Examples of Body Paragraphs

One of the main skills students need to develop is integrating source material with their own ideas. The simplest way to integrate source material is to find examples in the sources that will support the main points that the student writer wants to make. If the assignment allows for it, these examples can also be integrated with similar personal examples the student has. The following paragraph integrates a short summary example from an article in the first edition of Writing on the River with a paraphrase and quotation from the same article. These are then connected to a personal example by the writer.

Remember, the primary focus in research is on students' ability to properly and effectively incorporate source material into an essay. So, even if students are allowed to include personal examples as support, the bulk of the support should come from reliable source material. Often faculty members will specify where students can find sources. This is done to increase the likelihood that the source material is reliable. Material found through a general search using a search engine is notoriously unreliable since anyone can post information to the web.

Sample Paragraph #1

The following paragraph illustrates how to build an argument using Claim, Context, Cite, Connect:

People who judge others based on superficial traits sometimes misunderstand or misjudge others. In his essay "Black Men and Public Spaces," editorialist and professor of psychology Brent Staples describes how he was often treated as a dangerous criminal simply because he was black. When Staples was twenty-two and a graduate student in Chicago, he was walking near Hyde Park late one night. A woman on the street kept looking back at him. Before long, she was running down the street before escaping into a side street. She obviously believed that, because he was a young black man, he must be a mugger (Staples 106). As he grew older, Staples learned to modify his behavior to avoid confrontation. His most useful strategy is to whistle music by classical composers claiming that "everybody seems to sense that a mugger wouldn't be warbling bright, sunny selections from Vivaldi's Four Seasons." Staples explains his behavior is like wearing a cowbell to scare off bears (Staples 109). Many people of color have found themselves unfairly judged by others, but it isn't just people of color who are mistreated or misjudged because people make assumptions about them. Southerners have often wrestled with cultural stereotypes, treated as uneducated, racist, religious zealots. People in our society are too quick to judge others on superficial first impressions, and sometimes these pre-judgements can have serious consequences for the person who faces that prejudice.

Analyzing Example Paragraph #1

Claim: The paragraph begins with a topic sentence that both examples support. This is the topic sentence and makes a CLAIM, that is, an argument in support of the thesis. The topic sentence gives the main idea the student writer has for this paragraph that judging people on superficial traits causes misjudgements and misunderstandings.

People who judge others based on superficial traits sometimes misunderstand or misjudge others.

Context: Next, this sentence provides a CONTEXT for the source that is being used. It identifies the source and shows its relevance to the claim as well as the authority of the writer. The article is clearly identified by name and author. The full name of the author is used. The student writer should not assume that the reader is familiar with the article by Staples. From this point on, the student writer will refer to Staples by his last name, never his first, which would be too informal. The second part of the sentence explains how the example from the article supports the idea in the topic sentence.

In his essay "Black Men and Public Spaces," editorialist and professor of psychology Brent Staples describes how he was often treated as a dangerous criminal simply because he was black.

Cite: Evidence from the source is given and properly documented by the correct internal citation. Two supporting examples are given from different sections within the source article. Each example is individually cited with the proper internal citation. The first example is summarized. The second example is a paraphrase that includes a brief quotation. The quotation adds a a touch of humor and reveals a little about the personality of Brent Staples.

When Staples was twenty-two and a graduate student in Chicago, he was walking near Hyde Park late one night. A woman on the street kept looking back at him. Before long, she was running down the street before escaping into a side street. She obviously believed that, because he was a young black man, he must be a mugger (Staples 106). As he grew older, Staples learned to modify his behavior to avoid confrontation. His most useful strategy is to whistle music by classical composers claiming that "everybody seems to sense that a mugger wouldn't be warbling bright, sunny selections from Vivaldi's Four Seasons." Staples explains his behavior is like wearing a cowbell to scare off bears (Staples 109).

Connect with Transition: This sentence CONNECTS the examples just given to the CLAIM made in the topic sentence. This is also a transition sentence. It reminds the reader of how the example from Staples supports the topic sentence, and then it introduces a second example from popular culture and shows how it also supports the topic sentence of the paragraph. This sentence also serves as a subordinate CLAIM or argument, showing that stereotyping is not limited to issues of race but also affects other people.

Many people of color have found themselves unfairly judged by others, but it isn't just people of color who are mistreated or misjudged because people make assumptions about them.

Cite: Since this second example is drawn from the writer's personal experience, no source is cited. The writer is the source.

Southerners have often wrestled with cultural stereotypes, treated as uneducated, racist, religious zealots.

Connect: The evidence from the source and popular culture are now CONNECTed to the CLAIM made in the topic sentence. The paragraph closes with a compound sentence that has an independent clause that concludes the paragraph by reminding the reader of the main idea--how people are too quick to judge others. It then continues with a second independent clause [after the word and] that serves as a transition to the topic sentence of what will be the next paragraph, that is, it introduces the CLAIM or argument to be explored in the next paragraph.

People in our society are too quick to judge others on superficial first impressions, and sometimes these pre-judgements can have serious consequences for the person who faces that prejudice.

Sample Paragraph #2

In the following example, evidence from various scientists, scholars, and astronauts is given to examine the choice between manned and unmanned explorations of Mars. The topic sentence contains the claim being made. The second sentence provides the context, establishing the background needed to understand the evidence and the authority of the source of the evidence. The author of the articl, Kate Lunau is not mentioned because she is writing for the Society page in the magazine. This would be the same section of the magazine that would address fashion trends. What that means is that Lunau is a journalist who probably has no background in science. Therefore, to indicate that the evidenis authoritative, the source of the information Lanau uses--scientists, astronauts, and university professors--is indicated. The next eight sentences provide the supporting arguments with evidence, properly cited. Finally, the last two sentences connect back to the claim with which the paragraph begins while still acknowledging the romance of space travel.

Analyzing Example Paragraph #2

Despite the romance of the human exploration of space, unmanned exploratory vehicles, like the Mars Lander, are a more realistic option for the exploration of space in face of the serious issues in sending humans that far from Earth.

CONTEXT: This sentence establishes the background needed to understand the evidence and indicates the authority of the source of the evidence. Notice: The author of the article in this magazine is not given. That is because Kate Lunau, the author of this article, is writing for the Society page in the magazine. This would be the same section of the magazine that would address fashion trends. What that means is that Lunau is a journalist who probably has no background in science. Therefore, to indicate that the evidence is authoritative, the source of the information Lanau uses--scientists, astronauts, and university professors--is indicated.

In an article for MacLean's written in 2010, various scientists, astronauts, and university professors discuss the problems people will face during the long journey to Mars.

CITE: Evidence is cited from the source, including the proper internal citation.

Most people do not realize that astronauts travelling to Mars would not be able to see the stars because of the brightness of the sun (Lanau, par. 12).

COMMENTARY: The next two sentences are explanations by the writer of this paragraph giving an example to illustrate why the astronauts would not see the stars. No source is indicated for this information, which means that this is something the writer of the paragraph knew and not something from a source.

This is similar to what happens when a person has been outside on a very bright day. Coming inside, the room may be very dark, making it difficult to see.

CITE (continued): More evidence is given from the source. To alert the reader that this sentence is coming from the sources, the writer of this paragraph begins the sentence with a phrase that CONNECTS the evidence back to the source--The scientists also explained . . .

The scientists also explained that the astronauts would not be able to see the Earth, which as they moved further away would shrink smaller and smaller. No one knows what impact this constant view of a black sky with a single bright object would have psychologically on the astronauts (Lanau, par. 12).

CONTEXT: Since this information comes from the same source, it is not necessary to repeat the context, and no additional CONTEXT is given or needed.

CITE: Evidence in support of the second CLAIM is given with the proper internal citation.

"Microgravity, stress and radiation" all present hazards to the astronauts. Without a constant gravity (the astronauts would be in free-fall most of the flight), muscles and bones would atrophy, the immune system would be less effective, small wounds would take a long time to heal, and medications, exposed to the intense radiation of space, would be less effective (Lanau, par. 13).

CONNECT: The evidence is connected back to the original CLAIM that began the paragraph. Notice how the CONNECTION addresses the romance of space travel but recognizes the realities of manned space flight.

These and other issues are of deep concern to those wanting to extend humanity's reach into space. Many fans of science fiction have imagined blasting off into space like Tom Corbett, Space Cadet. The reality of space travel, however, is quite different. Astronauts will spend months with nothing to watch and very little to do.

A good writer supports his or her ideas with strong supporting examples, properly cited, that flow together smoothly to explain the writer's ideas. Examples drawn from sources are primarily summaries or paraphrases with quotations used that bring power to the language and help the reader visualize what is being argued.