Day One

Capture the reader’s interest Identify or explain the question or

problem (Thesis) Provide some background information Summary of salient points in text Present the argument Narrow focus

The funnel (general to specific) introduction, e.g., “From the beginning of time, there has been language.”

The obvious definition Quotations with CAUTION Questions Facts nobody needs to be reminded of Platitudes, e.g., “Poetry can be important to our lives.” Blueprinting/Mapping Apologies and excuses

A revealing anecdote, historical or personal

An interesting or illuminating fact An arresting image Asserting a provocative opinion An interesting quotation or reference to

an important or interesting text

Sample Introduction When John Buford first appears in Michael Shaara’sThe

Killer Angels he is calmly surveying the land of Gettysburg, Pennsylvania the eve before the infamous battle. Buford knows every vital crevice of land and what pieces will lend themselves to a fruitful battle. The military experiences he has had in the past have not only informed his knowledge, but also shaped his innovative military strategies. The culmination of his understanding of maintaining the high ground, his creative military tactics, and his composed nature single-handedly affected the outcome of the battle. Despite Buford’s vital characteristics and part in the success of Gettysburg, he is underscored and underappreciated as a leader.When Buford is first introduced, his knowledge of battle is apparent and conveys his value as a leader.

Body Paragraphs

- Topic sentence:- Relates back to the thesis- Is not just a statement of fact- Reflects topic of upcoming paragraph- Mini-thesis

- Order of paragraphs:- Chronological- Strongest to weakest- Weakest to strongest

Body Paragraphs

- Summary vs. Analysis:- Do not just give plot detail- Analysis needs to be more than one sentence- Analysis needs to convey the meaning of whatever

point/quote that is brought up- Transitions:

- Is a signpost that the road is turning to a different direction

- Can sum up a preceding passage- Can refer back to the essay’s thesis- Can preview the next major section- Repeat a key word or phrase- Signal words: therefore, in addition, however, rather,

instead, for instance

Body ParagraphsBody Paragraphs

Transitioning between sentences Repeat a word (or variation of it) Use a pronoun substitute for a key word Summarize, rephrase, or restate earlier

concepts Use a transition word Begin sentences with something old—

something that links with what has been said before—and then end sentences with new information

Sample Body Paragraph For John Buford, leadership is primarily about knowing the land and how to grapple with it in

order to come out victoriously. His experiences out west in the Mexican-American war helped form the knowledge base that will so dramatically affect the Battle of Gettysburg. When Buford surveys the land, he quickly sees what features will lead to victory or defeat: “ ‘They’ll [Confederates] move right through town and occupy those damned hills . . . because one thing Lee ain’t is a fool, and when our people get here Lee will have the high ground and there’ll be the devil to pay’ ” (Shaara 38). Through his previous experiences, Buford understands that the Union must occupy the high ground in order to ensure a victory. He also knows that Lee is an intelligent leader and will take the high ground the first chance he has. Therefore, Buford takes the initiative and occupies the high ground like any good military leader would do. Moreover, Buford recognizes that the ground surrounding Gettysburg is not conducive to battle and that this is the place to do battle: “But if we withdraw – there is no good ground south of here. This is the place to fight” (40). An exceptional leader like Buford understands not only how to deal with the terrain but also how to place his men in a position which will minimize blood-shed and increase the chances of victory. While Buford retreats by the end of the first day, he still maintains the high ground because he realizes that without it the Union is lost. Even though Buford has only two chapters in the novel and is not mentioned again after the first day, his knowledge of the terrain and effort to hold Cemetery Hill ultimately lead to victory. Without the high ground, the Confederates would have taken Cemetery Hill and possibly driven the Union out of Gettysburg. Along with his knowledge of good ground, Buford also thinks in creative ways that prove beneficial to the Union.

Think of possible topic sentences for your paragraphs

Move the reader back to the big picture Help the reader understand the importance,

significance, or implications of the essay Partially summarizes the main points of the

essay

Explain how your argument ties into larger issues

Call for a change in action and/or attitude Use an arresting image or scene Do a theme and variation on the

introduction—go back to what you did in the introduction, but add a variation to illustrate the significance of your ideas.

Complete summarization Reiterate thesis Say “In conclusion,” “In summation” etc.

Sample Conclusion

Without John Buford’s efforts, the Union would have either lost at Gettysburg or fallen victim to higher casualties. His ability to calmly survey the landscape and implement creative military strategies make him an exceptional leader. While he is often ignored in the novel and given little time for character development, when Buford is given further analysis, it is easy to see his affect on the battle of Gettysburg and his archetypical leadership qualities. Therefore, society is responsible for remembering and honoring men like Buford because if we do not, then he and other soldiers will, in the words of General Patton, “fade away.”

Sometimes titles are the main question that the essay is answering:

“Will Patriarchal Management Survive Beyond the Decade?”

These titles are often useful for essays that deal with very immediate, specific problems.

Sometimes, a title is an abbreviated form of the argument:

“The Writer’s Audience Is Always a Fiction” These titles are useful enough, but this can

be a little boring.

The classic title in the humanities, and sometimes the social sciences, is the title in two parts. The first part of the title, to the left of the colon, is a catchy mystery phrase that grabs the readers attention. The second part of the title, to the right of the colon, tells what the essay is about.

This kind of title is designed to lure the reader into checking out what the essay has to say.

“’Lita is—Jazz’: The Harlem Renaissance, Cabaret Culture, and Racial Amalgamation in Edith Wharton’s Twilight Sleep”

“The Lost Island of English Studies: Globalization, Market Logic, and the Rhetorical Work of Department Web Sites”

Everyone Here Spoke Sign Language: Hereditary Deafness on Martha’s Vineyard