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Teaching Strategies: Chapter 4 Introducing the Essay
Chapter Goal: Write effective and engaging introductions.
Purposes of an Introduction
Activity: Using the exercise on page 56 of Chapter 4, bring in several different types of reading
materials, such as magazines, books, and newspaper articles. If you can, find readings with
different introductions like the types of introductions listed in the chapter. As a class, look at the
different introductions and have students analyze them, deciding what introductions worked to
capture their attention and made them want to read more.
Types of Introduction
Broad to Narrow & Narrow to Broad
Activity: Using the cut out paragraphs at the end of this chapter in the Instructor’s Resource
Manual, cut out each sentence. Arrange students into groups and have them organize the
paragraph leading to the thesis. You can even make a game out of it, offering a prize for the
group who finishes first.
Quotation
Activity: Arrange students in groups of no more than three. Give each student a quotation from
some popular songs and have students develop an introductory paragraph, complete with a
thesis. Give students a chance to share their paragraphs on an overhead or on the board.
Introductions should be 4-7 sentences long.
Activity: Give students a worksheet with quotations on one side and thesis statements on the
other (see the worksheet at end of section). Have students match up which quotation could lead
to a specific thesis. (Answers may vary.) Then, have students develop an introductory
paragraph using their matches.
Anecdote
Activity: Give the class a thesis. Then, call 4-6 students up to the board one at a time. Have
each student write one sentence of the brief story that leads to the thesis. You may have to begin
the story with a few words. Do this several times with a new group of students, using either the
same thesis or a new thesis.
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Contrasting Idea
Before students can understand and use the contrasting idea introduction, they must first
understand and be able to use contrasting signal words. Begin by giving them some simple
sentences to see how the contrasting signal words are used.
Historical
Using an historical introduction to set the stage can be a lot like using the anecdote method.
Telling a story to set the stage, though, does not require a solution. Obviously, the story needs to
lead into the thesis and establish a background so the reader can tell the essay is personal.
Using an historical introduction to establish expertise can call on the writer to begin with a
startling fact or statistic. The writer can also use a story to establish his/her expertise on a
subject as shown in the text.
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Review: Chapter 4 Introducing the Essay
Chapter Goal: Write effective and engaging introductions.
Purposes of an Introduction
An effective introduction has several jobs. It:
1) draws the reader into the essay.
2) advances the general topic of the essay.
3) provides necessary background.
4) presents the essay’s thesis.
Types of Introduction
Following are several types of introductions writers may use:
• Broad to Narrow introductions funnel readers from a broad topic into the focus of a
narrower topic—the thesis.
• Narrow to Broad introductions take readers from a specific idea and draw it out into a
broader idea—the thesis.
• Quotation introductions begin with a documented quotation that catches the reader’s
attention and then works from the quotation into the point of the paper, the thesis.
• Anecdote introductions are brief stories that lure readers in. The brief story ends with a
point that leads to the thesis.
• Contrasting Idea introductions begin with an idea or a quotation that is a clear, strong
contrast to the paper’s thesis. When using this introduction, students must use the
contrasting signal words before getting to the thesis.
• Historical introductions introduce the paper by providing background information to set
the stage for the thesis. This information may be a personal experience or facts about a
topic used to establish expertise on the topic.
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Broad to Narrow Introductory Paragraph
Cut out the sentences below and organize them into a broad-to-narrow introductory paragraph.
Companies these days are looking for workers who have a college degree.
As a result, many people, young and old, are going to college to earn an advanced degree in
order to competitively vie for a job.
However, those who attend college can get much more than a degree out of college.
Those who attend and graduate from an institution of higher learning benefit from
learning self-discipline, goal-setting, and organizational skills.
34
Narrow to Broad Introductory Paragraph
Cut out the sentences below and organize them into a narrow-to-broad introductory paragraph.
Your stomach is tied up in knots as you approach the college campus for the first time on
the first day of classes.
The traffic on campus is horrendous and no one, most importantly you, can find a place to
park.
You finally find a space many blocks from your first class’s building.
Once inside the building, you wander around aimlessly, searching for your classroom
among students who are at least ten years younger than you.
Finally, you arrive!
You have conquered the first of many challenges of returning to college as an adult student.
35
Quotations for Introductions
In the blank following each quotation on the left, enter the letter of a possible thesis match on the
right. There may be more than one thesis possibility for a quotation.
1. “Beauty is in the eyes of the beholder.” ______A. United States citizens should vote,
Anonymous obey the laws, and, above all, help
other fellow citizens.
2. “Act as if what you do makes a ______B. Women who are pioneers in their fields
difference. It does.” need determination, faith, and
William James endurance.
3. “Ask not what your country can do ______C. While many people work for 30 to 40
for you—ask what you can do for your years so that they can retire, people
country.” should enjoy life each day by taking
John F. Kennedy healthy risks, splurging once in a while,
and taking time for themselves.
4. “Every man dies. Not every man ______D. It is a parent’s responsibility to be a
really lives.” good role model for his/her children
William Wallace through words, actions, and beliefs.
5. “I have a dream…” ______E. In order to be successful, people must
Martin Luther King, Jr. plan, believe, and work hard.
6. “Nothing will work unless you do.” ______F. My husband finds the mountains beautiful
Maya Angelou while I find beauty at the beach.
7. “Do not go where the path may lead, ______G. For some immigrants, the American
go instead where there is no path Dream is freedom from oppression,
and leave a trail.” freedom of speech, and freedom of
Ralph Waldo Emerson choice.
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Answers to Cut-Out Paragraphs
Broad-to-Narrow Solution Paragraph
Companies these days are looking for workers who have a college degree. As a result, many
people, young and old, are going to college to earn an advanced degree in order to competitively
vie for a job. However, those who attend college can get much more than a degree out of
college. Those who attend and graduate from an institution of higher learning benefit from
learning self-discipline, goal-setting, and organizational skills.
Narrow-to-Broad Solution Paragraph
Your stomach is tied up in knots as you approach the college campus for the first time on the
first day of classes. The traffic on campus is horrendous and no one, most importantly you, can
find a place to park. You finally find a space many blocks from your first class’s building. Once
inside the building, you wander around aimlessly, searching for your classroom among students
who are at least ten years younger than you. Finally, you arrive! You have conquered the first of
many challenges of returning to college as an adult student.
Answers to Quotations for Introductions
Answers may vary.
1. f
2. d
3. a
4. c
5. g
6. e
7. b
237
Chapter 2, Test 1
1. When should one use prewriting?
2. Name two benefits of prewriting.
3. Describe the process of freewriting.
4. Explain what “invisible writing” is.
5. What does one do when clustering?
6. Why is clustering a good choice for right-brained writers?
7. Making lists of possible ideas about a topic is called _______________________.
8. What is usually the last step in prewriting?
9. How often should you journal write?
10. According to the author, writing in a journal is valuable because “_______________ is the
only thing that is guaranteed to make you a better writer.”
238
Chapter 2, Test 2
1. Writer’s block is caused by
a) dislike of writing.
b) poor writing ability.
c) fear of failure.
d) boring topics.
2. Prewriting prevents writer’s block by
a) letting you write without judgment of what’s “right.”
b) giving you time to research a topic.
c) making you write in an organized manner.
d) getting rid of the bad ideas before you start your paper.
3. The benefits of prewriting include all of the following except
a) allowing your mind time to reveal its thoughts.
b) building confidence that you have plenty to say.
c) keeping you from writing too much.
d) telling you when the topic isn’t worth pursuing.
4. Two-sided brainstorming allows a writer to
a) write without regard for correct grammar.
b) develop only two points about a topic.
c) consider two reasons not to write the paper.
d) explore his or her thoughts on both sides of an issue or topic.
5. Invisible writing
a) is thinking or talking about your topic without writing.
b) is designed to be done on a computer.
c) is writing you will never show to anyone.
d) is writing in a journal.
6. Clustering involves
a) putting ideas in circles connected by lines.
b) making two lists: pros and cons.
c) creating lists of subtopics.
d) sketching pictures of your ideas.
7. The prewriting method that involves both the right and left hemispheres of the brain is
a) brainstorming.
b) freewriting.
c) invisible writing.
d) clustering.
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8. You should use outlining
a) to narrow down a topic.
b) after using one or more other prewriting methods.
c) to express how you feel about a topic.
d) if you have writer’s block.
9. Narrowing a topic is essential if
a) you are a right-brained writer.
b) you have been given a topic you are unfamiliar with.
c) you have been given a very broad or general topic.
d) you have spent too much time prewriting.
10. Writing a short essay calls for
a) a formal outline with Roman numerals.
b) an outline with at least six levels of subdivisions.
c) a short outline with or without topic sentences.
d) no outline, only prewriting.
240
Chapter 2, Test 3
Short Answer
1. Why should you prewrite before writing an essay?
2. What method of prewriting is good for right-brained writers?
3. What should be the last form of prewriting before writing an essay?
4. What is a benefit of journaling?
Matching
a). brainstorming c). invisible writing e).outlining
b). freewriting d). clustering f). journaling
_____ 5. Writing for a certain block of time on a computer with the monitor off.
_____ 6. This is my topic.
This is a major detail of my topic.
This example supports my major detail.
This is another major detail of my topic.
This example supports my second major detail.
_____ 7. Writing daily about things that have meaning to you.
_____ 8. idea idea
idea idea
idea idea
idea idea
_____ 9. Writing for a certain amount of time on paper about a specified topic.
_____10. Identify the prewriting technique used in the graphic below.
Copyright © 2012, 2010, 2007 Pearson Education, Inc. All rights reserved.
379
Chapter 1, Test 1
1. true
2. Revising involves making big changes in content and organization; proofreading involves
smaller changes in grammar, spelling, and punctuation.
3. planning
4. proofreading
5. suggestions for new ideas and organization, help with staying focused on the assignment, an
evaluation of the strengths and weaknesses of her paper
6. someone who sees the big picture rather than details
7. any one of the following: drafting could be substituted for prewriting; the writer could find
his/her most creative time of day to write; the writer could think before writing, “giving the
brain an assignment.”
8. It presents the general topic of the paragraph and makes a specific point about that topic.
9. supporting
10. summary or concluding
Chapter 1, Test 2
1. b
2. c
3. b
4. b
5. a
6. d
7. c
8. b
9. b
10. d
Chapter 1, Test 3
1. Prewriting focuses on thinking; it is the part of the writing process during which you get your
ideas on paper.
2. false
3. no
4. revision
5. grammar and punctuation errors
6. d
7. b
8. a
9. c
10. b
Chapter 2, Test 1
1. before writing any paper
2. any of the following: opens up thoughts; prevents writer’s block; builds confidence; sparks
creativity; lets you know when to quit if topic doesn’t work
3. The writer writes nonstop for a fixed period of time, not worrying about quality of writing.
Copyright © 2012, 2010, 2007 Pearson Education, Inc. All rights reserved.
380
4. Invisible writing is freewriting on a computer with the monitor turned off.
5. Draw circles around topic, then map out associations from the topic.
6. boosts creativity by involving both the right and left sides of the brain
7. brainstorming
8. outlining
9. often, even when not assigned
10. writing
Chapter 2, Test 2
1. c
2. a
3. c
4. d
5. b
6. a
7. d
8. b
9. c
10. c
Chapter 2, Test 3
1. any of the following: opens up thoughts; prevents writer’s block; builds confidence; sparks
creativity; lets you know when to quit if topic doesn’t work
2. clustering
3. outlining
4. to help one practice writing and/or to collect ideas for writing
5. c
6. e
7. f
8. a
9. b
10. d
