Adapted by Liz Delf, Rob Drummond, and Kristy Kelly
In Today’s World…
Those opening words—so common in student papers—represent the most prevalent misconception about introductions: that they shouldn’t really say anything substantive. As you know by now, the five-paragraph format that most students mastered before coming to college suggests that introductory paragraphs should start very general and gradually narrow down to the thesis. (See chapter 12, “Constructing the Thesis and Argument from the Ground Up,” for more on the five-paragraph theme.) As a result, students frequently write introductions for college papers in which the first two or three (or more) sentences are patently obvious or overly broad.
I started laughing when I first read this chapter because my go-to introduction for every paper was always “Throughout history…” In high school it was true—my first few sentences did not have any meaning. Now I understand it should be the exact opposite. Introductions should scream to your readers, HEY GUYS, READ THIS! I don’t want my readers’ eyes to glaze over before they even finish the first paragraph, do you? And how annoying is it to read a bunch of useless sentences anyways, right? Every sentence should be necessary, and you should set your papers with a good start.
Charitable and well-rested instructors just skim over that text and start reading closely when they arrive at something substantive. Frustrated and overtired instructors emit a dramatic self-pitying sigh, assuming that the whole paper will be as lifeless and gassy as those first few sentences. If you’ve gotten into the habit of beginning opening sentences with the following phrases, firmly resolve to strike them from your repertoire right now:
In today’s world…
Throughout human history…
Since the dawn of time…
Merriam-Webster’s Collegiate Dictionary defines [CONCEPT] as…
For one thing, sentences that begin with the first three phrases are often wrong. For example, someone may write, “Since the dawn of time, people have tried to increase crop yields.” In reality, people have not been trying to increase crop yields throughout human history—agriculture is only about 23,000 years old, after all—and certainly not since the dawn of time (whenever that was). For another, sentences that start so broadly, even when factually correct, could not possibly end with anything interesting.
Aim for Specific and Lively
So what should you do? Well, start at the beginning. By that I mean, start explaining what the reader needs to know to comprehend your thesis and its importance. For example, compare the following two paragraphs:
Five-paragraph theme version:
Throughout time, human societies have had religion. Major world religions since the dawn of civilization include Zoroastrianism, Hinduism, Animism, Judaism, Christianity, and Islam. These and all other religions provide a set of moral principles, a leadership structure, and an explanation for unknown questions such as what happens after people die. Since the dawn of religion, it has always been opposed to science because one is based on faith and the other on reason. However, the notion of embodied cognition is a place where physical phenomena connect with religious ones. Paradoxically, religion can emphasize a deep involvement in reality, an embodied cognition that empowers followers to escape from physical constraints and reach a new spirituality. Religion carefully constructs a physical environment to synthesize an individual’s memories, emotions, and physical actions in a manner that channels the individual’s cognitive state toward spiritual transcendence.
Organically structured version:
Religion is an endeavor to cultivate freedom from bodily constraints to reach a higher state of being beyond the physical constraints of reality. But how is it possible to employ a system, the human body, to transcend its own limitations? Religion and science have always had an uneasy relationship, as empiricism is stretched to explain religious phenomena, but psychology has recently added a new perspective to the discussion. Embodiment describes the interaction between humans and the environment that lays a foundation for cognition and can help explain the mechanisms that underlie religion’s influence on believers. This is a rare moment where science and religion are able to coexist without the familiar controversy. Paradoxically, religion can emphasize a deep involvement in reality, an embodied cognition that empowers followers to escape from physical constraints and reach a new spirituality. Religion carefully constructs a physical environment to synthesize an individual’s memories, emotions, and physical actions, in a manner that channels the individual’s cognitive state toward spiritual transcendence.
In the first version, the first three sentences state well-known facts that do not directly relate to the thesis. The fourth sentence is where the action starts, though that sentence (“Since the dawn of religion, it has always been opposed to science because one is based on faith and the other on reason”) is still overstated: When was this dawn of religion? And was there “science,” as we now understand it, at that time? The reader has to slog through to the fifth sentence before the intro starts to develop some momentum.
Training in the five-paragraph theme format seems to have convinced some student writers that beginning with substantive material will be too abrupt for the reader. But the second example shows that a meatier beginning isn’t jarring; it is actually much more engaging. The first sentence of the organic example is somewhat general, but it specifies the particular aspect of religion (transcending physical experience) that is germane to the thesis. The next six sentences lay out the ideas and concepts that explain the thesis, which is provided in the last two sentences. Overall, every sentence is needed to thoroughly frame the thesis. It is a lively paragraph in itself, and it piques the reader’s interest in the author’s original thinking about religion.
Sometimes a vague introductory paragraph reflects a simple, obvious thesis and a poorly thought-out paper. More often, though, a shallow introduction represents a missed opportunity to convey the writer’s depth of thought from the get-go. Students adhering to the five-paragraph theme format sometimes assume that such vagueness is needed to bookend an otherwise pithy paper. As you can see from these examples, that is simply untrue. I’ve seen some student writers begin with a vague, high school–style intro (thinking it obligatory) and then write a wonderfully vivid and engaging introduction as their second paragraph. Other papers I’ve seen have an interesting, original thesis embedded in late body paragraphs that should be articulated up front and used to shape the whole body. If you must write a vague “Since the dawn of time” intro to get the writing process going, then go ahead. Just budget the time to rewrite the intro around your well-developed, arguable thesis and ensure that the body paragraphs are organized explicitly by your analytical thread.
Here are two more examples of excellent introductory paragraphs written by undergraduate students in different fields. Note how, in both cases, (1) the first sentence has real substance, (2) every sentence is indispensable to setting up the thesis, and (3) the thesis is complex and somewhat surprising. Both of these introductory paragraphs set an ambitious agenda for the paper. As a reader, it’s pretty easy to imagine how the body paragraphs that follow will progress through the nuanced analysis needed to carry out the thesis.
From Davis O’Connell’s “Abelard”:
He rebelled against his teacher, formed his own rival school, engaged in a passionate affair with a teenager, was castrated, and became a monk. All in a day’s work. Perhaps it’s no surprise that Peter Abelard gained the title of “heretic” along the way. A twelfth-century philosopher and theologian, Abelard tended to alienate nearly everyone he met with his extremely arrogant and egotistical personality. This very flaw is what led him to start preaching to students that he had stolen from his former master, which further deteriorated his reputation. Yet despite all of the senseless things that he did, his teachings did not differ much from Christian doctrine. Although the church claimed to have branded Abelard a heretic purely because of his religious views, the other underlying reasons for these accusations involve his conceited personality, his relationship with the fourteen-year-old Heloise, and the political forces of the twelfth century.
From Logan Skelly’s “Staphylococcus aureus”:
Bacterial resistance to antibiotics is causing a crisis in modern health care. The evolution of multidrug-resistant Staphylococcus aureus is of particular concern because of the morbidity and mortality it causes, the limited treatment options it poses, and the difficulty in implementing containment measures for its control. In order to appreciate the virulence of S. aureus and to help alleviate the problems its resistance is causing, it is important to study the evolution of antibiotic resistance in this pathogen, the mechanisms of its resistance, and the factors that may limit or counteract its evolution. It is especially important to examine how human actions are causing evolutionary changes in this bacterial species. This review will examine the historical sequence of causation that has led to antibiotic resistance in this microorganism and why natural selection favors the resistant trait. It is the goal of this review to illuminate the scope of the problem produced by antibiotic resistance in S. aureus and to illustrate the need for judicious antibiotic usage to prevent this pathogen from evolving further pathogenicity and virulence.
If vague introductory paragraphs are bad, why were you taught them? In essence, you were taught the form so that you could later use it to deepen your thinking. By producing the five-paragraph theme over and over, it has probably become second nature for you to find a clear thesis and shape the intro paragraph around it, tasks you absolutely must accomplish in academic writing. However, you’ve probably been taught to proceed from “general” to “specific” in your intro and encouraged to think of “general” as “vague.” At the college level, think of “general” as context: begin by explaining the conceptual, historical, or factual context that the reader needs in order to grasp the significance of the argument to come. It’s not so much a structure of general-to-specific; instead, it’s context-to-argument.
Wrap Up and Address the Implications
I confess that I still find conclusions hard to write. By the time I’m finalizing a conclusion, I’m often fatigued with the project and struggling to find something new to say that isn’t a departure into a whole different realm. I also find that I have become so immersed in the subject that it seems like anything I have to say is absurdly obvious. A good conclusion is a real challenge, one that takes persistent work and some finesse.
Strong conclusions do two things: they bring the argument to a satisfying close, and they explain some of the most important implications. You’ve probably been taught to restate your thesis using different words, and it is true that your reader will likely appreciate a brief summary of your overall argument: say, two or three sentences for papers with fewer than twenty pages. It’s perfectly fine to use what they call “metadiscourse” in this summary; metadiscourse is text like, “I have argued that…” or “This analysis reveals that…” Go ahead and use language like that if it seems useful to signal that you’re restating the main points of your argument.
In shorter papers, you can usually simply reiterate the main point without that metadiscourse—for example, “What began as a protest about pollution turned into a movement for civil rights.” If that’s the crux of the argument, your reader will recognize a summary like that. Most of the student papers I see close the argument effectively in the concluding paragraph.
The second task of a conclusion—situating the argument within broader implications—is a lot trickier. A lot of instructors describe it as the “So what?” challenge. You’ve proven your point about the role of agriculture in deepening the Great Depression; so what? I don’t like the “So what?” phrasing because putting writers on the defensive seems more likely to inhibit the flow of ideas than to draw them out. Instead, I suggest you imagine a friendly reader thinking, “OK, you’ve convinced me of your argument. I’m interested to know what you make of this conclusion. What is or should be different now that your thesis is proven?” In that sense, your reader is asking you to take your analysis one step further. That’s why a good conclusion is challenging to write. You’re not just coasting over the finish line.
So how do you do that? Remember that the third story of a three-story thesis situates an arguable claim within broader implications. If you’ve already articulated a thesis statement that does that, then you’ve already mapped the terrain of the conclusion. Your task then is to explain the implications you mentioned: If environmental justice really is the new civil rights movement, then how should scholars and/or activists approach it? If agricultural trends really did worsen the Great Depression, what does that mean for agricultural policy today? If your thesis, as written, is a two-story one, then you may want to revisit it after you’ve developed a conclusion you’re satisfied with and consider including the key implication in that thesis statement. Doing so will give your paper even more momentum.
Let’s look at an example to illustrate how a writer can accomplish the two goals of a conclusion:
From Logan Skelly:
Considering the hundreds of millions of years that S. aureus has been evolving and adapting to hostile environments, it is likely that the past seventy years of human antibiotic usage represents little more than a minor nuisance to these bacteria. Antibiotic resistance for humans, however, contributes to worldwide health, economic, and environmental problems. Multidrug-resistant S. aureus has proven itself to be a versatile and persistent pathogen that will likely continue to evolve as long as selective pressures, such as antibiotics, are introduced into the environment. While the problems associated with S. aureus have received ample attention in scientific literature, there has been little resolution of the problems this pathogen poses. If these problems are to be resolved, it is essential that infection control measures and effective treatment strategies be developed, adopted, and implemented in the future on a worldwide scale—so that the evolution of this pathogen’s virulence can be curtailed and its pathogenicity can be controlled.
Skelly’s thesis is about the need to regulate antibiotic usage to mitigate antibiotic resistance. The concluding paragraph characterizes the pathogen’s evolutionary history (without recapping the specifics) and then calls for an informed, well-planned, and comprehensive response.
All conclusions should achieve both tasks—closing the argument and addressing the implications—but the author can place a different emphasis on the two tasks and frame the broader implications in different ways. Writing, like any craft, challenges the creator to make these kinds of independent choices. There isn’t a standard recipe for a good conclusion.
Form and Function
As I’ve explained, some students mistakenly believe that they should avoid detail and substance in the introductions and conclusions of academic papers. Having practiced the five-paragraph form repeatedly, that belief sometimes gets built into the writing process; students sometimes just throw together those paragraphs thinking that they don’t really count as part of the analysis. Sometimes, though, student writers know that more precise and vivid intros and outros are ideal but still settle on the vague language that seems familiar, safe, and doable. Knowing the general form of academic writing (simplified in the five-paragraph theme) helps writers organize their thoughts; however, it leads some student writers to approach papers as mere fill-in-the-blank exercises.
I hope you will instead envision paper writing as a task of working through an unscripted and nuanced thought process and then sharing your work with readers. When you’re engaged with the writing process, you’ll find yourself deciding which substantive points belong in those introductory and concluding paragraphs rather than simply filling those paragraphs out with fluff. They should be sort of hard to write; they’re the parts of the paper that express your most important ideas in the most precise ways. If you’re struggling with intros and conclusions, it might be because you’re approaching them in exactly the right way. Having a clear, communicative purpose will help you figure out what your reader needs to know to really understand your thinking.
- The University of North Carolina (UNC) Writing Center recommends opening your introduction with an intriguing example, a puzzling scenario, a surprising and/or vivid anecdote, or a provocative question or quote. Which of these approaches have you used? Which would you like to try?
- Do you write your introduction first? Or last? Or somewhere else in your process? What do you like about that approach?
- Look at the introduction and conclusion of this chapter. Does the chapter follow its own advice? Mark the key “moves” that the author makes in both paragraphs.
- Find some essays on plagiarism websites such as termpaperwarehouse.com, allfreeessays.com, or free-college-essays.com and evaluate the quality of their introductions and conclusions based on the principles explained in this chapter.
- Revisit the introduction and conclusion for three of your sources from a paper you’re currently writing (or from a previous paper). Do the articles follow the guidelines of this chapter? How so? How do you account for any differences?
O’Connell, Davis. “Abelard: A Heretic of a Different Nature.” Discoveries, vol. 10, 2011, pp. 36–41.
Seet, Victor. “Embodiment in Religion.” Discoveries, no. 11, 2012.
Skelly, Logan. “Staphylococcus aureus: The Evolution of a Persistent Pathogen.” Discoveries, vol. 10, 2011, pp. 89–102.