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1. Step 1: Identify the purpose of the paragraph

   • First of all, it is necessary to know the central idea that will be organized in the paragraph.
     • This topic sentence:
       • Contains transitions from the previous paragraph (which dealt with the invention of Braille).
       • Clearly identifies the focus of this paragraph (the acceptance of Braille by the sighted).
       • Relates to the overall thesis of the paper.
       • Leaves room for evidence and analysis.
     • Although the Braille system gained immediate popularity among blind students at the Paris Institute, it had to gain acceptance among the sighted before its adoption throughout France..

2. Step 2: Show why the paragraph is relevant

   • The topic sentence tells the reader what the paragraph is about, but why is this point important to your overall argument? If this is not clear enough in the first sentence, then you can explain and expand on its meaning.
     • This support was necessary because sighted teachers and leaders had ultimate control over the spread of Braille resources.
     • This sentence expands on the theme and shows how it fits into the larger argument about the social acceptance of Braille.
     • Example

3. Step 3: Provide evidence

   • Now you can support your point with evidence and examples. "Evidence" here does not mean just empirical facts: the form it takes will depend on the discipline, the topic and the approach.
   • Common types of evidence used in academic writing include:
     • Quotes from literary texts, interviews, and other primary sources.
     • Summaries, paraphrases, or quotations from secondary sources that provide information or interpretation in support of your point.
     • Qualitative or quantitative data you have gathered or found in existing research.
     • Descriptive examples of artistic or musical works, events, or first-hand experiences.

4. Step 4: Explaining or interpreting the evidence

   • Now you need to show the reader how this evidence adds up to the central point. How you do this will depend on the type of evidence you have used.
     • Example
       • Over time, however, with the growing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of the Braille system (Bullock and Galst, 2009).
         • The evidence tells us about the changing attitude toward Braille among the sighted.
         • The interpretation argues why this change occurred as part of broader social changes.

5. Step 5: Conclude the paragraph

   • Finally, the paragraph concludes by returning to the main point and showing the general implications of the evidence that has been explored.
     • This particular paragraph takes the form of a historical history, giving evidence and analysis of each step toward the widespread acceptance of Braille.
       • Example
         • It took approximately 30 years, but the French government finally approved the Braille system, and it became established throughout the country (Bullock and Galst, 2009).

6. Step 6: Read the entire paragraph

   • When you think you have fully developed the point, it is good to read the end result to ensure that each sentence smoothly and logically follows a line of thought and adds up to a coherent whole.

7. EXAMPLE OF HOW TO WRITE A PARAGRAPH

   • Although the Braille system gained immediate popularity among blind students at the Paris Institute, it had to be accepted by the sighted before it was adopted throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the spread of Braille resources. Many of the teachers at the Royal Institute for Young Blind People were resistant to learning Braille because they found it difficult to learn the tactile method of reading (Bullock and Galst, 2009). This resistance was symptomatic of the prevailing attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. However, over time, and with the growing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of the Braille system (Bullock and Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the Fren