The third paragraph of the body should include the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should contain the reverse hook, which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this essay. This hook also leads into the concluding paragraph.
All essays have an introduction, a body and a conclusion. These are the main parts of your essay and your outline. Thus, your outline should look like this with the phrase or sentence that describes what you write:
Alpha Student – How to start an essay: the opening sentence
Your essay will be the representation of an argument on a given subject or subjects. It will include only points which are relevant to the subject, so be careful to get rid of material that is not directly relevant. Although students sometimes complain that the lengths demanded of essays are too long, most of the essays you will write are really relatively short. Part of the skill of writing is to write concisely and economically, without wasting material or 'padding' the work with irrelevant diversions and repetition. Once the points have been chosen they should be presented logically and coherently, so do not leap about from point to point. Each point generally will have some connection to the preceding one and the one which follows. If you do leave one part of the essay to move onto another, but intend later to go back to the point you have left and show, for example, how the points may be connected or related, then it can be useful to say so by 'signposting', e.g. '. After each draft of the essay check that each point is presented in a logical and coherent order. Read each draft carefully and critically. Is there a significant idea you have not included in the essay? Do you need to expand some of the points you have chosen to write about? Are some of the points, after due consideration, not really relevant? Have you been too long-winded or repetitive? If so, cut out and/or reduce some of the text. Does your argument need to be clearer, and do the links between some of the main points need more emphasis? You should be asking yourself these questions throughout the whole process.
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You can introduce the subject of imagery in a strong sentence, at the beginning of a paragraph, by simply starting to discuss it straightaway. If you have identified a number of images, metaphors, etc., but have decided that, in the end, they can be collected under two separate headings, then it is a good idea to say so. As an example, here is a paragraph which starts to deal with the literary language in Graham Greene's ''. This paragraph would ideally come about a third or half way into the essay, as it comes after the introduction and signals the fact that some analysis has already been carried out.
The Book-Length Sentence - Essay - The New York Times
What are the advantages of such a sequence of paragraphs? Notice that the opening sentence in each paragraph is a strong one. There are several strong points about the first paragraph:
Sample essay - Monash University
Strong sentences are essential in terms of the flow of your essay. When signalling the fact that they now want to begin a discussion about the imagery of the text in question, students often begin paragraphs with a sentence such as the following: Whilst this would be fine in a first draft for more refined essay writing there are much better alternatives and methods. What is wrong with this particular sentence? To start with there is no real need to introduce the subject so mechanically: as you are writing about literature it will come as no great surprise to the reader that imagery is to be discussed at some point. Secondly, as the student has chosen to write about the imagery there is no need to state that it is important. If it was not important then the student should not have chosen to write about it. (Please note that there would be no objection to a sentence such as 'I will now go on to discuss the imagery, which is fundamental to a full understanding of the story', although it would be even better if the type of imagery was identified. This says something different. Do not repeat these phrases mechanically in your essays - the imagery will not always be absolutely key to understanding the story. Use your common sense.)