{"id":896,"date":"2020-04-09T21:47:56","date_gmt":"2020-04-09T21:47:56","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/?post_type=chapter&#038;p=896"},"modified":"2020-08-05T14:59:56","modified_gmt":"2020-08-05T14:59:56","slug":"finalizing-a-draft-introductions-conclusions-titles","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/chapter\/finalizing-a-draft-introductions-conclusions-titles\/","title":{"raw":"Completing a Draft: Intros, Conclusions, Titles","rendered":"Completing a Draft: Intros, Conclusions, Titles"},"content":{"raw":"Introductions, conclusions, and titles are like on and off ramps on the highway. They need to be clear, so you and your reader know where you\u2019re going, when you\u2019ve gotten there, and why it matters. In general, you write introductions, conclusions, and titles after you create your thesis, topic sentences, and body of support for an essay. Especially with introductions and titles, you may not be able to figure out the best way to prepare a reader for your ideas until the main portion of that essay is written and you've identified the ideas themselves. And obviously, a conclusion needs to build logically on the foundation of ideas in the rest of the essay.\r\n<h2>Introductions<\/h2>\r\nIntroductions set the topic and tone for your essay, and also can set the context for your thesis: what current conversations are happening around your topic? Why is it important? Introductions let you show your audience what piece of that bigger topic you are going to be working with in your essay and how you will be working with it. Additionally, introductions need to be interesting because they engage your reader in reading the rest of your text.\r\n\r\n<img class=\"size-medium wp-image-1554 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08171108\/213-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>\r\n\r\nIntroductions have three jobs:\r\n<ul>\r\n \t<li>capture your reader's attention<\/li>\r\n \t<li>introduce the focus and purpose of your writing<\/li>\r\n \t<li>narrow that focus down to present and\/or plan for your thesis sentence<\/li>\r\n<\/ul>\r\n<h3>Strategies to Capture Attention and Introduce your Focus<\/h3>\r\n<ul>\r\n \t<li><strong>Share an interesting, shocking, or little known fact or statistic about your topic. <\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">Starting your essay with a fact or statistic that gives your readers insight into your topic right away will peak their curiosity and make them want to know more. It will also help you establish a strong\u00a0<em>ethos<\/em>, or credibility, from the very beginning.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> According to the Bureau of Justice Statistics, 68 percent of prison inmates do not have a high school diploma.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Tell an anecdote or story that will help readers connect with your topic on a personal level.<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">Sharing a human interest story right away will help readers connect with your topic on a personal level and will help to illustrate how your topic matters.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Today, Jimmy Santiago Baca is a well known American poet, but when he was twenty he entered prison illiterate and had to teach himself to read over the five years he spent behind bars.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Ask a question to make readers curious about the answer.<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">People tend to want to answer questions when they\u2019re presented with them. This provides you with an easy way to catch a reader's attention because they\u2019ll keep reading to discover the answer to any questions you pose in the introduction. Just be sure to answer them at some point in your writing.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Can prisons rehabilitate prisoners so they\u2019re able to return to their communities, find jobs, and contribute in positive ways?<\/p>\r\n\r\n<h3>Narrowing an Introduction to Present your Thesis<\/h3>\r\nA usual, although not required, place for your thesis is at the end of your introduction. The end of the introduction is a usual place for a thesis because your introduction will have laid the groundwork for the main idea you want to prove in the essay, and stating that main idea clearly will help prepare your reader for the information that follows. In a graphic representation of traditional essay structure, the introductory paragraph is usually depicted as an inverted triangle which starts with a \"hook\" to engage your reader, and narrows progressively to offer your assertion or thesis, like this:\r\n\r\n<img class=\"size-medium wp-image-1556 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08181054\/215-300x99.jpg\" alt=\"\" width=\"300\" height=\"99\" \/>\r\n\r\nPlacing your thesis at the end of the introduction also ensures that, as a writer, you've got your main idea in a prominent place to serve as a touchstone, to which your topic sentences and units of support relate. It's a \"safe\" location for your thesis, especially if you are a new or returning-after-a-long-hiatus academic writer. However, know that a thesis sentence can actually be anywhere in an essay, or can even be implied, as long as that main assertion becomes obvious to your reader.\r\n<h2>Conclusions<\/h2>\r\n<img class=\"size-medium wp-image-1555 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08173715\/214-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>\r\n\r\nConclusions reconnect to your main idea\/thesis. Studies have shown that the human brain is more likely to remember items at the beginnings and ends of lists, presentations, and other texts. When people recall the last thing they read or hear, that\u2019s called the \u201crecency effect\u201d because they\u2019re remembering the most recent information they\u2019ve encountered. This is why the last thing you write is so important. It\u2019s your final chance to make an impression on your readers.\r\n\r\nConclusions re-state your thesis in some form. However, you should not simply copy your thesis from earlier in the text, as this doesn't acknowledge the bigger, more involved conversation you developed in the body of your essay. Instead, conclusions point back to the main idea in a new way. A \"new way\" does not mean new information; you don\u2019t want to start making new claims or sharing new research. Instead, you\u2019ll want to help readers see how they relate to your subject matter. Conclusions provide your last chance to leave an impression on your reader. What do you want them to leave this text thinking about? What action do you want them to take? What is the larger context of your main idea in the thesis sentence? Conclusions should answer the \"so what?\" question, to help your reader understand the significance of your thesis idea and to keep that reader thinking about your idea after they move away from your essay.\r\n\r\nConclusions have two basic jobs:\r\n<ul>\r\n \t<li>leave readers with something to think about<\/li>\r\n \t<li>clarify why your topic matters to them and the larger community (whether that be the class, their neighborhood or the whole wide world)<\/li>\r\n<\/ul>\r\n<h3>Conclusion Strategies to Keep Readers Thinking about your Thesis<\/h3>\r\n<ul>\r\n \t<li><strong>Make a call to action<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">The goal of a call to action is to prompt readers to do something.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Citizens who agree that music education should be a part of all public schools in the United States can make a difference by writing their representatives, going to a school board meeting, and when a ballot initiative comes around, voting to fund music education.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Ask a rhetorical question.<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">A rhetorical question is meant to make people think, but not necessarily come to an answer. Often, the answer to rhetorical questions is clear right away, but the deeper significance needs to be pondered.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Should schools in the United States be concerned with the kind of emotional and cognitive development that music education prompts? If we\u2019re interested in educating the whole child, not just the most academic parts of the brain, then the answer is yes, and we have to reconsider our priorities when it comes to school funding.<\/p>\r\n\r\n<ul>\r\n \t<li><strong>Share an anecdote or story that will keep the issue in the forefront of the readers\u2019 minds<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">An interesting snapshot of someone\u2019s life or story about an intriguing character will help humanize the topic and help the readers remember your message. If you used an anecdote or story in the introduction, this is an opportunity to reconnect with that at the end of your piece.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example<\/strong>: Lin-Manuel Miranda, the creator of the hit Broadway musical\u00a0<em>Hamilton<\/em>, says that arts education saved his life. He went to an elementary school where the sixth grade put on a famous play every year\u2014everything from\u00a0<em>Fiddler on the Roof<\/em>\u00a0to\u00a0<em>The Wizard of Oz\u2014<\/em>but by the time Miranda\u2019s class was in sixth grade, the teachers had run out of plays appropriate for children, so they had the sixth graders write their own musicals in addition to performing all the musicals from the previous years. That four-hour-long musical extravaganza was Miranda\u2019s first experience of writing and acting in his own production (Raskauskas). The opportunity that his teachers provided him turned into a lifelong passion. All students should have that same opportunity to connect with the arts in meaningful ways.\r\n<sup><em>(For more of Miranda\u2019s story, see this article from Wolf Brown, \u201c<a href=\"http:\/\/wolfbrown.com\/on-our-minds\/the-case-for-arts-education\/?Itemid=572&amp;fbclid=IwAR2w3unXJI8OIwH8k7fsyoRlYPOxodLnsEfD_QRdruXALXLbPIZo3OniQoM\" target=\"_blank\" rel=\"noopener noreferrer\">The Case for Arts Education: Don\u2019t Take Away Their Shot<\/a>.\u201d)<\/em><\/sup><\/p>\r\n\r\n<ul>\r\n \t<li><strong>Share a quote by an expert or historical figure<\/strong><\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 30px\">Choose a quote from someone who is well known in a relevant field and who has expertise on your topic. This will lend your conclusion credibility and leave readers with something powerful to consider.<\/p>\r\n<p style=\"padding-left: 30px\"><strong>Example<\/strong>: As Oliver Sacks notes in his book\u00a0<em>Musicophilia<\/em>, \u201cRhythm and its entertainment of movement (and often emotion), its power to \u2018move\u2019 people, in both senses of the word, may well have had a crucial cultural and economic function in human evolution, bringing people together, producing a sense of collectivity and community\u201d (268). Our schools aim to foster that same sense of community, which is why music must be part of a well rounded education.<\/p>\r\n\r\n<h2>Titles<\/h2>\r\n<img class=\"size-medium wp-image-1557 alignleft\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08184014\/216-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>\r\n\r\nWhile introductions and conclusions are like on and off ramps on the highway, titles are like signs that let you know something is coming, e.g., road work, school crossing, curvy road ahead. Effective titles capture your interest in a succinct way.\r\n\r\nI once\u00a0had a student who wrote a humorous essay about his family\u2019s experience with\u00a0a tomato\u00a0grown from seeds that\u00a0had been\u00a0in outer space (his child\u2019s school participated\u00a0in the Tomatosphere \/ Space Station Explorers\u00a0educational program). The student entitled his essay \u201cMy Wife and the Space Tomato.\u201d Everyone in the class wanted to read and comment on that essay, and years later, I still remember the title.\r\n<h4>What Titles Can Do<\/h4>\r\n<ul>\r\n \t<li>Titles can offer your point of view and indicate\u00a0your\u00a0thesis assertion, e.g., \u201cThe Importance of Sleep.\u201d<\/li>\r\n \t<li>Titles can also offer the topic without indicating your thesis assertion, e.g., \u201cSleep Deprivation.\u201d<\/li>\r\n \t<li>Titles can indicate the tone and approach of the essay, e.g., \u201cZZZs and Zestfulness.\u201d<\/li>\r\n<\/ul>\r\n<h4>Tips for Creating Titles<\/h4>\r\n<ul>\r\n \t<li>Consider your purpose, audience, and tone.<\/li>\r\n \t<li>Keep the title simple and easy to read.<\/li>\r\n \t<li>Use a key word or phrase that indicates the topic of the essay.<\/li>\r\n \t<li>Accurately indicate what the essay is about, so that there is \u201ctruth in advertising.\u201d<\/li>\r\n<\/ul>\r\n<h4>Important to Remember about Titles<\/h4>\r\n<ul>\r\n \t<li>A\u00a0title <em>is\u00a0not<\/em> and <em>should not<\/em> be exactly the same as your thesis sentence.<\/li>\r\n<\/ul>\r\n<h2>Summary: Introductions, Conclusions, Titles<\/h2>\r\nThe following video summarizes main points to remember about introductions, conclusions, and titles. (Note that it was created for a specific course at a specific college, so please disregard the information about using a worksheet and about numbers of sentences and paragraphs required.)\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=KYoAtE3eYc0","rendered":"<p>Introductions, conclusions, and titles are like on and off ramps on the highway. They need to be clear, so you and your reader know where you\u2019re going, when you\u2019ve gotten there, and why it matters. In general, you write introductions, conclusions, and titles after you create your thesis, topic sentences, and body of support for an essay. Especially with introductions and titles, you may not be able to figure out the best way to prepare a reader for your ideas until the main portion of that essay is written and you&#8217;ve identified the ideas themselves. And obviously, a conclusion needs to build logically on the foundation of ideas in the rest of the essay.<\/p>\n<h2>Introductions<\/h2>\n<p>Introductions set the topic and tone for your essay, and also can set the context for your thesis: what current conversations are happening around your topic? Why is it important? Introductions let you show your audience what piece of that bigger topic you are going to be working with in your essay and how you will be working with it. Additionally, introductions need to be interesting because they engage your reader in reading the rest of your text.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1554 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08171108\/213-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/><\/p>\n<p>Introductions have three jobs:<\/p>\n<ul>\n<li>capture your reader&#8217;s attention<\/li>\n<li>introduce the focus and purpose of your writing<\/li>\n<li>narrow that focus down to present and\/or plan for your thesis sentence<\/li>\n<\/ul>\n<h3>Strategies to Capture Attention and Introduce your Focus<\/h3>\n<ul>\n<li><strong>Share an interesting, shocking, or little known fact or statistic about your topic. <\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">Starting your essay with a fact or statistic that gives your readers insight into your topic right away will peak their curiosity and make them want to know more. It will also help you establish a strong\u00a0<em>ethos<\/em>, or credibility, from the very beginning.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> According to the Bureau of Justice Statistics, 68 percent of prison inmates do not have a high school diploma.<\/p>\n<ul>\n<li><strong>Tell an anecdote or story that will help readers connect with your topic on a personal level.<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">Sharing a human interest story right away will help readers connect with your topic on a personal level and will help to illustrate how your topic matters.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Today, Jimmy Santiago Baca is a well known American poet, but when he was twenty he entered prison illiterate and had to teach himself to read over the five years he spent behind bars.<\/p>\n<ul>\n<li><strong>Ask a question to make readers curious about the answer.<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">People tend to want to answer questions when they\u2019re presented with them. This provides you with an easy way to catch a reader&#8217;s attention because they\u2019ll keep reading to discover the answer to any questions you pose in the introduction. Just be sure to answer them at some point in your writing.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Can prisons rehabilitate prisoners so they\u2019re able to return to their communities, find jobs, and contribute in positive ways?<\/p>\n<h3>Narrowing an Introduction to Present your Thesis<\/h3>\n<p>A usual, although not required, place for your thesis is at the end of your introduction. The end of the introduction is a usual place for a thesis because your introduction will have laid the groundwork for the main idea you want to prove in the essay, and stating that main idea clearly will help prepare your reader for the information that follows. In a graphic representation of traditional essay structure, the introductory paragraph is usually depicted as an inverted triangle which starts with a &#8220;hook&#8221; to engage your reader, and narrows progressively to offer your assertion or thesis, like this:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1556 aligncenter\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08181054\/215-300x99.jpg\" alt=\"\" width=\"300\" height=\"99\" \/><\/p>\n<p>Placing your thesis at the end of the introduction also ensures that, as a writer, you&#8217;ve got your main idea in a prominent place to serve as a touchstone, to which your topic sentences and units of support relate. It&#8217;s a &#8220;safe&#8221; location for your thesis, especially if you are a new or returning-after-a-long-hiatus academic writer. However, know that a thesis sentence can actually be anywhere in an essay, or can even be implied, as long as that main assertion becomes obvious to your reader.<\/p>\n<h2>Conclusions<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1555 alignright\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08173715\/214-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/><\/p>\n<p>Conclusions reconnect to your main idea\/thesis. Studies have shown that the human brain is more likely to remember items at the beginnings and ends of lists, presentations, and other texts. When people recall the last thing they read or hear, that\u2019s called the \u201crecency effect\u201d because they\u2019re remembering the most recent information they\u2019ve encountered. This is why the last thing you write is so important. It\u2019s your final chance to make an impression on your readers.<\/p>\n<p>Conclusions re-state your thesis in some form. However, you should not simply copy your thesis from earlier in the text, as this doesn&#8217;t acknowledge the bigger, more involved conversation you developed in the body of your essay. Instead, conclusions point back to the main idea in a new way. A &#8220;new way&#8221; does not mean new information; you don\u2019t want to start making new claims or sharing new research. Instead, you\u2019ll want to help readers see how they relate to your subject matter. Conclusions provide your last chance to leave an impression on your reader. What do you want them to leave this text thinking about? What action do you want them to take? What is the larger context of your main idea in the thesis sentence? Conclusions should answer the &#8220;so what?&#8221; question, to help your reader understand the significance of your thesis idea and to keep that reader thinking about your idea after they move away from your essay.<\/p>\n<p>Conclusions have two basic jobs:<\/p>\n<ul>\n<li>leave readers with something to think about<\/li>\n<li>clarify why your topic matters to them and the larger community (whether that be the class, their neighborhood or the whole wide world)<\/li>\n<\/ul>\n<h3>Conclusion Strategies to Keep Readers Thinking about your Thesis<\/h3>\n<ul>\n<li><strong>Make a call to action<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">The goal of a call to action is to prompt readers to do something.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Citizens who agree that music education should be a part of all public schools in the United States can make a difference by writing their representatives, going to a school board meeting, and when a ballot initiative comes around, voting to fund music education.<\/p>\n<ul>\n<li><strong>Ask a rhetorical question.<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">A rhetorical question is meant to make people think, but not necessarily come to an answer. Often, the answer to rhetorical questions is clear right away, but the deeper significance needs to be pondered.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example:<\/strong> Should schools in the United States be concerned with the kind of emotional and cognitive development that music education prompts? If we\u2019re interested in educating the whole child, not just the most academic parts of the brain, then the answer is yes, and we have to reconsider our priorities when it comes to school funding.<\/p>\n<ul>\n<li><strong>Share an anecdote or story that will keep the issue in the forefront of the readers\u2019 minds<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">An interesting snapshot of someone\u2019s life or story about an intriguing character will help humanize the topic and help the readers remember your message. If you used an anecdote or story in the introduction, this is an opportunity to reconnect with that at the end of your piece.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example<\/strong>: Lin-Manuel Miranda, the creator of the hit Broadway musical\u00a0<em>Hamilton<\/em>, says that arts education saved his life. He went to an elementary school where the sixth grade put on a famous play every year\u2014everything from\u00a0<em>Fiddler on the Roof<\/em>\u00a0to\u00a0<em>The Wizard of Oz\u2014<\/em>but by the time Miranda\u2019s class was in sixth grade, the teachers had run out of plays appropriate for children, so they had the sixth graders write their own musicals in addition to performing all the musicals from the previous years. That four-hour-long musical extravaganza was Miranda\u2019s first experience of writing and acting in his own production (Raskauskas). The opportunity that his teachers provided him turned into a lifelong passion. All students should have that same opportunity to connect with the arts in meaningful ways.<br \/>\n<sup><em>(For more of Miranda\u2019s story, see this article from Wolf Brown, \u201c<a href=\"http:\/\/wolfbrown.com\/on-our-minds\/the-case-for-arts-education\/?Itemid=572&amp;fbclid=IwAR2w3unXJI8OIwH8k7fsyoRlYPOxodLnsEfD_QRdruXALXLbPIZo3OniQoM\" target=\"_blank\" rel=\"noopener noreferrer\">The Case for Arts Education: Don\u2019t Take Away Their Shot<\/a>.\u201d)<\/em><\/sup><\/p>\n<ul>\n<li><strong>Share a quote by an expert or historical figure<\/strong><\/li>\n<\/ul>\n<p style=\"padding-left: 30px\">Choose a quote from someone who is well known in a relevant field and who has expertise on your topic. This will lend your conclusion credibility and leave readers with something powerful to consider.<\/p>\n<p style=\"padding-left: 30px\"><strong>Example<\/strong>: As Oliver Sacks notes in his book\u00a0<em>Musicophilia<\/em>, \u201cRhythm and its entertainment of movement (and often emotion), its power to \u2018move\u2019 people, in both senses of the word, may well have had a crucial cultural and economic function in human evolution, bringing people together, producing a sense of collectivity and community\u201d (268). Our schools aim to foster that same sense of community, which is why music must be part of a well rounded education.<\/p>\n<h2>Titles<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-1557 alignleft\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4969\/2020\/04\/08184014\/216-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/><\/p>\n<p>While introductions and conclusions are like on and off ramps on the highway, titles are like signs that let you know something is coming, e.g., road work, school crossing, curvy road ahead. Effective titles capture your interest in a succinct way.<\/p>\n<p>I once\u00a0had a student who wrote a humorous essay about his family\u2019s experience with\u00a0a tomato\u00a0grown from seeds that\u00a0had been\u00a0in outer space (his child\u2019s school participated\u00a0in the Tomatosphere \/ Space Station Explorers\u00a0educational program). The student entitled his essay \u201cMy Wife and the Space Tomato.\u201d Everyone in the class wanted to read and comment on that essay, and years later, I still remember the title.<\/p>\n<h4>What Titles Can Do<\/h4>\n<ul>\n<li>Titles can offer your point of view and indicate\u00a0your\u00a0thesis assertion, e.g., \u201cThe Importance of Sleep.\u201d<\/li>\n<li>Titles can also offer the topic without indicating your thesis assertion, e.g., \u201cSleep Deprivation.\u201d<\/li>\n<li>Titles can indicate the tone and approach of the essay, e.g., \u201cZZZs and Zestfulness.\u201d<\/li>\n<\/ul>\n<h4>Tips for Creating Titles<\/h4>\n<ul>\n<li>Consider your purpose, audience, and tone.<\/li>\n<li>Keep the title simple and easy to read.<\/li>\n<li>Use a key word or phrase that indicates the topic of the essay.<\/li>\n<li>Accurately indicate what the essay is about, so that there is \u201ctruth in advertising.\u201d<\/li>\n<\/ul>\n<h4>Important to Remember about Titles<\/h4>\n<ul>\n<li>A\u00a0title <em>is\u00a0not<\/em> and <em>should not<\/em> be exactly the same as your thesis sentence.<\/li>\n<\/ul>\n<h2>Summary: Introductions, Conclusions, Titles<\/h2>\n<p>The following video summarizes main points to remember about introductions, conclusions, and titles. (Note that it was created for a specific course at a specific college, so please disregard the information about using a worksheet and about numbers of sentences and paragraphs required.)<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Module 13: Essay Title, Introduction, Conclusion\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/KYoAtE3eYc0?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-896\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Completing a Draft: Introductions, Conclusions, Titles, includes material adapted from College Writing, The Word on College Reading and Writing, and Let&#039;s Get Writing; attributions below . <strong>Authored by<\/strong>: Susan Oaks. <strong>Project<\/strong>: Introduction to College Reading &amp; Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>College Writing, pages on Introductions, Conclusions, Titles. <strong>Authored by<\/strong>: Susan Oaks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\">https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>The Word on College Reading and Writing, pages on Writing a First Draft, Introductions, Conclusions. <strong>Authored by<\/strong>: Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear. <strong>Provided by<\/strong>: OpenOregon. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\">https:\/\/openoregon.pressbooks.pub\/wrd\/<\/a>. <strong>Project<\/strong>: The Word on College Reading and Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Chapter 4 - The Writing Process. <strong>Authored by<\/strong>: Kathy Boylan. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/vwcceng111.pressbooks.com\/chapter\/chapter-4-the-writing-process\/\">https:\/\/vwcceng111.pressbooks.com\/chapter\/chapter-4-the-writing-process\/<\/a>. <strong>Project<\/strong>: Let&#039;s Get Writing!. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>image of two people shaking hands; the hands are emerging from smartphone screens. <strong>Authored by<\/strong>: Gerd Altmann. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/shaking-hands-handshake-arrangement-3464051\/\">https:\/\/pixabay.com\/photos\/shaking-hands-handshake-arrangement-3464051\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>image of a hand plugging a charger cord into an iphone. <strong>Authored by<\/strong>: kewei0219. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/iphone-lightning-cable-lightning-1702711\/\">https:\/\/pixabay.com\/photos\/iphone-lightning-cable-lightning-1702711\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>image of screenplays laid out on table, with prominent titles. <strong>Authored by<\/strong>: LEEROY Agency . <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/books-literature-reading-sale-498422\/\">https:\/\/pixabay.com\/photos\/books-literature-reading-sale-498422\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>video Module 13: Essay Title, Introduction, Conclusion. <strong>Authored by<\/strong>: David Briggs. <strong>Provided by<\/strong>: Marshalltown Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=KYoAtE3eYc0\">https:\/\/www.youtube.com\/watch?v=KYoAtE3eYc0<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/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":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Completing a Draft: Introductions, Conclusions, Titles, includes material adapted from College Writing, The Word on College Reading and Writing, and Let\\'s Get Writing; attributions below \",\"author\":\"Susan Oaks\",\"organization\":\"\",\"url\":\"\",\"project\":\"Introduction to College Reading & Writing\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"College Writing, pages on Introductions, Conclusions, Titles\",\"author\":\"Susan Oaks\",\"organization\":\"\",\"url\":\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The Word on College Reading and Writing, pages on Writing a First Draft, Introductions, Conclusions\",\"author\":\"Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear\",\"organization\":\"OpenOregon\",\"url\":\"https:\/\/openoregon.pressbooks.pub\/wrd\/\",\"project\":\"The Word on College Reading and Writing\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Chapter 4 - The Writing Process\",\"author\":\"Kathy Boylan\",\"organization\":\"\",\"url\":\"https:\/\/vwcceng111.pressbooks.com\/chapter\/chapter-4-the-writing-process\/\",\"project\":\"Let\\'s Get Writing!\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of two people shaking hands; the hands are emerging from smartphone screens\",\"author\":\"Gerd Altmann\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/photos\/shaking-hands-handshake-arrangement-3464051\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of a hand plugging a charger cord into an iphone\",\"author\":\"kewei0219\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/photos\/iphone-lightning-cable-lightning-1702711\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of screenplays laid out on table, with prominent titles\",\"author\":\"LEEROY Agency \",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/photos\/books-literature-reading-sale-498422\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"video Module 13: Essay Title, Introduction, Conclusion\",\"author\":\"David Briggs\",\"organization\":\"Marshalltown Community College\",\"url\":\"https:\/\/www.youtube.com\/watch?v=KYoAtE3eYc0\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"YouTube video\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-896","chapter","type-chapter","status-publish","hentry"],"part":26,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/896","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/users\/81366"}],"version-history":[{"count":15,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/896\/revisions"}],"predecessor-version":[{"id":2676,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/896\/revisions\/2676"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/parts\/26"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapters\/896\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/media?parent=896"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/pressbooks\/v2\/chapter-type?post=896"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/contributor?post=896"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-introtocollegereadingandwriting\/wp-json\/wp\/v2\/license?post=896"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}