- \n \t
- Establishes your voice and tone, or your attitude, toward the subject<\/li>\n \t
- Introduces the general topic of the essay<\/li>\n \t
- States the thesis that will be supported in the body paragraphs<\/li>\n<\/ol>\n<\/div>\nFirst impressions are crucial and can leave lasting effects in your reader\u2019s mind, which is why the introduction is so important to your essay. If your introductory paragraph is dull or disjointed, your reader probably will not have much interest in continuing with the essay.\n\n
Attracting Interest in Your Introductory Paragraph<\/h1>\nYour introduction should begin with an engaging statement devised to provoke your readers\u2019 interest. In the next few sentences, introduce them to your topic by stating general facts or ideas about the subject. As you move deeper into your introduction, you gradually narrow the focus, moving closer to your thesis. Moving smoothly and logically from your introductory remarks to your thesis statement can be achieved using a funnel technique, as illustrated in the diagram in Figure 13.1 \"Funnel Technique\".\n\n[caption id=\"attachment_81\" align=\"aligncenter\" width=\"340\"]
![\"start](\"https:\/\/opentextbc.ca\/accessibilitytoolkit\/wp-content\/uploads\/sites\/385\/2020\/02\/055e2d510cc999075f939bd7b3dfeac5.jpg\")
<\/a> Figure 13.1[\/caption]\n\n\n Exercise 13.1<\/p>\n\n<\/header>\n
\n\nOn a separate sheet of paper, jot down a few general remarks that you can make about the topic for which you formed a thesis in a previous exercise, or create a new one.\n\n<\/div>\n<\/div>\n<\/div>\nImmediately capturing your readers\u2019 interest increases the chances of having them read what you are about to discuss. You can garner curiosity for your essay in a number of ways. Try to get your readers personally involved by doing any of the following:<\/p>\n\n
- \n \t
- Appealing to their emotions<\/li>\n \t
- Using logic<\/li>\n \t
- Beginning with a provocative question or opinion<\/li>\n \t
- Opening with a startling statistic or surprising fact<\/li>\n \t
- Raising a question or series of questions<\/li>\n \t
- Presenting an explanation or rationalization for your essay<\/li>\n \t
- Opening with a relevant quotation or incident<\/li>\n \t
- Opening with a striking image<\/li>\n \t
- Including a personal anecdote<\/li>\n<\/ul>\nTIP:<\/strong> Remember that your diction, or word choice, while always important, is most crucial in your introductory paragraph. Boring diction could extinguish any desire a person might have to read through your discussion. Choose words that create images or express action. For more information on diction, see \"Working with Words: Which Word Is Right?\".<\/div>\n
In the following introductory paragraph, the thesis statement is underlined:<\/p>\n\n
Play Atari on a General Electric brand television set? Maybe watch Dynasty? Or read old newspaper articles on microfiche at the library? Twenty-five years ago, the average college student did not have many options when it came to entertainment in the form of technology. Fast-forward to the twenty-first century, and the digital age has digital technology, consumers are bombarded with endless options for how they do most everything-from buying and reading books to taking and developing photographs. In a society that is obsessed with digital means of entertainment, it is easy for the average person to become baffled. Everyone wants the newest and best digital technology, but the choices are many and the specifications are often confusing.<\/span><\/div>\nTIP:<\/strong> If you have trouble coming up with a provocative statement for your opening, it is a good idea to use a relevant, attention-grabbing quote about your topic. Use a search engine to find statements made by historical or significant figures about your subject.<\/div>\n\n\n Exercise 13.2<\/p>\n\n<\/header>\n
\n\nReread each sentence in the above introductory paragraph. Indicate which techniques were used and comment on how each sentence is designed to attract readers\u2019 interest.\n\n<\/div>\n<\/div>\n<\/div>\n\nWriting a Conclusion<\/h1>\n
It is not unusual to want to rush when you approach your conclusion, and even experienced writers may fade. But what good writers remember is that it is vital to put just as much attention into the conclusion as in the rest of the essay. After all, a hasty ending can undermine an otherwise strong essay.<\/p>\n
A conclusion that does not correspond to the rest of your essay, has loose ends, or is unorganized can unsettle your readers and raise doubts about the entire essay. However, if you have worked hard to write the introduction and body, your conclusion can often be the most logical part to compose.<\/p>\n\n
\nThe Anatomy of a Strong Conclusion<\/h1>\n
Keep in mind that the ideas in your conclusion must conform to the rest of your essay. In order to tie these components together, restate your thesis at the beginning of your conclusion. This helps you assemble, in an orderly fashion, all the information you have explained in the body. Repeating your thesis reminds your readers of the major arguments you have been trying to prove and also indicates that your essay is drawing to a close. A strong conclusion also reviews your main points and emphasizes the importance of the topic.<\/p>\n
The construction of the conclusion is similar to the introduction, in which you make general introductory statements and then present your thesis. The difference is that in the conclusion you first paraphrase, or state in different words, your thesis and then follow up with general concluding remarks. These sentences should progressively broaden the focus of your thesis and maneuver your readers out of the essay.<\/p>\n
Many writers like to end their essays with a final emphatic statement. This strong closing statement will cause your readers to continue thinking about the implications of your essay; it will make your conclusion, and thus your essay, more memorable. Another powerful technique is to challenge your readers to make a change in either their thoughts or their actions. Challenging your readers to see the subject through new eyes is a powerful way to ease yourself and your readers out of the essay.<\/p>\n\n
TIP:\u00a0<\/strong>When closing your essay, do not expressly state that you are drawing to a close. Relying on statements such as in conclusion<\/em>, it is clear that<\/em>, as you can see<\/em>, or in summation<\/em> is unnecessary and can be considered trite.<\/div>\n\n\nTIP: <\/strong>It is wise to avoid doing any of the following in your conclusion:\n- \n \t
- Introducing new material<\/li>\n \t
- Contradicting your thesis<\/li>\n \t
- Changing your thesis<\/li>\n \t
- Using apologies or disclaimers<\/li>\n<\/ul>\nIntroducing new material in your conclusion has an unsettling effect on your reader. When you raise new points, you make your reader want more information, which you could not possibly provide in the limited space of your final paragraph.\n\nContradicting or changing your thesis statement causes your readers to think that you do not actually have a conviction about your topic. After all, you have spent several paragraphs adhering to a singular point of view.\n\nWhen you change sides or open up your point of view in the conclusion, your reader becomes less inclined to believe your original argument.\n\nBy apologizing for your opinion or stating that you know it is tough to digest, you are in fact admitting that even you know what you have discussed is irrelevant or unconvincing. You do not want your readers to feel this way. Effective writers stand by their thesis statement and do not stray from it.\n\n<\/div>\n
\n Exercise 13.3<\/p>\n\n<\/header>\n
\n\nOn a separate sheet of a paper, restate your thesis from Exercise 2 of this section and then make some general concluding remarks. Next, compose a final emphatic statement. Finally, incorporate what you have written into a strong conclusion paragraph for your essay.\n\nCollaboration<\/strong>\n\nPlease share with a classmate and compare your answers.\n\n<\/div>\n<\/div>\nThe following paragraph incorporates some of these pointers into the conclusion. It has paraphrased the thesis statement in the first sentence.<\/p>\n\n
In a society fixated on the latest and smartest digital technology, a consumer can easily become confused by the countless options and specifications. The ever-changing state of digital technology challenges consumers with its updates and add-ons and expanding markets and incompatible formats and restrictions--a fact that is complicated by salesmen who want to sell them anything. In a world that is increasingly driven by instant gratification, it's easy for people to buy the first thing they see. The solution for many people should be to avoid buying on impulse. Consumers should think about what they really need, not what is advertised.<\/div>\nTIP:<\/strong> Make sure your essay is balanced by not having an excessively long or short introduction or conclusion. Check that they match each other in length as closely as possible, and try to mirror the formula you used in each. Parallelism strengthens the message of your essay.<\/div>\n\n\n Writing in Process<\/p>\n\n<\/header>\n
\n\nOn the job you will sometimes give oral presentations based on research you have conducted. A concluding statement to an oral report contains the same elements as a written conclusion. You should wrap up your presentation by restating the purpose of the presentation, reviewing its main points, and emphasizing the importance of the material you presented. A strong conclusion will leave a lasting impression on your audience.\n\n<\/div>\n<\/div>\nText Attributions<\/h3>\n
- \n \t
- This chapter was adapted from \"Writing Introductory and Concluding Paragraphs<\/a>\" in\u00a0Writing for Success\u00a0<\/em>by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. \u00a0CC BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>","rendered":"
Picture your introduction as a storefront window: You have a certain amount of space to attract your customers (readers) to your goods (subject) and bring them inside your store (discussion). Once you have enticed them with something intriguing, you then point them in a specific direction and try to make the sale (convince them to accept your thesis).<\/p>\n
Your introduction is an invitation to your readers to consider what you have to say and then to follow your train of thought as you expand upon your thesis statement.<\/p>\n
\nAn introduction serves the following purposes:<\/p>\n
- \n
- Establishes your voice and tone, or your attitude, toward the subject<\/li>\n
- Introduces the general topic of the essay<\/li>\n
- States the thesis that will be supported in the body paragraphs<\/li>\n<\/ol>\n<\/div>\n
First impressions are crucial and can leave lasting effects in your reader\u2019s mind, which is why the introduction is so important to your essay. If your introductory paragraph is dull or disjointed, your reader probably will not have much interest in continuing with the essay.<\/p>\n
\nAttracting Interest in Your Introductory Paragraph<\/h1>\n
Your introduction should begin with an engaging statement devised to provoke your readers\u2019 interest. In the next few sentences, introduce them to your topic by stating general facts or ideas about the subject. As you move deeper into your introduction, you gradually narrow the focus, moving closer to your thesis. Moving smoothly and logically from your introductory remarks to your thesis statement can be achieved using a funnel technique, as illustrated in the diagram in Figure 13.1 “Funnel Technique”.<\/p>\n
<\/a>Figure 13.1<\/figcaption><\/figure>\n \n\n Exercise 13.1<\/p>\n<\/header>\n
\nOn a separate sheet of paper, jot down a few general remarks that you can make about the topic for which you formed a thesis in a previous exercise, or create a new one.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
Immediately capturing your readers\u2019 interest increases the chances of having them read what you are about to discuss. You can garner curiosity for your essay in a number of ways. Try to get your readers personally involved by doing any of the following:<\/p>\n
- \n
- Appealing to their emotions<\/li>\n
- Using logic<\/li>\n
- Beginning with a provocative question or opinion<\/li>\n
- Opening with a startling statistic or surprising fact<\/li>\n
- Raising a question or series of questions<\/li>\n
- Presenting an explanation or rationalization for your essay<\/li>\n
- Opening with a relevant quotation or incident<\/li>\n
- Opening with a striking image<\/li>\n
- Including a personal anecdote<\/li>\n<\/ul>\nTIP:<\/strong> Remember that your diction, or word choice, while always important, is most crucial in your introductory paragraph. Boring diction could extinguish any desire a person might have to read through your discussion. Choose words that create images or express action. For more information on diction, see “Working with Words: Which Word Is Right?”.<\/div>\n
In the following introductory paragraph, the thesis statement is underlined:<\/p>\n
Play Atari on a General Electric brand television set? Maybe watch Dynasty? Or read old newspaper articles on microfiche at the library? Twenty-five years ago, the average college student did not have many options when it came to entertainment in the form of technology. Fast-forward to the twenty-first century, and the digital age has digital technology, consumers are bombarded with endless options for how they do most everything-from buying and reading books to taking and developing photographs. In a society that is obsessed with digital means of entertainment, it is easy for the average person to become baffled. Everyone wants the newest and best digital technology, but the choices are many and the specifications are often confusing.<\/span><\/div>\nTIP:<\/strong> If you have trouble coming up with a provocative statement for your opening, it is a good idea to use a relevant, attention-grabbing quote about your topic. Use a search engine to find statements made by historical or significant figures about your subject.<\/div>\n\n\n\n Exercise 13.2<\/p>\n<\/header>\n
\nReread each sentence in the above introductory paragraph. Indicate which techniques were used and comment on how each sentence is designed to attract readers\u2019 interest.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
\nWriting a Conclusion<\/h1>\n
It is not unusual to want to rush when you approach your conclusion, and even experienced writers may fade. But what good writers remember is that it is vital to put just as much attention into the conclusion as in the rest of the essay. After all, a hasty ending can undermine an otherwise strong essay.<\/p>\n
A conclusion that does not correspond to the rest of your essay, has loose ends, or is unorganized can unsettle your readers and raise doubts about the entire essay. However, if you have worked hard to write the introduction and body, your conclusion can often be the most logical part to compose.<\/p>\n
\nThe Anatomy of a Strong Conclusion<\/h1>\n
Keep in mind that the ideas in your conclusion must conform to the rest of your essay. In order to tie these components together, restate your thesis at the beginning of your conclusion. This helps you assemble, in an orderly fashion, all the information you have explained in the body. Repeating your thesis reminds your readers of the major arguments you have been trying to prove and also indicates that your essay is drawing to a close. A strong conclusion also reviews your main points and emphasizes the importance of the topic.<\/p>\n
The construction of the conclusion is similar to the introduction, in which you make general introductory statements and then present your thesis. The difference is that in the conclusion you first paraphrase, or state in different words, your thesis and then follow up with general concluding remarks. These sentences should progressively broaden the focus of your thesis and maneuver your readers out of the essay.<\/p>\n
Many writers like to end their essays with a final emphatic statement. This strong closing statement will cause your readers to continue thinking about the implications of your essay; it will make your conclusion, and thus your essay, more memorable. Another powerful technique is to challenge your readers to make a change in either their thoughts or their actions. Challenging your readers to see the subject through new eyes is a powerful way to ease yourself and your readers out of the essay.<\/p>\n
TIP:\u00a0<\/strong>When closing your essay, do not expressly state that you are drawing to a close. Relying on statements such as in conclusion<\/em>, it is clear that<\/em>, as you can see<\/em>, or in summation<\/em> is unnecessary and can be considered trite.<\/div>\n\nTIP: <\/strong>It is wise to avoid doing any of the following in your conclusion:<\/p>\n
- \n
- Introducing new material<\/li>\n
- Contradicting your thesis<\/li>\n
- Changing your thesis<\/li>\n
- Using apologies or disclaimers<\/li>\n<\/ul>\n
Introducing new material in your conclusion has an unsettling effect on your reader. When you raise new points, you make your reader want more information, which you could not possibly provide in the limited space of your final paragraph.<\/p>\n
Contradicting or changing your thesis statement causes your readers to think that you do not actually have a conviction about your topic. After all, you have spent several paragraphs adhering to a singular point of view.<\/p>\n
When you change sides or open up your point of view in the conclusion, your reader becomes less inclined to believe your original argument.<\/p>\n
By apologizing for your opinion or stating that you know it is tough to digest, you are in fact admitting that even you know what you have discussed is irrelevant or unconvincing. You do not want your readers to feel this way. Effective writers stand by their thesis statement and do not stray from it.<\/p>\n<\/div>\n
\n\n Exercise 13.3<\/p>\n<\/header>\n
\nOn a separate sheet of a paper, restate your thesis from Exercise 2 of this section and then make some general concluding remarks. Next, compose a final emphatic statement. Finally, incorporate what you have written into a strong conclusion paragraph for your essay.<\/p>\n
Collaboration<\/strong><\/p>\n
Please share with a classmate and compare your answers.<\/p>\n<\/div>\n<\/div>\n
The following paragraph incorporates some of these pointers into the conclusion. It has paraphrased the thesis statement in the first sentence.<\/p>\n
In a society fixated on the latest and smartest digital technology, a consumer can easily become confused by the countless options and specifications. The ever-changing state of digital technology challenges consumers with its updates and add-ons and expanding markets and incompatible formats and restrictions–a fact that is complicated by salesmen who want to sell them anything. In a world that is increasingly driven by instant gratification, it’s easy for people to buy the first thing they see. The solution for many people should be to avoid buying on impulse. Consumers should think about what they really need, not what is advertised.<\/div>\nTIP:<\/strong> Make sure your essay is balanced by not having an excessively long or short introduction or conclusion. Check that they match each other in length as closely as possible, and try to mirror the formula you used in each. Parallelism strengthens the message of your essay.<\/div>\n\n\n\n Writing in Process<\/p>\n<\/header>\n
\nOn the job you will sometimes give oral presentations based on research you have conducted. A concluding statement to an oral report contains the same elements as a written conclusion. You should wrap up your presentation by restating the purpose of the presentation, reviewing its main points, and emphasizing the importance of the material you presented. A strong conclusion will leave a lasting impression on your audience.<\/p>\n<\/div>\n<\/div>\n
Text Attributions<\/h3>\n
- \n
- This chapter was adapted from “Writing Introductory and Concluding Paragraphs<\/a>” in\u00a0Writing for Success\u00a0<\/em>by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. \u00a0CC BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"author":90,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-58","chapter","type-chapter","status-publish","hentry"],"part":48,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/58","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/users\/90"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/58\/revisions"}],"predecessor-version":[{"id":59,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/58\/revisions\/59"}],"part":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/parts\/48"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapters\/58\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/media?parent=58"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/pressbooks\/v2\/chapter-type?post=58"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/contributor?post=58"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-json\/wp\/v2\/license?post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- This chapter was adapted from \"Writing Introductory and Concluding Paragraphs<\/a>\" in\u00a0Writing for Success\u00a0<\/em>by a publisher who has requested that they and the original author not receive attribution (and republished by University of Minnesota Libraries Publishing). Adapted by Allison Kilgannon. \u00a0CC BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>","rendered":"
![\"start](\"https:\/\/opentextbc.ca\/provincialenglishabe\/wp-content\/uploads\/sites\/934\/2020\/02\/055e2d510cc999075f939bd7b3dfeac5.jpg\")
<\/a> Figure 13.1[\/caption]\n\n