If the introduction of your paper is the foundation of your paper, then the body paragraphs are what you build on the foundation. The body paragraphs follow a similar structure to the paper as a whole. There will be an introduction to start, support in the middle, and a concluding paragraph at the end. For academic papers, the structure used is called Point, Illustrate, Explain, or P.I.E. (Purdue University Global, n.d. -b). In the previous blog, Writing the Introduction, you learned how to introduce your topic and thesis. Now, using the thesis from the Writing the Introduction blog, you will learn how to support the thesis in detail throughout the paper. Understanding the body paragraph structure P.I.E. will help students organize the supporting information that will support their main point, use evidence to strengthen their argument, and create a clear and cohesive academic essay in APA style.

P: The Point and Topic Sentences

The first part of a body paragraph structure is the topic sentence. The topic sentence’s role in the body paragraph is similar to the thesis of the essay in that it provides the main point of the paragraph (Purdue University Global, n.d. -b). The sentence usually makes a connection to the thesis statement presented in the introduction paragraph. The previous blog, Writing the Introduction, discussed the Wrightwood Homeowners Association’s need to provide street cleaning for the gutters. The first sentence of the example body paragraph below should connect to the first of the reasons given in the thesis statement from the Writing the Introduction blog:

Keeping the gutters clean throughout the neighborhood will help keep the sewer entrances clear, allowing rainwater into the sewer and preventing flooding. 

This example topic sentence’s claim about a benefit of street cleaning provides the topic of the paragraph. It also connects to the thesis referred to in the Writing the Introduction blog by making a claim about one of the reasons given to support the main claim: that street cleaning will remove trash from the gutters. And, just as body paragraphs provide supporting details in the essay structure, the sentences that follow the topic sentence will support the claim by providing supporting details and evidence to illustrate the point.

I: Illustrating the Point

The second part of your paragraph structure is the illustration of your point. The illustration sentence will provide supporting details that add credibility to your point (Purdue University Global, n.d. -a). Academic writing typically uses an illustration sentence, which is usually a paraphrase or direct quote from an outside source that requires a citation. Building on the body paragraph example above, I’ve added a piece of evidence supporting the claim made in the first sentence:

Keeping the gutters clean throughout the neighborhood will help keep the sewer entrances clear, allowing rainwater into the sewer and preventing flooding. As Bates (n.d.) noted, removing debris allows storm water and melted snow to flow into storm drains, preventing flooding, which could harm persons or property.

The example paraphrase reinforces the topic sentence’s claim and supports it by providing an example of the benefits of keeping gutters clean. However, you should be careful not to confuse having evidence with using evidence. Currently, I only have evidence, which means that it is only providing information to the reader. Evidence is used in the following sentence when you explain how the evidence illustrates your point. That is called the explanation sentence in the paragraph structure. 

E: Explaining the Connection

The third part of the paragraph structure is the explanation. The explanation sentence is where you explain to the reader how the piece of evidence (the illustration) you have placed in the paragraph supports your topic sentence (the point). Making the connection between your illustration and your point is done by explaining, analyzing, interpreting, or synthesizing the illustration with your own ideas and other sources (Purdue University Global, n.d. -b).  This sentence is important because it is where your evidence is used in the paragraph. Going back to our body paragraph example, the explanation sentence in bold explains that the paraphrase of Bates illustrates a positive outcome from keeping the gutters clean, which supports the claim in the topic sentence that keeping the gutters clear will prevent flooding:

Keeping the gutters clean throughout the neighborhood will help keep the sewer entrances clear, allowing rainwater into the sewer and preventing flooding. As Bates (n.d.) noted, removing debris allows stormwater and melted snow to flow into storm drains, preventing flooding which could harm persons or property. This shows that keeping the gutters clean will prevent flooding, and in doing so prevent damage to property and possibly persons should they find themselves in the flood area. 

The explanation sentence usually starts with a signal phrase (“This shows” in the example above) that lets the reader know you are about to explain the connection between the evidence and the point made in the paragraph (Purdue University Global, n.d. -b). This sentence should explain to the reader how the evidence illustrates the point of the paragraph (P.I.E.). Once you have finished the explanation sentence, it is time to provide a concluding or transitional sentence.

Writing the Conclusion/Transition

Much like the concluding paragraph of an essay, the concluding sentence should provide a summary of the main point and supporting details of the paragraph. The last sentence (or sentences) can also serve as a transition to the following paragraph. Transition sentences will usually connect with the following paragraph by bringing up its topic, much like the introduction to your paper introduces the topic of the paper (Purdue University Global, n.d. -c). Sometimes, this sentence can be used to do both. In our example body paragraph, a concluding sentence is needed to complete the paragraph:

Keeping the gutters clean throughout the neighborhood will help keep the sewer entrances clear, allowing rainwater into the sewer and preventing flooding. As Bates (n.d.) noted, removing debris allows storm water and melted snow to flow into storm drains, preventing flooding which could harm persons or property. This shows that keeping the gutters clean will prevent flooding, and in doing so prevent damage to property and possibly persons should they find themselves in the flood area. Preventing property damage and harm to persons is just one of the reasons keeping the gutters clean should be a priority; another is to avoid attracting pests. 

The concluding sentence example above restates the point of the paragraph and main details (keeping gutters clean will prevent flooding, thus avoiding property damage and personal injury), providing the conclusion to that topic’s discussion. The sentence also introduces the topic of the following paragraph (deterring pests from the area). This will make the transition easier for the reader to follow and ensure the paper flows coherently throughout. 

Using the P.I.E. paragraph structure when writing body paragraphs helps students organize their thoughts and ideas, making their arguments clear and coherent. The topic sentence will provide the topic of the paragraph and connect the information to the thesis. The illustration sentence provides an example of the topic sentence from a credible source. Your explanation sentence explains the connection between the illustration example and the topic sentence, using the illustration to support your point. Practice using this structure in your academic writing in your next assignment to organize your information and evidence. Remember, practice makes perfect! 

References

Bates, C.. (2025), Clean roads, safer communities: The hidden benefits of professional street sweeping. North Penn Now Community News. https://northpennnow.com/news/2025/oct/08/clean-roads-safer-communities-the-hidden-benefits

Purdue University Global. (n.d.-a). In-text citation (APA 7th edition). https://campus.purdueglobal.edu/article/in-text-citations

Purdue University Global. (n.d.-b). Paragraph development with PIE podcast. https://campus.purdueglobal.edu/media/paragraph-development-with-pie-podcast

Purdue University Global. (n.d.-c). Strong (effective) paragraphs. https://campus.purdueglobal.edu/article/strong-paragraphs