Graduate students suck at writing.
They struggle to build powerful paragraph structures.
But not after this thread.
Here is a way to write incredible paragraphs that flow better than the cream in your coffee within 5 minutes of reading this thread.
Let's go ↓
They struggle to build powerful paragraph structures.
But not after this thread.
Here is a way to write incredible paragraphs that flow better than the cream in your coffee within 5 minutes of reading this thread.
Let's go ↓
Graduate students recognize:
- the need for a quote or example in a paragraph
- how it should start and end with a connection to previous and future paragraphs
However, they need a concrete template for what content goes into a paragraph.
Say Hi to the Uneven U:
- the need for a quote or example in a paragraph
- how it should start and end with a connection to previous and future paragraphs
However, they need a concrete template for what content goes into a paragraph.
Say Hi to the Uneven U:
Paragraphs and academic writing transition from broad, general ideas to specific examples and back again.
Like two Us tipped toward each other.
Each paragraph should start with general ideas/concepts.
Explain what it'll be about and how it relates to the rest of the article.
Like two Us tipped toward each other.
Each paragraph should start with general ideas/concepts.
Explain what it'll be about and how it relates to the rest of the article.
Then the next few sentences become more concrete.
You can use quotes and evidence to support your ideas.
Then it becomes more abstract again because you explain that evidence and why it is significant to your argument.
You can use quotes and evidence to support your ideas.
Then it becomes more abstract again because you explain that evidence and why it is significant to your argument.
Use 3 categories to judge how abstract or concrete a sentence you are writing is:
1. Level one sentences provide concrete evidence to support your ideas.
→ statistics, quotations, specific examples, and other forms of data.
These sentences are like a close-up of your face.
1. Level one sentences provide concrete evidence to support your ideas.
→ statistics, quotations, specific examples, and other forms of data.
These sentences are like a close-up of your face.
2. Level two bridges your abstract ideas and concrete evidence.
Introduce your quotes and evidence, and explain their significance.
Provide general examples or summaries of evidence.
This is the mountain-level panorama shot:
Broad surroundings view, not too many details.
Introduce your quotes and evidence, and explain their significance.
Provide general examples or summaries of evidence.
This is the mountain-level panorama shot:
Broad surroundings view, not too many details.
3. Level three sentences help us:
- see how one paragraph connects to another
- how a paragraph fits into the overall argument
These are topic sentences (introducing the focus) and concluding sentences (wrapping things up).
Think of it as a bird's eye view of the situation.
- see how one paragraph connects to another
- how a paragraph fits into the overall argument
These are topic sentences (introducing the focus) and concluding sentences (wrapping things up).
Think of it as a bird's eye view of the situation.
Use this rough guide of how you can visualize a sentence to determine its level:
→ If it's hard to imagine tangible things from the sentence, it's probably a level 2 or 3.
→ If it's more concrete, like somebody saying something or a quotation, it's probably a level 1.
→ If it's hard to imagine tangible things from the sentence, it's probably a level 2 or 3.
→ If it's more concrete, like somebody saying something or a quotation, it's probably a level 1.
Tl;DR: Better paragraphs for grad students
1. Transitions: abstract → concrete → abstract in a paragraph.
2. Have evidence ready for concrete parts.
3. Zoom out to intangible points in abstract parts.
Ref: Hayot, E. (2014). The Elements of Academic Style. Columbia U Press.
1. Transitions: abstract → concrete → abstract in a paragraph.
2. Have evidence ready for concrete parts.
3. Zoom out to intangible points in abstract parts.
Ref: Hayot, E. (2014). The Elements of Academic Style. Columbia U Press.
That's about it for this thread on paragraph writing.
You can use it in your next paper.
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You can use it in your next paper.
Follow me for more on academic writing, UX, games, and research.
If this felt like Rock N' Roll to you, retweet this:
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