ĐINH HỮU PHÚ CƯỜNG
B. One may be better able to ward off illness
Please note: This outline omits the introduction and conclusion paragraphs.
Since the outline's primary purpose is to identify main ideas and support, omitting the introduction and conclusion makes sense. The main idea of the introduction is already expressed in the thesis statement, and its support emerges from all of the body paragraphs. Similarly, the main idea of the conclusion is a reinforcement of the thesis, and its real support also lies in the body paragraphs.
Nevertheless, you should not approach the writing of your introduction and conclusion paragraphs casually. You need to recognize their special purposes, and choose the methods that will best suit your purposes in a particular essay.
Text
The Benefits of Regular Exercise comments
In recent years many people have become increasingly aware of the need for physical fitness .* Almost everywhere people turn, whether it is to a newsstand, television or billboard , * advice for guarding and improving health bombards them.
Although much of this advice is commercially motivated by those eager to sell vitamins, natural foods and reducing gimmicks ,* some of it, especially that advocating a regular exercise program, merits serious attention. Such a program, if it consists of at least thirty minutes three times a week and if a person's physician approves it,* provides numerous benefits.
Regular exercise releases tension, improves appearance, and increases stamina .*
*The introduction begins with a broad view of physical fitness generally, but also engages the reader by connecting with general experience
*Notice that the writer reaches past the general "anywhere one looks" to the more specific and concrete "newsstand, television or billboard."
*Again notice the specifics—not just "to sell products" or "to sell stuff." The specifics make the idea more convincing, and create more associations for the reader.
*Notice how the introduction is a good place to present background, definitions and limitations that affect the thesis and topic generally.
*By placing the thesis at the end of the introduction, the writer not only makes the main point clear and emphatic, but also makes sure that the essay’s main point is uppermost in the reader’s mind as the reader begins the body of the essay.
The first of these benefits, the release of tension, is immediate .* Tension builds in the body because of an
overaccumulation of adrenaline produced by stress, anxiety, or fear. * Doctors agree that performing calisthenics or participating
*This sentence offers the ả idea (release of tension), renews the essay idea (these benefits), and also alerts the reader to the underlying logic of the arrangement of main ideas ("is immediate" suggests to the reader that the essay will follow a chronological order, the order in which the benefits become available).
*Again, notice the specifics in the next two sentences—specific activities and specific benefits.
* For example, an employee upset by the day's work and by traffic congestion may rush home, argue with the family, and eat excessively. Taking about thirty minutes to release frustrations through physical exercise could help him or her to avoid this behavior. Planned physical exercise, therefore, can eliminate, or at least control, tension.*
An improved appearance, which is a second benefit of regular exercise, * is not as immediately apparent *as a better
disposition .* Exercise takes perhaps a month or longer to show its results in a trimmer, firmer figure. Improvement, however, will come. A person who is ten pounds overweight, for instance, may be able during this time to burn away most excess fat and to tighten muscles, thereby reshaping the physique. Having
improved muscle tone and even posture, he or she will wear clothes more attractively and comfortably. Combined with a sensible diet, an exercise program will also improve a person's skin tone. This improved appearance will provide confidence and favorably impress others.
*See how the ả opens with both the new ả idea and a renewal of the essay idea.
There’s no way the reader can get lost here.
*"Not as immediate" reinforces the underlying chronological order of the main ideas.
*"Better disposition" points back at the preceding ả.
In addition to the self-confidence engendered by an improved appearance, increased physical strength produces stamina.* A stronger, healthier body is obviously more capable of working harder and , in fact, of withstanding normal fatigue then a tense, weak one. A worker who exercises should be able to complete a
*Note the transition, pointing back to the preceding ả and ahead to the new ả idea.
*I know this is frivolous of me, but I would rather have the extra energy for enjoying a
forty-hour week and still retain enough energy for mowing the grass, painting the garage, or cleaning windows .* Similarly, the student who goes to school, keeps house and perhaps works part time should accomplish tasks efficiently. Equally important, this stamina helps to ward off illnesses such as colds and influenza.
Altogether, improved endurance is one of the most important benefits of a regular exercise program.
more energy for yard work as a real plus!
Although easy solutions to the goals of losing weight and achieving an attractive, energetic body saturate the media ,*
actually acquiring these benefits is not easy. The rewards, however, are fully worth the effort of an established exercise program that makes a person feel relaxed, look healthy, and have adequate strength for strenuous as well as routine activities . *
*This is an example of the "circle close."
The conclusion returns to the opening, repeating the initial example, question, problem or statement that opens the essay.
This provides a satisfying sense of overall design and completeness, and strengthens unity. This is not the only approach to an effective conclusion, and sometimes it seems artificial or forced, but it’s often smooth, effective, and easy. Be sure to note how it works here by rereading the introduction to see how it is repeated here.
*Note how clearly the essay idea and the main supporting points are reinforced through their restatement here. The overall pattern of the essay follows old advice for effective public speaking: "Tell 'em what you’re gonna tell 'em; tell 'em; then tell 'em what you told 'em." In a short essay, this approach can sometimes seem like overkill
—but there’s little risk of your readers being confused..
FIVE PARAGRAPH ESSAY FORMAT N. Lund/Oxford Tutorials
INTRODUCTORY PARAGRAPH
A. Grabs the reader's attention. It should have a "hook": a fairly brief, thought-provoking sentence (assertion, question, quotation, humor) to catch and focus your reader's interest. For example:
1. “Shakespeare never grows old. Why is that?” (NL) 2. “Where were you when America lost her soul?” (NL)
3. “Old books are more fun than a barrel full of monkeys.” (NL) 4. “Never let schooling interfere with your education” (M. Twain) 5. “Education is not filling a bucket, but lighting a fire” (W. B. Yeats) 6. ”The man that hath no music in himself… is fit for treasons”
(Shakespeare, Merchant of Venice)
7. “War is horrible, but slavery is worse” (W. Churchill).
8. “You have enemies? Good. That means you’ve stood up for something, sometime in your life” (W. Churchill)
9. “There are no boring subjects, only disinterested minds” (GK) 10. “Don’t let worry kill you—let the Church help!”
B. Gives brief background on your topic
C. Begins or ends with the thesis statement (SEE: “Writing the Thesis Statement”)
BODY: MIDDLE PARAGRAPHS
A. Develops, expands, and/or supports the thesis statement B. Includes a topic sentence for each paragraph (one main idea) C. Includes supporting details which reinforce the topic sentence.
1. Generally 3-5 sentences are necessary per paragraph.
2. Details may include reasons, examples, stories, statistics 3. Indent the first sentence of every paragraph
CONCLUDING PARAGRAPH:
A. Restates the thesis or sums up the argument.
B. Tells the reader what you think is most important. This may be a personal response; it must be focused and brief.
C. Never introduce new information in the conclusion.
HOW TO GET STARTED:
A. Identify your topic (usually provided by your tutor or the test).
B. Write your opinion (conclusion, judgment) about the topic. This will become your thesis statement.
You will use it in your introductory paragraph.
C. Write three or four reasons why you hold that position. You will use these in your middle paragraphs.
D. Look for transitional words and phrases to introduce and connect the middle paragraphs.
See below: “Types and examples of transitions.”
WRITING YOUR THESIS STATEMENT:
A. Definition of a "thesis statement":
A thesis statement is a proposition to be defended or proved. It is an assertion about what the author thinks to be true or false. It is the writer's judgment about something (a topic) that could be debated. It requires the writer to "take sides" on an issue, and to support that position. Unless the thesis is supported by reasons, it is just an expression of one's opinion. Do not use first person pronouns ("I" or "my"). Use the third person ("it is;" "there is," “there are,” etc.) for a stronger, more confident and objective approach.
B. Difference between "topic" and "thesis."
A topic is anything you can think or write about, a subject for study or discussion. Notice the difference between the following topics (general subjects), and thesis statements which are based upon them (specific assertions):
C. Examples of topics and thesis statements 1. TOPIC # 1: Study of Shakespeare
and absolutely essential for a good education
b. Shakespeare is biased and should not be considered any more important than any other kind of literature.
c. Shakespeare is so antiquated that he isn't worth any further study or attention.
2. TOPIC # 2: Global Warming
a. Global warming is a natural and recurring phenomenon which humans cannot significantly influence or change.
b. Global warming is an unprecedented event which is caused by humans, and which requires a human solution.
c. Global warming is part of a new pagan religion which worships the ‘mother earth.’
3. TOPIC # 3: Home schooling
a. Home schooling is a legitimate and effective way of preparing students for responsible citizenship and productive careers.
b. Home schooling is an unconstitutional attempt to avoid state-sponsored education.
c. Home schooling is part of a conspiracy by ring-wing fundamentalists to overthrow the American government.
D. Relationship between a topic and a thesis:
The topic gives you the subject you are going to write about. Your thesis will state where you stand (your own judgment, opinion, conclusion) about that particular subject.
E. How to write a thesis statement:
Here's how to write your thesis statement. Use the topic as your subject. Finish the sentence by stating your view or assertions about that topic. Your thesis may be expressed in more than one sentence. It informs the reader of your position on an issue, and alerts them of what to expect in your essay. Your thesis should express your conclusion, judgment or interpretation as simply and clearly as possible. In the remaining paragraphs of your essay you will attempt to support that thesis with specific, relevant and sufficient evidence. That evidence may include summaries, paraphrases, and quotations from the text under consideration.
ORGANIZING YOUR TRANSITIONS:
A. Arrange paragraphs so that the content of one leads logically to the next. The transition may highlight
a relationship that already exists by summarizing the previous paragraph and suggesting something
of the content of the next paragraph.
B. A transition between paragraphs can be a word or two ("thus, however, for example, similarly"), a phrase (“as the reader may have noticed”), or a sentence (“Obviously, there is something wrong”).
C. Transitions can be at the end of the first paragraph, at the beginning of the second paragraph, or in
both places.
TYPES AND EXAMPLES OF TRANSITIONS:
A. Similarity: "also, in the same way, just as ... so too, likewise, similarly"
B. Exception/Contrast: "but, however, in spite of, on the one hand ... on the other hand, nevertheless,
nonetheless, notwithstanding, in contrast, on the contrary, still, yet"
C. Sequence/Order: "first, second, third, ... next, then, finally"
D. Time: "after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile,
EXAMPLE OF A FIVE-PARAGRAPH ESSAY:
Why Study Shakespeare?
Norman J. Lund 300 words
Shakespeare never grows old. Why is that? It’s because he expresses timeless truths with unparalleled literary excellence. The study of Shakespeare is essential for a good education.
The first reason to study Shakespeare is to develop one’s appreciation for great
literature. Shakespeare’s genius is evident, not only in his sonnets and other poems, but in some three dozen plays. His characters are vivid and his plots compelling. Once you’ve met them, who can ever forget Hamlet or Lady Macbeth—his grief, or her guilt—or Beatrice and Benedick, and their humorous banter? It’s not an accident that Shakespeare is the most-quoted author in the English language. He also confers a rich vocabulary. The prestigious Oxford English Dictionary estimates that Shakespeare “coined” about 1700 words. What better way to develop an appreciation for great literature than by studying the best?
Clearly, there is an enduring value in Shakespeare. In addition to his literary gifts,
Shakespeare reveals deep spiritual insights. The plays of Shakespeare rest upon and express a Biblical worldview. Although he tapped many sources for inspiration, his primary source was Scripture. One researcher has documented over 1,300 Biblical references in Shakespeare, an average of about forty per play. Shakespeare wrote from a God-centered, redemptive perspective.
The great Biblical themes are all there.
Given the magnitude of his contribution, it is no wonder that scholars like E. D. Hirsch have insisted on the importance of reading Shakespeare to develop a basic, “cultural
literacy.” Shakespeare provides a wonderful ‘bridge’ for discussing the great questions of life, and for rediscovering the richness in Western civilization.
The works of Shakespeare constitute a rich literary, spiritual and cultural treasure, just waiting for discovery. Students of Shakespeare are rewarded for their efforts. But that’s a bonus. It’s like getting paid to play.
Five-paragraph essay
From Wikipedia, the free encyclopedia
This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources.
Unsourced material may be challenged and removed. (April 2014) The five-paragraph essay is a format of essay having five paragraphs: one introductory paragraph, three body paragraphs with support and development, and one concluding
paragraph. Because of this structure, it is also known as ahamburger essay, one three one, or a three-tier essay.
Contents [hide]
• 1 Overview
• 2 Sections of the five-part essay
• 3 Critique
• 4 See also
• 5 Notes
• 6 References
• 7 External links
Overview[edit]
The five-paragraph essay is a form of essay having five paragraphs:
• one introductory paragraph,
• three body paragraphs with support and development, and
• one concluding paragraph.
The introduction serves to inform the reader of the basic premises, and then to state the author's thesis, or central idea. A thesis can also be used to point out the subject of each body paragraph. When a thesis essay is applied to this format, the first paragraph typically consists of a narrative hook, followed by a sentence that introduces the general theme, then another sentence narrowing the focus of the one previous. (If the author is using this format for a text- based thesis, then a sentence quoting the text, supporting the essay-writer's claim, would typically go here, along with the name of the text and the name of the author. Example: "In the book Night, Elie Wiesel says..."). After this, the author narrows the discussion of the topic by stating or identifying a problem. Often, an organizational sentence is used here to describe the layout of the paper. Finally, the last sentence of the first paragraph of such an essay would state the thesis the author is trying to prove. The thesis is often linked to a "road map" for the essay, which is basically an embedded outline stating precisely what the three body
1. Introduction
a thematic overview of the topic, and introduction of the thesis;
2. Narration
a review of the background literature to orient the reader to the topic; also, a structural overview of the essay;
3. Affirmation
the evidence and arguments in favor of the thesis;
4. Negation
the evidence and arguments against the thesis; these also require either "refutation" or
"concession";
5. Conclusion
summary of the argument, and association of the thesis and argument with larger, connected issues.
In the five-paragraph essay, the "body" is all "affirmation"; the "narration" and "negation" (and its "refutation" or "concession") make the five-part essay less "thesis-driven" and more balanced and fair. Rhetorically, the transition from affirmation to negation (and refutation or concession) is typically indicated by contrastive terms such as "but", "however", and "on the other hand".
The five parts are purely formal and can be created and repeated at any length, from a sentence (though it would be a highly complex one), to the standard paragraphs of a regular essay, to the chapters of a book, and even to separate books themselves (though each book would, of necessity, include the other parts while emphasizing the particular part).
Another form of the 5 part essay consists of
1. Introduction: Introducing a topic. An important part of this is the three-pronged thesis.
2. Body paragraph 1: Explaining the first part of the three-pronged thesis 3. Body paragraph 2: Explaining the second part of the three-pronged thesis 4. Body paragraph 3: Explaining the third part of the three-pronged thesis
5. Conclusion: Summing up points and restating thesis
In essence, the above method can be seen as following the colloquialism "Tell 'em what you're gonna tell 'em, tell 'em, tell 'em what you told 'em" with the first part referring to the
introduction, the second part referring to the body, and the third part referring to the conclusion.
The main point of the five-part essay is to demonstrate the opposition and give-and-take of true argument. Dialectic, with its formula of "thesis + antithesis = synthesis", is the foundation of the five-part essay.
One could also use:
Introduction:
Hook (3 sentences), Connector (3 sentences), Thesis
Body 1:
Topic sentence, Evidence,
Analysis (1), Analysis (2),
Analysis (3), Transition, Evidence 2, Analysis (1), Analysis (2), Analysis (3),
Concluding sentence Body 2:
Topic sentence, Evidence,
Analysis (1), Analysis (2), Analysis (3), Transition, Evidence 2, Analysis (1), Analysis (2), Analysis (3),
Concluding sentence Body 3:
Topic sentence, Evidence,
Analysis (1), Analysis (2), Analysis (3), Transition, Evidence 2, Analysis (1), Analysis (2), Analysis (3),
Concluding sentence Conclusion:
Sum up all elements, and make the essay sound finished.
(Use about seven sentences similar to the Introduction)