How Do I Write an Intro, Conclusion, & Body Paragraph?

Traditional Academic Essays In Three Parts

Part I: The Introduction

An introduction is often the first paragraph of your academic essay. If you’re writing an extended essay, you will need two or three paragraphs to introduce your topic to your reader. A introduction that is good 2 things:

  1. Receives the attention that is reader’s. You could get a reader’s attention by telling an account, providing a statistic, pointing out something strange or interesting, providing and discussing an appealing quote, etc. Be intriguing and find some original angle via which to engage others in your topic.
  2. Provides a debatable and specific thesis statement. The thesis statement is normally just one single sentence long, but it may be longer—even a paragraph—if that is whole essay you’re writing is long. A thesis that is good makes a debatable point, meaning a place someone might disagree with and argue against. It functions as a roadmap for just what you argue in your paper.

Part II: Your Body Paragraphs

Body paragraphs assist you to prove your thesis and move you along a trajectory that is compelling your introduction to your conclusion. In case your thesis is a straightforward one, you will possibly not need a complete lot of body paragraphs to show it. If it’s more complicated, you’ll need more body paragraphs. An easy method to remember the parts of a body paragraph is always to think about them because the MEAT of your essay:

Main >The section of a sentence that is topic states the primary notion of the body paragraph. All of the sentences into the paragraph connect with it. Keep in mind that main ideas are…

  • like labels. They appear in the sentence that is first of paragraph and inform your reader what’s within the paragraph.
  • arguable. They’re not statements of fact; they’re points that are debatable you prove with evidence.
  • focused. Make a point that is specific each paragraph and then prove the period.

Ev >The parts of a paragraph that prove the main idea. You might include various kinds of evidence in different sentences. Remember that different disciplines have different ideas about what counts as evidence and so they adhere to citation that is different. Examples of evidence include…

  • quotations and/or paraphrases from sources.
  • facts, e.g. statistics or findings from studies you’ve conducted.
  • narratives and/or descriptions, e.g. of the own experiences.

Analysis. The parts of a paragraph that give an explanation for evidence. Make certain you tie the data you provide back to the paragraph’s idea that is main. This means, talk about the evidence.

Transition. The element of a paragraph that will help you move fluidly from the paragraph that is last. Transitions appear in topic sentences along with main ideas, and additionally they look both backward and forward in order to assist you to connect your ideas for your reader. Don’t end paragraphs with transitions; focus on them.

Keep in mind that MEAT does not take place in that order. The “Transition” and the “Main Idea” often combine to make the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. As an example, a paragraph might seem like this: TM. E. E. A. E. E. A. A.

Part III: In Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a essay that is really long you will need a few paragraphs to conclude. A conclusion typically does one of a couple of things—or, needless to say, it can do both:

  1. Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just would like you to restate your points that are main. Especially in the event that you’ve made an extended and complicated argument, it is useful to restate your main points for your reader because of the time you’ve gotten to your conclusion. That you should use different language than you used in your introduction and your body paragraphs if you opt to do so, keep in mind. The introduction and conclusion should be the same n’t.
  2. Explains the importance of this argument. Some instructors want you in order to prevent restating your main points; they instead would like you to spell out your argument’s significance. A clearer sense of why your argument matters in other words, they want you to answer the “so what” question by giving your reader.
    • For example, your argument could be significant to studies of a time period that is certain.
    • Alternately, it might be significant to a specific region that is geographical.
    • Alternately still, it might influence how your readers take into account the future. You may even choose to speculate about the future and/or call your readers to action in your conclusion.