The topic sentence introduces the content of the paragraph and prepares the reader for the information that follows. For most multi-paragraph essays, each body paragraph should begin with a new topic sentence that reflects some specific aspect of the thesis. An effective topic sentence has importance in two directions: by looking backwards to the general argument in the thesis of the essay and forwards to the more specific arguments within the body paragraphs.

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1 Strategies 1.1 Basic Structure 1.2 Example and Explanation (Analysis) 1.3 Example and Explanation (Argument) 1.4 Advanced Uses 1.4.1 Marking a Transition 1.4.2 Phrasing as a Question 1.4.3 Placing at the End of a Paragraph 1.4.4 Introduce More Than One Paragraph

2 Common Errors 2.1 Unclear Claim 2.2 Unclear Reasoning 2.3 Introducing Evidence

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Strategies

Basic Structure

Sometimes referred to as the “mini-thesis” or “local argument,” a topic sentence for an analysis paragraph should bear a strong resemblance to the paper’s main thesis. The topic sentence should be clear, specific, and make a clear interpretation/inference of the text under consideration. Structurally, the topic sentence should consist of two parts: a "what" and a "why."

The topic sentence needs to express "what" is going to be discussed and "why." The ‘what’ part (the “claim”) of the topic sentence identifies the author’s interpretation and the “why” part (the reason) of the topic sentence suggests a rationale for why this interpretation is significant or meaningful. For an analysis essay, the topic sentence should be able to provide an answer to the question, "How did the author use X to do Y?"

A strong topic sentence has a number of positive effects: 1) it gives focus to the rest of the paragraph by clarifying for the reader exactly what is going to be discussed and why. 2) it makes it easier for the reader to see this paragraph’s function in the larger scheme of the essay 3) it connects the local argument of the body paragraph with the global argument from the thesis statement.

Example and Explanation (Analysis)

  *“The metaphors in Francesca’s dialogue from Canto 5 of* Inferno *reflect the indirect and dishonest tone of the story she tells Dante and Virgil.”*

In this topic sentence, the author identifies what the paragraph will focus on (the pattern of metaphors in the character’s dialogue) and offers a reason as to why this is significant (how the indirect nature of metaphors reflects the indirect nature of her storytelling). When presented this way, the topic sentence is an argument that gives focus and direction to the paragraph that follows. This statement can be exemplified with evidence (quotations from the poem that show this metaphor use) and analysis (detailed discussion of how the metaphor operates as part of the speaker’s evasiveness).

Example and Explanation (Argument)

 *“Using drones in warfare has one major advantage over its human operators: it takes the emotion part out of very difficult battlefield decisions.”*

In this topic sentence, the author is advocating what the paragraph will argue for (the use of drones in warfare) and justifies why this view is valid (it removes emotion from high-stress decision making during combat). When presented this way, the reader can easily recognize the argument at hand and can also see why the author has taken this controversial view. This statement can be exemplified with evidence (instances of human error as a result of high-stress, technology behind autonomous decision making, etc.) and analysis (argument as to why these will make war more targeted and ultimately less lethal).

Advanced Uses

Marking a Transition

 *Main Article: [Transitions](<https://swamp-drip-4f6.notion.site/Body-Paragraph-Transitions-c6e49a8742d9453387fb26ecc3fe6ad1>)*

 
 *“Robert Peck’s poverty in* A Part of the Sky, *however, is not limited to his appearance like Walter Cunningham in* To Kill a Mockingbird; *the author emphasizes Robert’s inability to pay his debts through careful repetition in the dialogue.”*

In this topic sentence, the author identifies repetition in the dialogue (“what”) as the source of the inference about Robert Peck’s character traits (“why”) but does so in a way that refers back to earlier points in the essay. The transitional word “however” signals this shift and illustrates that Robert’s Peck’s poverty runs deeper than simple appearance as was discussed earlier in the analysis of Walter Cunningham in To Kill a Mockingbird. The transitional phrase creates an increased coherence among the paragraphs by linking the ideas to show the relationship among the paragraphs.

Phrasing as a Question

 *“Given that Simon is murdered by a group of his peers, what does this tell us about Golding’s view of human nature in* Lord of the Flies?”

In this topic sentence, the author cites a specific plot point (the murder of Simon) in order to make an argument about it (this illustrates the author’s negative view of human nature). While this could easily be rephrased in the basic “what”/”why” format, it is here phrased as a question to provide some variance in style and tone. Questions sometimes have the effect of engaging a reader’s attention and generating interest by having the reader reflect on their own views before the writer outlines their argument. This is what’s known as a rhetorical question, or a question asked for the sake of argument, that pushes raise an issue the body paragraph will go on to explore its potential answers.

Placing at End of Paragraph

 “*The presence of characters like Boxer and Squealer who are still willing to believe in a failed revolution by devotion to its cult-like leader is part of Orwell’s criticism of totalitarianism.”*

In this topic sentence, the author cites the behavior of specific characters (their unconditional devotion to the political leader) and infers that this is part of the novel’s overarching message (a criticism of totalitarianism). In this case, however, this topic sentence does not appear at the start of the paragraph but rather at the end. What the author may lose in clarity for how the paragraph is going to be developed, they can gain in style by having the paragraph build up to this statement. When a topic sentence appears at the end of a paragraph, it has the effect of reading like a summation or a conclusion about the information that precedes it.

Introduce More than One Paragraph

 *“Giving incentives for charitable acts is doubly damaging: it undermines the definition of what charity is and sets up expectations of compensation every time someone gives their time or efforts.”*

In this topic sentence, the author cites the main argument (that providing incentives to be involved in charity is bad) for not one, but two, reasons (it violates the definition of the concept of “charity”, and it creates a set of expectations that runs counter to the spirit of charity). In a sentence like this, this single topic sentence introduces two paragraphs: the first will speak about the definition and the second will talk about the effects of treating charity as a transaction. When set up like this, the second paragraph will not have a topic sentence of its own because it operates under the direction

Common Errors

Unclear Claim

 *“In chapter 1, the author does many things to make his reader sympathize with David’s struggle.”*

This topic sentence makes it clear the effect that the content of chapter 1 has on the character of David but is not clear about what the author does in the writing to generate this effect. As a result, a reader cannot be sure of what to expect as the paragraph proceeds. To edit this topic sentence, the author should consider specifically identifying how the author has generated this effect and try to make this clear to the reader

Unclear Reasoning

 “*The author uses personification a lot in the passage.”*

This topic sentence has the reverse problem of the one above. While this sentence is precise about the moves the author is making in the writing (personification), it’s unclear what the effect of this observation is in reference to the analysis. In effect, this topic sentence is just identifying the presence of personification apart from any reasoning as to why it is there or how it affects a reader’s understanding/interpretation of the story. To edit this topic sentence, the author should consider a cause-and-effect setup (“The author does X because Y”) to ensure both parts are working together.

Introducing Evidence

 “*The tone of paragraph 2 is happy as seen when the author says, ‘The sun smiled at me through my bedroom blinds.’”*

This topic sentence blends two functions of the body paragraph into a single sentence: introducing the argument and presenting exemplification. While evidence does play a key role in the writing of an analysis body paragraph, the topic sentence is not the place to present it. In order for a reader to see the evidence as a legitimate illustration, they first need to know what argument/interpretation the evidence is supporting. To edit this topic sentence, the author should apply a broader label to the quotation (personification and alliteration) and reserve the textual evidence for later in the paragraph.