Definition Parts Of Essay Paragraph

Step 5: Write the middle paragraphs

When you have revised your provisional thesis statement and mapped out the supporting points you will develop in your essay, you can start writing the body of the essay.

It’s advisable to begin with the middle paragraphs of the essay rather than the introductory paragraph because it’s the middle paragraphs that support the thesis statement and constitute the argument of the essay. The introductory paragraph leads up to your thesis statement and the concluding paragraph begins by restating your thesis and then wraps up the essay; first and last paragraphs function as a frame around your essay’s argument, but are not part of the argument. Once you have developed your argument through the middle paragraphs, you are better able to write an opening paragraph that positions the reader to engage with your argument.


Keep the following points in mind when constructing your middle paragraphs:

  • A paragraph is a unit of thought.
  • Each paragraph should make one point.
  • A new paragraph signals to the reader that the writer has moved to a new topic or point of evidence.
  • Paragraphs should have internal cohesion.
  • Paragraphs should be linked logically to each other.

The length of a paragraph depends on the complexity of the topic, the purpose of the writing, the medium, and the anticipated needs of the reader. Because most academic writing is formal writing that involves complex topics and a critical reader, it is advisable to aim for at least 100 words (up to 200 words) when you write an academic paragraph.

Paragraph Structure

Structure is important not only in the essay as a whole but also in every paragraph that makes up the essay. There are three parts of a paragraph: the topic sentence, which introduces the paragraph’s topic; middle sentences, which constitute the body of the paragraph; and the wrap sentence, which concludes the paragraph.

To demonstrate this structure, we can look at the second paragraph of Model Essay One and the third paragraph of Model Essay Two.


An effective essay is a coherent whole, in which sentences within paragraphs and paragraphs themselves are connected, flowing on from one to another, leading the reader through the essay.

One of the ways to create cohesion between sentences is by using transition markers. Transition markers are words or phrases used to link sentences and paragraphs and to help the reader follow the direction of your argument.

A Few Transition Markers

and, also, in addition, moreover, furthermore,

however, nevertheless, nonetheless, on the contrary, on the other hand, by contrast,

in other words, that is, in effect, to simplify,

to begin with, firstly, secondly, lastly, finally

for example, for instance, in particular, to illustrate,

Conceding a point:
although true, even though, although, despite this,

Summing up:
to summarise, to conclude, in conclusion, clearly then

clearly, in particular, importantly, naturally, obviously

Stating a logical conclusion:
therefore, thus, hence, as a result, consequently, accordingly, for that reason.

While transition markers are an effective way of emphasising for the reader the relationship between one sentence and the next, there is little value in using them when the logical relationship between the sentences is already clear. In fact, over-using transition markers reduces their effectiveness; save them for the places where you need to guide the reader.

Faulty Transitions

When using transition markers like ‘therefore’, ‘thus’, or ‘consequently’, be careful that the sentence beginning with the marker really is a logical conclusion of the preceding sentence.

Faulty transition example

Over the last five years there has been an increase in cases of student plagiarism. However, universities need to impose heavier penalties on students who plagiarise.

In this example, the second sentence, although related, is not a logical contrast of the first sentence: imposing heavier penalties is a possible response that universities could make to the issue of plagiarism, but it is not an inevitable outcome of the issue.

Repeat Idea Transition

In a repeat idea transition, ideas from the first sentence are referred back to in the following sentence. The above faulty transition example can be revised using a repeat idea transition.

Writing From Sources

In developing your middle paragraphs, you will be using your lecture, tutorial, or reading notes to develop an argument or case supporting your thesis statement. Here, it’s useful to remember the process diagram from the Introduction of this course, in particular the arrow indicating the transformation needed to turn information into knowledge.

When your lecturer reads your essay, they are looking for evidence not only that you’ve attended lectures and tutorials and read the required textbooks and journal articles but also that you have been engaged in a learning process that transforms information into knowledge. To convince your lecturer that the learning process has been successful, you must express ‘in your own words’ what you have learned. If you use the words of the source text, your lecturer can’t tell whether you’ve understood the source material or whether you are just copying it.

Writing in your own words does not mean that you take what the author has written and change some of the original words. Rather, it involves a process of understanding the information carried by the source text, critically evaluating and selecting information relevant to your essay, processing it through notes, concept maps, and summaries, and incorporating this processed material into your essay. Your lecturer wants to hear your own ‘scholarly voice‘ through your writing. This voice is informed by the authority of the texts you have read on your topic but expresses your own way of thinking about the topic.

Getting the balance right between the authority of the source text and your own interpretation, perspective, and opinion takes some practice. Always remember that if your reader wanted to know what the source text says they would read the source text, but when they read your essay they want to know what you have to say. You take the raw material of the source text, but then you process this appropriated material so that you can use it for your essay.

The following diagram represents the appropriation of material from the source text and the incorporation into your text. Note in particular that there is no direct link between source texts and your essay. Everything that you take from a source text must be processedthoroughly before becoming part of your essay.


The following provides an audio-visual representation of the Writing from sources diagram.

The three most commonly used techniques for incorporating material from source texts into your own essay are:

  • quoting,
  • paraphrasing, and
  • summarising.

All of these techniques require citation within the text and in the bibliography or reference list at the end of the essay.

  • States the paragraph’s main point,
  • Should be clear and stand out from the rest of the paragraph to make it easier for readers to grasp the main point,
  • Usually comes first (except in the introductory paragraph, where the topic sentence is the thesis statement and comes last),
  • Connects to the wrap of the previous paragraph.
  • Justify, explain, clarify, support, elaborate, give evidence, examples, fill in details,
  • Constitute the body of the paragraph.
  • Closes the paragraph as a unit of thought,
  • Reinforces the paragraph’s main point,
  • Can assess the significance of what is established in the paragraph.

In the strategic plan, paragraph two had ‘focus’ as its topic. (Note that apart from its last sentence ‘the thesis statement’the introductory paragraph has not been written at this stage.)

Thesis statement:

A successful essay has three key elements: focus, organisation, and clarity.


Sentence 1 (topic sentence) introduces the topic of ‘focus’, which is developed further in sentences 2, 3, and 4. Sentence 5 (wrap sentence) sums up how ‘focus’ can be achieved in writing the thesis statement.

In the strategic plan, paragraph three concedes (as the essay brief states) that essays are not written in the workplace, then counters the concession by asserting that the skills required are transferable to the workplace.

Thesis statement:

Setting essay assignments as a component of student assessment at university is a valid practice.


Sentence 1 (topic sentence) introduces the topic of ‘professional performance’. Sentence 2 concedes the point that essay writing may seem irrelevant to professional performance. Sentence 3, signalling a change of direction with the transition marker ‘however’, shows the limitations of the conceded point, and presents the counter-argument that essay skills are transferable from an academic to a professional context. Sentence 4 identifies these skills, and sentence 5 (wrap sentence) affirms the relevance of essay writing to the professional skills identified.

Essay writing is difficult, demanding, and time-consuming. Nevertheless, it is worth mastering, because it is the basis of all academic writing.

In the example, the transition marker ‘nevertheless’ functions effectively to prepare the reader for a shift in direction from focusing on the negative characteristics of essay writing to focusing on the positive characteristics.

If you have a number of points to make, numeric transitions (first, second, etc.) are useful for signposting to the reader that each individual point should be considered separately.

Transition markers have many useful functions in academic writing. Firstly, they guide the reader through the writer’s development of ideas. Secondly, they create coherence in a paragraph or essay. Lastly, they add variety to sentence structures.

Over the last five years there has been an increase in cases of student plagiarism. One strategy that universities might employ to address this problem is to impose heavier penalties on students who plagiarise.

In this example, the words ‘this problem’ refer the reader back to ‘an increase in cases of plagiarism’, creating cohesion between sentences. Repeat idea transitions are also useful for creating coherence between paragraphs. Here, words in the first sentence of a new paragraph refer the reader back to ideas or information in the previous paragraph.

…the main reason that the essay failed was that its central argument was unclear.

Such a lack of clarity can be overcome by ensuring that the essay has a strong thesis statement and strategic plan.

The first paragraph (giving reasons for the essay’s failure) concludes by reinforcing the main point. The following paragraph (about how the problem can be overcome) begins by referring back to the problem.

Using transition phrases and idea transitions strategically to direct your reader through the stages of your argument or case helps you to convince them of the validity of your thesis statement. Cohesion within and between paragraphs reinforces the reader’s impression that you as the writer have control and authority over your material. This is exactly the impression you want to give your lecturer or marker, so mastering the use of transitions is very worthwhile.

Writing from sources diagram

Please view on a larger device

Write the middle Paragraphs

Writing an academic essay always involves:

appropriating information from the texts you read,

processing this information, and

incorporating it into your own writing.

Write the middle Paragraphs

It’s the middle step – the processing – that makes your essay original. This is what your lecturer is interested in – not just what you’ve read, but how you’ve interpreted it and used it to support your thesis statement. This is what demonstrates that information has been turned into knowledge.

appropriating information from the texts you read,

, and

incorporating it into your own writing.

Write the middle Paragraphs

The words you write in your essay are your own words, expressing what you know after reading, interpreting, selecting, and critically evaluating what you’ve read.

appropriating information from the texts you read,

, and

incorporating it into your own writing.

Critically evaluating

Write the middle Paragraphs

Every essay begins with an assignment brief, from which you formulate a provisional thesis statement.

Write the middle Paragraphs

With this provisional thesis statement in mind, you consult source texts – textbooks, journal articles, or electronic material.

Write the middle Paragraphs

As you read, you make notes.

Remember to record bibliographical details so that you can correctly reference the material you appropriate from the source texts and incorporate it into your own essay.

Write the middle Paragraphs

If you use the appropriate note-making techniques, your notes will already be in your own words, but you may want to process them further through summaries or concept maps.

Write the middle Paragraphs

The point to remember is that what you appropriate from the source text is raw material only; it has to be processed and filtered through your own perspective before it can be incorporated into your essay.

This is what makes your essay original and demonstrates to your lecturer that learning has taken place.

Write the middle Paragraphs

As you can see from the diagram, there is no direct pathway from the source text to your assignment – material is never just copied – it has to go through the process of appropriation, processing, and incorporation.

Quoting means copying the author’s exact words directly from the source text. Use quotations when you want to add the power of an author’s words to support your argument or you want to highlight particularly powerful or effective phrases.


  • Keep direct quotations short.
  • Use direct quotations sparingly. To demonstrate your own understanding of a topic to your reader, it’s better to paraphrase or summarise in your own words.
  • Use quotations for a specific reason, not because it’s easier to quote the original text than to process it as a paraphrase or summary.
  • Reference quotations accurately both in-text and in your bibliography or reference list.
  • Always include page numbers in your in-text reference.

When quoting, always copy verbatim that is, always copy exactly what the author has written.

Original text

The green tree frog is found in the forests of eastern Australia. It is an attractive shade of green and grows up to ten centimetres long. It eats insects and spiders, which it catches with its long sticky tongue. Some Australian green tree frogs have been known to live up to twenty years.

When you quote from this original passage, you must keep the author’s original words.


  • Croke (2004, 42) writes, ‘Some Australian green tree frogs have been known to live up to twenty years.’
  • Croke (2004 , 42) claims that ‘some Australian green tree frogs’ have been known to live up to twenty years.’
  • Claims have been made that Australian green tree frogs ‘have been known to live up to twenty years’ (Croke 2004, 42).

If you are in doubt about where to place punctuation in relation to quotation marks, consult a style manual such as Fowler’s Modern English Usage (review).

Spelling in quotations

You must keep the original spelling of quotations. If you normally use Australian spelling conventions, but the passage or phrase you want to quote uses American English, you must keep the American spelling.


  • The work of New York abstract expressionist painter Jasper Shmirk is characterised by its bold colour contrasts. In the foreword of his Major Retrospective Catalogue (1984, 27) he writes, ‘The clash of colors in my “Nightsong Series” represents the experience of modern urban life.’

In this example, the writer is using the Australian spelling ‘colour’ in the text, but reproduces exactly Shmirk’s American spelling when quoting him. Note that you may use either single or double quotation marks (just make sure you use them consistently), but distinguish a quote within a quote as above. The following two versions are equally acceptable:


  • “The clash of colors in my ‘Nightsong Series’ represents the experience of modern urban life.”
  • ‘The clash of colors in my “Nightsong Series” represents the experience of modern urban life.’

Omitting words from quotations

If you omit some words from the original text, you must alert the reader by replacing the omitted words with an ellipsis.

Original text

The green tree frog is found in the forests of eastern Australia. It is an attractive shade of green and grows up to ten centimetres long. It eats insects and spiders, which it catches with its long sticky tongue. Some Australian green tree frogs have been known to live up to twenty years.

When you quote from this passage, you can shorten it as:

  • ‘The green tree frog … eats insects and spiders, which it catches with its long sticky tongue.’

Preserving the original meaning

It is important that you preserve the meaning of the original sentence or passage when you omit words. The following is an example of what you must avoid. Imagine an original concert review stating,

Original text

Harvey Wallbanger’s come-back concert opened to rapturous applause from a packed stadium. However, the audience’s enthusiasm turned to anger and demands for a refund when the aging rock legend repeatedly forgot the words of his greatest hits, punched the bass guitarist in the face, and twice fell off the stage. It was a sad day for dedicated fans.

You distort the original author’s intention if you quote only the following fragment:


  • ‘Harvey Wallbanger’s come-back concert opened to rapturous applause from…dedicated fans.’

Although you have used some of the original author’s words, you have not communicated the original message.

Changing words in a quotation

Sometimes you will want to change the form of a word so that the quoted material can be incorporated grammatically into your own sentence. You must signal to the reader any changes you make by enclosing the changed word or words in square brackets.

Original text

The predominant soil type in coastal areas of Sarawak is peat. Roads built on peat soils are particularly subject to subsidence and the development of corrugation. This makes road-building a continuing civil engineering challenge.


  • Arshad and Chow (2004, 76) note that ‘the predominant soil type in coastal areas of Sarawak is peat…[making] road-building a continuing civil engineering challenge.’

Writing Definitions


This handout provides suggestions and examples for writing definitions.

Contributors:Mark Pepper, Dana Lynn Driscoll
Last Edited: 2018-02-14 03:31:46

A formal definition is based upon a concise, logical pattern that includes as much information as it can within a minimum amount of space. The primary reason to include definitions in your writing is to avoid misunderstanding with your audience. A formal definition consists of three parts.

  1. The term (word or phrase) to be defined
  2. The class of object or concept to which the term belongs.
  3. The differentiating characteristics that distinguish it from all others of its class

For example:

  • Water (term) is a liquid (class) made up of molecules of hydrogen and oxygen in the ratio of 2 to 1 (differentiating characteristics).
  • Comic books (term) are sequential and narrative publications (class) consisting of illustrations, captions, dialogue balloons, and often focus on super-powered heroes (differentiating characteristics).
  • Astronomy (term) is a branch of scientific study (class) primarily concerned with celestial objects inside and outside of the earth's atmosphere (differentiating characteristics).

Although these examples should illustrate the manner in which the three parts work together, they are not the most realistic cases. Most readers will already be quite familiar with the concepts of water, comic books, and astronomy. For this reason, it is important to know when and why you should include definitions in your writing.

When to Use Definitions

  • When your writing contains a term that may be key to audience understanding and that term could likely be unfamiliar to them
    "Stellar Wobble is a measurable variation of speed wherein a star's velocity is shifted by the gravitational pull of a foreign body."
  • When a commonly used word or phrase has layers of subjectivity or evaluation in the way you choose to define it
    "Throughout this essay, the term classic gaming will refer specifically to playing video games produced for the Atari, the original Nintendo Entertainment System, and any systems in-between."

    Note: not everyone may define "classic gaming" within this same time span; therefore, it is important to define your terms

  • When the etymology (origin and history) of a common word might prove interesting or will help expand upon a point
    "Pagan can be traced back to Roman military slang for an incompetent soldier. In this sense, Christians who consider themselves soldiers of Christ are using the term not only to suggest a person's secular status but also their lack of bravery.'

Additional Tips for Writing Definitions

  • Avoid defining with "X is when" and "X is where" statements. These introductory adverb phrases should be avoided. Define a noun with a noun, a verb with a verb, and so forth.
  • Do not define a word by mere repetition or merely restating the word.

    "Rhyming poetry consists of lines that contain end rhymes."


    "Rhyming poetry is an art orm consisting of lines whose final words consistently contain identical, final stressed vowel sounds."

  • Define a word in simple and familiar terms. Your definition of an unfamiliar word should not lead your audience towards looking up more words in order to understand your definition.
  • Keep the class portion of your definition small but adequate. It should be large enough to include all members of the term you are defining but no larger. Avoid adding personal details to definitions. Although you may think the story about your Grandfather will perfectly encapsulate the concept of stinginess, your audience may fail to relate. Offering personal definitions may only increase the likeliness of misinterpretation that you are trying to avoid.

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