Writing the Introduction English II

What NOT to do! #1 Do NOT write using person pronouns. AVOID the following pronouns: I, me, my, mine You, your, yours We, us, our, ours *** MOST essays written in school are formal, academic essays. The exception to this rule is when you are writing a personal reflective essay or a personal narrative. KNOW what type of essay you are writing!

What NOT to do! #2 Do NOT announce your intentions. AVOID the following types of phrases: In this paper I will tell you… This essay will be about… The purpose of this paper is…

What NOT to do! Your writing should sound confident! #3 Do NOT apologize. AVOID the following types of phrases: In my humble opinion… I’m not sure about this, but… Your writing should sound confident!

What an introduction SHOULD do! 1. Get the reader’s attention. 2. Provide context for your reader to understand what the essay will be about. 3. Provide a plan of attack. 4. Provide a clear thesis statement.

1. Hook The hook is the first sentence of the introduction. Choose a hook that works well for the type of essay you are writing (argumentative, expository/informative, descriptive, reflective, narrative). Types of Hooks: Surprising Statement/Fact/Statistic Anecdote Quotation Question

Choose a Hook: Surprising Statement Begin with an interesting statement related to your topic, or possibly a fact/statistic if appropriate. While the fact/statement should be relevant to your topic, this is not the place for evidence you will use later in the body of your essay. Bad Example Good Example Many things in life happen, even if people try to prevent them. Many of Shakespeare’s tragedies illustrate the concept that individual will is no match for pre-ordained fate.

Choose a Hook: Anecdote Begin with an anecdote, or a mini-story, that relates to the topic of your essay. The story should be small, just to grab interest, and should NOT take over the whole essay. Bad Example Good Example Jim and Jessica are teenagers. They meet and fall in love. Their best friends spread gossip and lies. Their families are always arguing because they live on the same street. They also don’t communicate well. Jim and Jessica, typical teenagers, meet and fall in love; somehow families, friends, and mixed signals find a way to break apart their relationship.

Choose a Hook: Quotation Begin with a famous and/or thought- provoking quotation. Explain its relevance, do not just fling it out there and hope that it fits. Bad Example Good Example “Love is our true destiny. We do not find the meaning of life ourselves alone – we find it with another.” – Thomas Merton. William Shakespeare wrote a play called Romeo and Juliet. Thomas Merton said that “love is our true destiny. We do not find the meaning of life ourselves alone – we find it with another.” Evidence of this statement’s truth can be found throughout literature.

Choose a Hook: Question Begin with a question related to the topic. Avoid personal pronouns (you, me, our, etc.). Avoid yes/no types of questions. Bad Example Good Example Do you remember what it was like to fall in love for the first time? What controls the path that a person’s life follows – destiny, personal choice, or something else entirely?

2. Context Context introduces the concept(s) and/or text(s) that the essay will be about. The context is a bridge between the attention- grabbing hook and more specific plan of attack and thesis sentences. Good Example: Romeo and Juliet is a classic Shakespearean tragedy because it focuses on the issue of destiny.

3. Plan of Attack The plan of attack sentence identifies what the main points of your essay will be. This can be by classifying your main points of evidence under one idea, or by listing them separately in a series. Example 1 (grouped together): In this play, the young lovers struggle to overcome many barriers in order to be together. Example 2 (listed in a series): In this play, the young lovers struggle against family, friends, and misunderstandings in order to be together.

4. Thesis The thesis makes a claim about your topic or text, lays out key evidence to support this claim, and explains the significance of this. Identifying Thesis Elements: Claim: WHAT are you saying about the text/topic? Evidence: HOW do you know this? Significance: WHY does this matter?

Thesis, continued Example of Thesis Elements: Claim: Evidence: The play reinforces the idea that individuals are powerless to change their fates . Evidence: The chorus uses foreshadowing, Romeo and Juliet are characterized as young and naïve, their final deaths are caused by situational irony . Significance: The course of people’s lives cannot be changed by hard work or trickery; people must accept their destinies.

Thesis, continued When in doubt, use the magic sentence. Through (EVIDENCE), the (TEXT) reveals that (CLAIM); thus, the (TEXT) shows that (SIGNIFICANCE).

Thesis, continued Example of Completed Thesis Sentence: Through the use of foreshadowing, characterization, and situational irony, the play reinforces the idea that individuals are powerless to change their fates; Shakespeare’s Romeo and Juliet thus serves as a reminder that the course of fate cannot be altered by hard work or cunning; people must accept fate as is.

Finished Introduction Many of Shakespeare’s tragedies illustrate the concept that individual will is no match for pre- ordained fate. Romeo and Juliet is a classic Shakespearean tragedy because it focuses on this issue of destiny. In this play, the young lovers struggle against family, friends, and misunderstandings in order to be together. Through the use of foreshadowing, characterization, and situational irony, the play reinforces the idea that individuals are powerless to change their fates; Shakespeare’s Romeo and Juliet thus serves as a reminder that the course of fate cannot be altered by hard work or cunning; people must accept fate as is.