Psychology of the Paragraph

What’s so interesting about a paragraph?you can say. Ah yes, a modest paragraph… but what else is it but a combination of sentences that convey some kind of thought? idea unit? If you ask me, this definition is what makes it so interesting, especially from a cognitive psychology perspective.

Some dictionaries define a paragraph as containing one or more sentences (for example, Cambridge, Collins, and Merriam-Webster). Such a conceptualization is problematic because a single sentence is not a paragraph; It’s just a sentence. I advise my students to never present a paragraph like this because these “variable sentences” fail to accomplish some of the less discussed topics goals well-written paragraphs (e.g., in addition to providing representation of an idea, some form of elaboration is usually justified, and sufficient clarity is needed to create a logical flow to move one “idea unit” into another). There is a caveat, however. In creative writing, some use a single sentence this way and do it well. In fact, some of the most interesting “idea units” I’ve ever read involve just one sentence (for example, one of the most heartbreaking stories I’ve ever read is told in a six-word sentence fragment: For sale: Baby shoes, never worn).

However, in academic writings where clarity and logic are extremely important, a single sentence will not be sufficient. A more accurate description of a paragraph may come from the Oxford Dictionary, which defines a paragraph as consisting of “several sentences.” So what is “a few”?

I was offering an academic writing bootcamp where I would take one group for half a day and a colleague would take another group and we would switch groups after lunch. Such a format allowed us to show participants that there are different (and conflicting) perspectives on how to achieve good writing; so there is more than one “right way” to do this. During this boot camp, I would teach that paragraphs require at least three sentences, based on the logic surrounding Aristotelian logic. Simply, in the case of the famous syllogism about Socrates, you have a point or conclusion (Socrates is mortal); a premise (Socrates is a man); and a commandment (All men are mortal). This doesn’t mean that the paragraph can’t have more or different permutations of each, but it exhibits the baseline of what is necessary to convey a unit of idea. On the other hand, my colleague would say that at least four sentences are required according to the “PEAR” strategy (i.e., one sentence each on Point, Evidence, Analysis, and Response). In fact, I really like this second approach; probably more so than the first; but where PEAR would probably give you a better paragraph, the benchmark approach will give you at least the minimum threshold of what is acceptable.

In particular, depending on how you read and interpret the previous paragraph, you may agree that these all relate to a single unit of ideas, and thus the single paragraph I used is appropriate. Alternatively, you may see two, three, or perhaps more idea units and wonder why I didn’t break them down further. There’s an element of style here, of course, but there’s also a sense of intrigue; maybe it’s intention, maybe it’s perception, maybe even craftsmanship. Aside from the issue of sentence count, what all of the above explanations have in common is what these sentences are about. They all refer to the presentation of a single topic or point (e.g. event, statement, idea, etc.). Again, these are the reasons why I find the paragraphs so interesting.

If you want to strengthen your ability to make a good decision about what to believe or do, should do apply critical thinking — the main focus of this blog. Paragraphs are units of ideas, and critical thinking is about the cognitive engagement of ideas. considering decision making typically revolves around some type of discussion and argument If it typically revolves around the communication of ideas (whether through social participation or some internal dialogue), the format of such communication is vital. For example, if you want to decide where you stand on the new socio-political issue of the day and perhaps share it with others, you will want to do some homework, gather your evidence, and convey your belief/decision.

In accordance with the PEAR method, point (i.e. conclusion, belief, decision) and justify it evidence. However, some readers/listeners may not automatically see the connection between the two. Clarity is important here because people often misinterpret the information presented to them. So you may need to unpack a bit for them — analyze it (and maybe even evaluating it) will help. finally you answer to what you hope is presented as objectively as possible through your own interpretation. In educational settings, this is important because it allows students to show teachers and reviewers their own understanding of the idea (and not just a word-for-word repetition of what they read). However, such analysis, evaluation and interpretation can be somewhat abstract; This is a common situation when discussing complex research with non-researchers. Therefore, presenting the idea in a concrete way, for example through “real world” examples, is a useful way to represent abstraction in a clear and meaningful way.

Paragraphs have many different purposes, even within the same argument. It’s never as simple as a few sentences here, press the return button, a few more sentences, press the return button, etc. The conclusion is not as simple as the premise, the justification, or the PEAR. Look at this article again and see how each paragraph differs in scope, format, and purpose.

We have different types of paragraphs that accomplish different things. We have introductory paragraphs that make some claims, define key terms, touch on the importance of the topic, and list key reasons why this is important. At the other end of the spectrum, concluding paragraphs (there can be more than one and not necessarily at the end) reinforce the claim and importance, can briefly summarize the rationale, and also address implications, limitations, and future considerations. Then there are paragraphs that provide exposition of the ideas at the core of some argument, or paragraphs that create a fluid, logical transition from one key idea to another, and everything in between.

Paragraphs are interesting because they are like building blocks in terms of how cognitive architecture is built. They are also like humans; The idea units are all very different and can be presented in a wide variety of ways. They can be logical, intriguing or flawed; All of these can serve as small windows to people. cognition.