Traditional advice on writing claims that every paragraph must state its topic in its first sentence (the topic sentence). Joseph Williams has refined this notion of the topic sentence and uses the term “point sentence” to refer to the sentence that states the main idea of a paragraph or discourse block. In some cases, the point sentence coincides exactly with the traditional concept of topic sentence.
In the example paragraph above (adapted from Williams, 2007), the first sentence best represents the paragraph as a whole. It states the idea that the author wants readers to accept, and the other sentences support this idea. However, what about the following paragraph?
Most readers understand the point sentence of this paragraph to be the second one, the first one acting as a claim that the author goes on to refute and discuss.
The text below makes its point in the third sentence (adapted from Williams, 2007).
In this case, the first two sentences are generalizations that are narrowed to the point that is made in the third. The author must now decide whether to go on to discuss this point in the rest of the paragraph or start a new paragraph that takes the final sentence as its point (and that, therefore, will not have a point sentence of its own). The decision to do one thing or another will probably depend not on content but on length.
Likewise, some paragraphs may not have a sentence that clearly states the point. Consider the following text (adapted from Shipman et al., 2012).
These three paragraphs are from an article about thunderstorms. All three can be regarded as forming a block that focuses on the sound associated with thunder.
The first sentence of Paragraph 1 expresses the major idea – the point – that is developed throughout the three paragraphs: lightning produces thunder. Even though this main idea is discussed in all the paragraphs, Paragraph 2 also has a point sentence in initial position. It is more specific than the first sentence of Paragraph 1: it deals with how we can calculate the distance to the storm from the sound it produces. Therefore, Paragraph 1 has a major point sentence while Paragraph 2 has a minor one. Paragraph 3, on the other hand, has no point sentence. It clearly uses the point sentence from the preceding paragraph, of which it is a continuation.
To sum up, locate your point, your main idea, at the beginning or towards the beginning of paragraphs or blocks because this is where readers will naturally expect it to be and because by stating a general idea and then going into more specific detail you will make the reading process easier. After stating your point, write a longer segment that completes a paragraph or extends over several paragraphs. Paragraphs are not isolated units. They connect with adjoining paragraphs to form larger blocks.
 | Although most economists believe that business decisions are guided by a simple law of maximum profits, in fact they result from a vector of influences acting from many directions. When advertisers select a particular layout, for example, they think not only of sales expectations but also of current fashion. They may also be concerned with what colleagues and competitors will think, or whether some social groups will be offended. They might even be worried about whether their partner will approve. |
In the example paragraph above (adapted from Williams, 2007), the first sentence best represents the paragraph as a whole. It states the idea that the author wants readers to accept, and the other sentences support this idea. However, what about the following paragraph?
| Many English-language teachers say that paragraphs must have an introductory topic sentence. But in many cases, this topic sentence is the second or third sentence. What teachers do not explain is that writers may use the first sentence (or sentences) as a transition from the previous paragraph or for general background information before they decide to state their point. |
Most readers understand the point sentence of this paragraph to be the second one, the first one acting as a claim that the author goes on to refute and discuss.
The text below makes its point in the third sentence (adapted from Williams, 2007).
| Writing well involves so many skills that it is hard to know where to begin describing what makes a good writer. Among other considerations, a writer must be sensitive to words, style, organization, subject matter, logic, emotion and audience. Perhaps the most crucial of these, though, is a sensibility to one’s audience, to how readers read. |
In this case, the first two sentences are generalizations that are narrowed to the point that is made in the third. The author must now decide whether to go on to discuss this point in the rest of the paragraph or start a new paragraph that takes the final sentence as its point (and that, therefore, will not have a point sentence of its own). The decision to do one thing or another will probably depend not on content but on length.
Likewise, some paragraphs may not have a sentence that clearly states the point. Consider the following text (adapted from Shipman et al., 2012).
 | A lightning stroke’s sudden release of energy heats the air, producing the compressions we hear as thunder. At a distance of about 100 m or less from the discharge channel, thunder is heard as one loud bang or “clap”. At a distance of 1 km from the discharge channel, thunder is generally heard as a rumbling punctuated by several claps. In general, thunder cannot be heard at distances of more than 25 km from the discharge channel. Because lightning strokes generally occur near the storm center, the resultant thunder provides a method of approximating the distance to the storm. Light travels at approximately 3000,000 km/s and the lightning flash is seen instantaneously. Sound, however, travels at approximately 1/3 km/s, so there is a gap between seeing the lightning flash and hearing the thunder. This phenomenon can also be observed by watching someone at a distance fire a gun. The report of the gun is heard after the smoke or flash from the gun is observed. By counting the seconds between seeing the light and hearing the thunder, you can estimate your distance from the lightning stroke or the storm. For example, if 5 seconds elapse, then the distance would be approximately 1.6 km away. |
These three paragraphs are from an article about thunderstorms. All three can be regarded as forming a block that focuses on the sound associated with thunder.
The first sentence of Paragraph 1 expresses the major idea – the point – that is developed throughout the three paragraphs: lightning produces thunder. Even though this main idea is discussed in all the paragraphs, Paragraph 2 also has a point sentence in initial position. It is more specific than the first sentence of Paragraph 1: it deals with how we can calculate the distance to the storm from the sound it produces. Therefore, Paragraph 1 has a major point sentence while Paragraph 2 has a minor one. Paragraph 3, on the other hand, has no point sentence. It clearly uses the point sentence from the preceding paragraph, of which it is a continuation.
To sum up, locate your point, your main idea, at the beginning or towards the beginning of paragraphs or blocks because this is where readers will naturally expect it to be and because by stating a general idea and then going into more specific detail you will make the reading process easier. After stating your point, write a longer segment that completes a paragraph or extends over several paragraphs. Paragraphs are not isolated units. They connect with adjoining paragraphs to form larger blocks.
Recommended citation:
«Point sentences» [en línia]. A: Llibre d’estil de la Universitat de Barcelona. Barcelona: Universitat de Barcelona. Serveis Lingüístics. <https://www.ub.edu/llibre-estil/criteri.php?id=3302> [consulta: 20 maig 2024].