The Five-Paragraph Essay:Template for College Writing

Dr. Harold William Halbert

How Many of You Remember the Five-Paragraph Essay?

• Who taught it to you?

• What were the major elements?

• What good was it?

Key Elements

• Introduction

• Body Paragraph (Claim 1)

• Body Paragraph (Claim 2)

• Body Paragraph (Claim 3)

• Conclusion

• Introduction– A “Hook” (whatever that was)– Background Information on subject– Thesis (the argument you are making)– Preview of 3 Pieces of Evidence or Claims– Springboard (restatement of thesis)

• Body Paragraph (Claim 1)– A transition– A central claim– 3 details to flesh out claim– Conclusion to paragraph

• Body Paragraph (Claim 2) SAME• Body Paragraph (Claim 3) SAME• Conclusion

– Summation transition (“In Conclusion”)– Restatement of thesis– Review of 3 pieces of evidence

– Synthesis of claim + evidence applied to broader issue

EXPANDEDOUTLINE

Official Uses of Five-Paragraph Essay

• English class essay (book reviews, short arguments, etc.)

• In-class essay exams

• SAT Writing assessment

• Some editorial or newspaper column pieces

REAL Purpose of Five Paragraph Essay

• Easy template to American academic writing expectations

• Easy to teach

• Easy to grade

• Easy to remember

• Easy to finish

PROBLEM: Never Shown Broader Application

• Instead of thinking “paragraphs,” think “sections”

• Instead of thinking “five,” think “Introduction--Body--Conclusion”

• Better still, think

“Context/Claim, Evidence, Synthesis”

INTRODUCTION = CONTEXT & ARGUMENT

BODY PARAGRAPH #1

= BODY OF EVIDENCE

BODY PARAGRAPH #2

BODY PARAGRAPH #3

CONCLUSION = SYNTHESIS

Five-Paragraphs are just a template:

Still Need Same Basic ElementsIntroduction Context &

Claim

•Create Hook•Establish background context for writing•Give thesis•Preview evidence/organization•Springboard

Body Paragraphs

Evidence •Transition from prior section•Single, clear claim for section•Strong details supporting claim•Mini-conclusion on claim

Conclusion Synthesis •Restate central claim•Review evidence•Apply evidence and claim to context to create broader significance