Introduction and Conclusion

Introductions and conclusions are important components of any essay. They work to
book-end the argument made in the body paragraphs by first explaining what points will
be made (in the introduction) and then summarizing what points were made (in the
conclusion).

Introductions

An introduction is typically the first paragraph of your paper. The goal of your
introduction is to let your reader know what he or she can expect from your paper. The
primary purpose of an introductory paragraph is to pique the interest of your reader and
identify the topic and purpose of the essay.

Generally Accepted format

1. Attract the Reader’s Attention

Begin your introduction with a "hook" that grabs your reader's attention and
introduces the general topic. Here are some suggestions on how to create a
“hook”:

o State an interesting fact or statistic about your topic

o Ask a rhetorical question
o Reveal a common misconception about your topic
o Set the scene of your story: who, when, where, what, why, how?
o Share an anecdote (a humorous short story) that captures your topic
2. State Your Focused Topic

After your “hook”, write a sentence or two about the specific focus of your paper.
What is your paper about? Why is this topic important? This part of the
introduction can include background information on your topic that helps to
establish its context.

3. State your Thesis

Finally, include your thesis statement. The kind of thesis you include depends on
the type of paper you are writing, but, in general, your thesis should include:
 o your specific topic
o your main point about that topic
o the points of discussion you will include in your paper

Your thesis should be clear, and easy to find. Most often, it is the last sentence of
the introduction.

Sample Introduction

Conclusions

A conclusion works to remind your reader of the main points of your paper and
summarizes what you want your reader to “take away” from your discussion. Consider
these tips when writing your conclusion:

 Begin with your rephrased thesis statement to remind your reader of the point of
your paper.
 Summarize the points you made in your paper and show how they support your
argument; tie all the pieces of your paper together.
 Tell your reader what the significance of your argument might be. Why is the
discussion important? Do you want your reader to think differently, question
something, or perform some action? Make a recommendation of what your
reader should "do" with the information you just gave them, or share the
importance of the topic.
Sample Conclusion
 Body Paragraphs

P.I.E. Paragraph Structure

One way to think about structuring your paragraphs is to use the P.I.E. paragraph
structure. Make sure each of your body paragraphs have the following parts:

 P = Point
 I = Information
 E = Explanation

Point

Make sure your paragraph has a point. Often, the point is the topic sentence.

 What is the point of this paragraph?

 What claim is being made?
 What will this paragraph prove or discuss?

Information

After establishing your point, state the relevant information about your topic. The
information is the evidence used to support or develop the point.

 How is the point supported with specific data, experiences, or other factual
material?
 What examples can you use to support your point?

Here are some ideas on the kinds of information you can include:

 Facts, details, reasons, examples

 Information from the readings or class discussions
 Paraphrases or short quotations
 Statistics, polls, percentages, data from research studies
 Personal experience or stories from your life or others

Explanation
The explanation is the writer’s analysis, elaboration, evaluation, or interpretation of the
point and information given, connecting the information with the point (topic sentence)
and the thesis.

 What does the provided information mean?

 How does it relate to your overall argument?
 Why is this information important/significant/meaningful?

Writing Body Paragraphs

Follow these steps below to write good body paragraphs.

Step 1: Decide the Topic of Your Paragraph

Step 2: Develop a Topic Sentence
Step 3: Provide Information
Step 4: Give Your Paragraph Meaning
Step 5: Conclude
Step 6: Revise and Proofread
A P.I.E. PARAGRAPH
For Example
Television, textbooks, and computer games are just a few technological mediums in
which information is presented and widely accepted as a form of communication even
for education. This must be taken into account when determining what literacy means
and how students receive information as well as how they master the skill of developing
their competencies. Where reading and writing skills in the medium of spoken word or
paper and ink once strictly defined literacy, the definition is widely changing to include
proficiency in modern technology such as computers and other digital sources of
information. For example, students can access digital applications, and according to
Kervin (2016), “Digital play with carefully selected apps can provide active, hands-on,
engaging and empowering learning opportunities. Apps can facilitate versatility in
children’s literacy experiences by providing opportunities for reading and writing, and to
listen and communicate through a range of scenarios and activities” (p.70). By this
explanation, an app on a tablet can provide students an alternate medium for education
while introducing them to technology literacy. Although not all available apps are
created to enrich a child’s educational experiences, the guided use of carefully chosen
apps for digital play can be a powerful learning tool when used in academic contexts.
DOs & DON'Ts
Writers often want to know, for instance, if and when it is possible to use personal pronouns such as I, we, and you?
This is a good question and unfortunately, it does not hold a simple answer. According to Björk, Knight and Wikborg
(1992), the use of I, we, you is generally the informal choice. However, some disciplines may accept the use of these
pronouns or recommend that they only be used in the introduction and conclusion of the text.
To avoid any misunderstandings, it would be advisable to check for style guidelines before starting any writing
process. Within the university, it is important to check the departmental guidelines for instructions and/or read widely
to gain an impression of the choices discipline specific scholars make.
The following is a chart that supplies the standard DOs and DON'Ts of academic writing at university. Some of these
points may vary depending on the writing style and the departmental guidelines. Always check for style guides before
starting the writing process to ensure that there are no additional style requirements or variations in preference.

What not to do What to do

Do not use slang, jargon, colloquialisms, Use formal language

or sexist language.
Do not use shortened verb forms Use the full verb form instead, e.g. they
(contractions), such are, is not, cannot
as they're, isn't, can't.
Do not use common vocabulary, such Make more formal vocabulary choices,
as have got, a lot, nice, the other thing. e.g. have found, a great deal , attractive/
advantageous, the other
issue/problem/notion/idea/topic etc..
Do not use conversational opening Leave out conversational phrases. Use
phrases, such as Well, you appropriate connectors and introductory
see, Yes…, Let's move on. phrases.
Do not write I think - especially not at Leave out I think, e.g. James (2008) believes
the beginning of a sentence, i.e. do not that global warming will…
write, for example, I think James (2008)
believes that global warming will…
Do not use personal pronouns Be non-personal, e.g. It should be possible
e.g. I, you, we (unless specifically for everyone to compete.
required), i.e. do not write We think
that you should be able to compete.
Do not use sweeping generalisations State main ideas clearly and concisely in
your own words in topic sentences.
Do not use bullet points or lists, unless use complete sentences and link these into
it is in a report. logical paragraphs.
Avoid making assumptions or giving Be objective.
your opinion (unless specifically asked).
Avoid waffling or repeating yourself. Be clear and concise.
Do not plagiarize (see the AWELU Provide references whenever you say
section on 'Academic Integrity'). something that is not your own (see the
AWELU sections 'Academic Integrity' and
'Sources and Referencing').
Do not take for granted that the spell Check spelling, grammar and punctuation
check on your computer is accurate or etcetera.
will spot all spelling mistakes, since for
Proofread and use a dictionary.
example, your spell check will not pick
up on whether vs weather. Ask somebody to proofread your text for
you.
Do not pose (direct) questions in the Convert questions into statements, for
running text, that is, do not write, for example, The possibility of carbon
instance Can carbon emissions be emissions being reduced is questionable.
reduced?
Do not mix words and numbers Use words for numbers nine and below and
unsystematically. numbers for 10 and above.