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THE FIVE-PARAGRAPH ESSAY

A STANDARD ESSAY FORM

A classic format for compositions is the five-paragraph essay. It is not the only format for
writing an essay, of course, but it is a useful model for you to keep in mind, especially as
you begin to develop your composition skills..

Introductions and conclusions play a special role in the academic essay, and they frequently
demand much of your attention as a writer. A good introduction should identify your topic,
provide essential context, and indicate your particular focus in the essay. It also needs to engage
your readers' interest.
Introductory Paragraph
See, first, Writing Introductory Paragraphs for different ways of getting your reader
involved in your essay. The introductory paragraph should also include the thesis statement, a
kind of mini-outline for the paper: it tells the reader what the essay is about. The last sentence
of this paragraph must also contain a transitional "hook" which moves the reader to the first
paragraph of the body of the paper.

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A PROPER INTRODUCTION

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A PROPER INTRODUCTION

Things NOT to do in an introductory paragraph:

Apologize. Never suggest that you don't know what you're

talking about or that you're not enough of an expert in this
matter that your opinion would matter. Your reader will
quickly turn to something else. Avoid phrases like the
following:
In my [humble] opinion . . .
I'm not sure about this, but . . .

Announce your intentions. Do not flatly announce what you are

about to do in an essay.
In this paper I will . . .
The purpose of this essay is to . . .
Get into the topic and let your reader perceive your purpose in
the topic sentence of your beginning paragraph.

Use a dictionary or encyclopedia definition.

According to Merriam-Webster's WWWebster
Dictionary,
a widget is . . .
Although definitions are extremely useful and it might serve
your purpose to devise your own definition(s) later in the essay,
you want to avoid using this hackneyed beginning to an essay.

Dilly-dally. Get to it. Move confidently into your essay. Many

writers find it useful to write a warm-up paragraph

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A PROPER INTRODUCTION
from the first time they receive instruction in English composition that
their introductory paragraphs should accomplish two tasks:
STUDENTS ARE TOLD

1. They should get the reader's interest so that he or she will want to read more.
2. They should let the reader know what the writing is going to be about.
The second task can be accomplished by a carefully crafted Thesis statement.
Writing thesis statements can be learned rather quickly. The first task securing the reader's
interest is more difficult. It is this task that this discussion addresses.
First, admit that it is impossible to say or do or write anything that will interest
everybody. With that out of the way, the question then becomes: "What can a writer do that
will secure the interest of a fair sized audience?"

1- ATTENTION GRABBERS IN INTRODUCTION :

1.
2.
3.
4.
5.
6.

historical review
anecdotal
surprising statement
famous person
declarative
contrast to the thesis statement

What follows is an explanation of each of these patterns with examples from real
magazine articles to illustrate the explanations.

1-Historical review:
Some topics are better understood if a brief historical review of the topic is presented to
lead into the discussion of the moment. Such topics might include "a biographical sketch of a
war hero," "an upcoming execution of a convicted criminal," or "drugs and the younger
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generation." Obviously there are many, many more topics that could be introduced by reviewing
the history of the topic before the writer gets down to the nitty gritty of his paper. It is important
that the historical review be brief so that it does not take over the paper.
from "Integration Turns 40" by Juan Williams in Modern Maturity, April/May, 1994.
The victory brought pure elation and joy. It was May 1954, just days after the Supreme Court's
landmark ruling in Brown v. Board of Education of Topeka, Kansas. At NAACP headquarters
in New York the mood was euphoric. Telegrams of congratulations poured in from around
the world; reporters and well-wishers crowded the halls

2-Anecdotal:
An anecdote is a little story. Everyone loves to listen to stories. Begin a paper by relating
a small story that leads into the topic of your paper. Your story should be a small episode, not a
full blown story with characters and plot and setting. If you do it right, your story will capture
the reader's interest so that he or she will continue to read your paper.
One caution: be sure that your story does not take over the paper. Remember, it is an
introduction, not the paper.
from "Going, Going, GONE to the Auction!" by Laurie Goering in Chicago Tribune
Magazine, July 4, 1994.

Mike Cantlon remembers coming across his first auction ten years ago while cruising the back
roads of Wisconsin. He parked his car and wandered into the crowd, toward the auctioneer's
singsong chant and wafting smell of barbecued sandwiches. Hours later, Cantlon emerged
lugging a $22 beam drill-for constructing post-and-beam barnsand a passion for auctions
that has clung like a cocklebur on an old saddle blanket. "It's an addiction," says Cantlon, a
financial planner and one of the growing number of auction fanatics for whom Saturdays will
never be the same

3-Surprising statement:
A surprising statement is a favorite introductory technique of professional writers. There are
many ways a statement can surprise a reader. Sometimes the statement is surprising because it
is disgusting. Sometimes it is joyful. Sometimes it is shocking. Sometimes it is surprising
because of who said it. Sometimes it is surprising because it includes profanity. Professional

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writers have honed this technique to a fine edge. It is not used as much as the first two patterns,
but it is used.
From "60 Seconds That Could Save Your Child" by Cathy Perlmutter with Maureen Sangiorgio
in Prevention, September, 1993.

Have a minute? Good. Because that may be all it takes to save the life of a childyour child.
Accidents kill nearly 8000 children under age 15 each year. And for every fatality, 42 more
children are admitted to hospitals for treatment. Yet such deaths and injuries can be avoided
through these easy steps parents can take right now. You don't have a minute to lose.

4-Famous person:
People like to know what celebrities say and do. Dropping the name of a famous person
at the beginning of a paper usually gets the reader's attention. It may be something that person
said or something he or she did that can be presented as an interest grabber. You may just
mention the famous person's name to get the reader's interest. The famous person may be dead
or alive. The famous person may be a good person like the Pope, or he or she may be a bad
person like John Wilkes Booth. Of course, bringing up this person's name must be relevant to
the topic. Even though the statement or action may not be readily relevant, a clever writer can
convince the reader that it is relevant.
from "Dear Taxpayer" by Will Manley in Booklist, May 1, 1993.
The most widely read writer in America today is not Stephen King, Michael Chrichton or
John Grisham. It's Margaret Milner Richardson, the Commissioner of the Internal Revenue
Service, whose name appears on the "1040 Forms and Instructions" booklet. I doubt that
Margaret wrote the entire 1040 pamphlet, but the annual introductory letter, "A Note from
the Commissioner," bears her signature.

5-Declarative:
This technique is quite commonly used, but it must be carefully used or the writer defeats
his whole purpose of using one of these patterns, to get the reader's interest. In this pattern, the
writer simply states straight out what the topic of his paper is going to be about. It is the
technique that most student writers use with only modest success most of the time, but good
professional writers use it too.
from "The Tuition Tap" by Tim Lindemuth in K-Stater, February, 1994.
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In the College of Veterinary Medicine and Engineering, for example, nearly one-third of the
teaching faculty may retire by the year 2004. In the College of Education, more than a third
of the professors are 55 years old and older. The largest turnover for a single department is
projected to be in geology. More than half of its faculty this year are in the age group that
will retire at the millennium, says Ron Downey of K-State's Office of Institutional Research
and Analysis. The graying of K-State's faculty is not unique. A Regents' report shows
approximately 27 percent of the faculty at the six state universities will retire by the end of
this decade, creating a shortage of senior faculty.

Such patterns can give a "lift" to your writing. Practice them. Try using two or three different
patterns for your introductory paragraph and see which introductory paragraph is best; it's often
a delicate matter of tone and of knowing who your audience is. Do not forget, though, that your
introductory paragraph should also include a thesis statement to let your reader know what your
topic is and what you are going to say about that topic.

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THESIS STATEMENT

A SENTENCE OR TWO IN YOUR TEXT

The thesis statement usually appears near the beginning of a paper. It can be the first
sentence of an essay, but that often feels like a simplistic, unexciting beginning.
It more frequently appears at or near the end of the first paragraph or two.
The first paragraph serves as kind of a funnel opening to the essay which draws and invites
readers into the discussion, which is then focused by the thesis statement before the work of the
essay actually begins. You will discover that some writers will delay the articulation of the
paper's focus, its thesis, until the very end of the paper. That is possible if it is clear to thoughtful
readers throughout the paper what the business of the essay truly is; frankly, it's probably not a
good idea for beginning writers.
NOTE: Avoid announcing the thesis statement as if it were a thesis statement. In other
words, avoid using phrases such as "The purpose of this paper is . . . . " or "In this paper, I will
attempt to . . . ." Such phrases betray this paper to be the work of an amateur. If necessary, write
the thesis statement that way the first time; it might help you determine, in fact, that this is your
thesis statement. But when you rewrite your paper, eliminate the bald assertion that this is your
thesis statement and write the statement itself without that annoying, unnecessary preface.
EXAMPLE: An example of a thesis statement might be, "As the world's population
continues to grow, the need for lawmakers to step up to protect fragile ecosystems in order to
maintain biological diversity is at an all-time high." A thesis statement is made by taking a
specific statement and creating a position that may be opposed or challenged

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ESSAY BODY PARAGRAPHS

After the introduction come the body paragraphs. They usually take up most of the essay.
Paragraphs contain three main sections:

Main point: the topic sentence, which describes the focus of the paragraph
Support: explanations, evidence, and examples that reinforce the main point
Transitions: connections between this paragraph and
the thesis statement
nearby paragraphs

Academic paragraphs are usually at least three sentences long, and can be longer still.
However, don't make those sentences too long. As a rough guide, a sentence longer than three
lines is too long.
Main point
All paragraphs should be focused: they should discuss only one major point. That point should
connect with the overall focus of the essay (as described in the thesis statement).
The major point of a paragraph is often called the controlling idea. Every paragraph should
have a different controlling idea, each one discussing one aspect or part of the overall essay.
Body paragraphs will often begin with a summary of the controlling idea: the topic sentence.
The topic sentence summarizes the paragraph in the same way that the thesis statement
summarizes the whole essay.
The rest of the paragraph supports that topic sentence, by explaining it in detail, giving an
example, or citing evidence that reinforces it.
Support
The largest part of any body paragraph is the support: explanations, evidence, and examples.
Explanations use logic to fully explain the point raised in the topic sentence. It is not enough
to just explain an idea, however: you need to show that outside evidence supports it as well.
Evidence can include

Facts
Published opinions
Research from books, journal articles, websites, etc.
Published case studies
Research data

All evidence must be relevant to the topic, and it must be used and credited properly.
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Outside sources can be quoted, summarised, or paraphrased
Transitions
Body paragraphs do not exist in isolation. They should fit together like a jigsaw puzzle.
Transitions show the connections between paragraphs themselves, and the connections
between the paragraphs and the overall focus of the essay (the thesis statement). They often
appear at the end of a paragraph.
Transitions are essential for maintaining momentum in your essay and showing the reader how
all the ideas fit together.

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Body First paragraph:

The first paragraph of the body should contain the strongest argument, most significant
example, cleverest illustration, or an obvious beginning point. The first sentence of this
paragraph should include the "reverse hook" which ties in with the transitional hook at the end
of the introductory paragraph. The topic for this paragraph should be in the first or second
sentence. This topic should relate to the thesis statement in the introductory paragraph. The last
sentence in this paragraph should include a transitional hook to tie into the second paragraph of
the body.

Body Second paragraph:

The second paragraph of the body should contain the second strongest argument, second
most significant example, second cleverest illustration, or an obvious follow up the first
paragraph in the body. The first sentence of this paragraph should include the reverse hook
which ties in with the transitional hook at the end of the first paragraph of the body. The topic
for this paragraph should be in the first or second sentence. This topic should relate to the thesis
statement in the introductory paragraph. The last sentence in this paragraph should include a
transitional hook to tie into the third paragraph of the body.

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Body Third paragraph:
The third paragraph of the body should contain the weakest argument, weakest example, weakest
illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this
paragraph should include the reverse hook which ties in with the transitional hook at the end of the
second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should
relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should
include a transitional concluding hook that signals the reader that this is the final major point being made
in this paper. This hook also leads into the last, or concluding, paragraph.

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CONCLUDING PARAGRAPHS

YOUR CONCLUSION IS YOUR OPPORTUNITY

A strong conclusion will provide a sense of closure to the essay while again placing your
concepts in a somewhat wider context. It will also, in some instances, add a stimulus to further
thought. Since no two essays are the same, no single formula will automatically generate an
introduction and conclusion for you. But the following guidelines will help you to construct a
suitable beginning and end for your essay.

Never apologize for or otherwise undercut the argument you've made or leave your readers
with the sense that "this is just little ol' me talking." Leave your readers with the sense that
they've been in the company of someone who knows what he or she is doing. Also, if you
promised in the introduction that you were going to cover four points and you covered only two
(because you couldn't find enough information or you took too long with the first two or you
got tired), don't try to cram those last two points into your final paragraph. The "rush job" will
be all too apparent. Instead, revise your introduction or take the time to do justice to these other
points.
Here is a brief list of things that you might accomplish in your concluding paragraph(s).*
There are certainly other things that you can do, and you certainly don't want to do all these
things. They're only suggestions:

15

Include a brief summary of the paper's main points.

Ask a provocative question.
Use a quotation.
Evoke a vivid image.
Call for some sort of action.
End with a warning.
Universalize (compare to other situations).
Suggest results or consequences.

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PART-II - COHERENCE

TRANSITIONS BETWEEN IDEAS

THE MOST CONVINCING IDEAS IN THE WORLD, expressed in the most beautiful sentences,
will move no one unless those ideas are properly connected. Unless readers can move easily
from one thought to another, they will surely find something else to read or turn on the
television.
Providing transitions between ideas is largely a matter of attitude. You must never
assume that your readers know what you know. In fact, it's a good idea to assume not only that
your readers need all the information that you have and need to know how you arrived at the
point you're at, but also that they are not quite as quick as you are. You might be able to leap
from one side of the stream to the other; believe that your readers need some stepping stones
and be sure to place them in readily accessible and visible spots.
There are four basic mechanical considerations in providing transitions between ideas:
using transitional expressions, repeating key words and phrases, using pronoun reference, and
using parallel form.

Using Transitional Tags

Transitional tags run the gamut from the most simple the little conjunctions: and, but,
nor, for, yet, or, (and sometimes) so to more complex signals that ideas are somehow
connected the conjunctive adverbs and transitional expressions such as however, moreover,
nevertheless, on the other hand.
The use of the little conjunctions especially and and but comes naturally for most
writers. However, the question whether one can begin a sentence with a small conjunction
often arises. Isn't the conjunction at the beginning of the sentence a sign that the sentence
should have been connected to the prior sentence? Well, sometimes, yes. But often the initial
conjunction calls attention to the sentence in an effective way, and that's just what you want.
Over-used, beginning a sentence with a conjunction can be distracting, but the device can add
a refreshing dash to a sentence and speed the narrative flow of your text. Restrictions against
beginning a sentence with and or but are based on shaky grammatical foundations; some of
the most influential writers in the language have been happily ignoring such restrictions for
centuries.*

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Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial
conjunctions) accompanied with a simplified definition of function (note that some devices
appear with more than one definition):

A word of caution: Do not interlard your text with transitional expressions merely
because you know these devices connect ideas. They must appear, naturally, where they belong,
or they'll stick like a fishbone in your reader's craw. (For that same reason, there is no point in
trying to memorize this vast list.) On the other hand, if you can read your entire essay and
discover none of these transitional devices, then you must wonder what, if anything, is holding
your ideas together. Practice by inserting a tentative however, nevertheless, consequently.
Reread the essay later to see if these words provide the glue you needed at those points.
Repetition of Key Words and Phrases
The ability to connect ideas by means of repetition of key words and phrases sometimes
meets a natural resistance based on the fear of being repetitive. We've been trained to loathe
redundancy. Now we must learn that catching a word or phrase that's important to a reader's
comprehension of a piece and replaying that word or phrase creates a musical motif in that
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reader's head. Unless it is overworked and obtrusive, repetition lends itself to a sense of
coherence (or at least to the illusion of coherence). Remember Lincoln's advice:
You can fool some of the people all of the time, and all of the people some of the time, but you
cannot fool all of the people all of the time.

Pronoun Reference
Pronouns quite naturally connect ideas because pronouns almost always refer the reader to
something earlier in the text. I cannot say "This is true because . . ." without causing the reader
to consider what "this" could mean. Thus, the pronoun causes the reader to sum up, quickly and
subconsciously, what was said before (what this is) before going on to the because part of my
reasoning.
We should hardly need to add, however, that it must always be perfectly clear what a
pronoun refers to. If my reader cannot instantly know what this is, then my sentence is
ambiguous and misleading. Also, do not rely on unclear pronoun references to avoid
responsibility: "They say that . . ."
Parallelism
Parallelism is the use of components in a sentence that are grammatically the same; or
similar in their construction, sound, and meaning. They are the deliberate repetition of larger
structures of phrases, even clauses and whole sentences.

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Coherence Devices in Action

Look at the following paragraph:

The ancient Egyptians were masters of preserving dead people's bodies by making mummies
of them. Mummies several thousand years old have been discovered nearly intact. The skin,
hair, teeth, fingernails and toenails, and facial features of the mummies were evident. It is
possible to diagnose the disease they suffered in life, such as smallpox, arthritis, and
nutritional deficiencies. The process was remarkably effective. Sometimes apparent were the
fatal afflictions of the dead people: a middle-aged king died from a blow on the head, and
polio killed a child king. Mummification consisted of removing the internal organs, applying
natural preservatives inside and out, and then wrapping the body in layers of bandages.

Though weak, this paragraph is not a total washout. It starts with a topic sentence, and the
sentences that follow are clearly related to the topic sentence. In the language of writing, the
paragraph is unified (i.e., it contains no irrelevant details). However, the paragraph is
not coherent. The sentences are disconnected from each other, making it difficult for the reader
to follow the writer's train of thought.
Below is the same paragraph revised for coherence: Italics indicates pronouns and
repeated/restated key words, bold indicates transitional tag-words, and underlining indicates
parallel structures.

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The ancient Egyptians were masters of preserving dead people's bodies by making
mummies of them. In short, mummification consisted of removing the internal organs,
applying natural preservatives inside and out, and then wrapping the body in layers of
bandages. And the process was remarkably effective. Indeed, mummies several thousand
years old have been discovered nearly intact. Their skin, hair, teeth, fingernails and toenails,
and facial features are still evident. Their diseases in life, such as smallpox, arthritis, and
nutritional deficiencies, are still diagnosable. Even their fatal afflictions are still apparent: a
middle-aged king died from a blow on the head; a child king died from polio.

The paragraph is now much more coherent. The organization of the information and the
links between sentences help readers move easily from one sentence to the next. Notice how
this writer uses a variety of coherence devices, sometimes in combination, to achieve overall
paragraph coherence.
*Authority: The New Fowler's Modern English Usage edited by R.W. Burchfield. Clarendon
Press: Oxford, England. 1996. Used with the permission of Oxford University Press.

PART-II - COHERENCE

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THE FINAL STEP OF AN ESSAY COMPOSITION

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Essay
The assignment topic: How can schools make the best use of information technology in the
classroom?
(Word limit: 800 words)
Introduction
Education means considerably more than just teaching a student to read, write, and manipulate
numbers. Computers, the Internet, and advanced electronic devices are becoming essential in
everyday life and have changed the way information is gathered. (Background of the Topic)
How this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students. Technology
affects the way teachers teach and students learn. To make the best use of information
technology (IT), schools need a workable plan to fully integrate it into all aspects of the
curriculum so students are taught how, why, and when to use technology to further enhance
their learning. - (Thesis Statement)

Body Paragraph-1
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. (Topic sentence-1) In schools today, nearly all classrooms have
access to a computer. However, many schools mistake this as incorporating information
technology into the curriculum. School staff need to research what IT is available and what
would best serve the school's purpose, not simply purchase the latest equipment. There should
be a policy stating how IT is going to assist pupils' development and what teachers want pupils
to achieve (Reksten, 2000). Staff members need to be clear about what they want IT to do for
them before they can start incorporating it into their lessons.- (conclusive sentence- that repeats
the topic sentence)
Evidences 1(how) - The only way information technology is going to be useful to schools is
if all staff members are well-informed and fully supported. It is the principal's responsibility,
and should be part of the school's plan, to ensure that all staff are consulted about the changes,
and that the change is carefully organized. Some teachers may be resistant, especially if they
have not had much experience with computers, so training teachers is essential in implementing
IT into the school curriculum. Staff members must feel involved in the process of acquiring
technology, and in learning how to operate it, in order for them to increase their confidence in
using IT as a curriculum tool. Teachers are only going to be able to incorporate IT into their
lessons if they are competent users themselves- (Reksten, 2000). - (reworded topic sentence)
(Transition)-In addition, teachers need to be aware that IT within the classroom is extremely
flexible, but that they need to plan what purpose IT serves in each lesson. Evidences 2
(why).The skills a child learns are the important part of any lesson, and it is the same with
technology. IT needs to be used and understood in all subjects in the same way as the ability to
read is necessary for all subjects, and must be used across the curriculum, in the same way that
a pen and pencil are used in most subject areas (Ager, 2000, p. 15). The best way to plan the
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use of IT in the classroom is to approach it as simply a learning tool that is more advanced (and
more exciting) than the traditional pen and paper.
Body Paragraph-1
It is vitally important for students to be taught the strategies for using IT.(Topic sentence-2)
Children also need to be fully informed about the capabilities of IT before being asked to use
it. Pupils should be aware that the contexts in which they use IT will change, and they need to
know what the appropriate use of IT is and what is not. Whilst it is important that children learn
to use IT effectively, teachers must emphasize that IT is not always suitable. According to Apter
(1968), the danger is that the computer dehumanizes people and inevitably leads them to act
like machines themselves (p. 58). Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.-(reworded
topic sentence or conclusive sentence)
Conclusion
Reworded thesis-The usefulness of IT in the classroom, as with any learning tool, depends on
the innovation and imagination of the teacher. It is imperative, though, that the implementation
of IT into a school is carefully planned. The current information explosion makes it essential
that IT be used extensively within the classroom so children know how to use IT
appropriately and effectively. Teachers must, therefore, be fully informed about what kinds
of IT are available and whether or not they are appropriate for classroom use. School boards and
teachers must therefore ensure that all staff have a clear plan about what they want their
students to achieve through IT. The appropriate incorporation of IT into the classroom will
broaden the minds and skills of students, allowing them to be better prepared for further
technological advances.-(clincher)

References-Used Is Essay
Ager, R. (2000). The art of information and communications technology for teachers. London,
England: David Fulton.
Apter, A. J. (1968). The new technology of education. London, England: Macmillan.
Reksten, L. E. (2000). Using technology to increase student learning. Thousand Oaks, CA:
Corwin Press

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