Essay Structure and Transitions

6.1 Basic Essay Structure

  • Essays for academic audiences typically follow a structure of Intro, Body, and Conclusion.
  • Always carefully read the assignment sheet for specific requirements.

Introductory Section

  • Serves as the "first impression" paragraph.
    • Goal: To capture the reader's interest and communicate the paper's objective.
  • Components:
    • Engaging statement to pique interest.
    • Contextual or background information leading to the thesis.
    • Thesis statement at the end of the introduction.

Body of the Essay

  • Each paragraph develops a major point supporting the thesis.
    • Some points may have sub-points, each requiring its own paragraph.
  • Elements of a body paragraph:
    • Clear topic sentence stating the main point.
    • Evidence to support the point.
    • Explanation of the evidence's significance.
    • Highlight logical steps in the argument and link back to the thesis.
  • Focus on a single idea, reason, or example in each paragraph (Morgan).
  • Topic sentence should act like a mini-thesis.

Conclusion

  • Avoid simply restating the thesis and main points.
  • Go beyond rehashing key ideas.
  • It should be the last, lasting impression on your reader.
  • Consider these questions in the conclusion:
    • What is the significance of the ideas developed?
    • How does this paper affect different groups of people?
    • What actions should be taken regarding this topic?
    • What further research could be pursued?

6.2 Body Paragraphs: An Overview

  • Body paragraphs appear between the intro and conclusion.
  • A good body paragraph supports the thesis statement with one key idea.
  • Paragraph length can vary depending on the idea.
  • Important objectives: stay on-topic and fully develop the idea.
  • Avoid starting or ending a paragraph with a direct quotation or paraphrase.
  • A typical body paragraph contains:
    • A main idea.
    • Supporting evidence.
    • An explanation of the evidence.
  • Some assignments may not adhere to this pattern exactly.

6.3 Topic Sentences

  • A topic sentence is usually the first sentence of a body paragraph.
  • It identifies the paragraph's topic and function.
  • It is more conceptual than the rest of the paragraph.
  • To create an effective topic sentence:
    • Use a transitional device to segue from the previous paragraph.
      • Consider whether the new paragraph builds upon the previous one, develops a new idea, or presents a counterargument.
    • Clearly identify the key idea or reason to be expanded upon.
    • Connect to the thesis statement.
      • Think of the topic sentence as a mini-thesis statement.
      • Indicate whether the goal is to inform or persuade.
  • Example: For an argumentative paper claiming "Collegiate athletes should be paid to play for their school teams," a strong topic sentence might be "College athletes often bring in a great deal of income to their college and university through sponsorships."

6.4 Breaking, Combining, or Beginning New Paragraphs

  • Paragraph length varies.
  • There's no single ideal length; some suggest at least 3-4 sentences or 100-200 words.
  • Academic writing tends to have longer paragraphs than less formal writing.
  • Two-thirds to three-fourths of a page is a good target length for college-level writing.
  • The most important thing is that the paragraph is fully developed.
  • Signals to end a paragraph and start a new one:
    • Ready to develop a new idea.
    • Want to emphasize a point by setting it apart.
    • Continuing the same idea in a different way (e.g., comparison to contrast).
    • The current paragraph is getting too long.
  • Signals to combine paragraphs:
    • Short and choppy paragraphs.
    • Multiple paragraphs on the same topic.
    • Undeveloped material that needs uniting.
  • The number of paragraphs depends on what's needed to get the job done.
  • Don't worry too much about length and number initially; focus on letting ideas unfold and revising later.

6.5 Transitions: Developing Relationships Between Ideas

  • Transitions emphasize the relationships between ideas.
  • They form logical connections and give readers clues on how to process information.
  • Transitions signal the order of ideas, highlight relationships, unify concepts, and prepare readers for what’s coming or remind them of what’s been covered.
  • "Choppy," "abrupt," or lack of "flow" indicates the need for better transitions.
  • If a reader doesn’t understand how something relates to the thesis, a transition is needed.
  • Transitions can occur spontaneously or during revision.
  • Reverse outlining helps identify key ideas and organize them.

Sentence-Level Transitions

  • Use "connecting words" to emphasize relationships between sentences.
  • The "something old something new" approach introduces something new while connecting it to something old.
    • To Show Similarity: also, similarly, likewise, in the same way
      • Example: "When I was growing up, my mother taught me to say “please” and “thank you” as one small way that I could show appreciation and respect for others. In the same way, I have tried to impress the importance of manners on my own children."
    • To Show Contrast: however, in spite of, on the other hand, in contrast, yet
      • Example: "Some scientists take the existence of black holes for granted; however, in 2014, a physicist at the University of North Carolina claimed to have mathematically proven that they do not exist."
    • To Exemplify: for example, for instance, specifically, to illustrate
      • Example: "The cost of college tuition is higher than ever, so students are becoming increasingly motivated to keep costs as low as possible. For example, a rising number of students are signing up to spend their first two years at a less costly community college before transferring to a more expensive four-year school to finish their degrees."
    • To Show Cause and Effect: therefore, so, thus, consequently
      • Example: "Where previously painters had to grind and mix their own dry pigments with linseed oil inside their studios, in the 1840s, new innovations in pigments allowed paints to be premixed in tubes. Consequently, this new technology facilitated the practice of painting outdoors and was a crucial tool for impressionist painters, such as Monet, Cezanne, Renoir, and Cassatt."
    • To Show Additional Support: also, besides, equally important, in addition, additionally
      • Example: "When choosing a good trail bike, experts recommend 120–140 millimeters of suspension travel; that’s the amount that the frame or fork is able to flex or compress. Additionally, they recommend a 67– 69 degree head- tube angle, as a steeper head-tube angle allows for faster turning and climbing."
  • Caution: Use single-word transitions sparingly within a paragraph.
  • Ensure transitions feel natural, not forced.

Transitions Between Paragraphs and Sections

  • Use signposts to indicate where you are in organizing an idea (e.g., introducing, summarizing, concluding).
    • Examples: first, then, next, finally, in sum, in conclusion.
    • Avoid overuse; find creative alternatives.
  • Use forward-looking sentences at the end of paragraphs to hint at what's coming next.
    • Example: "Trees’ benefits to local air quality are important, but surely they have more to offer our communities than clean air."
  • Use backward-looking sentences at the beginning of paragraphs to connect to the previous one.
    • Example: “While their benefits to soil and water conservation are great, the value that trees provide to their urban wildlife also cannot be overlooked.”
  • Evaluate transitions for predictability and conspicuousness; revise for subtlety and variety.
  • Reading aloud helps identify choppy areas or repetitive transitions.

6.6 Intros and Outros

  • Avoid generic opening phrases like "In today’s world…", "Throughout human history…", or "Since the dawn of time…"
  • Instead, start explaining what the reader needs to know to understand your thesis and its importance.
  • Five-Paragraph Theme Version: Introductions should scream to your readers, HEY GUYS, READ THIS!
  • Begin with substantive material, not vague generalities.
  • The intro should state well-known facts that do not directly relate to the thesis.
  • Organic Structure Version: Focus on the embodied cognition that empowers followers to escape from physical constraints and reach a new spirituality.
  • If you write a vague intro initially, rewrite it around your well-developed thesis later.
  • Examples of excellent introductory paragraphs:
    • From Davis O’Connell’s “Abelard”: Start with the reasons why Peter Abelard gained the title of “heretic” along the way (personality, affair, political forces, etc.).
    • From Logan Skelly’s “Staphylococcus aureus”: Focus on bacterial resistance to antibiotics is causing a crisis in modern healthcare.

Conclusions

  • Bring the argument to a satisfying close and explain the most important implications.
  • Restate your thesis briefly (2-3 sentences for papers under 20 pages).
  • Use metadiscourse, such as "I have argued that…", to signal you’re restating main points.
  • Address the "So what?" challenge, imagining a reader asking what is or should be different now that your thesis is proven.
  • Let's look at the concluding counterparts to the excellent introductions that we’ve read to illustrate some of the different ways writers can accomplish the two goals of a conclusion:
    • From Victor Seet on religious embodiment: The paragraph first re-caps the argument, then explains how embodiment relates to other aspects of religious experience, and finally situates the analysis within the broader relationship between religion and science.
    • From Davis O’Connell: O’Connell, interestingly, chooses a scholarly tone for the conclusion, in contrast to the more jocular tone we saw in the introduction.
    • From Logan Skelly: the thesis is about the need to regulate antibiotic usage to mitigate antibiotic resistance. The concluding paragraph characterizes the pathogen’s evolutionary history (without re-capping the specifics) and then calls for an informed, well-planned, and comprehensive response.
  • 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.

6.7 Tone, Voice, and Point of View

  • Tone is conveyed through word choice, order, and point of view.
  • Point of view dictates the focus of your writing.
    • First person: I, me, my, us, we (focuses on the writer).
    • Second person: any form of "you" (addresses the reader).
    • Third person: he, she, it, they, them (focuses on a person or topic outside the writer and reader).
  • Instructors often prefer third person for its objectivity.
  • The best choice depends on audience and purpose.
  • Second person is least common in academic writing.
  • It’s okay to write “I think” in a rough draft but delete it in the final version.
  • Passion should be conveyed through structure, not tone.
  • Do not insult opposing arguments or claim your approach is "obvious" or "stupid."
  • Sentence variety affects tone; vary sentence length and structure.