One topic per paragraph helps users absorb information. Organise them under headings to help users scan the content. Write short paragraphs, each starting with a topic sentence or a transition sentence.
Limit each paragraph to one topic
People find it easier to understand content when a paragraph contains only one topic or theme. Don’t introduce a new topic in the middle or at the end of a paragraph. Start a new paragraph instead.
Introduction or summary paragraphs recap ideas covered in the content. Group sentences in these paragraphs by theme – for example, to help users understand how the content is structured.
Put paragraphs in the order that makes sense to the user
Order paragraphs in a logical sequence, such as:
- steps in a transaction
- the order of importance
- cause then effect
- problem then solution
- pros then cons.
This helps people follow related ideas or steps in a sequence.
Arrange paragraphs under brief, meaningful headings. Headings help users understand what the paragraphs cover.
Expand on the heading in the first paragraph
The first paragraph under a heading helps people decide if they’ve found the information they need. Search engines also use first paragraphs when analysing content.
Use the first paragraph to make the purpose of your content easier to find in searches. It should include a topic sentence and summarise the following paragraphs.
You can use first paragraphs to improve long-form content, such as reports. First paragraphs can summarise the main points in each section.
Copy and paste all the first paragraphs together to compile a summary of your content. If you’re missing any main points, rewrite some of your first paragraphs.
Structure each paragraph well
The first sentence in each paragraph should be a topic or transition sentence. A topic sentence tells people what the paragraph is about. A transition sentence explicitly connects the previous paragraph with the new.
Each paragraph should contain sentences that are arranged logically and relate only to the topic.
A paragraph’s concluding sentence usually summarises the topic or leads into the next paragraph.
Topic sentences
Most paragraphs will begin with a topic sentence. When users skim content, topic sentences help them to follow your meaning.
To write an effective topic sentence, use active voice. This approach makes the topic of the paragraph the grammatical subject of the topic sentence.
Write this
Our rapid response team began operating in 2019 as a result of the 2018 stakeholder survey. The survey showed it took too long to repair damage.
Not this
A stakeholder survey in 2018 revealed dissatisfaction with the time taken to repair damage. Our rapid response team began operating in 2019.
[This paragraph is about the rapid response team, not the stakeholder survey. The grammatical subject of the topic sentence should be ‘the team’, not ‘the survey’.]
Transition sentences
You can also choose to start a paragraph with a transition sentence. The transition sentence includes words that link the topic of the previous paragraph with the topic to follow. This is particularly useful when the concluding sentence of one paragraph doesn’t explicitly link to the next.
Transition sentences are also useful if it's important to stress that your new paragraph is part of a larger narrative. Transition sentences keep the narrative flowing and help users make connections.
Example
- … In summary, an effective policy strategy understands public needs, the purpose of the strategy and the desired strategic outcome. [Concluding sentence of paragraph 1]
- To build on a robust policy strategy, it’s essential to evaluate and measure outcomes after implementation. Analyse performance metrics and gather user feedback regularly. And stay responsive: keep informed about societal trends and adapt where necessary … [Transition sentence begins paragraph 2]
Be clear when using pronouns to start paragraphs
Take care if you start a paragraph with a pronoun. It should already be clear who or what the pronoun is referring to. If not, make sure to mention the noun in each paragraph before using the pronoun that substitutes the noun.
Write this
The initial amounts for appropriation in 2019–20 were up to:
- $295 million for ordinary annual services
- $380 million for other annual services.
The appropriations increased in March 2020 to account for unforeseen expenditures in relation to COVID-19.
[The new paragraph clearly states what increased in March 2020: ‘the appropriations’.]
Not this
The initial amounts for appropriation in 2019–20 were up to:
- $295 million for ordinary annual services
- $380 million for other annual services.
These increased in March 2020 to account for unforeseen expenditures in relation to COVID-19.
[The new paragraph has the demonstrative pronoun ‘these’ to begin the topic sentence. The pronoun does not specify what increased; the topic sentence is unclear.]
Keep most paragraphs to 2 or 3 sentences
Short paragraphs help people understand content. The ideal length depends on what you are writing, for example:
- Media releases and news articles have 1 or 2 sentences in a paragraph.
- Content designed for mobile screens has no more than 2 or 3 sentences in a paragraph.
- Reports (and other long-form content) usually have a limit of 6 sentences in a paragraph.
If your paragraphs or sentences are too long, you might be trying to say too much in one place.
Consider starting a new paragraph or using an itemised list. Make sure the items relate to each other and are grammatically parallel.
A paragraph can be one sentence, but be careful. Overusing single-sentence paragraphs reduces their effectiveness and can disrupt the flow of content.
Digital Service Standard requirements
Use responsive design methods to make sure users can read the content on any device. Short paragraphs are critical in responsive design: Criterion 6. Consistent and responsive design.
Many people do not use a desktop computer or printed material to access government services and information. Test your content on a mobile device first.
Write clear sentences using fewer than 25 words
All sentences should use plain language. Even in technical documents, keep sentences to fewer than 25 words. Long sentences often cause long paragraphs.
Sentences in a paragraph develop the main idea from a topic or transition sentence by:
- giving examples or details
- comparing or contrasting
- showing cause and effect
- drawing conclusions from evidence.
In complex content, you might need to use a paragraph or more for each of these points.
Accessibility requirements
User needs:
I can read and understand text, even if the content includes unusual words and shortened forms, or features languages other than English.
Fundamentals:
- Write in plain language. This helps all users and is essential for some.
- Avoid (or explain) unusual words, phrases, idioms and so on. Expand all acronyms on their first use.
- Avoid using double negatives.
Web Content Accessibility Guidelines success criteria:
3.1.5 Reading level – level AAA. Level AAA requires a lower secondary education reading level, after removal of proper names and titles, (year 7 or between 12 and 14 years old).
Release notes
The digital edition is based on the material in the sixth edition. It gives more advice on how to put paragraphs together, what belongs in a paragraph and when to start a new one. It fleshes out the advice on topic sentences and describes transition sentences. It does not give information about numbered paragraphs.
The sixth edition focused on being succinct and on the length of paragraphs.
The digital edition also builds on the Content Guide but uses different terminology. The guide recommended using short, simple paragraphs of 2 or 3 sentences containing one idea.
About this page
References
4 Syllables (2014) Writing paragraphs: 10 tips for web writers, 4 Syllables website, accessed 30 May 2019.
Content Design London (2020) ‘Mobiles and tablets’, Content Design London readability guidelines, Content Design London website, accessed 30 May 2020.
Dixon JC and Bolitho B (2005–2019) Report writing, Centre for Continuing Education, Australian National University, Canberra.
Flann E, Hill B and Wang L (2014) The Australian Editing Handbook, Wiley Milton.
Garner BA (2022) Garner’s modern English usage, 5th edn, Oxford University Press, New York.
Moran K (20 March 2016) ‘How chunking helps content processing’, Nielsen Norman Group, accessed 30 May 2020.
MacKenzie J (2011) The editor’s companion, 2nd edn, Cambridge University Press, Melbourne.
Oxford University Press (2016) New Oxford style manual, Oxford University Press, Oxford.
Seely J (2020) Oxford A–Z of grammar & punctuation, 3rd edition, Oxford University Press, Oxford.
Strunk W and White EB (2000) The elements of style, 4th edn, Penguin, New York.
United States Government (n.d.) ‘Have a topic sentence’, Plain language guidelines, plainlanguage.gov, accessed 30 May 2020.
University of Chicago (2017) Chicago manual of style, 17th edn, University of Chicago Press, Chicago.
Last updated
This page was updated Wednesday 18 December 2024.