Essay Fundamentals 8-Converting Outlines to Essays Every barebones outline begins with a thesis sentence, which governs or controls the essay. Most commonly, our thesis sentence becomes the last sentence of our introductory paragraph.

By creating barebones outlines, we have already been creating topic sentences. What we have been calling "supporting sentences" in the outlines become "topic sentences" when they are placed in an essay. Most commonly, topic sentences become the first sentence of each body paragraph.

Here is a visual of a five-paragraph essay:

[Introductory paragraph.] Xxxxx xxx xxxx xxxxxxx xxxx xx xxxxx x xxxx xxx xxxx xxx xxxxxxxx. Xxxx xxx XXXX XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx xxx xxxx xxxxxxx xxxx xx xxxx x xxxx xxx xxxx xxx xxxxxxxx. Take your thesis sentence from the barebones outline and place it here.

[The next three paragraphs are body paragraphs.]

Take your weakest topic sentence from the barebones outline and place it here. Xxxxx xxx xxxx XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxx XXX XXXX XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXXX

XXXX XX XXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx XXXXXXX.

Take your second topic sentence from the barebones outline and place it here. Xxxxx xxx xxxx XXXXXXX XXXX XX XXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXXX XXXX XX XXXXX X xxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXXX XXXX XX XXXXX X XXXX XX xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXXX

XXXX XX XXXXX X xxxx xxx xxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X XXXX XX xxxx xxx XXXXXXX.

Take your strongest topic sentence from the barebones outline and place it here. Xxxx xxx xxxx XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxx. Xxxxx XXX XXXX XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxx XXX XXXX XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXX XXXXXXX

XXXX XX XXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx.

[Concluding paragraph.] Xxxxx xxx xxx xxxxxxx xxxx xx xxxxx x xxxx xxx xxxx xxx xxxxxxxx. Xxxxx xxx XXXX XXXXXXX XXXX XX XXXXX X xxx xxx xxxx xxx xxxxxxx. Xxxxx XXX XXXX XXXXXXX XXXX XX XXXXX X xxxx xxx xxxx xxx xxxxxxxx. Xxxxx XXX XXXX XXXXXXX XXXX XX XXXXX X XXXX XXX XXXX XX xxxxxxx. Xxxxx xxx xxxx XXXXXXX XXXX XX XXXXX X XXXX XXX XXXX XXX XXXXXXX.

Exercise 8: Copy the visual diagram from above. The x's represent the words that would actually be there if this were a real essay. Your object is to create a document that looks similar to a five-paragraph essay, but with two differences. First you will need to choose one of your two outlines from exercise 7. Difference #1: Where you see the words "Take your thesis sentence from the barebones outline and place it here," you will actually write the thesis sentence taken from your outline. Difference #2: Where you see the words telling you to "Take your . . . topic sentence from the barebones outline and place it here," you will actually write the topic sentences taken from your outline.

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Essay Fundamentals 9-Basic Introductory Paragraphs Academic essays take a three-part form: an introduction, a body, and a conclusion. We'll begin by examining how to create introductory paragraphs.

The Basic Introductory Paragraph

The basic introductory paragraph might also be thought of as "ol' standby." Meaning that it can serve us well in most any essay-writing situation we might encounter.

Regardless of the method chosen for writing the introductory paragraph, the key is to give the introductory paragraph movement. Paragraphs that begin and end at the same place (focusing on the same word or phrase) are like boats sitting dead in the water: there's no movement.

So instead of trying unsuccessfully to move from point A to point A, we will want to move from point A to point B. One way to do this is with the basic general-to-specific approach.

We already have the "specific"; that will be our thesis sentence, which will be waiting patiently at the end of our introductory paragraph.

As for "general," there are three options:

> a higher level of generality,

> go back in time, or

> a combination of the two.

Suppose our thesis sentence is "Wolves should be reintroduced into certain national parks."

Begin at a higher level of generality: We could begin talking about national parks or animals that people fear irrationally or predators or the food chain. After spending a few sentences at this more general level, we begin to work slowly toward our thesis sentence—almost as if we were sneaking up on it.

Begin further back in time: We could describe a time several hundred years ago when wolves lived undisturbed in their natural habitats. We could then move forward to the time when wolves were removed from national park areas. We could then

move forward even more to the current time when wolves are being reintroduced into certain national parks.

A combination of both: In the "Begin at a higher level of generality" paragraph above, these suggestions were given: national parks, animals that people fear irrationally, predators, the food chain. Each of these "more general" levels could also be given a chronological or time treatment by discussing "how it used to be" followed by "how it is now." Thus, several sentences of how national parks were once unmanaged territories followed by several sentences of how the parks services began taking more control of what goes in within national park boundaries. Or several sentences of how it happens that certain animals have attracted unwarranted negative publicity followed by several sentences of how that negative publicity has led people to make life difficult for those animals. And so on.

Exercise 9: (You will be reusing this paragraph in exercise 11.) Choose one of your two barebones outlines from exercise 7. For the outline you have chosen, write an introductory paragraph of at least seven sentences. You will need to use one of the three strategies discussed earlier: a higher level of generality, go back in time, or a combination of the two.

When you finish your introductory paragraph, skip a line; then write which of the three strategies you used for creating your paragraph.

note 1: Determine the topic on which you are writing. Whatever that topic is, do not mention it during the first few sentences of your introductory paragraph. Withhold your topic till somewhere near the middle of your paragraph. Think of this approach as "sneaking up on your topic."

note 2: The key is to create gradual movement. Begin with the most general level or the earliest time. Ideally, each new sentence will get a little more specific or move a bit forward in time as you draw slowly toward the topic named in the thesis.

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Essay Fundamentals 10-Other Introductory Paragraphs Another basic introductory paragraph is one that provides the reader with background information. Suppose we are going to state a problem—let's say, dust mites that gather inside pillows—and a solution to that problem. Our reader might not be aware that dust mites inside pillows are even a problem at all, so before we can launch into our essay, we will need to make our reader aware of this problem. In this case, an introductory paragraph might contain a list of facts and statistics about dust mites and their negative effects on human health.

The Frankenstein Effect: Quite often, we develop our introductory paragraphs by

creating the last sentence first (our thesis), then creating the first sentence, the second,

and so on, till we eventually arrive back at our thesis. Because of this non-sequential development, it is quite likely that our

penultimate (second-to-last) sentence will join awkwardly to our thesis sentence. As a

result, we will probably need to devise a clever transition—possibly a word, a phrase,

or a complete sentence—to connect our second-to-last sentence to our thesis

sentence. This way our thesis sentence will appear to be an organic part of our

introductory paragraph.

Related to the background information paragraph are the historical overview and the explanation of importance paragraphs. In the case of the historical overview, readers might not see why the issues we raise in our essay are important unless they know the history behind our topic. How did we get to where we are today? In the case of dust mites, we might relate some of the history or the evolution of pillows. Or we might list some of the important discoveries that led to the current state of what we know about dust mites. In the case of the explanation of importance, we will simply tell readers why the topic we will be writing on is one they should know about.

Some similarities: We have been introduced to five methods for creating introductory paragraphs. However, we should be aware of certain similarities

and points of overlap. For example, we could easily create an introductory paragraph that incorporates elements of going back in time, of background information, and of historical overview. But we should avoid losing sight of the "flow" or "movement" described in the previous lesson. If we are "sneaking up" on our topic and moving from point A to point B (as opposed to moving from A to A), we are doing well. Whether we can clearly label our introductory paragraph as one type or another then takes on a secondary importance.

Linking your topic to a current event can work well with both the "background information"

and the "explanation of importance" approaches. Defining one or more key terms

or concepts can work well with the "background" information" approach.

Exercise 10: (You will be reusing this paragraph in exercise 11.) In exercise 9 you used one of your barebones outlines from exercise 7; here in exercise 10, use the other outline. For this outline, write an introductory paragraph of at least seven sentences. You will need to use one of the three strategies listed above: background information, historical overview, or explanation of importance.

When you finish your introductory paragraph, skip a line; then write which of the three strategies you used for creating your paragraph.

note: Body paragraph material and introductory paragraph material must be kept separate. Later, during the body of your essay, you will begin supporting your claims. But this is not the body of your essay, so keep body material out of your introductory paragraph. Be especially careful when using the explanation of importance method. Using body paragraph material might seem the same as explaining why a certain topic is important; but remember: saying why something is important is one thing; saying why you believe it's true is quite another.

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Essay Fundamentals 11-Adding Some Flair

The basic methods listed previously serve as handy standbys; they are all solid means for "getting the job done." But the instructor may want us to write an introductory paragraph that has more flair and that is more likely to catch the reader's attention. So in addition to knowing how to write a basic introductory paragraph, we might do well to learn other methods as well:

The Anecdote: An anecdote is an amusing little personal story. At the end of our amusing story, we make the connection to the subject on which we plan to write. Note that this type of introductory paragraph is more likely to work with an essay that is less heavily academic.

The Surprising Statement: Telling readers that aliens may live inside their glove compartments or that cats have the capacity to save the human race from destruction are certain to get your reader's attention. Surprising facts or statistics, surprising comparisons, and dramatic examples can also work well. Of course, such statements need to be somehow true and need to connect with the thesis we are leading up to.

Be patient. One key to writing the basic introductory paragraph is to withhold the full topic till near the end of the paragraph. This is how we give our introductory paragraph

movement. It is good policy to keep our readers guessing about the essay's topic till somewhere in the second half of the introductory paragraph.

The Quotation: "Ralph Waldo Emerson once said that 'a foolish consistency is the hobgoblin of little minds.'" Of course, if we lead with such a quotation, we will need to spend several sentences making the connection between our chosen quotation and the thesis sentence that concludes our introductory paragraph. (Note: Many writers employ the "Webster's Dictionary defines 'hobgoblin' a s . . . " method in their introductory paragraphs. But this method is quite overdone, quite cliched, and best avoided.)

The Rhetorical Question: One way to "hook" a reader's interest is to begin with one or more rhetorical questions. "Did you know that if it weren't for dust mites Abraham Lincoln might be alive today?" "What if you reached into your glove compartment and found that aliens had been living there?" Such questions are sure to pique a reader's interest. Of course, you must in some way connect your rhetorical question(s) to the thesis that sits at the end of your introductory paragraph.

Keep in mind that these methods for adding flair are merely additions; on their own, they cannot be used for creating complete introductory paragraphs. For example, if you begin an

introductory paragraph with a quotation, you will immediately be asking yourself, "Now what?" So, ultimately, full introductory paragraphs are best developed by using one of the

basic "movement providing" methods listed earlier.

Exercise 11: You will need your two previous introductory paragraphs—the ones you wrote for exercises 9 and 10. Take one of these previously written paragraphs and work (blend) a surprising statement, a quotation, or a rhetorical question into it. Then take your other previously written paragraph and work (blend) one of the other two devices into it. In both cases, underline or highlight and label your added material. (Note that these devices will often appear as the first sentence—though they can appear anywhere within the introductory paragraph.)

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Essay Fundamentals 12-Adding Full Transitions to Topic Sentences

A body paragraph can be defined as a topic sentence plus its supporting sentences.

Earlier, we practiced creating barebones outlines that begin with a thesis; the thesis is followed its supporting points—first the weakest, then the mid-level, then the strongest.

We also learned that the supporting points from our outline become the topic sentences in our essay. And we also learned that the first sentence of each body paragraph is the best place for our topic sentences. Now it's time to learn how to add full transitions to our topic sentences.

Here is the "lawn gnomes" outline:

thesis: More people should place lawn gnomes on their lawns.

> They create a "No Running Man" safety zone.

> They lower cholesterol levels.

> They help prevent terrorism.

Here is what our three supporting points will look like after we have converted them to topic sentences with full transitions:

> One reason that lawn gnomes should be placed on our lawns is that they create a "No Running Man" safety zone.

> A second reason that lawn gnomes should be placed on our lawns is that they lower cholesterol levels.

> The [best or most important or most significant] reason that lawn gnomes should be placed on our lawns is that they help prevent terrorism.

Words like one, second, best, most important, and most significant are transitional words. They allow the essay to transition from the previous point into a new point. They also serve as sign posts to the reader so that the reader has an easy time following the sequential steps in our essay. The first two transitions ("one" and "second") are counting words; the third transition lets the reader know that our supporting points have been placed in order from weakest to strongest.

A "full" transition includes a restatement of the thesis along with the transitional words. A topic

sentence with a less-than-full transition might look like this: "First, lawn gnomes help prevent

terrorism." We, however, use full transitions: full transitions are more likely to keep our paragraphs

"on target"; partial transitions give us more room in which to "go astray."

Notice that each of our topic sentences includes three main components:

1. the transition

2. the restated thesis

3. the supporting point

Here is a formula for creating "full transition" topic sentences:

Thesis sentence.

> One reason that [restated thesis] is that [first supporting point].

> A second reason that [restated thesis] is that [second supporting point].

> The [best or most important or most significant] reason that [restated thesis] is that [strongest supporting point].

Since our thesis sentence will be reappearing as a portion of each topic sentence, this is all the more

reason for creating thesis sentences that are shorter and to the point. However, if our thesis

sentence does sound awkward when placed inside our topic sentences, create a shorter version of it—

the thesis reduced to its most essential words.

Exercise 12

Use one of your two outlines from exercise 7. Copy the thesis as it is. Then, using the formula above, turn your three supporting sentences into full-transition topic sentences.

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