Writing Workshop- Introduction and ConclusionMr. Eleftheriades

The Introduction Paragraph

Introduces the text, author, and topic.

Responds fully to the prompt/question by stating a narrow and focused argument. (THESIS STATEMENT!)

Anticipates devices, characters, dynamics, etc. in the story that will be examined in “proving” the argument.

Might preview some of the logic inherent in developing argument throughout the body paragraphs.

Takes a firm stand/opinion in relations to the text.

The Purpose

-Helps your reader transition and acclimate to your topic

-Gives your reader incentive to care about what they will continue to read in your body paragraphs

-A well written introduction provides readers with a good first impression of your argument, which makes it more persuasive

-Provides a road map for the rest of your paper

Strategies

Think about the question you are trying to answer– your direct answer to this question will turn into your thesis statement

Decide how broad or narrow your opening or thesis statement should be (depending on the length of your assignment)

Always come back to revise your introduction

Be assertive and confident in your writing

Common PitfallsUses the introduction as a place-holder (vague language, several repetitive sentences that don’t say much)

Re-states the essay prompt without offering a specific angle

Poorly written/filled with errors

Starts with a definition from Webster’s Dictionary

Makes broad or sweeping generalizations about the topic

Summarizes the plot and other basic facts about the text, offering details that are irrelevant to the reader.

Academic Writing

Written in third person and in present tense (unless otherwise specified for various forms of writing)

An academic paragraph contains one idea that is developed through analysis

At no point should there be summarization of the primary text

At no point should there be definitions of words or concepts

Assume your audience has already read the text

Example Prompt

William Faulkner uses “A Rose for Emily” to address themes of change and progress, especially as it relates to the American South. Write a 500 word essay that discusses how Faulkner addresses the themes of progress and change in the South. Is he a traditionalist, hoping for the South to retain its old ways? Or is he critical of the South for holding on to its traditions?

StructureT+A+G

Main Idea

3 claims of support

So what?

Thesis Statement #1

“A Rose for Emily” is about a woman who is successful in keeping her life private, away from the eyes of the townspeople. She kills her northern lover, Homer Barron, and it is because of this that I think that Faulkner is supporting a traditionalist point of view.

Thesis Statement #2

In this short story, Emily Grierson holds on to the Old South and resists change, as evidenced in her desire to hold on to Homer Barron’s body, the clock piece that she wears around her neck, and her obsession with keeping her house from changing with the times.

Thesis Statement #3

William Faulkner’s short story, “A Rose for Emily,” is used to comment on how the South, at its own peril, refuses to accept the inevitability of historical and social change. If the South does not adopt to the changing times, it will die a lonely, perverse death like Miss Emily.

StructureT+A+G

In his short story, “A Rose for Emily,” William Faulkner

Main Idea

criticizes the titular character’s inability to change as the world around her undergoes transformation and progress.

3 claims of support

This failure to move on is illustrated in Miss Emily’s father’s death, the death of her lover, and ultimately, in her own demise.

So what?

Although Emily Grierson would be considered a traditionalist, holding on to the Old South, William Faulkner clearly criticizes her stagnation, and in her death, leaves readers with hope for a new South.

Sample Introduction Paragraph

In his short story, “A Rose for Emily,” William Faulkner criticizes the titular character’s inability to change as the world around her undergoes transformation and progress. This failure to move on is illustrated in Miss Emily’s father’s death, the death of her lover, and ultimately, in her own demise. Although Emily Grierson would be considered a traditionalist, holding on to the Old South, William Faulkner clearly criticizes her stagnation, and in her death, leaves readers with hope for a new South.

Prompt

Which character is most responsible for the hardships endured in Scotland?

Introduction

Set the mood

1. "There are forces in life working for and against individuals. One must  distinguish the beneficial forces from the malevolent ones and choose correctly between them.”

2. Reflection: The forces, both natural and supernatural, are equally as powerful in shaping not only a persons life, but those around them.

3. In William Shakespeare’s Macbeth, Macbeth leads to the destruction of  Scotland and himself.

4. Thesis Statement: Even though Lady Macbeth did not play a direct role in King Duncan’s murder, it was her malevolence, lack of consideration of her husband, and persistent nature that caused the demise of herself, her husband, and all of Scotland.

IntroductionIn William Shakespeare’s tragedy,

Macbeth, Macbeth leads to the destruction of Scotland and himself. There are forces in life working for and against individuals. One must distinguish the beneficial forces from the malevolent ones and choose correctly between them. The forces, both natural and supernatural, are equally as powerful in shaping not only a persons life, but those around them. Even though Lady Macbeth did not play a direct role in King Duncan’s murder, it was her malevolence, lack of consideration of her husband, and persistent nature that caused the demise of herself, her husband, and all of Scotland.

Conclusion Paragraph

Demonstrate how your examples support and expand your thesis.

Explain how your thesis is a way to approach and read this specific text.

Tell the reader, “SO WHAT?” by indicating the implications of reading the entire text from the perspective of the thesis statement.

Connects the prompt/question to the entire text without directly restating it.