Play Essay Introduction

Introductions and conclusions play a special role in the academic essay, and they frequently demand much of your attention as a writer. A good introduction should identify your topic, provide essential context, and indicate your particular focus in the essay. It also needs to engage your readers’ interest. A strong conclusion will provide a sense of closure to the essay while again placing your concepts in a somewhat wider context. It will also, in some instances, add a stimulus to further thought. Since no two essays are the same, no single formula will automatically generate an introduction and conclusion for you. But the following guidelines will help you to construct a suitable beginning and end for your essay.

Some general advice about introductions

  1. Some students cannot begin writing the body of the essay until they feel they have the perfect introduction. Be aware of the dangers of sinking too much time into the introduction. Some of that time can be more usefully channeled into planning and writing.
  2. You may be the kind of writer who writes an introduction first in order to explore your own thinking on the topic. If so, remember that you may at a later stage need to compress your introduction.
  3. It can be fine to leave the writing of the introduction for a later stage in the essay-writing process. Some people write their introduction only after they have completed the rest of the essay. Others write the introduction first but rewrite it significantly in light of what they end up saying in the body of their paper.
  4. The introductions for most papers can be effectively written in one paragraph occupying half to three-quarters of the first page. Your introduction may be longer than that, and it may take more than one paragraph, but be sure you know why. The size of your introduction should bear some relationship to the length and complexity of your paper. A twenty page paper may call for a two-page introduction, but a five-page paper will not.
  5. Get to the point as soon as possible. Generally, you want to raise your topic in your very first sentences. A common error is to begin too broadly or too far off topic. Avoid sweeping generalizations.
  6. If your essay has a thesis, your thesis statement will typically appear at the end of your introduction, even though that is not a hard-and-fast rule. You may, for example, follow your thesis with a brief road map to your essay that sketches the basic structure of your argument. The longer the paper, the more useful a road map becomes.

How do I write an interesting, effective introduction?

Consider these strategies for capturing your readers’ attention and for fleshing out your introduction:

  1. Find a startling statistic that illustrates the seriousness of the problem you will address.
  2. Quote an expert (but be sure to introduce him or her first).
  3. Mention a common misperception that your thesis will argue against.
  4. Give some background information necessary for understanding the essay.
  5. Use a brief narrative or anecdote that exemplifies your reason for choosing the topic. In an assignment that encourages personal reflection, you may draw on your own experiences; in a research essay, the narrative may illustrate a common real-world scenario.
  6. In a science paper, explain key scientific concepts and refer to relevant literature. Lead up to your own contribution or intervention.
  7. In a more technical paper, define a term that is possibly unfamiliar to your audience but is central to understanding the essay.

In fleshing out your introduction, you will want to avoid some common pitfalls:

  1. Don’t provide dictionary definitions, especially of words your audience already knows.
  2. Don’t repeat the assignment specifications using the professor’s wording.
  3. Don’t give details and in-depth explanations that really belong in your body paragraphs. You can usually postpone background material to the body of the essay.

Some general advice about conclusions

  1. A conclusion is not merely a summary of your points or a re-statement of your thesis. If you wish to summarize—and often you must—do so in fresh language. Remind the reader of how the evidence you’ve presented has contributed to your thesis.
  2. The conclusion, like much of the rest of the paper, involves critical thinking. Reflect upon the significance of what you’ve written. Try to convey some closing thoughts about the larger implications of your argument.
  3. Broaden your focus a bit at the end of the essay. A good last sentence leaves your reader with something to think about, a concept in some way illuminated by what you’ve written in the paper.
  4. For most essays, one well-developed paragraph is sufficient for a conclusion. In some cases, a two-or-three paragraph conclusion may be appropriate. As with introductions, the length of the conclusion should reflect the length of the essay.

How do I write an interesting, effective conclusion?

The following strategies may help you move beyond merely summarizing the key points of your essay:

  1. If your essay deals with a contemporary problem, warn readers of the possible consequences of not attending to the problem.
  2. Recommend a specific course of action.
  3. Use an apt quotation or expert opinion to lend authority to the conclusion you have reached.
  4. Give a startling statistic, fact, or visual image to drive home the ultimate point of your paper.
  5. If your discipline encourages personal reflection, illustrate your concluding point with a relevant narrative drawn from your own life experiences.
  6. Return to an anecdote, example, or quotation that you introduced in your introduction, but add further insight that derives from the body of your essay.
  7. In a science or social science paper, mention worthwhile avenues for future research on your topic.

How does genre affect my introduction or conclusion?

Most of the advice in this handout pertains to argumentative or exploratory academic essays. Be aware, however, that different genres have their own special expectations about beginnings and endings. Some academic genres may not even require an introduction or conclusion. An annotated bibliography, for example, typically provides neither. A book review may begin with a summary of the book and conclude with an overall assessment of it. A policy briefing usually includes an introduction but may conclude with a series of recommendations. Check your assignment carefully for any directions about what to include in your introduction or conclusion.

The critical essay paper

The introductory paragraph

The introduction should not be too long and detailed and it should focus on the question right from the start.

  • Identify the text and author
  • Use words from the beginning of the question and show why the text is an appropriate one
  • Refer to words from the second part of the question that set the task
  • Indicate the topics/aspects that the rest of the essay will discuss in depth

In a sense, the introduction should be a summary of the whole essay – later paragraphs should not change the direction of the argument or introduce new and unexpected topics.

Example

Expanding the paragraphs

The PEER approach:

Ensure you make frequent links back to the key phrases from the question, not only in the introduction but in topic sentences at the start of paragraphs.

For example:

The main body of the essay should be developed with a combination of statements and evidence.

Many teachers recommend the PEER structure:

Point (topic sentence)

Example (often in the form of a quotation)

Explanation / analysis

Respond in a way that is Relevant to the task

Here is an example of how to use this in a poetry essay:

This question suits Seamus Heaney’s poem Blackberry Picking well, as Heaney uses the poem as a means to reflect on how growing up naturally changes how we see the world. His experience of childhood summers spent picking fruit - only for the vast amount of it to rot - serves as a metaphor for life in general, where optimism and the focus on immediate pleasure are replaced by a natural conservatism and pessimism. There is a clear theme of change in the poem, as Heaney looks back on his younger self through the eyes of an adult, to see how life has changed.

Here is an example paragraph using the PEER structure that deals with the imagery in the poem:

(P) Heaney is convincing in his use of the extended metaphor, which brings to life his observation that childhood innocence must give way to adult realism. Just as the berries inevitably rot when picked from the bushes, we cannot escape the changes we go through when growing up. (E) After wildly picking every berry in sight, the persona and his friends return to the byre the next day, only to find the "glossy purple" berries have been transformed by a "rat-grey fungus". It becomes apparent in that moment that the berries are rotting and that in the children’s "lust for picking" they have failed to consider what might happen to the fruit. (E) By his use of the word "lust", Heaney is suggesting that the children pick the berries with a wild sense of abandon and that their desire to collect them in as vast a quantity as possible is almost uncontrollable. The berries have been transformed from "glossy purple" - connoting life, vitality and freshness - to "rat-grey" – a colour associated ultimately with decay and death. In the context of the poem, this experience clearly highlights the human condition itself, which can be summed up as the passage from innocence to experience. (R) It is only when the children have seen what has happened as a result of their efforts that they accept life isn’t always fair. Heaney leaves the reader pondering the fact that change – whether in terms of the berries or life in general - is inevitable, no matter how unlikely it may seem at the time.

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