Strategies and Purposes Here is an illustrative list of strategies, neither comprehensive nor mutually exclusive. You start by identifying a problem and unpacking its key dimensions and then propose your solution in the thesis statement or statements.
(You no doubt recognize that we have just used this strategy.) For another example, see Catherine Gallagher, “The Rise of Fictionality.” The Question-Answer Strategy.
Authors and editors in the humanities know that journals are more likely to accept scholarly essays with strong introductions and that such essays are more likely to influence academic conversations.
Yet from our experiences as journal editors and authors, we also know that writers often struggle with introductions.
Those three purposes are to: Applying the Strategies In practical terms, the main challenge of writing effective introductions is finding the sweet spot in which you properly balance your presentation of others’ work with your own ideas.
We have two main suggestions for hitting that spot.That’s understandably so: not only is a lot riding on an essay’s introduction, but it also needs to accomplish multiple rhetorical tasks efficiently.And while everyone knows the general purpose of the introduction -- to state the essay's thesis -- many people have trouble determining how best to get to that statement. First, there are many effective strategies for building up to that statement.You use an anecdote that illustrates salient aspects of the essay's central issue and then link the anecdote to your thesis about that issue. Examples are Miriam Schoenfield’s “Permission to Believe: Why Permissivism Is True and What It Tells Us About Irrelevant Influences on Belief” and Jane Tompkins’s “Sentimental Power: and the Politics of Literary History.” These strategies are ultimately means to accomplish three interrelated rhetorical purposes of strong introductions.This strategy is often combined with one of the others, especially No. All three are concerned with your readers, but the second also pays attention to your dialogic partners: the other scholars whose work you engage.Almost all students will at some time be expected to write an essay, or some other kind of argument, e.g.a review or discussion section, in a longer piece of writing.The ideas and people that you refer to need to made explicit by a system of referencing. v), "students are reading to create a text of their own, trying to integrate information from sources with ideas of their own, and attempting to do so under the guidance of a purpose." Your essay should have the following sections: Before you start the main part of your essay or assignment, there should be a title page. At its simplest your essay plan will be as follows: This second type of argumentative essay involves stating your own point of view immediately, and trying to convince the reader by reasoned argument that you are right. Are there some areas where you disagree with the statement.The title page should contain information to enable your lecturer and departmental office or other reader to identify exactly what the piece of work is. Perhaps the essay title will begin with something like: In this type of essay the examiner is giving you a statement. If so, describe how far you agree, and your points of agreement and disagreement.Each paragraph discusses one major point and each paragraph should lead directly to the next. The question may be of the form: Compare questions usually present you with two or more terms, instruments, concepts or procedures that are closely connected, and sometimes confused.The paragraphs are tied together with an introduction and a conclusion. When we are asked to describe or explain causes, factors, functions or results, the examiner wants us to group our facts. The purpose of the essay is to explain the similarities between them.