6. Writing body paragraphs
Example 1 below shows a body paragraph from an essay which explores the question “In what ways do the motifs of jade figures reflect the beliefs of societies from different periods?”. This is a historical analysis type of analytical art essay.
Example 1: Analytical art essay body paragraph structure
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Water buffaloes have been one of the main subject matters of jade adornment and pendants since the early dynastic period. The jade pendant in Figure 8 shows a water buffalo in dynamic movement, twisting its neck, looking up, and swinging its tail. Jade adornments and pendants in the Han to Qing Dynasties have a more complex animal form. Water buffaloes play a significant role in the development of China, and symbolize sacrifice and hard work which are necessary for an agricultural society (Li, 2004). These water buffalo motifs are examples of Chinese people’s continuous beliefs that different animals represent different virtues which they should learn from. |
Topic sentence Evidence - description of the artwork
Explanation of the significance of water buffaloes
Concluding sentence |
Body paragraphs may follow this structure:
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Topic sentence |
An idea about the topic which supports your final conclusion or answer. This is the focus of the paragraph |
|
Evidence |
Information and/or ideas related to the artwork |
|
Explanation |
Your explanation or interpretation of the evidence |
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Concluding sentence |
A link back to your topic sentence or to your overall conclusion (your argument or answer to the question), or a link to the next body paragraph |
Notice the use of citation in this body paragraph.
Ø Sentences which are the author’s own original ideas do not
have a citation, e.g.:
The jade pendant in Figure 8 shows a water buffalo in dynamic movement,
twisting its neck, looking up, and swinging its tail.
Ø Sentences which have information and ideas from other sources include a citation:
Water buffaloes play a significant role in the development of China, and symbolize sacrifice and hard work which are necessary for an agricultural society (Li, 2004).
In this example, the ideas come from an author with the surname of Li; full details about the article or book written by Li would be listed in the References at the end of the essay.
Example 2 below is from a critical analysis type of analytical art essay, which explores the issue of the identity of the barmaid depicted in a famous painting.
This body paragraph is from a literature review section in which the writer summarizes previous research on the artwork through comparison and contrast.
Example 2: Analytical art essay body paragraph structure
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A common theme running through the critics of Manet’s painting of the barmaid is the quiet sadness of modern life. Focusing on the nonchalant gaze of the barmaid, Clark (1999) suggests that it is steadily aiming at things constraining her individuality, such as the uncomfortable attention she attracted from the male customers. Yet instead of rejecting the objectification of the customers, her role as a barmaid obligates her to show her desirability and “maintain the illusion that ‘I could be bought by money’” (Clark 1999, 254). Fried (1996) offers a similar view, that Manet’s disconcerting image of the barmaid seems to be a sad portrayal of the “arbitrary encounters of modern life”, which, again, suggests the significance of modernity in the painting (286). Therefore, both critics seem to consider the barmaid as a silenced victim of modern life. |
Topic sentence
Citing the first scholar to support the topic sentence
Citing the second scholar to support the topic sentence
Concluding sentence |
About this website
EWRite is an open access online literacy platform for PolyU community that has two major objectives:
- to support PolyU students’ literacy development within and across the disciplines
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This platform provides access to generic genre guides representing typical university assignments as well as links to subjects offered by faculties with specific disciplinary genres and relevant support materials.
The materials can be retrieved by students by choosing the genres that interest them on the landing page. Each set of materials includes a genre guide, genre video, and a genre checklist. The genre guide and video are to summarize the genres in two different ways (i.e. textual and dynamic) to fit different learning styles. The genre checklist is for students to self-regulate their writing process. The genre guide and checklist include links to various ELC resources that can provide further explanation to language items (e.g. hedging and academic vocabulary).
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