Posts Tagged Formula
Over the last couple of months I have looked at how to write brilliant introductions and conclusions and there seemed to be a lot of similarities in the purposes of the sentences in their respective formulae.
So is a conclusion an introduction in disguise? Vice versa? Or are they very different beasts?
Well lets take a look at the formulae again:
1. Hook them!
2. Set the scene
3. Show you’re smart
4. Give the game away
5. Sum it up
1. Re-state the scene
2. Answer the question
3. (and 4.) Deliver a twist
5. End with a bang!
At a surface level each sentence of the introduction pairs up with a sentence from the conclusion. So we will chronologically go through the introduction and pair it up with the sentence from the conclusion that it is most similar too:
Introduction – Conclusion
1. Hook them! with 5. End with a bang!
Similarities: both sentences are broad like the extreme ends of a Greek column and should be powerful.
Differences: the first sentence of your introduction introduces the broad topic only; in addition the last sentence of the conclusion contains what the essay argued with regards to the broad topic. Also, the first sentence of the introduction is neutral whereas the final sentence of your conclusion most probably is not.
Introduction in disguise? Nope.
2. Set the scene with 1. Re-state the scene
Similarities: both sentences have the same purpose – introduce/conclude what the essay will/has talk(ed) about. Also, they both use the same or similar signpost.
Differences: just the tense.
Introduction in disguise? Yup.
3. Show you are smart with 3. (and 4.) Deliver a twist
Similarities: both have the same purpose – show your intelligence, but…
Differences: …they achieve this is very different ways. The third sentence of your introduction does this by talking about the context of the essay, whereas the twist makes a judgement call on the evidence and information presented in the body of the essay.
Introduction in disguise? Nope.
4. Give the game away with 2. Answer the question
Similarities: both deal with the essay’s argument; however…
Differences: …the way it does this is slightly different – in the introduction you state your argument, whereas in the conclusion you go one step further by comprehensively answering the essay question and concluding your argument.
Introduction in disguise? Sort of.
5. Sum it up with 5. End with a bang!
Yes we have already compared “End with a bang!” but since it’s the last sentence of the introduction, let’s see whether it is similar to the last sentence of the conclusion:
Similarities: both have the same purpose – sum up the essay, and use the same or similar signpost.
Differences: tense and with “End[ing] with a bang! You need to, well, end with a bang…
Introduction in disguise? Yup.
So is a conclusion an introduction in disguise?
Based on this analysis we have two “Yup’s”, two “Nope’s” and a “Sort of”. Though the last sentence of the conclusion, “End with a bang!” is most similar in function to the last sentence of the introduction, so really there is just one key “Nope” – the two sentence 3’s: “Showing you are smart” and “Delivering a twist”.
Both have a similar purpose, so next week we will look at an example of an essay’s introduction and conclusion and I’ll provide my answer to the question.
In the meantime, what do you think – is a conclusion an introduction in disguise?
Now we will put it all together to create a formula for your conclusions like we did with the introduction.
Sentence 1: Re-state the scene
Aim: Summarise your essay broadly, what did it do?
Start with a signpost such as “This essay has [examined/considered/discussed]…”
This sentence is essentially the past tense version of Sentence 2 in your introduction. Don’t copy it word for word though! Paraphrase it, show you understand what your essay has done.
Sentence 2: Answer the question
Aim: State the broad conclusion to your essay’s argument – what has your essay proved?
Carry on from Sentence 1 and move into specifically what your essay looked at and finish up the sentence with your broad answer to the essay question. This sentence can sometimes get quite long so don’t be afraid to split it into two sentences. However, as we keep stressing, be concise! The marker will have read tens if not hundreds of essays – you want your conclusion to stand out.
It is similar to Sentence 4 in the introduction.
Sentence 3 (and 4): Deliver a twist
Aim: Make your conclusion interesting and demonstrate your knowledge and understanding to the marker.
Everything you need to know about the one thing you need to include in your conclusion can be found in my previous post.
Since this is such an important part of the conclusion it usually takes up a couple of sentences. It has a similar purpose as Sentence 3 in the introduction.
Sentence 5: End with a bang!
Aim: To summarise your conclusion.
Be succinct and concise. This is the last thing the marker is going to read; you want them to remember it. So start with a signpost, “Overall…” and end with a bang!
It follows along the same lines as Sentence 5 in the introduction.
This formula is a great guide for writing your conclusions and is based off Ian Hunter’s book.
Next week we will look at an example of this formula in action.
You have planned your essay, you pick up your pen or sit down at your computer, and then what?
If you know what you are doing, the introduction is actually relatively easy to write because for academic essays it follows a rough formula. English essays don’t necessarily follow this structure quite as rigidly but for university essays it is very useful.
Below is an elaboration from Dr. Ian Hunter’s book, Write That Essay! For an average length essay five sentences is usually enough and each of them has a specific purpose.
Sentence 1: Hook them!
Aim: Introduce the general topic to the reader.
This sentence is a neutral sentence. It contains facts and information that is generally agreed to be correct – as tempting as it may be, you do not want to spark controversy here.
Sentence 2: Set the scene
Aim: Introduce what topic(s) your essay is going to specifically focus on.
You want to start this sentence with something like “This essay will [examine/consider/discuss]…”.
While this sort of sentence might sound a little stupid, throughout your essay you need to place signposts to help the marker follow your argument and not get lost. This is the first signpost in your essay, it lets the marker know what topics to expect in the body paragraphs.
Sentence 3: Show you are smart
Aim: Mention the context of your essay.
You want to show the marker that you know what you are talking about and are not just bluffing through the essay question because you spent your research time on Facebook. However, there is a fine line between proving your intelligence and showing off. If you cross that line this early in your essay, you will have severely damaged the marker’s impression of you. Not a good move!
Sentence 4: Give the game away
Aim: State your argument.
An essay is not a thriller and you are not John Grisham. Right here in the fourth sentence of your essay you want to tell the marker your argument. Without reading any further they should know what happens at the end – suspense has no place in your essay – it is an essay after all!
Sentence 5: Sum it up
Aim: Summarise the conclusion of your argument.
Two sentences after the first ‘signpost’, we come to another one (after all no one wants to get lost in an essay!). Here, in a nutshell, you are summing up your essay. Your sentence should start with something like:
“Overall, this essay will argue…” or “In summary, this essay will suggest that…”
This is a very good guide for writing your introductions and one that I always use. Learn it, use it, then you can adapt it a little too (remember English essays don’t have to be as formulaic). Just make sure you fulfil the aims of an effective introduction.
Also, check out Dr. Hunter’s book for more help and tips on writing essays.