Benefit 1: Accessibility
One of the main benefits claimed for cryptocurrencies is that they are easily accessible by anyone with secure web access.
• Development of cryptocurrencies has reflected all the elements of Smith’s (2001) model of innovative cultures: ease of participation, freedom from external control, and the prospect of social and financial rewards.
• More than 5000 cryptocurrencies on the market – total market valuation estimated > $300 bn (Brown & Smith, 2021)
Benefit 2: Innovation
Easy access to cryptocurrencies has encouraged the development of innovative applications
Examples: BAT tipping; Litecoin ease of use; Sports club cryptocurrencies (Patel, 2021)
Benefit 3: Return on investment
Cryptocurrencies have not yet shown that they can retain or grow their initial value. However, for Bitcoin in particular, investors have been attracted by the promise of significant return on their investment.
• Highest rate of return – 18% (Dasman, 2021)
Risk 1: Volatility
Cryptocurrencies are subject to price volatility due to the combined influence of supply and demand, investor and user sentiments, government regulations and media hype.
• Bitcoin price jump after media promoted Proshare’s introduction of exchange-traded fund (Reiff, 2022).
• Examples of investor speculation and reactive trading impacting particular cryptocurrency price (Van Welle, 2021)
• “The Musk Effect” - how the value of Bitcoin is affected by Elon Musk’s tweets (Lapin, 2021)
Risk 2: Insecurity
Cryptocurrencies have inherent vulnerabilities, creating insecurity that cannot be overcome solely by regulation.
• Cryptocurrency is designed so as not to need gatekeepers such as banks or government – this means there is no third party to undo any harm if a protocol or code turns out to contain bugs (Power, 2021).
• Global crypto exchanges are poorly regulated and vulnerable to political instability and turmoil. This affects investor’s confidence in their ability to translate crypto balances into widely accepted currency. (Blowden, 2021)
Risk 3: Limited liquidity
The high trading volume of cryptocurrencies put strain on a nascent system of global crypto exchanges. Whilst improving volume capacity has helped, a more robust system is required to meet the burgeoning trading demand and improve liquidity.
• The success of cryptocurrency is dependant on the ability to ‘cash out’ to fiat (government issued) currencies via crypto exchanges. These are currently insufficiently regulated and developed, causing confidence and supply issues (Rutherham, 2021).
To be recommended in very limited circumstances
Paragraph plans provide an overview of your essay and provide an effective starting point for structured writing. The next step is using this plan to expand on the points as you write your essay.
In almost all cases, written assignments call for students to explore complex topics or aspects of an area of study. Any academic writing task is an opportunity to show how well you understand a particular topic, theme or area. Usually this means demonstrating how various ideas, knowledge, information or ways of thinking are connected within the context of the task or area of focus.
This means that successful academic writing presents ideas logically, and that there is high connectivity within the writing. In other words, the aim should be for writing to have high flow to help make the connections clear.
Three ways to achieve this include:
Topic sentences, or the leading sentences of a paragraph, play a key role in connecting the ideas of an essay. High-flow topic sentences should look to include three key elements:
Consider the following examples of topic sentences in response to an essay question about Virtue Ethics.
A low-flow topic sentence : Aristotle defined phronesis as practical wisdom.
This sentence does not reference the topic (virtue ethics), nor does it link to an idea from a previous paragraph. It does however, introduce the sub-topic of the paragraph (phronesis).
A high-flow topic sentence: Another fundamental concept in Virtue Ethics is phronesis.
This sentence refers to the essay topic (virtue ethics), acknowledges that this is an additional concept that build on the previous paragraph, and introduces the topic of this paragraph (phronesis).
Well-constructed paragraphs have high connections between sentences. In general sentences that promote flow should:
The following paragraph example can be considered high-flow. It includes sentences that reference the previous sentence ( underlined ), add new information ( maroon ) and use topic words ( green ).
Another fundamental concept in Virtue Ethics is phronesis. According to Aristotle, phronesis is a form of practical wisdom through which individuals make principled decisions in line with virtues such as courage and honesty (reference). Its practical nature means that phronesis can only be developed over a lifetime of carefully considered actions and sober reflection . This practice builds a person’s moral character, allowing them to make morally-defensible choices even in unfamiliar and complex situations (reference). In other words, it is a kind of social and professional skill, which at first requires conscious effort and can still result in mistakes. However, through discipline and persistence, it becomes second nature. As a result, practitioners consistently act wisely and in accordance with the virtues they uphold . Their wise actions further strengthen their own character and contribute to human fulfilment at both individual and community levels (reference).
Transition words help make the relationships and connections between ideas clear. Some examples of helpful transition words and phrases for various types of connections include:
Like X, Y is... Unlike X, Y is... In other words, This means that... For example, For instance, | Moreover, Furthermore, Additionally, Likewise, Similarly, | However, On the other hand, Therefore, As a result, Consequently, Hence, Thus, |
Success Now! workshops are available live online or on campus. Register here for workshops on research and writing . You can also organise an individual consultation here to talk to a learning advisor about planning your assignments.
An essay outline is essentially an essay’s skeleton. It’s a text representation of an essay’s thesis and key supporting points.
An essay outline serves multiple purposes, including helping its writer organize their thoughts before they start writing, giving readers a quick synopsis of the essay, and acting as a roadmap for the writer to follow as they work through their supporting paragraphs. Writing an essay outline is a fairly straightforward process, and in this blog post, we’ll walk you through it.
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An essay outline is an informal document that lists and orders the parts of an essay so the writer can stay on track and make sure they don’t miss anything. Because it’s informal, an outline is usually written in incomplete sentences, similar to notes. This can make it easier for you to determine the most effective way to transition between paragraphs and the ideal order in which to present your supporting paragraphs.
Outlining is an important early stage in the writing process . It’s where you organize all the thoughts and insights you brainstormed into a neat roadmap to follow as you write. If you get stuck as you’re writing your essay, your outline is there to help you get back on track.
It’s not uncommon for professors to require their students to submit essay outlines before getting started on their essays. Usually, this is so the professor can make sure each student is on the right track in terms of choosing an essay topic that has a sufficient amount of sources to reference, that it fits the parameters of the assignment, and that the student understands the assignment.
Although every essay is unique, they all adhere to the same basic essay structure . Every essay starts with an introduction section, follows it with at least one body paragraph that supports the points made in the introduction, then wraps up with a conclusion section that reiterates the author’s thesis and summarizes the body paragraphs.
The first section of your essay is called the introduction. As this name implies, this is where you introduce the topics you’ll be covering in your essay. It’s also where you state your thesis , the definitive sentence where you make your argument clear.
Your essay might only need two supporting paragraphs, or it could need four or five (or more). Unless your professor assigned a specific number of body paragraphs for your essay, how many of these you write is your call.
If you’re supporting your thesis with multiple sources, a general rule to follow is one body paragraph per source cited. However, the type of essay you’re writing might require you to deviate from this. For example, in a compare-and-contrast essay, you’ll write one section (at least one paragraph long) for each comparison and contrast you make. In an analytical essay, you’ll write one body section for each point you make to support your thesis.
Once you reach your conclusion , you’re almost there! This is the part of your essay where you wrap it up and summarize the points you made in your body paragraphs. If you have any final thoughts or perspectives you want to impress on your reader before they finish reading your essay, this is where you make them.
So you’re sitting at your desk, ready to write your outline. Great!
…how do you get started?
Just follow these four steps to craft an outline that makes the rest of the writing process simple.
Think about your thesis statement. You might not have the exact wording at this point, but you should have a general idea of the point you’ll make and defend in your essay. Having a clear objective enables you to work through your brainstorming notes and craft an outline that hits all the necessary points you need to support that objective.
When you brainstormed, you explored every possible avenue to go down in your writing and every potential piece of information to include.
Now it’s time to go through your brainstorming notes and pick out the points that will most effectively achieve your goal for your essay. For each piece of information you jotted down, ask yourself “how does this prove my point?” If you can answer that question with a clear, thoughtful response, add it to your list of points to make in your essay.
Using the list of points you wrote down, identify the key arguments you’ll make in your essay. These will be your body sections. For example, in an argumentative essay about why your campus needs to install more water fountains, you might make points like:
Jot down the facts, anecdotes, and statistics that support each of these arguments. For example, you might cite the number of disposable water bottles recovered from campus grounds last year in your section on how water fountains reduce plastic waste. These supporting points are part of your essay outline.
With your key topics and supporting points clearly defined, it’s time to actually write your outline. Using a template for the type of essay you’re writing (more on that in the next section), format your key points into a clear, organized frame that you’ll flesh out with content when you write your first draft.
Although every outline follows the same general structure, there are a few key differences to keep in mind when you’re outlining different kinds of essays. Take a look at how these example outlines for various essay types are similar as well as where they differ:
Here is an example outline argumentative essay :
Title: Italian Ice is a Superior Dessert to Ice Cream
Take a look at this admissions essay outline:
Title: Arigato, Sato Sensei
Here’s an example of a persuasive essay outline:
Title: We Need More Security Cameras in the Student Parking Deck
Here is an outline example for a personal essay :
Title: The Two Best Birthdays of my Life
Once you’re finished writing your outline, follow the rest of the writing process steps to complete your essay.
When it’s time to edit your work, Grammarly can help you polish your draft into a perfectly publishable piece of writing. Grammarly catches spelling mistakes, grammar errors, and gives you feedback on all the tones present in your writing to help you make any necessary adjustments to strike a clear, consistent tone that accurately communicates exactly what you need to say.
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Knowing how to write an essay can help you out significantly in both, your academic and professional life. An essay is a highly versatile nonfiction piece of writing that not only tests your knowledge of a topic but also your literary and argumentative skills.
Each essay requires the same basic process of planning, writing, and editing. Naturally, we’ve used these stages to group our steps on how to write an essay. So w ithout further ado, let’s get into it! Here are the eight steps to write an essay:
Stage 1: Planning
In certain cases, your teacher or professor may assign you a topic. However, in many cases, students have the freedom to select a topic of their choice. Make sure you choose a topic that you’re well versed in and have significant knowledge of.
Having prior knowledge of the topic will help you determine the subsequent steps to write an essay. It will also make your research process considerably easier.
A thesis statement is the central idea or premise your essay is based on. It is usually a sentence or two long and is included in the introduction of the essay. The scope of your thesis statement depends on the type of your essay and its length.
For instance, the scope of the thesis statement for a 500–1000 word school essay will be narrower than a 1000–5000 word college essay. A rule of thumb is that your essay topic should be broad enough to gather enough information, but narrow enough to address specific points and not be vague. Here’s an example:
The invention of the airplane by the Wright Brothers in 1903 revolutionized transportation and paved the way for modern aviation. It represents a monumental achievement in human history that forever changed the course of human civilization.
Creating a well-organized essay outline not only gives structure and flow to your essay but also makes it more impactful and easy to understand. The idea is to collect the main points of information that support or elaborate on your thesis statement. You can also include references or examples under these main points.
For example, if your thesis statement revolves around the invention of the airplane, your main points will include travel before the invention of the airplane, how it was invented, and its effects on modern-day travel. Take a look:
The Wright Brothers’ invention had a massive impact on modern-day travel. The subsequent growth of the aviation industry led to increased accessibility of air travel to the general public.
Stage 2: Writing
After creating the basic outline, it is important to know how to write an essay. Begin your essay by introducing your voice and point of view to the reader. An introduction is usually a paragraph or two long and consists of three main parts:
Let’s better understand this with the help of an example:
The Wright Brothers’ invention of the airplane in 1903 revolutionized the way humans travel and explore the world. Prior to this invention, transportation relied on trains, boats, and cars, which limited the distance and speed of travel. However, the airplane made air travel a reality, allowing people to reach far-off destinations in mere hours. This breakthrough paved the way for modern-day air travel, transforming the world into a smaller, more connected place. In this essay, we will explore the impact of the Wright Brothers’ invention on modern-day travel, including the growth of the aviation industry, increased accessibility of air travel to the general public, and the economic and cultural benefits of air travel.
Let’s understand how to construct each of these sections in more detail.
The opening sentence of an essay, also known as the hook, should include a powerful or startling statement that captures the reader’s attention. Depending on the type of your essay, it can be an interesting fact, a surprising statistic, or an engaging anecdote.
While writing the introduction, it’s important to provide context or background information before including the thesis statement. The background information may include the time before a groundbreaking invention, the pros and cons of a significant discovery, or the short- and long-term effects of an event.
If you’ve constructed your thesis statement during the outlining stage, it’s time to edit it based on the background information you’ve provided. Observe the slight changes we’ve made to the scope of the thesis statement in the example above. This accommodates the bits of information we’ve provided in the background history.
Body paragraphs play a crucial role in supporting and expanding the central argument presented in the thesis statement. The number of body paragraphs depends on the type of essay as well as the scope of the thesis statement.
Most school-level essays contain three body paragraphs while college-level essays can vary in length depending on the assignment.
A well-crafted body paragraph consists of the following parts:
Let’s understand this with the help of an example.
The Wright Brothers’ invention of the airplane revolutionized air travel. They achieved the first-ever successful powered flight with the Wright Flyer in 1903, after years of conducting experiments and studying flight principles. Despite their first flight lasting only 12 seconds, it was a significant milestone that paved the way for modern aviation. The Wright Brothers’ success can be attributed to their systematic approach to problem-solving, which included numerous experiments with gliders, the development of a wind tunnel to test their designs, and meticulous analysis and recording of their results. Their dedication and ingenuity forever changed the way we travel, making modern aviation possible.
Here’s a detailed overview of how to construct each of these sections.
A topic sentence is the title of the body paragraph that elaborates on the thesis statement. It is the main idea on which the body paragraph is developed. Ensure that each topic sentence is relevant to the thesis statement and makes the essay flow seamlessly.
The order of topic sentences is key in creating an impactful essay. This order varies depending on the type of essay you choose to write. These sentences may be arranged chronologically, in the order of importance, or in a cause-and-effect format.
It is necessary to provide relevant supporting information and evidence to validate your topic statement. This may include examples, relevant statistics, history, or even personal anecdotes.
You should also remember to cite your sources wherever you use them to substantiate your arguments. Always give researchers and authors credit for their work!
After presenting the appropriate evidence, the next step is to conduct an in-depth analysis. Establish connections and provide additional details to strengthen the link between your topic sentence and the supporting information.
Depending on the type of essay, this step may also involve sharing your subjective opinions and key takeaways.
In case you plan to create multiple body paragraphs, it is crucial to create a seamless transition between them. Transitional statements not only make the essay less jarring to read but also guide the reader in the right direction.
However, these statements need not be too lengthy and complicated. Use words such as “however”, “in addition to”, and “therefore” to convey transitions.
An impactful conclusion creates a lasting impression on the mind of the reader. Although it varies in length depending on the specific essay, the conclusion is typically a paragraph long.
It consists of
Here’s an example of a well-structured conclusion:
The Wright Brothers’ invention of the airplane forever changed history by paving the way for modern aviation and countless aerospace advancements. Their persistence, innovation, and dedication to problem-solving led to the first successful powered flight in 1903, sparking a revolution in transportation that transformed the world. Today, air travel remains an integral part of our globalized society, highlighting the undeniable impact of the Wright Brothers’ contribution to human civilization.
Let’s take a closer look at how to construct each of these sections.
Your conclusion should call back to your original argument or thesis statement.
However, this does not mean repeating the thesis statement as is. The essence of your argument should remain the same, but it should also be modified and evolved as per the information presented in your essay.
A powerful conclusion not only lingers in the reader’s mind but also provokes thought. You can create a strong impression on the reader by highlighting the most impactful points of your essay.
End your essay with the most powerful and impactful part: the larger perspective. This can include a question you’d like to leave the reader with, the broader implications and impact of your thesis statement, or the long-term, lingering effects of your experience.
Make sure to include no new evidence or arguments, or to undermine your findings in any way.
Stage 3: Editing
Knowing how to write an essay is just one part of essay writing. Properly reviewing and editing your essay is just as important. Make sure to spend enough time going over your essay and adding any bits of information that you’ve missed.
This is also a good time to make minor structural changes in your essay.
After making the necessary structural changes, recheck your essay word by word. It is important to not only correct major grammatical and spelling errors but also minor errors regarding the phrasing or tone of voice.
You can either choose to do this by yourself, ask a friend for assistance, or hire an essay proofreading service to go over your writing. To construct a fool-proof, error-free essay, it is helpful to have a trained pair of eyes go over it. Professional proofreaders can spot errors that are not visible to most people and set the right tone for your essay.
Now that you know the basics of how to write an essay, it’s time to learn about the specifics. Feel free to dig into the articles below and keep reading!
What are the steps to write an essay, what is the best essay writing style, how do i start an essay introduction, what are the tips for effective essay writing, what makes a good essay.
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Essays consisting of an introduction, a main body (which may be divided into sections), and a conclusion are referred to as three-part essays. You may be used to this essay format from school.
In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented. After the introduction comes the main part of the text, where the analysis and discussion are carried out and results are presented. Depending on the length of the essay, this body section may or may not be divided into different sections, and the division may be thematic, chronological, or based on comparison and contrast, for instance. In the final part of the essay, the argument will be summed up and conclusions will be drawn from what has been discussed in the body.
Each section of the text needs to be structured in a way that helps the reader understand the argument and the points that the writer wishes to make.
The main purpose of the introduction is to provide the reader with a clear idea of the focus and aim of the text. The topic of the essay/article is presented in the introduction, often accompanied by a thesis statement (the claim that the writer wishes to make). Depending on the type of essay, the introduction section also
All the information in the introduction must be relevant to the points that are subsequently made in the body of the text. The introduction often starts with a broad, or general, description of the topic and then gradually narrows down to the specific focus of the essay. Read more about the structure of introductions, and learn about the CARS (Creating a Research Space) model here:
After the introduction comes the main part of the text, which is often referred to as the body. This is where the analysis and discussion will be carried out and where results are presented. Everything that is brought up in this part of the text relates back to what was presented in the introduction. Depending on discipline, aim and context, there are various ways of structuring the body of the text. A basic strategy is to deal with one thing at a time and to order the different issues that are brought up in a logical sequence that makes the argument easy to follow.
Depending on the length of the essay, the body may or may not be divided into different sections. Note that there is never a heading called "Body" in essays; this word is only used when talking about the essay format to signal that it is the bulk of the essay text.
In the final part of the essay, the argument is summed up and conclusions are drawn from what has been discussed. Generally, a conclusion should not contain any new facts or ideas, but instead provide a brief restatement of the main arguments that have been presented in the essay.
The conclusion might refer back to the introduction and comment on the thesis statement or the research questions presented there. In some texts, it is appropriate to include a look forward, in the form of suggestions for further study, for instance.
You can watch this video for more information about the three-part essay structure:
Instructional video from the free online MOOC "Writing in English at University" which was developed at Lund University in 2016.
For further information and advice about different parts of the essay, see:
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Part Two Paragraph Writing Skills and Essay Introduction
Learning Objectives
Read the following paragraph and essay. Discuss the questions that follow.
Places in Making American Friends
There are three places to make friends in the United States. The first place is in the neighborhood. When I visited the U.S. as a child ten years ago, I met an American girl whose house was near mine. We were shy in the beginning but soon started riding our bikes in the neighborhood. We chased [1] each other and had a good time. A few months later, her family moved to another state. I have fond [2] memories of her and think that we will be able to reconnect and renew our friendship if we meet again. Secondly, going to an American school provides an opportunity to make friends. I attended an American elementary school for about six months. I was very nervous about being the only one who looked different. However, some classmates and teachers were kind enough to approach me. They were very understanding even though I did not always understand them. Some of them even helped me with school work and in the gym class. As a young girl in a foreign country, I was very grateful for their friendship. Now I am in America again. I need and value friendship as much as when I was a child. I go to a church once a week and attend a Bible study class where I meet many young adults. There, I have made some friends with whom I talk about not only God but also different cultures. For example, some of them are interested in Japanese music and Anime, so I share some of my favorite music and Anime with them. Sometimes I teach Japanese to them, and they teach English to me. Exchanging information with each other is a good way of establishing and strengthening [3] the relationship. I have learned from my experiences in the neighborhood, school, and church in America over the years that with an open and sincere heart, I am able to find good friends.
By M. Ohbayashi (student), ESL Writing III, Harper College. U sed with permission.
When I was a child, I had an opportunity to come to the United States a few times to visit my grandmother, uncle, and aunt, who were living in the U.S. Many years later, in January 2020, my mother and I were able to immigrate here. Since I was not an outgoing type of person, I had just a few friends in Japan. However, I have met a lot of Americans and have been able to make friends with some of them. The three places to make friends in the U.S. for me are my neighborhood, school, and church.
The first place is in the neighborhood. When I visited the U.S. as a child ten years ago, I met an American girl whose house was near mine. We were shy in the beginning but soon started riding our bikes in the neighborhood. We chased each other and had a good time. I also went to the pool with my grandmother and her family in summer. Although the pool was deep and I was scared, she and her family helped me enjoy swimming without fear. Besides riding bikes and swimming, we both loved dogs. We each had one. Even the dogs became friends as we played with them with balls. A few months later, her family moved to another state. I have fond memories of her and think that we will be able to reconnect and renew our friendship if we meet again.
Secondly, going to an American school provides an opportunity to make friends. I attended an American elementary school for about six months. I was very nervous about being the only one who looked different. I also did not know how to behave differently in an American school. However, some classmates and teachers were kind enough to approach me. They spoke slowly and patiently with simple English words. They were very understanding even though I did not always understand them. Some of them even helped me with school work and in the gym class. As a young girl in a foreign country, I was very grateful for their friendship. Thanks to them, school became wonderful to me.
Now I am in America again. I need and value friendship as much as when I was a child. I go to a church once a week. One day I met a girl who was studying Japanese. We began to talk with each other. She invited me to a Bible study class, and there I met many young adults. In the beginning, I felt nervous and shy just like the time when I attended the American elementary school for the first time many years before. However, as time went by, I started to like the Bible study class and made some friends with whom I talk about not only God but also different cultures. For example, some of them are interested in Japanese music and Anime, so I share some of my favorite music and Anime with them. Sometimes I teach Japanese to them, and they teach English to me. Exchanging information with each other is a good way of establishing and strengthening the relationship.
Fortunately, I have met many kind Americans who have become my good friends. Though my shyness sometimes stands in the way, I have been trying hard to overcome it by initiating conversations with as many people as possible. I have learned that with an open and sincere heart, I am able to find good friends.
By M. Ohbayashi (student), Writing III, Harper College. U sed with permission.
Discussion Questions:
You have learned and practiced how to write well-organized, well-developed paragraphs. Now it is time to expand your writing expertise [4] to essays!
In Unit 3 Parts and Characteristics of a Good Paragraph, you learned that a paragraph is a group of sentences about one main idea . ( Open Unit 3 here . )
In this unit, you will learn that an essay is a group of paragraphs about one main idea . An essay can be as short as three paragraphs but as long as many paragraphs that span [5] multiple pages.
Here is a summary of similarities and differences between a paragraph and an essay:
Similarities | Paragraph | Essay |
---|---|---|
√ | √ | |
√ | √ | |
√ | √ | |
√ | √ | |
√ | √ | |
√ | √ |
Differences | Paragraph | Essay |
---|---|---|
topic sentence, usually in the beginning | thesis statement, usually at end of introduction | |
some details | more details | |
one paragraph | three or more paragraphs (In this course, we are studying five-paragraph essays.) | |
shorter time | longer time |
Essay assignments are very common in college courses. In this course, you are going to learn only the basic concepts and organization of essays that contain five paragraphs. There are other ways of writing built on this basic model, and you will learn them in future semesters.
As you already have much experience writing paragraphs, a good start with essays is to expand [6] an existing paragraph, as you have seen in the beginning of this unit. Below is a structural comparison between a paragraph and an essay.
Read the following paragraph and then the essay. Compare the two by answering the questions that follow.
My Joy in Baking
Baking is my favorite hobby. When I was a child, I like d sweets a lot, especially pastry. Since my mom could not bake, I always went to my friend Natalia’s house to learn baking because her mom was excellent in it. Though t he learning process was not that easy , I enjoyed it . I tried and ruined [7] a lot of ingredients, but I did not lose hope. Then I started to get better and better. I tried cupcakes and cookies. It gave me confidence and excitement to think that I could bake for myself. Now I am an adult with a family of my own, and this hobby has not changed. It relaxes me to bak e. When I have a n exhausting day or feel stressed out, the idea of crea ting something sweet and fresh makes me feel relaxed . I also like to share the fruit [8] of my hobby with my family and friends. Baking for them gives me joy. To have a happy moment together on any occasion [9] with sweet treats makes my relationship with them stronger. These are all the reasons why baking is my favorite hobby. I would recommend it to anyone who loves sweets and is looking for ways to bring happiness to other people.
By N . Mamurova (student), ESL Writing III, Harper College. Used with permission.
A hobby is a regular activity performed for enjoyment during spare time. People can choose any hobbies that are right for them: music, sports, cooking, sewing, gardenin g , and so on. As a child, I like d sweets a lot, especially pastry. This is why baking became and has always been my favorite hobby.
Though the learning process was not easy, I enjoyed it . Since my mom could not bake, I always went to my friend Natalia’s house to learn baking because her mom was excellent in it. I tried and ruined a lot of ingredients, but I did not lose hope. After a few months, I started to get better and better. On Natalia’ s 10 th birthday, I made pretty cupcakes, even with yellow and pink icings on them. Her mom was very impressed. It gave me confidence and excitement to think that I could bake by myself and bring more happiness to an already joyful event.
Now I am an adult with a family of my own, and this hobby has not changed. It relaxes me to bake. When I have an exhausting day or I am stressed out, the idea of creating something sweet and fresh makes me feel relaxed. Being a mom and a student, my schedule is full. However, nothing else relieves my stress more than baking after a difficult examination at the college: the aroma of butter and sugar, the slowly forming cookies in the oven, and the pleasant and crunching sound as I bite into my creations – all eases the tension of my whole being.
Most importantly, sharing my baking has strengthened my relationship with my family and friends. Enjoying a happy moment together on any occasion with sweet treats gives me joy. Once a friend of mine was sick, but she immediately got much better when I brought her a home-baked, mouth-watering apple pie. I have learned that helping others does not have to be a huge endeavor [10] . Small acts of kindness are just as valuable and meaningful.
A hobby takes time to perfect but brings joy in the process. I am so glad that I have found my pleasure in baking, and I intend to enjoy it for many more years to come. I would recommend it to anyone who loves sweets and is looking for ways to bring happiness to other people.
By N . Mamurova (student), ESL Writing III, Harper College. Used with permission.
Questions | Paragraph | Essay |
---|---|---|
The word “hook” may remind you of a piece of plastic or metal on the wall on which you can hang your coat. The hook holds the coat and prevents it from falling to the floor. In the same way, a hook in the beginning of an essay aims to hold the readers’ attention so that they keep reading. The main purpose of a hook is to introduce the topic and to get the readers interested.
There are different ways to write a hook. The most common ones are introducing the background or discussing some general information related to the topic.
Discuss the hook in the essays “Places in Making American Friends” and “My Joy in Baking”. Does it introduce the topic and get you interested in reading the essay?
Thesis Statement
The thesis statement is a sentence that contains the main idea of the entire essay.
The rules for the topic sentence also apply to the thesis statement.
Exercise 1. Use the expressions below to develop thesis statements.
surprises / U.S.
Thesis statement: I encountered some surprises in my first few weeks of living in the U.S.
1. children / parents’ influence
2. marriage / fights
3. dream job / hard work
4. self-discipline / success
5. bilingual / benefits
6. money / problems
7. government / assisting college students
8. personality / happiness
Exercise 2. Study the introductory paragraph in “Places in Making American Friends” and “My Joy in Baking”. Then choose two of the thesis statements from Exercise 1 to write two introductory paragraphs.
The principles for the transitions, supporting ideas, and conclusion in a paragraph also apply to an essay. In an essay, there are more supporting details than in a paragraph.
Study and discuss the following outline developed from the example thesis statement in Exercise 1.
Parts of an Essay | Outline ideas |
---|---|
Introductory Paragraph | |
Hook | my background of coming to the U.S. and love travelling |
Thesis Statement | I encountered some surprises in my first few weeks of living in the U.S. |
Supporting Paragraphs | |
Topic sentence 1 | surprise about nature |
Details 1 | from airport to house, saw trees, flowers, squirrels, geese, cardinal, not in my country |
Topic sentence 2 | surprise about customs |
Details 2 | no air dry laundry outside, dandelions not ok, clean lawn |
Topic sentence 3 | surprise about friendly people |
Details 3 | friendly to strangers, parks, stores, smile, not in my country, afraid of getting hurt, teach children |
Concluding Paragraph | three good surprises about nature, customs, people. Like US, second home. |
Exercise 3. Use the above outline as an example. From the two topics you worked on in Exercise 1 and Exercise 2, write an essay outline for each.
Parts of an Essay | Outline ideas |
---|---|
Introductory Paragraph | |
Hook | |
Thesis Statement | |
Supporting Paragraphs | |
Topic sentence 1 | |
Details 1 | |
Topic sentence 2 | |
Details 2 | |
Topic sentence 3 | |
Details 3 | |
Concluding Paragraph |
Read the two essays below. The first one is developed from an earlier outline. As you read, discuss the questions:
Now you are ready to write your own essay! As you have learned in Unit 2 The Writing Process ( Open Unit 2 here ), the best way to plan a paragraph is to follow the proper steps.
An Essay Writing Assignment
Purpose : To show your understanding of planning and writing an essay. Use the writing process to help you.
Topic : You have three choices from below.
Brainstorm and Outline : Brainstorm for ideas. Then organize the ideas by using the outline template below to make an outline. Your outline is due on _________. Bring it to class.
Essay : Your essay should have a title, an introductory paragraph with a hook and a thesis statement, 3 supporting paragraphs each starting with a topic sentence followed by lots of details, and a concluding paragraph. Use appropriate transitions to connect the supporting paragraphs. There should be a total of 5 paragraphs in the essay.
Format : Type your essay, double spaced, font size 12, with 1-inch margins on four sides of the page. Type your name, class, and date on the upper right-hand corner of the page. The first line of each paragraph should be indented. Save your essay in a Word file.
Self Checklist : When you finish writing, use the Self Checklist below. Put a checkmark beside each item if you think you did a good job in that area. Otherwise, improve your essay until you can check off the item. Save your work again.
Submission : Submit your essay on the Blackboard. Go to your Blackboard course site and follow the instructions there. Due by __________.
You have three choices for your topic.
Choice 1:
Choose one of the paragraphs you have written in this course and expand it into an essay.
Choose one of the thesis statements, introductory paragraphs, and outlines in Exercise 1, 2, and 3 in this unit. Then write an essay based on your outline.
Choose one of the following new topics. If you plan to have a different one, please talk with your professor first.
Essay Outline Template
Essay Self Checklist
1 | Is my essay clear to understand? | |
---|---|---|
2 | Do I have an interesting hook and a clear thesis statement? Is the thesis statement located at the end of the introductory paragraph? | |
3 | Did I begin each supporting paragraph with a topic sentence? Did I include lots of details in each paragraph? | |
4 | Did I connect the supporting paragraphs with appropriate transitions? | |
5 | Did I include a concluding paragraph? | |
6 | Did I try my best to use correct sentence structure (simple, compound, complex)? | |
7 | Did I try my best to use correct grammar such as nouns, pronouns, word form, word order, and others? | |
8 | Did I try my best to have correct spelling, punctuation, and capitalization? | |
9 | Did I follow the proper paragraph format? |
Note: #6 – #8 may include more specific aspects of grammar depending on how many editing units you have already studied.
NSNT Practice
Go to The NSNT Free Writing Approach and Additional Weekly Prompts for Writing in Appendix A. ( Open Appendix A here. ) Choose two topics that you have not written about. You may start with the NSNT approach. Then revise and edit at least one of them into an essay. You are encouraged to share your writing with your partner and help each other improve.
Vocabulary Review
The words here have appeared in this unit. The best way to learn them is to guess the meaning of each word from the context. Then hover your computer mouse over the number beside each word to check its meaning and part of speech. These words are also listed in the footnote area at the end of each unit.
Here, you can use the flashcards below to review these words.
Building Academic Writing Skills Copyright © 2022 by Cui, Lin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Eng 101 oer: classification.
The purpose of classification is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it. Cell phones, for example, have now become part of a broad category. They can be classified as feature phones, media phones, and smartphones.
Smaller categories, and the way in which these categories are created, help us make sense of the world. Keep both of these elements in mind when writing a classification essay.
The classification essay opens with an introductory paragraph that introduces the broader topic. The thesis should then explain how that topic is divided into subgroups and why. Take the following introductory paragraph, for example:
When people think of New York, they often think of only New York City. But New York is
actually a diverse state with a full range of activities to do, sights to see, and cultures to
explore. In order to better understand the diversity of New York state, it is helpful to
break it into these five separate regions: Long Island, New York City, Western New York,
Central New York, and Northern New York.
The thesis explains not only the category and subcategory but also the rationale for breaking it into those categories. Through this classification essay, the writer hopes to show his or her readers a different way of considering the state.
Each body paragraph of a classification essay is dedicated to fully illustrating each of the subcategories. In the previous example, then, each region of New York would have its own paragraph.
The conclusion should bring all the categories and subcategories back together again to show the reader the big picture. In the previous example, the conclusion might explain how the various sights and activities of each region of New York add to its diversity and complexity.
Start with an engaging opening that will adequately introduce the general topic that you will be dividing into smaller subcategories. Your thesis should come at the end of your introduction. It should include the topic, your subtopics, and the reason you are choosing to break down the topic in the way that you are. Use the following classification thesis equation:
topic + subtopics + rationale for the subtopics = thesis.
The organizing strategy of a classification essay is dictated by the initial topic and the subsequent subtopics. Each body paragraph is dedicated to fully illustrating each of the subtopics. In a way, coming up with a strong topic pays double rewards in a classification essay. Not only do you have a good topic, but you also have a solid organizational structure within which to write.
Be sure you use strong details and explanations for each subcategory paragraph that help explain and support your thesis. Also, be sure to give examples to illustrate your points. Finally, write a conclusion that links all the subgroups together again. The conclusion should successfully wrap up your essay by connecting it to your topic initially discussed in the introduction.
Amy Tan describes relationship with her heritage, her mother, and her languages in Mother Tongue :
Jonathan Koppell discusses anonymity, your name, and how the Internet has changed in On the Internet, There’s No Place to Hide :
Types of Higher Education Programs
Today’s students have many choices when it comes to pursuing a degree: four-year programs, two-year programs, large or small classroom settings, and even daytime or evening classes. With all the different options to consider, potential students should learn about the different types of colleges so they can find a school that best fits their personality, budget, and educational goals.
One type of higher education program for students to consider is a liberal arts college. These schools tend to be small in size and offer a range of undergraduate degrees in subjects like English, history, psychology, and education. Students may choose a liberal arts college if they want a more intimate classroom setting rather than large lecture-style classes. Students may also consider a liberal arts college if they want to gain knowledge from a variety of disciplines, rather than focus on a single area of study. Many liberal arts schools are privately owned, and some have religious affiliations. Liberal arts schools can come with a hefty price tag, and their high cost presents an obstacle for students on a tight budget; moreover, while some students might appreciate a liberal arts school’s intimate atmosphere, others might encounter a lack of diversity in the student body. Still, students seeking a well-rounded education in the humanities will find liberal arts colleges to be one option.
Universities, another type of higher education program, offer both undergraduate and graduate degrees. Usually universities are larger than colleges and can accommodate tens of thousands of students in many different majors and areas of study. A large student body means that class sizes are often larger, and some classes may be taught by graduate students rather than professors. Students will feel at home at a university if they want a focused academic program and state-of-the-art research facilities. While some universities are private, many are public, which means they receive funding from the government, so tuition is more affordable and some even offer discounted in-state tuition for state residents. Also, universities attract many international students, so those looking for a variety of campus cultural groups and clubs will appreciate a greater sense of diversity among the student body. Universities can be overwhelming for some, but they are the right fit for students who seek research opportunities and academic studies, especially in the fields of mathematics and science.
Community college is a type of higher education program popular with students on a limited budget who want to take college courses but may not know what they want to major in. Most schools offer degrees after two years of study, usually an associate’s degree that prepares students to enter the work force; many students choose to study at a community college for two years and then transfer to a four-year college to complete their undergraduate degree. Like liberal arts schools, classes are small and allow instructors to pay more attention to their students. Community college allows students to live at home rather than in a dormitory, which also keeps costs down. While some young people might not like the idea of living at home for school, many adults choose to attend community college so they can advance their education while working and living with their families.
Online universities are another type of higher education program that are gaining popularity as technology improves. These schools offer many of the same degree programs as traditional liberal arts colleges and universities. Unlike traditional programs, which require students to attend classes and lectures, online universities offer greater academic flexibility and are a great option for students wishing to pursue a degree while still working full time. At online universities, students access course materials, such as video lectures and assessments, remotely using a personal computer and are able to speed up or slow down their progress to complete their degree at their own pace. Students may attend classes in the comfort of their own home or a local library, but students hoping for the social community of higher education might not enjoy this aspect of higher education.
With so many colleges and universities to choose from, it may be difficult for a student to narrow down his or her selection, but once a student knows what he or she is looking for, the process may become much easier. It is very important for students to learn about the different types of higher education programs available before making their selections.
This is a derivative of WRITING FOR SUCCESS by a publisher who has requested that they and the original author not receive attribution, originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .
Moving beyond the five-paragraph theme.
As an instructor, I’ve noted that a number of new (and sometimes not-so-new) students are skilled wordsmiths and generally clear thinkers but are nevertheless stuck in a high-school style of writing. They struggle to let go of certain assumptions about how an academic paper should be . Chapter 1 points to the essay portion of the SAT as a representative artifact of the writing skills that K-12 education imparts. Some students who have mastered that form, and enjoyed a lot of success from doing so, assume that college writing is simply more of the same. The skills that go into a very basic kind of essay—often called the five-paragraph theme —are indispensable. If you’re good at the five-paragraph theme, then you’re good at identifying a clear and consistent thesis, arranging cohesive paragraphs, organizing evidence for key points, and situating an argument within a broader context through the intro and conclusion.
In college you need to build on those essential skills. The five-paragraph theme, as such, is bland and formulaic; it doesn’t compel deep thinking. Your professors are looking for a more ambitious and arguable thesis, a nuanced and compelling argument, and real-life evidence for all key points, all in an organically 1 structured paper.
Figures 3.1 and 3.2 contrast the standard five-paragraph theme and the organic college paper. The five-paragraph theme, outlined in Figure 3.1 is probably what you’re used to: the introductory paragraph starts broad and gradually narrows to a thesis, which readers expect to find at the very end of that paragraph. In this idealized format, the thesis invokes the magic number of three: three reasons why a statement is true. Each of those reasons is explained and justified in the three body paragraphs, and then the final paragraph restates the thesis before gradually getting broader. This format is easy for readers to follow, and it helps writers organize their points and the evidence that goes with them. That’s why you learned this format.
Figure 3.2, in contrast, represents a paper on the same topic that has the more organic form expected in college. The first key difference is the thesis. Rather than simply positing a number of reasons to think that something is true, it puts forward an arguable statement: one with which a reasonable person might disagree. An arguable thesis gives the paper purpose. It surprises readers and draws them in. You hope your reader thinks, “Huh. Why would they come to that conclusion?” and then feels compelled to read on. The body paragraphs, then, build on one another to carry out this ambitious argument. In the classic five-paragraph theme (Figure 3.1) it hardly matters which of the three reasons you explain first or second. In the more organic structure (Figure 3.2) each paragraph specifically leads to the next.
Figure 3.1, The five-paragraph “theme”
The last key difference is seen in the conclusion. Because the organic essay is driven by an ambitious, non-obvious argument, the reader comes to the concluding section thinking “OK, I’m convinced by the argument. What do you, author, make of it? Why does it matter?” The conclusion of an organically structured paper has a real job to do. It doesn’t just reiterate the thesis; it explains why the thesis matters.
Figure 3.2, The organic college paper
The substantial time you spent mastering the five-paragraph form in Figure 3.1 was time well spent; it’s hard to imagine anyone succeeding with the more organic form without the organizational skills and habits of mind inherent in the simpler form. But if you assume that you must adhere rigidly to the simpler form, you’re blunting your intellectual ambition. Your professors will not be impressed by obvious theses, loosely related body paragraphs, and repetitive conclusions. They want you to undertake an ambitious independent analysis, one that will yield a thesis that is somewhat surprising and challenging to explain.
You have no doubt been drilled on the need for a thesis statement and its proper location at the end of the introduction. And you also know that all of the key points of the paper should clearly support the central driving thesis. Indeed, the whole model of the five-paragraph theme hinges on a clearly stated and consistent thesis. However, some students are surprised—and dismayed—when some of their early college papers are criticized for not having a good thesis. Their professor might even claim that the paper doesn’t have a thesis when, in the author’s view it clearly does. So, what makes a good thesis in college?
Linen served as a form of currency in the ancient Mediterranean world, connecting rival empires through circuits of trade.
Linen served as a form of currency in the ancient Mediterranean world, connecting rival empires through circuits of trade. The economic role of linen raises important questions about how shifting environmental conditions can influence economic relationships and, by extension, political conflicts.
Putting your claims in their broader context makes them more interesting to your reader and more impressive to your professors who, after all, assign topics that they think have enduring significance. Finding that significance for yourself makes the most of both your paper and your learning.
How do you produce a good, strong thesis? And how do you know when you’ve gotten there? Many instructors and writers find useful a metaphor based on this passage by Oliver Wendell Holmes Sr.: 3
There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two-story men compare, reason, generalize using the labor of fact collectors as their own. Three-story men idealize, imagine, predict—their best illumination comes from above the skylight.
One-story theses state inarguable facts. Two-story theses bring in an arguable (interpretive or analytical) point. Three-story theses nest that point within its larger, compelling implications. 4
The biggest benefit of the three-story metaphor is that it describes a process for building a thesis. To build the first story, you first have to get familiar with the complex, relevant facts surrounding the problem or question. You have to be able to describe the situation thoroughly and accurately. Then, with that first story built, you can layer on the second story by formulating the insightful, arguable point that animates the analysis. That’s often the most effortful part: brainstorming, elaborating and comparing alternative ideas, finalizing your point. With that specified, you can frame up the third story by articulating why the point you make matters beyond its particular topic or case.
Thesis: that’s the word that pops at me whenever I write an essay. Seeing this word in the prompt scared me and made me think to myself, “Oh great, what are they really looking for?” or “How am I going to make a thesis for a college paper?” When rehearing that I would be focusing on theses again in a class, I said to myself, “Here we go again!” But after learning about the three story thesis, I never had a problem with writing another thesis. In fact, I look forward to being asked on a paper to create a thesis.
Timothée Pizarro
For example, imagine you have been assigned a paper about the impact of online learning in higher education. You would first construct an account of the origins and multiple forms of online learning and assess research findings about its use and effectiveness. If you’ve done that well, you’ll probably come up with a well considered opinion that wouldn’t be obvious to readers who haven’t looked at the issue in depth. Maybe you’ll want to argue that online learning is a threat to the academic community. Or perhaps you’ll want to make the case that online learning opens up pathways to college degrees that traditional campus-based learning does not. In the course of developing your central, argumentative point, you’ll come to recognize its larger context; in this example, you may claim that online learning can serve to better integrate higher education with the rest of society, as online learners bring their educational and career experiences together. To outline this example:
Here’s another example of a three-story thesis: 5
Here’s one more example:
A thesis statement that stops at the first story isn’t usually considered a thesis. A two-story thesis is usually considered competent, though some two-story theses are more intriguing and ambitious than others. A thoughtfully crafted and well informed three-story thesis puts the author on a smooth path toward an excellent paper.
The concept of a three-story thesis framework was the most helpful piece of information I gained from the writing component of DCC 100. The first time I utilized it in a college paper, my professor included “good thesis” and “excellent introduction” in her notes and graded it significantly higher than my previous papers. You can expect similar results if you dig deeper to form three-story theses. More importantly, doing so will make the actual writing of your paper more straightforward as well. Arguing something specific makes the structure of your paper much easier to design.
Peter Farrell
The three-story thesis is a beautiful thing. For one, it gives a paper authentic momentum. The first paragraph doesn’t just start with some broad, vague statement; every sentence is crucial for setting up the thesis. The body paragraphs build on one another, moving through each step of the logical chain. Each paragraph leads inevitably to the next, making the transitions from paragraph to paragraph feel wholly natural. The conclusion, instead of being a mirror-image paraphrase of the introduction, builds out the third story by explaining the broader implications of the argument. It offers new insight without departing from the flow of the analysis.
I should note here that a paper with this kind of momentum often reads like it was knocked out in one inspired sitting. But in reality, just like accomplished athletes and artists, masterful writers make the difficult thing look easy. As writer Anne Lamott notes, reading a well written piece feels like its author sat down and typed it out, “bounding along like huskies across the snow.” However, she continues,
This is just the fantasy of the uninitiated. I know some very great writers, writers you love who write beautifully and have made a great deal of money, and not one of them sits down routinely feeling wildly enthusiastic and confident. Not one of them writes elegant first drafts. All right, one of them does, but we do not like her very much. 6
Experienced writers don’t figure out what they want to say and then write it. They write in order to figure out what they want to say.
Experienced writers develop theses in dialog with the body of the essay. An initial characterization of the problem leads to a tentative thesis, and then drafting the body of the paper reveals thorny contradictions or critical areas of ambiguity, prompting the writer to revisit or expand the body of evidence and then refine the thesis based on that fresh look. The revised thesis may require that body paragraphs be reordered and reshaped to fit the emerging three-story thesis. Throughout the process, the thesis serves as an anchor point while the author wades through the morass of facts and ideas. The dialogue between thesis and body continues until the author is satisfied or the due date arrives, whatever comes first. It’s an effortful and sometimes tedious process. Novice writers, in contrast, usually oversimplify the writing process. They formulate some first-impression thesis, produce a reasonably organized outline, and then flesh it out with text, never taking the time to reflect or truly revise their work. They assume that revision is a step backward when, in reality, it is a major step forward.
Everyone has a different way that they like to write. For instance, I like to pop my earbuds in, blast dubstep music and write on a white board. I like using the white board because it is a lot easier to revise and edit while you write. After I finish writing a paragraph that I am completely satisfied with on the white board, I sit in front of it with my laptop and just type it up. Kaethe Leonard
Another benefit of the three-story thesis framework is that it demystifies what a “strong” argument is in academic culture. In an era of political polarization, many students may think that a strong argument is based on a simple, bold, combative statement that is promoted it in the most forceful way possible. “Gun control is a travesty!” “Shakespeare is the best writer who ever lived!” When students are encouraged to consider contrasting perspectives in their papers, they fear that doing so will make their own thesis seem mushy and weak. However, in academics a “strong” argument is comprehensive and nuanced, not simple and polemical. The purpose of the argument is to explain to readers why the author—through the course of his or her in-depth study—has arrived at a somewhat surprising point. On that basis, it has to consider plausible counter-arguments and contradictory information. Academic argumentation exemplifies the popular adage about all writing: show, don’t tell. In crafting and carrying out the three-story thesis, you are showing your reader the work you have done.
The model of the organically structured paper and the three-story thesis framework explained here is the very foundation of the paper itself and the process that produces it. The subsequent chapters, focusing on sources, paragraphs, and sentence-level wordsmithing, all follow from the notion that you are writing to think and writing to learn as much as you are writing to communicate. Your professors assume that you have the self-motivation and organizational skills to pursue your analysis with both rigor and flexibility; that is, they envision you developing, testing, refining and sometimes discarding your own ideas based on a clear-eyed and open-minded assessment of the evidence before you.
1 “Organic” here doesn’t mean “pesticide-free” or containing carbon; it means the paper grows and develops, sort of like a living thing.
2 For more see Fabio Lopez-Lazaro “Linen.” In Encyclopedia of World Trade from Ancient Times to the Present . Armonk: M.E. Sharpe, 2005 .
3 Oliver Wendell Holmes Sr., The Poet at the Breakfast Table (New York: Houghton & Mifflin, 1892),
4 The metaphor is extraordinarily useful even though the passage is annoying. Beyond the sexist language of the time, I don’t appreciate the condescension toward “fact-collectors.” which reflects a general modernist tendency to elevate the abstract and denigrate the concrete. In reality, data-collection is a creative and demanding craft, arguably more important than theorizing.
5 Drawn from Jennifer Haytock, Edith Wharton and the Conversations of Literary Modernism (New York: Palgrave-MacMillan, 2008).
6 Anne Lamott, Bird by Bird: Some Instructions on Writing and Life (New York: Pantheon, 1994) , 21.
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Published on October 25, 2022 by Shona McCombes . Revised on March 27, 2023.
Every piece of academic writing is structured by paragraphs and headings . The number, length and order of your paragraphs will depend on what you’re writing—but each paragraph must be:
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Step 1: identify the paragraph’s purpose, step 2: show why the paragraph is relevant, step 3: give evidence, step 4: explain or interpret the evidence, step 5: conclude the paragraph, step 6: read through the whole paragraph, when to start a new paragraph.
First, you need to know the central idea that will organize this paragraph. If you have already made a plan or outline of your paper’s overall structure , you should already have a good idea of what each paragraph will aim to do.
You can start by drafting a sentence that sums up your main point and introduces the paragraph’s focus. This is often called a topic sentence . It should be specific enough to cover in a single paragraph, but general enough that you can develop it over several more sentences.
Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France.
This topic sentence:
The topic sentence tells the reader what the paragraph is about—but why does this point matter for your overall argument? If this isn’t already clear from your first sentence, you can explain and expand on its meaning.
This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources.
Now you can support your point with evidence and examples. “Evidence” here doesn’t just mean empirical facts—the form it takes will depend on your discipline, topic and approach. Common types of evidence used in academic writing include:
Make sure to properly cite your sources .
Many of the teachers at the Royal Institute for Blind Youth resisted Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009).
Now you have to show the reader how this evidence adds to your point. How you do so will depend on what type of evidence you have used.
This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods.
Steps 3 and 4 can be repeated several times until your point is fully developed. Use transition words and phrases to show the connections between different sentences in the paragraph.
Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss.
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Finally, wrap up the paragraph by returning to your main point and showing the overall consequences of the evidence you have explored.
This particular paragraph takes the form of a historical story—giving evidence and analysis of each step towards Braille’s widespread acceptance.
It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).
When you think you’ve fully developed your point, read through the final result to make sure each sentence follows smoothly and logically from the last and adds up to a coherent whole.
Although the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009). Access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).
Not all paragraphs will look exactly like this. Depending on what your paper aims to do, you might:
The introduction and conclusion paragraphs will also look different. The only universal rule is that your paragraphs must be unified , coherent and relevant . If you struggle with structuring your paragraphs, you could consider using a paper editing service for personal, in-depth feedback.
As soon as you address a new idea, argument or issue, you should start a new paragraph. To determine if your paragraph is complete, ask yourself:
Don’t think of paragraphs as isolated units—they are part of a larger argument that should flow organically from one point to the next. Before you start a new paragraph, consider how you will transition between ideas.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. (2023, March 27). Academic Paragraph Structure | Step-by-Step Guide & Examples. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/research-paper/paragraph-structure/
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'This essay will first present the key features of this theory, and then go on to explore its applications in healthcare contexts'.) Main body of your essay Develop your core ideas through the main body of the essay. You need paragraphs, sections and links. In a short assignment e.g. 1000 words or less, the structure of your essay is built only
Every good essay has three basic parts: an introduction, a body, and a conclusion. This simple guide will show you how to perfect your essay structure by clearly introducing and concluding your argument, and laying out your paragraphs coherently in between. Your essay writing can be dramatically improved overnight simply by using the correct ...
Use transitions between paragraphs. In order to improve the readability of your essay, try and make clear transitions between paragraphs. This means trying to relate the end of one paragraph to the beginning of the next one so the shift doesn't seem random. Integrate your research thoughtfully.
PREDICTING THE STAGES OF AN ESSAY. The fundamental structure of all essays is composed of an introduction, followed by a body, followed by a conclusion. In this unit, we'll be looking in more detail at what can constitute the BODY of an analytical essay, and how its parts can be sequenced. In the second part of unit 2, we will look at the ...
An explicit reference to the topic of the essay. A reference to the main aspect of the previous paragraph; An introduction to the topic of the new paragraph; Consider the following examples of topic sentences in response to an essay question about Virtue Ethics. A low-flow topic sentence: Aristotle defined phronesis as practical wisdom.
3 Identify the points you'll make in each paragraph. Using the list of points you wrote down, identify the key arguments you'll make in your essay. These will be your body sections. For example, in an argumentative essay about why your campus needs to install more water fountains, you might make points like:
Here are the eight steps to write an essay: Stage 1: Planning. 1. Pick an appropriate research topic. In certain cases, your teacher or professor may assign you a topic. However, in many cases, students have the freedom to select a topic of their choice.
Strategy #1: Decompose your thesis into paragraphs A clear, arguable thesis will tell your readers where you are going to end up, but it can also help you figure out how to get them there. Put your thesis at the top of a blank page and then make a list of the points you will need to make to argue that thesis effectively.
Just like books can be divided into chapters, essays and articles are often divided into sections. Within each section, the text can be further divided into subsections, and each such section or subsection will be divided into paragraphs. Whereas the introductory section of a text presents what will be discussed later on, the body sections ...
Three-part essays. Essays consisting of an introduction, a main body (which may be divided into sections), and a conclusion are referred to as three-part essays. You may be used to this essay format from school. In the introduction, the reader is introduced to the topic that will be discussed and to the argument that will be presented.
Choice 1: Choose one of the paragraphs you have written in this course and expand it into an essay. Choice 2: Choose one of the thesis statements, introductory paragraphs, and outlines in Exercise 1, 2, and 3 in this unit. Then write an essay based on your outline. Choose 3: Choose one of the following new topics.
The purpose of classification is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it. Cell phones, for example, have now become part of a broad category. They can be classified as feature phones, media phones, and smartphones.
Understanding the essay question. The first step in writing an essay is to understand the essay question. You need to do this before you start your research and reading for the essay. It is important that you have a clear idea of what kind of essay you need to write (descriptive, explanatory, persuasive / analytical).
How to Write an Essay 33. Traditionally 34, the parts of an essay consist of three parts: the introductory paragraph or introduction, the body paragraphs, and the concluding paragraph.An essay does not need to be this simple, but it is a good starting point. The introductory paragraph accomplishes three purposes: it captures the reader's interest, it suggests the importance of the essay's ...
This format is easy for readers to follow, and it helps writers organize their points and the evidence that goes with them. That's why you learned this format. Figure 3.2, in contrast, represents a paper on the same topic that has the more organic form expected in college. The first key difference is the thesis.
Step 1: Identify the paragraph's purpose. First, you need to know the central idea that will organize this paragraph. If you have already made a plan or outline of your paper's overall structure, you should already have a good idea of what each paragraph will aim to do.. You can start by drafting a sentence that sums up your main point and introduces the paragraph's focus.