Posts Tagged purpose
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?
Following on from what you don’t include in a conclusion let’s look at the one thing you should include.
Many of you will recognise the twist ending as a literary device found in fiction. However, it also has an important place in your essay; which is entirely a non-fiction work (make sure it is and you have made nothing up!).
The twist seems to be a little known part of an essay’s conclusion and it was in Ian Hunter’s book that I first came across it.
The twist has two functions:
- Make your conclusion interesting – your conclusion only contains things that you have mentioned earlier in your essay so you need something different to keep the marker awake.
- Most importantly though, it is the perfect way to demonstrate to the marker that you know your topic and understand your arguments – this is how you show you are smart in your conclusion.
So what actually is a twist?
In your essay you have presented a number of arguments and a variety of evidence to back these up. Go back and reread what you have written – what was the most important?
This is what the twist is – making a judgement call on the significance and importance of the points your essay has made.
What was the strongest evidence? The weakest? Whose opinions are most valid? Or invalid? What source(s) were the most credible?
Form your answers to the above questions into a sentence or two and you have your twist. Remember don’t include any new information, just a layer of interpretation.
Up next week we look at structuring your conclusions and where the twist should be found.
Photo Credit thombo2 via Flickr
How do you do it?
Well it starts right now. For the Southern Hemisphere, Term 4 has started and exams are just around the corner for both high school and university. Kill Facebook, tear yourself away from House, Glee, the view out the window, and whatever else you have found that is so much better than study, and let’s hit the books.
Unlike other examination methods, it can be hard to know where to start when it comes to studying for an exam essay. One of the reasons essays are set in exams is because it is one of the best ways for a marker to assess whether you understand what you have been learning the over the year or semester. The reason they don’t just give you another assignment essay is because, as my Management lecture says, it is harder to cheat in an exam. Don’t take that as an invitation to try and prove him wrong!
Anyway we now have a purpose, demonstrate our understanding of the subject. In order to do this, you must first know what you need to know. Sounds simple but you hear it every year, “I didn’t know that was going to be in exam…” So find out. Most lecturers give away hints, tips, and the rough topics that their essays questions will cover. After all, they would rather read hundreds of beautifully structured persuasive essays at 4am in the morning, than sorry attempts that try and bluff their way through a question (and subject) the writer didn’t understand.
Sometimes however, you don’t have a nice Management lecturer who pretty much tells the class what the essay questions will be. Most courses have learning outcomes, so find them, read them, know them, understand them. Use these learning outcomes to break the subject into topics that you could be asked to write an essay on. If it is an English essay, then you will be looking at the themes and characters of the work you are studying.
One other thing that can aid you in focusing your study is looking at past paper questions, but be very careful about making too many assumptions based on what topics were used in previous exams. Christabel was an unfortunate surprise for many of us in the IGSCE English exam!
What you have done is taken the large overall topic and broken it down into areas of focus. This may remove topics that you don’t need to know for the exam, which is great – you don’t want to do any more work than is necessary! Use these topics to plan your study. Instead of saying, tomorrow I will spend 45 minutes studying English, plan that you will spend 45 minutes on the character Bosola from The Duchess of Malfi (only ever read this play if you have to!). This leads us nicely onto next week’s post – now we know what we need to know, how do we study it?
How do you find and work out what you should study for your exams?