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Hockliffe Project Introductory Essay Structure

Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to a reader. Successfully structuring an essay means attending to a reader's logic.

The focus of such an essay predicts its structure. It dictates the information readers need to know and the order in which they need to receive it. Thus your essay's structure is necessarily unique to the main claim you're making. Although there are guidelines for constructing certain classic essay types (e.g., comparative analysis), there are no set formula.

Answering Questions:  The Parts of an Essay

A typical essay contains many different kinds of information, often located in specialized parts or sections. Even short essays perform several different operations: introducing the argument, analyzing data, raising counterarguments, concluding. Introductions and conclusions have fixed places, but other parts don't. Counterargument, for example, may appear within a paragraph, as a free-standing section, as part of the beginning, or before the ending. Background material (historical context or biographical information, a summary of relevant theory or criticism, the definition of a key term) often appears at the beginning of the essay, between the introduction and the first analytical section, but might also appear near the beginning of the specific section to which it's relevant.

It's helpful to think of the different essay sections as answering a series of questions your reader might ask when encountering your thesis. (Readers should have questions. If they don't, your thesis is most likely simply an observation of fact, not an arguable claim.)

"What?"  The first question to anticipate from a reader is "what": What evidence shows that the phenomenon described by your thesis is true? To answer the question you must examine your evidence, thus demonstrating the truth of your claim. This "what" or "demonstration" section comes early in the essay, often directly after the introduction. Since you're essentially reporting what you've observed, this is the part you might have most to say about when you first start writing. But be forewarned: it shouldn't take up much more than a third (often much less) of your finished essay. If it does, the essay will lack balance and may read as mere summary or description.

"How?"  A reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is "how": How does the thesis stand up to the challenge of a counterargument? How does the introduction of new material—a new way of looking at the evidence, another set of sources—affect the claims you're making? Typically, an essay will include at least one "how" section. (Call it "complication" since you're responding to a reader's complicating questions.) This section usually comes after the "what," but keep in mind that an essay may complicate its argument several times depending on its length, and that counterargument alone may appear just about anywhere in an essay.

"Why?"  Your reader will also want to know what's at stake in your claim: Why does your interpretation of a phenomenon matter to anyone beside you? This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering "why", your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular.

Mapping an Essay

Structuring your essay according to a reader's logic means examining your thesis and anticipating what a reader needs to know, and in what sequence, in order to grasp and be convinced by your argument as it unfolds. The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in understanding your idea.

Essay maps ask you to predict where your reader will expect background information, counterargument, close analysis of a primary source, or a turn to secondary source material. Essay maps are not concerned with paragraphs so much as with sections of an essay. They anticipate the major argumentative moves you expect your essay to make. Try making your map like this:

  • State your thesis in a sentence or two, then write another sentence saying why it's important to make that claim. Indicate, in other words, what a reader might learn by exploring the claim with you. Here you're anticipating your answer to the "why" question that you'll eventually flesh out in your conclusion.
  • Begin your next sentence like this: "To be convinced by my claim, the first thing a reader needs to know is . . ." Then say why that's the first thing a reader needs to know, and name one or two items of evidence you think will make the case. This will start you off on answering the "what" question. (Alternately, you may find that the first thing your reader needs to know is some background information.)
  • Begin each of the following sentences like this: "The next thing my reader needs to know is . . ."  Once again, say why, and name some evidence. Continue until you've mapped out your essay. 

Your map should naturally take you through some preliminary answers to the basic questions of what, how, and why. It is not a contract, though—the order in which the ideas appear is not a rigid one. Essay maps are flexible; they evolve with your ideas.

Signs of Trouble

A common structural flaw in college essays is the "walk-through" (also labeled "summary" or "description"). Walk-through essays follow the structure of their sources rather than establishing their own. Such essays generally have a descriptive thesis rather than an argumentative one. Be wary of paragraph openers that lead off with "time" words ("first," "next," "after," "then") or "listing" words ("also," "another," "in addition"). Although they don't always signal trouble, these paragraph openers often indicate that an essay's thesis and structure need work: they suggest that the essay simply reproduces the chronology of the source text (in the case of time words: first this happens, then that, and afterwards another thing . . . ) or simply lists example after example ("In addition, the use of color indicates another way that the painting differentiates between good and evil").

Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University

Every essay or assignment you write must begin with an introduction. It might be helpful to think of the introduction as an inverted pyramid. In such a pyramid, you begin by presenting a broad introduction to the topic and end by making a more focused point about that topic in your thesis statement. The introduction has three essential parts, each of which serves a particular purpose.

  1. The first part is the “attention-grabber.” You need to interest your reader in your topic so that they will want to continue reading. You also want to do that in a way that is fresh and original. For example, although it may be tempting to begin your essay with a dictionary definition, this technique is stale  because it has been widely overused. Instead, you might try one of the following techniques:
    • Offer a surprising statistic that conveys something about the problem to be addressed in the paper.
    • Perhaps you can find an interesting quote that nicely sums up your argument.
    • Use rhetorical questions that place your readers in a different situation in order to get them thinking about your topic in a new way.
    • If you have a personal connection to the topic, you might use an anecdote or story to get your readers emotionally involved.
    • For example, if you were writing a paper about drunk drivers, you might begin with a compelling story about someone whose life was forever altered by a drunk driver: “At eighteen, Michelle had a lifetime of promise in front of her. Attending college on a track scholarship, she was earning good grades and making lots of friends. Then one night her life was forever altered…”
  2. From this attention grabbing opener, you would need to move to the next part of the introduction, in which you offer some relevant background on the specific purpose of the essay. This section helps the reader see why you are focusing on this topic and makes the transition to the main point of your paper. For this reason, this is sometimes called the “transitional” part of the introduction.
    • In the example above, the anecdote about Michelle might capture the reader’s attention, but the essay is not really about Michelle. The attention grabber might get the reader thinking about how drunk driving can destroy people’s lives, but it doesn’t introduce the topic of the need for stricter drunk driving penalties (or whatever the real focus of the paper might be).
    • Therefore, you need to bridge the gap between your attention-grabber and your thesis with some transitional discussion. In this part of your introduction, you narrow your focus of the topic and explain why the attention-grabber is relevant to the specific area you will be discussing. You should introduce your specific topic and provide any necessary background information that the reader would need in order to understand the problem that you are presenting in the paper. You can also define any key terms the reader might not know.
    • Continuing with the example above, we might move from the narrative about Michelle to a short discussion of the scope of the problem of drunk drivers. We might say, for example: “Michelle’s story is not isolated. Each year XX (number) of lives are lost due to drunk-driving accidents.” You could follow this with a short discussion of how serious the problem is and why the reader should care about this problem. This effectively moves the reader from the story about Michelle to your real topic, which might be the need for stricter penalties for drinking and driving.
  3. Finally, the introduction must conclude with a clear statement of the overall point you want to make in the paper. This is called your “thesis statement.” It is the narrowest part of your inverted pyramid, and it states exactly what your essay will be arguing.
    • In this scenario, your thesis would be the point you are trying to make about drunk driving. You might be arguing for better enforcement of existing laws, enactment of stricter penalties, or funding for education about drinking and driving. Whatever the case, your thesis would clearly state the main point your paper is trying to make. Here’s an example: “Drunk driving laws need to include stricter penalties for those convicted of drinking under the influence of alcohol.” Your essay would then go on to support this thesis with the reasons why stricter penalties are needed.
  4. In addition to your thesis, your introduction can often include a “road map” that explains how you will defend your thesis. This gives the reader a general sense of how you will organize the different points that follow throughout the essay. Sometimes the “map” is incorporated right into the thesis statement, and sometimes it is a separate sentence. Below is an example of a thesis with a “map.”
    • “Because drunk driving can result in unnecessary and premature deaths, permanent injury for survivors, and billions of dollars spent on medical expenses, drunk drivers should face stricter penalties for driving under the influence.” The underlined words here are the “map” that show your reader the main points of support you will present in the essay. They also serve to set up the paper’s arrangement because they tell the order in which you will present these topics.
  • A final note: In constructing an introduction, make sure the introduction clearly reflects the goal or purpose of the assignment and that the thesis presents not only the topic to be discussed but also states a clear position about that topic that you will support and develop throughout the paper. In shorter papers, the introduction is usually only one or two paragraphs, but it can be several paragraphs in a longer paper.

For Longer Papers

Although for short essays the introduction is usually just one paragraph, longer argument or research papers may require a more substantial introduction. The first paragraph might consist of just the attention grabber and some narrative about the problem. Then you might have one or more paragraphs that provide background on the main topics of the paper and present the overall argument, concluding with your thesis statement.

Below is a sample of an introduction that is less effective because it doesn’t apply the principles discussed above.

An Ineffective Introduction

Everyone uses math during their entire lives. Some people use math on the job as adults, and others used math when they were kids. The topic I have chosen to write about for this paper is how I use math in my life both as a child and as an adult. I use math to balance my checkbook and to budget my monthly expenses as an adult. When I was a child, I used math to run a lemonade stand. I will be talking more about these things in my paper.

In the introduction above, the opening line does not serve to grab the reader’s attention. Instead, it is a statement of an obvious and mundane fact. The second sentence is also not very specific. A more effective attention grabber may point out a specific, and perhaps surprising, instance when adults use math in their daily lives, in order to show the reader why this is such as important topic to consider.

Next the writer “announces” her topic by stating, “The topic I have chosen to write about…” Although it is necessary to introduce your specific topic, you want to avoid making generic announcements that reference your assignment. This technique is not as sophisticated and may distract the reader from your larger purpose for writing the essay. Instead, you might try to make the reader see why this is such an important topic to discuss.

Finally, this sample introduction is lacking a clear thesis statement. The writer concludes with a vague statement: “I will be talking more about these things in my paper.”  This kind of statement may be referred to as a “purpose statement,” in which the writer states the topics that will be discussed. However, it is not yet working as a thesis statement because it fails to make an argument or claim about those topics. A thesis statement for this essay would clearly tell the reader what “things” you will be discussing and what point you will make about them.

Now let’s look at how the above principles can be incorporated more effectively into an introduction.

A More Effective Introduction

“A penny saved is a penny earned,” the well-known quote by Ben Franklin, is an expression I have never quite understood, because to me it seems that any penny—whether saved or spent—is still earned no matter what is done with it. My earliest memories of earning and spending money are when I was ten years old when I would sell Dixie cups of too-sweet lemonade and bags of salty popcorn to the neighborhood kids. From that early age, I learned the importance of money management and the math skills involved. I learned that there were four quarters in a dollar, and if I bought a non-food item—like a handful of balloons—that I was going to need to come up with six cents for every dollar I spent. I also knew that Kool-Aid packets were 25 cents each or that I could save money and get five of them for a dollar. Today, however, money management involves knowing more than which combinations of 10-cent, five-cent, and one-penny candies I can get for a dollar. Proper money management today involves knowing interest rates, balancing checkbooks, paying taxes, estimating my paycheck, and budgeting to make ends meet from month-to-month.

  • In the first line the writer uses a well-known quotation to introduce her topic.
  • The writer follows this “attention-grabber” with specific examples of earning and spending money. Compare how the specific details of the second example paint a better picture for the reader about what the writer learned about money as a child, rather than this general statement: “As a child, I used math to run a lemonade stand.” In the first introduction, this statement leaves the reader to guess how the writer used math, but in the second introduction we can actually see what the child did and what she learned.
  • Notice, too, how the reader makes the transition from the lessons of childhood to the real focus of her paper in this sentence: “Today, however, money management involves knowing….”
  • This transition sentence effectively connects the opening narrative to the main point of the essay, her thesis: “Proper money management today involves knowing interest rates, balancing checkbooks, paying taxes, estimating my paycheck, and budgeting to make ends meet from month-to-month." This thesis also maps out for the reader the main points (underlined here) that will be discussed in the essay.


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