essay 3 5 sentence

What this handout is about

This handout will help you understand how paragraphs are formed, how to develop stronger paragraphs, and how to completely and clearly express your ideas.

What is a paragraph?

Paragraphs are the building blocks of papers. Many students define paragraphs in terms of length: a paragraph is a group of at least five sentences, a paragraph is half a page long, etc. In reality, though, the unity and coherence of ideas among sentences is what constitutes a paragraph. A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the “controlling idea,” because it controls what happens in the rest of the paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of a particular paragraph will be, you must first decide on an argument and a working thesis statement for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper.

The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming . There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble.

So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be :

• Unified : All of the sentences in a single paragraph should be related to a single controlling idea (often expressed in the topic sentence of the paragraph).
• Clearly related to the thesis : The sentences should all refer to the central idea, or thesis, of the paper (Rosen and Behrens 119).
• Coherent : The sentences should be arranged in a logical manner and should follow a definite plan for development (Rosen and Behrens 119).
• Well-developed : Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph’s controlling idea (Rosen and Behrens 119).

How do I organize a paragraph?

There are many different ways to organize a paragraph. The organization you choose will depend on the controlling idea of the paragraph. Below are a few possibilities for organization, with links to brief examples:

• Narration : Tell a story. Go chronologically, from start to finish. ( See an example. )
• Description : Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. ( See an example. )
• Process : Explain how something works, step by step. Perhaps follow a sequence—first, second, third. ( See an example. )
• Classification : Separate into groups or explain the various parts of a topic. ( See an example. )
• Illustration : Give examples and explain how those examples support your point. (See an example in the 5-step process below.)

Illustration paragraph: a 5-step example

From the list above, let’s choose “illustration” as our rhetorical purpose. We’ll walk through a 5-step process for building a paragraph that illustrates a point in an argument. For each step there is an explanation and example. Our example paragraph will be about human misconceptions of piranhas.

Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraph’s development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph’s controlling idea.

Controlling idea and topic sentence — Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans.

Step 2. Elaborate on the controlling idea

Paragraph development continues with an elaboration on the controlling idea, perhaps with an explanation, implication, or statement about significance. Our example offers a possible explanation for the pervasiveness of the myth.

Elaboration — This impression of piranhas is exacerbated by their mischaracterization in popular media.

Step 3. Give an example (or multiple examples)

Paragraph development progresses with an example (or more) that illustrates the claims made in the previous sentences.

Example — For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman.

Step 4. Explain the example(s)

The next movement in paragraph development is an explanation of each example and its relevance to the topic sentence. The explanation should demonstrate the value of the example as evidence to support the major claim, or focus, in your paragraph.

Continue the pattern of giving examples and explaining them until all points/examples that the writer deems necessary have been made and explained. NONE of your examples should be left unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

Explanation for example — Such a terrifying representation easily captures the imagination and promotes unnecessary fear.

Notice that the example and explanation steps of this 5-step process (steps 3 and 4) can be repeated as needed. The idea is that you continue to use this pattern until you have completely developed the main idea of the paragraph.

Step 5. Complete the paragraph’s idea or transition into the next paragraph

The final movement in paragraph development involves tying up the loose ends of the paragraph. At this point, you can remind your reader about the relevance of the information to the larger paper, or you can make a concluding point for this example. You might, however, simply transition to the next paragraph.

Sentences for completing a paragraph — While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Finished paragraph

Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans. This impression of piranhas is exacerbated by their mischaracterization in popular media. For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman. Such a terrifying representation easily captures the imagination and promotes unnecessary fear. While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Troubleshooting paragraphs

Problem: the paragraph has no topic sentence.

Imagine each paragraph as a sandwich. The real content of the sandwich—the meat or other filling—is in the middle. It includes all the evidence you need to make the point. But it gets kind of messy to eat a sandwich without any bread. Your readers don’t know what to do with all the evidence you’ve given them. So, the top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And, the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. In the original and revised paragraphs below, notice how a topic sentence expressing the controlling idea tells the reader the point of all the evidence.

Original paragraph

Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Revised paragraph

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Once you have mastered the use of topic sentences, you may decide that the topic sentence for a particular paragraph really shouldn’t be the first sentence of the paragraph. This is fine—the topic sentence can actually go at the beginning, middle, or end of a paragraph; what’s important is that it is in there somewhere so that readers know what the main idea of the paragraph is and how it relates back to the thesis of your paper. Suppose that we wanted to start the piranha paragraph with a transition sentence—something that reminds the reader of what happened in the previous paragraph—rather than with the topic sentence. Let’s suppose that the previous paragraph was about all kinds of animals that people are afraid of, like sharks, snakes, and spiders. Our paragraph might look like this (the topic sentence is bold):

Like sharks, snakes, and spiders, piranhas are widely feared. Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless . Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Problem: the paragraph has more than one controlling idea

If a paragraph has more than one main idea, consider eliminating sentences that relate to the second idea, or split the paragraph into two or more paragraphs, each with only one main idea. Watch our short video on reverse outlining to learn a quick way to test whether your paragraphs are unified. In the following paragraph, the final two sentences branch off into a different topic; so, the revised paragraph eliminates them and concludes with a sentence that reminds the reader of the paragraph’s main idea.

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. A number of South American groups eat piranhas. They fry or grill the fish and then serve them with coconut milk or tucupi, a sauce made from fermented manioc juices.

Problem: transitions are needed within the paragraph

You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper (see our handout on transitions ). Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially likely to be true within paragraphs that discuss multiple examples. Let’s take a look at a version of our piranha paragraph that uses transitions to orient the reader:

Although most people consider piranhas to be quite dangerous, they are, except in two main situations, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ instinct is to flee, not attack. But there are two situations in which a piranha bite is likely. The first is when a frightened piranha is lifted out of the water—for example, if it has been caught in a fishing net. The second is when the water level in pools where piranhas are living falls too low. A large number of fish may be trapped in a single pool, and if they are hungry, they may attack anything that enters the water.

In this example, you can see how the phrases “the first” and “the second” help the reader follow the organization of the ideas in the paragraph.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea. 2008. The St. Martin’s Handbook: Annotated Instructor’s Edition , 6th ed. New York: St. Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Five Paragraph Essay

Last Updated: April 4, 2024 Fact Checked

This article was co-authored by Jake Adams and by wikiHow staff writer, Danielle Blinka, MA, MPA . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 524,341 times.

Five paragraph essays are a common assignment throughout your school career, especially in high school and college. Since any subject can include a five paragraph essay, you’ll want to be good at writing them. Luckily, five-paragraph essays are really easy to write if you know the expected format and give yourself the time you need to write it. To write your five paragraph essay, draft your introduction, develop three body paragraphs, write your conclusion, and revise and edit your essay.

Drafting Your Introduction

• For example, you could phrase your hook like this: Nature’s life cycle is often used as a metaphor to convey ideas about the passage of life.
• If you are writing a persuasive essay, don’t include your stance in your hook.
• Don’t say “In this essay” or “I am going to show.” Instead, use the “show, don’t tell” technique using descriptive language.
• It’s often easiest to come up with your hook after you write the rest of your essay. If you’re struggling to come up with one, use a basic placeholder and then create a better hook when you revise your essay.

• Don’t reveal your main points yet.
• For example, you could say something like this: While spring compares with birth, summer can symbolize maturity, with fall and winter showing a descent toward death.

• This sentence depends on what type of paper you’re writing. If it’s an argumentative paper, introduce both sides of the argument. In an informative paper, mention the central idea and focus.
• As an example, you could narrow your topic like this: Writers often use nature metaphors in their work to show themes about life, such as the blossoming of youth.

• For example, your thesis could read like this: In the poem “Raspberries,” the author shows youth through the ripening berries, summer blossoming, and blushing color of the fruit.
• Each of the three examples provided in the thesis will become the topic of a body paragraph. For the example thesis, you would have body paragraphs about ripening berries, summer blossoming, and the blushing color of the fruit.

Developing Three Body Paragraphs

• You should include three body paragraphs, one for each supporting point.

• Your topic sentence is like a mini-thesis for just that paragraph.
• Use a quote related to your thesis and analyze it in the body paragraph. If you use a topic sentence, put the quote next.
• For example, your topic sentence could look like this: Ripening berries show youth in the poem “Raspberries” by reaching maturity and becoming ready for picking.

• Each paragraph should contain two to three examples or pieces of evidence.
• If you use research, cite your sources in the appropriate format that your instructor specifies.

• Include two to three sentences of commentary for each example or piece of evidence.
• Depending on the type of evidence or examples, it’s often best to alternate your evidence and commentary throughout the paragraph. For example, provide one example, then provide the commentary.

• For example, you could wrap up your paragraph like this: As the girl plucks the ripe raspberries from the bush and eats them, her actions represent her own youth and readiness to be “plucked” by someone.

Drafting Your Conclusion

• For example, you could restate your thesis like this: The poem “Raspberries” provides an allegorical representation of youth through a metaphor of ripening berries, summer blossoming, and blushing color of the fruit.
• If you're a beginning writer, it's okay to start your conclusion with "In conclusion." However, if you're an advanced writer, avoid starting your conclusion with statements like “In conclusion,” “To conclude,” or “In the end.”

• Use an authoritative tone as you restate your arguments so that your reader walks away knowing that you are correct.

• Include a call to action.
• Provide a warning about what could happen if your stance is ignored.
• Create an image in the reader’s mind.
• Include a quote.
• Make a universal statement about life.

Revising and Editing Your Essay

• Always reread your sentence to make sure that the word processor is suggesting the right word. If you’ve misspelled a word that is similar to another word, then it’s possible that your spell check could suggest the wrong spelling, such as “then” instead of “than.”

• Look for errors that your spell checker missed.
• If you can, ask someone else to proofread your paper. They will usually spot errors that you overlooked.

• Combine choppy sentences.
• Breakup long, convoluted sentences into shorter sentences.
• Rewrite fragments and run-on sentences.

• If you have cited sources, make sure that you include a reference page in the style chosen by your instructor.

Expert Q&A

• Never plagiarize an essay, which means copying someone’s work or ideas without giving them credit. Your teacher will deny you credit for the essay, and you may also get a discipline consequence. Thanks Helpful 0 Not Helpful 1

You Might Also Like

• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 20 May 2020.
• ↑ https://www.grammarly.com/blog/five-paragraph-essay/
• ↑ https://writingcenter.unc.edu/tips-and-tools/college-writing/
• ↑ https://www.bucks.edu/media/bcccmedialibrary/pdf/FiveParagraphEssayOutlineJuly08_000.pdf
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4789530/
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/proofreading_suggestions.html
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/steps_for_revising.html

About This Article

To write a five paragraph essay, start with an introductory paragraph that includes a hook to capture your audience’s attention, and a thesis that explains the main point you’re trying to make. Then, use the next 3 paragraphs to explain 3 separate points that support your thesis. As you explain each point, use evidence from your research or examples in the text you’re discussing. Finally, conclude your essay with a paragraph summing up the points you’ve made and telling the reader how those points support your thesis. For tips on how to revise your essay to improve the flow and formatting, read on! Did this summary help you? Yes No

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The Ultimate Guide to the 5-Paragraph Essay

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• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

A five-paragraph essay is a prose composition that follows a prescribed format of an introductory paragraph, three body paragraphs, and a concluding paragraph, and is typically taught during primary English education and applied on standardized testing throughout schooling.

Learning to write a high-quality five-paragraph essay is an essential skill for students in early English classes as it allows them to express certain ideas, claims, or concepts in an organized manner, complete with evidence that supports each of these notions. Later, though, students may decide to stray from the standard five-paragraph format and venture into writing an  exploratory essay  instead.

Still, teaching students to organize essays into the five-paragraph format is an easy way to introduce them to writing literary criticism, which will be tested time and again throughout their primary, secondary, and further education.

Writing a Good Introduction

The introduction is the first paragraph in your essay, and it should accomplish a few specific goals: capture the reader's interest, introduce the topic, and make a claim or express an opinion in a thesis statement.

It's a good idea to start your essay with a hook (fascinating statement) to pique the reader's interest, though this can also be accomplished by using descriptive words, an anecdote, an intriguing question, or an interesting fact. Students can practice with creative writing prompts to get some ideas for interesting ways to start an essay.

The next few sentences should explain your first statement, and prepare the reader for your thesis statement, which is typically the last sentence in the introduction. Your  thesis sentence  should provide your specific assertion and convey a clear point of view, which is typically divided into three distinct arguments that support this assertation, which will each serve as central themes for the body paragraphs.

Writing Body Paragraphs

The body of the essay will include three body paragraphs in a five-paragraph essay format, each limited to one main idea that supports your thesis.

To correctly write each of these three body paragraphs, you should state your supporting idea, your topic sentence, then back it up with two or three sentences of evidence. Use examples that validate the claim before concluding the paragraph and using transition words to lead to the paragraph that follows — meaning that all of your body paragraphs should follow the pattern of "statement, supporting ideas, transition statement."

Words to use as you transition from one paragraph to another include: moreover, in fact, on the whole, furthermore, as a result, simply put, for this reason, similarly, likewise, it follows that, naturally, by comparison, surely, and yet.

Writing a Conclusion

The final paragraph will summarize your main points and re-assert your main claim (from your thesis sentence). It should point out your main points, but should not repeat specific examples, and should, as always, leave a lasting impression on the reader.

The first sentence of the conclusion, therefore, should be used to restate the supporting claims argued in the body paragraphs as they relate to the thesis statement, then the next few sentences should be used to explain how the essay's main points can lead outward, perhaps to further thought on the topic. Ending the conclusion with a question, anecdote, or final pondering is a great way to leave a lasting impact.

Once you complete the first draft of your essay, it's a good idea to re-visit the thesis statement in your first paragraph. Read your essay to see if it flows well, and you might find that the supporting paragraphs are strong, but they don't address the exact focus of your thesis. Simply re-write your thesis sentence to fit your body and summary more exactly, and adjust the conclusion to wrap it all up nicely.

Practice Writing a Five-Paragraph Essay

Students can use the following steps to write a standard essay on any given topic. First, choose a topic, or ask your students to choose their topic, then allow them to form a basic five-paragraph by following these steps:

• Decide on your  basic thesis , your idea of a topic to discuss.
• Decide on three pieces of supporting evidence you will use to prove your thesis.
• Write an introductory paragraph, including your thesis and evidence (in order of strength).
• Write your first body paragraph, starting with restating your thesis and focusing on your first piece of supporting evidence.
• End your first paragraph with a transitional sentence that leads to the next body paragraph.
• Write paragraph two of the body focussing on your second piece of evidence. Once again make the connection between your thesis and this piece of evidence.
• End your second paragraph with a transitional sentence that leads to paragraph number three.
• Repeat step 6 using your third piece of evidence.
• Begin your concluding paragraph by restating your thesis. Include the three points you've used to prove your thesis.
• End with a punch, a question, an anecdote, or an entertaining thought that will stay with the reader.

Once a student can master these 10 simple steps, writing a basic five-paragraph essay will be a piece of cake, so long as the student does so correctly and includes enough supporting information in each paragraph that all relate to the same centralized main idea, the thesis of the essay.

Limitations of the Five-Paragraph Essay

The five-paragraph essay is merely a starting point for students hoping to express their ideas in academic writing; there are some other forms and styles of writing that students should use to express their vocabulary in the written form.

According to Tory Young's "Studying English Literature: A Practical Guide":

"Although school students in the U.S. are examined on their ability to write a  five-paragraph essay , its  raison d'être  is purportedly to give practice in basic writing skills that will lead to future success in more varied forms. Detractors feel, however, that writing to rule in this way is more likely to discourage imaginative writing and thinking than enable it. . . . The five-paragraph essay is less aware of its  audience  and sets out only to present information, an account or a kind of story rather than explicitly to persuade the reader."

Students should instead be asked to write other forms, such as journal entries, blog posts, reviews of goods or services, multi-paragraph research papers, and freeform expository writing around a central theme. Although five-paragraph essays are the golden rule when writing for standardized tests, experimentation with expression should be encouraged throughout primary schooling to bolster students' abilities to utilize the English language fully.

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• What an Essay Is and How to Write One
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• 3 Changes That Will Take Your Essay From Good To Great
• An Introduction to Academic Writing
• Tips on How to Write an Argumentative Essay
• The Five Steps of Writing an Essay
• How to Write a Solid Thesis Statement
• The Introductory Paragraph: Start Your Paper Off Right

Guide on How to Write a 5 Paragraph Essay Effortlessly

Defining What Is a 5 Paragraph Essay

Have you ever been assigned a five-paragraph essay and wondered what exactly it means? Don't worry; we all have been there. A five-paragraph essay is a standard academic writing format consisting of an introduction, three body paragraphs, and a conclusion.

In the introduction, you present your thesis statement, which is the main idea or argument you will discuss in your essay. The three body paragraphs present a separate supporting argument, while the conclusion summarizes the main points and restates the thesis differently.

While the five-paragraph essay is a tried and true format for many academic assignments, it's important to note that it's not the only way to write an essay. In fact, some educators argue that strict adherence to this format can stifle creativity and limit the development of more complex ideas.

However, mastering the five-paragraph essay is a valuable skill for any student, as it teaches the importance of structure and organization in writing. Also, it enables you to communicate your thoughts clearly and eloquently, which is crucial for effective communication in any area. So the next time you're faced with a five-paragraph essay assignment, embrace the challenge and use it as an opportunity to hone your writing skills.

And if you find it difficult to put your ideas into 5 paragraphs, ask our professional service - 'please write my essay ,' or ' write my paragraph ' and consider it done.

How to Write a 5 Paragraph Essay: General Tips

If you are struggling with how to write a 5 paragraph essay, don't worry! It's a common format that many students learn in their academic careers. Here are some tips from our admission essay writing service to help you write a successful five paragraph essay example:

• Start with a strong thesis statement : Among the 5 parts of essay, the thesis statement can be the most important. It presents the major topic you will debate throughout your essay while being explicit and simple.
• Use topic sentences to introduce each paragraph : The major idea you will address in each of the three body paragraphs should be established in a concise subject sentence.
• Use evidence to support your arguments : The evidence you present in your body paragraphs should back up your thesis. This can include facts, statistics, or examples from your research or personal experience.
• Include transitions: Use transitional words and phrases to make the flow of your essay easier. Words like 'although,' 'in addition,' and 'on the other hand' are examples of these.
• Write a strong conclusion: In addition to restating your thesis statement in a new way, your conclusion should highlight the key ideas of your essay. You might also leave the reader with a closing idea or query to reflect on.
• Edit and proofread: When you've completed writing your essay, thoroughly revise and proofread it. Make sure your thoughts are brief and clear and proofread your writing for grammatical and spelling mistakes.

By following these tips, you can write strong and effective five paragraph essays examples that will impress your teacher or professor.

5 Paragraph Essay Format

Let's readdress the five-paragraph essay format and explain it in more detail. So, as already mentioned, it is a widely-used writing structure taught in many schools and universities. A five-paragraph essay comprises an introduction, three body paragraphs, and a conclusion, each playing a significant role in creating a well-structured and coherent essay.

The introduction serves as the opening paragraph of the essay and sets the tone for the entire piece. It should captivate the reader's attention, provide relevant background information, and include a clear and concise thesis statement that presents the primary argument of the essay. For example, if the essay topic is about the benefits of exercise, the introduction may look something like this:

'Regular exercise provides numerous health benefits, including increased energy levels, improved mental health, and reduced risk of chronic diseases.'

The body paragraphs are the meat of the essay and should provide evidence and examples to support the thesis statement. Each body paragraph should begin with a subject sentence that states the major idea of the paragraph. Then, the writer should provide evidence to support the topic sentence. This evidence can be in the form of statistics, facts, or examples. For instance, if the essay is discussing the health benefits of exercise, a body paragraph might look like this:

'One of the key benefits of exercise is improved mental health. Regular exercise has been demonstrated in studies to lessen depressive and anxious symptoms and enhance mood.'

The essay's final paragraph, the conclusion, should repeat the thesis statement and summarize the essay's important ideas. A concluding idea or query might be included to give the reader something to ponder. For example, a conclusion for an essay on the benefits of exercise might look like this:

'In conclusion, exercise provides numerous health benefits, from increased energy levels to reduced risk of chronic diseases. We may enhance both our physical and emotional health and enjoy happier, more satisfying lives by including exercise into our daily routines.'

Overall, the 5 paragraph essay format is useful for organizing thoughts and ideas clearly and concisely. By following this format, writers can present their arguments logically and effectively, which is easy for the reader to follow.

Types of 5 Paragraph Essay 

There are several types of five-paragraph essays, each with a slightly different focus or purpose. Here are some of the most common types of five-paragraph essays:

• Narrative essay : A narrative essay tells a story or recounts a personal experience. It typically includes a clear introductory paragraph, body sections that provide details about the story, and a conclusion that wraps up the narrative.
• Descriptive essay: A descriptive essay uses sensory language to describe a person, place, or thing. It often includes a clear thesis statement that identifies the subject of the description and body paragraphs that provide specific details to support the thesis.
• Expository essay: An expository essay offers details or clarifies a subject. It usually starts with a concise introduction that introduces the subject, is followed by body paragraphs that provide evidence and examples to back up the thesis, and ends with a summary of the key points.
• Persuasive essay: A persuasive essay argues for a particular viewpoint or position. It has a thesis statement that is clear, body paragraphs that give evidence and arguments in favor of it, and a conclusion that summarizes the important ideas and restates the thesis.
• Compare and contrast essay: An essay that compares and contrasts two or more subjects and looks at their similarities and differences. It usually starts out simply by introducing the topics being contrasted or compared, followed by body paragraphs that go into more depth on the similarities and differences, and a concluding paragraph that restates the important points.

Each type of five-paragraph essay has its own unique characteristics and requirements. When unsure how to write five paragraph essay, writers can choose the most appropriate structure for their topic by understanding the differences between these types.

5 Paragraph Essay Example Topics

Here are some potential topics for a 5 paragraph essay example. These essay topics are just a starting point and can be expanded upon to fit a wide range of writing essays and prompts.

• The Impact of Social Media on Teenage Communication Skills.
• How Daily Exercise Benefits Mental and Physical Health.
• The Importance of Learning a Second Language.
• The Effects of Global Warming on Marine Life.
• The Role of Technology in Modern Education.
• The Influence of Music on Youth Culture.
• The Pros and Cons of Uniform Policies in Schools.
• The Significance of Historical Monuments in Cultural Identity.
• The Growing Importance of Cybersecurity.
• The Evolution of the American Dream.
• The Impact of Diet on Cognitive Functioning.
• The Role of Art in Society.
• The Future of Renewable Energy Sources.
• The Effects of Urbanization on Wildlife.
• The Importance of Financial Literacy for Young Adults.
• The Influence of Advertising on Consumer Choices.
• The Role of Books in the Digital Age.\
• The Benefits and Challenges of Space Exploration.
• The Impact of Climate Change on Agriculture.
• The Ethical Implications of Genetic Modification.

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General Grading Rubric for a 5 Paragraph Essay

The following is a general grading rubric that can be used to evaluate a five-paragraph essay:

Content (40%)

• A thesis statement is clear and specific
• The main points are well-developed and supported by evidence
• Ideas are organized logically and coherently
• Evidence and examples are relevant and support the main points
• The essay demonstrates a strong understanding of the topic

Organization (20%)

• The introduction effectively introduces the topic and thesis statement
• Body paragraphs are well-structured and have clear topic sentences
• Transitions between paragraphs are smooth and effective
• The concluding sentence effectively summarizes the main points and restates the thesis statement

Language and Style (20%)

• Writing is clear, concise, and easy to understand
• Language is appropriate for the audience and purpose
• Vocabulary is varied and appropriate
• Grammar, spelling, and punctuation are correct

Critical Thinking (20%)

• Student demonstrate an understanding of the topic beyond surface-level knowledge
• Student present a unique perspective or argument
• Student show evidence of critical thinking and analysis
• Students write well-supported conclusions

Considering the above, the paper should demonstrate a thorough understanding of the topic, clear organization, strong essay writing skills, and critical thinking. By using this grading rubric, the teacher can evaluate the essay holistically and provide detailed feedback to the student on areas of strength and areas for improvement.

Five Paragraph Essay Examples

Wrapping up: things to remember.

In conclusion, writing a five paragraph essay example can seem daunting at first, but it doesn't have to be a difficult task. Following these simple steps and tips, you can break down the process into manageable parts and create a clear, concise, and well-organized essay.

Remember to start with a strong thesis statement, use topic sentences to guide your paragraphs, and provide evidence and analysis to support your ideas. Don't forget to revise and proofread your work to make sure it is error-free and coherent. With time and practice, you'll be able to write a 5 paragraph essay with ease and assurance. Whether you're writing for school, work, or personal projects, these skills will serve you well and help you to communicate your ideas effectively.

Meanwhile, you can save time and reduce the stress associated with academic assignments by trusting our research paper writing services to handle the writing for you. So go ahead, buy an essay , and see how easy it can be to meet all of your professors' complex requirements!

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This model essay is a good example of an Argumentative (or Persuasive) Essay. 

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On Paragraphs

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What is a paragraph?

A paragraph is a collection of related sentences dealing with a single topic. Learning to write good paragraphs will help you as a writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists your readers in following a piece of writing. You can have fantastic ideas, but if those ideas aren't presented in an organized fashion, you will lose your readers (and fail to achieve your goals in writing).

The Basic Rule: Keep one idea to one paragraph

The basic rule of thumb with paragraphing is to keep one idea to one paragraph. If you begin to transition into a new idea, it belongs in a new paragraph. There are some simple ways to tell if you are on the same topic or a new one. You can have one idea and several bits of supporting evidence within a single paragraph. You can also have several points in a single paragraph as long as they relate to the overall topic of the paragraph. If the single points start to get long, then perhaps elaborating on each of them and placing them in their own paragraphs is the route to go.

Elements of a paragraph

To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development. As you will see, all of these traits overlap. Using and adapting them to your individual purposes will help you construct effective paragraphs.

The entire paragraph should concern itself with a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas.

Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges and verbal bridges.

Logical bridges

• The same idea of a topic is carried over from sentence to sentence
• Successive sentences can be constructed in parallel form

Verbal bridges

• Key words can be repeated in several sentences
• Synonymous words can be repeated in several sentences
• Pronouns can refer to nouns in previous sentences
• Transition words can be used to link ideas from different sentences

A topic sentence

A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with. Although not all paragraphs have clear-cut topic sentences, and despite the fact that topic sentences can occur anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in the middle), an easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph. (This is a good general rule for less experienced writers, although it is not the only way to do it). Regardless of whether you include an explicit topic sentence or not, you should be able to easily summarize what the paragraph is about.

Adequate development

The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should be wary of paragraphs that only have two or three sentences. It's a pretty good bet that the paragraph is not fully developed if it is that short.

Some methods to make sure your paragraph is well-developed:

• Use examples and illustrations
• Cite data (facts, statistics, evidence, details, and others)
• Examine testimony (what other people say such as quotes and paraphrases)
• Use an anecdote or story
• Define terms in the paragraph
• Compare and contrast
• Evaluate causes and reasons
• Examine effects and consequences
• Analyze the topic
• Describe the topic
• Offer a chronology of an event (time segments)

How do I know when to start a new paragraph?

You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Transitions and signposts

Two very important elements of paragraphing are signposts and transitions. Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going.

Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.

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Paragraphs & topic sentences.

A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.

Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

TOPIC SENTENCES

A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.

Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE

Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating your meaning to your reader.

Introduction : the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body : follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion : the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.

The following paragraph illustrates this pattern of organization. In this paragraph the topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS WAYS. In front of the tiny pupil of the eye they put , on Mount Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into the depths of space. Or they look through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify by as much as 2000 diameters the living creatures there, many of which are among man’s most dangerous enemies. Or , if we want to see distant happenings on earth, they use some of the previously wasted electromagnetic waves to carry television images which they re-create as light by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings of long ago and far away as colored motion pictures, by arranging silver atoms and color-absorbing molecules to force light waves into the patterns of original reality. Or if we want to see into the center of a steel casting or the chest of an injured child, they send the information on a beam of penetrating short-wave X rays, and then convert it back into images we can see on a screen or photograph. THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY. George Harrison, “Faith and the Scientist”

In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.

Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

A number of other techniques that you can use to establish coherence in paragraphs are described below.

Repeat key words or phrases. Particularly in paragraphs in which you define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and help your reader understand your definition or description.

Create parallel structures. Parallel structures are created by constructing two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have been constructed in a parallel way. The parallel structures (which have been emphasized ) help the reader see that the paragraph is organized as a set of examples of a general statement.

Be consistent in point of view, verb tense, and number. Consistency in point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,” for example, you make your paragraph less coherent. Such inconsistencies can also confuse your reader and make your argument more difficult to follow.

Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The following paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly from the introduction to the conclusion of the paragraph.

I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The correlation of brain size with body size among kindred animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular. Stephen Jay Gould, “Were Dinosaurs Dumb?”

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9.2 Writing Body Paragraphs

Learning objectives.

• Select primary support related to your thesis.
• Support your topic sentences.

If your thesis gives the reader a roadmap to your essay, then body paragraphs should closely follow that map. The reader should be able to predict what follows your introductory paragraph by simply reading the thesis statement.

The body paragraphs present the evidence you have gathered to confirm your thesis. Before you begin to support your thesis in the body, you must find information from a variety of sources that support and give credit to what you are trying to prove.

Select Primary Support for Your Thesis

Without primary support, your argument is not likely to be convincing. Primary support can be described as the major points you choose to expand on your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.

Remember that a worthy argument is backed by examples. In order to construct a valid argument, good writers conduct lots of background research and take careful notes. They also talk to people knowledgeable about a topic in order to understand its implications before writing about it.

Identify the Characteristics of Good Primary Support

In order to fulfill the requirements of good primary support, the information you choose must meet the following standards:

• Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical.
• Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis.
• Be detailed. Remember that your thesis, while specific, should not be very detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.

Prewrite to Identify Primary Supporting Points for a Thesis Statement

Recall that when you prewrite you essentially make a list of examples or reasons why you support your stance. Stemming from each point, you further provide details to support those reasons. After prewriting, you are then able to look back at the information and choose the most compelling pieces you will use in your body paragraphs.

Choose one of the following working thesis statements. On a separate sheet of paper, write for at least five minutes using one of the prewriting techniques you learned in Chapter 8 “The Writing Process: How Do I Begin?” .

• Unleashed dogs on city streets are a dangerous nuisance.
• Students cheat for many different reasons.
• Drug use among teens and young adults is a problem.
• The most important change that should occur at my college or university is ____________________________________________.

Select the Most Effective Primary Supporting Points for a Thesis Statement

After you have prewritten about your working thesis statement, you may have generated a lot of information, which may be edited out later. Remember that your primary support must be relevant to your thesis. Remind yourself of your main argument, and delete any ideas that do not directly relate to it. Omitting unrelated ideas ensures that you will use only the most convincing information in your body paragraphs. Choose at least three of only the most compelling points. These will serve as the topic sentences for your body paragraphs.

Refer to the previous exercise and select three of your most compelling reasons to support the thesis statement. Remember that the points you choose must be specific and relevant to the thesis. The statements you choose will be your primary support points, and you will later incorporate them into the topic sentences for the body paragraphs.

Collaboration

Please share with a classmate and compare your answers.

When you support your thesis, you are revealing evidence. Evidence includes anything that can help support your stance. The following are the kinds of evidence you will encounter as you conduct your research:

• Facts. Facts are the best kind of evidence to use because they often cannot be disputed. They can support your stance by providing background information on or a solid foundation for your point of view. However, some facts may still need explanation. For example, the sentence “The most populated state in the United States is California” is a pure fact, but it may require some explanation to make it relevant to your specific argument.
• Judgments. Judgments are conclusions drawn from the given facts. Judgments are more credible than opinions because they are founded upon careful reasoning and examination of a topic.
• Testimony. Testimony consists of direct quotations from either an eyewitness or an expert witness. An eyewitness is someone who has direct experience with a subject; he adds authenticity to an argument based on facts. An expert witness is a person who has extensive experience with a topic. This person studies the facts and provides commentary based on either facts or judgments, or both. An expert witness adds authority and credibility to an argument.
• Personal observation. Personal observation is similar to testimony, but personal observation consists of your testimony. It reflects what you know to be true because you have experiences and have formed either opinions or judgments about them. For instance, if you are one of five children and your thesis states that being part of a large family is beneficial to a child’s social development, you could use your own experience to support your thesis.

Writing at Work

In any job where you devise a plan, you will need to support the steps that you lay out. This is an area in which you would incorporate primary support into your writing. Choosing only the most specific and relevant information to expand upon the steps will ensure that your plan appears well-thought-out and precise.

You can consult a vast pool of resources to gather support for your stance. Citing relevant information from reliable sources ensures that your reader will take you seriously and consider your assertions. Use any of the following sources for your essay: newspapers or news organization websites, magazines, encyclopedias, and scholarly journals, which are periodicals that address topics in a specialized field.

Choose Supporting Topic Sentences

Each body paragraph contains a topic sentence that states one aspect of your thesis and then expands upon it. Like the thesis statement, each topic sentence should be specific and supported by concrete details, facts, or explanations.

Each body paragraph should comprise the following elements.

topic sentence + supporting details (examples, reasons, or arguments)

As you read in Chapter 8 “The Writing Process: How Do I Begin?” , topic sentences indicate the location and main points of the basic arguments of your essay. These sentences are vital to writing your body paragraphs because they always refer back to and support your thesis statement. Topic sentences are linked to the ideas you have introduced in your thesis, thus reminding readers what your essay is about. A paragraph without a clearly identified topic sentence may be unclear and scattered, just like an essay without a thesis statement.

Unless your teacher instructs otherwise, you should include at least three body paragraphs in your essay. A five-paragraph essay, including the introduction and conclusion, is commonly the standard for exams and essay assignments.

Consider the following the thesis statement:

Author J.D. Salinger relied primarily on his personal life and belief system as the foundation for the themes in the majority of his works.

The following topic sentence is a primary support point for the thesis. The topic sentence states exactly what the controlling idea of the paragraph is. Later, you will see the writer immediately provide support for the sentence.

Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced themes in many of his works.

In Note 9.19 “Exercise 2” , you chose three of your most convincing points to support the thesis statement you selected from the list. Take each point and incorporate it into a topic sentence for each body paragraph.

Supporting point 1: ____________________________________________

Topic sentence: ____________________________________________

Supporting point 2: ____________________________________________

Supporting point 3: ____________________________________________

Draft Supporting Detail Sentences for Each Primary Support Sentence

After deciding which primary support points you will use as your topic sentences, you must add details to clarify and demonstrate each of those points. These supporting details provide examples, facts, or evidence that support the topic sentence.

The writer drafts possible supporting detail sentences for each primary support sentence based on the thesis statement:

Thesis statement: Unleashed dogs on city streets are a dangerous nuisance.

Supporting point 1: Dogs can scare cyclists and pedestrians.

Supporting details:

• Cyclists are forced to zigzag on the road.
• School children panic and turn wildly on their bikes.
• People who are walking at night freeze in fear.

Supporting point 2:

Loose dogs are traffic hazards.

• Dogs in the street make people swerve their cars.
• To avoid dogs, drivers run into other cars or pedestrians.
• Children coaxing dogs across busy streets create danger.

Supporting point 3: Unleashed dogs damage gardens.

• They step on flowers and vegetables.
• They destroy hedges by urinating on them.
• They mess up lawns by digging holes.

The following paragraph contains supporting detail sentences for the primary support sentence (the topic sentence), which is underlined.

Salinger, a World War II veteran, suffered from posttraumatic stress disorder, a disorder that influenced the themes in many of his works. He did not hide his mental anguish over the horrors of war and once told his daughter, “You never really get the smell of burning flesh out of your nose, no matter how long you live.” His short story “A Perfect Day for a Bananafish” details a day in the life of a WWII veteran who was recently released from an army hospital for psychiatric problems. The man acts questionably with a little girl he meets on the beach before he returns to his hotel room and commits suicide. Another short story, “For Esmé – with Love and Squalor,” is narrated by a traumatized soldier who sparks an unusual relationship with a young girl he meets before he departs to partake in D-Day. Finally, in Salinger’s only novel, The Catcher in the Rye , he continues with the theme of posttraumatic stress, though not directly related to war. From a rest home for the mentally ill, sixteen-year-old Holden Caulfield narrates the story of his nervous breakdown following the death of his younger brother.

Using the three topic sentences you composed for the thesis statement in Note 9.18 “Exercise 1” , draft at least three supporting details for each point.

Thesis statement: ____________________________________________

Primary supporting point 1: ____________________________________________

Supporting details: ____________________________________________

Primary supporting point 2: ____________________________________________

Primary supporting point 3: ____________________________________________

You have the option of writing your topic sentences in one of three ways. You can state it at the beginning of the body paragraph, or at the end of the paragraph, or you do not have to write it at all. This is called an implied topic sentence. An implied topic sentence lets readers form the main idea for themselves. For beginning writers, it is best to not use implied topic sentences because it makes it harder to focus your writing. Your instructor may also want to clearly identify the sentences that support your thesis. For more information on the placement of thesis statements and implied topic statements, see Chapter 8 “The Writing Process: How Do I Begin?” .

Print out the first draft of your essay and use a highlighter to mark your topic sentences in the body paragraphs. Make sure they are clearly stated and accurately present your paragraphs, as well as accurately reflect your thesis. If your topic sentence contains information that does not exist in the rest of the paragraph, rewrite it to more accurately match the rest of the paragraph.

Key Takeaways

• Your body paragraphs should closely follow the path set forth by your thesis statement.
• Strong body paragraphs contain evidence that supports your thesis.
• Primary support comprises the most important points you use to support your thesis.
• Strong primary support is specific, detailed, and relevant to the thesis.
• Prewriting helps you determine your most compelling primary support.
• Evidence includes facts, judgments, testimony, and personal observation.
• Reliable sources may include newspapers, magazines, academic journals, books, encyclopedias, and firsthand testimony.
• A topic sentence presents one point of your thesis statement while the information in the rest of the paragraph supports that point.
• A body paragraph comprises a topic sentence plus supporting details.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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3.5: Descriptive Essays

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Writing a Description Essay

Choosing a subject is the first step in writing a description essay. Once you have chosen the person, place, or object you want to describe, your challenge is to write an effective thesis statement to guide your essay. The remainder of your essay describes your subject in a way that best expresses your thesis. Remember, you should have a strong sense of how you will organize your essay. Choose a strategy and stick to it. Every part of your essay should use vivid sensory details. The more you can appeal to your readers’ senses, the more they will be engaged in your essay. You can read two sample essays at the end of this section.

Sample Thesis Statement

Although Minnesota may seem drab and cold to outsiders, natives of the state find it a wonderful place to live.

We can see in this thesis statement that the writer will attempt to show the aspects of Minnesota that make it a great place to live. After detailing a thesis statement, you should come up with a list of sensory words that provide vivid detail and support the thesis. You may start by thinking about the five senses. How does your particular place look, smell, feel, taste, and sound like? How can you best describe these senses so the reader feels what you feel? By organizing the elements of descriptive language into easier to handle sections, like the five senses, you are able to more specifically engage in what elements of the description are most useful.

Order of Presentation

The writer in this case could choose to present the positive aspects of Minnesota in terms of the seasons and weather changes. The details could be presented linearly, starting with spring and going through the winter, highlighting the aspects of each season that most closely support the thesis, that Minnesota is a great place to live.

Prior to starting the essay, give some thought to the audience of your piece. Who is going to read the essay, and what effect would you like it to have upon the readers? An awareness of audience is important in choosing the level of formality you take with your writing. Knowing your audience will also help you distinguish which details to include throughout your essay. Assume that your audience knows very little or nothing about your subject matter, and include details that may seem obvious to you.

Example Audience: In this particular essay, the writer wants to show an outsider to the state why Minnesota natives are so happy to live there. The essay should help break down stereotypes for those outsiders about Minnesota’s cold weather and apparent drabness. Because the essay is designed for those who do not live in Minnesota, and maybe have never been there, it is important to include details about the state that may seem obvious to a native.

With the preparatory work complete, it is time now to begin writing your essay. Use your thesis statement to begin to construct an introductory paragraph. The introduction should set up the basis for your essay, and the thesis statement should state its purpose.

Example Introduction

Many who have not traveled to the state of Minnesota only hear of its cold weather and boring reputation. They are sure missing out on the great opportunities that Minnesota affords. Each season offers different senses that native Minnesotans and tourists know and love. Although Minnesota may seem drab and cold to outsiders, natives of the state find it a wonderful place to live.

With the introduction complete, it is time to start constructing the body paragraphs of your essay. Each body paragraph should have a central theme in itself, and that theme should be represented in a topic sentence. Consequently, each sentence of the paragraph should relate to and support the topic sentence. The body paragraphs are where the majority of the details should be given. When writing the first draft of your descriptive essay, include as many details as is reasonably possible. You can always eliminate the ones that do not serve the essay as well when you are revising your draft. In the case of the Minnesota nature essay, we have decided to set up the body paragraphs in terms of season, starting with spring.

Example Body Paragraph

Spring in Minnesota brings new life to the state after the long winter season. The rain washes the landscape clean, leaving its fresh aroma for all to enjoy. The flowers soak up the golden sun’s rays and begin to show their vibrant colors. The first birds can be seen and heard throughout the woods and fields, telling their stories in beautiful songs. The lakes begin to show their glossy finish as the ice melts away slowly under the heat of the season.

With the body paragraphs complete, it is time to bring the essay to a close with the conclusion. The conclusion should draw a conclusion based on what has been presented throughout the body of the essay. It needs to return to the thesis, but not in an overt way. The conclusion should give the reader a final sense of what the essay was meant to portray. Remember that there should not be any new material introduced in the conclusion, and the way it is worded should give the reader a sense of finality.

Example Conclusion

The variety of activities and distinct seasons found in Minnesota reveal diverse beauty of this state. As one considers the benefits of each season, it becomes clearer why so many native Minnesotans are content with their home state. Minnesota is truly a wonderful place to live.

With the essay complete, it is time to reread and revise your essay (also see revision sections of this textbook). Read your first draft and pinpoint all of the descriptor words you used. If possible, go back and add more after the ones you already used in the essay. If you can, read your essay aloud to a friend and have him/her tell you what images are vivid and what images need more development. Rework any images that are cloudy with more descriptions. Also, check to see if your descriptions have made use of all of the five senses: sound, smell, texture, sight, and taste. Repeat these steps as many times as necessary until you are happy with your product.

Sample Descriptive Essays

America's Pastime

As the sun hits my face and I breathe in the fresh air, I temporarily forget that I am at a sporting event. But, when I open my eyes and look around, I am reminded of all things American. From the national anthem to the international players on the field, all the sights and sounds of a baseball game come together like a slice of Americana pie.

First, the entrance turnstiles click and clank, and then a hallway of noise bombards me. All the fans’ voices coalesce in a chorus of sound, rising to a humming clamor. The occasional, “Programs, get your programs, here!” jumps out through the hum to get my attention. I navigate my way through the crowded walkways of the stadium, moving to the right of some people, and to the left of others, I eventually find the section number where my seat is located. As I approach my seat I hear the announcer’s voice echo around the ball park, “Attention fans. In honor of our country, please remove your caps for the singing of the national anthem.” His deep voice echoes around each angle of the park, and every word is heard again and again. The crowd sings and hums “The Star-Spangled Banner,” and I feel a surprising amount of national pride through the voices. I take my seat as the umpire shouts, “Play ball!” and the game begins.

In the fifth inning of the game, I decide to find a concessions stand. Few tastes are as American as hot dogs and soda pop, and they cannot be missed at a ball game. The smell of hot dogs carries through the park, down every aisle, and inside every concourse. They are always as unhealthy as possible, dripping in grease, while the buns are soft and always too small for the dog. The best way to wash down the Ball Park Frank is with a large soda pop, so I order both. Doing my best to balance the cold pop in one hand and the wrapped-up dog in the other, I find the nearest condiments stand to load up my hot dog. A dollop of bright green relish and chopped onions, along with two squirts of the ketchup and mustard complete the dog. As I continue the balancing act between the loaded hot dog and pop back to my seat, a cheering fan bumps into my pop hand. The pop splashes out of the cup and all over my shirt, leaving me drenched. I make direct eye contact with the man who bumped into me. He looks me in the eye, looks at my shirt, and tells me how sorry he is. I just shake my head and keep walking. “It’s all just part of the experience,” I tell myself.

Before I am able to get back to my seat, I hear the crack of a bat, followed by an uproar from the crowd. Everyone is standing, clapping, and cheering. I missed a home run. I find my aisle and ask everyone to excuse me as I slip past them to my seat. “Excuse me. Excuse me. Thank you. Thank you. Sorry,” is all I can say as I inch past each fan. Halfway to my seat I can hear discarded peanut shells crunch beneath my feet, and each step is marked with a pronounced crunch.

When I finally get to my seat I realize it is the start of the seventh inning stretch. I quickly eat my hot dog and wash it down with what is left of my soda pop. The organ starts playing and everyone begins to sing “Take Me Out to the Ball Game.” While singing the song, putting my arms around friends and family with me, I watch all the players taking the field. It is wonderful to see the overwhelming number of players on one team from around the world: Japan, the Dominican Republic, the United States, Canada, and Venezuela. I cannot help but feel a bit of national pride at this realization. Seeing the international representation on the field reminds me of the ways that Americans, though from many different backgrounds and places, still come together under common ideals. For these reasons and for the whole experience in general, going to a Major League Baseball game is the perfect way to glimpse a slice of Americana.

Student Essay

In the following student essay, notice how the writer uses sensory details to describe not only the visual appearance of Dr. Martin Luther King, Jr.’s tomb, but also the experience of visiting such a historically significant and emotionally moving monument. Pay particular attention to the organization of the description; how does the author move us around the monument and describe its characteristics? Is it effective?

Professor Smith

English 1101

11 June 2014

The King’s Tomb

The water is always so beautiful, a hypnotic shade of baby blue, with a few autumn colored leaves floating in the ripples made by the wind. This isn’t a natural body of water. No wildlife swim in the shallow waves, but this water is as full of life as any ocean. In the middle of what is fittingly called the Reflecting Pool lies the closest thing African Americans have ever had to royalty. Here lie the remains of Dr. Martin Luther King and Coretta Scott King.

Nestled between the King Center for Nonviolent Social Change and the original Ebenezer Baptist Church is a beautiful white marble monument, warmly bathed in the lights circling the tomb of our late civil rights leaders. Following Dr. King’s assassination in April 1968, he was first interred at South View Cemetery, a final resting place largely reserved for African Americans during that period. It took nearly a decade before he was exhumed and placed in the beautiful ivory stone structure that he now shares with his beloved wife Coretta. The tomb, erected in 1977, sits within the south end of the Reflecting Pool. Seemingly suspended on the bright blue water, the tomb displays scriptures that only capture a small portion of the legacy left by these great leaders. Engraved on Dr. King’s portion reads, “Free at last, Free at last, Thank God Almighty I’m free at last!” from his pivotal “I Have a Dream” speech given during the March on Washington in 1963. I can’t help but attempt to recite the mantra in my head with the same bravado and conviction as Dr. King had when he gave the speech over fifty years ago. While the saying is a beautiful incantation, fit for a King, the cost at which that freedom was attained is still heartbreaking.

In a scene reminiscent of Romeo and Juliet, Mrs. Coretta Scott King, who passed away in January 2006 after a prolonged illness, lies next to her slain husband. For a short period following her death Mrs. King was interred in a smaller yet equally beautiful tomb directly across from her late husband. Spectacular floral arrangements surrounded her tomb as scores of mourners came from afar to pay their respects to the First Lady of the Civil Rights Movement. In November 2006, she was laid to rest in a beautiful new tomb aside her husband. The words “And now abide Faith, Hope, Love, These Three, but the greatest of these is Love,” emblazon her final resting place. No truer instance could describe her legacy.

Auburn Avenue, shrouded in darkness, is void of people aside from the few vagrants that aimlessly roam the streets. Heat from the Eternal Flame warms my back as I stare off into space. The brilliant glow of the LED lights strategically placed around the tomb and the amber flicker of the Eternal Flame are the only lights that seem to suit this moment. Kneeling as if I’m preparing to pray, I take a moment to reflect. Through my clenched eyes I can hear the soft splashes of the water, the gas fueled roar of the Eternal Flame. The ambient noise of car horns, traffic and construction fade to nearly a whisper. I envision the March on Washington. I can feel the sting of water hoses pelting my black skin. I can hear the sharp sonics of police dogs barking. The feeling is overwhelming. My eyelashes clump together from the tears winning their battle against my eyelids. Nearby is a place of worship, a place where anyone can still feel the spirit of past congregations, a place where the walls hold almost as much history as any Smithsonian exhibit.

Just a few feet away sits the original Ebenezer Baptist Church, a beautiful, rustic old building left largely intact from the days of Atlanta’s past. Walking inside is like stepping into a time warp, instantly sending you to the heart of the Civil Rights Movement. With the exception of a few strategically placed speakers, the church is left in its pure form. Dr. King’s voice echoes through wooden pews playing his famous “Drum Major” speech, given during his final sermon at Ebenezer on February 4, 1968. With closed eyes, I have difficulty telling what era I am in. Given with almost Machiavellian prediction and passion, ten minutes engulfed with his powerful words makes me feel as though I’ve been baptized, born again.

Surrounded with reminders of our history’s darkest time, this place brings me peace. There’s an aura in this place. A powerful spirit that infiltrates my conscience with thoughts of struggle, loss and freedom. The reality of this place forces my mind to reevaluate my own mortality. Even with the knowledge of how Dr. King was vilified, degraded, and executed, his death serves as a shining beacon of light. A lone ray of sun through the seemingly endless cloud of racism and intolerance. Coretta’s grace, beauty and resilience in the face of unspeakable tragedy and injustice is incomparable. Her social work and philanthropy should be an influence to women of all walks of life.

The legacy that Dr. and Mrs. King leave behind is an unfulfilled one. Equality in America has improved since Dr. King’s assassination but his dream is still unrealized. There is turmoil within the King family regarding funding and management of the King Memorial, leaving the future of this serene place uncertain. Engraved on the Stone of Hope, a newly completed Martin Luther King Jr. Memorial in Washington, D.C., reads, “Out of the Mountain of Despair, a Stone of Hope.” Although we still have a mountain to climb, The King’s Tomb is surely my Stone of Hope.

External Links

Checklist of Things to Consider ( https://tinyurl.com/y7zegezs ) when writing a description.

Susan Berne visits New York and describes her impressions in " Where Nothing Says Everything " ( https://tinyurl.com/yboc9m9s ), also called "Ground Zero." Another link to the story is here ( https://tinyurl.com/y99fchlw ).

Contributors and Attributions

Adapted from  Successful College Composition (Crowther et al.) . Sourced from  LibreTexts , licensed under  CC BY-NC-SA  .

Adapted from  Let's Get Writing (Browning, DeVries, Boylan, Kurtz and Burton) . Sourced from  LibreTexts , licensed under  CC BY-NC-SA  .

How to Write Five Sentence Paragraphs and Five Paragraph Essays

The classic five sentence paragraph and the classic five paragraph essay are writing forms that can help an author organize their thoughts, write clearly, and present information in a way that is easy for a reader to comprehend.

Here is a tutorial:

Think of a topic . Think about how to explain your topic in a few words. Write that down as the title, you’ll need that later. Examples: Why I Love My Kitties, Growing Luffas, Causal Factors in the Collapse of the Roman Empire.

Write down three things to say about your topic. While you don’t have to write them down, it can be helpful to while first learning the form.

An example of three things you could say about kitties might be:

• physical characteristics
• distraction

A paragraph on growing luffas might include sentences on:

• sprouting seeds
• growing period
• harvesting sponges

The classic five sentence paragraph uses the following format:

1) Tell them what you are going to tell them. 2) Tell them. 3) Tell them. 4) Tell them. 5) Tell them what you told them.

Let’s take a closer look at each sentence.

Sentence 1 – Tell them what you are going to tell them.

Consider specifically what the three things you have to say about the topic have in common.

Since they are all on the same topic it shouldn’t be difficult, but it may be possible to be more specific.

Examples: I love my kitties, Luffas need a long growing season to go from seed to harvest.

Sentence 2 – Tell them.

Take the first of your list of three things you have to say about your topic, and make it into a sentence.

Example: I love the feel of their fur under my fingertips.

Sentence 3 – Tell them.

Take the second from your list of three things you have to say about your topic, and make it into a sentence.

Example: They lovingly interrupt my work and remind me of the pleasures of the here and now.

Sentence 4 – Tell them.

Take the third from your list of three things you have to say about your topic, and make it into a sentence.

Example: When I’m blue, they brighten my day and comfort me.

Sentence 5 – Tell them what you told them.

Write the conclusion.

Read the first four sentences that you just wrote. What should the reader know from reading them? Write that as the last sentence to sum up what you’ve written.

Example: My kitties make my world a nicer place to live in.

Reread, and neaten up and adjust as needed.

Example: I love my kitties. The feel of their fur under my fingertips is soothing. They lovingly interrupt my work and remind me of the pleasures of the here and now. When I’m blue, they brighten my day and comfort me. My kitties make my world a nicer place to be.

Practice with the form makes it easier, it isn’t a bad idea to pick a few random topics and try them out. Once you are comfortable with the five sentence paragraph, the next step is the five paragraph essay. The good news is using the five sentence paragraph as a foundation, the rest is mostly more of the same.

A classic five paragraph essay is made of five paragraphs in the following format.

Which should look familiar.

The 1st paragraph is the introduction.

The first sentence tells what the essay is going to be about. The second is the topic for the second paragraph, the third is the topic for the third paragraph, and the fourth for the fourth. The final sentence prepares the reader for the rest of the essay.

Paragraphs 2-4 are supporting paragraphs each making a point.

Paragraph 5 is the conclusion.

Essays can be grouped and combined this same way into longer papers or chapters. Some textbooks are written this way. Once the basics are understood, they can be applied in a variety of ways.

The number of paragraphs can be adjusted as needed. A compare and contrast may have only an introduction, two supporting paragraphs, and a conclusion. A process paper may have many supporting paragraphs. The introduction to an introduction might be kept brief for ease of reading. The form should be a helpful tool, not a rigid standard.

Writing is a skill that develops with practice, and it can be difficult to organize thoughts without that practice. My hope is that this article will help that practice go easier and remove some of the anxiety frequently involved in the process.

Do you have any questions or topics that you’d like to know more about? Post a comment below.

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Harvey Weinstein Conviction Overturned by N.Y. Court of Appeals

In a staggering 4-to-3 decision, the state’s highest court overturned the conviction of the disgraced movie producer, who in 2020 was found guilty of two felony sex crimes.

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By Michael Wilson ,  Jonah E. Bromwich ,  Jan Ransom and Nicole Hong

• April 25, 2024

New York’s highest court on Thursday overturned the felony sex crimes conviction of the notorious Hollywood producer Harvey Weinstein, a staggering reversal of a bedrock case in the #MeToo era that prompted countless victims of sexual harassment and assault to come forward as accusers.

In a bitterly contested 4-to-3 decision , the New York Court of Appeals found that the judge who had presided over Mr. Weinstein’s case deprived him of a fair trial in 2020 by allowing prosecutors to call witnesses who said Mr. Weinstein had assaulted them — but whose accusations were not the basis for any of the charges against him.

Responding on Thursday, the Manhattan district attorney, Alvin L. Bragg, announced that he would seek to prosecute Mr. Weinstein again.

“We will do everything in our power to retry this case, and remain steadfast in our commitment to survivors of sexual assault,” a spokeswoman for Mr. Bragg’s office said. The case was originally prosecuted by his predecessor, Cyrus R. Vance Jr.

For Mr. Weinstein, 72, the immediate impact of the ruling might amount to little more than a change of scenery. He is likely to be transferred from the prison in Rome, N.Y., where he has been held since 2020, to a facility nearer to New York City, where he will await the filing of new charges. But the opinion also raised questions about whether a separate conviction in California — on rape and sexual assault charges — can survive a similar legal challenge.

That case, which saw Mr. Weinstein sentenced to another 16 years in prison in 2022, also relied in part on witnesses whose accusations did not lead to charges. Mr. Weinstein’s lawyer in the California case said she planned to file an appeal next month.

The Harvey Weinstein Appeal Ruling, Annotated

Read the ruling from New York’s top court that overturned the 2020 conviction of Harvey Weinstein on felony sex crime charges in Manhattan, with context and explanation by New York Times journalists.

A representative of the Los Angeles County district attorney’s office said it was “saddened by the news out of New York.”

“Our office had representatives in New York during the trial, and we are aware of the extreme difficulties the victims faced while testifying about the traumas that Mr. Weinstein caused them,” the representative said, adding: “We are confident that our convictions will withstand appellate scrutiny.”

The decision to overturn the New York conviction, while shocking to many, had been anticipated in legal circles. The criminal case against Mr. Weinstein had been viewed as fragile since the day it was filed, and prosecutors were believed to have taken risky, boundary-pushing bets to see it through. Still, the ruling was met with expressions of shock and anger by some of Mr. Weinstein’s accusers.

Ashley Judd, the first actress to come forward with allegations against Mr. Weinstein, called it “unfair to survivors.”

“We still live in our truth,” Ms. Judd said on Thursday. “And we know what happened.”

Mr. Weinstein’s lawyer, Arthur Aidala, said his client learned of the decision when he was handed a news report on a slip of paper by someone in the prison facility.

“He said thank you more times than I can count,” said Mr. Aidala, who spoke to Mr. Weinstein by phone Thursday morning. “Harvey was very gracious, very grateful.”

The former producer’s health has been steadily declining in recent years. He has diabetes, eye problems and heart issues, has used a walker and was housed in a medical unit at the prison, the Mohawk Correctional Facility.

“He has been going through bouts of difficulty,” said a spokesman, Juda Engelmayer.

Mr. Weinstein had been a sharp-elbowed titan in the film industry, rising to power in the 1990s behind a stream of critically lauded, blockbuster movies under the Miramax label. His downfall after lurid accusations emerged from dozens of actresses and former colleagues became a primer for how the world viewed and treated many once-powerful men who used their positions for sex.

Mr. Weinstein was accused of sexual misconduct by more than 100 women . But in New York he was convicted of raping an aspiring actress, Jessica Mann, and assaulting a television production assistant, Miriam Haley, and sentenced to 23 years in prison. Thursday’s decision did not discount the credibility of the accusations against him. Rather, it found fault with the admission of the testimony of women whose descriptions of abuse fell outside the criminal case.

Prosecutors in sexual assault and other cases often seek to use them to establish a pattern of behavior. But doing so risks unfairly influencing the jury because the defendant is supposed to be judged only on the crimes he is charged with. For that reason, judges seek to limit such testimony, and the judge in Mr. Weinstein’s case, Justice James M. Burke, did not permit the prosecutors to call as many of those witnesses as they had hoped to. But he did allow a handful to testify.

The appeals court said that he should not have.

“It is an abuse of judicial discretion to permit untested allegations of nothing more than bad behavior that destroys a defendant’s character,” Judge Jenny Rivera wrote on behalf of the majority, “but sheds no light on their credibility as related to the criminal charges.”

Donna Rotunno, Mr. Weinstein’s lead trial lawyer in New York, praised the ruling on Thursday.

“They were prosecuting him for sins, not crimes,” she said. “This speaks to our justice system as a whole. The court ruling says to prosecutors: Winning at all costs is not your job. Your job is to put on a fair trial.”

The Court of Appeals also faulted the trial judge for permitting prosecutors to question the producer about uncharged allegations — spanning back decades — if he decided to take the stand. He did not testify.

Dawn Dunning , one of the women who prosecutors called to the stand even though Mr. Weinstein had not been charged with assaulting her, said on Thursday that she had no regrets.

“I am still proud that I testified and confronted that convicted rapist,” Ms. Dunning said in a statement, adding: “I am a stronger person for having done so, and I know that other women found strength and courage because I and other Weinstein survivors confronted him publicly.”

“The culture has changed,” she added, “and I am confident that there is no going back.”

In 2022, after a vigorous debate by the justices, a lower appeals court upheld Mr. Weinstein’s conviction . They wrote that the testimony from the additional witnesses had been instrumental in showing that the producer did not see his victims as “romantic partners or friends,” but that “his goal at all times was to position the women in such a way that he could have sex with them, and that whether the women consented or not was irrelevant to him.”

In a quietly dramatic twist, this February, when New York’s highest court heard the producer’s latest and final appeal, four of the seven judges were women, and Thursday’s majority ruling included three female judges.

Their decision landed with stinging dissents. “Fundamental misunderstandings of sexual violence perpetrated by men known to, and with significant power over, the women they victimize are on full display in the majority’s opinion,” Judge Madeline Singas wrote.

The decision to overturn promised to launch fresh debate about the ground rules for criminal convictions in sexual misconduct cases.

“The #MeToo movement showed how important it is to have accounts from multiple accusers,” said Deborah Tuerkheimer, a former Manhattan prosecutor who is now a professor at the Northwestern University Pritzker School of Law. But witness rules — which are strict for a reason — can transform courtrooms into an “alternate universe in which evidence relevant to sex crimes is often kept from the jury.”

“There’s a tension at the heart of it,” she said, “and prosecution in the #MeToo era will continue to deal with this dilemma.”

Jodi Kantor , Hurubie Meko , Maria Cramer , Nate Schweber , Maia Coleman and Katherine Rosman contributed reporting.

Michael Wilson , who covers New York City, has been a Times reporter for more than two decades. More about Michael Wilson

Jonah E. Bromwich covers criminal justice in New York, with a focus on the Manhattan district attorney’s office and state criminal courts in Manhattan. More about Jonah E. Bromwich

Jan Ransom is an investigative reporter on the Metro desk focusing on criminal justice issues, law enforcement and incarceration in New York. More about Jan Ransom

Nicole Hong is an investigative reporter, focused on covering New York and its surrounding regions. More about Nicole Hong

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Life sentence for gang member who turned northern Virginia into ‘hunting ground’

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ALEXANDRIA, Va. (AP) — Even in the violent world of the MS-13 street gang, the killings in northern Virginia in the summer of 2019 stood out. In that year, “the Washington, D.C., metropolitan area became an MS-13 hunting ground,” in the words of prosecutors.

Law enforcement had become accustomed to MS-13 killings involving rival gang members, or ones in which MS-13 members themselves became victims when suspicions arose that they were cooperating with police. What was new, prosecutors say, was that victims were chosen at random, with no connection to MS-13 or any other gang.

On Tuesday, gang leader Melvin Canales Saldana, whose orders set off the killings, was sentenced to life in prison, as was another gang member convicted of carrying out one of them. A third member was sentenced to 14 years in prison after he was convicted of conspiracy to commit murder but was acquitted of carrying out the killing himself.

Prosecutors say Canales was the second-ranking member in the Sitios clique, or subunit, of MS-13, which had a strong presence in northern Virginia. In spring 2019, Canales ordered midlevel members to carry out their duties to kill rival gang members more aggressively, prosecutors said; up until that time, members of the clique had largely contented themselves with running cocaine between New York and Virginia.

MS-13 members responded by patrolling in Virginia and Maryland, looking for rival gang members. But they came up empty, according to prosecutors. When that happened, they instead targeted random civilians so they could increase their status within the gang.

“At first blush the murders committed in the wake of the defendant’s order seem to be the stuff of urban legend,” prosecutors John Blanchard and Matthew Hoff wrote in court papers. “Gang members forming hunting parties and killing whoever was unfortunate to cross their path was an alien concept.”

In August 2019, gang members targeted Eric Tate as he traveled to an apartment complex to meet a woman. He bled out in the street. The next month, Antonio Smith was coming home from a convenience store when he was shot six times and killed. Court papers indicate Smith asked his killers why they were shooting him.

At a separate trial, three other MS-13 members, including the gang’s U.S. leader, Marvin Menjivar Gutiérrez, were convicted for their roles in the double slayings of Milton Bertram Lopez and Jairo Geremeas Mayorga. Their bodies were found in a wooded area of Virginia’s Prince William County in June 2019. The defendants from that trial have not yet been sentenced.

Canales’ attorney, Lana Manitta, said she will appeal her client’s conviction. She said that the targeting of innocent civilians was against her client’s wishes, and that his underlings tried to portray the shooting victims as legitimate gang rivals to him so that they would earn their promotions within the gang.

“Mr. Canales repeatedly warned clique members to ‘do things right,’” Manitta said in court papers.

Prosecutors say that Canales joined the gang at age 14 or 15 while he was living in El Salvador and that he came to the the U.S. illegally in 2016 to evade arrest warrants in that country.

MS-13 got its start as a neighborhood street gang in Los Angeles but grew into a transnational gang based in El Salvador. It has members in Honduras, Guatemala and Mexico, and thousands of members across the United States with numerous cliques, according to federal authorities.

Life sentence for gang member who turned northern Virginia into 'hunting ground'

ALEXANDRIA, Va. — Even in the violent world of the MS-13 street gang, the killings in northern Virginia in the summer of 2019 stood out. In that year, “the Washington, D.C., metropolitan area became an MS-13 hunting ground,” in the words of prosecutors.

Law enforcement had become accustomed to MS-13 killings involving rival gang members, or ones in which MS-13 members themselves became victims when suspicions arose that they were cooperating with police. What was new, prosecutors say, was that victims were chosen at random, with no connection to MS-13 or any other gang.

On Tuesday, gang leader Melvin Canales Saldana, whose orders set off the killings, was sentenced to life in prison, as was another gang member convicted of carrying out one of them. A third member was sentenced to 14 years in prison after he was convicted of conspiracy to commit murder but was acquitted of carrying out the killing himself.

Prosecutors say Canales was the second-ranking member in the Sitios clique, or subunit, of MS-13, which had a strong presence in northern Virginia. In spring 2019, Canales ordered midlevel members to carry out their duties to kill rival gang members more aggressively, prosecutors said; up until that time, members of the clique had largely contented themselves with running cocaine between New York and Virginia.

MS-13 members responded by patrolling in Virginia and Maryland, looking for rival gang members. But they came up empty, according to prosecutors. When that happened, they instead targeted random civilians so they could increase their status within the gang.

“At first blush the murders committed in the wake of the defendant’s order seem to be the stuff of urban legend,” prosecutors John Blanchard and Matthew Hoff wrote in court papers. “Gang members forming hunting parties and killing whoever was unfortunate to cross their path was an alien concept.”

In August 2019, gang members targeted Eric Tate as he traveled to an apartment complex to meet a woman. He bled out in the street. The next month, Antonio Smith was coming home from a convenience store when he was shot six times and killed. Court papers indicate Smith asked his killers why they were shooting him.

At a separate trial, three other MS-13 members, including the gang’s U.S. leader, Marvin Menjivar Gutiérrez, were convicted for their roles in the double slayings of Milton Bertram Lopez and Jairo Geremeas Mayorga. Their bodies were found in a wooded area of Virginia’s Prince William County in June 2019. The defendants from that trial have not yet been sentenced.

Canales’ attorney, Lana Manitta, said she will appeal her client’s conviction. She said that the targeting of innocent civilians was against her client’s wishes, and that his underlings tried to portray the shooting victims as legitimate gang rivals to him so that they would earn their promotions within the gang.

“Mr. Canales repeatedly warned clique members to ‘do things right,’” Manitta said in court papers.

Prosecutors say that Canales joined the gang at age 14 or 15 while he was living in El Salvador and that he came to the the U.S. illegally in 2016 to evade arrest warrants in that country.

MS-13 got its start as a neighborhood street gang in Los Angeles but grew into a transnational gang based in El Salvador. It has members in Honduras, Guatemala and Mexico, and thousands of members across the United States with numerous cliques, according to federal authorities.