in
the essay to which this paragraph belongs)?
 What is the writer trying to prove (in the paragraph and
in the essay to which this paragraph belongs)?
 Is there anything to contextualize this information? For
example, is there a main point holding the information
together?
Here’s the Fix…
 For a general idea of how you might go about
structuring your paragraphs, try using the
below PIE method to integrate an author’s
ideas into your own writing. You generally
don’t want to start a paragraph or end a
paragraph with a quotation or paraphrased
idea (example from the text); instead, you
want to sandwich that idea between your own
points.
PIE and Paragraph Structure
 One common way of explaining body paragraph
structure is using the image of a pie, or PIE structure.
 A PIE paragraph
 opens with a main Point that your paragraph will
discuss,
 gives Information to support
that point
 Ends with an Explanation of
the information.
The PIE Paragraph
P =
Point
What is the point of this paragraph?
What claim is being made?
Often, the point is the TOPIC SENTENCE.
I =
Information
How is the point supported with specific data, experiences, or other factual
material?
The information 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.
Notice…
You might notice that this structure is
very similar to the structure of an essay.
The Point parallels the introduction, the
Information parallels the body
paragraphs, and the Explanation parallels
the conclusion.
Body Paragraph (Revisited)
Many sexist children's television commercials lead me to believe that
girls rarely see images of themselves in active or winning situations. Often,
the boy wins the game being advertised while the girls, pretty little objects,
serve as his mindless cheerleaders. In "What are TV Ads Selling to Children" John
J. O'Connor claims that in these ads girls are portrayed as inferior to boys. According
to O'Connor, "They live in a society in which they can never be considered the best."
Some of these commercials include those for Giggle Wiggle, Shark Attack, and Frog
Soccer. For instance, in the Giggle Wiggle commercial, four people play the game—
two boys and two girls. During the game, only the boys move the game pieces,
shouting enthusiastically when they've made the right moves, while the girls,
basically motionless, smile vacantly and watch the boys. At the end of the game, one
of the boys wins and gleefully shouts, "I win! I win!" while clapping his hands. Only
then does a girl jump up and speak her one line, "Oh wow!" My mouth fell open
when I saw this commercial. The winning kid was not only rude, but annoying.
In this commercial, as in others, the girls were not the central characters but
part of the support network for the winners, the boys. In fact, I never saw a girl
win a game in any of the children's commercials I viewed. These subtle
statements in commercials can make a person think that it is okay to be sexist
when in fact it is absolutely not.
New Addition
 The New Addition (the last sentences) add to
the meaning of the paragraph.
 It helps to Explain or Elaborate how the
Information relates to the Purpose (Point) of the
essay.
Body Paragraph (Revisited)
Many sexist children's television commercials lead me to believe that girls
rarely see images of themselves in active or winning situations. Often, the boy wins
the game being advertised while the girls, pretty little objects, serve as his mindless
cheerleaders. In "What are TV Ads Selling to Children" John J. O'Connor claims that
in these ads girls are portrayed as inferior to boys. According to O'Connor, "They live
in a society in which they can never be considered the best." Some of these
commercials include those for Giggle Wiggle, Shark Attack, and Frog Soccer. For
instance, in the Giggle Wiggle commercial, four people play the game—two boys and
two girls. During the game, only the boys move the game pieces, shouting
enthusiastically when they've made the right moves, while the girls, basically
motionless, smile vacantly and watch the boys. At the end of the game, one of the
boys wins and gleefully shouts, "I win! I win!" while clapping his hands. Only then
does a girl jump up and speak her one line, "Oh wow!" My mouth fell open when I
saw this commercial. The winning kid was not only rude, but annoying. In this
commercial, as in others, the girls were not the central characters but part of the
support network for the winners, the boys. In fact, I never saw a girl win a game in
any of the children's commercials I viewed. These subtle statements in commercials
can make a person think that it is okay to be sexist when in fact it is absolutely not.
Consider the Following…
 Although the Andean condor is listed as an endangered
species, its ever-growing population is extremely
encouraging. According to ornithologist Marc
Whitacre, “Thanks to breeding programs across the
country, the Andean condor population seems to be
stabilizing almost everywhere” (75).
And Another One
My love of kickboxing has certainly had some negative consequences, but
also many positive ones. The most obvious negative consequences are the
injuries. I am lucky because I have not had any serious injuries—just a lot of
bruises, bumps, and cuts. But the many positive effects of kickboxing make all
these injuries worthwhile. Kickboxing has made me physically stronger. In fact,
it made me so strong that I recently moved a lot of my mom’s furniture with no
help at all. It has also made me more resilient and able to deal with difficult
situations. For example, at a recent conference I attended, I was able to deal with
the stress of presenting a paper because I was used to having to think on my toes
and not be afraid of getting attacked. Even when a famous professor began to
ask me difficult questions, I was able to calmly respond to her questions as
though I was blocking roundhouse kicks. Many of the audience members later
congratulated me on my calmness in responding to her verbal attack. I am sure
that this calmness is a result of my martial arts training; in fact, I even thought
about kickboxing while I was answering the questions. My kickboxing obsession
might cause me a lot of physical injuries, but it also teaches me how to get past
injuries to my body and to my ego, and to do my best even under stressful
circumstances.
P.I.E. Strategies
Ideas for making a POINT:
 Decide what you want to say to support your thesis
based on your reaction to the text
 Try categorizing your ideas and make a comment on a
recurring theme you've found
 Define your topic.
 Divide the topic into meaningful, relevant topics.
P.I.E. Strategies
Ideas for INFORMATION/support:
 Information from the readings or class discussions
(paraphrases or, occasionally, short quotes)
 Personal experience (stories, anecdotes, examples from your
life)
 Representations in mass media (newspapers, magazines,
television)
 Elements from popular culture (song lyrics, movie lines, TV
characters, celebrities)
 Definitions (from the dictionary, the readings, or another
source)
 Statistics (polls, percentages, data from research studies)
P.I.E. Strategies
Ideas for EXPLANATION:
 Interpret, analyze, explain the information, opinion or quote
you've included
 Comment on the accuracy (or inaccuracy) of the quote, fact,
data, information, etc.
 Decipher the meaning or try to better your understanding of
your observation, findings or experience
 Suggest to your reader how the information you've
included relates to your THESIS.
5-Step Process to Paragraph
Development
 Step 1. Decide on a controlling idea and create a topic
sentence
 Paragraph development begins with the formulation of
the controlling idea. This idea directs the paragraph's
development. Often, the controlling idea of a paragraph
will appear in the form of a topic sentence. In some cases,
you may need more than one sentence to express a
paragraph's controlling idea. Here is the controlling idea
for our "model paragraph," expressed in a topic sentence:
 Model controlling idea and topic sentence— Slave
spirituals often had hidden double meanings.
5-Step Process to Paragraph
Development
Now you try with your own example.
We’re going to think about what grade we think we want in
Writing Class. You don’t have to think you deserve it. Just
want it. Now…
a) write down what you want.
b) write down an example of how important your
grade of an (A, B, C, D or F) is to you. (Thesis statement).
Write your example now.
5-Step Process to Paragraph
Development, pt. 2
Step 2. Explain the controlling idea
 Explain how the reader should interpret the information
presented in the thesis statement the paragraph.
 The writer explains his/her thinking about the main topic,
idea, or focus of the paragraph. Here's the sentence that
would follow the controlling idea about slave spirituals:
Model explanation—On one level, spirituals
referenced heaven, Jesus, and the soul; but on
another level, the songs spoke about slave
resistance.
5-Step Process to Paragraph
Development, pt. 2 B
Now you try with your own example.
Now we need to explain your controlling idea.
Tell me your thinking about getting an A. Is it good, bad?
Very important?
Write your example now.
5-Step Process to Paragraph
Development, pt. 3
Step 3. Give an example (or multiple examples)
 Paragraph development progresses with the expression of some type of
support or evidence for the idea and the explanation that came before it.
 The example serves as a sign or representation of the relationship
established in the idea and explanation portions of the paragraph. Here are
two examples that we could use to illustrate the double meanings in slave
spirituals:
Model example A— For example, according to Frederick Douglass, the
song "O Canaan, Sweet Canaan" spoke of slaves' longing for heaven, but
it also expressed their desire to escape to the North. Careful listeners
heard this second meaning in the following lyrics: "I don't expect to stay
/ Much longer here. / Run to Jesus, shun the danger. / I don't expect to
stay."
Model example B— Slaves even used songs like "Steal Away to Jesus (at
midnight)" to announce to other slaves the time and place of secret,
forbidden meetings.
5-Step Process to Paragraph
Development, pt. 3 B
Now you try with your own example.
Now think of an example, or a piece of information that will
help me understand why you have earned your grade.
Did you do all of the homework assignments? Did you
pass every test? Do you study every night?
Give me reasons, with good, specific details.
Write your example now.
5-Step Process to Paragraph
Development, pt. 4
Step 4. Explain the example(s)
 Explain each example and its relevance to the topic sentence and rationale.
 This shows readers why you chose to use this/or these particular examples as
evidence to support the major claim, or focus, in your paragraph.
 Continue the pattern of giving examples and explaining them until all
points/examples have been explained.
 NONE of your examples should be left unexplained.
 You might be able to explain the relationship between the example and the topic
sentence in the same sentence which introduced the example.
 More often, however, you will need to explain that relationship in a separate
sentence. Look at these explanations for the two examples in the slave spirituals
paragraph:
Model explanation for example A— When slaves sang this song, they could
have been speaking of their departure from this life and their arrival in heaven;
however, they also could have been describing their plans to leave the South and
run, not to Jesus, but to the North.
Model explanation for example B—[The relationship between example B and
the main idea of the paragraph's controlling idea is clear enough without adding
another sentence to explain it.]
5-Step Process to Paragraph
Development, pt. 4 B
Now you try with your own example.
Here is where things get tricky.
 Think of your example and tell me why it’s important.
 How does studying at home every night qualify you for
you’re A?
 Why would someone who has done all of his homework
deserve a passing grade?
 Explain it to me.
Write your example now.
5-Step Process to Paragraph
Development, pt. 5
Step 5. Complete the paragraph's idea or transition into the next
paragraph
 Tie up the loose ends of the paragraph and remind the reader of the
relevance of the information in this paragraph to the main or controlling
idea of the paper.
 You might feel more comfortable, however, simply transitioning your
reader to the next development in the next paragraph. Here's an example
of a sentence that completes the slave spirituals paragraph:
 Model sentence for completing a paragraph— What whites heard
as merely spiritual songs, slaves discerned as detailed messages. The
hidden meanings in spirituals allowed slaves to sing what they could not
say.
 Notice that the example and explanation steps of this 5-step
process (steps 3 and 4) can be repeated as needed. The idea is that
you continue to use this pattern until you have completely
developed the main idea of the paragraph.
5-Step Process to Paragraph
Development, pt. 5 B
Now add your own information to the paragraph.
 Remind me how important getting an A is to you.
or
 Transition to your next paragraph.
 This is the conclusion to your paragraph.
Complete your paragraph now.
Here is our Finished Example
Slave spirituals often had hidden double meanings. On one level,
spirituals referenced heaven, Jesus, and the soul, but on another level,
the songs spoke about slave resistance. For example, according to
Frederick Douglass, the song "O Canaan, Sweet Canaan" spoke of slaves'
longing for heaven, but it also expressed their desire to escape to the
North. Careful listeners heard this second meaning in the following
lyrics: "I don't expect to stay / Much longer here. / Run to Jesus, shun
the danger. / I don't expect to stay." When slaves sang this song, they
could have been speaking of their departure from this life and their
arrival in heaven; however, they also could have been describing their
plans to leave the South and run, not to Jesus, but to the North. Slaves
even used songs like "Steal Away to Jesus (at midnight)" to announce to
other slaves the time and place of secret, forbidden meetings. What
whites heard as merely spiritual songs, slaves discerned as detailed
messages. The hidden meanings in spirituals allowed slaves to sing what
they could not say.
Here is Another Example
 This is for an expository essay.
 The transportation system in Seattle is in crisis. While
I was driving to the airport last week, there were
bumper-to-bumper cars lining the freeway at 2:00 p.m.
which isn’t even rush hour. The light-rail train system
isn’t operational yet, and even once it is there probably
won’t be enough service. People don’t ride the bus
enough, either. Freeway traffic and the lack of effective
mass-transit are indications of the problem.
 Which sentence is the Point? Information?
Explanation?
Example
 Step 1:
 “I deserve an A in writing class.”
 Step 2:
 “I am a good student, and all good students should get A’s.”
 Step 3:
 “For example, I always do my homework and work hard in
class.”
 Step 4:
 “Because I’m such a hard worker, I believe that I should be
rewarded with the highest grade you can give.”
 Step 5:
 “I am an extraordinary student who works hard, the best way
to reward hard work is to give them all A’s.”