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International Student / Resources / Essay Writing Center / General Essay Writing Tips
General Essay Writing Tips
espite the fact that, as Shakespeare said, "the pen is
mightier than the sword," the pen itlf is not enough to
make an effective writer. In fact, though we may all like
to think of ourlves as the next Shakespeare,
inspiration alone is not the key to effective essay
writing. You e, the conventions of English essays are
more formulaic than you might think – and, in many
ways, it can be as simple as counting to five.
The Five Paragraph Essay
Though more advanced academic papers are a category all their own, the basic high school or college essay has the following
standardized, five paragraph structure:
Paragraph 1: Introduction
Paragraph 2: Body 1
Paragraph 3: Body 2
Paragraph 4: Body 3
Paragraph 5: Conclusion
Though it may em formulaic – and, well, it is - the idea behind this structure is to make it easier for the reader to navigate the
ideas put forth in an essay. You e, if your essay has the same structure as every other one, any reader should be able to
quickly and easily find the information most relevant to them.
The Introduction
The principle purpo of the introduction is to prent your position (this is
also known as the "thesis" or "argument") on the issue at hand but
effective introductory paragraphs are so much more than that. Before you
even get to this thesis statement, for example, the essay should begin
with a "hook" that grabs the reader’s attention and makes them want to
read on. Examples of effective hooks include relevant quotations ("no man
is an island") or surprising statistics ("three out of four doctors report
that…").
Only then, with the reader’s attention "hooked," should you move on to the
thesis. The thesis should be a clear, one-ntence explanation of your
position that leaves no doubt in the reader’s mind about which side you
are on from the beginning of your essay.
Following the thesis, you should provide a mini-outline which previews the examples you will u to support your thesis in the
rest of the essay. Not only does this tell the reader what to expect in the paragraphs to come but it also gives them a clearer
understanding of what the essay is about.
Finally, designing the last ntence in this way has the added benefit of amlessly moving the reader to the first paragraph of
the body of the paper. In this way we can e that the basic introduction does not need to be much more than three or four
ntences in length. If yours is much longer you might want to consider editing it down a bit!
Here, by way of example, is an introductory paragraph to an essay in respon to the following question:
"Do we learn more from finding out that we have made mistakes or from our successful actions?"
"No man is an island" and, as such, he is constantly shaped and
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influenced by his experiences. People learn by doing and, accordingly,
迷人的保姆迅雷learn considerably more from their mistakes than their success. For
proof of this, consider examples from both science and everyday
experience.
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The Body Paragraphs
The middle paragraphs of the essay are collectively known as the body paragraphs and, as alluded to above, the main purpo of a body paragraph is to spell out in detail the examples that support your thesis.
For the first body paragraph you should u your strongest argument or most significant example unl
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ess some other more obvious beginning point (as in the ca of chronological explanations) is required. The first ntence of this paragraph should be the topic ntence of the paragraph that directly relates to the examples listed in the mini-outline of introductory paragraph.A one ntence body paragraph that simply cites the example of "George Washington" or "LeBron James" is not enough,however. No, following this an effective essay will follow up on this topic ntence by explaining to the reader, in detail, who or what an example is and, more importantly, why that example is relevant.
Even the most famous examples need context. For example, George Washington’s life was extremely complex – by using him as an example, do you intend to refer to his honesty, bravery, or maybe even his wooden teeth? The reader needs to know this and it is your job as the writer to paint the appropriate picture for them. To do this, it is a good idea to provide the reader with five or six relevant facts about the life (in general) or event (in particular) you believe most clearly illustrates your point.Having done that, you then need to explain exactly why this example proves your thesis. The importance of this step cannot be understated (although it clearly can be underlined); this is, after all, the whole reason you are providing the example in the first place. Seal the deal by directly stating why this example is relevant.Here is an example of a body paragraph to continue the essay begun above:
Take, by way of example, Thomas Edison. The famed American inventor ro to prominence in the late 19th century becau of his
success, yes, but even he felt that the success were the result of his many failures. He did not succeed in his work on one of his most famous inventions, the lightbulb, on his first try nor even on his hundred and first try. In fact, it took him more than 1,000 attempts to make the first incandescent bulb but, along the way, he learned quite a deal. As he himlf said, "I did not fail a thousand times but instead succeeded in finding a thousand ways it would not work." Thus Edison demonstrated both in thought and action how instructive mistakes can be.
A Word on Transitions
You may have noticed that, though the above paragraph aligns pretty cloly with the provided outline, there is one large
#
DO - Pay Attention to Your Introductory Paragraph
Becau this is the first paragraph of your essay it is your opportunity to give the reader the best first
impression possible. The introductory paragraph not only gives the reader an idea of what you will talk about but also shows them how you will talk about it. Put a disproportionate amount of effort into this – more than the 20% a simple calculation would suggest – and you will be rewarded accordingly.
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DO NOT - U Passive Voice or I/My
Active voice, wherein the subjects direct actions rather than let the actions "happen to" them – "he scored a 97%" instead of "he was given a 97%" – is a much more powerful and attention-grabbing way to write. At the same time, unless it is a personal narrative, avoid personal pronouns like I, My, or Me. Try instead to be more general and you will have your reader hooked.
#
DO: Tie Things Together
The first ntence – the topic ntence - of your body paragraphs needs to have a lot individual pieces to be truly effective. Not only should it open with a transition that signals the change from one idea to the next but also it should (ideally) also have a common thread which ties all of the body para
graphs together. For example, if you ud "first" in the first body paragraph then you should ud "condly" in the cond or "on the one hand" and "on the other hand" accordingly.
$
DO NOT: Be Too General
Examples should be relevant to the thesis and so should the explanatory details you provide for them. It can be hard to summarize the full richness of a given example in just a few lines so make them count. If you are trying to explain why George Washington is a great example of a strong leader, for instance, his childhood adventure with the cherry tree (though interesting in another essay) should probably be skipped over.
You may have noticed that, though the above paragraph aligns pretty cloly with the provided outline, there is one large exception: the first few words. The words are example of a transitional phra – others include "furthermore," "moreover," but also "by contrast" and "on the other hand" – and are the hallmark of good writing.
Transitional phras are uful for showing the reader where one ction ends and another begins. I
t may be helpful to e them as the written equivalent of the kinds of spoken cues ud in formal speeches that signal the end of one t of ideas and the beginning of another. In esnce, they lead the reader from one ction of the paragraph of another.
To further illustrate this, consider the cond body paragraph of our example essay:
In a similar way, we are all like Edison in our own way. Whenever we learn a new skill - be it riding a bike, driving a car, or cooking a cake -
we learn from our mistakes. Few, if any, are ready to go from training wheels to a marathon in a single day but the early experiences (the so-called mistakes) can help us improve our performance over time. You cannot make a cake without breaking a few eggs and, likewi, we learn by doing and doing inevitably means making mistakes.
Hopefully this example not only provides another example of an effective body paragraph but also illustrates how transitional phras can be ud to distinguish between them.
The Conclusion
Although the conclusion paragraph comes at the end of your essay it should not be en as an aftert
hought. As the final paragraph is reprents your last chance to make your ca and, as such, should follow an extremely rigid format.
One way to think of the conclusion is, paradoxically, as a cond introduction becau it does in fact contain many of the same features. While it does not need to be too long – four well-crafted ntence should be enough – it can make or break and essay.
Effective conclusions open with a concluding transition ("in conclusion," "in the end," etc.) and an allusion to the "hook" ud in the introductory paragraph. After that you should immediately provide a restatement of your thesis statement.
This should be the fourth or fifth time you have repeated your thesis so while you should u a variety of word choice in the body paragraphs it is a acceptable idea to u some (but not all) of the original language you ud in the introduction. This echoing effect not only reinforces your argument but also ties it nicely to the cond key element of the conclusion: a brief (two or three words is enough) review of the three main points from the body of the paper.
Having done all of that, the final element – and final ntence in your essay – should be a "global statement" or "call to action" that gives the reader signals that the discussion has come to an end.
In the end, then, one thing is clear: mistakes do far more to help us
learn and improve than success. As examples from both science and everyday experience can attest, if we treat each mistake not as a misstep but as a learning experience the possibilities for lf-improvement are limitless.
# DO: Be Powerful
The conclusion paragraph can be a difficult paragraph to write effectively but, as it is your last chance to convince or otherwi impress the reader, it is worth investing some time in. Take this opportunity to restate your thesis with confidence; if you prent your argument as "obvious" then the reader might just do the same.
$ DO NOT: Copy the First Paragraph
Although you can reu the same key words in the conclusion as you did in the introduction, try not to copy whole phras word for word. Instead, try to u this last paragraph to really show your skills as a writer by being as artful in your rephrasing as possible.
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