Document Organization

One of the biggest concerns writers speak about with consultants is that their document doesn’t “flow.”
Many problems related to document “flow” have to do with organization–either problems with the
organization itself (things aren’t in an order that makes the most logical sense) or problems
communicating the organization to the reader.

Organization needs to be considered on three levels: document, paragraph, and sentence. All three levels
can contribute to problems with flow, and need to be kept in mind when writing and revising a document,
especially a long document such as an article or a thesis or dissertation.

Document Level Document-level organization might include using the Introduction-Methods-Results-

Discussion (IMRaD) format or the use of headers or subheaders. Alignment across
the text also helps a document feel organized. For instance, if your literature review
talks about categories of information in a certain order, then references to those
categories in your results or discussion section should follow that same order.

Paragraph Level Paragraph-level organization includes topic sentences that state the main point of
the paragraph, a focus on one idea per paragraph, transition sentences or phrases
that indicate how the various points relate to one another, sign-posting words or
phrases (e.g., first, second, third; furthermore; in particular; for example; etc.), and
meta-talk about the writing itself (e.g., We’ve demonstrated x or y; the next section
will…, etc.).

Sentence Level Sentence-level organization includes putting old or familiar information in the
beginning of the sentence and saving the new information for the end, varying
sentence structure for rhetorical reasons (e.g., using a simple sentence for
emphasis—more on this during the Revision workshop), and using punctuation and
style conventions to help your reader follow your point.

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Activity: Tools of Organization in a Document
Learning objective: To identify organizational markers in a published article from your field.

Directions

Step 1: Select a published article from your field. Skim through the article looking for the various
organizational markers listed in the table below. In the table on the following page, copy examples of
those markers into the right-hand column.

Sections that follow the

IMRaD format whether
or not they are labeled
that way

Headers

Sub-headers

Transition sentences or
phrases

Topic sentences

Sign-posting language

Meta-talk

Other indicators of
organization that you
notice?

Step 2: Now that you’ve found evidence of organizational tools that seem to be used in your field, skim
through a document of your own and see if you can identify the same things.

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Paragraph Organization
Sometimes, writers, especially when they are communicating complex ideas, can sometimes compose
unorganized paragraphs. Generally, paragraphs should have one main idea and be organized around
that one main idea. There is not one formula for writing a body paragraph because what a body
paragraph needs will depend on what information is being shared with a reader. For example, a
paragraph that is contrasting two ideas will need a topic sentence that introduces the two ideas being
contrasted, and supporting details that clearly illustrate how the two ideas are different. Whereas, a
discussion of the history of the scientific method would need to open with a topic sentence that states that
is the main idea of the paragraph, followed by supporting details that likely detail that history in
chronological order.

Common issue Solution

No central focus in a body paragraph, Open with a topic sentence that clearly introduces a main
making it challenging for a reader to idea for the paragraph.
follow the discussion.

Too many rapid shifts in topic in a single Focus the paragraph on one main idea or topic. If a
paragraph, which can be confusing for a paragraph has multiple ideas or topics, decide if they are
reader. subtopics that can be united by one overall topic or if each
topic needs separate paragraphs.

Paragraphs are too short (a few brief Ask yourself if you’re sufficiently contextualizing,
sentences) so that the discussion is explaining, and analyzing the sources or data discussed in
insubstantial or undeveloped for a reader. the paragraph; if you’re explicitly defining new terms; and if
you have topic and concluding sentences in the paragraph
that clearly articulate how the paragraph is related to the
purpose of the document.

Paragraphs open and close with Don’t let sources be the dominant voice of your document:
quotations and citations, which can try not to open a paragraph with them unless it is
sometimes cause a reader to be unclear necessary. Try not to close a paragraph with a source,
about the focus of the paragraph. instead engage with it and connect it to the discussion or
overall purpose of the document.

Paragraphs are mostly quotations, Engage with sources: you are the writer of your document,
citations, or summaries without any not your sources. Tell your readers why the sources are
interaction with sources, making it hard for being used, either through analysis, argument, or
a reader to understand why the writer is discussion. Similarly, engage with supporting details and
choosing to share that information. any evidence you share with readers.

Details are not in a logical order, which Decide on an organizing system for sharing details:
can confuse a reader. chronological or linear order, order of steps in a sequence,
broad to narrow, narrow to broad, etc.

Sentences in a paragraph don’t have Identify how information is related. Use transitions to
clear conceptual connections to each connect ideas between sentences. Avoid unclear
other. antecedents, such as “this is…,” instead identify what “this”

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 is: “this idea is…, this theory is….,” etc. Try to open a
sentence with familiar or previously discussed information
and close with unfamiliar or new information.

Paragraphs don’t conclude with a Resist concluding with quotations or supporting details:
connection to the main idea or purpose of build transitions to the next paragraph and/or make
the document, or a transition to the next connections to your main purpose or argument.
paragraph, which can cause a reader to
be unsure of that paragraph’s relevance
to the document.

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Activity: Unorganized Paragraph.
Learning objective: To practice paragraph organizational techniques.

Directions

Step 1: Read through the following paragraph.

Beekeeping is experiencing a resurgence in popularity in the United States. Rural and urban residents are
choosing to set up bee hives on their property. This might mean somewhere in their backyard, or it might
mean a rooftop of an apartment building. In either case, the beekeepers need to take certain actions to
ensure the health and safety of their bees and also any neighbors. Some people are afraid of bees.
Others are allergic to bee stings. Beekeepers need to be aware of these potential problems and do what
they can to ensure that neighbors and friends are not traumatized by the beekeeping hobby. Of course,
beekeepers do not see this as a hobby; they are doing their part to ensure a continued varied food supply
for the world. Beekeepers must be concerned with the health of their bees as well as the health of their
neighbors. Bees can get mites that result in colony collapse disorder. They can also be negatively
affected by pesticide use, which is a special concern for rural beekeepers whose property adjoins
farmland. Beekeeping might be a hobby, but it is also a job and an ambassadorship, turning the joyful
honey-eating populace into pro-bee advocates.

Step 2: Using the chart on page three, identify three organizational issues in this paragraph:

1)

2)

3)

Step 3: Now, make suggestions for how the writer can address these issues.

1)

2)

3)

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