meal plan essay

How to organize a paragraph: the MEAL plan

Composing a clear paragraph is a foundational skill in academic writing. In high school, you may have been taught that a paragraph requires a certain number of sentences – maybe three, maybe five. But paragraphs come in different lengths, and rather than follow strict rules about word count or a requisite number of sentences, it’s important to keep in mind what a good paragraph should do: deliver an idea, support it with evidence, and remind the reader (not always explicitly!) how this particular paragraph operates in the service of a larger argumentative claim. With this general guideline, students can write paragraphs that are as long or as short as they’d like. 

A common tip used in university writing centers around the country is to think of a single paragraph in an essay as a complete and balanced meal . That’s M-E-A-L, to stand for the following things:

(m) main idea:.

The main idea of the paragraph is the paragraph’s argumentative claim. The main idea is sometimes found in the first sentence, which is often called the “topic sentence,” but it could also come in following sentences if the first sentence of the paragraph is doing transitional work. Typically, though, the main idea is located in the early part of the paragraph. 

If you’re having a hard time coming up with your main idea or topic sentence, or if you’re in the process of revising your paragraph, start by asking yourself: “What is this paragraph about?” You can answer yourself in a flat-footed manner: “This paragraph is about ____.” From there, finish the sentence. As you rephrase the sentence, delete the words “This paragraph is about” and revise the rest. 

If you’re new to writing academic essays, try to limit yourself to writing about one main idea per paragraph. Your reader should be able to identify your main idea without re-reading your paragraph multiple times. 

(E) Evidence:

You’ll need some kind of proof or textual support to demonstrate your argument. The evidence and analysis are often connected, without one necessarily coming before the other. This would be the place to bring in external information. If you’re writing an English paper, for example, here is where you would introduce a quote from the poem or the novel that you are examining. If you’re writing a history paper, you might include a quote, statistic, or data point from the textbook, monograph, or article that you are using in your research. 

(A) Analysis:

The analysis is intertwined with the evidence . How can you explain or break down your evidence to make it more clear and applicable to your argument? If you are writing an English paper, the quote from the novel or poem you’ve supplied as the evidence should be explained at this point. You might to a close reading of the quote, paying attention to the rhythm of the language or the repetition of certain words. Close attention to the quote you’ve selected as evidence is necessary, no matter the subject or discipline of your essay. 

Link back to the larger claim: As you approach the end of your paragraph, you should be able to easily pinpoint the paragraph’s overall message. How does this message contribute to the argument of the paper at large? The reader should be able to understand, without much difficulty, why you’ve written this paragraph. The link ought not to be an explicitly belabored point; the best examples of this link will be implicit or subtle. If you are struggling with wrapping up the paragraph, ask yourself about the link in a schematic way: “What is the connection between this paragraph that I’ve just completed and the major thesis claim of my paper?” Answer your question in a flatfooted way (“This paragraph is important because ________) before revising it to fit more seamlessly with the rest of the paragraph.

Ellen majored in English at Williams College and received her PhD in English from Duke University. She teaches American Literature in the History & Literature department at Harvard University.

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Where instructors and editors talk writing.

Breaking Down the MEAL Plan: A Four-Part Series on Writing Strong Paragraphs

M ain Point - Writing Instructor Beth begins the discussion by helping you define the M ain Point of your paragraph and set up your reader to successfully encounter your paragraph's information E vidence - Dissertation Editor Jen describes strategies for incorporating E vidence skillfully into your paragraph, such as effective citation practices and guiding your reader with transitions. A nalysis - Instructor Sarah offers insight and practice for bringing your own authorial voice to the forefront by providing A nalysis of the evidence for your reader. Analysis is the element of academic paragraphs writers often omit. Learn how and why this is such an integral part of scholarly writing. L ead Out - Instructor Brittany demonstrates the importance of the L ead Out portion of your academic paragraph and how it allows your reader to rest, focus on the point you've made, and prepare to move on to your next topic.

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Answer Last Updated: May 24, 2017 Views: 1492

The MEAL plan is a strategy you can use to structure your writing at the paragraph level. MEAL stands for:

• M ain idea: What it my main idea?
• E vidence: What is my supporting evidence?
• A nalysis: How am I interpreting my evidence or analysis?
• L ink: How do separate pieces of my writing fit together?

You can use the MEAL plan to deconstruct the paragraphs in articles and other sources you read:

• What is the main idea of the paragraph?
• What are the examples or evidence the author used to support their claims?
• What is the author’s analysis of those examples?
• Where is the link to the next paragraph or the concluding sentence?
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Meal Plans, Essay Example

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Catherine’s meal plan was directed for a young patient with cardiovascular disease. For this type of patient, meals high in protein but low in saturated fat and cholesterol are desirable, which Catherine accomplished by incorporating fish and chicken into two of the meals. In addition, she incorporated egg whites, steel cut oatmeal, and other whole grains and vegetables into the diet, all of which are likely to promote greater fat and cholesterol control and reduce the risks associated with cardiovascular disease. In addition, she used “good” fats such as extra virgin olive oil. The foods that Catherine chose are beneficial to the selected patient and her condition because although she is very young, she is nonetheless high risk and must be monitored effectively so that she is able to live a long and healthy life in spite of her condition. One area of caution is the use of salt in the diet, because for somebody with cardiovascular disease, sodium intake must be minimized as much as possible. The use of sea salt and the gyro for lunch perhaps should be substituted for items with lower sodium or none at all. Also the patient’s shrimp intake should also be monitored to ensure that she does not consume excessive amounts of cholesterol in the process. Finally and perhaps most relevant is that the patient’s diet does not include any dairy products. Low fat and low cholesterol dairy products are essential to achieve optimal nutrition for this patient and to maintain healthy skin, teeth, and bones. Otherwise, Catherine has accomplished her objectives quite successfully. She has provided a great start to a healthy diet and with a few minor adjustments, will achieve optimal nutritional levels for this young patient with the intent to preserve her health and wellbeing for as long as possible.

Joshua’s meal plan was directed for a 25 to 30 year old male undergoing chemotherapy for an unspecified form of cancer. As a result, many of his required nutrient levels have been depleted and must be added back into his diet in some form. Since chemotherapy takes such a toll on organs and systems, weight loss due to fatigue and general malaise are likely to occur. Therefore, the patient must consume the appropriate diet that is low in fat but high enough in calories to promote modest weight gain. Due to potential complications associated with constipation and/or diarrhea, food intake must be regulated so that fiber is increased as needed or reduced accordingly. With the selected diet, Joshua has achieved success in offering the patient a balance to meet his needs. The diet emphasizes a higher level of carbohydrates with potatoes, rice, and oatmeal and then balances this out effectively with vegetables and proteins throughout the day. The consumption of fish and chicken provide much-needed protein to rebuild his system and energy levels. In addition, the use of “good” fats provides additional support to promote the patient’s healthy diet. One recommendation is to perhaps reduce slightly the consumption of rice and potatoes to reduce the risks associated with constipation, which could make the patient feel weaker. In addition, juice consumption should be monitored for excess sugar intake and high levels of acidity. Nonetheless, Joshua has offered the patient a well-balanced and nutritious diet to accommodate his current chemotherapy treatments in an effective manner. This is an important opportunity for the patient to regain some of his strength and to restore any nutrients that have been lost during the treatment regimen. Chemotherapy is difficult to sustain and to recover from, particularly if treatments are lengthy and frequent; therefore, the patient must consume foods that will promote a stronger and healthier recovery effort in a manner that can be sustained for a long period of time.

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Video Transcripts: Academic Paragraphs: Introduction to Paragraphs and the MEAL Plan

Academic paragraphs: introduction to paragraphs and the meal plan.

Last update 11/13/2017

Video Length: 3:43

Visual: Walden logo at bottom of screen along with notepad and pencil background.

Audio: Guitar music.

Visual: The video’s title is displayed on a background image of a table with a computer, notebook, and phone. The screen opens to the following slides: Paragraphing

·       Paragraph

Audio: Paragraphs are the building blocks of your paper; in an academic paper, each paragraph represents a separate idea.

Visual: The following is added to the slide:

Organize and Categorize

Audio: When thinking about paragraphs, it’s important to think about how you’ll organize and categorize your ideas and information into those paragraphs. The organization and focus of your paragraphs might be clear to you right away when you start writing a paper or it may be something you’ll refine as you write and revise your paper.

For example, if you have a paper about three strategies for improving employee performance, you may be able to easily write one paragraph per strategy.

You might find that you will rearrange and develop your paragraphs as your write and revise.

Audio: But if you’re writing a longer paper or if you’re writing about a more complicated topic, you might find that you will rearrange and develop your paragraphs as your write and revise.

Either approach is okay, but just be aware that the extra refining might be necessary. It’s smart to think about this ahead of time so you can build in time to revise your paragraphs and their focus and organization. Additionally, prewriting activities like outlining can be very helpful for writers in envisioning their paragraph organization before they start writing.

Visual: Slide changes to the following: Paragraph Structure

M ain idea:

─      Introduce the focus of the paragraph, like a mini thesis

─      Support the main idea with source information

─      Explain and analyze the source information

─      Conclude the topic, like a conclusion paragraph

Audio: In the Writing Center, we use what we call the MEAL plan to help students conceptualize paragraphs, so let’s talk a little more about the MEAL plan.

≠ a template for paragraphs

= a way to conceptualize the elements in most paragraphs

Audio: The MEAL plan isn’t a template for a paragraph; it doesn’t mean each of your paragraphs should have one sentence per letter—all of your paragraphs won’t have just four sentences in this particular order. Instead, think of the MEAL plan as a way to conceptualize paragraphs. This means that generally, each of your paragraphs should have each of these elements .

M is the main idea, also called the topic sentence. The topic sentence introduces the focus of the paragraph, and normally it doesn’t have a citation. This is because it doesn’t include specific information from your sources, but is instead a general introduction to the paragraph. It’s sort of like if you were introducing someone to a friend—You wouldn’t just jump right into the details of their life story, but you’d give a general introduction to get the conversation going, right? The same needs to happen in your paragraphs with this topic sentence.

The E is the evidence, or the examples that you use to support and develop the main idea. This could include specific information about a theory or ideas in your field; it could also include statistics or findings from studies. Essentially, any sentence that you cite in the paragraph—because it comes from a source—is a piece of evidence.

The A is the analysis; it connects your evidence back to the main claim for your readers through discussion. Think of analysis as your explanation of the evidence and your addition to the evidence. For example, maybe you are discussing the lack of broadband Internet access in your state’s rural areas; you might include statistics about how many people have broadband Internet access—that would be your evidence—but then you’d want to explain why this statistic is important or what it means to your reader—that would be your analysis.

And then the L is the lead out. We also sometimes refer to it as the concluding or wrap-up sentence of the paragraph. This last sentence is where you give closure to the paragraph. This might mean you repeat the main idea of the paragraph (similar to a conclusion paragraph) or you might combine some sort of wrap-up with some analysis, giving the reader an overall conclusion for the paragraph. The main point here is that you want to avoid an open-ending to your paragraph or ending your paragraph with evidence.

Now that you’ve learned the basics of paragraphs and the MEAL plan, be sure to watch our next video “Examples of the MEAL Plan” to learn how you can implement the MEAL plan in your own paragraphs.

Visual: The screen changes to end with the words “Walden University Writing Center” and “Questions? E-mail [email protected] .”

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