Introductory and Concluding Paragraphs

1. Introductory and Concluding Paragraphs AC English 2

2. Introductions • Introductions function exactly as the term implies: to introduce your reader to your topic, your main points, and your argument. • Objectives: • Draw your reader into your topic • Define your terms • Present an outline of your main points • Finish with your argument (thesis statement) • For this assignment, you may structure your introduction in two ways: • A. You may start with your definition of American ideological formation (as you will discuss it), then incorporate how your texts relate to that definition • B. You may start with the texts in question, then build to a definition of American ideological formation (as you will discuss it)

3. Introductions (continued) • Part 1: • In almost every paper, you should state the title(s) and author(s) of the work(s) in the first sentence. • Also, introduce your topic here; there is no sense in dallying with sweeping generalities. • NEVER: Throughout history…. Man has always asked… What is time? … • Arrive at the point quickly and directly. Assume your reader is familiar with the text at hand. • Example: Mark Twain’s 1888 novel, The Adventures of Huckleberry Finn, serves as a bildungsroman narrative for its protagonist. • Part 2: • Typically, your second sentence(s) will serve as a transition to your main ideas. • Example: Considering the time of composition and publication, the novel also functions as a bildungsroman allegory for the nation as a whole, after the Civil War. • Here, it is often best to narrow your focus anddefine your terms. • Example: Twain uses the thematic content and structure of a bildungsroman—a coming-of-age story—in order to advance a prescriptive polemic that criticizes American society while also celebrating its best aspects, namely adaptability, personal conscience, and social ethos. • Terms: Bildungsroman; prescriptive polemic • Definitions: coming-of-age; finding solutions from best qualities

4. Introductions (continued) • Part Three: Body Paragraph Preview Sentences • In the following sentences briefly summarize the instances from the text that you will use to support/enhance your argument. Your sentences should progressively build to your thesis. • Example 1: From the outset, the titular protagonist, Huck, is defined by his ability to adjust to a variety of situations, using cleverness, intellect, and perseverance to continue on his journey. • Paragraph 1 will be about adaptability and Huck’s skill set that help him come-of-age. • Example 2: As the narrative progresses, Huck encounters many trials and tribulations that test his sense of morality and identity. Although he experiences a few moments of crises and missteps, ultimately his personal conscience triumphs over his self-doubt and occasional adherence to destructive social pressures. • Paragraph 2 will be about Huck’s conscience prevailing over destructive social influence, adding to his maturation. • Example 3: While it seems like Huck’s inclination toward individuality would make him reclusive and withdrawn, he actually repeatedly uses his conscience to serve others, even at great risk to his own safety and reputation. Huck’s interpersonal relationship with the runaway slave, Jim, functions as a prime example of Huck’s selfless and compassionate ethos. • Paragraph 3 will be about social ethos found in interpersonal relationships., and how Huck progresses as a result • Bonus: This sentence uses Problem Construction.

5. Introductions (continued) • Part Four: Thesis Statement • must come at the end of your introduction. • The thesis should be the culmination of the paragraph. • Example: • Due his adaptability to circumstance, his firm conscience, and his commitment to helping others, Huck capably navigates both the river and the complex, corrupt surrounding culture. Although Huck’s life and behavior are never perfect (and in many ways not ideal), Twain positions him as an example for Americans to follow in the turbulent times of Reconstruction: by embracing both individuality and social obligation, America can, in fact, prevail.

6. Introduction: Final Product Mark Twain’s 1888 novel, The Adventures of Huckleberry Finn, serves as a bildungsroman narrative for its protagonist. Given the time of composition and publication, the novel also functions as a bildungsroman allegory for the nation as a whole, after the Civil War. Twain uses the thematic content and structure of a bildungsroman—a coming-of-age story—in order to advance a prescriptive polemic that criticizes American society while also celebrating its best aspects, namely adaptability, personal conscience, and social ethos. From the outset, the titular protagonist, Huck, is defined by his ability to adjust to a variety of situations, using cleverness, intellect, and perseverance to continue on his journey. As the narrative progresses, Huck encounters many trials and tribulations that test his sense of morality and identity. Although he experiences a few moments of crises and missteps, ultimately his personal conscience triumphs over his self-doubt and occasional adherence to destructive social pressures. While it seems like Huck’s inclination toward individuality would make him reclusive and withdrawn, he actually repeatedly uses his conscience to serve others, even at great risk to his own safety and reputation. Huck’s interpersonal relationship with the runaway slave, Jim, functions as a prime example of Huck’s selfless and compassionate ethos. Due his adaptability to circumstance, his firm conscience, and his commitment to helping others, Huck capably navigates both the river and the complex, corrupt surrounding culture. Although Huck’s life and behavior are never perfect (and in many ways not ideal), Twain positions him as an example for Americans to follow in the turbulent times of Reconstruction: by embracing both individuality and social obligation, America can, in fact, prevail.

7. Introductions • Basic Structure: The Martini Glass • I. Introductory Sentence: establish text and topic • II. Transition/Defining of Terms • III. Body Paragraph Preview Sentences • A. • B. • C. • IV. Thesis • A. Arguable Claim • B. Larger Significance

8. Introductions • Ways to start an introduction: • REQUIRED in the Introduction: Title, author, topic • Quotation • Image (Written) • Abrupt Opinion • Background/historical Comparison • Weak Openings: (do NOT use) • Vague Generality: “Throughout history…” • A Flat Statement: “This essay will discuss…” • Dictionary Definition: “Webster’s Dictionary defines a hero as…”

9. Introduction: Sample

10. Epitaph Sentence • For this assignment craft at least one “epitaph sentence.” • Definition: An epitaph is the short, pithy, profound phrasing found on a tombstone. • Application: Craft one sentence that is short, pithy, and profound—a sentence that you think best represents you and your abilities as a writer. • Objective: • Write clearly and effectively. • Write with your own idea. • Write in your own voice. • Designation: • Bold your epitaph sentence in your essay so it is clearly identified by the writer for the reader.

11. Conclusions • Objectives: Fully convince your reader of your argument. • Re-affirm your Thesis in more complete, definite terms • Return to the topics in the introduction and in the body paragraphs. • Synthesize, don't summarize. • Definitively answer the So What? Question. • Point to broader implications.

12. Conclusions • Structure: Inverted Introduction. • First Sentence: • Re-affirm thesis in different, more complete terms. • Second, Third, Fourth, Fifth, etc. Sentences: • Recap the topics/narrowed arguments of the body paragraphs. • Synthesize ideas as needed. You do not need a separate sentence for each body paragraph, but each topic should be included, some how. • Show how these paragraphs/topic prove your thesis. • Last Sentences: Fully establish the answer to the “So what?” and “Why does it matter?” questions. • Your reader should have no doubt about the significance of your essay. • Convince your reader about the validity of your point of view. • Leave your reader with a lasting impression to take away from your paper and the text at hand

13. Conclusions • Pitfalls: (aka DO NOTs) • Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing." • NEVER. • No, seriously. • Like the PSAs about using meth (advice which you should also follow): Not. Even. Once. • Stating the thesis and implications for the very first time in the conclusion. • Introducing a new idea or subtopic in your conclusion. • Including evidence (quotations, statistics, etc.) that should be in the body of the paper. • Straying off topic and trying to relate the issues to “real life” • Making sentimental, emotional appeals that are out of character with the rest of an analytical paper. • Rephrasing or copy-and-paste of the introduction.

14. Conclusions • Basic Structure: The Inverted Martini Glass • I. Re-affirmed, More Complete Thesis • Thesis, Part A. Arguable Claim • II. Body Paragraph Preview Sentences • A. Paragraph 1 proves the thesis because • B. Paragraph 2 proves the thesis because • C. Paragraph 3 proves the thesis because • III. So What? / Why does this matter? Answers • Thesis, Part B. Larger Significance

15. Conclusion: Sample

16. MLA Citations for PDFs For “The Legend of Sleepy Hollow” and “The Cask of Amontillado”: Last, First. “Text Title.” Elegant Ebooks. Ed. Jose Menendez. Web. 1 October 2015. PDF. For Franklin Last, First. “Text Title.” National Humanities Center. 1782. Web. 1 October 2015. PDF. For “Wakefield” Last, First. “Text Title.” National Taiwan University. N.d. Web. 1 October 2015. PDF.