{"id":727,"date":"2017-10-21T23:03:16","date_gmt":"2017-10-21T23:03:16","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-introliterature\/?post_type=chapter&p=727"},"modified":"2017-11-20T18:04:15","modified_gmt":"2017-11-20T18:04:15","slug":"the-paragraph-body-supporting-your-ideas","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-introliterature\/chapter\/the-paragraph-body-supporting-your-ideas\/","title":{"raw":"The Paragraph Body: Supporting Your Ideas","rendered":"The Paragraph Body: Supporting Your Ideas"},"content":{"raw":"Whether the drafting of a paragraph begins with a main idea or whether that idea surfaces in the revision process,\r\nonce you have that main idea, you\u2019ll want to make sure that the idea has enough support. The job of the paragraph\r\nbody is to develop and support the topic. Here\u2019s one way that you might think about it:\r\n\r\n\u2022 Topic sentence: what is the main claim of your paragraph; what is the most important idea that you want\r\nyour readers to take away from this paragraph?\r\n\u2022 Support in the form of evidence: how can you prove that your claim or idea is true (or important, or\r\nnoteworthy, or relevant)?\r\n\u2022 Support in the form of analysis or evaluation: what discussion can you provide that helps your readers\r\nsee the connection between the evidence and your claim?\r\n\u2022 Transition: how can you help your readers move from the idea you\u2019re currently discussing to the next\r\nidea presented? (For more specific discussion about transitions, see the following section on \u201cDeveloping\r\nRelationships between Ideas\u201d).\r\nFor more on methods of development that can help you to develop and organize your ideas within paragraphs,\r\nsee \u201cPatterns of Organization and Methods of Development\u201d later in this section of this text.\r\n
Types of support might include\r\n\u2022 Reasons.\r\n\u2022 Facts.\r\n\u2022 Statistics.\r\n\u2022 Quotations.\r\n\u2022 Examples.<\/div>\r\nNow that we have a good idea what it means to develop support for the main ideas of your paragraphs, let\u2019s talk\r\nabout how to make sure that those supporting details are solid and convincing.\r\n

Good vs. Weak Support<\/strong><\/h3>\r\nWhat questions will your readers have? What will they need to know? What makes for good supporting details?\r\nWhy might readers consider some evidence to be weak?\r\n\r\nIf you\u2019re already developing paragraphs, it\u2019s likely that you already have a plan for your essay, at least at the most\r\nbasic level. You know what your topic is, you might have a working thesis, and you probably have at least a couple\r\nof supporting ideas in mind that will further develop and support your thesis.\r\n\r\nSo imagine you\u2019re developing a paragraph on one of these supporting ideas and you need to make sure that the\r\nsupport that you develop for this idea is solid. Considering some of the points about understanding and appealing\r\nto your audience (from the Audience and Purpose and the Prewriting sections of this text) can also be helpful in\r\ndetermining what your readers will consider good support and what they\u2019ll consider to be weak. Here are some\r\ntips on what to strive for and what to avoid when it comes to supporting details.\r\n\r\nGood support<\/strong>\r\n\u2022 Is relevant and focused (sticks to the point).\r\n\u2022 Is well developed.\r\n\u2022 Provides sufficient detail.\r\n\u2022 Is vivid and descriptive.\r\n\u2022 Is well organized.\r\n\u2022 Is coherent and consistent.\r\n\u2022 Highlights key terms and ideas.\r\n\r\nWeak Support<\/strong>\r\n\u2022 Lacks a clear connection to the point that it\u2019s meant to support.\r\n\u2022 Lacks development.\r\n\u2022 Lacks detail or gives too much detail.\r\n\u2022 Is vague and imprecise.\r\n\u2022 Lacks organization.\r\n\u2022 Seems disjointed (ideas don\u2019t clearly relate to each other).\r\n\u2022 Lacks emphasis of key terms and ideas.\r\n

Breaking, Combining, or Beginning New Paragraphs<\/strong><\/h3>\r\nLike sentence length, paragraph length varies. There is no single ideal length for \u201cthe perfect paragraph.\u201d There\r\nare some general guidelines, however. Some writing handbooks or resources suggest that a paragraph should be at\r\nleast three or four sentences; others suggest that 100 to 200 words is a good target to shoot for. In academic writing,\r\nparagraphs tend to be longer, while in less formal or less complex writing, such as in a newspaper, paragraphs\r\ntend to be much shorter. Two-thirds to three-fourths of a page is usually a good target length for paragraphs at\r\nyour current level of college writing. If your readers can\u2019t see a paragraph break on the page, they might wonder\r\nif the paragraph is ever going to end or they might lose interest.\r\n\r\nThe most important thing to keep in mind here is that the amount of space needed to develop one idea will likely\r\nbe different than the amount of space needed to develop another. So when is a paragraph complete? The answer\r\nis, when it\u2019s fully developed. The guidelines above for providing good support should help.\r\n\r\nSome signals that it\u2019s time to end a paragraph and start a new one include that\r\n\u2022 You\u2019re ready to begin developing a new idea.\r\n\u2022 You want to emphasize a point by setting it apart.\r\n\u2022 You\u2019re getting ready to continue discussing the same idea but in a different way (e.g. shifting from\r\ncomparison to contrast).\r\n\u2022 You notice that your current paragraph is getting too long (more than three-fourths of a page or so), and\r\nyou think your writers will need a visual break.\r\nSome signals that you may want to combine paragraphs include that\r\n\u2022 You notice that some of your paragraphs appear to be short and choppy.\r\n\u2022 You have multiple paragraphs on the same topic.\r\n\u2022 You have undeveloped material that needs to be united under a clear topic.\r\n\r\nFinally, paragraph number is a lot like paragraph length. You may have been asked in the past to write a five paragraph essay. There\u2019s nothing inherently wrong with a five-paragraph essay, but just like sentence length and\r\nparagraph length, the number of paragraphs in an essay depends upon what\u2019s needed to get the job done. There\u2019s\r\nreally no way to know that until you start writing. So try not to worry too much about the proper length and number\r\nof things. Just start writing and see where the essay and the paragraphs take you. There will be plenty of time\r\nto sort out the organization in the revision process. You\u2019re not trying to fit pegs into holes here. You\u2019re letting your\r\nideas unfold. Give yourself\u2014and them\u2014the space to let that happen.\r\n

Developing Relationships Between Ideas<\/strong><\/h3>\r\nSo you have a main idea, and you have supporting ideas, but how can you be sure that your readers will understand\r\nthe relationships between them? How are the ideas tied to each other? One way to emphasize these relationships\r\nis through the use of clear transitions between ideas. Like every other part of your essay, transitions have a job\r\nto do. They form logical connections between the ideas presented in an essay or paragraph, and they give readers\r\nclues that reveal how you want them to think about (process, organize, or use) the topics presented.\r\n

Why are Transitions Important?<\/strong><\/h3>\r\nTransitions signal the order of ideas, highlight relationships,\r\nunify concepts, and let readers know what\u2019s coming\r\nnext or remind them about what\u2019s already been\r\ncovered. When instructors or peers comment that your\r\nwriting is choppy, abrupt, or needs to \u201cflow better,\u201d those\r\nare some signals that you might need to work on building\r\nsome better transitions into your writing. If a reader\r\ncomments that she\u2019s not sure how something relates to your thesis or main idea, a transition is probably the right\r\ntool for the job.\r\n

When Is the Right Time to Build in Transitions?<\/strong><\/h3>\r\nThere\u2019s no right answer to this question. Sometimes transitions occur spontaneously, but just as often (or maybe\r\neven more often) good transitions are developed in revision. While drafting, we often write what we think, sometimes\r\nwithout much reflection about how the ideas fit together or relate to one another. If your thought process\r\njumps around a lot (and that\u2019s okay), it\u2019s more likely that you will need to pay careful attention to reorganization\r\nand to providing solid transitions as you revise.\r\n\r\nWhen you\u2019re working on building transitions into an essay, consider the essay\u2019s overall organization. Consider\r\nusing reverse outlining and other organizational strategies presented in this text to identify key ideas in your essay\r\nand to get a clearer look at how the ideas can be best organized. This can help you determine where transitions are needed.\r\n\r\nLet\u2019s take some time to consider the importance of transitions at the sentence level and transitions between paragraphs.\r\n

Sentence-Level Transitions<\/strong><\/h3>\r\nTransitions between sentences often use \u201cconnecting words\u201d to emphasize relationships between one sentence\r\nand another. A friend and coworker suggests the \u201csomething old something new\u201d approach, meaning that the idea\r\nbehind a transition is to introduce something new while connecting it to something old from an earlier point in the\r\nessay or paragraph. Here are some examples of ways that writers use connecting words (highlighted with red text\r\nand italicized) to show connections between ideas in adjacent sentences:\r\n\r\nTo Show Similarity<\/strong>\r\nWhen I was growing up, my mother taught me to say \u201cplease\u201d and \u201cthank you\u201d as one small way that I could show\r\nappreciation and respect for others. In the same way, I have tried to impress the importance of manners onmy own\r\nchildren.\r\nOther connecting words that show similarity include also, similarly, and likewise.\r\n\r\nTo Show Contrast<\/strong>\r\nSome scientists take the existence of black holes for granted; however, in 2014, a physicist at the University of North\r\nCarolina claimed to have mathematically proven that they do not exist.\r\nOther connecting words that show contrast include in spite of, on the other hand, in contrast, and yet.\r\n\r\nTo Exemplify<\/strong>\r\nThe cost of college tuition is higher than ever, so students are becoming increasingly motivated to keep costs as\r\nlow as possible. For example, a rising number of students are signing up to spend their first two years at a less costly community college before transferring to a more expensive four-year school to finish their degrees.\r\nOther connecting words that show example include for instance, specifically, and to illustrate.\r\n\r\nTo Show Cause and Effect<\/strong>\r\nWhere previously painters had to grind and mix their own dry pigments with linseed oil inside their studios, in\r\nthe 1840s, new innovations in pigments allowed paints to be premixed in tubes. Consequently, this new technology\r\nfacilitated the practice of painting outdoors and was a crucial tool for impressionist painters, such as Monet,\r\nCezanne, Renoir, and Cassatt.\r\nOther connecting words that show cause and effect include therefore, so, and thus.\r\n\r\nTo Show Additional Support<\/strong>\r\nWhen choosing a good trail bike, experts recommend 120\u2013140 millimeters of suspension travel; that\u2019s the amount\r\nthat the frame or fork is able to flex or compress. Additionally, they recommend a 67\u201369 degree head-tube angle,\r\nas a steeper head-tube angle allows for faster turning and climbing.\r\nOther connecting words that show additional support include also, besides, equally important, and in addition.\r\n

A Word of Caution<\/strong><\/h3>\r\nSingle-word or short-phrase transitions can be helpful to signal a shift in ideas within a paragraph, rather than\r\nbetween paragraphs (see the discussion below about transitions between paragraphs). But it\u2019s also important to\r\nunderstand that these types of transitions shouldn\u2019t be frequent within a paragraph. As with anything else that\r\nhappens in your writing, they should be used when they feel natural and feel like the right choice. Here are some\r\nexamples to help you see the difference between transitions that feel like they occur naturally and transitions that\r\nseem forced and make the paragraph awkward to read:\r\n\r\nToo Many Transitions<\/strong>: The Impressionist painters of the late 19th century are well known for their visible\r\nbrush strokes, for their ability to convey a realistic sense of light, and for their everyday subjects portrayed in\r\noutdoor settings. In spite of this fact, many casual admirers of their work are unaware of the scientific innovations\r\nthat made it possible this movement in art to take place. Then, In 1841, an American painter named John\r\nRand invented the collapsible paint tube. To illustrate the importance of this invention, pigments previously had\r\nto be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. For\r\nexample, the mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. In\r\naddition, when working with their palettes, painters had to puncture the bladder, squeeze out some paint, and\r\nthen mend the bladder again to keep the rest of the paint mixture from drying out. Thus, Rand\u2019s collapsible\r\ntube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and\r\nto paint in the open air.\r\n\r\nSubtle Transitions that Aid Reader Understanding<\/strong>: The Impressionist painters of the late 19th century are\r\nwell known for their visible brush strokes, for their ability to convey a realistic sense of light, for their everyday\r\nsubjects portrayed in outdoor settings. However, many casual admirers of their work are unaware of\r\nthe scientific innovations that made it possible for this movement in art to take place. In 1841, an American\r\npainter named John Rand invented the collapsible paint tube. Before this invention, pigments had to be ground\r\nand mixed in a fairly complex process that made it difficult for artists to travel with them. The mixtures\r\nwere commonly stored in pieces of pig bladder to keep the paint from drying out. When working with their\r\npalettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again\r\nto keep the rest of the paint mixture from drying out. Rand\u2019s collapsible tube freed the painters from these\r\ncumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.\r\n

Transitions between Paragraphs and Sections<\/strong><\/h3>\r\nIt\u2019s important to consider how to emphasize the relationships not just between sentences but also between paragraphs in your essay. Here are a few strategies to help you show your readers how the main ideas of your paragraphs relate to each other and also to your thesis.\r\n\r\nUse Signposts<\/strong>\r\n\r\nSignposts are words or phrases that indicate where you are in the process of organizing an idea; for example, signposts might indicate that you are introducing a new concept, that you are summarizing an idea, or that you are\r\nconcluding your thoughts. Some of the most common signposts include words and phrases like first, then, next,\r\nfinally, in sum, and in conclusion. Be careful not to overuse these types of transitions in your writing. Your readers\r\nwill quickly find them tiring or too obvious. Instead, think of more creative ways to let your readers know where\r\nthey are situated within the ideas presented in your essay. You might say, \u201cThe first problem with this practice is\u2026\u201d\r\nOr you might say, \u201cThe next thing to consider is\u2026\u201d Or you might say, \u201cSome final thoughts about this topic are\u2026.\u201d\r\n\r\nUse Forward-Looking Sentences at the End of Paragraphs<\/strong>\r\nSometimes, as you conclude a paragraph, you might want to give your readers a hint about what\u2019s coming next.\r\nFor example, imagine that you\u2019re writing an essay about the benefits of trees to the environment and you\u2019ve just\r\nwrapped up a paragraph about how trees absorb pollutants and provide oxygen. You might conclude with a forward-\r\nlooking sentence like this: \u201cTrees benefits to local air quality are important, but surely they have more to\r\noffer our communities than clean air.\u201d This might conclude a paragraph (or series of paragraphs) and then prepare\r\nyour readers for additional paragraphs to come that cover the topics of trees\u2019 shade value and ability to slow water\r\nevaporation on hot summer days. This transitional strategy can be tricky to employ smoothly. Make sure that the\r\nconclusion of your paragraph doesn\u2019t sound like you\u2019re leaving your readers hanging with the introduction of a\r\ncompletely new or unrelated topic.\r\n\r\nUse Backward-Looking Sentences at the Beginning of Paragraphs<\/strong>\r\nRather than concluding a paragraph by looking forward, you might instead begin a paragraph by looking back.\r\nContinuing with the example above of an essay about the value of trees, let\u2019s think about how we might begin a\r\nnew paragraph or section by first taking a moment to look back. Maybe you just concluded a paragraph on the\r\ntopic of trees\u2019 ability to decrease soil erosion and you\u2019re getting ready to talk about how they provide habitats for\r\nurban wildlife. Beginning the opening of a new paragraph or section of the essay with a backward-looking transition\r\nmight look something like this: \u201cWhile their benefits to soil and water conservation are great, the value that\r\ntrees provide to our urban wildlife also cannot be overlooked.\u201d\r\n\r\nEvaluate Transitions for Predictability or Conspicuousness<\/strong>\r\n\r\nFinally, the most important thing about transitions is that you don\u2019t want them to become repetitive or too obvious.\r\nReading your draft aloud is a great revision strategy for so many reasons, and revising your essay for transitions\r\nis no exception to this rule. If you read your essay aloud, you\u2019re likely to hear the areas that sound choppy or\r\nabrupt. This can help you make note of areas where transitions need to be added. Repetition is another problem\r\nthat can be easier to spot if you read your essay aloud. If you notice yourself using the same transitions over and\r\nover again, take time to find some alternatives. And if the transitions frequently stand out as you read aloud, you\r\nmay want to see if you can find some subtler strategies.","rendered":"

Whether the drafting of a paragraph begins with a main idea or whether that idea surfaces in the revision process,
\nonce you have that main idea, you\u2019ll want to make sure that the idea has enough support. The job of the paragraph
\nbody is to develop and support the topic. Here\u2019s one way that you might think about it:<\/p>\n

\u2022 Topic sentence: what is the main claim of your paragraph; what is the most important idea that you want
\nyour readers to take away from this paragraph?
\n\u2022 Support in the form of evidence: how can you prove that your claim or idea is true (or important, or
\nnoteworthy, or relevant)?
\n\u2022 Support in the form of analysis or evaluation: what discussion can you provide that helps your readers
\nsee the connection between the evidence and your claim?
\n\u2022 Transition: how can you help your readers move from the idea you\u2019re currently discussing to the next
\nidea presented? (For more specific discussion about transitions, see the following section on \u201cDeveloping
\nRelationships between Ideas\u201d).
\nFor more on methods of development that can help you to develop and organize your ideas within paragraphs,
\nsee \u201cPatterns of Organization and Methods of Development\u201d later in this section of this text.<\/p>\n

Types of support might include
\n\u2022 Reasons.
\n\u2022 Facts.
\n\u2022 Statistics.
\n\u2022 Quotations.
\n\u2022 Examples.<\/div>\n

Now that we have a good idea what it means to develop support for the main ideas of your paragraphs, let\u2019s talk
\nabout how to make sure that those supporting details are solid and convincing.<\/p>\n

Good vs. Weak Support<\/strong><\/h3>\n

What questions will your readers have? What will they need to know? What makes for good supporting details?
\nWhy might readers consider some evidence to be weak?<\/p>\n

If you\u2019re already developing paragraphs, it\u2019s likely that you already have a plan for your essay, at least at the most
\nbasic level. You know what your topic is, you might have a working thesis, and you probably have at least a couple
\nof supporting ideas in mind that will further develop and support your thesis.<\/p>\n

So imagine you\u2019re developing a paragraph on one of these supporting ideas and you need to make sure that the
\nsupport that you develop for this idea is solid. Considering some of the points about understanding and appealing
\nto your audience (from the Audience and Purpose and the Prewriting sections of this text) can also be helpful in
\ndetermining what your readers will consider good support and what they\u2019ll consider to be weak. Here are some
\ntips on what to strive for and what to avoid when it comes to supporting details.<\/p>\n

Good support<\/strong>
\n\u2022 Is relevant and focused (sticks to the point).
\n\u2022 Is well developed.
\n\u2022 Provides sufficient detail.
\n\u2022 Is vivid and descriptive.
\n\u2022 Is well organized.
\n\u2022 Is coherent and consistent.
\n\u2022 Highlights key terms and ideas.<\/p>\n

Weak Support<\/strong>
\n\u2022 Lacks a clear connection to the point that it\u2019s meant to support.
\n\u2022 Lacks development.
\n\u2022 Lacks detail or gives too much detail.
\n\u2022 Is vague and imprecise.
\n\u2022 Lacks organization.
\n\u2022 Seems disjointed (ideas don\u2019t clearly relate to each other).
\n\u2022 Lacks emphasis of key terms and ideas.<\/p>\n

Breaking, Combining, or Beginning New Paragraphs<\/strong><\/h3>\n

Like sentence length, paragraph length varies. There is no single ideal length for \u201cthe perfect paragraph.\u201d There
\nare some general guidelines, however. Some writing handbooks or resources suggest that a paragraph should be at
\nleast three or four sentences; others suggest that 100 to 200 words is a good target to shoot for. In academic writing,
\nparagraphs tend to be longer, while in less formal or less complex writing, such as in a newspaper, paragraphs
\ntend to be much shorter. Two-thirds to three-fourths of a page is usually a good target length for paragraphs at
\nyour current level of college writing. If your readers can\u2019t see a paragraph break on the page, they might wonder
\nif the paragraph is ever going to end or they might lose interest.<\/p>\n

The most important thing to keep in mind here is that the amount of space needed to develop one idea will likely
\nbe different than the amount of space needed to develop another. So when is a paragraph complete? The answer
\nis, when it\u2019s fully developed. The guidelines above for providing good support should help.<\/p>\n

Some signals that it\u2019s time to end a paragraph and start a new one include that
\n\u2022 You\u2019re ready to begin developing a new idea.
\n\u2022 You want to emphasize a point by setting it apart.
\n\u2022 You\u2019re getting ready to continue discussing the same idea but in a different way (e.g. shifting from
\ncomparison to contrast).
\n\u2022 You notice that your current paragraph is getting too long (more than three-fourths of a page or so), and
\nyou think your writers will need a visual break.
\nSome signals that you may want to combine paragraphs include that
\n\u2022 You notice that some of your paragraphs appear to be short and choppy.
\n\u2022 You have multiple paragraphs on the same topic.
\n\u2022 You have undeveloped material that needs to be united under a clear topic.<\/p>\n

Finally, paragraph number is a lot like paragraph length. You may have been asked in the past to write a five paragraph essay. There\u2019s nothing inherently wrong with a five-paragraph essay, but just like sentence length and
\nparagraph length, the number of paragraphs in an essay depends upon what\u2019s needed to get the job done. There\u2019s
\nreally no way to know that until you start writing. So try not to worry too much about the proper length and number
\nof things. Just start writing and see where the essay and the paragraphs take you. There will be plenty of time
\nto sort out the organization in the revision process. You\u2019re not trying to fit pegs into holes here. You\u2019re letting your
\nideas unfold. Give yourself\u2014and them\u2014the space to let that happen.<\/p>\n

Developing Relationships Between Ideas<\/strong><\/h3>\n

So you have a main idea, and you have supporting ideas, but how can you be sure that your readers will understand
\nthe relationships between them? How are the ideas tied to each other? One way to emphasize these relationships
\nis through the use of clear transitions between ideas. Like every other part of your essay, transitions have a job
\nto do. They form logical connections between the ideas presented in an essay or paragraph, and they give readers
\nclues that reveal how you want them to think about (process, organize, or use) the topics presented.<\/p>\n

Why are Transitions Important?<\/strong><\/h3>\n

Transitions signal the order of ideas, highlight relationships,
\nunify concepts, and let readers know what\u2019s coming
\nnext or remind them about what\u2019s already been
\ncovered. When instructors or peers comment that your
\nwriting is choppy, abrupt, or needs to \u201cflow better,\u201d those
\nare some signals that you might need to work on building
\nsome better transitions into your writing. If a reader
\ncomments that she\u2019s not sure how something relates to your thesis or main idea, a transition is probably the right
\ntool for the job.<\/p>\n

When Is the Right Time to Build in Transitions?<\/strong><\/h3>\n

There\u2019s no right answer to this question. Sometimes transitions occur spontaneously, but just as often (or maybe
\neven more often) good transitions are developed in revision. While drafting, we often write what we think, sometimes
\nwithout much reflection about how the ideas fit together or relate to one another. If your thought process
\njumps around a lot (and that\u2019s okay), it\u2019s more likely that you will need to pay careful attention to reorganization
\nand to providing solid transitions as you revise.<\/p>\n

When you\u2019re working on building transitions into an essay, consider the essay\u2019s overall organization. Consider
\nusing reverse outlining and other organizational strategies presented in this text to identify key ideas in your essay
\nand to get a clearer look at how the ideas can be best organized. This can help you determine where transitions are needed.<\/p>\n

Let\u2019s take some time to consider the importance of transitions at the sentence level and transitions between paragraphs.<\/p>\n

Sentence-Level Transitions<\/strong><\/h3>\n

Transitions between sentences often use \u201cconnecting words\u201d to emphasize relationships between one sentence
\nand another. A friend and coworker suggests the \u201csomething old something new\u201d approach, meaning that the idea
\nbehind a transition is to introduce something new while connecting it to something old from an earlier point in the
\nessay or paragraph. Here are some examples of ways that writers use connecting words (highlighted with red text
\nand italicized) to show connections between ideas in adjacent sentences:<\/p>\n

To Show Similarity<\/strong>
\nWhen I was growing up, my mother taught me to say \u201cplease\u201d and \u201cthank you\u201d as one small way that I could show
\nappreciation and respect for others. In the same way, I have tried to impress the importance of manners onmy own
\nchildren.
\nOther connecting words that show similarity include also, similarly, and likewise.<\/p>\n

To Show Contrast<\/strong>
\nSome scientists take the existence of black holes for granted; however, in 2014, a physicist at the University of North
\nCarolina claimed to have mathematically proven that they do not exist.
\nOther connecting words that show contrast include in spite of, on the other hand, in contrast, and yet.<\/p>\n

To Exemplify<\/strong>
\nThe cost of college tuition is higher than ever, so students are becoming increasingly motivated to keep costs as
\nlow as possible. For example, a rising number of students are signing up to spend their first two years at a less costly community college before transferring to a more expensive four-year school to finish their degrees.
\nOther connecting words that show example include for instance, specifically, and to illustrate.<\/p>\n

To Show Cause and Effect<\/strong>
\nWhere previously painters had to grind and mix their own dry pigments with linseed oil inside their studios, in
\nthe 1840s, new innovations in pigments allowed paints to be premixed in tubes. Consequently, this new technology
\nfacilitated the practice of painting outdoors and was a crucial tool for impressionist painters, such as Monet,
\nCezanne, Renoir, and Cassatt.
\nOther connecting words that show cause and effect include therefore, so, and thus.<\/p>\n

To Show Additional Support<\/strong>
\nWhen choosing a good trail bike, experts recommend 120\u2013140 millimeters of suspension travel; that\u2019s the amount
\nthat the frame or fork is able to flex or compress. Additionally, they recommend a 67\u201369 degree head-tube angle,
\nas a steeper head-tube angle allows for faster turning and climbing.
\nOther connecting words that show additional support include also, besides, equally important, and in addition.<\/p>\n

A Word of Caution<\/strong><\/h3>\n

Single-word or short-phrase transitions can be helpful to signal a shift in ideas within a paragraph, rather than
\nbetween paragraphs (see the discussion below about transitions between paragraphs). But it\u2019s also important to
\nunderstand that these types of transitions shouldn\u2019t be frequent within a paragraph. As with anything else that
\nhappens in your writing, they should be used when they feel natural and feel like the right choice. Here are some
\nexamples to help you see the difference between transitions that feel like they occur naturally and transitions that
\nseem forced and make the paragraph awkward to read:<\/p>\n

Too Many Transitions<\/strong>: The Impressionist painters of the late 19th century are well known for their visible
\nbrush strokes, for their ability to convey a realistic sense of light, and for their everyday subjects portrayed in
\noutdoor settings. In spite of this fact, many casual admirers of their work are unaware of the scientific innovations
\nthat made it possible this movement in art to take place. Then, In 1841, an American painter named John
\nRand invented the collapsible paint tube. To illustrate the importance of this invention, pigments previously had
\nto be ground and mixed in a fairly complex process that made it difficult for artists to travel with them. For
\nexample, the mixtures were commonly stored in pieces of pig bladder to keep the paint from drying out. In
\naddition, when working with their palettes, painters had to puncture the bladder, squeeze out some paint, and
\nthen mend the bladder again to keep the rest of the paint mixture from drying out. Thus, Rand\u2019s collapsible
\ntube freed the painters from these cumbersome and messy processes, allowing artists to be more mobile and
\nto paint in the open air.<\/p>\n

Subtle Transitions that Aid Reader Understanding<\/strong>: The Impressionist painters of the late 19th century are
\nwell known for their visible brush strokes, for their ability to convey a realistic sense of light, for their everyday
\nsubjects portrayed in outdoor settings. However, many casual admirers of their work are unaware of
\nthe scientific innovations that made it possible for this movement in art to take place. In 1841, an American
\npainter named John Rand invented the collapsible paint tube. Before this invention, pigments had to be ground
\nand mixed in a fairly complex process that made it difficult for artists to travel with them. The mixtures
\nwere commonly stored in pieces of pig bladder to keep the paint from drying out. When working with their
\npalettes, painters had to puncture the bladder, squeeze out some paint, and then mend the bladder again
\nto keep the rest of the paint mixture from drying out. Rand\u2019s collapsible tube freed the painters from these
\ncumbersome and messy processes, allowing artists to be more mobile and to paint in the open air.<\/p>\n

Transitions between Paragraphs and Sections<\/strong><\/h3>\n

It\u2019s important to consider how to emphasize the relationships not just between sentences but also between paragraphs in your essay. Here are a few strategies to help you show your readers how the main ideas of your paragraphs relate to each other and also to your thesis.<\/p>\n

Use Signposts<\/strong><\/p>\n

Signposts are words or phrases that indicate where you are in the process of organizing an idea; for example, signposts might indicate that you are introducing a new concept, that you are summarizing an idea, or that you are
\nconcluding your thoughts. Some of the most common signposts include words and phrases like first, then, next,
\nfinally, in sum, and in conclusion. Be careful not to overuse these types of transitions in your writing. Your readers
\nwill quickly find them tiring or too obvious. Instead, think of more creative ways to let your readers know where
\nthey are situated within the ideas presented in your essay. You might say, \u201cThe first problem with this practice is\u2026\u201d
\nOr you might say, \u201cThe next thing to consider is\u2026\u201d Or you might say, \u201cSome final thoughts about this topic are\u2026.\u201d<\/p>\n

Use Forward-Looking Sentences at the End of Paragraphs<\/strong>
\nSometimes, as you conclude a paragraph, you might want to give your readers a hint about what\u2019s coming next.
\nFor example, imagine that you\u2019re writing an essay about the benefits of trees to the environment and you\u2019ve just
\nwrapped up a paragraph about how trees absorb pollutants and provide oxygen. You might conclude with a forward-
\nlooking sentence like this: \u201cTrees benefits to local air quality are important, but surely they have more to
\noffer our communities than clean air.\u201d This might conclude a paragraph (or series of paragraphs) and then prepare
\nyour readers for additional paragraphs to come that cover the topics of trees\u2019 shade value and ability to slow water
\nevaporation on hot summer days. This transitional strategy can be tricky to employ smoothly. Make sure that the
\nconclusion of your paragraph doesn\u2019t sound like you\u2019re leaving your readers hanging with the introduction of a
\ncompletely new or unrelated topic.<\/p>\n

Use Backward-Looking Sentences at the Beginning of Paragraphs<\/strong>
\nRather than concluding a paragraph by looking forward, you might instead begin a paragraph by looking back.
\nContinuing with the example above of an essay about the value of trees, let\u2019s think about how we might begin a
\nnew paragraph or section by first taking a moment to look back. Maybe you just concluded a paragraph on the
\ntopic of trees\u2019 ability to decrease soil erosion and you\u2019re getting ready to talk about how they provide habitats for
\nurban wildlife. Beginning the opening of a new paragraph or section of the essay with a backward-looking transition
\nmight look something like this: \u201cWhile their benefits to soil and water conservation are great, the value that
\ntrees provide to our urban wildlife also cannot be overlooked.\u201d<\/p>\n

Evaluate Transitions for Predictability or Conspicuousness<\/strong><\/p>\n

Finally, the most important thing about transitions is that you don\u2019t want them to become repetitive or too obvious.
\nReading your draft aloud is a great revision strategy for so many reasons, and revising your essay for transitions
\nis no exception to this rule. If you read your essay aloud, you\u2019re likely to hear the areas that sound choppy or
\nabrupt. This can help you make note of areas where transitions need to be added. Repetition is another problem
\nthat can be easier to spot if you read your essay aloud. If you notice yourself using the same transitions over and
\nover again, take time to find some alternatives. And if the transitions frequently stand out as you read aloud, you
\nmay want to see if you can find some subtler strategies.<\/p>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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