Understanding Assignments: What are the Basics for an Introduction?

Tuesday, October 23, 2018

What are the Basics for an Introduction?

Everything You Need to Know about an

On this Page and Site: You can click on the links to go directly to the articles, or you can simply scroll down this page to reach the content.

· Purpose of an Introduction

· Understanding the Funnel-Approach

· Details and Forecasts in an Introduction

· Structuring the Introduction

· Why Do We Need Great "Hooks" for Introductions?

· Why Can't I Use Sources in the Background?

· Background Information Narrows the Topic

· Prewriting for the Introduction

· A Proper Thesis and Checklist

On this Site: You can click on the links to go directly to the articles. Organizational links for ENGL101 Students

BASICS of an INTRODUCTION

· What are the Basics for an Introduction??

· Structuring the Introduction

· Requirements for Essays

· Audience

· Prewriting for the Introduction

· Sentence Starters for Introduction

· Introductions--Drafting Your Essay

· Basics of an Introduction

· Sources in Introductions

· Questions in an Introduction

· Purpose of an Introduction

Introduction Step 1: "Hook"

· "Hooks" for the INTRODUCTION

· Questions in an Introduction

· Sources in Introductions

· Quote Resources for "Hooks"

Introduction Step 2: Background

· Basics of an Introduction

· Providing Background in Introduction

· Sources in the Background Section??

Introduction Step 3: Thesis Statement

· What is a Thesis??

· How to Write a Good Thesis Statement

· Thesis Structure / Argument Support Development

· Strong Thesis Statements

· Thesis Presentation and Lessons

· Thesis Statement Exercise

NOT On this Site: You can click on the External Page Links for More Assistance:

· “Hooks” in Your Introduction

· Choosing a Quote as Your Hook

· Creating a Thesis Statement

The Purpose of an Introduction

A good introduction stays on topic and prepares the reader for the rest of the paper. The introduction is the b r o a d beginning of the paper that answers three important questions for the audience:

· What is this?

· Why am I reading it?

· What do you want me to do?

You should answer these questions by doing the following:

1. Set the context –provide general information [not sources] about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support

2. State why the main idea is important –tell the reader why he or she should care and keep reading [while staying in 3^rd person voice]. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon

3. State your thesis/claim –compose a sentence stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility).

For exploratory essays, your primary research question would replace your thesis statement so that the audience understands why you began your inquiry. An overview of the types of sources you explored might follow your research question. [We will not be writing exploratory essays in our ENGL101 course, so please keep this little gen tucked in the back of your mind for writing in other courses. However, you will always be arguing a point in our class, and that requires a clear thesis statement in the writing style assigned for the paper (cause/effect, ethical, proposal, etc.]

If your argument paper is long, you may want to forecast how you will support your thesis by outlining the structure of your paper [body-paragraphs by using an essay map], the sources you will consider, and the opposition to your position.

[Typical Engl101 and ENGL102 papers will not address the sources to consider nor the opposition to the argument position within the introduction. See your instructor’s sample outline ort the readings from your textbook to fully understand the style of argument you will be writing: proposal, cause/effect, ethical, etc.]

You can forecast your paper in many different ways depending on the type of paper you are writing, [but the easiest way to forecast in the thesis is with a traditional essay map.]

Ask your instructor about what tone you should use when providing a forecast for your paper. [As with all academic writing at the college-level, stay in 3^rd person voice throughout the paper.]

These are very general examples, but by adding some details on your specific topic, a forecast [essay map] will effectively outline the structure of your paper so your readers can more easily follow your ideas.

Content in [brackets] provided for my students within our writing courses.

Always ask YOUR instructor for the final determination about introduction paragraph flow and structure.

This section is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

Content available at the Purdue OWL: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html

This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site [and its content] constitutes acceptance of our terms and conditions of fair use.

Using the Funnel-Approach in an Introduction

The Organization of Introductions

The introduction should start by presenting a b – r – o – a - d view of your topic, and then it will narrow down gradually to the thesis statement, or main argument/purpose of the paper.

You must capture the readers’ interest in the first paragraph, and show them what the paper will be about, ending with your thesis statement [and possibly a thesis with essay map].

[If you do not construct your introduction wisely, you will have lost the audience before you ever get a chance to prove the first point of your argument.]

A good introduction stays on topic and prepares the reader for the rest of the paper.

[If you provide source material in any other section—of the introduction—other than in the hook, you are not meeting the requirements for an introduction. The purpose of an introduction is not to prove your argument. The purpose of an introduction is to assert/present your argument. The body-paragraphs are where you will ‘prove’ your argument. While you can use a captivating quote as the hook of your introduction paragraph, no other source usage should appear in this section of your essay.]

This section was last updated: Oct 12, 2018 2:13 PM

General URL: https://otis.libguides.com/slc

Direct Access URL: https://otis.libguides.com/c.php?g=705076&p=5007410

Otis College of Art and Design | Student / Learning Center

| 9045 Lincoln Blvd. Los Angeles, CA 90045

Details and Forecasts in an Introduction

Details and Forecasts

The introduction is the b r o a d beginning of the paper that answers three important questions for the audience:

· What is this?

· Why am I reading it?

· What do you want me to do?

See the Funnel-Approach lesson to learn more about moving from the b – r – o – a – d topic concept and NARROWING it down to the focused thesis statement that clearly declares the argument for the paper.

You should answer these questions by doing the following:

1. Set the context –provide general information [not sources] about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support

2. State why the main idea is important –tell the reader why he or she should care and keep reading [while staying in 3^rd person voice]. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon

3. State your thesis/claim –compose a sentence ~~or two~~ stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility).

If your argument paper is long, you may want to forecast how you will support your thesis by outlining the structure of your paper [body-paragraphs by using an essay map], the sources you will consider, and the opposition to your position.

You can forecast your paper in many different ways depending on the type of paper you are writing, [but the easiest way is with a traditional essay map.]

Ask your instructor about what tone you should use when providing a forecast for your paper. [As with all academic writing at the college-level, stay in 3^rd person voice throughout the paper.]

Content in [brackets] provided for my students within our writing courses.

Always ask YOUR instructor for the final determination about introduction paragraph flow and structure.

Content available at the Purdue OWL: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html

Structuring the Introduction

What goes where

in an Introduction Paragraph

When we think about an INTRODUCTION paragraph, we first need to think through the 'purpose' of that paragraph. To do this, you might have to ask yourself a few questions—what is the purpose of an introduction? How does it work to connect to the body-paragraphs or the conclusion? While I am posing questions for you to consider, this is NOT something you will want to include in your essay—unless it is used as the “Hook” sentence of your introduction.

The goal of an introduction is to captivate the reader and make him want to invest time in reading the argument-to-come in the body-paragraphs. However, if the introduction is boring, choppy, slows the reader with numerous questions to consider, or is poorly transitioned, the reader is frustrated from the start.

In an essay at the college level, you will be expected to assert an argument on a topic. You need to be able to do this with clarity and commitment. You may need to begin in the pre-writing stages of your work by asking yourself questions about the topic, the angles associated with it, the oppositional views, and how your feelings might differ from older generations.

Even though these are all important things to ask yourself—and to find answers to—you will not ask your reader any of these questions. Your goal in a persuasive/argument paper is to convince the audience that what you are writing is true. Therefore, you need to know ...

1. exactly what the topic is about,

2. how others feel about the topic, and

3. what your ultimate stand will be on the topic.

When you know these things, you can then write a paper that firmly asserts your P.O.V. (point of view) with conviction. If you are still asking yourself questions when you are drafting your essay, then you are not completely certain of your own P.O.V. and presentation of that P.O.V. in the writing. Take a step back and try to reword those questions or find the answers to them so that you can state them as facts and not questions.

In an introduction, you are leading the reader from the larger overview of the topic to your precise P.O.V. that argues your side of the issue. Therefore, you need to be able to clearly present the basic details without questions or source materials. HOWEVER, there is one place where you can use a question in an introduction—if you feel so compelled to do so—and that is the “Hook” sentence of the introduction. The “Hook” sentence of an introduction serves to grab the reader. Therefore, a startling fact or a well-crafted question that directly relates to the topic can be quite useful at the “Hook”. After that initial sentence, though, the introduction must be completely in your own words, with your own convictions, and leading the reader to the ultimate point of the essay—your Thesis—which asserts the narrow view and focused point of the topic.

Use of questions and sources tend to pull the reader out of your argument a little bit due to the break in the flow of your writing. When you think about the percentage-distribution of the writer’s voice compared to source usage in an academic essay, at the college level, you need to keep in mind that the content must be at least 80% YOU and only 20% or less of outside sources. This means that you really need to be careful and purposeful in what source content you use and WHERE you put it in the paper. Just as importantly, though, is knowing when and where you can use questions in your writing. You need to be certain that you limit how often the reader pulls away from your voice in the writing to consider a question. Questions make a reader stop and think—at least that is what they are supposed to do. Therefore, if you use a question to grab the reader in your first line of the introduction, then fine. That can work. You will not want to use this tactic anywhere else in the introduction or in the body-paragraphs, though, since your goal is to keep the reader fully embedded in your voice, your beliefs, and your proven argument.

Please remember, there are three-parts to an introduction paragraph. Therefore, logically, you must write at least 3-sentences in your introduction paragraph for it to meet the minimum requirements. See the visual below to understand WHERE you can place a question in your INTRODUCTION, and where it cannot go.

Part 1: 'Hook"

Part 2: Background/content/transition ideas, and

Part 3 Thesis.

Introduction Paragraph Follow the guidelines for Introductions found here: https://learnessaywriting.blogspot.com/p/drawing-readers-in-asyou-begin-to-write.html
Part 1: Hook	Begin your introduction with an attention grabber to “hook” your reader’s attention. *You MAY use a question—as long as it is a deep, intriguing question that clearly relates to your overall topic—here;* however, if you can captivate your audience *without a question*, you will find your introduction is typically smoother and has better flow from the “Hook,” to the background, and ending with the Thesis.
Part 2: Background	Add a few sentences between your hook and thesis to transition from the hook to the thesis: Do not use source materials or questions in this section of the introduction. You need to assert your own view, voice, and argument—in your own words, from your own thoughts. Save all source materials for the body-paragraphs, and do not use ANY questions in the body-paragraphs.
Part 3: Thesis	End your introduction with your THESIS STATEMENT. See thesis statement. The thesis should be just one sentence, not a question, not sourced content, and it must show the point you aim to argue. Consider using words like “should” and “because” to help make it arguable. *You will never use a question in a Thesis—since a Thesis statement is…well…a statement, not a question. You will also never use source materials in a Thesis statement.* The Thesis is YOUR argument on the topic that will be addressed and proven in the body-paragraphs.

Why Do We Need Great Essay Hooks?

If someone is searching for a book or article to read, he or she will decide from the very beginning whether this work is worth attention. Ironically, the book can be an awesome piece of writing, but if the opening lines are dull, a reader will be unlikely to keep reading the rest.

A hook in the essay is a catchy sentence or paragraph in the introduction which serves as an attention-grabbing element.

The effectiveness of the hook is defined by its ability to motivate people to read the entire text. A hook sentence is the most recommended way to start an academic paper of any type as it gives a hint of what the topic is and what kind of questions will be observed. It keeps the reading audience intrigued to the end.

An excellent hook sentence is engaging and interesting; it is a perfect method to start an argumentative or persuasive paper. The problem is that once students start, they forget to keep the rest of the paper interesting. It's important to define the target audience, thesis, and supporting arguments not to fall off the point. However, this article is focused on writing a hook; it is time to find out the ways a writer can pick the most appropriate attention grabber.

How to Write a Hook sentence?

Before we begin to talk about types of perfect essay hooks, we want to mention several steps students should take to decide on which hook to choose.

How to write a good hook?

You must have a clear vision of what kind of a literary work you are working on.

Definition, descriptive, and narrative essays differ from argumentative and critical essays a lot because they require different writing strategies. In the initial group of essays [definition, descriptive, and narrative essays], you need to describe certain events or concepts, while the second group [argumentative and critical essays] requires you to use persuasive techniques to support your argument.

You should begin your work with creating an outline of your essay.

It allows writers to see how the work is structured better and which points to highlight.

Understand who you are writing for.

Each cohort, each generation has its own language, and your primary task is to choose a particular way in which your work will develop. When you write for children, write for children. If you write for language professionals, take their specific language into account - it is an effective way to get an action plan and follow it.

[In the argumentative and critical essays, be sure to always stay in 3^rd person voice and eliminate slang, colloquialisms, contractions, and anything that does not constitute professional, academic writing.]

Realize why you are writing this essay.

If it is a paper on a complicated topic for a popular magazine, you can go funny and humorous, and your readers will love this approach. Yet, if you write a conference paper, be more formal. Good hooks must fit in your writing frame, your tone, and style.

Let's Look at Some Catchy Hooks for Essays

START WITH AN INTERESTING FACT

Example:

"Archaeologists believe, based on marks they've seen on mummies, that human beings had tattoos between 4000 and 2000 B.C. in Egypt" (David Shields, 36 Tattoos).

Do you want to make the audience read your full text? Amaze them with a great introduction! Get them hooked with the help of a fact they have never heard and keep them interested throughout the entire work. Such hook sentences do not necessarily need specific figures. Check out this article: don't you want to learn more about where tattoos have come from and what they mean?

STATE A [general version of your] THESIS

Example:

"Few aspects of the American mythos form such a complex set of relationships with the African American experience as the idea of the frontier"(Pamela Swanigan, Much the Same on the Other Side: The Boondocks and the Symbolic Frontier).

If you have a great idea and you want to be straightforward and introduce it immediately because it is unique, do what you want. Why is this particular sentence so hooking? It intrigues the readers because using such a structure the author 'promises' she will tell us about something special. We are interested in the concept of frontier now.

PLACE YOUR FAVORITE LITERARY QUOTE

Example:

"I wish it need not have happened in my time," said Frodo.
"So do I," said Gandalf, "and so do all who live to see such times. But that is not for them to decide. All we have to decide is what to do with the time that is given us" (J.R.R. Tolkien, The Fellowship of the Ring).

It would be a good hook in an essay of several types: a writer can choose to focus on the value of time, review "The Fellowship of the Ring" storyline, or describe the character of Gandalf. A great hook is the one which has many different applications in one text.

QUOTE FAMOUS PEOPLE YOU BELIEVE ARE WISE

Example:

"Any achievement in business is never accomplished by a single person; a team of skilled members from diversified fields is always needed" (Steve Jobs).

The wisdom of this man has no doubts. People tend to believe every single word Steve Jobs says as he has achieved amazing results, wealthy being, and a new age of technology. Such people are worth listening. It is a good idea to start a paper on business, management, leadership, marketing, or even IT from these words.

USE A GREAT STORY AS AN OPENING

Example:

"In late 1979, a twenty-four-year-old entrepreneur paid a visit to a research center in Silicon Valley called Xerox PARC. He was the co-founder of a small computer startup down the road, in Cupertino. His name was Steve Jobs" (Malcolm Gladwell, Creation Myth).

Do you need anything else to get hooked? It is a brilliant essay starter. Stories are always effective, but stories about famous people are on top. Do the research, read great people's biographies and find correlations with the theme of your writing. Give readers a nice story, and they will enjoy it.

SET A SCENE; ANOTHER TIME

Example:

"The dark blue glitter was penetrating, leaving no space for creativity. In just one stare, Mary's eyes defined a lot about her true passion, her devotion and her commitment to her cause. Most of the employees that day left the corporation once launched by Mike Myers without saying a word, but feeling completely different people" (Unknown writer).

This category of good hooks is almost the same as the previously discussed attention-grabber. The goal of the writer is to describe a certain scene taken from the fiction story or real life. No matter what the topic is, it is the effective method used to make the readers not only think but feel the emotions of heroes.

ANECDOTE/JOKE TO MAKE PEOPLE LAUGH

Example:

"A Chukcha comes into a shop and asks: "Do you have color TVs?" "Yes, we do." "Give me a green one" (Unknown author).

Every day we learn different jokes from our colleagues, family, or friends. If you want to share these funny stories with your teacher or classmates, the best way is to use anecdotes as the relaxing hook sentences. They make people both laugh and feel less stressed. Humor is one of the keys to success in our life, and a good anecdote is not an exception. In our case, the anecdote may start a serious topic like the problems people with colorblindness experience. The anecdote can serve as an introduction to the research on stereotypes about Chukcha, especially their intellect. The same anecdote may open an essay on different types of humor.

STRIKE WITH NUMBERS AND STATISTICS

Example:

"According to 2008 figures from the Pew Research Center, 97% of today's K-12 students spend many hours each week playing video games" (Keith Devlin, Learning Math with a Video Game).

Every time you want to draw the audience's attention, start the intro paragraph with large numbers and interesting statistics. Demonstrate that you did extensive research and created a good basis for your discussion.

SURPRISE READERS BY REVEALING A COMMON MISCONCEPTION

Example:

"We all know that a tongue has several sections which are exclusively responsible for a particular taste: sweet, sour, salty, and bitter. The idea was disproven by other studies and research."

What can be more intriguing than finding out that an idea you have had in mind for years is wrong? This is a perfect trigger, and it will get your audience hooked in a second.

INVOLVE A CONTRADICTION

Example:

"Mrs. Lynch's freaky dress made me feel excited and disgusted at the same time; it was not the best choice."

Good hooks may include contradictions. The example shows a contradictive sentence combines opposite ideas/situations.

CREATE AN IMAGE, SIMILE, OR METAPHOR

Example:

"To make an omelet you need not only those broken eggs but someone 'oppressed' to beat them..." (Joan Didion, The Women's Movement).

Obviously, this isn't a recipe or a story about eggs. The writer starts with a very simple, everyday image, and then adds a drop of unpredictability - 'oppressed' ones to break the eggs. We call such sentence a fantastic starter and a great hook.

POSE A RHETORICAL QUESTION

Example:

"We all need food and water to live, don't we?" "People today know that the Earth is round, don't they?" "Children always find something new interesting, don't they?" "How much would you pay to save the life of your beloved ones?"

[You would only use 1 rhetorical question as the “hook” line of the introduction. Do not ask question after question in the introduction, let alone anywhere else in the essay.] People think that all questions may have answers. There is a special question-type known as the rhetorical question; they can be good hooks for essays on any topic. These questions have obvious answers. [Do not use a question that is asking a reader about what you are going to ‘prove’ in the body paragraphs; do not use a question that asks the reader your assignment overview; do not ask the reader a question that is not ‘common knowledge’: Is the sky blue?...well, not always, but, yes, in general, there is a typically accepted answer to this question.] There is no need to explain why humans can't survive without food, how we learned that the planet is round, or why human life is priceless. It's just the way to let your reader think. It is an interesting way to start a paper on hate crime, life, and existence, the universe, sense of life, moral or ethical values, etc. [These types of question—when properly written from a broad perspective—can be productive in an introduction. Just remember to not ask narrow questions, and certainly do not ask questions that are not common knowledge.]

ASK A QUESTION - GIVE AN ANSWER!

Examples:

"Why do novelists write essays? Most publishers would rather have a novel" (Zadie Smith, The Rise of the Essay).

What a nice question! We want to know the answer now, and we keep reading and reading and realize that we have finished the entire piece. Nothing is more hooking that a question that interests lots of people. Don't be afraid to use this trick if you want people to get sincerely interested in your academic writing. [Just remember, this style is different from the previous use of a common-knowledge, broad question. This type of hook requires a pondering question immediately followed with a simplistic answer.]

Content above provided by Pro-Essay-Writer.com and modified for ENGL101 by Jeanette L. H. Dick.

“Why Do We Need Great Essay Hooks?” Essay Hook: 13 Effective Sentences to Start Your Paper, pro-essay-writer.com/blog/essay-hooks.

Background in an Introduction

Background Information Narrows the Topic

When you are working on the background/supporting information for your introduction paragraph, there are a few things you must keep in mind:

What writing style am I required to use (argument; expository)?

How can I transition from my captivating “Hook” to my thesis using this background information?

I can’t use sources in the background section of the Introduction.

What writing style am I required to use?

The writing style for an essay will determine the flow, feel, and function of the essay. If you have been assigned an ethical argument essay, you will need to focus on the argument writing style (which means you will be required to include at least one counter-argument body-paragraph prior to your conclusion paragraph of the essay). You will also need to make sure that your argument is focused on ethics of the topic with relationship to an ethical standard. Ethical standards come in a few different forms, but typically, ethical standards are based on religion. Therefore, when your writing assignment calls for an ethical argument, the writing style is an argument paper that has a strong ethical basis in relation to an ethical standard (Christianity, Judaism, Buddhism, etc.). Your instructor will let you know the required content for the paper, thus resulting in a well-focused argument based on her assigned ethical topic and your chosen ethical standard.

How can I transition from my captivating “Hook” to my thesis using this background information?

After you have drafted your Thesis statement, you will go back and develop your “Hook” and background content.

Without a clear Thesis statement, you will not be able to craft a “Hook” that relates to your topic, your writing style, and your viewpoint. Therefore, your steps here would be to create your thesis, develop your “Hook,” and then assess the necessary information your audience would find intriguing on the topic to lead into your Thesis on the topic.

While students often begin trying to prove their argument in this section of the Introduction, that is a rookie error. You will only prove your argument in the body-paragraphs. Therefore, this section of the Introduction needs to serve as a bridge to lull the reader toward your Thesis statement.

You can approach the background section from global, local, or personal viewpoint; however, it is imperative that you remain in 3rd person voice. After all, this is not a narrative. Academic writing is typically argument writing, and so you write in 3rd-person voice as you provide the reader with 2-3 sentences of context on the topic.

Finally, remember that an Introduction is not highly-developed nor supportive. While it is highly-crafted—meaning that you will need to take some time to plot out how to capture your audience in an elegant way—it is not overly-developed: it is not very long. An introduction can be as short as 3-sentences (“Hook,” background, and Thesis Statement), yet it is typically 5 or 6.

Why can’t I use sources in the background section of the Introduction?

While this rule may seem strange to some, it is really quite logical in nature.

In an Introduction, you are setting the stage for the reader. You are not proving anything yet. To capture your reader long enough to get him to the persuasive content in your body-paragraphs, you have to be present in the content of the Introduction. You have to assert yourself. You have to establish a presence. You have to use your own voice to create an atmosphere of trust and professionalism. However, if you have a 3-sentence Introduction that begins with a famous quote (not your content since it comes from someone else), followed by source materials to establish the background (again, not your voice since it is coming from an outside source), and then end the Introduction with a Thesis statement (your voice, finally), the reader is going to wonder how prepared you are for this topic. How credible are you as a writer if in 3-sentences you were ‘really’ only present for one of them? This is why you do not use source materials in any other location in an Introduction except for the “Hook” sentence, and that is only optional.

Think of it this way…

You are at a doctor’s office, and a nurse calls you to the back to take your vital signs. This person is going to spend a few minutes with you and get personal. She will take your weight, height, blood pressure, etc. A certain level of trust and professionalism must be established for you to be willing to let her lead you through these stages and finally into a private room. But what if she never looks at you directly and reads everything she says from someone else’s script?

“Dr. Baynard states that your weight should be taken first since you are already standing. Office manager Tonya wants to know if you have been experiencing any serious issues that the doctor should be made aware of immediately. Nurse Lola indicates, here, that I should ask you to sit down so your blood pressure and temperature can be taken at the same time…” and she looks up at you for a moment and says, “I will take you to the room once these steps are complete.”

Hmmm. I do not know about you, but I would not be very comfortable letting this nurse strap things to my arm, poke plastic into my mouth, and so on. I would begin to question her ability to think on her own, let alone complete these tasks properly and sanitarily. After all, only one sentence she said came from her own brain: “I will take you to the room once these steps are complete.”

This is the same with your Introduction.

--Do not rely on others’ words and ideas to complete your task of introducing your topic.

--Assert yourself from the first line of the introduction.

--Take pride in your suave steps toward the Thesis statement, and then whammy!

--Present your thesis statement as if there is no other logical belief on the planet!

You want your reader to know that you are in control, that you have confidence in your view, and that you are going to persuade him to hold the same view by the end of the writing.

Prewriting for the Introduction

Fill in the Boxes to draft an Introduction Outline

Before starting on the body-paragraphs, take time to fill in the three sections below to make sure that your essay has a proper focus to remain focused upon throughout the writing.

Basics of an Introduction Paragraph:

There are three parts.

Therefore, you must write at least 3 sentences in your Draft.

For this INTRODUCTION pre-writing, you simply need to fill in the sections of the chart below:

Part 1: 'Hook"

Part 2: Background/content/transition ideas, and

Part 3: Thesis.

Introduction Paragraph Outline Form Follow the guidelines for Introductions found here: https://learnessaywriting.blogspot.com/p/drawing-readers-in-asyou-begin-to-write.html
Begin your introduction with an attention grabber to “hook” your reader’s attention. To develop this part of your introduction, see tips located at http://learnessaywriting.blogspot.com/	[Create a “Hook” on your own paper.]
Add a few sentences between your hook and thesis to transition from the hook to the thesis: Do not use source materials here. Save all source materials for the body paragraphs.	[Now create a few sentences that move from the broad topic “hook” and move toward the narrow thesis statement.]
End your introduction with your THESIS STATEMENT. See thesis statement. The thesis should be just one sentence, *not a question, and declare* the viewpoint in an assertive, definitive way for the issue at hand and including key words from the type of essay you are writing: proposal, cause/effect, ethical, etc. Consider using words like “should” and “because” to help make it arguable.	[As you write your thesis, make sure that it asserts* your position on the issue. Don’t forget the key words for the ‘type’ of essay you are writing.]*

A Proper Thesis

Use the Checklist Before Drafting the Outline or Essay

Summary:

This resource outlines the generally accepted structure for thesis statements in an academic argument paper. Your structure needs to be flexible enough to meet the requirements of your purpose and audience [while focusing on exactly what your instructor has asked for with your assignment. If any of the content below goes against specific attributes your instructor expects in your writing, please adhere to your instructor’s notations instead of the content below.]

Thesis Checklist

Your thesis is more than a general statement about your main idea. It needs to establish a clear position you will support with balanced proofs (logos, pathos, and ethos). Use the checklist below to help you create a thesis [that you can be proud of as well as assured that an audience will understand].

This section is adapted from Writing with a Thesis: A Rhetoric Reader by David Skwire and Sarah Skwire.

Make sure you avoid the following when creating your thesis:

A thesis is NOT a title: Homes and schools (title) vs. Parents ought to participate more in the education of their children (good thesis).

A thesis is NOT an announcement of the subject: My subject is the incompetence of the Supreme Court vs. The Supreme Court made a mistake when it ruled in favor of George W. Bush in the 2000 election.

A thesis is NOT a statement of absolute fact: Jane Austen is the author of Pride and Prejudice.

A thesis is NOT the whole essay [or even a paragraph]: A thesis is your main idea, claim, refutation, or problem-solution expressed in a single sentence.

[A thesis is NOT a question: A Thesis is a statement. This is why it is officially termed the Thesis Statement. A statement is definitive and absolute. It is not interrogative and suggestive. Make sure that your thesis asserts exactly what you plan to prove in your body-paragraphs.]

Please note that according to the MLA Handbook for Writers of Research Papers, Seventh Edition, "A thesis statement is a single sentence that formulates both your topic and your point of view" (Gibaldi 42).

Make sure you follow these guidelines when creating your thesis:

A good thesis is unified.

NOT: Detective stories are not a high form of literature, but people have always been fascinated by them, and many fine writers have experimented with them

A good thesis is concise, NOT floppy.

BETTER: Detective stories appeal to the basic human desire for thrills (concise).

A good thesis is specific.

NOT: James Joyce’s Ulysses is very good. vs. …

BETTER: James Joyce’s Ulysses helped create a new way for writers to deal with the unconscious.

Try to be as specific as possible (without providing too much detail—meaning: be concise and do not use source materials) when creating your thesis.

NOT: James Joyce’s Ulysses helped create a new way for writers to deal with the unconscious. vs.

BETTER: James Joyce’s Ulysses helped create a new way for writers to deal with the unconscious by utilizing the findings of Freudian psychology and introducing the techniques of literary stream-of-consciousness.

Quick Checklist:

_____ The thesis/claim follows the guidelines outlined above

_____ The thesis/claim matches the requirements [writing style] and goals [topic argument] of the assignment

_____ The thesis/claim is clear and easily recognizable [use clear, concise language]

_____ The thesis/claim seems supportable by good reasoning/data, emotional appeal [be sure to locate ways to persuade the audience through the use of ethos, pathos, and logos PRIOR to drafting your thesis/claim].

Content available at the Purdue OWL: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html