In what ways does your opening engage your reader?<\/h3>\r\nWriters who produce engaging openings keep their audience in mind from the very first sentence. They consider the tone, pace, delivery of information, and strategies for getting the reader\u2019s attention. Many teachers generally recommend that students write their introductions last, because oftentimes introductions are the hardest paragraphs to write.\r\n\r\nThey\u2019re difficult to write first because you have to consider what the reader needs to know about your topic before getting to the thesis.\u00a0So, I, like other instructors, suggest writing them last\u2014even after the conclusion\u2014though it\u2019s always a good idea to write with a working thesis in mind.\u00a0Here are some general principles to consider when writing an introduction.\r\nAvoid opening with cosmic statements.<\/h3>\r\nThink about the term \u201ccosmic.\u201d What does it mean? \u201cFar out.\u201d Do you want your introductions to be \u201cfar out\u201d (in a bad way)? Then avoid beginning your papers with a cosmic statement\u2014a generalization, an overly broad idea. Publishers say that the first one or two sentences make or break a submission: if the first two sentences are poorly written or are uninteresting, they won\u2019t keep reading. Consider what your target audience would think if the first two lines were so broad that they really meant nothing at all. Here is a list of a few phrases that signify cosmic statements and that are often seen in the emerging level of student writing:\r\n\r\n \t- From the beginning of time . . .<\/li>\r\n \t
- Ever since the dawn of time . . .<\/li>\r\n \t
- Since man first walked the earth . . .<\/li>\r\n \t
- There are two sides to every issue.<\/li>\r\n \t
- There are many controversial issues over which people disagree.<\/li>\r\n<\/ul>\r\nThat\u2019s just a short list; there are many more cosmic phrases. But you can see from these examples that they preface statements that are so broad they will either lead into an incorrect or bland statement or will disconnect the reader from the real point that you want to make. Let\u2019s take the first cosmic phrase from this list and finish it:\r\n\r\nFrom the beginning of time, people have been tattooing each other.<\/em>\r\n\r\nThough the writer might think this is a good broad statement to introduce a paper on tattooing practices, it\u2019s too broad\u2014not to mention historically incorrect. How might we revise this cosmic statement so that it\u2019s more engaging?\r\n\r\nTattooing practices have widely varied over the past few centuries.<\/em>\r\n\r\nThough still pretty broad, this statement is at least accurate. Consider, though, how we might draw the reader in even more:\r\n\r\nImagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries.<\/em>\r\n\r\nBy incorporating narrative into the introduction, the writer can engage the reader and entice him or her to continue reading. Note that narrative doesn\u2019t suit all genres of writing, though. See \"Employing Narrative in an Essay<\/a>\" for more information. More formal assignments may ask you to construct an introduction without figurative language or narrative. Think about the requirements of your assignment and your rhetorical situation when crafting your introduction.\r\n
Avoid opening with a dictionary definition.<\/h3>\r\nJust like it\u2019s important to avoid using cosmic statements in your introductions, it\u2019s also important to avoid starting your papers with a dictionary definition. If your paper topic is abortion, for instance, your reader doesn\u2019t need to know what Merriam Webster considers abortion to be; he or she needs to know what broader idea will lead him or her to your thesis. So don\u2019t look to dictionary.com for a snazzy opener; you won\u2019t find one there.\r\n\r\nBefore writing the first line of your introduction, it\u2019s a good idea to write out the thesis. You will need to build up to that thesis statement: the purpose of the introduction paragraph is to give the reader the information he or she needs to understand the thesis statement.\r\nWade your reader in to your paper.<\/h3>\r\nWhy is it important to gradually move your reader through your introduction toward your thesis? Let's say that you\u2019re showing your friend this great new lake you\u2019ve discovered. When you reach the edge, do you push your friend in or do you wade into the lake with him? Perhaps you\u2019d push your friend in, but you don\u2019t want to shove your reader into your paper. You want to wade him or her into your paper, gradually taking him or her to the thesis statement.\r\n\r\nIf you write your introduction paragraph last, you will be familiar with your argument and its direction. You can then use this knowledge to structure your introduction paragraph, asking yourself questions like, \"What details do I include in my body paragraphs (so that I avoid bringing them in to the paper too soon)?\" and \"What background information, either about the greater conversation surrounding this topic or about the topic's historical context, might my reader need to appreciate my thesis?\"\r\n\r\nLet\u2019s take a look at an example of an introduction paragraph that shoves the reader into the paper:\r\n\r\nTattooing practices have varied widely over the past few centuries. Indeed, tattooing has become much safer. Whereas in the nineteenth century tattooing was performed with sharp instruments like glass in countries such as Africa, in the twenty-first century tattooing is performed with sanitary needles.<\/em>\r\n\r\nThis introduction can\u2019t really stand on its own as a paragraph, anyway; it\u2019s far too short. How might we add material to this paragraph (revise it) so that it gradually brings the reader to the thesis?\r\n\r\nImagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries. In fact, in the nineteenth century, some tattoo artists used sharp instruments like shards of glass to mark the skin. Yet with the public focus in the modern world on health and healthful practices, tattooing practices have evolved accordingly. Whereas in the nineteenth century tattooing was performed in unsanitary, dangerous ways, in the twenty-first century tattooing is performed with sanitary needles, demonstrating a shift in ideas regarding health in public opinion.<\/em>\r\n\r\nWhereas the first introduction galloped into the thesis statement, this paragraph wades the reader into the paper. Guiding the reader toward your thesis statement will also help him or her better understand the context for your particular topic, thereby giving him or her a greater stake in your writing.\r\n\r\nUltimately, then, I suggest you practice writing your introduction last. If it doesn\u2019t work for you, then switch back to writing it first. But writing it last may help you avoid writing two introduction paragraphs or foregrounding your argument too much. Overall, consider the progression of ideas in your introduction: you should move from global to local, from the general (but not over-generalized) to the specific (your thesis statement).[1]\r\n\r\nThe image of the painter is a good way to think of introductions. You can\u2019t create the introduction until the structure \u2013 in this case, the essay \u2013 already exists.\r\n\r\n![\"photo](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2018\/05\/11202100\/CW-OER-Introductions-300x100.jpg\")
\r\n\r\n[1]\u00a0 Janechek, Jennifer. \"How to Write an Engaging Introduction.\" Writing Commons<\/em>, 30 Nov. 2011, https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction.","rendered":"![\"Photo](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2018\/06\/16104406\/CW-OER-intros2-300x225.jpg\")
![\"highway](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2018\/06\/16104058\/CW-OER-Intros-300x189.jpg\")
Introductions and conclusions are like on and off ramps on the highway. They need to be clear, so you know where you’re going and when you’ve gotten there. Additionally, they need to be interesting, especially\u00a0introductions. Imagine driving in Ohio and taking an off ramp that moves onto a specific road.\u00a0 As you’re moving onto that road, you see a sign stating “World’s Largest Woven Basket.” Your imagination might immediately be captured by an image\u2014you may never have thought of baskets in terms of “world’s largest” so you decide to investigate. (A side note – it really does exist, in Dresden, Ohio.)<\/p>\n
Introductions operate in this fashion to captivate readers. An effective introduction uses concrete, specific language to create a vibrant mental image, offer a vivid concept, or create a linkage to something a reader may already know about in order to get that reader to relate to the essay’s ideas.\u00a0 As a writer, you can captivate readers in many ways. You may decide to use an interesting fact, create an image in your reader’s mind, or pose a question that your thesis will eventually answer.<\/p>\n
Jennifer Janechek explains<\/strong><\/p>\nHow to Write an Engaging Introduction<\/h1>\nIn what ways does your opening engage your reader?<\/h3>\n
Writers who produce engaging openings keep their audience in mind from the very first sentence. They consider the tone, pace, delivery of information, and strategies for getting the reader\u2019s attention. Many teachers generally recommend that students write their introductions last, because oftentimes introductions are the hardest paragraphs to write.<\/p>\n
They\u2019re difficult to write first because you have to consider what the reader needs to know about your topic before getting to the thesis.\u00a0So, I, like other instructors, suggest writing them last\u2014even after the conclusion\u2014though it\u2019s always a good idea to write with a working thesis in mind.\u00a0Here are some general principles to consider when writing an introduction.<\/p>\n
Avoid opening with cosmic statements.<\/h3>\n
Think about the term \u201ccosmic.\u201d What does it mean? \u201cFar out.\u201d Do you want your introductions to be \u201cfar out\u201d (in a bad way)? Then avoid beginning your papers with a cosmic statement\u2014a generalization, an overly broad idea. Publishers say that the first one or two sentences make or break a submission: if the first two sentences are poorly written or are uninteresting, they won\u2019t keep reading. Consider what your target audience would think if the first two lines were so broad that they really meant nothing at all. Here is a list of a few phrases that signify cosmic statements and that are often seen in the emerging level of student writing:<\/p>\n
\n- From the beginning of time . . .<\/li>\n
- Ever since the dawn of time . . .<\/li>\n
- Since man first walked the earth . . .<\/li>\n
- There are two sides to every issue.<\/li>\n
- There are many controversial issues over which people disagree.<\/li>\n<\/ul>\n
That\u2019s just a short list; there are many more cosmic phrases. But you can see from these examples that they preface statements that are so broad they will either lead into an incorrect or bland statement or will disconnect the reader from the real point that you want to make. Let\u2019s take the first cosmic phrase from this list and finish it:<\/p>\n
From the beginning of time, people have been tattooing each other.<\/em><\/p>\nThough the writer might think this is a good broad statement to introduce a paper on tattooing practices, it\u2019s too broad\u2014not to mention historically incorrect. How might we revise this cosmic statement so that it\u2019s more engaging?<\/p>\n
Tattooing practices have widely varied over the past few centuries.<\/em><\/p>\nThough still pretty broad, this statement is at least accurate. Consider, though, how we might draw the reader in even more:<\/p>\n
Imagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries.<\/em><\/p>\nBy incorporating narrative into the introduction, the writer can engage the reader and entice him or her to continue reading. Note that narrative doesn\u2019t suit all genres of writing, though. See “Employing Narrative in an Essay<\/a>” for more information. More formal assignments may ask you to construct an introduction without figurative language or narrative. Think about the requirements of your assignment and your rhetorical situation when crafting your introduction.<\/p>\nAvoid opening with a dictionary definition.<\/h3>\n
Just like it\u2019s important to avoid using cosmic statements in your introductions, it\u2019s also important to avoid starting your papers with a dictionary definition. If your paper topic is abortion, for instance, your reader doesn\u2019t need to know what Merriam Webster considers abortion to be; he or she needs to know what broader idea will lead him or her to your thesis. So don\u2019t look to dictionary.com for a snazzy opener; you won\u2019t find one there.<\/p>\n
Before writing the first line of your introduction, it\u2019s a good idea to write out the thesis. You will need to build up to that thesis statement: the purpose of the introduction paragraph is to give the reader the information he or she needs to understand the thesis statement.<\/p>\n
Wade your reader in to your paper.<\/h3>\n
Why is it important to gradually move your reader through your introduction toward your thesis? Let’s say that you\u2019re showing your friend this great new lake you\u2019ve discovered. When you reach the edge, do you push your friend in or do you wade into the lake with him? Perhaps you\u2019d push your friend in, but you don\u2019t want to shove your reader into your paper. You want to wade him or her into your paper, gradually taking him or her to the thesis statement.<\/p>\n
If you write your introduction paragraph last, you will be familiar with your argument and its direction. You can then use this knowledge to structure your introduction paragraph, asking yourself questions like, “What details do I include in my body paragraphs (so that I avoid bringing them in to the paper too soon)?” and “What background information, either about the greater conversation surrounding this topic or about the topic’s historical context, might my reader need to appreciate my thesis?”<\/p>\n
Let\u2019s take a look at an example of an introduction paragraph that shoves the reader into the paper:<\/p>\n
Tattooing practices have varied widely over the past few centuries. Indeed, tattooing has become much safer. Whereas in the nineteenth century tattooing was performed with sharp instruments like glass in countries such as Africa, in the twenty-first century tattooing is performed with sanitary needles.<\/em><\/p>\nThis introduction can\u2019t really stand on its own as a paragraph, anyway; it\u2019s far too short. How might we add material to this paragraph (revise it) so that it gradually brings the reader to the thesis?<\/p>\n
Imagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries. In fact, in the nineteenth century, some tattoo artists used sharp instruments like shards of glass to mark the skin. Yet with the public focus in the modern world on health and healthful practices, tattooing practices have evolved accordingly. Whereas in the nineteenth century tattooing was performed in unsanitary, dangerous ways, in the twenty-first century tattooing is performed with sanitary needles, demonstrating a shift in ideas regarding health in public opinion.<\/em><\/p>\nWhereas the first introduction galloped into the thesis statement, this paragraph wades the reader into the paper. Guiding the reader toward your thesis statement will also help him or her better understand the context for your particular topic, thereby giving him or her a greater stake in your writing.<\/p>\n
Ultimately, then, I suggest you practice writing your introduction last. If it doesn\u2019t work for you, then switch back to writing it first. But writing it last may help you avoid writing two introduction paragraphs or foregrounding your argument too much. Overall, consider the progression of ideas in your introduction: you should move from global to local, from the general (but not over-generalized) to the specific (your thesis statement).[1]<\/p>\n
The image of the painter is a good way to think of introductions. You can\u2019t create the introduction until the structure \u2013 in this case, the essay \u2013 already exists.<\/p>\n
<\/p>\n
[1]\u00a0 Janechek, Jennifer. “How to Write an Engaging Introduction.” Writing Commons<\/em>, 30 Nov. 2011, https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction.<\/p>\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Introductions page, first two paragraphs. Authored by<\/strong>: Susan Oaks. Provided by<\/strong>: SUNY Empire State College. Project<\/strong>: College Writing. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- How to Write an Engaging Introduction. Authored by<\/strong>: Jennifer Janechek. Provided by<\/strong>: Writing Commons. Located at<\/strong>: https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction<\/a>. License<\/strong>: CC BY-ND: Attribution-NoDerivatives<\/a><\/em><\/li>
- image of highway ramps. Authored by<\/strong>: Pexels. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/architecture-asphalt-automobile-1867727\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li>
- image of large basket. Authored by<\/strong>: rosswirth42. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/basket-building-unique-one-of-a-814316\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li>
- image of painter painting a brick wall with the word Startup. Authored by<\/strong>: geralt. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/startup-wall-painter-house-painter-2850272\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":81366,"menu_order":6,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"How to Write an Engaging Introduction\",\"author\":\"Jennifer Janechek\",\"organization\":\"Writing Commons\",\"url\":\"https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction\",\"project\":\"\",\"license\":\"cc-by-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of highway ramps\",\"author\":\"Pexels\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/architecture-asphalt-automobile-1867727\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of large basket\",\"author\":\"rosswirth42\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/basket-building-unique-one-of-a-814316\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of painter painting a brick wall with the word Startup\",\"author\":\"geralt\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/startup-wall-painter-house-painter-2850272\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introductions page, first two paragraphs\",\"author\":\"Susan Oaks\",\"organization\":\"SUNY Empire State College\",\"url\":\"\",\"project\":\"College Writing\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2367","chapter","type-chapter","status-publish","hentry"],"part":2353,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/users\/81366"}],"version-history":[{"count":19,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/revisions"}],"predecessor-version":[{"id":4123,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/revisions\/4123"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/parts\/2353"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/media?parent=2367"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapter-type?post=2367"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/contributor?post=2367"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/license?post=2367"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- \r\n \t
- From the beginning of time . . .<\/li>\r\n \t
- Ever since the dawn of time . . .<\/li>\r\n \t
- Since man first walked the earth . . .<\/li>\r\n \t
- There are two sides to every issue.<\/li>\r\n \t
- There are many controversial issues over which people disagree.<\/li>\r\n<\/ul>\r\nThat\u2019s just a short list; there are many more cosmic phrases. But you can see from these examples that they preface statements that are so broad they will either lead into an incorrect or bland statement or will disconnect the reader from the real point that you want to make. Let\u2019s take the first cosmic phrase from this list and finish it:\r\n\r\nFrom the beginning of time, people have been tattooing each other.<\/em>\r\n\r\nThough the writer might think this is a good broad statement to introduce a paper on tattooing practices, it\u2019s too broad\u2014not to mention historically incorrect. How might we revise this cosmic statement so that it\u2019s more engaging?\r\n\r\nTattooing practices have widely varied over the past few centuries.<\/em>\r\n\r\nThough still pretty broad, this statement is at least accurate. Consider, though, how we might draw the reader in even more:\r\n\r\nImagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries.<\/em>\r\n\r\nBy incorporating narrative into the introduction, the writer can engage the reader and entice him or her to continue reading. Note that narrative doesn\u2019t suit all genres of writing, though. See \"Employing Narrative in an Essay<\/a>\" for more information. More formal assignments may ask you to construct an introduction without figurative language or narrative. Think about the requirements of your assignment and your rhetorical situation when crafting your introduction.\r\n
Avoid opening with a dictionary definition.<\/h3>\r\nJust like it\u2019s important to avoid using cosmic statements in your introductions, it\u2019s also important to avoid starting your papers with a dictionary definition. If your paper topic is abortion, for instance, your reader doesn\u2019t need to know what Merriam Webster considers abortion to be; he or she needs to know what broader idea will lead him or her to your thesis. So don\u2019t look to dictionary.com for a snazzy opener; you won\u2019t find one there.\r\n\r\nBefore writing the first line of your introduction, it\u2019s a good idea to write out the thesis. You will need to build up to that thesis statement: the purpose of the introduction paragraph is to give the reader the information he or she needs to understand the thesis statement.\r\n
Wade your reader in to your paper.<\/h3>\r\nWhy is it important to gradually move your reader through your introduction toward your thesis? Let's say that you\u2019re showing your friend this great new lake you\u2019ve discovered. When you reach the edge, do you push your friend in or do you wade into the lake with him? Perhaps you\u2019d push your friend in, but you don\u2019t want to shove your reader into your paper. You want to wade him or her into your paper, gradually taking him or her to the thesis statement.\r\n\r\nIf you write your introduction paragraph last, you will be familiar with your argument and its direction. You can then use this knowledge to structure your introduction paragraph, asking yourself questions like, \"What details do I include in my body paragraphs (so that I avoid bringing them in to the paper too soon)?\" and \"What background information, either about the greater conversation surrounding this topic or about the topic's historical context, might my reader need to appreciate my thesis?\"\r\n\r\nLet\u2019s take a look at an example of an introduction paragraph that shoves the reader into the paper:\r\n\r\nTattooing practices have varied widely over the past few centuries. Indeed, tattooing has become much safer. Whereas in the nineteenth century tattooing was performed with sharp instruments like glass in countries such as Africa, in the twenty-first century tattooing is performed with sanitary needles.<\/em>\r\n\r\nThis introduction can\u2019t really stand on its own as a paragraph, anyway; it\u2019s far too short. How might we add material to this paragraph (revise it) so that it gradually brings the reader to the thesis?\r\n\r\nImagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries. In fact, in the nineteenth century, some tattoo artists used sharp instruments like shards of glass to mark the skin. Yet with the public focus in the modern world on health and healthful practices, tattooing practices have evolved accordingly. Whereas in the nineteenth century tattooing was performed in unsanitary, dangerous ways, in the twenty-first century tattooing is performed with sanitary needles, demonstrating a shift in ideas regarding health in public opinion.<\/em>\r\n\r\nWhereas the first introduction galloped into the thesis statement, this paragraph wades the reader into the paper. Guiding the reader toward your thesis statement will also help him or her better understand the context for your particular topic, thereby giving him or her a greater stake in your writing.\r\n\r\nUltimately, then, I suggest you practice writing your introduction last. If it doesn\u2019t work for you, then switch back to writing it first. But writing it last may help you avoid writing two introduction paragraphs or foregrounding your argument too much. Overall, consider the progression of ideas in your introduction: you should move from global to local, from the general (but not over-generalized) to the specific (your thesis statement).[1]\r\n\r\nThe image of the painter is a good way to think of introductions. You can\u2019t create the introduction until the structure \u2013 in this case, the essay \u2013 already exists.\r\n\r\n
\r\n\r\n[1]\u00a0 Janechek, Jennifer. \"How to Write an Engaging Introduction.\" Writing Commons<\/em>, 30 Nov. 2011, https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction.","rendered":"Introductions and conclusions are like on and off ramps on the highway. They need to be clear, so you know where you’re going and when you’ve gotten there. Additionally, they need to be interesting, especially\u00a0introductions. Imagine driving in Ohio and taking an off ramp that moves onto a specific road.\u00a0 As you’re moving onto that road, you see a sign stating “World’s Largest Woven Basket.” Your imagination might immediately be captured by an image\u2014you may never have thought of baskets in terms of “world’s largest” so you decide to investigate. (A side note – it really does exist, in Dresden, Ohio.)<\/p>\nIntroductions operate in this fashion to captivate readers. An effective introduction uses concrete, specific language to create a vibrant mental image, offer a vivid concept, or create a linkage to something a reader may already know about in order to get that reader to relate to the essay’s ideas.\u00a0 As a writer, you can captivate readers in many ways. You may decide to use an interesting fact, create an image in your reader’s mind, or pose a question that your thesis will eventually answer.<\/p>\n
Jennifer Janechek explains<\/strong><\/p>\n
How to Write an Engaging Introduction<\/h1>\n
In what ways does your opening engage your reader?<\/h3>\n
Writers who produce engaging openings keep their audience in mind from the very first sentence. They consider the tone, pace, delivery of information, and strategies for getting the reader\u2019s attention. Many teachers generally recommend that students write their introductions last, because oftentimes introductions are the hardest paragraphs to write.<\/p>\n
They\u2019re difficult to write first because you have to consider what the reader needs to know about your topic before getting to the thesis.\u00a0So, I, like other instructors, suggest writing them last\u2014even after the conclusion\u2014though it\u2019s always a good idea to write with a working thesis in mind.\u00a0Here are some general principles to consider when writing an introduction.<\/p>\n
Avoid opening with cosmic statements.<\/h3>\n
Think about the term \u201ccosmic.\u201d What does it mean? \u201cFar out.\u201d Do you want your introductions to be \u201cfar out\u201d (in a bad way)? Then avoid beginning your papers with a cosmic statement\u2014a generalization, an overly broad idea. Publishers say that the first one or two sentences make or break a submission: if the first two sentences are poorly written or are uninteresting, they won\u2019t keep reading. Consider what your target audience would think if the first two lines were so broad that they really meant nothing at all. Here is a list of a few phrases that signify cosmic statements and that are often seen in the emerging level of student writing:<\/p>\n
- \n
- From the beginning of time . . .<\/li>\n
- Ever since the dawn of time . . .<\/li>\n
- Since man first walked the earth . . .<\/li>\n
- There are two sides to every issue.<\/li>\n
- There are many controversial issues over which people disagree.<\/li>\n<\/ul>\n
That\u2019s just a short list; there are many more cosmic phrases. But you can see from these examples that they preface statements that are so broad they will either lead into an incorrect or bland statement or will disconnect the reader from the real point that you want to make. Let\u2019s take the first cosmic phrase from this list and finish it:<\/p>\n
From the beginning of time, people have been tattooing each other.<\/em><\/p>\n
Though the writer might think this is a good broad statement to introduce a paper on tattooing practices, it\u2019s too broad\u2014not to mention historically incorrect. How might we revise this cosmic statement so that it\u2019s more engaging?<\/p>\n
Tattooing practices have widely varied over the past few centuries.<\/em><\/p>\n
Though still pretty broad, this statement is at least accurate. Consider, though, how we might draw the reader in even more:<\/p>\n
Imagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries.<\/em><\/p>\n
By incorporating narrative into the introduction, the writer can engage the reader and entice him or her to continue reading. Note that narrative doesn\u2019t suit all genres of writing, though. See “Employing Narrative in an Essay<\/a>” for more information. More formal assignments may ask you to construct an introduction without figurative language or narrative. Think about the requirements of your assignment and your rhetorical situation when crafting your introduction.<\/p>\n
Avoid opening with a dictionary definition.<\/h3>\n
Just like it\u2019s important to avoid using cosmic statements in your introductions, it\u2019s also important to avoid starting your papers with a dictionary definition. If your paper topic is abortion, for instance, your reader doesn\u2019t need to know what Merriam Webster considers abortion to be; he or she needs to know what broader idea will lead him or her to your thesis. So don\u2019t look to dictionary.com for a snazzy opener; you won\u2019t find one there.<\/p>\n
Before writing the first line of your introduction, it\u2019s a good idea to write out the thesis. You will need to build up to that thesis statement: the purpose of the introduction paragraph is to give the reader the information he or she needs to understand the thesis statement.<\/p>\n
Wade your reader in to your paper.<\/h3>\n
Why is it important to gradually move your reader through your introduction toward your thesis? Let’s say that you\u2019re showing your friend this great new lake you\u2019ve discovered. When you reach the edge, do you push your friend in or do you wade into the lake with him? Perhaps you\u2019d push your friend in, but you don\u2019t want to shove your reader into your paper. You want to wade him or her into your paper, gradually taking him or her to the thesis statement.<\/p>\n
If you write your introduction paragraph last, you will be familiar with your argument and its direction. You can then use this knowledge to structure your introduction paragraph, asking yourself questions like, “What details do I include in my body paragraphs (so that I avoid bringing them in to the paper too soon)?” and “What background information, either about the greater conversation surrounding this topic or about the topic’s historical context, might my reader need to appreciate my thesis?”<\/p>\n
Let\u2019s take a look at an example of an introduction paragraph that shoves the reader into the paper:<\/p>\n
Tattooing practices have varied widely over the past few centuries. Indeed, tattooing has become much safer. Whereas in the nineteenth century tattooing was performed with sharp instruments like glass in countries such as Africa, in the twenty-first century tattooing is performed with sanitary needles.<\/em><\/p>\n
This introduction can\u2019t really stand on its own as a paragraph, anyway; it\u2019s far too short. How might we add material to this paragraph (revise it) so that it gradually brings the reader to the thesis?<\/p>\n
Imagine you\u2019re in a tattoo parlor, and you\u2019re about to get a tattoo for the first time. You look over and see the tattoo artist coming at you with a piece of glass. How would you feel? Well, tattooing practices have only become standardized in the last two centuries. In fact, in the nineteenth century, some tattoo artists used sharp instruments like shards of glass to mark the skin. Yet with the public focus in the modern world on health and healthful practices, tattooing practices have evolved accordingly. Whereas in the nineteenth century tattooing was performed in unsanitary, dangerous ways, in the twenty-first century tattooing is performed with sanitary needles, demonstrating a shift in ideas regarding health in public opinion.<\/em><\/p>\n
Whereas the first introduction galloped into the thesis statement, this paragraph wades the reader into the paper. Guiding the reader toward your thesis statement will also help him or her better understand the context for your particular topic, thereby giving him or her a greater stake in your writing.<\/p>\n
Ultimately, then, I suggest you practice writing your introduction last. If it doesn\u2019t work for you, then switch back to writing it first. But writing it last may help you avoid writing two introduction paragraphs or foregrounding your argument too much. Overall, consider the progression of ideas in your introduction: you should move from global to local, from the general (but not over-generalized) to the specific (your thesis statement).[1]<\/p>\n
The image of the painter is a good way to think of introductions. You can\u2019t create the introduction until the structure \u2013 in this case, the essay \u2013 already exists.<\/p>\n
<\/p>\n[1]\u00a0 Janechek, Jennifer. “How to Write an Engaging Introduction.” Writing Commons<\/em>, 30 Nov. 2011, https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction.<\/p>\n\n\t\t\t
\n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCC licensed content, Original<\/div>- Introductions page, first two paragraphs. Authored by<\/strong>: Susan Oaks. Provided by<\/strong>: SUNY Empire State College. Project<\/strong>: College Writing. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- How to Write an Engaging Introduction. Authored by<\/strong>: Jennifer Janechek. Provided by<\/strong>: Writing Commons. Located at<\/strong>: https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction<\/a>. License<\/strong>: CC BY-ND: Attribution-NoDerivatives<\/a><\/em><\/li>
- image of highway ramps. Authored by<\/strong>: Pexels. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/architecture-asphalt-automobile-1867727\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li>
- image of large basket. Authored by<\/strong>: rosswirth42. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/basket-building-unique-one-of-a-814316\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li>
- image of painter painting a brick wall with the word Startup. Authored by<\/strong>: geralt. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/startup-wall-painter-house-painter-2850272\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":81366,"menu_order":6,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"How to Write an Engaging Introduction\",\"author\":\"Jennifer Janechek\",\"organization\":\"Writing Commons\",\"url\":\"https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction\",\"project\":\"\",\"license\":\"cc-by-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of highway ramps\",\"author\":\"Pexels\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/architecture-asphalt-automobile-1867727\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of large basket\",\"author\":\"rosswirth42\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/basket-building-unique-one-of-a-814316\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of painter painting a brick wall with the word Startup\",\"author\":\"geralt\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/startup-wall-painter-house-painter-2850272\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Introductions page, first two paragraphs\",\"author\":\"Susan Oaks\",\"organization\":\"SUNY Empire State College\",\"url\":\"\",\"project\":\"College Writing\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2367","chapter","type-chapter","status-publish","hentry"],"part":2353,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/users\/81366"}],"version-history":[{"count":19,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/revisions"}],"predecessor-version":[{"id":4123,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/revisions\/4123"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/parts\/2353"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapters\/2367\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/media?parent=2367"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/pressbooks\/v2\/chapter-type?post=2367"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/contributor?post=2367"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-englishcomposition1-2\/wp-json\/wp\/v2\/license?post=2367"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- image of highway ramps. Authored by<\/strong>: Pexels. Provided by<\/strong>: Pixabay. Located at<\/strong>: https:\/\/pixabay.com\/en\/architecture-asphalt-automobile-1867727\/<\/a>. License<\/strong>: CC0: No Rights Reserved<\/a><\/em><\/li>
- How to Write an Engaging Introduction. Authored by<\/strong>: Jennifer Janechek. Provided by<\/strong>: Writing Commons. Located at<\/strong>: https:\/\/writingcommons.org\/open-text\/writing-processes\/organize\/organize-structure\/396-how-to-write-an-engaging-introduction<\/a>. License<\/strong>: CC BY-ND: Attribution-NoDerivatives<\/a><\/em><\/li>
- Introductions page, first two paragraphs. Authored by<\/strong>: Susan Oaks. Provided by<\/strong>: SUNY Empire State College. Project<\/strong>: College Writing. License<\/strong>: CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul>