intraparagraph

This analysis shows that: (a) Evoked entities are used in the introduction or in the main body in academic discourse primarily (1) for backward- and forward-looking reference to examples provided in the text, or (2) for interparagraph (but not intraparagraph, except for examples) reference to certain previously introduced entities; in conclusions their scope of reference is broader and more varied. (b) Brand new entities in conclusions are normally used to introduce an aside or a new set of conclusions […]

2011, Lyubov A. Prozorova, “Things that come first in academic discourse”, in Anna Duszak, editor, Culture and Styles of Academic Discourse, De Gruyter, →ISBN, page 317

An evaluator investigating an individual's ability to produce written text must first consider the genre (narrative, expository, persuasive, descriptive), the age of the individual (logical reasoning development), and the experience with the topic asked to write. Then a comparison should be made of syntax, intraparagraph organization, and interparagraph organization. Table 5.8 lists some of the aspects of text organization that should be rated by the evaluator.

2013, George W. Hynd, Richard E. Mattison, Stephen R. Hooper, editors, Developmental Disorders: Diagnostic Criteria and Clinical Assessment, Taylor and Francis, →ISBN