General Structure of an Essay Note: This will be a general overview of an essay. You should consult your GRASP for specifics of your assignment. To essay means to attempt or endeavor. In a written essay, you endeavor to explain or prove an idea. Essays can follow many different patterns. This is the pattern most commonly used for an analytical essay on literature, and it can be easily adapted to other topics. (Westland) Start off broad And get more specific leading to your thesis. Attention Getter, Hook, Broad Statement Introduction Thesis Body Paragraph: Claim that Supports the Thesis Evidence is used to make this a strong point and a strong support. You will have a different number of body paragraphs, but you should be able to think of at least three claims or points that back up your thesis. Each of these would be a supporting body paragraph. In longer research papers, you will have more than three supporting paragraphs. Additionally, as you begin to write more, you will find that you are often supporting your supports so you may subdivide this into more paragraphs. Another body paragraph supporting the thesis. Another body paragraph supporting the thesis: remember, you may have no more of these or you may have 10 more, this is just an illustration. Restated Thesis, Different Wording Conclusion Start off specific to your paper and zoom out to a broader view. Clincher
Introduction (BHS, Westland) The purpose of an introduction is to engage the reader and let him or her know what you are setting out to do or prove. Preview your work; tell your reader what you are going to tell them. Provide basic information that gives the reader a clear idea of what to expect. Think of an introduction like an upside down triangle. Begin with a broad, overarching world view to bring all readers into your writing. As you continue hone in on your topic getting more specific leading finally to your thesis statement which is very specifically exactly what you will write about. See the diagram above. Introductions include these elements: 1. Opening Sentence: The Attention Getter The first sentence of your introduction sets the tone, asks an important question or makes an observation that gives the reader a reason to keep reading. The sentence should act as a hook pulling the reader into your writing making them want to keep reading. Opening sentences sometimes provide background information about the topic so the reader will understand the question you are going to answer or the character or event that you will be discussing. What TO DO in an Opening Sentence: A quote that relates to your topic [but is not overdone]. o According to Theodore Roosevelt, The credit belongs to the person who is actually in the arena, whose face is marred by dust and sweat and blood Roosevelt embodied this philosophy both in his presidency and personal life. A shocking statistic o One in 10 Americans is currently unemployed. A dramatic description o People awoke to a sonic boom that lit up the entire sky. Some houses shook as glass blew out of windows while others simply collapsed. Taking a stand on an issue o All people have a fundamental right to quality healthcare. Anecdote/Example: little story o Sally worked her whole life in a factory. She paid all of her bills and was a productive member of society. Sally voted and was patriotic. Yet Sally, and other good people like her will be left behind with no retirement if we stop providing social security. Historical Review: brief historical information that will clarify that topic o It had been years of pain, suffering and starving when Marie Antoinette s head was finally chopped off. Surprising statement: disgusting, joyful o Despite weighing over two tons and being completely capable of living on their own, male whales live with their mothers until their mothers die and then they live their sister s family.
What NOT to do in an Opening Sentence: o Cinema Scope: the broad introduction, a generalization that doesn t shed light on your topic For thousands of years, people have struggled to answer one question o Announcing your intentions, telling rather than showing: This paper is about OR I am going to tell you about o Clichés or tired quotes People in glass houses shouldn t throw stones. Don t judge a book by its cover. o Jumping right into your thesis: It is necessary to change school lunches to include more nutritional selections for the following reasons o The dictionary definition: Webster s Dictionary states that o Apologizing do not ever suggest that you are not confident in your knowledge regarding a certain subject: In my humble opinion 2. Thesis statement The introduction includes a clearly worded position that you will explain, support or prove in your paper. A thesis statement is a concise expression of the purpose of an essay. This is your chance to say what your essay is about it defines the topic of your paper. This statement is formulated in response to your prompt or question. This should come at the end of your introduction. In crafting the thesis statement, it is vital to strive for a sentence that is clear, simple, and assertive in its effort to relay the main idea. Characteristics of a Quality Thesis Statement: a. A specific subject + a specific condition, feeling, or stand - Young children exposed to low levels of lead may face health problems later in life. -Depending on the assignment you may need to add to this: Young children exposed to low levels of lead may face health problems later in life therefore it is the duty of the government to address lead in schools. b. An assertion (a declaration), not a statement of fact or observation. -Fact or Observation: Abigail had an affair with John Proctor. -Thesis: Abigail s envious and vengeful personality caused her to accuse Elizabeth Proctor of witchcraft. c. Takes a stand rather than announcing a subject -Announcement: The thesis of this paper is to prove that Goody Putnam is an evil woman.
-Thesis: Goody Putnam reveals her true nature when she accused Rebecca Nurse of spiritual murder of her unborn babies. d. The main idea, not the title of your work. It must be a complete sentence that explains in some detail what you expect to write about. -Title: Giles Corey s true intentions. -Thesis: Giles Corey reveals-through his actions-that his true intentions are to help set the accused witches free. e. Narrow, rather than broad. If the thesis statement is sufficiently narrow, it can be fully supported. -Broad: Even though Abigail Williams personality has several different sides, there are some that dominate her personality. -Thesis: Even though Abigail Williams is a complicated young woman, the emotions that dominate her personality are jealousy, lust, and anger. f. Specific rather than vague or general. -Vague: John Proctor is a complex man. -Thesis: John Proctor is a complex man who sacrifices his name and his life for the values and morals he believes in. g. One main point rather than several main points. More than one point may be too Body Paragraphs difficult for the reader to understand and the writer to support. -More than one main point: Reverend Hale is a man who thinks he knows how to identify witchcraft, heal the afflicted, and save John Proctor s life, but he cannot. -Thesis: Even though Reverend Hale s intentions are righteous, his actions and words go unnoticed. The introduction is followed by several paragraphs, called body paragraphs, whose purpose is to answer the question or prove the assertion in your thesis statement. The body paragraphs explore different ideas or points relevant to the thesis, and they support these points with relevant examples, concrete evidence or compelling quotes. Body paragraphs should include these elements: 1. A major point, argument or claim that supports the thesis. Make a claim. This will be the topic sentence and it must support the thesis statement. What is the point the paragraph will discuss, prove or analyze? The topic sentence is like
a landmark that helps the reader follow the writer s logic and thinking: lay out one reason why the thesis is true. You may need to write two or three topic sentences depending on the assignment and your style. However it is done, the point of the paragraph should be focused and clear. Do not make multiple points in one paragraph new ideas should be moved to a new paragraph. Each paragraph should be a claim or argument to support the overall thesis. 2. Analysis The analysis of the idea or concept set forth in the topic sentence is necessary. You will discuss and develop the issue in the topic sentence with the following components: Lead-in: introduces the reader to the specific evidence. This section of your analysis may include a definition of a key term or a description of a setting or context that will make the quotation or paraphrase you are about to use clear. This sets up a quote or evidence. It may explain what is going on when the quote is said or it may detail the quality of a source from which you got your idea. Evidence: The evidence may be a specific fact, example, description, quotation, plot or character detail, references to research or works of art, references to politics or culture. Jay expresses this fear when he says, Please leave now. You are scaring me (p.20). According to the US Department of Health, 30% of people under the age of 25 do not have health insurance proving that people in all age groups should be concerned (Department of Health, 2009). Note: quotes of any kind must be cited and ideas or facts that are someone else s must be cited even if it is not a direct quote. Analysis of Evidence: this explains how and why the evidence confirms the topic sentence. This is the time to persuade the reader that your thesis is logical and well reasoned and to explain what the evidence you presented really means and how it supports the thesis. It is your responsibility to interpret the evidence so the reader understands why it is significant to your thesis. This is the step that clinches your point. 3. Transitions Word bridges help the reader follow the writer s points. They include words or phrases such as for example, in addition, then, nevertheless, and as a result. Please see the section of the handbook about transition words. As writers mature it is essential to move from transition words to transition ideas, styles, syntax, etc. 4. Concluding sentence. Wrap up the paragraph. The last sentence in a body paragraph, anchors your evidence and interpretation, or commentary, to the main point of your paper. The concluding sentence may sum up the paragraph s main idea, using key terms or points. The challenge is to summarize the main idea or information without being repetitious. It also serves as a transition to the next paragraph.
A Body Paragraph MUST BE Coherent A coherent paragraph flows smoothly from and into each sentence without jumping from idea to idea. It contains sentences that clearly relate to the primary idea. Some tips on achieving coherence: o Be consistent with your vocabulary: repeat key words or phrases that are essential to understanding the topic. o Be consistent with your verb tenses and point of view. o Use transitional words or phrases when moving from idea to idea or paragraph to paragraph. Examples: Paragraph A (a good example) College students typically face much stress. For one thing, the university is always demanding money from them: $75 for a parking permit; $900 for one of many payment toward room and board; $1823 for tuition. (There s usually a warning in bold print, too, about how transcripts might be withheld forever if fees are not paid within the next five minutes.) Most students do not carry great wealth in their back pockets, so they spend hours-- perhaps a few days even--filling out applications for jobs that they do not have the time to do. If they are lucky enough to get a job making tacos or misting the flowers at Big Tim Market, they will face confusing tax forms and possibly a boss who cannot stand nineteen-year-olds whom they must somehow please. And let s not forget that by the time they leave work, it s five minutes to one, there s not a parking spot to be found in Lot 7, and the teacher promised that nobody arriving late would be admitted to the midterm exam. Some students major in business; others major in sociology. But every student has at least a minor in stress. Paragraph B (lacks specific evidence and coherence) College students typically face much stress. There s not a thing they can do about it; it creeps up on them everywhere. Stressful situations are all over the place. No college student is going to get out of college without having to face several different types of stress on a regular basis. Sure, they want to avoid it (who wouldn t?) but that goal is simply impossible. It s on every side of them, no matter which way they turn. People who decide to attend college are in for a great deal of stress. This is something they will have to face up to. There is no way around this fact. Conclusions The conclusion is a wrap up for the entire work. This, the last paragraph in your paper, summarizes your writing and gives the reader a deeper insight into your position. It should include a restatement of the thesis statement but in different words. It should also make the so what clear; explain why what you have said matters. It may be appropriate to relate your topic or argument to a broader context or event in the world. Your conclusion is commentary and interpretation, and does not include any new details or information. It also should not simply restate the main points from the body paragraphs. Instead, it should pull your ideas and evidence together. Synthesizes rather than summarize. Do not list
all of the main points and information, which makes for a bland and redundant ending. Instead, reemphasize what you want the reader to think about the topic after reading your paper. A strong finish will leave readers clear about your argument and clear about why it matters. Think of a right side up triangle: start specifically with your paper and your thesis and zoom out to a larger picture. See diagram above. You may want to refer back to the introduction to enhance cohesion. Some ideas for leaving the raeder with an insightful last word: a call to action quote/literary allusion historical fact statement of importance relevant anecdote figure of speech: metaphor, simile, idiom, proverb paradoxical/intriguing statement rhetorical question/response to question analogy/comparison broader implications of topic concrete description/image warning startling fact Note: As previously stated, you do not want to introduce new information in the conclusion, so consider that when choosing a concluding devices: if it is a new fact that does not tie in to something you have already said, do not use it. Final Points about Conclusions NEVER apologize for a strong stance or for possibly offending the reader. I m sorry dissolves any real sense of expertise on the part of the writer. Don t ever apologize for your opinion. NEVER start your conclusion with a transitional statement such as In conclusion, To summarize, or In conclusion, it is clear that the above information has proved the thesis of the paper to be true. You conclusion should NOT end with a question. Those that attempt the rhetorical question, which is really the only acceptable type of question to even think about ending with, should be very confident that their point is made effectively. Address the broader implications of the topic.
This is your last chance to make an impression on your reader; make it a good one.